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 44.2 (Spring 2021): From the Editors: Taking Action by Jacob Babb, Lori Ostergaard, and Jim Nugent | ESSAYS A Heuristic to Promote Inclusive and Equitable Teaching in Writing Programs by Julia Voss, Meghan A. Sweeney, and Tricia Serviss | Writing Program Administration and the Title IX Controversy: Disability Theory, Agency, and Mandatory Reporting by Tara Wood | Programmatic Mapping as a Problem-Solving Tool for WPAs by Laurie A. Pinkert and Kristen R. Moore | Arriving with Credit: A Study of 200-Level Writers and the Question of Equivalency by Debbie Minter and Shari J. Stenberg | REVIEW ESSAYS Does the Universe Tilt to the Side of Linguistic Justice? When, Where, and How? by Staci M. Perryman-Clark | Labor-Based Grading Contracts: Cultivating a Writing Classroom Ecology of Equity, Inclusion, and Compassion by Norma Palomino | (Re)Considering the Past, Present, and Future of Threshold Concepts by Emily Jo Schwaller

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