| A.1 | Writing Beyond the Classroom: Developing Student Creativity and Workplace Readiness | Individual Paper Panel | 3 |
| A.2 | Writing Classrooms for the Twenty-First Century and Beyond: Lessons Learned since 2020 | Panel | 5 |
| A.3 | Transitioning from W Courses to WAC in the “Age of Austerity” Shane Lanning, Ball State Courtney Crisp, Ball State Jennifer Grouling, Ball State | Panel | 2 |
| A.4 | Inventing a WAC Program at a Two-Year College: A Tale of Unlikely Partnerships | Roundtable | 8 |
| A.5 | The Loneliness is Real: Threshold Concepts as Community-Builders | Panel | 4 |
| A.6 | The Promise of WAC Micro-Credentials: Supporting Student Success and Faculty Professional Growth | Panel | 4 |
| B.1 | WAC in the Face of Large-Scale Curricular Changes: Where Do We Go From Here? | Individual Paper Panel | 4 |
| B.2 | Improving Access and Inclusion in Online Writing Across the Disciplines: The Role of Writing Centers | Panel | 4 |
| B.3 | Addressing Competing Activity Systems to Increase Writing Self-Efficacy in an Engineering First-Year Design Course: Reports from a Pilot Study | Panel | 3 |
| B.4 | WAC and Structural Sustainability of Small Liberal Arts Colleges | Roundtable | 5 |
| B.5 | Reimagining Language: Creating Antiracist Linguistic Practices | Individual Paper Panel | 4 |
| B.6 | Cultivating Equitable WAC Classrooms | Individual Paper Panel | 4 |
| B.7 | Writing Across STEM and Humanities: Professional Communication and Information Literacy Through Public-Facing Assignments that Transcend Disciplinary Boundaries | Panel | 7 |
| C.1 | WAC’s Transnational Role in One Program’s Institutional Success: A Short History of How the University of Missouri’s WAC Program Internationalizes Its Mission | Panel | 5 |
| C.2 | “They’re a Hard Bunch to Crack”: Developing Meaningful Writing Supports for Biomedical Graduate Students | Panel | 4 |
| C.3 | From WAC Through WID to Professional Practicum: Reflecting on a GTA Writing Fellows Professional Development Model | Roundtable | 4 |
| C.4 | Graduate Writing Support Around the Globe | Individual Paper Panel | 6 |
| C.5 | The Promises and Perils of Implementing a New General Education Curriculum at a Flagship Land Grant Institution | Panel | 4 |
| C.6 | Ungrading as Anti-Ableist and Anti-Racist Assessment | Panel | 4 |
| D.1 | Challenging Disintegrative Learning from Undergraduate to Beyond the Institution Chair and Respondent: Elizabeth Wardle, Miami University | Panel | 3 |
| D.2 | What are You Reading? Using Scholarship to Explore WAC’s Next 50 Years | Panel | 3 |
| D.3 | The Professional Divide Between Writing and Language Studies: History, Bibliometrics and Implications for WAC | Panel | 2 |
| D.4 | How Nursing Faculty Teach Writing: A Multi-Year Project to Embed WAC Across a BSN Curriculum | Panel | 4 |
| D.5 | Unconventional Approaches to the WAC Classroom | Individual Paper Panel | 3 |
| E.1 | The Role of WAC in Student Funding | Individual Paper Panel | 3 |
| E.2 | Crossing the Great Divide: Implementing WAC from Accounting through Zoology | Panel | 2 |
| E.3 | WAC Program Development Strategies | Individual Paper Panel | 6 |
| E.4 | Editorial Roundtable on the IWAC 2023 Edited Collections | Roundtable | 5 |
| E.5 | Writing Strategies for Student Change | Individual Paper Panel | 5 |
| E.6 | The Importance of Multiple Perspectives in the WAC Classroom | Individual Paper Panel | 5 |
| F.1 | WAC Past, Present and Future: Drawing on What We Know to Transform Public Perceptions of Writing Chair and Respondent: Elizabeth Wardle, Miami University | Panel | 3 |
| F.2 | WAC as a Force for Social Change | Roundtable | 5 |
| F.3 | AWAC Mentoring Committee Roundtable | Roundtable | 2 |
| G.1 | WAC’s Role in Supporting Graduate Student Writing | | 4 |
| G.2 | Methodological Approaches and Tools for Building Sustainable WAC Programs: Three Interrelated Research Studies | Panel | 4 |
| G.3 | Transforming WAC at 50: What, How and for Whom? | Roundtable | 4 |
| G.4 | WAC Leadership: Global Community Program | Individual Paper Panel | 4 |
| G.5 | Writing Beyond the University as a Framework for WAC’s Future | Panel | 4 |
