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In this analysis of how she developed the writing-enriched curriculum model of the University of Minnesota, Pamela Flash draws on Cox, Galin and Melzer (2018) to argue that the model’s “durability and portability rely on it’s conscientious consideration of components and heuristics helpful to sustainable program development” (p. 20). Further, consideration of Cox, Galin and Melzer’s (2018) move to theorize WAC program administration led her to do the same in this chapter: “In Sustainable WAC, Cox et al. suggest that people interested in establishing durable writing initiatives find less value in narrative accounts of individual, contextually idiosyncratic programs and observation-based analyses than in analytic frameworks and tested administrative heuristics. I agree” (p. 20).