| 2011 | A.17 | Learning Communities and Communities of Practice: Toward Improved Instruction |
| 2011 | A.24 | Practitioner Inquirers at the Research Family Reunion or “Whatever Happened to Practitioner Research?” |
| 2011 | A.6 | No Such Thing as Community |
| 2011 | B.17 | Faculty Knowledge, Faculty Development, and Institutional |
| 2011 | B.24 | Untangling the Web of Relations in the Undergraduate |
| 2011 | B.9 | OWL – Tales: Ongoing Scholarship and Stories from the Online Writing Lab |
| 2011 | C.17 | Research on the Nature and Effects of Writing-Center |
| 2011 | C.24 | What in the World Is English and How Are We Teaching It |
| 2011 | C.8 | Making Space for Service-Learning Projects in a Portfolio-Based Writing Program |
| 2011 | D.21 | Who Does What, and With Whom: Exploring the Staffing |
| 2011 | D.36 | Citation Context Analysis: Fresh Approaches to Assessment and Tutoring |
| 2011 | D.39 | What’s Our Relation . . . to the Mean and the Median? |
| 2011 | E.21 | New Challenges, New Understandings: Examining Our Relations within a Portfolio Culture |
| 2011 | E.24 | Writing Across the Curriculum in the Community College: Challenges and Opportunities |
| 2011 | E.39 | Exploring the Next Frontier in WAC/WID: A Multi-University, NSF-Sponsored Project to Enable |
| 2011 | F.21 | Creating Shared Values: Development of Writing Programs |
| 2011 | F.31 | Revisiting the Status Quo: New Directions in Writing |
| 2011 | G.17 | Photography, Writing, and the Drafts of History |
| 2011 | G.31 | A Place at the Table: The Contested Space of Writing in a Corporate Curriculum |
| 2011 | G.34 | Assessing Programmatic Relationships: Bridging Internal, Interdisciplinary, and Institutional Gaps |
| 2011 | H.21 | From Strangers to Family: The Development of a First-Year Writing Program |
| 2011 | H.34 | The Other Side of the Street: Understanding the Reciprocal Effects of Working as a Peer Tutor |
| 2011 | I.16 | Attitude Triage: Changing Student Attitudes toward Writing |
| 2011 | I.22 | The Changing Shape of Two-Year College English |
| 2011 | I.3 | Teaching Composition in the Era of Dual-Credit: A Study of High School Writers in the Community College |
| 2011 | J.21 | Mapping Contested Spaces for the Undergraduate Major |
| 2011 | K.16 | Creating a Functional Family: Building Relationships within |
| 2011 | K.22 | Assessing Students and Students as Assessors: Roles, Perspectives, and Influences |
| 2011 | L.8 | Writing Assignments, Argumentation Strategies, and Social Identities: Three Views of Writing in the Disciplines |
| 2011 | M.19 | Writing Hong Kong/Hong Kong Writing: Writing Administration in a Trilingual/Post-Colonial/Post-Handover Context |
| 2011 | N.19 | Really, Really Useful Knowlege: How Cultural Studies Agendas Play Out for a Director and Her Tutors at One Historically Black University |
| 2011 | N.3 | Within Yet Aside: Assessing Critical Thinking Across Student Writing |
| 2011 | N.33 | Contested Spaces and Curricular Design: Incorporating Students’ Local Knowledge and Rhetorical |
| 2012 | A.20 | Finding Productive Writing Pedagogies in WAC and Writing Programs |
| 2012 | A.34 | The Next Step: Outcomes for Majors in Writing and Rhetoric. A Roundtable Discussion |
| 2012 | B.27 | The Vertical Writing Curriculum: Using Reaccreditation to Integrate and Align Writing Instruction |
| 2012 | C.11 | Using Disciplinary Writing Assignments to Assess |
| 2012 | C.19 | The Transition to Parentheses: New Boundaries for a Non-Tenure-Track Writing Program |
| 2012 | D.12 | Gateways to Response Strategies That Work for Our |
| 2012 | D.21 | Directed Self-Placement: Widening Institutional |
| 2012 | D.31 | Checking Up on Wired Writing Programs: Emerging |
| 2012 | E.21 | Writing Centers as Ideal Sites of Knowledge Transfer and Disciplinary Translation |
| 2012 | F.21 | Cross-cultural Dialogues in Classrooms and Writing Centers |
| 2012 | F.8 | Rhetorical Routes to Revision: Developing a University Writing Program Amidst General Education Reform |
| 2012 | G.10 | Placing “Choice”: Agency, Remediation, and Whiteness |
| 2012 | G.24 | Unseen Gateways in First-Year Writing: FLCs, ‘General |
| 2012 | G.30 | A Two-Way Street: Community Programming and First-Year Writing |
| 2012 | G.34 | Classical Rhetoric for the Modern Writing Center |
| 2012 | H.28 | At the Threshold of Transformation: Two-Year College |
| 2012 | H.8 | The Consortium for the Study of Writing Survey as a Gateway to Writing Assessment, Faculty Development, and Program Building: A Comparative Perspective |
| 2012 | I.11 | Telling Our Story: Developing a Writing Studio Program to Support Basic Writing |
| 2012 | I.27 | Collaboratively Redesigning First-Year Composition in Digital Environments: A Gateway for Student Success |
| 2012 | J.10 | Assessing Student Writing when Convergent Media and Visual Rhetoric Change the Evaluative Interface |
| 2012 | J.21 | Perceptions Are Gatekeepers: Exploring Ways to Increase Student Engagement with the Writing Center |
| 2012 | J.29 | CUNY’s Assessment of Academic Writing Proficiency: A Case Study |
| 2012 | K.18 | The Information Literacy Lab: A Partnership between First-Year Writing and the Library |
| 2012 | K.19 | Institutional and Civic Responsibilities to “Warrior |
| 2012 | K.6 | Constructing the Gates: Structures for Success in International and Domestic Service Learning Initiatives |
| 2012 | L.19 | Gateways and Transitions: Exploring Advanced |
| 2012 | L.25 | Composing and Collaborating in a Digital World: Transitioning Spaces to Multiliterate Writing Centers |
| 2012 | L.8 | Still Trying to Break Our Bonds: Lessons from an Ongoing |
| 2012 | M.31 | Is the Next America Totally WACked? |
| 2012 | M.9 | (Re)Structuring Gateways in a Community College: Using a Title III Grant to Increase Access to “College-Level” Composition |
| 2012 | N.8 | “It gets better,” or does it?: Lessons for/from Anti-bullying Activism in the WPA Context, Or Moving Toward A Theory and Ethics of Combating |
| 2013 | B.3 | Information and Its Consequences for Work: Theorizing a Writing Program Informatics |
| 2013 | B.7 | Look Out Any Window: The Basic Writing Center |
| 2013 | C.10 | Dual Enrollment/Dual Credit: The Missing and the Hidden |
| 2013 | C.6 | Re-imagining Writing Programs’ Audiences: Insights |
| 2013 | D.12 | The New “Basic Writing”: A WAC/WID Program and Public Literacy |
| 2013 | E.27 | Perceptual Presence: Creating Exceptional Teaching |
| 2013 | E.8 | Supporting Integrated Writing Research through Rhizomatic Literate Activity |
| 2013 | F.11 | Reidentification: Seeing Students Differently |
| 2013 | F.30 | Going Public: Making Integrated Writing Instruction |
