| A.1 | The Challenges of Text Recycling Across the Curriculum | Panel | 4 |
| A.2 | A Writing Center’s STEM Writing Courses and Research into Elements of their Success | Panel | 4 |
| A.3 | Writing in the Disciplines: Business | Panel | 3 |
| A.4 | Research on WAC I | Panel | 3 |
| B.1 | Innovating Academic Writing for STEM-Inclined Learners: MATHesis | Teaching Demonstration | 1 |
| B.2 | Featured Session: Some Thoughts on the Longevity of WAC, Compared to Other "Across the Curriculums": | Panel | 2 |
| B.3 | The Writing Center as Faculty Resource for Creating Transparent Assignments: A Discussion of a CSUN Writing Center/ Faculty Development Collaboration | Panel | 5 |
| B.4 | Research on WAC II | Panel | 4 |
| C.1 | Inviting Innovation: A Writing Fellows Program Adopts Universal Design | Panel | 6 |
| C.2 | Learning in Writing-Intensive Community Engagement Projects That Link Courses Across the Curriculum | Panel | 4 |
| C.3 | IWAC Proceedings: Meet the Editors | Panel | 5 |
| C.4 | Stories of Persistence: Implementing WAC at a Public Flagship University in the Age of Austerity | Panel | 5 |
| D.1 | Journal Editors Roundtable – Publishing Peer-reviewed Work in WAC/WID | Roundtable | 7 |
| D.2 | WAC, Writing Centers, Diversity, and Inclusion: Finding Space to Work on Institutional Racism and Linguistic Supremacy | Panel | 4 |
| D.3 | English Across the Curriculum (EAC): Adapting WAC for Bi-literate, Trilingual Hong Kong | Panel | 4 |
| D.4 | Inclusive Visions for WAC | Panel | 5 |
| E.1 | In the Face of Change and Uncertainty: Two Decades of Sustaining and Nurturing WAC Programs at CUNY | Panel | 5 |
| E.2 | Recognizing (and Inviting) Leadership Philosophies and Theories into WAC Scholarship and Program Development | Panel | 6 |
| E.3 | Responses to WAC Challenges | Panel | 3 |
| E.4 | WAC in an International Context | Panel | 3 |
| F.1 | Conceptualizing and Driving a Writing-in-the-Disciplines Initiative to Enhance Undergraduates’ Writing Competence at a University in Singapore | Roundtable | 7 |
| F.2 | Coffee, Cake, and Curtains: How Food and Ambiance Helped Create and Still Sustain a Successful WAC Program | Panel | 5 |
| F.3 | Reimagining WAC for Large-Scale Online Delivery | Panel | 6 |
| G.1 | In Their Words: Using Departmental Data to Drive WAC | Panel | 4 |
| G.2 | The WRITE Tool: Improving Writing and Information Literacy Instruction through Equitable Assignment Design | Panel | 5 |
| G.3 | Research on WAC IV | Panel | 3 |
| G.4 | Institutional Innovations in WAC | Panel | 3 |
| H.1 | Scaffolding from Foundations: Connecting Foundations Writing with General Education Writing Requirements | Panel | 4 |
| H.2 | WID/WAC in Math, Engineering, Physics, & History: an Experiential Workshop | Teaching Demonstration | 3 |
| H.3 | Innovations & Challenges of Writing Fellows Programs | Panel | 5 |
| H.4 | WAC and Social Justice | Panel | 4 |
| I.1 | A Changing of the Guard: Sustaining Success and Revising Elements of a WAC Program | Panel | 4 |
| I.2 | Assessing Collaborative WAC Workshops: Faculty and Student Perspectives | Panel | 5 |
| I.3 | Research on WAC V | Panel | 3 |
| J.1 | Embracing the Always-Already: Toward Queer Assemblages for Writing Across the Curriculum Administration | Panel | 3 |
| J.2 | Developing a PACT for Speaking and Writing across the Curriculum | Panel | 4 |
| J.3 | Considering the Design and Content of WAC Initiatives | Panel | 3 |
| K.1 | Installing a Writing Culture Across the Curriculum: Insights from Brazil, Colombia and Peru | Panel | 5 |
| K.2 | WAC Mobile App for ESL Learners: Rationale, Successes and Challenges | Panel | 6 |
| K.3 | Reaching Beyond the Choir: Extending Anti-Racist and Decolonizing Conversations into Our Institutional Communities | Roundtable | 5 |
| K.4 | WAC in Institutional Context I | Panel | 4 |
| L.1 | Writing Across the Curriculum: International Perspectives | Panel | 5 |
| L.2 | Writing Feedback across the Curriculum | Teaching Demonstration | 4 |
| L.3 | Research on WAC VI | Panel | 3 |
| L.4 | WAC as a Locus for Cultural and Pedagogical Change | Panel | 3 |
| M.1 | Collaborating for Publication: Conducting Cross-Disciplinary Scholarship on Writing | Roundtable | 8 |
| M.2 | Plus ça Change: WAC Work in 2020 | Panel | 4 |
