Image: Arlene McComas
If you would like structure and support to move you forward with your writing and scholarship, please consider joining a Faculty Writing Group. Empirical evidence shows that faculty are more productive in their research and writing when they write daily, keep track of time spent writing, and hold themselves accountable to others—and Writing Groups help you put this into practice (Boice 1989, 1997).
Writing Groups Informational Meeting
TUE, APR 30| 12:30-1:30 p.m. | Casey Commons| Lunch provided
At this meeting, we'll explain the structure and process of Faculty Writing Groups, discuss why this process works, and organize groups.
Jointly sponsored by the Center for Excellence in Teaching and Learning (CETL) and the Office of Research Services and Sponsored Projects (ORSSP).
It can be hard to get writing and research done for any number of reasons. One obstacle that many of us face is that we find it hard to make time for writing— juggling scholarship with our teaching responsibilities and our lives outside of Seattle U can be difficult. Others find that they can make the time, but they have trouble finding their voice or gaining confidence in that voice. It's easy to assume that writing and research come easily to everyone but you. It's not true. Many of us struggle with it.
What do we propose? We're offering a model that's been developed in the UK and that has worked well for SU faculty since 2007. It's known in the research literature as "Action Learning Sets" (McGill & Beaty 2001; Brockbank & McGill 1998). We prefer to call them "Faculty Writing Groups."
What do Seattle University participants have to say about their writing group?
"After a long dry spell because of increased administrative duties, the Writing Group helped me stick to a writing plan and complete a manuscript within a quarter. I don't remember ever being so productive. Writing groups really help keep you focused."
"The writing group has had an amazing impact on my scholarship. I have submitted a book manuscript (just submitted the final manuscript), had an article published, and started a new project this summer. The group has been a safe and supportive space to discuss the challenges of finding time for writing as well as navigating the tenure clock."ASSISTANT PROFESSOR
"Helped me stay focused, organized, and become more productive. Having people to whom I am regularly accountable for scholarship was great. It was also wonderful to have encouragement for my work and people with whom to celebrate my successes!"ASSOCIATE PROFESSOR
"Without those gentle external nudges, it would be too easy to let all of my other work take priority."PROGRAM DIRECTOR
How it works
If you want to participate, you'll be working in an interdisciplinary group with 3–4 other faculty members, meeting on a monthly or bimonthly basis, setting scholarship goals, and holding one another accountable to those goals. The peers in your group will challenge and support you as you structure your time, brainstorm how to overcome obstacles, meet your deadlines, and find confidence in your voice. You'll provide the same kind of supportive challenge to them in return.
If you would like to join a Faculty Writing Group but can't attend the next informational meeting, please contact CETL at firstname.lastname@example.org. Depending on the number of inquiries, we may be able to organize groups for faculty who are not able to attend the meeting.
Boice, R. (1989). Procrastination, busyness and bingeing. Behavior Research Therapy 27, 605-611.
Boice, R. (1997). Strategies for enhancing scholarly productivity. In J.M. Moxley & T. Taylor (Eds.), Writing and publishing for academic authors (pp. 19-34). Lanham, MD: Rowman & Littlefield.
Brockbank, A., and McGill, I. (1998). Facilitating Reflective Learning in Higher Education. Buckingham, UK: Open University Press.
McGill, I., and Beaty, L. (2001). Action Learning : A Guide for Professional, Management and Educational Development. 2nd ed. London: Kogan Page.