Moonlighting together: faculty (creative) writing groups

Abstract

ABSTRACT Studies of research-oriented faculty writing groups have consistently shown that such groups benefit participants by increasing scholarly productivity, fostering collaboration, and heightening feelings of belonging. As a result, some universities and colleges have begun to take measures to support faculty writing groups. But do faculty writing groups centred on creative writing carry the same or similar benefits as their scholarly counterparts, and should they likewise receive institutional support? In this article, I examine a faculty creative writing group at a teaching-focused regional public university in the U.S. Participant observation and survey data suggest that a faculty creative writing group can, in fact, achieve similar ends as a research-oriented faculty writing group. Moreover, I argue that participation in a faculty creative writing group can improve a participant’s writing in ways that transfer across contexts as well as enhancing his or her effectiveness as a teacher of writing. As a result, even if a faculty member does not specialise in creative writing, the experience of participating in a faculty creative writing group can benefit both faculty member and institution.