Dear Colleagues,
The rise of large language models has led to serious disruption and learning for writing programs and writing program adminstrators. Because GenAI revolves around text generation,, writing programs are being called upon to lead and to serve as primary sites for institutional expertise, guiding theory, policy, and practice across higher education.
To capture and direct this transition, we invite submissions for a new edited collection: Writing Programs and AI: Pedagogy, Policy, Labor, and the Future of Composition.
This volume is designed with the goal of surfacing and sharing the transformational learning taking place by those already deep in the trenches. We are seeking empirical research, theoretical interventions, and reflective narrative accounts that offer durable frameworks across three critical dimensions:
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Pedagogy & Curricular Innovation (authorship, outcomes, assessment, and assignment design)
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Labor, Access, & Equity (contingent faculty support, graduate student training, and impacts on diverse/multilingual writers)
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Administrative & Institutional Leadership (repositioning the WPA, navigating infrastructure/budgets, and programmatic data management)
We welcome contributions from all institutional contexts, including community colleges, HSIs, HBCUs, small liberal arts colleges, and R1 universities, as well as collaborative authorship with students, staff, administrators, and instructional designers.
If you or someone you know is doing innovative work and looking for a high-impact venue to publish their results, please read and share our full call.
The Full CFP (including comprehensive prompt questions) is available here: [Link to Full Google Doc]
Key Details & Timeline:
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Abstracts: 800 to 1,200 words
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Abstracts Due: September 1, 2026
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Full Chapter Drafts Due (if accepted): April 30, 2027
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To Submit: [Link to Abstract Submission Form]
The editors welcome early queries from colleagues developing new projects. Please feel free to reach out to us at wpandai.
With kind regards,
Paul Rogers on behalf of the editorial team: Dan Frank, Jennifer Johnson, John Schranck, University of California, Santa Barbara Writing Program
Paul Rogers
Associate Professor of Writing Studies
Director, Writing Program
University of California, Santa Barbara
Office: Girvetz Hall 1311