CFP Chapters for collection: Working with Faculty Writers
Working with Faculty Writers
There is no doubt that faculty across the disciplines, especially those on the tenure track, feel great pressure to be productive writer-scholars. But the question of how to best support faculty writers is often a contested one. The complex writing process that all faculty engage in as they pursue publication is often not explicitly addressed; in fact, the idea of faculty writing/writers is often relegated to the solitary author myth ("just hire faculty who can get their writing done") or dealt with through private consultations with unproductive or struggling faculty. But faculty writing is going on all around us. A deeper understanding of faculty needs in the area of writing and publication could address a variety of concerns in higher education, from tenure issues and retention of faculty to the relationship between scholarly writing and teaching to the development of cross-disciplinary and interdisciplinary research on a campus.
Research shows that keeping a regular writing schedule (Belcher, Boice), having time and space to write (Elbow and Sorcinelli, Farr et al., Geller [forthcoming], Grant, McGrail, Murray), and feeling part of a supportive community of writing peers (Eodice & Cramer, Friend, Grant) are key to productivity. In fact, a meta-analysis of seventeen studies published between 1984 and 2004 which examined the effects of writing courses, writing support groups and writing coaches reveals that "all interventions led to an increase in average publication rates for the participants" (McGrail et al).
This collection will address 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 and pedagogical approaches to faculty writing support. The collection will also address the intervention value of offering faculty writing support on campus.
For a book length collection, we invite one-page proposals in response to questions such as the following:
● How has faculty writing support factored into the development of programs in centers for teaching and learning or writing across the curriculum programs?
● What responsibility does a writing across the curriculum program and/or writing center have to support faculty writing?
● Should this responsibility be shared with centers for teaching and learning? With offices supporting faculty research and grant-seeking? With committees evaluating faculty publishing toward tenure?
● How might increased support for faculty writing actually add increased pressure to publish; what are the tensions and impacts for various institutions (teaching intensive or research intensive)?
● What is the relationship between supporting faculty writing and supporting faculty teaching writing?
● Is there -- or should there be -- support for faculty writing institutional documents (accreditation reports, program reviews, tenure dossiers)?
● What models have worked (or failed) for supporting faculty writing? Workshops? Retreats? Drop-in times? Consultants/coaches? The creation of offices or departments created to support faculty publication?
● How do we assess our faculty writing support programs?
● Should faculty writing support programs create separate programs to support junior faculty? Multilingual scholars? Graduate students?
● To what extent can editing (or an institutionalized editing service) be considered support for faculty writing?
● What responsibility do writing across the curriculum programs and/or writing centers have to support graduate students and/or dissertation writers across the curriculum and how do we think about these programs in relation to their future careers as faculty writers and faculty who teach with writing?
● What research informs our understanding of faculty publishing productivity? And how does what we know affect our support for faculty writing?
● How might a commitment to faculty writing support reflect a commitment to the scholarship of teaching and learning?
● What incentives (if any) should be offered to faculty who participate in writing support programs and why? Or is writing "just part of the job" for faculty?
● When and why do we choose not to support faculty writing through our teaching and learning centers and writing programs?
● How effective are cross-disciplinary faculty writing groups at providing feedback and support?
● How do faculty writing support programs fit/not fit with teaching center or writing across the curriculum goals, both locally and globally?
● Should some campus program or center include faculty writing support as a foundational practice?
We welcome inquiries about ideas for proposals.
Deadline for Proposals: February 15th, 2011 Notification of Acceptance: by March 1, 2011 Chapter Manuscripts Due: August 2011
Publication: Spring/Fall 2012
Proposal Format: Please submit a one-page proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your chapter. Please include a bibliography. We expect some articles will include program descriptions but we seek chapters that offer more than program descriptions only.
Proposals and manuscripts should follow The Chicago Manual of Style. Send your proposal electronically (in MS Word format) to both Anne Ellen Geller, St. John's University, (firstname.lastname@example.org) and Michele Eodice, University of Oklahoma, (email@example.com).