| A1 | Writing Assignments Across Disciplines: (Mis)Understanding Instructor Expectations | Panel | 4 |
| A2 | WAW Approaches to FYC How One Becomes the Other: Teaching Writing in the (Second) Most Diverse College in America | Panel | 3 |
| A3 | Difference: The Unifying Thread in WID/WAC | Panel | 2 |
| A4 | Our Challenges While Appreciating Our Differences Supporting Instructors’ Genre- and Discipline- Based Writing Instruction and Assessment | Panel | 3 |
| A5 | Cross Level Conversations on Disciplinary Literacies | Roundtable | 3 |
| A6 | Ethan Konett Ann Arbor Public Schools Diversity and Inclusivity in Policy Writing | Panel | 3 |
| A7 | Expanding the Canon of WAC/WID Best Practices: Strategies for Addressing Advanced Challenges | Panel | 2 |
| A8 | Approach to Intentionally and Progressively Building Students’ Writing Abilities throughout Their Years of Study Theoretical Approaches to WAC | Panel | 3 |
| A9 | Transfer and Transition: The Problem of Disciplinary Difference | Panel | 1 |
| A10 | A Catalyst for Faculty Learning: Strategies and Challenges in Using a Common Rubric for Implementing and Assessing ePortfolios | Panel | 0 |
| A11 | Auburn University WEC Across Contextual Divides: One Model, Five Sites | Panel | 4 |
| A12 | Writing in STEM: Considerations, resources, and techniques to connect writers with their audience | Panel | 4 |
| A13 | instruction in a 200-level Biology content course Expanding Students’ Engagement with Risk and Reflection | Panel | 2 |
| B1 | Writing Intensive Courses: How one university developed a multi-disciplinary cross-campus approach to teaching writing | Panel | 6 |
| B2 | Reconsidering and Revitalizing Peer Review | Panel | 3 |
| B3 | Responding for Transfer: A WAC Approach to Teacher Feedback | Panel | 4 |
| B4 | Designing for Inclusivity: Lessons from the first five years of WAC at the largest Hispanic-serving university in the continental United States | Panel | 2 |
| B5 | Forging Lines: Explorations in Narrative, Difference, and Design | Panel | 3 |
| B6 | Improving the Cognitive, Interpersonal, and Intrapersonal Competencies of Student Writers in STEM Courses | Panel | 5 |
| B7 | Fostering Intercultural Communication in University Business Curricula | Panel | 3 |
| B8 | Peer response across disciplines in HE | 5×10 Talk | 5 |
| B9 | Undisciplined Knowledge? Researching Departmental Cultures of Support for Writing and General Education | Roundtable | 5 |
| B10 | Responding to Change in WAC Partnerships: Assessment, Sustainability, and Writing for Social Leadership | Panel | 3 |
| B11 | Pedagogy and the Institution: Inclusivity, Disciplinary Reciprocity, and Disability | Panel | 4 |
| B12 | Creating Accommodations in an Online Technical Writing Course for a Disabled Instructor Collaborations and Crossroads | Panel | 3 |
| C1 | Contextualized Writing Assessment | Panel | 3 |
| C2 | Rubric on Reading What Works in Interdisciplinary WAC Faculty Development? Results from a Pilot Research Study | Panel | 3 |
| C3 | Writing Across Difference in Writing Centers, Learning Communities, and Student Organizations | Panel | 2 |
| C4 | Multiple Perspectives on Institutional Initiatives that Foster Writing as a High-Impact Practice Across and Beyond the University | Panel | 3 |
| C5 | All Graduate Students Can Be WACky: Supporting Graduate Student Writers Across the Curriculum | Panel | 2 |
| C6 | Writing Concepts: Shared, or Not? Studying Difference in Terministic Screens Across Disciplines and Cultures | Panel | 3 |
| C7 | Encouraging a Different View of Writing: Transitioning to a Multimodal Model in WAC Courses | Panel | 3 |
| C8 | Multilingual Learning, Teaching, and Professional Development in the Modern University | 5×10 Talk | 3 |
| C9 | Designing a WAC Institute for Modal Diversity | Roundtable | 8 |
| C10 | Collaboration for scientific publication: authorship and co-authorship in a network of Mexican researchers in electronics | Panel | 0 |
| C11 | Civil Discourse in WAC | Panel | 2 |
| C12 | From DuBois to #BlackLivesMatter: Shifting the discourse of difference from problem to opportunity New Media Approaches to WAC | Panel | 4 |
| D1 | Doing It Better: What Systematic Analysis Can Teach Us about WAC and WID | Panel | 4 |
| D2 | WAC Faculty “Writing Across” with Community: Manifesting Difference through Inclusivity | Panel | 2 |
| D3 | Disciplinarity and Its Discontents | Panel | 4 |
| D4 | Disciplinary Writing Consultants and Generalists to Best Meet Disciplinary Writing Needs | Panel | 0 |
| D5 | Bridging Content with Literacy: Strategies and Structures that Close the Achievement Gap | Panel | 4 |
| D6 | Improving Practices for Multilingual Literacy | Panel | 4 |
| D7 | International WAC: Translation and Conceptualization | Panel | 5 |
| D8 | Narrating across Differences: Identities, Institutions, and Instruction | Roundtable | 5 |
| D9 | Where do our Questions Take Us? How Varying Research Paths Inform Cross-Disciplinary Writing Pedagogy | 5×10 Talk | 5 |
| D10 | Mentoring and Professional Development Across Generations: A Round Table Discussion About WAC-GO | Roundtable | 6 |
