Writing Accountability Groups Bring Many Benefits (opinion)

"Writing accountability groups (WAGs) are effective interventions for all faculty. These groups, which can be conducted in person or virtually, are a low-cost, high-impact practice that provides protected writing time, peer accountability and mentorship for faculty."

"Data from a recent empirical evaluation demonstrates that WAG participation is associated with measurable improvements in writing frequency, manuscript and grant submissions, and confidence among early-stage faculty. Approximately 92 percent of participants reported working on a grant or manuscript during WAG sessions, and within-person increases in reported grant and manuscript submissions were found over time."

"WAGs create a consistent, replicable and nonhierarchical space for feedback and encouragement, bolstering peer learning and belonging, especially salient for structurally marginalized faculty. These groups foster stronger professional identity and reduce impostor syndrome, benefiting faculty of color and those from minoritized sexual orientations who often struggle with self-efficacy in academic spaces."

Faculty face significant barriers to scholarly writing stemming from competing responsibilities, uneven service burdens, caregiving demands, and inefficient institutional processes. These obstacles are structural and institutional rather than individual, making them addressable through targeted interventions. Writing accountability groups (WAGs) conducted in person or virtually provide an effective solution. Empirical evaluation demonstrates that WAG participation correlates with increased writing frequency, higher manuscript and grant submissions, and improved confidence among early-stage faculty. Approximately 92 percent of participants engaged in grant or manuscript work during sessions. Beyond productivity gains, WAGs create nonhierarchical spaces for feedback and encouragement, fostering peer learning and belonging. These groups particularly benefit structurally marginalized faculty, including faculty of color and those from minoritized sexual orientations, by reducing impostor syndrome and strengthening professional identity.

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