Writing program administrators (WPAs) continue to lead their programs and serve as a crucial support structure for their instructors, graduate teaching assistants, first-year students, and other extensive campus-community stakeholders. In an effort to better understand the role WPAs play, this study explores how WPAs, particularly in times of personal or collective crisis, respond to and navigate particularly precarious situations in ways that provide the support their constituents need and desire while also maintaining their mental and emotional well-being.
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