| 2013 | G.16 | Leveraging the “Where” of Writing: Forging, Showcasing, and Complicating Community |
| 2013 | G.4 | Writing Center Training, Performative Silence, and Informational Visualization |
| 2013 | H.10 | Transition and Transfer: Tracing Student Movement |
| 2013 | H.11 | Making Our Work Public: Creating a New English Major |
| 2013 | H.15 | Making the Grade: Exploring and Explaining “Failure” |
| 2013 | I.11 | Snapshots of the Field |
| 2013 | I.4 | Invitations to Dialogue: Student Involvement in Teaching for Transfer Across and Outside the Composition Sequence |
| 2013 | I.5 | A Writing Center Targets Writing in the STEM |
| 2013 | J.11 | Writing as an Academic Skill and a Liberal Art: From High School to College and Beyond |
| 2013 | J.12 | Engaged Assessment/Effective Pedagogy: Fostering Community Engagement through Assessment Practices |
| 2013 | K.10 | Implications for Culturally-Relevant Writing Program |
| 2013 | K.11 | Expanding Our Community: The Duality of Concurrent |
| 2013 | K.18 | The WPA Outcomes Statement and the Pursuit of Localism |
| 2013 | L.12 | When the Outside Looks In: Accountability, Assessment, and Apprehension in a Technical College Setting |
| 2013 | L.13 | Face, Place, Space, Publics: Multiplicity and Writing |
| 2013 | L.17 | Among the “Swirl of Actors” in the Public U: The Challenge of Cross-Disciplinary Instructional Outreach |
| 2013 | M.21 | Gateway Courses and the Undergraduate Writing Major: A Roundtable Discussion |
| 2013 | M.4 | Building Textual Bridges: An Analysis of Artifacts |
| 2013 | M.7 | Reviving and Sustaining a WAC/WID Program: Traditions, Technology, and Multilingualism |
| 2013 | N.16 | “Make New Friends, But Keep The Old”: Incorporat-ing New Media and Multimodality in a Growing Writing |
| 2013 | N.27 | International Admissions Brokers: Streamlining or Complicating Writing Support? |
| 2013 | N.28 | The International Work of Composition: The Development of a Multilin-gual Writing Center at Home and Abroad |
| 2013 | N.3 | “Basic” Writers, “Multilingual” Writers, and “Mainstream” Writers: the Contested Terms of Transitional Writing from the Student Perspective |
| 2014 | A.10 | A Badge of Dichotomous Language: Representing and Employing Assessment in Ambiguous Spaces |
| 2014 | A.23 | Teaching in and through the Classroom |
| 2014 | AW.3 | Independent Writing Units: Exploring Options |
| 2014 | D.11 | Writing Out in an Open Source World for Creative Writers, Journals, and Writing Programs |
| 2014 | D.35 | Acknowledging Difference: Revamping First-Year Composition, Developmental Writing, and Assessment |
| 2014 | D.36 | Digital Empowerment for Civic and Community |
| 2014 | F.31 | Breaking the Cycle of Ineffective Research Instruction |
| 2014 | F.32 | Making Change: The Evolution of WAC/WID Programs |
| 2014 | F.33 | The Future Is Wide Open: Professionalizing |
| 2014 | F.34 | Online Practices: Tutors, Writing Centers, and Assessment |
| 2014 | F.35 | Writing Center Complexities: Pushing Students to Excel in Their Writing |
| 2014 | FSIG.12 | Meeting of the International Network of Writing-across-the-Curriculum Programs |
| 2014 | FSIG.18 | Undergraduate Research in Rhetoric and Composition |
| 2014 | FSIG.19 | Studio Special Interest Group |
| 2014 | G.31 | Colorizing the Writing Center: One Writing Center’s Journey to Interrogate “Diversity” and Discourse |
| 2014 | G.32 | Open Access Curriculum: (Re)Designing a Competency-Based Writing Program |
| 2014 | G.33 | The Stories We Tell: Narratives, Institutional Discourse, and the Public Documents of Writing Centers |
| 2014 | G.34 | Opening Curriculum, Creating Openings: Transforming a Writing Program after a CWPA Program Evaluation |
| 2014 | H.32 | Composition as Open Environment |
| 2014 | H.33 | Opening Our Eyes: Addressing the Needs of All Students |
| 2014 | H.34 | Undergraduate Writing Majors and the Future of Writing Studies |
| 2014 | H.35 | Opening the Mission: Writing Program Design in Faith-Based Institutions |
| 2014 | H.41 | Institutional Remix: Opening the Doors to Freshmen and Writing Across the GE Curriculum |
| 2014 | I.31 | Access for America’s Emerging Demographic: A Model for Reducing Remediation and Addressing Linguistic |
| 2014 | I.32 | “I Can See China From My Window!”: Using Pedagogy and Assessment to Identify Fault Lines between Admissions Criteria and ESL Writing Development |
| 2014 | I.33 | Opening the WPA Outcomes Statement beyond First-Year Composition |
| 2014 | I.34 | Bilingual, L2, and ELL Experiences: Addressing Critical Issues of Diverse Communities |
| 2014 | I.35 | Opening the Writing Program to the Whole Campus: Four Innovative Strategies |
| 2014 | J.29 | Access to a Brighter Future for At-Risk Students: Writing Studies Program Strategies for Increasing |
| 2014 | J.30 | Is Going Rogue So Bad? Negotiating Restrictions Placed on Teaching Asistants in First-Year English |
| 2014 | J.31 | Opening Up Freshman Comp to the Disciplines: Using Content-Area Faculty in First-Year Writing Seminars |
| 2014 | J.32 | Co-Cultural Dis/Ability Discourses: Redefining Access in the Cs |
| 2014 | J.33 | Opening Up New Writing Partnerships: Broadening Program Reach across the University |
| 2014 | K.30 | Assessment at the Center: Accessing Opportunities for Change |
| 2014 | K.31 | Literacy: Pushing Students to Its Strength |
| 2014 | K.32 | Opening Up the Intellectual Work of Teaching Writing: Supporting Pedagogical Growth for Disciplinary Faculty |
| 2014 | K.34 | Open Source Assessment: Whose Data Is This Anyway? |
| 2014 | L.38 | Neither Here nor There: Opening the Story of Writing Center Labor |
| 2014 | M.38 | Camping in the Disciplines: The Theory, Practice, and Assessment of Multidisciplinary Graduate Writing Camps |
| 2014 | M.39 | The Student Writing Group Project |
| 2014 | N.38 | Changing Demographics: Acknowledging and Respecting Difference |
| 2014 | TSIG.18 | Untenured Writing Program Administrators |
| 2015 | A.32 | Making Courses Talk to Each Other: Transfer of Learning from the First Year into the Disciplines |
| 2015 | A.33 | A Change for the Better: WAC/Writing Center Partner-ships |
| 2015 | A.34 | Risking Word and Limb: Embodied Strategies in the Tutoring of Writing |
| 2015 | B.43 | “Making the Lifeless Living”: Style Pedagogy in the FYC Classroom, the Writing Center, and the Basic Writing |
| 2015 | B.44 | Risking Writing Knowledge: Investigating Writing Transfer across the Curriculum and in the Disciplines |
| 2015 | C.42 | Enacting CCCC Position Statements: Risks and Rewards |
| 2015 | C.43 | Cohorts and Risk Management |
| 2015 | C.44 | International Writing Centers Association: The Teenage Years (Sponsored by the International Writing Centers |
