This study assesses cross-listed courses (courses with a mix of undergraduate and graduate students) to uncover current pedagogical and programmatic trends at a field-wide level. The applied mixed-methods study provides important foundational insights into an under researched area in Technical and Professional Communication (TPC). Research questions include: What courses are cross-listed? How does offering these courses affect writing programs and writing program administration? Through the use of three types of data: (1) course data from institutional documents, (2) interview data from program administrators and/or faculty, and (3) pedagogical materials (syllabi and assignment sheets) from the courses supplied by administrators or faculty, this study uncovers practical results that provide the field an understanding of the current pedagogical approaches to teaching cross-listed courses. First, collecting data online determines the type and number of cross-listed courses offered across the field. Second, interviewing program administrators and faculty reveals motivation and insight behind how and why programs offer cross-listed courses. Third, collecting syllabi and assignment sheets uncovers variations between course goals and assignments for the two student populations. The implications call for a more sustainable and ethical approach to programmatic and pedagogical issues including transparency of student learning. Additionally, this study uncovers a need for more clarity between degree levels and programmatic training in doctoral programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]