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Writing in action: Scholarly writing groups and faculty development
Journal on Centers for Teaching and Learning (2011)
  • K Schick
  • C Hunter
  • L Gray, James Madison University
  • N Poe
  • K Santos
The authors trace the five-year development and implementation of scholarly writing groups at a public, teaching-oriented university. They describe the experiences and outcomes of faculty writers via the personal accounts of three participants, presented through the lenses of the directors of the University Writing Center and the Center for Faculty Innovation (CFI). Using modest resources, writing groups thrive because they efficiently serve all stakeholders: faculty members get much needed support for their scholarly writing; facilitators (writing center professionals) learn about writing across disciplines; the CFI meets its mission of supporting faculty scholarship, and the university benefits from an enhanced academic culture. Another outcome is helping faculty identify with student experiences and, as a result, improving teaching and writing across the curriculum. Professors write things. If they don't write things, they don't get to be professors. Yet few professors experience themselves as "writers." (Elbow & Sorcinelli, 2006, p. 19)
Publication Date
Citation Information
Schick, K., Hunter, C., Gray, L., Poe, N., Santos, K. Writing in Action: Scholarly Writing Groups and Faculty Development, Journal on Centers for Teaching and Learning 3: 43-63, 2011.