| A.1 | Technology Innovation in Composition Program Administration: The Devil and all the Details | Panel | 4 |
| A.2 | Electronic Implications for Genres and the Discipline(s) of English | Panel | 5 |
| A.3 | Intersections of Virtuality and ‘Real Life’ | Panel | 4 |
| A.4 | Distance Education: Policy, Pedagogy, and Institutional Challenges | Panel | 4 |
| A.5 | Assessing Writing with/in Digital Media | Panel | 7 |
| A.6 | Ethnography in the Computer-Equipped Writing Classroom | Panel | 4 |
| A.7 | Cyborgian/Critical Pedagogy: Ethnographies of Distance Learning | Panel | 4 |
| A.8 | Constructing Networked Writing Spaces: Distributed Learning in the College Composition Course | Panel | 6 |
| A.9 | Critique and Negotiation: Student Responses to Learning in the Computer Equipped Classroom | Panel | 4 |
| A.10 | Netoric and TechRhet Live: All Hands on the Bad Ones! | Hands-on | 25 |
| B.1 | Preparing to Teach and Learn in Virtual Spaces: Ideas for Successful Faculty | Panel | 4 |
| B.2 | Online Writing in an Interactive Learning Environment | Panel | 4 |
| B.3 | Crossing Over: From Face-to-Face to Digital Class Spaces | Panel | 4 |
| B.4 | Cultures and Counter-Culters: An Exploration of Writing in Electronic Media | Panel | 4 |
| B.5 | Measure for Measure: Open Source and Assessment | Panel | 3 |
| B.6 | What to Save and How to Save It: Year Two of the Clemson Electronic Portfolio | Panel | 5 |
| B.7 | Problem-Posing and Discensus in Technological Environments | Panel | 4 |
| B.8 | Imag(in)ing Writing: A Design Approach to Multi-Media | Panel | 4 |
| B.9 | Students, Administrators, Pedagogy, Faculty, Infrastructure, Technology: Where Material and Virtual Elements Connect@internet.cc.il.us | Panel | 5 |
| C.1 | Lyric, Essay, Book || WebText, Database, Self: Classic Forms, New Media Poetics, and Classroom Practice | Panel | 4 |
| C.2 | Individual Expression and Critical Reflection in Hypertextual Forums | Panel | 4 |
| C.3 | Online Communication in Writing Course Design | Panel | 5 |
| C.4 | Computer Technology and the Emerging Rhetorical Situation in English Studies | Panel | 4 |
| C.5 | Teaching and Assessment with The Learning Record OnLine | Panel | 5 |
| C.6 | Research, Invention, and Rhetorical Memory: MOOs in the Teaching of Writing | Panel | 4 |
| C.7 | Real Research; Virtual Sites: Exploring the Merger of Ethnography and Technology in Composition Studies | Panel | 4 |
| C.8 | Fools Rush In, or It Seemed Like a Brilliant Idea | Panel | 3 |
| C.9 | Who is the (Institutional) Subject of On-Line Education? | Roundtable | 4 |
| D.1 | Experiments in Irrational Exuberance: The Present and Future of Electronic Literature | Featured Speaker | 2 |
| D.2 | Technospirituality: Identity, Creation, and Connection in Electronic Spaces | Roundtable | 6 |
| D.3 | ESL and Computer-Based Instruction: Integration, Interaction, and Possibility | Panel | 5 |
| D.4 | Collaborating and Responding: Writing Pedagogy in Electronic Spaces | Panel | 3 |
| D.5 | The Smart (?) Machine: Assessing the Assessors | Panel | 3 |
| D.6 | Dialogic Duo: Graduate Students and Junior Faculty, and Their Mentors | Panel | 4 |
| D.7 | Can We Publish Essays the Way Open Source Programmers Publish Code? | Roundtable | 6 |
| D.8 | Mind the Gap: Teaching Image and Text in New Media Spaces | Panel | 5 |
| D.9 | Educational Software: If It Worked, It Would be AI | Panel | 4 |
| E.1 | CW Goes to the Movies: Synthetic Pleasures | Special Event | 1 |
| E.2 | The Learning Moment: Blood and Theory in the Meeting of Minds | Panel | 3 |
| E.3 | Online Learning: The Flexible Potential of Courseware | Panel | 4 |
| E.4 | Creating the CyberCitizen: A Look at the Hype Of Technical Proficiency & the Rhetoric of Democracy | Panel | 5 |
| E.5 | Teaching First-year Writing: Rhetorical Pasts, Presents, and Futures | Panel | 4 |
| E.6 | Reviving The Ordinary: Newsletters, Visual Culture, Ethos, and Genre Knowledge | Panel | 4 |
| E.7 | Innovation and Reconstruction in Creating Learning Environments for the Computer Classroom | Panel | 4 |
| E.8 | Three Axes of Access: Problems with Digital Texts | Panel | 4 |
| E.9 | Hybrid Writing @ Northeastern: From Pilot to Campus-wide Implementation | Panel | 5 |
| F.1 | Plain Old Classrooms, Hybrids, and Purely Online: Current Course Models, Choices, Consequences | Forum | 4 |
| F.2 | Composing in an Electronic Environment: Student Perspectives and Instructor Support | Panel | 5 |
| F.4 | Legal and Logistical Issues in Developing Online Materials | Panel | 6 |
| F.6 | Negotiating Gender and Sexual Orientation On-Line | Panel | 4 |
| F.7 | Innovative Pedagogies and the Problem of Access | Panel | 4 |
| F.8 | The Three Ws of OWLs and Access: Who, How, and Why? | Panel | 4 |