| 2015 | D.41 | 106-State University Study of Writing Programming: Bird’s Eye View with Local Contextualization |
| 2015 | D.42 | Crafting a University-Wide General Education Writing Rubric: Taking on Thorny Public Practices in the Rose |
| 2015 | D.43 | Out of Sight, Out of Mind: Weighing the Risks (and Rewards) of a Culturally-Relevant HBU Writing Center |
| 2015 | D.44 | Digitizing WAC through Informatics, Games, and Engaging “Digital Humanities” |
| 2015 | E.38 | New Ways of Looking Back as We Look Forward: Innovative Perspectives on Writing Assessment’s |
| 2015 | E.39 | Learning to See Learning: Assessing the Impacts of Service Learning in Writing Classes |
| 2015 | E.40 | Doubling Down on Academic Writing: Moving from a Second-Semester to a Second-Year Requirement |
| 2015 | E.41 | The Risk and Reward of Using Screencasting for Peer Review: A Multi-Institutional Pilot |
| 2015 | E.42 | Motivation, Values, and Rhetoric in the Writing Center |
| 2015 | F.43 | Assessment and the Writing Center |
| 2015 | F.44 | Risk and Reward within Writing Program Ecologies |
| 2015 | G.40 | Risks and Rewards in Writing Majors: A Roundtable Discussion |
| 2015 | G.41 | Visible Roots/Healthy Growth: A Model for Formative Assessment to Drive Sustainable Excellence in Writing |
| 2015 | G.42 | Facing Identity Politics in Writing Centers: Everyday Work |
| 2015 | G.43 | Methods of Opening Access: Risks and Rewards |
| 2015 | H.41 | FYC Overhaul: The (Harsh) Realities of Radical Redesign |
| 2015 | H.42 | Innovating Global Classrooms: Transdisciplinary Approaches for Supporting Multilingual Student Success |
| 2015 | H.43 | Diving into the Wreck: Considering Linkages, Limitations, Perils, and Possibilities in the Deep Element where |
| 2015 | H.44 | Merging, Converging, and Collaborating: The Risks and Rewards of Re-Envisioning Writing Center Spaces |
| 2015 | I.42 | Evaluating Online Writing Instruction Programs: Whose Risks? Whose Rewards? |
| 2015 | I.43 | Tough Crowd: The Perils and Benefits of Proposing and Piloting a First-Year Composition Program in a Two-Year |
| 2015 | I.44 | The Risks and Rewards of Rethinking Program Design and Instructor Training |
| 2015 | J.42 | Perspectives on Assessment: Reconsidering Students’ Roles and the Status of Assessment |
| 2015 | J.43 | Responding to the Local Challenges of Writing about Writing Curricula |
| 2015 | J.44 | Environmental Change, Empowering Dynamics, and Science Writing: Findings from A Writing Center’s |
| 2015 | K.40 | Risking Readiness: Resisting College-Readiness Reforms |
| 2015 | K.41 | “What do we talk about when we talk about good writing?” WAW and P20 Transferability (Sponsored |
| 2015 | K.42 | Understanding Writing Programs in a Global Context |
| 2015 | L.26 | Negotiating Values in Professional Writing Master’s Programs |
| 2015 | M.26 | The Hand that Feeds: Textbooks, Publishers, and Us |
| 2016 | A.14 | Writing Experts and Technology Experts: Institutional |
| 2016 | A.16 | Being Teachers: The Praxis of Ethos in Instructor Training |
| 2016 | B.16 | Reform in Writing Center Practices Based on Comprehensive Studies |
| 2016 | B.28 | Building Bases for Action: Re/Mapping a Mandated |
| 2016 | C.17 | The Writing Center’s Online Presence |
| 2016 | C.27 | Reaffirming Praxis: Teaching First-Year Composition as Our Profession’s Highest Calling |
| 2016 | D.11 | Retention and Student Success: Taking Action in Writing |
| 2016 | D.30 | Equity in the Writing Center: Questioning Assumptions |
| 2016 | E.20 | Curricular Overseeing vs. Curricular Liberties: Designing |
| 2016 | E.35 | Race Forever: Adventures in Writing Program Start-ups |
| 2016 | F.12 | We Know Where the Action Is: It’s in Writing Fellows (and We Got the Data to Prove It) |
| 2016 | F.4 | Supporting the Future of the Field: A Roundtable on Graduate Digital Pedagogy |
| 2016 | FSIG.21 | Studio PLUS Special Interest Group |
| 2016 | FSIG.23 | Graduate Student Special Interest Group: Graduate |
| 2016 | FSIG.9 | Undergraduate Consortium in Rhetoric and Writing |
| 2016 | G.10 | Advocacy through Tutor Cultural Awareness and Action |
| 2016 | G.32 | Alumni in Action: Showing the Value of Degree Programs |
| 2016 | H.20 | Civil Discourse and the Writing Center: Code-Meshing, Euphemizing, and Troubling Correctness |
| 2016 | H.27 | Embrace the Funk: Rhetorically Repositioning Two-Year |
| 2016 | H.7 | The Translingual Writing Center |
| 2016 | I.19 | Localized Sites of Assessment, Action, and Transformation |
| 2016 | J.16 | If You Build It, Will They Come? Extending the Writing |
| 2016 | J.17 | Power, Politics, and Accreditation: Effecting Culture |
| 2016 | J.19 | WPA Work as Strategic Action |
| 2016 | J.28 | Threshold Concepts and the Two-Year College: Reshaping Writing Courses, Writing Programs, and Writing Centers |
| 2016 | K.24 | Visualizing the Labor of Writing Center through RAD |
| 2016 | L.16 | Preparing for a Changing Professional Landscape: Junior |
| 2016 | L.25 | Exploring Strange New Worlds: Launching a First-Year |
| 2016 | M.15 | Writing (Center) Strategies for Action for Underrepresented Populations |
| 2016 | M.19 | Writers on the Verge: Researching Summer Transition |
| 2016 | M.28 | Theory, Practice…Talk and Snacks: How One Faculty |
| 2016 | M.30 | Required Writing Center Visits: Adding Numbers—and Nuance–to the Conversation |
| 2016 | MW.6 | Consulting for Writing Programs: Developing Effective |
| 2016 | TSIG.13 | SIG for Untenured Writing Program Administrators |
| 2016 | TSIG.3 | Meeting of the International Network of Writing-Across-the-Curriculum Programs |
| 2017 | A.16 | Curriculum Design for Online Writing Centers |
| 2017 | A.27 | Cultivating Programs in Science Communication: Insights from General Education Programs, Two-Year Colleges, and Interdisciplinary Minors |
| 2017 | A.29 | Negotiating Literacy: Tutor Reflection and Approaches in Multilingual Cross-Cultural Writing Center Sessions |
| 2017 | A.51 | Institutional Ethnography and WAC/WID Development: Mapping Standpoints on Writing as Paths to Engagement |
| 2017 | AW.14 | Retention, Persistence, and Writing Programs: Supporting Student Success |
| 2017 | B.21 | WPA Legacies: Stories of Love, Labor, and Loss |
| 2017 | B.27 | Cultivating Reflective Consciousness in First-Year Composition: Classroom Partnerships with Writing |
| 2017 | B.31 | Under Pressure: Challenges in Writing Program Administration |
| 2017 | B.43 | International and Multilingual Students in the Writing Center |
| 2017 | C.13 | Cultivating Feminist Leadership in Writing Programs and Beyond |
| 2017 | C.31 | Five Years of Writing Program Excellence |
