DEVELOPING WRITING, THEN TEACHING, AMONGST NEW FACULTY

First, a writing program helped new faculty participants (contrasted t o nonparticipating controls) increase productivity to stable, acceptab le levels during the first year or two on campus. Then, the same basic exercises (of economies at working) proved effective in enhancing the teaching performance of these newcomers to the professoriate. Each of the six program elements (motivation, imagination, fluency, control, audience, and resilience) functioned in general ways (e.g., by moderat ing pacing and broadening social supports) to help writers, then teach ers, meet goals for better results (more articles accepted in refereed journals, higher teaching ratings) while spending less time working. That is, writing was practiced in ways that facilitated teaching (and vice versa).