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 The imperative to write and to publish is a relatively new development in the history of academia, yet it is now a significant factor in the culture of higher education. Working with Faculty Writers takes a broad view of faculty writing support, advocating its value for tenure-track professors, adjuncts, senior scholars, and graduate students. The authors in this volume imagine productive campus writing support for faculty and future faculty that allows for new insights about their own disciplinary writing and writing processes, as well as the development of fresh ideas about student writing. 

Contributors from a variety of institution types and perspectives consider who faculty writers are and who they may be in the future, reveal the range of locations and models of support for faculty writers, explore the ways these might be delivered and assessed, and consider the theoretical, philosophical, political, and pedagogical approaches to faculty writing support, as well as its relationship to student writing support.

With the pressure on faculty to be productive researchers and writers greater than ever, this is a must-read volume for administrators, faculty, and others involved in developing and assessing models of faculty writing support.

Table of Contents

  1. Cover
  2. pp. 1-1
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  1. Title Page, Copyright Page
  2. pp. 2-5
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  1. Contents
  2. pp. v-vi
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  1. Foreword
  2. pp. vii-x
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  1. Acknowledgments
  2. pp. xi-xii
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  1. Introduction
  2. pp. 1-18
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  1. Part 1: Leadership and Locations
  2. pp. 19-20
  1. 1. Beyond the Curriculum: Supporting Faculty Writing Groups in WAC Programs
  2. pp. 21-37
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  1. 2. The Scholarly Writing Continuum: A New Program Model for Teaching and Faculty Development Centers
  2. pp. 38-49
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  1. 3. The Idea of a Faculty Writing Center: Moving from Troubling Deficiencies to Collaborative Engagement
  2. pp. 50-72
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  1. 4. Talking about Writing: Critical Dialogues on Supporting Faculty Writers
  2. pp. 73-92
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  1. Part 2: Writing Groups /Retreats/Residencies
  2. pp. 93-94
  1. 5. How Teaching Centers Can Support Faculty as Writers
  2. pp. 95-110
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  1. 6. Faculty Writing Groups: Writing Centers and Third Space Collaborations
  2. pp. 111-126
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  1. 7. Supporting a Culture of Writing: Faculty Writing Residencies as a WAC Initiative
  2. pp. 127-141
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  1. 8. Assessing the Effects of Faculty and Staff Writing Retreats: Four Institutional Perspectives
  2. pp. 142-162
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  1. 9. Feedback and Fellowship: Stories from a Successful Writing Group
  2. pp. 163-174
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  1. 10. Developing a Heuristic for Multidisciplinary Faculty Writing Groups: A Case Study
  2. pp. 175-188
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  1. Part 3: Issues and Authors
  2. pp. 189-190
  1. 11. Guiding Principles for Supporting Faculty as Writers at a Teaching-Mission Institution
  2. pp. 191-209
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  1. 12. Academic Publication and Contingent Faculty: Establishing a Community of Scholars
  2. pp. 210-227
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  1. 13. Experiencing Ourselves as Writers: An Exploration of How Faculty Writers Move from Dispositions to Identities
  2. pp. 228-245
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  1. 14. Imagining Coauthorship as Phased Collaboration
  2. pp. 246-259
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  1. 15. Experiencing the Benefits of Difference within Multidisciplinary Graduate Writing Groups
  2. pp. 260-278
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  1. 16. The Promise of Self-Authorship as an Integrative Framework for Supporting Faculty Writers
  2. pp. 279-292
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  1. Afterword
  2. pp. 293-297
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  1. About the Contributors
  2. pp. 298-302
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  1. Index
  2. pp. 303-305
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Additional Information

ISBN
9780874219029
Related ISBN
9780874219012
MARC Record
OCLC
861693399
Pages
319
Launched on MUSE
2013-10-30
Language
English
Open Access
No
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