The WAU program offers grants in support of faculty and staff efforts to pilot best practices in writing pedagogy and to conduct writing-related research/scholarship.
To see a list of grant recipients, the titles of their projects, and examples of their work completed, please see the end of this page.
• Best Practices in Writing Pedagogy (collaborative or individual)
Applications due November 5th, for grants to be used in Spring
Applications due May 2nd, for grants to be used in Fall
For those interested in applying for the Best Practices in Writing Pedagogy Grant, you might find the list on our “Best Practices” page helpful.
Individual: To encourage and support teaching faculty in full-time, ongoing positions who are working to pilot best practices in writing pedagogy in their classes. $1,000 stipend. Offered fall and spring terms.
Collaborative: To encourage and support faculty and staff who are working to pilot best practices in writing pedagogy in their classes and programs. $1,000 stipend for each participant, up to 5 collaborators. Offered for fall and spring terms.
• Writing-Related Scholarship (offered for summer only; individual)
Applications due May 2nd, for grants to be used Summer
To encourage faculty to do writing-related scholarly research. $3,000 stipend. Offered for summer only.
• Reimbursable Funds (collaborative or individual)
Reimbursable Funds. For writing-related travel, speakers, resources (books, software, equipment, etc.). Up to $2,500 in reimbursable related expenses.
When applying for a grant, please complete the CWE Grant Cover Sheet along with the outlined information specific to the type of grant for which you are applying (information is below in the Grant Proposal Outline). Once you have completed both the cover sheet as well as your proposal, please email both to the CWE Program Assistant, Malinda Spencer.
*Past WAU/CWE funding may be taken into account depending upon the number of proposal applications received.
**Preference for the CWE Summer Scholarship grant (which supports writing-related scholarly research) and Reimbursable Funds is
given to those whose scholarship, faculty position, and disciplinary background are not primarily writing studies. Assuming all writing faculty research advances knowledge in the field, supports the Writing Excellence Initiative at least indirectly, and can be supported by standard faculty development funding resources, proposals from those whose primary position, disciplinary background, and scholarship are directly linked to writing studies should articulate how the proposed research uniquely supports the goals of Elon’s Writing Excellence Initiative.
Ayesha Delpish (Math and Statistics) “The Effects of Using Drafting and Revision on Student Engagement and Learning of Report Writing Skills in Statistics”
Kim Epting (Psychology) “Project Emo: Influences on Content and Production of Writing about Emotional Experiences”
Byung Lee (Communications) “Improving Undergraduate Writing Using Learning Analytics Visualization and Text Mining”
Philip Motley (Communications) “Professional and Reflective Writing in a Graduate Thesis Course”
Kim Epting (Psychology) “A Behavior Analyst Enters Conversation with a Rhetorician”
Douglas Kass (Communications) “Improving and Updating Core Media Writing: Best Practices”
Kyle Altmann (Physics), Benjamin Evans (Physics) and Chris Richardson (Physics) “Improving Letters Home Lab Reports”
Michael Strickland (Environmental Science/Professional Writing & Rhetoric) “Rebranding the Typical Science Report in Environmental Studies”
Kate Upton (Finance) & Adam Aiken (Finance) “Writing for Clients in Finance”
Maureen Vandermaas-Peeler (Psychology) and Cassandra Kircher (Creative Writing) “When Travel Becomes Transfer: Writing Towards an Understanding of Cultural Humility”
Ryan Johnson (Philosophy) “Teaching Through Parallel Writing Senior Seminar in Philosophy”
Ayesha Delpish (Statistics and Education) and Andi Metts (Mathematics and Statistics) “Enhancing Presentation Writing in STS 212”
