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Working with Faculty Writers

Anne Ellen Geller and Michele Eodice

Publication Year: 2013

 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.

Published by: Utah State University Press

Cover

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p. 1-1

Title Page, Copyright Page

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pp. 2-5

Contents

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pp. v-vi

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Foreword

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pp. vii-x

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. ...

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Acknowledgments

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pp. xi-xii

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. ...

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Introduction

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pp. 1-18

Here’s one image of the faculty writer: She’s in an office where bookshelves 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. ...

Part 1: Leadership and Locations

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1. Beyond the Curriculum: Supporting Faculty Writing Groups in WAC Programs

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pp. 21-37

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. ...

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2. The Scholarly Writing Continuum: A New Program Model for Teaching and Faculty Development Centers

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pp. 38-49

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 flexible professional development opportunities ...

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3. The Idea of a Faculty Writing Center: Moving from Troubling Deficiencies to Collaborative Engagement

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pp. 50-72

In an open, sunny room with tables and comfortable chairs, people are writing and talking about writing. A small group of people is writing 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 to answer those questions. ...

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4. Talking about Writing: Critical Dialogues on Supporting Faculty Writers

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pp. 73-92

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— ...

Part 2: Writing Groups /Retreats/Residencies

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5. How Teaching Centers Can Support Faculty as Writers

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pp. 95-110

At first blush, it may seem that teaching centers need not support scholarly 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. ...

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6. Faculty Writing Groups: Writing Centers and Third Space Collaborations

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pp. 111-126

This chapter explores the question of why university and college writing centers are well-positioned institutionally to facilitate and support faculty 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, ...

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7. Supporting a Culture of Writing: Faculty Writing Residencies as a WAC Initiative

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pp. 127-141

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, collaboration, and support that are not always a good fit (to say the least) with the inherited routines of academic life” (Hutchings, Huber, and Ciccone 2011, 6). ...

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8. Assessing the Effects of Faculty and Staff Writing Retreats: Four Institutional Perspectives

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pp. 142-162

The writing retreats at our institutions—Grand Valley State University (GVSU) in Grand Rapids, Michigan, the University of St. Thomas (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. ...

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9. Feedback and Fellowship: Stories from a Successful Writing Group

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pp. 163-174

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. ...

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10. Developing a Heuristic for Multidisciplinary Faculty Writing Groups: A Case Study

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pp. 175-188

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 benefit ...

Part 3: Issues and Authors

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11. Guiding Principles for Supporting Faculty as Writers at a Teaching-Mission Institution

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pp. 191-209

At many universities, support for faculty writing is motivated by the need for faculty to publish in order to attain reappointment, tenure, and promotion. 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. ...

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12. Academic Publication and Contingent Faculty: Establishing a Community of Scholars

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pp. 210-227

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 faculty appointments in American higher education. Both part- and full-time non-tenure-track appointments are continuing to increase” (AAUP 2009). ...

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13. Experiencing Ourselves as Writers: An Exploration of How Faculty Writers Move from Dispositions to Identities

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pp. 228-245

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-be writers turn to for help or inspiration, ...

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14. Imagining Coauthorship as Phased Collaboration

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pp. 246-259

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 departments and programs try to do more with less, many faculty members are left to navigate the challenging terrain of writing and publication on their own. ...

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15. Experiencing the Benefits of Difference within Multidisciplinary Graduate Writing Groups

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pp. 260-278

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 academic 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 faculty— ...

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16. The Promise of Self-Authorship as an Integrative Framework for Supporting Faculty Writers

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pp. 279-292

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. ...

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Afterword

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pp. 293-297

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 feedback that provokes revision; ...

About the Contributors

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pp. 298-302

Index

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pp. 303-305


E-ISBN-13: 9780874219029
E-ISBN-10: 0874219027
Print-ISBN-13: 9780874219012
Print-ISBN-10: 0874219019

Page Count: 319
Illustrations: 2 figures
Publication Year: 2013

Series Editor Byline: John Smith, Will Wordsworth

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Subject Headings

  • College teachers -- Tenure.
  • Universities and colleges -- Administration.
  • Education, Higher -- Aims and objectives.
  • Report writing -- Study and teaching (Higher) .
  • English language -- Rhetoric -- Study and teaching (Higher) -- Research.
  • English language -- Rhetoric -- Study and teaching (Higher) -- Authorship.
  • Academic writing -- Study and teaching (Higher).
  • Academic writing -- Vocational guidance.
  • Writing centers -- Administration.
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