The Scholarship Circle: an introduction to writing for publication for nursing faculty (original) (raw)

2020, Journal of the Medical Library Association

Background: This case report describes a collaborative effort between a health sciences librarian and an instructional designer to create and implement a writing professional development experience called the Scholarship Circle. It was aimed at increasing scholarly productivity by junior and nontenure-track faculty in a college of nursing.Case Presentation: The Scholarship Circle activities were carried out in a synchronous and an asynchronous online environment over ten weeks and included weekly lectures from nurse-scholars, discussions and peer reviews, and writing support from the librarian. The Scholarship Circle designers surveyed participants before and after the course to explore faculty perceptions and conducted a bibliographic analysis to gauge increases in scholarly productivity.Conclusions: While both tenure-track and nontenure-track faculty perceived lack of time as a significant barrier to publication, only nontenure-track faculty perceived lack of writing experience an...

Academic Writing: Supporting Faculty in a Critical Competency for Success

2012

All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing. Faculty developers have offered a variety of programs designed to enhance the writing skills of faculty using a various formats and with varying success. Since 2006, the Indiana University School of Medicine's (IUSM) Office of Faculty Affairs and Professional Development has offered an in-depth two-day workshop plus individual tutorials designed to enhance faculty academic writing skills. This paper presents the results of an evaluation of faculty perceptions of the impact of their participation in this program. Scholarly publications and grant awards serve as academic currency for faculty throughout the academy. The "pu...

Free PDF

Writing in Action: Scholarly Writing Groups as Faculty Development

2011

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.

Free PDF

Faculty Writing Groups for Writing Center Professionals: Rethinking Scholarly Productivity

Praxis: A Writing Center Journal, 2023

In this article, we discuss how participating in a writing group during and after the COVID-19 pandemic helped us reimagine what scholarly productivity means for us as writing center professionals (WCPs). Drawing on our experiences in an online writing group for almost three years with WCPs from four different institutions, we identify three themes that emerged across our experiences: (1) writing center work as scholarly and intellectual; (2) professionalization and mentoring; and (3) social support. Identifying these themes made visible for us a broader notion of scholarly productivity. It also helped us think more strategically about the complex and layered work we do as WCPs as we consistently juggle competing work demands. We hope this article can help WCPs not only re-conceive what it means to be productive as writing center scholars but also to integrate a broad range of scholarly work more fully into what they are already doing.

Free PDF

Completing the Circle: Faculty as Writers

2001

Abstract: A newly-hired faculty member at the State University of New York at Cortland began a Faculty Writing Group that met every other week to discuss their writing projects and progress. What he expected was that the members would sustain themselves as writers ...

Free PDF

Student Partners: The Write Idea for Scholarly Collaboration

Nurse author & editor

By collaborating with students for publication, nursing faculty can foster professional writing skills while simultaneously increasing personal scholarship. An independent study elective for undergraduate nursing students to promote scholarly writing and guide manuscript development provides a forum to formalize collaborative partnerships and organize the writing process. Doing so saves time, leads to better manuscripts, and assists in avoiding misunderstandings and unethical practices with student co-authors. This manuscript offers tips for designing a writing elective independent study to encourage productive and rewarding partnership experiences.

Free PDF