| E1 | Pedagogies of Inclusion for First-Generation Students at Liberal Arts Colleges and Community Colleges | Panel | 5 |
| E2 | The New Research Phases of the International WAC/WID Mapping Project | Panel | 3 |
| E3 | Promoting multilingual writing pedagogy in four university contexts | Panel | 4 |
| E4 | Development of a Strategic Writing Plan for Multilingual and Native English Speaking Students in a Medical Laboratory Curriculum | Presentation | 1 |
| E5 | Stanford University’s Writing Specialist Initiative: Engaging Differences within the Disciplines | Panel | 4 |
| E6 | (no title) | Roundtable | 6 |
| E7 | Disciplines caught between discourses: Implementing WAC in Art and Design | Panel | 4 |
| E8 | Saskia van Kampen OCAD University Representing the Disciplines in “College Readiness”: A WAC-Based Alignment Project | Panel | 2 |
| E9 | Getting Published in Across the Disciplines | Panel | 2 |
| E10 | Expanding the Conversations: Considering WAC in Transitional Spaces | Panel | 3 |
| E11 | Transfer: Exploring Difference and Inclusion | Panel | 4 |
| F1 | The Role of Difference in Studies of Transfer of Writing Knowledge and Practice: What We Have Learned from a Four-Campus Study | Panel | 6 |
| F2 | (no title) | Panel | 3 |
| F3 | Teaching Reflective Writing across Disciplines | Panel | 4 |
| F4 | WAC Four Years In: Lessons In Working Across, With, and Against Disciplinary Differences | Presentation | 1 |
| F5 | Multiple Audiences, and Gaining Access: Considerations for Technical, Professional, and Business Writing Researchers and Students | Panel | 1 |
| F7 | Lupe Garcia Joaquin Garcia Genre Pedagogy in Three Contexts | Panel | 2 |
| F8 | New Spaces in Familiar Places: Using Writing to Make Room for Difference and Inclusion | 5×10 Talk | 5 |
| F9 | Writing Beyond the Curriculum through Community Engagement | Panel | 3 |
| F10 | Differences: The Doctoral Student Writing Study | Panel | 4 |
| F11 | (no title) | Poster Session | 14 |
| G1 | Speaking and Writing Across Difference | Panel | 4 |
| G2 | Transdisciplinarity as an Extension of WAC/WID Dissertations and Expectations: Making Writing and Research Cultures Visible | Panel | 5 |
| G3 | (no title) | Panel | 4 |
| G4 | Student-Centered Approaches to Teaching Multimodal Composing | Panel | 5 |
| G5 | Enacting Critical Genre Awareness in Disciplinary Writing Contexts | Panel | 3 |
| G6 | Impacting student writing in a STEM course through WID enhancements and facilitated small-group workshops | Panel | 4 |
| G7 | Analyze This! Analysis as Metadisciplinary Practice | Panel | 4 |
| G8 | Sustaining Innovation and Improvement | Roundtable | 5 |
| G9 | Fairness, Inclusivity, Kindness: Developing meaningful learning experiences for ALL students in WAC/WID environments | 5×10 Talk | 2 |
| G10 | MOOCs, Writing, and Difference: The Increasingly International Space of Massive Online Open Courses | Panel | 3 |
| G11 | Assessing Writing-Intensive Courses Across the Disciplines | Panel | 2 |
| H1 | Knowledge gaining and knowledge making in scientific communication | Panel | 3 |
| H2 | From Old to New, from Traditional to Digital: Examining Difference and Inclusivity in Writing Courses | Panel | 3 |
| H3 | Cognitive Approaches to Difference: Implications for WAC of Current Neuroscience Research | Panel | 3 |
| H4 | Developing Multilingual Writing Support: a Department of Foreign Languages and a Writing Center Partner to Write Across Difference | Panel | 4 |
| H5 | Traversing Uncommon Ground: Cases in WID Consulting at Dawson College and UVM | Panel | 3 |
| H6 | Understanding Identity through Writing: Foundational Knowledge, Critical Thinking, and Professional Identity in Four Disciplines | Panel | 5 |
| H7 | Sustainable WAC: A Whole Systems Approach to Launching and Developing WAC Programs | Panel | 2 |
| H9 | A Collaborative Model to Improve Writing in Nursing (and Other Disciplines) | Roundtable | 5 |
| H10 | Graduate Writing Pedagogy in WAC | Presentation | 2 |
| H11 | Programs and Practices Two Decades Later: WAC Today in Secondary Schools | Panel | 4 |
| H12 | Pamela B. Childers The WAC Clearing House Empirical Studies of Language Acquisition | Panel | 3 |
| I1 | WAC/WID | Panel | 4 |
| I2 | Disciplines They Write, They Learn: Successful Multimodal Strategies for Engaging STEM Students | Panel | 7 |
| I3 | The Paradox of Difference as a Unifying Factor and the WACiness that Ensues | Panel | 4 |
| I4 | Conducting WAC Research in Difficult Settings | Panel | 2 |
| I5 | Improving WAC/WID Programs with Alternative Concepts | Panel | 2 |
| I6 | Three Origin Stories about WAC/WID–Challenging Cherished Beliefs | Panel | 4 |
| I7 | Supporting multilingual students and scholars across the curriculum: Three perspectives | Panel | 5 |
| I8 | Linguistic Experimentation, Multimodal Discourse & Writing with Social Media Platforms | Roundtable | 4 |
| I9 | Beyond the CxC Core: Innovations that arise from teaching communications in the disciplines | Panel | 6 |
| I10 | Creating New Approaches to WAC Programs and Journals | 5×10 Talk | 11 |
| I11 | Disciplinary Discourses | Panel | 5 |
| I12 | linguistic and modal differences in the policy and pedagogy of plagiarism Insights into WAC at Three Levels | 5×10 Talk | 5 |