| 2017 | C.40 | Online Writing Instruction and the Changing Role of the Writing Program Administrator |
| 2017 | C.46 | Issues in Peer and GTA Training for Writing Centers |
| 2017 | D.10 | What Can We (Not) Do? A Report from a Developing Writing Center |
| 2017 | D.28 | Peer Teaching and Tutoring Strategies in the Writing Center and Beyond |
| 2017 | D.4 | Preparing for Writing Center Leadership Roles |
| 2017 | D.47 | Ecology, Uncertainty, and Agency in WAC Programs |
| 2017 | D.48 | Cultivating Change from the Ground Up: Models for Grassroots Curricular Assessment |
| 2017 | D.50 | Creating Meaningful Programmatic Assessment with the AAC&U VALUES Rubrics |
| 2017 | E.11 | The Aim of Out in the Center: Cultivating Change through Public Controversies and Private Struggles |
| 2017 | E.12 | Cultivating Success: Building Connections and Creating Conditions for Change |
| 2017 | E.20 | Switching the Players: Cultivating Cross-Disciplinary Conversations around Writing |
| 2017 | E.36 | The Utility and Assessment of Writing Centers for Graduate Students |
| 2017 | E.43 | Cultivating a Rhetorical Consciousness: Supporting Graduate Student Writers Across the Curriculum |
| 2017 | F.14 | Creating a Community of Writing Programs: A Collaboration with the Community College System |
| 2017 | F.16 | Race Matters in Centers and Programs |
| 2017 | F.38 | Taming the Multimodal Beast: Cultivating Sustainable Programmatic Multimodal Curricular Transformation |
| 2017 | F.41 | Cultivating a Capacity-Building Writing Center Praxis: Mobilizing Empirical Research to Improve Practice, Professionalize Tutors, and Support Writers |
| 2017 | G.11 | Composition, Interdisciplinarity, and the Limitations of the Traditional English Department in the 21st Century: Cautionary Tales and New Collaborations |
| 2017 | G.22 | Cultivating the Data for New Kinds of Writing Support: An Empirical Study of Writing Fellows in the First-Year |
| 2017 | G.25 | Placement Testing under Fire and the Efficacy of Writing Center Assessment |
| 2017 | G.50 | Advocating for Students as Learners through Implementing the Write Class Placement Process |
| 2017 | H.10 | Writing Studios as a Thirdspace: Mission Impossible? |
| 2017 | H.15 | Status in the Profession: Stories about WPA Work |
| 2017 | H.19 | Stabilizing Equilibria: Fostering Writing Transfer through Curricula, Assessment, and Collaboration |
| 2017 | H.50 | “Cripping” the Writing Program: Disability and Policy beyond the Ableist Script |
| 2017 | H.51 | Writing Centers across the Globe |
| 2017 | I.11 | Linking Assessment to Faculty Development and WAC/WID: How One Change Leads to Another |
| 2017 | I.13 | Community Engagement and Service-Learning |
| 2017 | I.4 | Responsive Program Design for the MA in Writing Studies |
| 2017 | I.41 | Offering Models of Assessment That Are Holistic Representations of Writers |
| 2017 | I.52 | Assess This! Cultivating Cultural Change in the Face of Resistance |
| 2017 | J.34 | Will the Center Hold? Addressing New Challenges to Writing Center Pedagogy and Autonomy |
| 2017 | J.37 | Access in Writing Centers and Programs |
| 2017 | J.47 | Using Grounded Inquiry as a Method for (Re)Designing Writing Majors |
| 2017 | J.6 | Fostering Social Justice Frameworks: Activist Praxis in the Practical Spaces of Writing Programs |
| 2017 | K.17 | Emergent Transfer in Action: Researching Transfer of Learning in Writing Centers |
| 2017 | K.19 | Confluence and Navigation: Graduate Students, Faculty, and Disciplinary Currents |
| 2017 | K.40 | Building Institutional Support for WAC/WID |
| 2017 | K.46 | Virtuous Writing Circles: Collaborative Curricular Development from the WAC Program to the WID STEM |
| 2017 | L.11 | The Reality of Resources and Road Blocks at a Rural College: Integrating Reading and Writing for Student |
| 2017 | L.30 | Peer Tutoring Strategies for Campus Writing Centers |
| 2017 | M.25 | Cultivating Success: Rethinking Retention Programs and Pedagogies |
| 2017 | M.43 | Nonmainstream Literacies and Communication |
| 2017 | M.8 | Required Reading: On Internally Produced Composition |
| 2017 | MW.14 | Cultivating Consensus among Teachers: Collaborative |
| 2017 | MW.15 | Cultivating Community: Exploring the Affordances and Limitations of Custom Publishing |
| 2017 | MW.2 | Information Literacy and Intellectual Property in Writing |
| 2017 | W.12 | Launching and Developing Sustainable Writing across the Curriculum/Writing in the Disciplines Programs |
| 2019 | A.15 | Spotlight Session: The Writing Program as a Site for an “Antiracist Agenda” |
| 2019 | A.2 | Framework for Success with Black Student-Writers: Profiles of Writing Programs |
| 2019 | A.28 | Attunement, Performance, and Valuation across the Scales of Composition |
| 2019 | A.29 | Set Pieces: Designing for Access, Ethos, and Action in the Multimodal Writing Classroom |
| 2019 | AW.13 | Shut Up and Listen! Speaking Truth to Power |
| 2019 | B.17 | Beyond the Margins: Performing Writing Center Research to Explore Our Positionalities |
| 2019 | B.2 | Juggling Roles, Balancing Identities: An Interactive Exploration of WPA Work as Collaborative Performance |
| 2019 | B.29 | Data Voices: A Three-Year Study of Self-Reported Student Insight on Research, Genre, and Multimedia |
| 2019 | B.30 | The Performance of Portfolios Across the Curriculum |
| 2019 | B.45 | Accessible, Inclusive, Equitable: Priorities in Socially Just Writing Program Design |
| 2019 | C.2 | Performance-Assessment as Praxis in Antiracist Writing Ecologies: An Interactive Roundtable |
| 2019 | C.30 | Disciplines, Theories, and Policies: Writing Program Complexities in Transnational Context |
| 2019 | C.31 | Transforming Writing Programs through Diversity Initiatives: Three Institutional Approaches to Professional |
| 2019 | D.2 | Russian Writing Programs on the Global Stage |
| 2019 | D.28 | Dynamic Literacies: English as a Living Language in Transnational Writing Programs |
| 2019 | D.29 | Unpacking Diversity Work across the Institution: Sustaining Archival Activism |
| 2019 | D.44 | Agency, Conflict, and Change: Writing Centers in Flux |
| 2019 | E.17 | Preparing for Improv: Mapping Consultant Performance in Order to Improve the Consultant-Client Relationship |
| 2019 | E.2 | Social Justice in Action: A Consideration of Focused Supplemental Academic Support within Writing Programs |
| 2019 | E.27 | Encountering Difference in “Liberal” California: Reports from an Inter-institutional Study of Diversity Learning in Required Writing Courses |
| 2019 | E.28 | Ways of Writing: Performing Composition at Pitt |
| 2019 | F.27 | Go Figure: Performing Graphical Operations in Everyday Administrative Contexts |
