Section 2
The five chapters of Section 2 concern “Sustaining Writing Programs” and are geared primarily toward WPAs, although they could also be helpful for writing program faculty in general. This section seeks to acknowledge both the complexities of writing program administration and also the ways it is changing as a result of technology. One of the primary issues that many of the chapters address is the need for cooperation across departments and fields. Michael Day highlights the necessity of building and sustaining relationships with stakeholders—those who actually use and maintain technology—to ensure that the most useful and most appropriate technology is in place. Brunk-Chavez and Miller argue that sustainable technology training is the key to sustaining digital classes and digital environments by highlighting the success and expansion of their institution’s Hybrid Academy, which prepares instructors to teach classes that meet both online and face to face. Additionally, Kip Strasma provides a framework for assessing sustainability, efficiency, quality, awareness, design, and innovation within a writing program based on the model of the Leadership in Energy and Environmental Design and offers suggestions as to how to implement this model in writing programs. Two of the chapters focus on specific attempts to alter the existing ecology by including additional technology. Patricia Ericson offers insights into the implementation of a technology-rich major, housed in the English department, and the challenges of sustaining such a program on a regional campus. The final chapter by Edminster, Mara and Blair details their attempts to use Electronic Dissertations and Theses in the English department to align its ecology with the graduate college and the resulting differences that were brought to light by the pilot program. Section 3