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Moore, Felten, and Strickland publish chapter on faculty writing residencies

Jessie L. Moore, Peter Felten, and Michael Strickland contributed a chapter on Elon University's Faculty Writing Residencies to a new edited collection. "Supporting a Culture of Writing: Faculty Writing Residencies as a WAC Initiative" describes the annual writing residency that the authors launched in 2006. 

Jessie L. Moore, Peter Felten, and Michael Strickland contributed a chapter on Elon University's Faculty Writing Residencies to a new edited collection. "Supporting a Culture of Writing: Faculty Writing Residencies as a WAC Initiative" describes the annual writing residency that the authors launched in 2006. 

To date, approximately 60 percent of Faculty Writing Residency participants have published their residency projects in peer-reviewed publications. Beyond publication outcomes, the residencies have helped faculty fine-tune their writing habits, connected colleagues from across campus for ongoing writing groups, and inspired participants’ renewed motivation to pursue SoTL research agendas.

Moore is an associate professor in English, Felten is assistant provost and executive director of both the Center for the Advancement of Teaching and Learning and the Center for Engaged Learning, and Strickland is a lecturer in the departments of English and environmental studies.

Working with Faculty Writers, a collection of 16 chapters that highlight current approaches to supporting faculty and graduate student writers, is edited by Anne Ellen Geller, St. John’s University, and Michele Eodice, University of Oklahoma. The foreword, by renowned researcher Bob Boice, invites institutions to offer expert and specialized coaching to faculty writers. Wendy Belcher, author of Writing Your Journal Article in 12 Weeks, remarks the book is “useful to scholars interested in producing more and better publications.”

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 the 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.

Utah State University Press is an established publisher in composition and rhetoric, writing center, and writing program studies.   

Jessie Moore,
Faculty
10/9/2013 7:55 AM