This paper describes several strategies for organizing, collaborating on, persisting in, and funding professional writing activities that can benefit new tenure track faculty members. Establishing and maintaining a regular program of academic writing is essential to a successful career in higher education, but initiating and maintaining a program of consistent writing activity is very challenging because of the competing responsibilities new faculty members face. The better prepared the new faculty member is for academic scholarship, the greater their likelihood of success.
GoldmanE.F., HamburgerE.K., & OttoliniM.C. (2014). Building educational scholarship: A roadmap for success. Journal of Faculty Development, 28(3), 47–53.
2.
MagnusonS., DavisK.M., ChristensenT.M., DuysD.K., GlassJ.S., PortmanT., SchmidtE.A., & VeachL.J. (2003). How entry–level assistant professors master the art and science of successful scholarship. Journal of Humanistic Counseling, Education, and Development, 42, 209–222.
3.
OwenW.J. (2004, February 9). In defense of the least publishable unit. The Chronicle of Higher Education.
4.
PageC.S., EdwardsS., & WilsonJ.H. (2012). Writing groups in teacher education: A method to increase scholarly productivity. SRATE Journal, 22(1), 29–35.
