Working with Faculty Writers
Publication Year: 2013
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.
Published by: University Press of Colorado
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Title Page, Copyright Page
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Foreword - Robert Boice
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As tradition would have it, elite scholars might overlook this collection of chapters by expert practitioners of writing instruction and faculty development. Elite scholars might believe that writing is inspired, not blocked, or that it is done well only alone without intervention. But this collection of real-life accounts of experiences in little-known methods of ...
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As with all writing, we would like to acknowledge influences from texts and colleagues, influences that expand our thinking and improve our efforts. Special thanks to Michael Spooner and the staff at Utah State University Press and the University Press of Colorado for making the process seem smooth and easy. We also found helpful the feedback from ...
Introduction - Anne Ellen Geller
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Here?s one image of the faculty writer: She?s in an office where book-shelves line the walls. She?s hunched over a desk. Perhaps she wears glasses. She is typing, and her eyes move back and forth from her text to the books and data scattered around her. Occasionally, she furrows her brow. Or she stretches her shoulders and rubs her neck. She is alone. ...
Part 1: Leadership and Locations
1. Beyond the Curriculum: Supporting Faculty Writing Groups in WAC Programs - Chris Anson
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An acquaintance, the director of a writing across the curriculum (WAC) program at a highly prestigious, research-obsessed university that sports a number of Nobel prize winners, once shared with me her frustrations attracting faculty to workshops and activities that focused on teaching. The program?s heart beat to the rhythm of improving support for stu-...
2. The Scholarly Writing Continuum: A New Program Model for Teaching and Faculty Development Centers - Brian Baldi, Mary Deane Sorcinelli, and Jung H. Yun
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Since 2000, faculty roles and responsibilities have changed profoundly, with new patterns in faculty appointments, expanding workloads, and greater pressure to seek funding and publish scholarly work (Gappa, Austin, and Trice 2007). These new demands heighten the need for flex-ible professional development opportunities so that faculty with differ-...
3. The Idea of a Faculty Writing Center: Moving from Troubling Deficiencies to Collaborative Engagement - Lori Salem and Jennifer Follett
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In an open, sunny room with tables and comfortable chairs, people are writing and talking about writing. A small group of people is writ-ing together; writers show up with questions (how to revise a section of their work, how to edit their prose, how to respond to feedback they?ve received) and peer writing advisors or writing coaches work with them ...
4. Talking about Writing: Critical Dialogues on Supporting Faculty Writers - Gertrude Fraser and Deandra Little
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In this chapter we briefly describe the University of Virginia?s (UVa) Professors as Writers (PAW) program, established in 2005, and describe more fully our efforts to assess its impact on individual faculty and the institutional culture. We present this process as a critical dialogue between two complementary but distinct perspectives?that of an aca-...
Part 2: Writing Groups /Retreats/Residencies
5. How Teaching Centers Can Support Faculty as Writers - Tara Gray, A. Jane Birch, and Laura Madson
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At first blush, it may seem that teaching centers need not support schol-arly writing.1 This is especially true of centers with narrowly defined missions, e.g., instructional development only. However, writing and publishing are essential to faculty success at many institutions of higher education. Scholarly productivity is increasingly valued even at teaching-...
6. Faculty Writing Groups: Writing Centers and Third Space Collaborations - Angela Clark-Oates and Lisa Cahill
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This chapter explores the question of why university and college writing centers are well-positioned institutionally to facilitate and support fac-ulty writers as they navigate the expected literacy events (Heath 1982; Barton and Hamilton 2000) of the academy, including the promotion and tenure process, publishing demands, discipline-specific writing ...
7. Supporting a Culture of Writing: Faculty Writing Residencies as a WAC Initiative - Jessie L. Moore, Peter Felten, and Michael Strickland
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In a recent analysis of teaching and learning in US higher education, Hutchings, Huber, and Ciccone argue that ?Educational innovation today invites, even requires, levels of preparation, imagination, col-laboration, and support that are not always a good fit (to say the least) with the inherited routines of academic life? (Hutchings, Huber, and ...