| 2019 | F.28 | WPAs, Everyday Politics, and Performativity: From How-to’s and What-if’s to Now What? |
| 2019 | F.43 | Alliance, Authority, and the Power of Partnerships |
| 2019 | F.44 | The Antiracist Agency of Writing Centers and Writing Programs |
| 2019 | FSIG.15 | Writing Assessment SIG |
| 2019 | FSIG.20 | International Writing Centers Association Town Hall |
| 2019 | FSIG.21 | Studio+ |
| 2019 | G.15 | Spotlight Session: Playing the Field/Playing in the Dark: Race, Gender, and Performance Rhetorics of Inclusion |
| 2019 | G.27 | Imagining, Performing, and Sustaining WAC through Writing Fellows Programs |
| 2019 | G.43 | Rethinking Performance, Placement, and Development within and across Writing Programs |
| 2019 | H.26 | Investigating Student Dispositions: Results from an Ongoing Writing Program Research Initiative at the University of Tennessee |
| 2019 | H.27 | Writing Fellows as Agents of Transfer: Training in Threshold Concepts to Support Campus-Wide Sites of Writing |
| 2019 | H.42 | Differentiating Institution Types, Defining Curricula |
| 2019 | I.26 | Performance Anxiety: Dual Credit from Top to Bottom |
| 2019 | I.27 | Acquiring Rhetorical Skills to Perform Assessment for Varied Audiences |
| 2019 | I.41 | Professional Development as Performance in Writing Program Administration |
| 2019 | J.25 | “Sustainability from the Start”: WAC-in-Progress at Diverse Institutions |
| 2019 | J.26 | Performing Access in, through, and because of the Writing Center |
| 2019 | J.41 | Identity Performance among Graduate Students and Teaching Assistants |
| 2019 | J.42 | Writing Across the Curriculum Research as Performative Action |
| 2019 | K.25 | Performing Teaching for Transfer (TFT) at the Composition-Program Level |
| 2019 | K.26 | Performing Professional Identity in the Writing Center: The Challenges of Contingency and Labor Activism in the Age of the Corporate University |
| 2019 | K.27 | Power, Performance, and the Untenured WPA |
| 2019 | K.41 | Styling Writing Program Visibility |
| 2019 | L.22 | (Why) Do Writing Teachers Need Office Hours and When and Where Should They Be Held? Some Answers from a Survey of 600 Writing Students |
| 2019 | L.23 | Performing Queerly: An Independent Writing |
| 2019 | L.24 | Resisting Big Rubrics: Creating an Ethical and Just Approach to Large-Scale Writing Program Assessment |
| 2019 | L.30 | Spotlight Session: Foregrounding Diverse Literacies in First-Year Writing: Writing as Performance within and across Diverse Communities |
| 2019 | L.38 | What Writing Programs Do: Defining Writing Programs and Their Commitments |
| 2019 | M.22 | And . . . Action!(?): Directing and Performing Emotion in the Writing Center |
| 2019 | M.23 | Performing Writing Support across Campus: A Comparative Empirical Study of Writing Fellows in First-Year Composition and Advanced, Discipline-Specific Writing Courses |
| 2019 | M.24 | Shifting Expectations in “The Room Where it Happens”: Performing Administrative Work without Power |
| 2019 | M.37 | Writing Centers amidst the Storm |
| 2019 | MW.12 | The Art of Performing “This is Fine”: Addressing the Impact of Trauma and Adverse Childhood Experiences |
| 2019 | N.25 | Assessment as Performance: Establishing Best Practices for Assessment of Online Writing Courses and Programs |
| 2019 | N.26 | Placement as Performance: A Panel in Three Acts |
| 2019 | N.27 | W[h]AC[k]-ing Academic, Institutional, and Literacy Hegemony |
| 2019 | N.33 | Spotlight Session: Sellin’ Black Men: The Costs of Literacy |
| 2019 | TSIG.14 | Dual Enrollment SIG |
| 2019 | TSIG.15 | IWDPA Standing Group Business Meeting |
| 2021 | B.7 | Professional Status in the Institution: Working Conditions for WPAs Prerecorded w/ Live Q&A |
| 2021 | D.3 | Re-Shaping Professional Identities: The Writing Center Director Alumni Research Project Live |
| 2021 | F.2 | Intentional WAC: Report Two Years into the Sustainable WAC Consortium Live |
| 2021 | G.6 | MA Programs in Writing Studies: Looking Back to Look to the Future Prerecorded w/ Live Q&A |
| 2021 | I.1 | Composition as Social Justice: Action Planning for Inclusive Writing Pedagogies across Contexts Live |
| 2021 | J.5 | Designing Unity: Overcoming Material Conditions That Divide Writing Program Faculty Prerecorded |
| 2021 | J.7 | Teaching Teachers of Writing: Interrogating the Practices and Places That Serve—or Fail to Serve—Us Well |
| 2021 | M.3 | Student Writer as Solicitor of Feedback: Shifting the Feedback Paradigm in Online and Face-to-Face |
| 2021 | N.2 | New Sites and Practices for Course, Instructor, and Program Assessments Live |
| 2021 | O.102 | Rethinking Program Assessment: Strategies for Inclusion |
| 2021 | O.104 | Rhetorical Assemblage as Process and Praxis: A Transdisciplinary Approach to Writing Assessment within |
| 2021 | O.106 | Hot Takes: Emotion and Trauma in Writing Centers |
| 2021 | O.109 | Teachers Teaching Teachers: An Ecology of Teacher |
| 2021 | O.111 | Teaching as Embodied Practice: New Possibilities for the Personal in the Composition Classroom On-Demand |
| 2021 | O.117 | The Future of Writing Centers On-Demand Session |
| 2021 | O.121 | They Said It: An Institutional Ethnography of Writing |
| 2021 | O.123 | Through the Admin/Staff Looking-Glass: An Alternative |
| 2021 | O.124 | Transformative Initiatives for Sustainable WAC |
| 2021 | O.125 | Transitions and Translations in a First-Year Writing |
| 2021 | O.134 | When the Common Place of First-Year Composition in General Education Becomes Less Common and More |
| 2021 | O.135 | Witness, Testimony, Story, Counterstory: Antiracist |
| 2021 | O.137 | WPA Work at Liberal Arts Colleges: Implications for Writing Programs, Writing Centers, and WID Programs |
| 2021 | O.138 | Writing Centers Commonplaces: Data-Supported and Context-Specific Teaching, Tutoring, Professional |
| 2021 | O.24 | Compassionate Writing Program Administration and the Untenured WPA On-Demand Session |
| 2021 | O.27 | Contract Grading in the Ecosystem: Student, Faculty, and WPA Experiences of Contract Variations across a Program On-Demand Session |
| 2021 | O.57 | Designing Decolonialized and Equitable Commonplaces |
| 2021 | O.62 | Institutional Support for Multilingual Writers: Implications |
| 2021 | O.67 | Mapping Pathways of Undergraduate Research |
| 2021 | O.69 | Methods for Effective Assessment in Writing Programs |
| 2021 | O.74 | Curating Writing Teacher Development across Scenes of Writing Instruction On-Demand Session |
| 2021 | O.87 | Qualitative Studies of Graduate Teaching Assistant |
| 2021 | O.9 | A Program without a Program: Sustaining a Cohesive Two-Year Writing Program without a WPA On-Demand |
