Rebecca Nowacek (2011) observes that “scholarship on transfer in the field of rheto-ric and composition has understandably focused on first year composition: what knowledge and abilities transfer out of, and less commonly, into FYC ” (p. 99). There is consensus in this research that all too often students fail to transfer skills learned in their first-year composition courses to other writing contexts across the curric-ulum. There is also consensus that composition instructors wishing to encourage transfer should focus on metacognitive awareness of writing processes; understand-ing of key writing studies concepts like rhetorical situation, genre, and discourse community; and making explicit connections to students ’ future college and pro-fessional reading and writing tasks (Beaufort, 2007; Bergmann & Zepernick, 2007; Clark & Hernandez, 2011; Fishman & Reiff, 2008; Wardle, 2007). What scholars have focused less attention on is how these lessons learned from the research on transfer and first-year composition might inform the design not just of first-year composi-tion courses, but of university writing across the curriculum (WAC) efforts, from a student’s first year to his or her final semester. With the exception of Anne Beaufort (2007) and David Smit (2004), even researchers who have studied courses across disciplines have focused their advice not on the structural design of campus WAC programs, but on what individual instructors can do to encourage transfer (Caroll,