| F.9 | Emerging Patterns in Technology Use: History, Race and New Generations | Panel | 4 |
| G.1 | Play at Your Own Risk | Panel | 4 |
| G.2 | Meaning Through Convergence: The Synergy of Word and Image | Panel | 4 |
| G.4 | The Problem of Pedagogy in Computer-Based Writing Instruction | Panel | 5 |
| G.6 | Connecting to Contemporary Culture: Citizenship and Web-based Civic Discourse | Panel | 4 |
| G.7 | Assessing Visual Rhetoric in Writing Assignments: A Bridge to Readers? | Panel | 5 |
| G.8 | Institutional Forces: Writing Centers, Community Outreach, and Web-Based Resources | Panel | 4 |
| G.9 | Reflective Pedagogies: Conflicting Stories from the Computer Labs | Forum | 6 |
| H.1 | Active Hypertext: Revisioning and Positioning Kairos | Roundtable | 10 |
| H.2 | Building Ourselves in MOOspace: Reflecting on/in Electronic Worlds | Panel | 5 |
| H.4 | Access Through Technology: Experiencing the Written Word | Panel | 5 |
| H.6 | Taking the Temperature of a Technology Initiative: Two Years of Teaching With Student-Owned Laptops and Wireless Networking | Panel | 4 |
| H.7 | Not Without New Media: Classroom Approaches to the Visual and Interactive Aspects of New Media Texts | Panel | 4 |
| H.8 | Sustainable Practices in Technology-Rich Teaching Environments | Panel | 4 |
| H.9 | It’s Not Supposed to Be Like That Here: Analysis of Four “Learning” Spaces | Panel | 5 |
| H.10 | Poster Session | Poster Session | 5 |
| I.1 | E-Portfolios and E-Anthologies: Methods and Materials | Panel | 6 |
| I.2 | Humans at Work: Technology Triumphs and Growing Pains in a Large FYcomp Program | Forum | 8 |
| I.3 | Crossings of the Internal Digital Divide in the Humanities and Composition | Panel | 5 |
| I.4 | Rhetoric and the Discourse of On-line Discussion Groups | Panel | 5 |
| I.5 | Writing For New Media Publications | Panel | 5 |
| I.6 | Computer Access and Economics: Problems and Possibilities | Panel | 4 |
| I.7 | Multiple Literacies, Multi-Logic Communities: Composing, Researching, and Assessing in Virtual Environments | Panel | 4 |
| I.8 | Changing Times: Implications for Writing Pedagogy | Panel | 4 |
| I.9 | Writing a Web-based Reader Collaboratively | Forum | 5 |
| I.10 | Special Education Assistive Technology Center Open House | Special Event | 1 |
| J.1 | Grappling with Genre: The Implications of E-Literature | Panel | 3 |
| J.2 | Writing Pedagogy in Virtual Spaces | Panel | 4 |
| J.3 | Gaming Narratives: An Exploration of Genre and Its Implications | Panel | 4 |
| J.4 | Rhetorical Form and the Possibilities of Hypertext | Panel | 4 |
| J.5 | Livestock, Weather, and Overnights: Instructional Technologies and Institutional Critique | Panel | 4 |
| J.6 | Collaboration and Curriculum Design in Computer-Based Writing Courses | Panel | 4 |
| J.7 | Why Not Write Hypertext?: Web Zines for First-Year Writing | Panel | 5 |
| J.8 | Technology Critics Meet Middle-School Web-Surfers: Educating Under-Served Populations in Technological Literacy | Panel | 4 |
| J.9 | Online Support for K-16 Teachers | Panel | 3 |
| K.4 | Writing Courses in the Virtual Age: Graduate Students and Professors as Co-Conspirators | Panel | 5 |
| K.6 | Claiming and Losing Local Identities: the Double Bind of Digitally Mediated Selves in the Computer-Enhanced Writing Classroom | Panel | 5 |
| K.7 | Secondary Orality Meets Silicon Valley: Writing with Voice Recognition Technology | Panel | 5 |
| K.8 | A Comparison of E-Response: Two Experiences, Two Perspectives, One Conclusion | Panel | 3 |
| W.01 | Distance Education: Nearly Everything You Need to Get Started | Full Day Workshop | 6 |
| W.02 | For Those New to Teaching with Technology: Concepts, Skills, and Planning | Full Day Workshop | 25 |
| W.03 | Using the Writer’s Corner Writing Center | Full Day Workshop | 4 |
| W.04 | ProgShop Live: An Introduction to MOO Programming for Non-Programmers | Full Day Workshop | 2 |
| W.05 | Graduate Research Network | Full Day Workshop | 3 |
| W.06 | The Writing Process Enhanced by Technology | Half Day Workshop | 4 |
| W.07 | How to Develop Effective and Ongoing Technology Teacher Training for Your Composition Program | Half Day Workshop | 7 |
| W.08 | TeacherShop Live I: Beginning MOO Pedagogy | Half Day Workshop | 4 |
| W.09 | Keeping Students Online: Creating and Sustaining Online Communities | Half Day Workshop | 3 |
| W.10 | Using Technology to Teach From Writing Samples | Half Day Workshop | 3 |
| W.11 | Evaluating Computer Mediated Classes | Half Day Workshop | 1 |
| W.12 | TeacherShop Live II: Advanced MOO Pedagogy | Half Day Workshop | 1 |
| W.13 | Assessing the Role of Digital Tools in Student Learning: A Focus on Writing | Half Day Workshop | 2 |