8. Assessing the Effects of Faculty and Staff Writing Retreats: Four Institutional Perspectives - Ellen Schendel, Susan Callaway, Violet Dutcher, and Claudine Griggs
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The writing retreats at our institutions?Grand Valley State University (UST) in St. Paul, Minnesota, Eastern Mennonite University (EMU) in Harrisonburg, Virginia, and Rhode Island College (RIC) in Providence, Rhode Island?share several basic but critical characteristics. In fact, after Ellen published an article in the Writing Lab Newsletter about the ...
9. Feedback and Fellowship: Stories from a Successful Writing Group - Virginia Fajt, Fran I. Gelwick, Verónica Loureiro-Rodríguez, Prudence Merton, Georgianne Moore, María Irene Moyna, and Jill Zarestky
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How can academics from diverse disciplines create a productive and enduring writing group? In this chapter we tell the story of a writing group initially created to boost writing productivity but that evolved into supporting much broader collaboration and professional growth for its members. Founded in 2005 at Texas A&M University (TAMU), ...
10. Developing a Heuristic for Multidisciplinary Faculty Writing Groups: A Case Study - Trixie G. Smith, Janice C. Molloy, Eva Kassens-Noor, Wen Li, and Manuel Colunga-Garcia
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From its inception, The Writing Center at Michigan State University has operated on a peer-to-peer consultancy model. In ?Reforming Education in the Land-Grant University: Contributions From a Writing Center,? Patti Stock, founding director of the center at MSU, explains that ?in these consultancies, less-experienced, less-practiced writers ...
Part 3: Issues and Authors
11. Guiding Principles for Supporting Faculty as Writers at a Teaching-Mission Institution - Michelle Cox and Ann Brunjes
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At many universities, support for faculty writing is motivated by the need for faculty to publish in order to attain reappointment, tenure, and pro-motion. In fact, at some institutions, access to such support as faculty writing retreats is made most available to junior faculty, the faculty in most need of securing publications. In this chapter, we argue for the ...
12. Academic Publication and Contingent Faculty: Establishing a Community of Scholars - Letizia Guglielmo and Lynée Lewis Gaillet
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There should not be a cumulative disadvantage to being employed in a contingent position, which permits academics to gain experience and The American Association of University Professors (AAUP) reports, ?Today, over 50 percent of faculty serve in part-time appointments, and non-tenure-track positions of all types account for 68 percent of all fac-...
13. Experiencing Ourselves as Writers: An Exploration of How Faculty Writers Move from Dispositions to Identities - William P. Banks and Kerri B. Flinchbaugh
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In working with faculty writers over the last decade, we have found that many have sought out popular texts on ?how to write? in order to increase their productivity or help them be ?better? at writing. Texts like Elbow?s famous Writing Without Teachers (1973) (and later Writing with Power [Elbow 1981]) continue to make the list of those texts that would-...
14. Imagining Coauthorship as Phased Collaboration - William Duffy and John Pell
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All writers will tell you that they write to connect; we simply add one more, very important connection to that process: the connection with In a time of dwindling institutional budgets, the idea of academic departments and university programs using their limited resources to support faculty writing sounds like a luxury from a bygone era. As ...
15. Experiencing the Benefits of Difference within Multidisciplinary Graduate Writing Groups - Elena Marie-Adkins Garcia, Seung hee Eum, and Lorna Watt
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This chapter explores the experiences of three participants in Michigan State University?s (MSU) Graduate Writing Groups (GWGs). We were involved in one writing group for two semesters in the 2009?2010 aca-demic year. This group provided us with a unique space for learning new ways of being graduate students and what it will mean for us to become ...
16. The Promise of Self-Authorship as an Integrative Framework for Supporting Faculty Writers - Carmen Werder
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The literature on educational development demonstrates a generation-long interest in advancing what is typically the most valued dimension of the academic trinity: scholarly publication. Even at research-intensive institutions that esteem the role of teaching in faculty lives, scholarly production tends to be privileged. Given this imperative, many institu-...
Afterword - Michele Eodice
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In the act of ?making a book??in this case, Working with Faculty Writers?we have enacted our own call to ?work with faculty writers.? Anne and I worked closely with each writer or writing team (forty-four in all) to develop chapters. The process reinforced our beliefs about supporting the faculty writer: writers need and want truly helpful feed-...
About the Contributors
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Page Count: 319
Illustrations: 2 figures
Publication Year: 2013
Series Editor Byline: John Smith, Will Wordsworth