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Community-Engaged Write-Ins, Workshops, and Retreats: Supporting Scholarly Writing Success Through a Continuum of Professional Development.

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Title: Community-Engaged Write-Ins, Workshops, and Retreats: Supporting Scholarly Writing Success Through a Continuum of Professional Development.
Authors: Doberneck, Diane M.1, Smith, Trixie G.2,3,4, McNall, Miles A.5, Baldwin, Dianna6
Source: Journal of Higher Education Outreach & Engagement. 2025, Vol. 29 Issue 1, p79-106. 28p.
Subject Terms: *Career development, *Scholarly publishing, *Academic discourse, *Writing centers, Professional ethics
Abstract: Despite pressures and incentives, faculty, academic staff, and graduate students struggle to turn outreach and engagement activities into scholarly publications. Publishing challenges include competing professional responsibilities, limited collegial support, difficulty in prioritizing time to write, professional isolation, and lack of confidence in writing skills. Community-engaged scholars and practitioners face additional challenges: publishing about the partnership process, incorporating community partner voices, lack of mentorship, and difficulty identifying appropriate journals for their work. Research shows these barriers are especially challenging for junior faculty, female faculty, and faculty of color. In response, an outreach and engagement office and campus writing center partnered to offer a continuum of professional development for community-engaged writing and publishing. The authors overview the conceptual framework to support scholarly publishing, detail the professional development continuum (online materials, consultations, write-ins, workshops, retreats), and provide evaluation data on participant impact. Authors conclude with reflections on their intrainstitutional partnership and lessons learned. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Community-Engaged Write-Ins, Workshops, and Retreats: Supporting Scholarly Writing Success Through a Continuum of Professional Development.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Outreach+%26+Engagement%22">Journal of Higher Education Outreach & Engagement</searchLink>. 2025, Vol. 29 Issue 1, p79-106. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+publishing%22">Scholarly publishing</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+centers%22">Writing centers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+ethics%22">Professional ethics</searchLink>
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  Data: Despite pressures and incentives, faculty, academic staff, and graduate students struggle to turn outreach and engagement activities into scholarly publications. Publishing challenges include competing professional responsibilities, limited collegial support, difficulty in prioritizing time to write, professional isolation, and lack of confidence in writing skills. Community-engaged scholars and practitioners face additional challenges: publishing about the partnership process, incorporating community partner voices, lack of mentorship, and difficulty identifying appropriate journals for their work. Research shows these barriers are especially challenging for junior faculty, female faculty, and faculty of color. In response, an outreach and engagement office and campus writing center partnered to offer a continuum of professional development for community-engaged writing and publishing. The authors overview the conceptual framework to support scholarly publishing, detail the professional development continuum (online materials, consultations, write-ins, workshops, retreats), and provide evaluation data on participant impact. Authors conclude with reflections on their intrainstitutional partnership and lessons learned. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185922967
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