Published In

Transformative Dialogues: Teaching & Learning Journal

Document Type

Article

Publication Date

4-2017

Abstract

Because faculty have advanced degrees, it is often assumed that they have perfected the skills needed to be productive, successful academic writers. In reality, many faculty struggle with the demands of academic writing and the resulting loss of energy for teaching and other aspects of their roles. This article reflects on the impact of an academic writing program through a community-of-practice lens. We describe the program and its elements, its development into a thriving cross-discipline writing community, the role of central program elements such as accountability and dialogue, and the benefits stemming from a learning-community emphasis across program elements

Description

Creative Commons License This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Share

COinS