The HBCU Versus the PWI Write on Site: Considering Faculty Outcomes

Authors

Dannielle Davis
LaWanda Edwards

DOI

10.58809/CDIQ4777

Abstract

The phrase “publish or perish” has become a mantra in research oriented academic settings, reflecting a form of academic Darwinism for tenure and promotion decisions heavily influenced by publication records. This is compounded by the fact that some new academics view the three primary components of faculty work: teaching, research and service, singularly and in isolation as opposed to integrated tasks (Boice, 2000). Writing groups may offer a strategy for faculty developers and other administrators interested in ameliorating these potential challenges via programs geared toward increasing faculty writing productivity. The following reviews literature related to faculty writing groups and describes the featured initiative, Write on Site.

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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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© The Author(s)

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Recommended Citation

Davis, Dannielle and Edwards, LaWanda (2011) "The HBCU Versus the PWI Write on Site: Considering Faculty Outcomes," Academic Leadership: The Online Journal (2003-2012): Vol. 9: Iss. 2, Article 33.
DOI: 10.58809/CDIQ4777
Available at: https://scholars.fhsu.edu/alj/vol9/iss2/33