Abstract
Faculty writing residencies present an opportunity for teaching and learning centers to support faculty in disseminating the scholarship of teaching and learning (SoTL). The authors examine how an intensive retreat balancing dedicated time for faculty members’ writing with small-group feedback on drafts helps faculty make the crucial, and often difficult, step of going public with their Scholarship of Teaching and Learning (SoTL) research. In addition, the residency process encourages faculty participants to examine their own writing processes, prompting changes in how they support their students’ writing in the disciplines.