| M.3 | Collaborating on a Discipline-Specific Writing Guide: Critical Thinking and Writing in Psychology | Panel | 5 |
| N.1 | Mapping Disciplinary Rhetorical Concepts and Reasoning Patterns in an Aerospace Engineering Department | Panel | 5 |
| N.2 | Research on WAC VII | Panel | 5 |
| N.3 | Mapping the (Un)Common: An Interactive, Inclusive e-Map for Support of Diverse Writing Approaches | Panel | 5 |
| N.4 | WAC Pedagogy: International Perspectives | Panel | 2 |
| O.1 | English as a Lingua Franca in Scholarly Publishing: The Clash of Anglo-American and Slovak Writing Styles | Panel | 4 |
| O.2 | 1 Designer, 3 Instructors, 5 Projects, 7.5 Weeks, 200+ Nurses: Why More Process Saved Us All | Panel | 4 |
| O.3 | Asia Roundtable: Developing Discipline Content Specific Academic Literacy | Roundtable | 6 |
| O.4 | Furthering WAC Influence Through Strategic Partnerships | Panel | 4 |
| P.1 | Book Series Editors Roundtable – Publishing Books in WAC/WID | Roundtable | 7 |
| P.2 | Strengthening the Core: A Roundtable Discussion on the Design, Implementation, and Sustainable Future of a New WAC/WID Program | Roundtable | 7 |
| P.3 | Team Writing as WAC practice | Teaching Demonstration | 2 |
| Q.1 | Strategies for Becoming a Liberatory WAC Program | Roundtable | 5 |
| Q.2 | Writing Across Engineering: A transdisciplinary action research approach to STEM writing | Panel | 4 |
| Q.3 | What Happens After Publication? Reflections on the Evolution of WAC Teaching, Research, and Collaborative Writing Practices | Roundtable | 9 |
| Q.4 | Writing Engagement, Self-Regulation, and Family Support in Educational Communities | Panel | 6 |
| R.1 | Writing Expertise: Inclusive Teaching and Learning Through Our Field’s Knowledge About Writing | Panel | 3 |
| R.2 | Bridging "Siloed Spaces": Building a Successful Librarian-Faculty Partnership in First-Year Research-Based Courses | Panel | 7 |
| R.3 | Blurred Boundaries: Sussing Out Thresholds between WAC and WPA in Administrative Professionalization | Roundtable | 5 |
| S.1 | It takes a village…the Past, Present, and Future of a WAC Program at a Young University | Roundtable | 8 |
| S.2 | Empathizing to Enrich WAC Program Design | Teaching Demonstration | 1 |
| S.3 | WAC in Institutional Context II | Panel | 5 |
| T.1 | Teaching and Researching Writing Within and Beyond the Curriculum: One University’s Initiatives to Encourage Faculty Collaboration and Further Writing Transfer Research | Panel | 6 |
| T.2 | ‘Time and Change will Surely Show…’: A Decentralized WAC Program at a Crossroads | Roundtable | 7 |
| T.3 | Detangling the Professional Development of gWPAs in WAC | Roundtable | 4 |
| U.1 | Holistic Assessments: A Better Way to Assess Learning. | Teaching Demonstration | 2 |
| U.2 | What Do Undergrads Write and What Do They Value? Findings and Implications of Two Current Studies | Panel | 5 |
| U.3 | WAC in Institutional Context III | Panel | 2 |
| V.1 | Research on WAC VIII | Panel | 5 |
| V.2 | When Learning Outcomes Mask Learning: Probing Assumptions about Writing Assessment in the Age of Learning Analytics | Panel | 3 |
| V.3 | Fostering Ethnographic Interactions and Collaborations: Implications for WAC and WID | Panel | 5 |
| W.1 | WAC Mentoring Workshop | Preconference Workshop | 3 |
| W.2 | "All I know about assessment came from Assessment Clear and Simple!:" A Workshop for WAC Beginners | Preconference Workshop | 0 |
| W.3 | Enhancing the Development of Students’ Disciplinary Discourse and Content Learning in Science and Engineering through a Focus on Writing | Preconference Workshop | 0 |
| W.4 | Incorporating Private Writing Digitally: Ownership, Autonomy, and Flow | Preconference Workshop | 2 |
| W.5 | Using Interdependent Roles and Tasks to Increase Learning in Collaborative Writing Teams | Preconference Workshop | 2 |
| W.6 | The R Word: Challenges and Opportunities of Rhetoric Across the Curriculum | Preconference Workshop | 1 |
| W.7 | Creating Innovative Teaching Tools: Integrating Disciplinary and Rhetorical Knowledge with Disciplinary Reasoning Diagrams | Preconference Workshop | 3 |
| W.8 | Exploring Approaches to Supporting Graduate Writers across Disciplines, Demographics, and Diverse Institutional Contexts | Preconference Workshop | 2 |