Erika Lopina (Psychology) and Kim Epting (Psychology) “Removing Writing Blocks: Promoting Course Transfer of Disciplinary Writing Training”
Lynn Bisko (Associate Librarian) and Michelle Kleckner (Computing Sciences) “Beyond the Traditional Research Paper”
Cassie Kircher (English) and Janet Myers (English) “How to Make Your Home Among Strangers: Entering Academic Discourse Communities”
Sean Giovanello (Political Science), Joan Ruelle (Dean of the Carol Grotnes Belk Library and Associate Professor) and Vicki Siler (Assistant Librarian) “Zotero as a teaching tool: Citing it right, Writing it right”
Kevin Otos (Theatre) “Writing to Learn: Enhancements in the Acting Classroom”
Douglas Kass (Communications) “Best Practices for Motion Picture Formats”
Barbara Gordon (English) “The Creation of a Global Studies Multimodal Project”
David Buck (Psychology) “Course Pen Pals”
Byung Lee (Communications) “Students’ Use of Mind Mapping Software to Improve Analysis and Synthesis Skills in Research”
Shannon Duvall and Megan Squire “Adding Writing to the Computing Sciences Curriculum”
Michael Carignan (History), Xiaolin Duan, Clyde Ellis (History), Charles Irons (History) and Andrea Sinn (History) “Scaffolding Writing Instruction in the History Major”
Meredith Allison (Psychology), CJ Fleming (Psychology), Rachel Force (Psychology), India Johnson (Psychology) and Katie King (Psychology), “Using Lesson Study to Improve the Teaching of Writing in Psychology”
Tonmoy Islam (Economics), Introducing “Writing to Learn” to Principles of Economics
Joy Goodwin “Simulating a TV Writers’ Room in an Intro Screenwriting Course”
Harlyn Skinner “Writing a Public Health Research Proposal”
Scott Beuchler, Mark Courtright (Management), Alisha Horky (Marketing) and Rob Moorman (Business Leadership and Organizational Behavior “Incorporating Writing into a New Course in the Business Core”
Alexis Franzese (Sociology) “Enhancing Student Writing in Senior Seminar and During Study USA Courses Through Best Practices in Writing Pedagogy”
Paula Weller (Accounting) “Improving Feedback to and from the Writing Center for ACC 336”
Ren Bryan (Education) “Teaching Transfer of Academic Writing Skills for Portfolio Entries and in Practicum Classrooms”
Byung Lee (Communications) “Using Mapping Software for Effective Lit Review”
Sirena Hargrove-Leak (Engineering) “Can First-Year Engineers Ride the Wave of Change by Developing Entrepreneurial Mindset in a Service-Learning Project?”
Michael Strickland (Environmental Studies and English) “Establishing a Foundation for Reflective Writing Assignments in Environmental Studies”
Shawn Tucker (Art) “Evaluating Effectiveness of Changing a Daily Writing Assignment”
Johnathan Albright “Promoting Data-Centered Writing Literacy”
Amanda Sturgill (Communications) “Providing Feedback That is Used and Useful”
Scott Windham (German) “What Sort of L2 Grammar Instruction Supports Writing and Literacy?”
Janet MacFall (Environmental Studies/Biology), Steve Moore and Michael Strickland “Building the Scaffold for Effective Multi-Genre Transdisciplinary Writing in Environmental Studies”
Li Li (English), Jessie Moore (English), Rebecca Pope-Ruark (English), Paula Rosinski (English) and Michael Strickland (Environmental Studies/English) “Embedding Multimedia Writing in the Professional Writing & Rhetoric Curriculum”
Tonmoy Islam (Economics), Jennifer Platania (Economics) and Katy Rouse (Economics) Introducing “Writing as a Citizen” Component in Economics Courses
Kevin Bourque (English), Rosemary Haskell (English), Megan Isaac (English) and Kim Pyne (English) “Supporting the Teaching of Writing in English 255, Topics in Literature: A Multi-Section Course”
Kim Epting (Psychology) “Enhancing Revision Practices in PSY 460: Empirical Senior Seminar”
Robin Attas “Teaching Disciplinary Writing in Music Theory: A Mini-Conference Project”
Douglass Kass (Communications) “The Writer’s Room”