| 2021 | O.97 | Writing across the Curriculum, Professional |
| 2021 | O.99 | Reimagining Graduate Instructor Mentoring with Big |
| 2021 | W.9 | Taking Action for Antiracist Workplaces: Developing Bystander Training for Writing Teachers and WPAs |
| 2022 | B.7 | Writing Programs @ 2YCs: Where We Are and Where We |
| 2022 | C.4 | Preserving Self and Center: Equitable Writing Center |
| 2022 | D.3 | Designing New Approaches to Teaching with Undergraduate Research Journals and Publications Live |
| 2022 | D.4 | Critical Reflection(s), Critical Relationship(s): Advancing |
| 2022 | D.6 | Committing to Abolition: A Revised Curriculum for a First-Year Writing Course Live |
| 2022 | G.2 | Antiracist Writing Programs Live |
| 2022 | H.8 | Redefining Gatekeeping and Access: A Discussion on Corequisite Courses in First-Year Composition Live |
| 2022 | H.9 | Antiracism and the PWI Writing Program: Professionalization and Strategies Supporting Minoritized |
| 2022 | I.3 | Directed-Self Placement across Contexts: Designing, Implementing, and Assessing DSP Processes Live |
| 2022 | I.6 | From Administrative Allies to Accomplices: Strategies for Navigating Risk while Advocating for Inclusive Practice |
| 2022 | K.3 | Not Simply Teaching about Them: Creating Antiracist |
| 2022 | K.6 | Moments of Opportunity in the Pandemic: A Kairotic |
| 2022 | L.1 | “Welcome to the Writing Center”: Encouraging Inclusivity in the Writing Center Live |
| 2022 | L.5 | Inclusive Mentoring: Self-Directed and Strengths-Based Methods for Supporting Graduate Teaching Assistants |
| 2022 | OD.11 | Judging Student Writing: Antiracist Support and Faculty’s |
| 2022 | OD.114 | Redefining Tradition: Building Equitable Writing |
| 2022 | OD.131 | Working for Linguistic Equity Together: A Programmatic |
| 2022 | OD.132 | Not Just WPAing, Always Just WPAing: The CWPA |
| 2022 | OD.149 | The Collaborative Potential: How Writing Programs Are |
| 2022 | OD.174 | Using Empirical Data to Improve Writing Consultant |
| 2022 | OD.183 | Working with Second Language TAs in the Graduate |
| 2022 | OD.187 | Who Makes Knowledge? Supporting the Continual |
| 2022 | OD.216 | Affect and Access in Writing Programs |
| 2022 | OD.228 | Centering Students in Conversations about Composition’s Institutional Homes |
| 2022 | OD.236 | Contending with Assessment |
| 2022 | OD.243 | Empathy and Rhetorical Action in Composition |
| 2022 | OD.245 | Engaging Multilingual Learners in Sophisticated Writing |
| 2022 | OD.250 | Examining What Counts in Writing Programs: How |
| 2022 | OD.252 | Exploring Instructor Agency and Autonomy |
| 2022 | OD.271 | Let’s Talk about Change: Reflections on Writing |
| 2022 | OD.277 | Making Space with Rhetorical Literacies—In the Institution and Beyond |
| 2022 | OD.278 | Making Spaces for Teaching Writing Amidst the COVID-19 Pandemic |
| 2022 | OD.281 | Material Culture, Affordability, and Access |
| 2022 | OD.284 | Multiple Visions for the Work of Writing Centers |
| 2022 | OD.295 | Prospects for Online Writing Instruction after the Pandemic Lockdown |
| 2022 | OD.300 | Reimagining Graduate Students’ Professional |
| 2022 | OD.307 | Searching for Inclusive Assessment Practices in Teaching Writing |
| 2022 | OD.316 | Teaching Writing that Voices Dissent |
| 2022 | OD.320 | The Textbooks We Need: Centering Linguistic and Social Justice in Professional Writing Textbooks |
| 2022 | OD.321 | The Work of Writing Instruction and Writing Program |
| 2022 | OD.322 | Writing and the Pandemic: The Rhetoric of Masks, Memes, and Assessment |
| 2022 | OD.325 | Writing Center Pedagogies in the Center and Beyond |
| 2022 | OD.326 | Writing Centers as Sites of In/Justice |
| 2022 | OD.328 | Writing Programs |
| 2022 | OD.46 | Rethinking Relevance: Prioritizing Students of Color in Writing Programs |
| 2022 | OD.47 | Working Independently, Depending on One Another: One |
| 2022 | OD.67 | Binational Politics and the Promises and Perils of Higher Education: Otros Dreamers Demands on Our |
| 2022 | OD.81 | GTA Mentoring and Pedagogical Support during the Pandemic |
| 2022 | OD.85 | WAC/WID and Accreditation: Rhetorically Navigating |
| 2022 | OD.93 | Rethinking Creativity for a Socio-Culturally Oriented |
| 2023 | A.7 | Revitalizing Placement Practices for Equity and Access |
| 2023 | B.16 | Career Options for Master’s Program Graduates: Expanding beyond Preparation for PhD Work |
| 2023 | B.20 | Hopeful Collaborations: Examining Scenes of Transfer |
| 2023 | B.27 | Doing Hope across Disciplines: The Longevity |
| 2023 | C.34 | The Hard and Messy Work of Hope: Transitioning to Guided Self-Placement in a Pandemic |
| 2023 | C.37 | Wishin’, and Hopin’, and WPAn’: Perspectives on WPA |
| 2023 | C.4 | Flexibility, Hybridity, and the Living-with-COVID-19 WPA |
| 2023 | D.18 | Making Labor-Based Grading Actionable: Creating |
| 2023 | D.24 | Cultivating Writing Program Identities in Tumultuous |
| 2023 | D.28 | Cultivating Inclusive Classrooms: Critical Pedagogy and Support-Based Resources for Multilingual Language |
| 2023 | D.30 | Promoting Psychological Capacities for Learning in Composition Courses: A Longitudinal Assessment and Experimental Design Project |
| 2023 | E.14 | Quick Fix or Long-Term Vision: Hoping for WAC in an Age of Austerity |
| 2023 | E.30 | The Work of Doing Hope in Writing Across the Curriculum |
| 2023 | E.36 | Busting Binaries in Mentorship with WPA-GO’s Breakfast |
| 2023 | E.39 | Before Errors and Expectations: Non-Tenure Track |
| 2023 | F.19 | Hope Is a QEP? A Roundtable on Institutional Change |
| 2023 | F.26 | Effecting a Culture Shift in a Time of Turmoil: Five 2YC WPAs Offer Hope |
| 2023 | G.17 | Lessons Learned and Hopeful Ways Forward for Online, Hybrid, and In-Person First-Year Writing Instruction and Writing Program Decision Making |
| 2023 | G.18 | Metacognition, Universal Design, and Neurodiversity |
| 2023 | G.9 | Agency, Ethics, and Boundaries: Adapting Disciplinarity |
| 2023 | H.19 | Postdoc Positions and Future Possibilities for New PhDs |
| 2023 | H.24 | Finding Hope in Hopelessness |
| 2023 | H.35 | What Happens Next? Hopeful Writing Program |
| 2023 | I.14 | Re-Envisioning GenAdmin: How the Pandemic Shifted WPAs’ Perspectives and Priorities |
| 2023 | I.19 | Practicing Unlearning, Doing Hope, and Imagining New Futures: Graduate Courses as Spaces to Further |
| 2023 | I.35 | WAC/WID/WEC: A Multidimensional Approach to Sustaining a Culture of Writing on Campus |
| 2023 | I.38 | Using Data in Writing Program Assessment and Research |
| 2023 | J.27 | Doing Hope by Design: Cultivating an Institutional |
