Virtual Workshops by Christine Tulley
Christine Tulley is Professor of English and Founder and Director of the Master of Arts in Rhetoric and Writing at The University of Findlay. As the campus Academic Development Coordinator, she runs faculty writing groups and offers tenure and promotion application support including effective practices for writing teaching philosophies and persuasive reflective statements. She is the author of How Writing Faculty Write (2018) and contributes regularly to Inside Higher Education on faculty productivity issues. She also serves as a research adviser to Prolifiko, a UK-based writing productivity think tank, and as a dissertation writing coach with Defend and Publish.
You can select from the following virtual workshops:
Her two-hour virtual workshops delivered via Zoom include up to 150 TAA memberships that provide your faculty with access to TAA's extensive writing and publishing resources. These memberships are available to faculty whether or not they participate in the virtual event.
TAA manages event registration, providing you with a registration link to share with your faculty, and workshop participation information in their confirmation emails. E-mail templates are provided to host institutions to promote the event. Institutions must have an expectation of at least 15 participants per workshop or retreat.
Institution Fee: $1,000
To schedule a workshop, please contact Kim.Pawlak@TAAonline.net
Choose from six workshops:
Making time to write can be a struggle for faculty with heavy teaching loads. Writing for publication is often pushed off as faculty work to stay on top of student grading and responding to student emails. Yet many faculty publish regularly because they have developed a writing system that enables them to find time and use it productively.
In this interactive workshop, participants will be invited to identify specific teaching tasks that infringe on writing time. Next, participants will be taught to use a combination of “pattern teaching” and grading “templates” that efficiently shorten these tasks without sacrificing effectiveness in order to preserve more time for writing for publication. In addition, we will review academic writing moves that can level up scholarly writing and increase chances of publication. Using this combination of strategies, participants will create and leave with a weekly framework of a writing/teaching system that safeguards time for scholarly productivity and prioritizes scholarly writing.
Collaborating with co-authors on articles, grants, and presentations often seems like a timesaving strategy for busy academics. Yet collaborative relationships often fail because writing partners find their styles and schedules don’t mesh, collaborators disappear or roadblock projects, and managing the back and forth of a collaborative workflow proves to be time consuming.
In this interactive workshop, participants will be invited to identify specific challenges that affect productive writing collaborations. Next, participants will be taught specific techniques to begin or revise collaborative work with a focus on five key areas: initiating a collaborative project (grant, conference presentation, article, textbook, etc.), dividing up collaborative work, deciding on the collaborative writing process, managing deadlines, and problem solving for collaborative work challenges. Free software tools and templates will be used with participants to assist in these areas. Using this combination of strategies, participants will leave with a “collaboration plan” for a future or current project.
Developing a “media identity” is increasingly important for academics as universities seek to promote academic research as publicly relevant. In addition, as scholarly journals proliferate it is increasingly difficult to find readers for scholarship. Developing a cohesive “academic” media presence can address both issues.
In this interactive workshop, participants will identify types of academic media they already have and use, and compare promotions of academic work across platforms such as Twitter, Google Scholar, YouTube and more. Next, participants will be taught specific techniques to promote academic research (and if desired, teaching) that can be used across various platforms and identify 2-3 main platforms to use to promote scholarship along with times during the semester to keep these platforms updated. The workshop will showcase free software tools and templates will be used with participants to assist in these areas. Using this combination of strategies, participants will leave with an “academic media plan” to establish, maintain, and enhance an academic media presence.
Supporting Scholarship through Effective Citation
Part of composing academic scholarship includes situating research within scholarly literature. Yet citing the work of others involves practices such as knowing how to avoid plagiarism, citing research that is appropriate and focused to the writing project, and navigating assistance from emerging technologies such as generative AI. In this workshop, participants will learn a series of strategies for engaging in contemporary citation practices and will have the opportunity to practice these using real life examples.
Supporting Faculty on Sabbatical: Strategies for Success and Support
Faculty sabbaticals represent critical opportunities for scholarly renewal, yet many faculty struggle to complete writing projects and manage their time effectively during these periods, while institutions often lack dedicated resources to ensure productive outcomes. This workshop serves both faculty preparing for or currently on sabbatical and those who support them, providing evidence-based approaches for maximizing sabbatical productivity. You'll explore unique challenges from project planning and time management to maintaining momentum and achieving meaningful scholarly outcomes.
Whether you're a faculty member planning your sabbatical or a faculty developer/administrator supporting sabbatical faculty, you'll gain practical tools including project planning templates, accountability systems, and productivity strategies. Faculty participants will learn to develop realistic timelines, establish productive routines, and navigate the transition back to regular duties. Faculty developers and administrators will discover how to create pre-sabbatical workshops, implement check-in systems, and facilitate successful re-entry programs, plus explore successful models for sabbatical cohorts and peer support systems.
Writing and Publishing Post-Tenure: Navigating the Second Act of Your Academic Career
Post-tenure faculty often face unique writing and publishing challenges that differ dramatically from their pre-tenure experience, including shifting motivation, evolving research interests, and the pressure to establish a new scholarly identity beyond promotion requirements. Many faculty struggle to maintain writing momentum after tenure, experiencing decreased productivity, unclear publication goals, or difficulty adapting to changing academic landscapes. This workshop addresses the specific obstacles post-tenure faculty encounter while providing practical strategies for rekindling scholarly passion and establishing sustainable writing practices for the next phase of their careers.
Whether you're a recently tenured faculty member seeking direction or a seasoned scholar looking to revitalize your research agenda, you'll gain concrete tools for post-tenure success. You'll learn to identify and overcome common post-tenure writing blocks, develop new publication strategies aligned with your evolving goals, and create accountability systems that sustain long-term productivity. Faculty developers and administrators will discover how to design programming that supports post-tenure faculty transitions, including writing retreats, manuscript development workshops, and mentorship programs that help faculty navigate this critical career phase with renewed purpose and productivity.
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