Students walking to class

Faculty Writing Fellows Overview

This semester-long program is designed to support faculty members and their departments/programs in their efforts to teach their students to write more effectively in their professions/disciplines and to use writing in ways that support deep learning of disciplinary material. The model entails looking at the overall program and its desired writing-related outcomes and then identifying specific points of intervention where Faculty Fellows can design resources, courses, assignments, or other materials to aid students in achieving the outcomes. At the end of the program, Fellows return to their departments to present their ideas and make suggestions for ways to integrate writing into their courses and programs in order to meet goals and needs specific to their context.

Who Can Participate?

Faculty members from any college may apply to participate in teams from their departments/programs. Teams should consist of 3-5 faculty members from the same programs/department. Teams bring a wider view of the discipline/department, a broader set of skills, can collaborate to generate ideas, and are more likely than a single individual to be able to return to their departments and help effect change.

What Is the Commitment?

Faculty Fellows meet weekly or biweekly for the full semester, during the regular academic year. During the summer session, Fellows meet daily for an intensive 3-week session. During the program, faculty will complete short readings, engage in collaborative activities, and engage in research and exploration of writing in their departments and programs.

What Are the Incentives for Participating?

Each faculty member who completes the full program and creates the required materials will receive a $2,000 stipend.

The faculty members who complete the program will be able to use the title “Howe Faculty Writing Fellow” for the duration of their time at Miami.

After completing the program, the faculty members and their home departments will then be eligible for additional resources, including:

  1. Apply for substantial grants from the Howe Center to continue their work related to writing, curriculum design, and assessment, with the hope that this funding can not only improve curricula, but also result in publications and presentations.
  2. Request other types of support from the Howe Center in order to carry out their planned curricular changes, including embedded disciplinary consultants for their writing-intensive course, training from the Howe Center for the GTAs who support their courses, and so on.
  3. Engage in substantial research projects around writing that result in publications, presentations, and national grants.
  4. Attend future “Phase 2” Program initiatives that develop as a result of ongoing Fellow projects and concerns.