| 2023 | J.30 | Student Agency and in Self-Placement and Beyond |
| 2023 | J.34 | Theory vs Practice: Identifying and Addressing Tensions |
| 2023 | K.6 | No Graduate Students Left Behind |
| 2023 | K.7 | Optimism in the Classroom |
| 2023 | K.9 | Hope from the Center: The Art of Rebuilding a Writing |
| 2023 | L.16 | Change and Then Hope: A Pandemic-Accelerated Shift to Institutional ePortfolios with Reflective Self-Assessment |
| 2023 | L.21 | Justice Pedagogy Enacted |
| 2023 | L.32 | Teaching Assistants Need Assistance |
| 2023 | L.34 | Threshold Communities: Giving a Sh*t about and Sharing |
| 2023 | M.24 | Intersectional Stories of Hope |
| 2023 | M.30 | Supporting Multimodal Composition |
| 2023 | OD.13 | Building Inclusive Independent Writing Programs |
| 2024 | A.24 | UCLA Writing Programs: Forty Years of Drawing Abundance out of Scarcity |
| 2024 | A.26 | Establishing, Sustaining, and Making Resilient, WAC, WID, and Writing Programs |
| 2024 | B.18 | Navigating Writing, Navigating History |
| 2024 | B.25 | Abundant Absences: Supporting Students and Instructors When Attendance Is No Longer Mandatory |
| 2024 | D.06 | An Abundance of Knowledge: Asset-Based Approaches to Working with Faculty Engaged in WAC/WID Initiatives |
| 2024 | D.07 | Attracting and Supporting International Graduate Students in Graduate-Level Writing Programs |
| 2024 | D.08 | Budgets, Constraints, and Scarcity Rhetorics, Oh My! Generating Strategies for Arguing for Abundance in WPA and WCP Work |
| 2024 | D.12 | GRANTED: Notes from the Field of Programmatic Study with Nonprofit Partners |
| 2024 | D.20 | Taking Stock of Student Self-Placement through Programmatic Research in Diverse Contexts |
| 2024 | D.22 | Writing Abundance Six Words at a Time: Memoirs as Assessment |
| 2024 | F.06 | Abundant Opportunities for Adaptive Tactics: Strategically Integrating Linguistic Justice in GTA Development across Contexts |
| 2024 | F.15 | Mapping Abundance across Curriculum and Place |
| 2024 | F.17 | Redefining Open-Access WPA Work as Literacy Coordination and Labor |
| 2024 | FSIG.14 | Business Meeting: Master’s Degree Consortium of Writing Studies Specialists |
| 2024 | G.17 | Mapping a Moment: Making Abundance Visible through Writing Program Cartography |
| 2024 | G.22 | Visualizing and Assessing Writing Programs for Equity and Social Justice |
| 2024 | G.29 | A Focus on Graduate Students and Non-Tenure-Track Faculty: Recruiting, Mentoring, and Building Community |
| 2024 | H.11 | An Abundance of Disciplinary & Professional Knowledge: Redefining Graduate Education and Creating “Handbooks” as Early Career Faculty |
| 2024 | H.19 | IWCA-Sponsored Research: Using Limited Resources to Invest in an Abundant Future of Research in Writing Centers |
| 2024 | H.27 | Tensions in Abundance: Making Composition-Rhetoric Accessible to English Faculty at a Two-Year College |
| 2024 | H.33 | Moral Injury, Scarcity (Rhetorical and Actual), and Abundance on the WPA-Frontier |
| 2024 | I.05 | Linguistic and Cultural Diversity in Two- and Four-Year Institutions |
| 2024 | J.08 | Administrative [Abun]dances and Constraints: Emotional Labor in Writing Program Pandemic Realities |
| 2024 | J.16 | Mocking It Up: Preparing GTAs to Teach First-Year Writing |
| 2024 | K.21 | Resistance in Changing Times: Deep Change through Sensemaking in WAC Work |
| 2024 | L.02 | The Writing Major, the Writing Minor, and the Students Themselves Who Make Them Up |
| 2024 | M.24 | Writing Placement, Productive Misalignment, and Abundance: Constructivist Writing Placement in Theory and Practice |
| 2024 | POS.11 | Inclusive Training, Inclusive Classrooms: Empathy and Community in WAC Training and Teaching (Poster Session) |
| 2024 | TSIG.25 | Writing Across the Curriculum Standing Group Business Meeting and Mentoring Session |
| 2025 | A.2 | Contemplating Multiple Systems Perspectives: Is a Writing Program an Ecology, an Information Flow, or a Set of Power Relations? |
| 2025 | A.28 | (Re)Generative Moments with Writing Minors and Writing-Related Minors (MOVED to 12:15 pm Thursday Room 334) |
| 2025 | AA.9 | Reciprocal Mentoring for Career Readiness: A Remixed Model for Faculty and Students in Writing Programs |
| 2025 | AB.4 | Faculty-Driven Writing Assessment Re-Visioning: From Single Piece to Portfolio |
| 2025 | B.14 | Remixing Student Self-Placement Research for Diverse Student and Institutional Identities |
| 2025 | C.22 | Writing to Learn in the Age of AI: Making the Case for a Writing-Enriched Curriculum |
| 2025 | C.24 | Making It Mainstream: Honoring Students’ Language Diversity and Experiences by Cultivating Program-wide Language Equity Initiatives |
| 2025 | C.27 | Writing Program Remixes at Hispanic-Serving Institutions (HSIs) and Emerging Hispanic-Serving Institutions (eHSIs) |
| 2025 | CA.10 | Remix, Collaboration, & Creativity as DEI: Designing a Bilingual WAC Program at an HSI |
| 2025 | CB.14 | WPA Gentleness as a Strategy for Two-Year College Writing Program Leadership |
| 2025 | CB.2 | Playing in Dissonance: Approaches to Valuing Collaboration, Diversity, and Difference in a Technical and Professional Writing Program |
| 2025 | D.25 | The B-side of Graduate Education |
| 2025 | D.27 | Taking Up WAC Challenges in the Current Moment: AI, Antiracism, and Sustainability |
| 2025 | E.11 | Remixing Our Photos and Videos: Social Media in Higher Education, AI, and the Challenges of Digital Asset Management |
| 2025 | EA.13 | Undergraduate Writing Consultants Remixing Activity Systems: Exploring the B-side of WAC/WID Work through an Engineering First-Year Design Class |
| 2025 | EB.2 | Cite Lines: Faculty Perceptions of Citation Instruction in Disciplinary Courses |
| 2025 | F.5 | Creative Play with AI: Building Space for Artificial Intelligence Initiatives across a Writing Program |
| 2025 | F.9 | How Writing Studies Can Address the Challenges of Faculty Writing Support |
| 2025 | FA.1 | (Don’t) Trust the Process: Unspooling Software-Based Arguments across the Curriculum through Critical Applications of Procedural Rhetoric |
| 2025 | FB.8 | Remixing Instructor Evaluation: Formative Learning Ecology Assessment |
| 2025 | FSIG.21 | Standing Group Business Meeting: Independent Writing Departments and Programs Affiliate (IWDPA) |
| 2025 | G.20 | Writing Responsibility: Revisioning a Writing Program’s Work in a Contested Urban Context |
| 2025 | G.24 | Absence’s B-side: Surveying Students’ Attendance Patterns, Identifying Paths toward Greater Student Engagement |
| 2025 | G.31 | CWPA Cultural Assessment Report: Sharing Themes, Seeking Feedback |
| 2025 | H.14 | Preparing for Today’s Tomorrow: Systematic Professional Development for Recent PhDs |
