A non‐residential alternative to off campus writers’ retreats for academics

Dickson‐Swift, Virginia; James, Erica; Kippen, Sandra; Talbot, Lynette; Verrinder, Glenda; Ward, Bernadette

doi:10.1080/03098770903026156

Cited by 28 publications

(43 citation statements)

References 21 publications

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“…Our writing retreat has occurred at a cost-responsible location approximately 90 miles west of Florida State University. Of course, serenity is in some ways subjective and can take various forms: at a house overlooking the ocean, in a cabin in the woods, in a quiet, windowless room, and so forth While writing retreats that occur offsite are advantageous to reduce distractions and promote exclusive focus on the goals of the writing retreat (Rosser et al, 2001), we recognize that offsite locations such as hotels, cabins, or lake or beach houses are not always logistically feasible (Dickson-Swift et al, 2009). In this regard, alternative environments could include, as appropriate, a faculty member’s house or a community center.…”

Section: Our Modelmentioning

confidence: 99%

Increasing research productivity and professional development in psychology with a writing retreat.

Stanley

Hom

Chu

et al. 2017

Scholarship of Teaching and Learning in Psychology

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Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one’s writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.

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Section: Our Modelmentioning

confidence: 99%

Increasing research productivity and professional development in psychology with a writing retreat.

Stanley

Hom

Chu

et al. 2017

Scholarship of Teaching and Learning in Psychology

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show abstract

“…Working in a supportive organisational culture may be a pre-condition for writing (Thomson and Kamler 2013, 7-8). Yet Murray (2012), Dickson-Swift et al (2009) and others observe that although research and writing are important for institutions, time and space for them is often absent from academic workloads and workplaces, almost as if research were a hobby or pastime. First there has to be time to do the research, then a supportive culture for research writing needs to be created.…”

Section: Institutional Context and Support For Writingmentioning

confidence: 99%

Five writing development strategies to help academics flourish as writers

Castle

Keane

2016

SAJHE

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Increasing the quality and quantity of published research has become an imperative for many universities in South Africa, but academic staff need more than policy mandates to flourish as writers. In this article the authors aim to inspire academic staff developers and research managers to initiate and support strategies to help academics write more and better, and to take pleasure in writing. Drawing on published literature and our own experiences, we turn a critical eye on writing development strategies used in our own research-intensive institution in Johannesburg, and strategies used in other institutions, mainly, but not only, in South Africa. We weigh up the benefits and drawbacks of five writing strategies: writing courses and workshops; writing groups; writing mentoring and coaching; PhD bootcamps; and writing retreats. We also provide a summary table of the claims made for particular strategies to promote capacity building and productivity, on the one hand, and emotional and social aspects of writing on the other hand. We conclude that by thinking critically and creatively, research managers and academic staff developers can indeed help academics to flourish as writers.

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“…Plenty of resources offer advice on scholarly publishing in general (cf, Felder, 2008;Belcher, 2009b;Murray, 2013). Other resources provide accounts and some assessments of programs supporting this more generic path to scholarly publication (Hall, Mueller, & Stahl, 2003;Benson, 2006;Brown, 2006;McGrail, Rickard, & Jones, 2006;Murray & Newton, 2008Belcher, 2009a;Dickson-Swift, James, Kippen, Talbot, Verrinder, & Ward, 2009;Friend & Gonzalez, 2009;Konchar Farr, Cavallaro, Civil, & Cochrane, 2009;Grant, Munro, McIsaac, & Hill, 2010;Burns & McCarthy, 2011). However, as we know from those who do SoTL and especially those who don't try to publish, there are distinct issues in SoTL writing and publishing that remain unaddressed in generic or disciplinary publication materials.…”

Section: Reconciling Apples and Orangesmentioning

confidence: 99%

“…Beyond the solitary, unsupported writer, there are four models for faculty writing initiatives. Many are designed as retreats, short-term immersive experiences with perhaps a little instruction but focused on structured writing time, and often at a location away from the workplace (Dickson-Swift, James, Kippen, Talbot, Verrinder, & Ward, 2009;Konchar Farr, Cavallaro, Civil, & Cochrane, 2009;Murray & Newton, 2009;Burns & McCarthy, 2011; see online samples from Indiana University Bloomington, 2004;Stonehill College, 2010& Seattle University, 2013). Others are described as courses, bounded programs-from one day to six months-with a curriculum led by someone with publishing expertise (McGrail, Rickard, & Jones, 2006;Murray & Newton, 2008;Belcher, 2009a;Weaver, Robbie, & Radloff, 2013).…”

Section: Reconciling Apples and Orangesmentioning

confidence: 99%

Reconciling Apples & Oranges: A Constructivist SoTL Writing Program

Chick

Cornell-Swanson

Lazarides

et al. 2014

ij-sotl

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Faculty new to SoTL, especially when they consider writing for publication, often react by focusing on how different it is-apples and oranges-from their familiar disciplinary processes and products. Although there are indeed significant differences between individual disciplines and SoTL, appealing to the similarities can demystify SoTL as disciplinary experts reach out of their comfort zones and into areas of research and writing that often make them doubt themselves. We fill a gap in the SoTL literature by describing how to go from data analysis to publication in SoTL. We also report on our descriptive study delving into the complexities of participants' experiences, helping us come to a greater understanding of how to support this work.

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A non‐residential alternative to off campus writers’ retreats for academics

Cited by 28 publications

References 21 publications

Increasing research productivity and professional development in psychology with a writing retreat.

Increasing research productivity and professional development in psychology with a writing retreat.

Five writing development strategies to help academics flourish as writers

Reconciling Apples & Oranges: A Constructivist SoTL Writing Program

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