Faculty Writing Group Helps to Build Bridges in Academia

2012 ◽  
Vol 21 (1) ◽  
pp. 35-35
Author(s):  
Keyword(s):  
Writing Group ◽  
Faculty Writing

Intentional Teaching, Intentional Scholarship: Applying Backward Design Principles in a Faculty Writing Group

2013 ◽  
Vol 39 (3) ◽  
pp. 217-229 ◽  
Author(s):  
Kathryn E. Linder ◽  
Frank Rudy Cooper ◽  
Elizabeth M. McKenzie ◽  
Monika Raesch ◽  
Patricia A. Reeve
Keyword(s):  
Design Principles ◽  
Backward Design ◽  
Writing Group ◽  
Faculty Writing

scholarly journals Balancing Family and Career on the Academic Tightrope

2015 ◽  
Vol 45 (4) ◽  
pp. 457-479
Author(s):  
Sharon Charlotte Penney
Keyword(s):  
Group Analysis ◽  
Work And Family ◽  
Relational Model ◽  
Second Career ◽  
Writing Group ◽  
Human Costs ◽  
Faculty Of Education ◽  
Faculty Writing ◽  
Experiences Of Women ◽  
Experience Difficulty

This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.  

Sitting Next to Our Joy: Nursing Students and Faculty Together in Writing

2009 ◽  
Vol 13 (2) ◽  
pp. 8-13 ◽  
Author(s):  
Barbara B. Fowler, ◽  
Mary T. Packard,
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Nursing Student ◽  
Writing Group ◽  
Pedagogical Relationships ◽  
Group A ◽  
Nursing Faculty Members ◽  
Faculty Writing ◽  
Ways Of Being ◽  
Shared Narrative

Nursing students were invited to participate with two nursing faculty members in a writing group—a place for students to explore the meaning of their lived journeys into nursing. Through dialogue, nurturance of pedagogical relationships, and shared narrative reflections, deeper understandings of the journey into nursing unfold through the place of lived curriculum (Aoki, 1991). The power of the place of the nursing student-faculty writing group infuses our ways of being and caring and offers possibilities for transforming curriculum and practice.

Beginning a Faculty Writing Group

1989 ◽  
Vol 78 (5) ◽  
pp. 62
Author(s):  
Veleeder LaVerne Flythe
Keyword(s):  
Writing Group ◽  
Faculty Writing

scholarly journals Aspirin as a therapeutic agent in cardiovascular disease. Special Writing Group.

Circulation ◽  
1993 ◽  
Vol 87 (2) ◽  
pp. 659-675 ◽  
Author(s):  
V Fuster ◽  
M L Dyken ◽  
P S Vokonas ◽  
C Hennekens
Keyword(s):  
Cardiovascular Disease ◽  
Therapeutic Agent ◽  
Writing Group

Faculty writing: A collaborative approach to producing manuscripts

2021 ◽  
Author(s):  
Jennifer Wilson ◽  
Pamela Walter ◽  
Shoshana Sicks ◽  
Elena Umland
Keyword(s):  
Collaborative Approach ◽  
Faculty Writing

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

Sign in / Sign up

Export Citation Format

Share Document