| G.6 | Rethinking English Across the Curriculum in the 21st Century – The Hong Kong Perspective | Panel | 5 |
| H.1 | Students’ Reuse of Their Own Writing Across Courses: Instructional Attitudes, Ethical Considerations and Practical Strategies | Panel | 4 |
| H.2 | Managing Assessment Requirements in the WAC Classroom | Individual Paper Panel | 5 |
| H.3 | WAC Online: Advocating for Effective and Equitable Writing Instruction at Scale Chair and Respondent: Julie Minnaugh, Southern New Hampshire University | Panel | 3 |
| H.4 | The Future is Faculty Development (Communities): Understanding and Promoting Linguistic Social Justice Across the Curriculum Through FLCs | Panel | 4 |
| H.5 | Nuts and Bolts Roundtable | Roundtable | 6 |
| I.1 | Activist WAC: Principles, Strategies and Tactics | Panel | 5 |
| I.2 | From Practice to Publication: Preparing a Submission for the WAC Repository | Panel | 4 |
| I.3 | Considerations of Equity and Inclusion in Academic Publishing | Roundtable | 5 |
| I.4 | Award-Winning Writers Look Back on WAC: Lessons for Our Current and Future Programs | Panel | 4 |
| I.5 | Equitable Learning: The Importance of Linguistic Justice | Individual Paper Panel | 3 |
| J.1 | Tracing Students’ Lifewide Writing: Implications for WAC Programs | Panel | 4 |
| J.2 | Exploration in Modalities: Introspection and Retrospection Toward Reflective Learning in Writing Across the Curriculum | Panel | 3 |
| J.3 | Journal Editors Roundtable: Publishing in WAC | Roundtable | 7 |
| J.4 | Addressing Equity in WAC: A Story of Anti-Racist Writing Pedagogy at an HSI University | Panel | 4 |
| J.5 | The Power of Stories in WAC Classrooms: Models and Assignments for Activist and Justice-Oriented Projects Presented By: Traci Gardner, Virginia Tech Teaching Demonstration | Seminar Room II This presentation asks students to become agents of change in the WAC classroom by asking writers to tell stories as part of collective action projects in their disciplinary fields. The presenter will begin by showing how to introduce students to collective action in the workplace and in professional disciplines, sharing classroom-ready examples that demonstrate the power of stories in disciplinary-based social movements. The presentation then demonstrates activist and justice-oriented projects that use social media to share stories that encourage others to participate in social action movements. Activities focus on microblogging on Twitter, video storytelling on TikTok and YouTube and photo essays on Instagram. The presenter will provide links to assignments and supporting materials. SATURDAY 7:30 A.M. 9:00 A.M. 10:30 A.M. 11:45 A.M. 9:00 A.M. 10:15 A.M. 11:45 A.M. 1:15 P.M. BREAKFAST SESSION K SESSION L LUNCH AND PLENARY 3 | | 0 |
| K.1 | Principles, Strategies and Tactics for WAC Program Development: What We Can Learn from Five Institutions Using the Whole Systems Approach for Building WAC Programs | Panel | 3 |
| K.2 | Four Views of e-Portfolio and WAC/WID/CAC Connections | Roundtable | 6 |
| K.3 | Faculty Fellows: A WID Approach | Roundtable | 1 |
| K.4 | “Let There Be Light!” Developing and Piloting Writing Guides for Apprentice Genres in Social Work Discipline | Panel | 4 |
| K.5 | Global Classrooms, Singular Goals: Cross-Cultural Literacy and Community Engagement Chair and Respondent: Jan E. Watson, Purdue University Global | Panel | 2 |
| K.6 | WAC and Writing Center Partnerships | Individual Paper Panel | 4 |
| L.1 | WAC and Critical Thinking: New Perspectives Chair and Respondent: Ann Blakeslee, Eastern Michigan University | Panel | 3 |
| L.2 | Addressing Publication Bias in Non-Western Research Contexts: Implications for WAC Programs and Western Research Universities | Panel | 3 |
| L.3 | The “International” in IWAC: Language Policies and Linguistic Inclusivity in Our Research and Scholarly Publications | Roundtable | 4 |
| L.4 | Advancing International Research on Writing: A Report from the International Society for the Advancement of Writing Research | Panel | 2 |
| L.5 | Taking Risks in Writing | Individual Paper Panel | 4 |
| L.6 | Poster Presentations | Panel | 24 |