| 2025 | H.22 | Developing Capstone Experiences in Rhetoric and Writing Curricula |
| 2025 | HB.14 | Writing Program Administration the Ted Lasso/Richmond Way |
| 2025 | HB.6 | Remixing a Writing Program: Composing a Rubric Collaboratively |
| 2025 | I.10 | Remixing Class Size: Active Learning and Collaborative Teaching in Large First-Year Writing Courses |
| 2025 | I.29 | Our Collaborative Mixtape of Alternate Tracks: The Untenured and/or Alternative-Academic WPA Standing Group-Sponsored Panel |
| 2025 | I.3 | Collaborative Leadership to Remix and Revalue Writing Studies: Programmatic Boundary Work during Austerity |
| 2025 | IA.14 | What Can I Do With My Major?: Professionalization in the English and Writing Majors |
| 2025 | IA.6 | Data Wrangling in the Digital Wilds of the West |
| 2025 | IB.5 | Advocating for the Growth of Writing Programs among Questions of Value and Need: A Case Study for Collaborative Program Development |
| 2025 | J.5 | Composing a Vision for Their Life’s Work: Studying ePortfolio Projects across an Upper-Division General Education Writing Course |
| 2025 | K.3 | A Writing Program of B-sides: Practicing the Literate Activity Research We Teach |
| 2025 | K.7 | Digital Harmonies: Innovations and Challenges of Generative AI in Online Writing Education |
| 2025 | KA.13 | The A-side of WID: Valuing Diverse Student Perspectives in STEM Writing |
| 2025 | L.25 | Two WPAs, a Science Librarian, Art Historian, and Creative Writer Walk into a Classroom: Remixing WAC Disciplinary Expectations through Multimodality |
| 2025 | MB.11 | Responding to the Machines: Remixing Policy and Pedagogy in Reaction to AI |
| 2025 | MB.2 | Remixing “Resistance”: Centering Critical Literacy in GTA Practicum Courses Canceled |
| 2025 | MW.10 | Writing Programmatic Self-Studies: Gathering Data and Advocating for Change |
| 2025 | TSIG.28 | Untenured and Alternative-Academic WPA Standing Group: Business Meeting |
| 2025 | TSIG.29 | WAC Standing Group Business Meeting |
| 2026 | A.16 | Writing Programs Speak: The Challenges and Rewards of Essayistic Pedagogy |
| 2026 | A.3 | Sustaining AI Response Strategies in Changing Conditions |
| 2026 | AW.9 | You Don’t Have to Be an AI Expert: WPAs Shaping Campus Conversations about Writing with AI |
| 2026 | B.13 | Writing Across the Curriculum as Strategic Support: Generative AI in Writing, Freewriting in STEM, and Sensemaking for Change in Higher Education |
| 2026 | BA.4 | Budget Cuts, Burn Out, and LLMs . . . Oh My! Revamping a College Writing Program in a Time of Uncertainty |
| 2026 | C.11 | “Don’t Talk Back to Me!” Initiating Pedagogical Partnerships that Increase Student Participation in Faculty Development |
| 2026 | C.17 | Talking, Building, Writing, Sustaining: The Journey of a Community-Engaged Learning Program |
| 2026 | CA.9 | Exploring WPA Longevity: Learning about Mid- and Later-Career WPAs |
| 2026 | CB.7 | What Do We Value (and Love)? Redesigning the Introduction to the English and Writing Major |
| 2026 | DB.12 | The Writing Program Administrator as Public Advocate |
| 2026 | DB.16 | Reimagining First-Year Composition: Mapping Students’ Literacy Histories as Digital Bricoleurs in a Decolonial Rhetorical Ecology |
| 2026 | E.17 | The Blame Game: Examining Conversations across Instructional Communities |
| 2026 | E.8 | It Takes a Village: Prioritizing FYC Corequisite Success through Conversation and Collective Action |
| 2026 | EB.2 | The Assessment of a Writing Program in the Context of Higher Education in Argentina |
| 2026 | EB.5 | Starting Small: Beginning a Longitudinal Study on Class Size, Student Success, and Student Belonging in First-Year Composition |
| 2026 | F.22 | Building Autonomy, Shaping Culture: Lessons from Launching an “Independent” Writing Program |
| 2026 | FA.13 | Training Graduate Teaching Assistants on Trauma in the Writing Classroom |
| 2026 | FA.5 | Conversations about AI Policies for Writing Instruction |
| 2026 | FB.6 | How Does Placement Method Affect Students’ Academic Success and Engagement? |
| 2026 | FSIG.18 | Writing Assessment SIG Annual Meeting |
| 2026 | G.4 | Valuing Student Voices: Using Critical Literacy Narratives to Create Conversations, Build Relationships, and Write Slowly in the Age of AI |
| 2026 | G.8 | GenAI, Language Diversity, and Student Writing: Initial Results from a Longitudinal Study |
| 2026 | GA.7 | Faculty Disposition and AI: Workshop Strategies for Reflection, Policy, and Practice |
| 2026 | GB.12 | Invisible Conversations in Graduate Writing: Mentorship, Multilingualism, and Micro-Exclusions |
| 2026 | H.16 | Report on the 2025 Survey of Graduate Communication Support |
| 2026 | HB.17 | Strategies for Creating “AI-Aware” Faculty Development Opportunities |
| 2026 | I.6 | A Lens into Our Discipline: FYC Shadowing as Layered Learning for TAs |
| 2026 | IA.3 | (Don’t) Trust Your Gut: WPAing and Embodied Praxis |
| 2026 | IB.11 | Rhetorical Writing Programs: Moving toward “Servingness” |
| 2026 | IB.9 | Reflexive Journaling as Positionality Practice: A Qualitative Study of Graduate Student Instructors Teaching Writing |
| 2026 | J.18 | System Prompts: A Guide to AI Conversations for Writing Program Administrators |
| 2026 | J.7 | CWPA Updates for CCCC Members |
| 2026 | JA.10 | FYC Instructors’ Perceptions and Implementation of AI-Ethical Policies in Writing Classrooms |
| 2026 | JA.6 | Beyond the Syllabus: Understanding Faculty Adoption of Generative AI in FYC |
| 2026 | JB.12 | Motivations, Institutional Value ($), and WPA Labor |
| 2026 | K.2 | Catalyzed to Action through the Conference Loop: The Untenured and/or Alternative-Academic WPA Standing Group–Sponsored Panel |
| 2026 | KA.4 | Building a Network of Writing Programs across the Middle East and North Africa (MENA) |
| 2026 | L.1 | Constructing a Socioculturally Informed First-Year Writing Program through Collective Actions at a Hispanic-Serving Institution |
| 2026 | L.2 | Critical Language Awareness Pedagogy in First-Year Writing: Possibilities and Challenges |
| 2026 | LB.9 | Enhancing Student Learning through Comprehensive International GTA Preparation in First-Year Writing Classroom |
| 2026 | M.3 | Bridging the Gap between Perceptions of WPA Labor and Realities of Equitable Program Work |
| 2026 | MB.3 | A Reflective Teaching Journal Assignment: Restorying Reflection as a Cultural Rhetorics–Informed Pedagogical Practice |
| 2026 | MW.1 | Assessment Artifacts Unpacked: A Collaborative Charrette for Writing Assessment Practitioners |
| 2026 | TSIG.18 | Untenured and Alternative-Academic WPA Standing Group Business Meeting |
| 2026 | TSIG.8 | WAC Standing Group Business Meeting |