The Meaningful Writing Project
Learning, Teaching, and Writing in Higher Education
"Working with Faculty Writers provides an invaluable resource for those interested in developing initiatives to reach faculty members and invite serious talk about the role faculty writing plays in the university. . . . Writing centers in a variety of situations will doubtless find it useful, whether to identify ways to plug in to existing faculty writing programs or to start such from whole cloth. Highly recommended."
—The Writing Lab Newsletter
"[Working with Faculty Writers] represents the opening of a door that will, no doubt, lead down paths of new research for faculty writing programs. . . . the practices described in WWFW demonstrate how versatile the new field can be. The wide variety of methods and spaces of intervention are enlightening not only for WPAs who would want to start their own faculty writing support program, but also for theorists in writing studies and writing in the disciplines."
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, as well as its relationship to student writing support.
With the pressure on faculty to be productive researchers and writers greater than ever, this is a must-read volume for administrators, faculty, and others involved in developing and assessing models of faculty writing support.
