Editor as educator: structuring services to develop faculty writing skills

Abstract

Academic health scientists rely heavily on writing to advance their understanding of research results and to disseminate those results to peers. Faculty's need to write well led our Department of Educational Resources to move its editorial support from its Printing Services division in 1987. At that time Instructional Development created a writing development service, distinct from copyediting, to assist faculty in learning to assess and improve their own writing. Beginning with one-to-one consultation, the developmental service has broadened to include workshops on writing for publication and interdisciplinary writing feedback groups. Under this developmental approach to editing, faculty have achieved publication success and shown positive attitudes toward writing, revising, and receiving feedback on their writing from peers. The approach holds promise both for health science faculty and for their students.