Connie Kendall Theado is Associate Professor in the School of Education at the University of Cincinnati. She received her Ph.D. in English from Miami University (Ohio). Her scholarship appears in JAC, Language and Literacy, Classroom Discourse, Open Words, and several edited collections.Samantha NeCamp is Assistant Professor of English at the University of Cincinnati. She is the author of two monographs: Adult Literacy and American Identity and Literacy in the Mountains. She received her Ph.D. in Rhetoric and Composition from the University of Louisville.

• Acknowledgments – Samantha NeCamp and Connie Kendall Theado: Working with and against Shared Curricula: An Introduction – Jacqueline Amorim and Christine Martorana: Online Teaching, Linguistic Diversity, and a Standard of Care: Developing a Shared Curriculum at a Hispanic- Serving Institution – Catrina Mitchum and Rochelle Rodrigo: Administrative Policies and Pre- Designed Courses (PDCs): Negotiating Instructor and Student Agency – Megan Pindling, Emily Price, and Amy J. Wan: Three: Impossibilities of Scalability: Autonomy, Adjunctification, and Apprenticeship in the Age of the Austerity Crisis – Jonna Gilfus, Sean M. Conrey, and Melanie Nappa- Carroll: Rigorous Adaptability in the Concurrent Enrollment Writing Classroom – Hannah Thompson: From Skeptic to Believer to Advocate: How I Came to Understand the Benefits of Shared Curricula Writing Programs – Heather Johnson- Taylor: Humanizing Competency- Based Education in the Writing Classroom – Laurie B. Bauer, Ruth Benander, and Brenda Refaei: ePortfolios: A Constructive Loophole in the Shared Curricula Model – Lisa R. Arnold: Afterword: Toward Dynamic, Inclusive, and Equitable Shared Curricula 125 – Index.

“The exigency and urgency of Working with and against Shared Curricula is clear as writing teachers and WPAs continue to negotiate neoliberal structures of modern higher education and increasing demand for online and dual-credit education programs. Connie Kendall Theado, Samantha NeCamp, and their contributors present a complex picture of the affordances, limitations, and challenges posed by shared curricula as a conceptual model and practice, including the risks to instructors, students, and their experiences as writers.”—Morris Young, The University of Wisconsin, Madison, USA

Connie Kendall Theado is Associate Professor in the School of Education at the University of Cincinnati. She received her Ph.D. in English from Miami University (Ohio). Her scholarship appears in JAC, Language and Literacy, Classroom Discourse, Open Words, and several edited collections.Samantha NeCamp is Assistant Professor of English at the University of Cincinnati. She is the author of two monographs: Adult Literacy and American Identity and Literacy in the Mountains. She received her Ph.D. in Rhetoric and Composition from the University of Louisville.

• Acknowledgments – Samantha NeCamp and Connie Kendall Theado: Working with and against Shared Curricula: An Introduction – Jacqueline Amorim and Christine Martorana: Online Teaching, Linguistic Diversity, and a Standard of Care: Developing a Shared Curriculum at a Hispanic- Serving Institution – Catrina Mitchum and Rochelle Rodrigo: Administrative Policies and Pre- Designed Courses (PDCs): Negotiating Instructor and Student Agency – Megan Pindling, Emily Price, and Amy J. Wan: Three: Impossibilities of Scalability: Autonomy, Adjunctification, and Apprenticeship in the Age of the Austerity Crisis – Jonna Gilfus, Sean M. Conrey, and Melanie Nappa- Carroll: Rigorous Adaptability in the Concurrent Enrollment Writing Classroom – Hannah Thompson: From Skeptic to Believer to Advocate: How I Came to Understand the Benefits of Shared Curricula Writing Programs – Heather Johnson- Taylor: Humanizing Competency- Based Education in the Writing Classroom – Laurie B. Bauer, Ruth Benander, and Brenda Refaei: ePortfolios: A Constructive Loophole in the Shared Curricula Model – Lisa R. Arnold: Afterword: Toward Dynamic, Inclusive, and Equitable Shared Curricula 125 – Index.

“The exigency and urgency of Working with and against Shared Curricula is clear as writing teachers and WPAs continue to negotiate neoliberal structures of modern higher education and increasing demand for online and dual-credit education programs. Connie Kendall Theado, Samantha NeCamp, and their contributors present a complex picture of the affordances, limitations, and challenges posed by shared curricula as a conceptual model and practice, including the risks to instructors, students, and their experiences as writers.”—Morris Young, The University of Wisconsin, Madison, USA

Connie Kendall Theado is Associate Professor in the School of Education at the University of Cincinnati. She received her Ph.D. in English from Miami University (Ohio). Her scholarship appears in JAC, Language and Literacy, Classroom Discourse, Open Words, and several edited collections.Samantha NeCamp is Assistant Professor of English at the University of Cincinnati. She is the author of two monographs: Adult Literacy and American Identity and Literacy in the Mountains. She received her Ph.D. in Rhetoric and Composition from the University of Louisville.

• Acknowledgments – Samantha NeCamp and Connie Kendall Theado: Working with and against Shared Curricula: An Introduction – Jacqueline Amorim and Christine Martorana: Online Teaching, Linguistic Diversity, and a Standard of Care: Developing a Shared Curriculum at a Hispanic- Serving Institution – Catrina Mitchum and Rochelle Rodrigo: Administrative Policies and Pre- Designed Courses (PDCs): Negotiating Instructor and Student Agency – Megan Pindling, Emily Price, and Amy J. Wan: Three: Impossibilities of Scalability: Autonomy, Adjunctification, and Apprenticeship in the Age of the Austerity Crisis – Jonna Gilfus, Sean M. Conrey, and Melanie Nappa- Carroll: Rigorous Adaptability in the Concurrent Enrollment Writing Classroom – Hannah Thompson: From Skeptic to Believer to Advocate: How I Came to Understand the Benefits of Shared Curricula Writing Programs – Heather Johnson- Taylor: Humanizing Competency- Based Education in the Writing Classroom – Laurie B. Bauer, Ruth Benander, and Brenda Refaei: ePortfolios: A Constructive Loophole in the Shared Curricula Model – Lisa R. Arnold: Afterword: Toward Dynamic, Inclusive, and Equitable Shared Curricula 125 – Index.

“The exigency and urgency of Working with and against Shared Curricula is clear as writing teachers and WPAs continue to negotiate neoliberal structures of modern higher education and increasing demand for online and dual-credit education programs. Connie Kendall Theado, Samantha NeCamp, and their contributors present a complex picture of the affordances, limitations, and challenges posed by shared curricula as a conceptual model and practice, including the risks to instructors, students, and their experiences as writers.”—Morris Young, The University of Wisconsin, Madison, USA