Writing Happens in all classes, not just in Writing Intensive ones. The once-titled "Writing Intensive Faculty Retreat" has expanded its network to include all faculty and has been re-named the "Writing-Invested Faculty Retreat."
Each year, faculty participate in a year-long program that begins with an immersive 2-day retreat at the Browne Center each June, augmented by two additional sessions at the end of their following fall and spring terms.
What is Included
During the first part of the program, faculty begin with a 2-day off-site retreat at the Browne Center, with an optional 3rd day workshop available on campus at UNH Durham.
- Breakfast and lunch are included for days 1 & 2
- Light refreshments are provided on the 3rd optional day
- Lunch provided for the additional sessions at the end of the following fall and spring terms, respectively.
- Certificate of completion at the end of the program.
What We Cover
Highlights from the program include:
- Learn current, research-based best practices to enhance student writing
- Understand and discuss the multiple roles of writing in the classroom
- Create assignments aligned with the core competencies of your course
- Discuss revision and assessment strategies
- Gain a network of writing-invested faculty colleagues at UNH (and join the WAC Faculty Network)
APPLY
All faculty are welcome to apply to the WI Faculty Retreat (tenured, tenure-track, lecturer, clinical, etc.). Writing happens in all classes and best practices for WI courses can apply to any course with writing. Spaces are available for up to 12 participants each year. Priority will be given to faculty teaching WI courses, but we welcome any faculty who are interested in improving student writing in their courses to apply.
To apply for the annual WI Faculty Retreat,
download the application
and send it to UNH.Writing.Programs@jmswierski.com by March 31.
Testimonials
From former "Retreatnicks" --
"Over my tenure at UNH I’ve had the opportunity to participate in several professional development courses and retreats. The Writing-Intensive Faculty Retreat is my favorite because it provides both an ideal environment and comprehensive coverage of an important topic. Many professionals that teach at the university have no formal training in writing instruction. To the best of my knowledge, the retreat is the only forum where these professionals can receive advice from accomplished writing instructors and participate in discussions that facilitate the transfer of knowledge across disciplines. My participation in the retreat produced substantive changes in the format and content of my courses. The retreat made me better equipped to provide the type of feedback that improves my student’s writing, and by extension, their career prospects. I am grateful to have had the opportunity to participate and have consistently encouraged my colleagues to apply."
- Jon Nash, Assoc. Professor of Accounting, Paul College
"It gave me an opportunity to learn valuable writing intensive skills for my course, learn about useful resources available to both students and faculty, as well as network with colleagues with whom I still remain in touch with. I am grateful for the opportunity!"
- April Phelps, Clinical Asst. Professor, CHHS
"As a new professor, I learned how to better communicate to my students about using writing as a practice and process rather than a product. The students reported that they felt like they became much better writers in these classes as compared to my earlier classes!"
- Melinda Morrill, Clinical Asst. Professor of Psychology, COLA
"The Writing Intensive Retreat was an incredibly valuable and worthwhile experience. Writing is challenging, and it can be even more difficult to teach. I left this retreat experience with new strategies and approaches to teaching writing and providing feedback. I feel more confident and better prepared to support students as writers. I enjoyed thinking about writing through an interdisciplinary lens, and would recommend this retreat to faculty, regardless of discipline or level of experience teaching writing."
- Senior Online Professional Faculty member, CPS
"I haven’t developed a new course in quite a while and the retreat gave me the opportunity to really focus on course design and think through how to plan a sequence of assignments that will help students to grow as writers.After er all of the constraints of the pandemic, it was also just so wonderful – and invigorating – to have an in-person event at a beautiful location, to really pause and reflect on bigger picture questions around writing and pedagogy."
- Michelle Gibbons, Assoc. Professor of Communication, COLA
" I learned so many best practices on writing assignments that will help me develop assignments that are more purposeful and clearer for students. I also learned tips for teaching in general and had some “a-ha” moments, realizing that I was trying to cover too much material. So I am re-assessing my content and finding ways to incorporate writing to help them better understand and retain the information. I feel better prepared to (re)design the course and am looking forward to implementing what I’ve learned."
- Kendra Lewis, Assoc. State Spec Professor, UNH Extension
" This faculty development opportunity is an effective way to impact the way writing is utilized for learning. I cannot think of a more important way to invest into the UNH faculty that will have a positive impact on the student learning. Everyday is a GREAT DAY to be a WILDCAT. It was an even be er day to be a Wildcat at this conference, surrounded by colleagues who are invested in the UNH student experience."
- Brent Bell, Assoc. Professor of Recreation Mgmt & Policy, CHHS
