In this collection, we present the perspectives of seven different writing instructors from backgrounds ranging from comparative literature, creative writing, English, history, and writing studies. We all work in the UC Santa Barbara Writing Program, which has multiple upper-division courses and a Professional Writing Minor track in Science Communication. Here we share our different pedagogical reflections, as well as specific assignments, to illustrate a range of interdisciplinary lenses that can be brought to the classroom.

In this webtext, we add to the conversation of best practices, focusing on training graduate students to teach online courses and develop pedagogically sound curricula. By training these students in online writing instruction (OWI), we not only encourage best practices in our institution, but we also prepare these graduate students to enter new jobs and programs with a comprehensive understanding of OWI pedagogy.

The fact that I'm not a professor of professional writing or computer design allows for "Road Trip," with its basic code creation, to be of pedagogical use for students and teachers with limited technological resources. Through a scholarly engagement with creative writing, electronic literature, and design, this writing experiment is an example of the fun that a little, simple creative writing/coding can be for the creative writer.

The Converging Literacies Center (CLiC) is a deeply integrated model for writing programs, bringing together the writing center, first-year writing, basic writing, professional development activities, graduate coursework, and research activities to re-imagine and support twenty-first-century literacies. What is unique about CLiC is not merely the extent of this integration but the non-traditional populations from which research and best practices emerge: The vast majority of our undergraduates are first-generation college students.This webtext discusses the need for programs like this one as well as the specific steps we have taken to develop CLiC (and why). It includes video, audio, web, and text-based media elements.

We enter this review as collaborators from the same institution, a four-year medium-sized private university. Additionally, some of us bring our collective experiences as teachers from small, liberal arts colleges, community colleges, and large research universities across the U.S. Our levels of teaching experience range from first-year PhD students to an associate professor, with scholarly interests from Renaissance literature to new media theory.