WPA

<p><span style=background-color: rgba(0 0 0 0); color: rgba(0 0 0 1)>WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization administration practices and aims of college and university writing programs. Possible topics include writing faculty education training and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; WPA and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and WPA work; and projects that enhance WPA work with diverse stakeholders. CONTENTS OF WPA 49.1 (FAll 2025): From the Editors: Something Different: Hope by Tracy Ann Morse Patti Poblete Wendy Sharer and Kelly Moreland | SYMPOSIUM: WPAING IN A TIME OF BACKLASH-STORIES AND STRATEGIES: Introduction by Kelly Moreland Tracy Ann Morse Patti Poblete and Wendy Sharer | Do Not Obey in Advance: Countering the Chilling Effects of Anti-DEI Legislation by Gavin P. Johnson | Leading Through Legislative Overreach in Utah by Charles McMartin | When DEI Isn't Banned but Undone by Anonymous | Finding Our People: Coalition Collaboration and Community as Persistence by Kat M. Gray LewEllyn Hallett Megan McIntyre and Maggie Fernandes | Quiet Persistence: Writing Center Leadership Amid DEI Backlash by Carey Smitherman Clark | Making Space for the Fleshy Presence: Institutional Embodiment and the Graduate Student Instructor (GSI) by Practicum by Callie F. Kostelich and Alison Wells | Speaking Truth in Hostile Times: Strategies for Writing Program Administration under Restrictive Legislation by Renae Frey | Becoming Antiracist in the Time of DEI Backlash: Redefining FYC at a Hispanic-Serving Institution by Scott Gage | Habits of Mind to Keep Us Going: Some Thoughts and Strategies from a BIPOC WPA by David T. Johnson | Requiem for a Composition Program by Beth Buyserie | I Dissent: Teaching in Interesting Times by Natalie M. Dorfeld | Articulating Values Toward Action: Communicating Program Values in a Time of Backlash to Guide by Teacher Support at the Most Racially Diverse University in Michigan by Adrienne Jankens and Nicole Guinot Varty | Preparing for Backlash with a Crisis Communication Plan by Ashley Patriarca ESSAYS: Working Toward Fairness in Program-Wide Tools: A Collaborative Locally Grounded Flexible and Descriptive Assessment Heuristic for First-Year Writing by Mary K. Stewart | From Gatekeeper to Informant: The Roles of Academic Advisors in Aligning Directed Self-Placement by Theresa Tinkle Michelle Sprouse Jason Godfrey Andrew Moos and Laura Romaine | Beyond Appendices: Equity and Directed Self-Placement by Amy Vidali and Sarah Michals | A Pre-Pandemic Snapshot of a Culture of (in)Access: Accommodation Statements in the Document Ecology of the First-Year Writing Programs in Michigan by Vee Kennedy | REVIEWS: Updated Culturally Conscious and Active Learning Professional Development Texts for Busy Faculty by Zoe McDonald | Review of Reconstructing Response to Student Writing: A National Study from Across the Curriculum by Dan Melzer reviewed by Kelly Blewett</span></p><p></p>