Professional and Organizational Development Network in Higher Education
ORCID IDs
Yim 0000-0002-2769-7253
Bandelj 0000-0002-7103-7252
Razorenova 0000-0002-9442-6170
Wang 0000-0002-2276-1287
Date of this Version
Fall 2023
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2023) 42(2): 10
doi: 10.3998/tia.3630
Abstract
The COVID-19 pandemic has taken a toll on university faculty, unduly those from underrepresented groups, causing many faculty to disengage. Writing communities represent a promising tool to (re-)engage faculty and build an inclusive climate. As part of U See I Write, a faculty development initiative at the University of California, Irvine, we convened a series of monthly writing retreats between March and June of 2021, with between-retreat weekly writing sessions in smaller groups and an expectation to write daily for at least 30 minutes. In a diverse cohort of 34 faculty writers, program participation resulted in a significant increase in writing and work engagement. Similar initiatives at other institutions of higher education may prove successful in faculty (re-)engagement while also advancing faculty diversity.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND