Scholars@Duke
Jennifer Ahern Dodson

Jennifer Ahern Dodson

Associate Professor of the Practice of Thompson Writing Program
Thompson Writing Program
jahern@duke.edu
Box 90025, Durham, NC 27708-0425
115 Art Building, Durham, NC 27708

Selected Publications

After the Writing Retreat Ends

Other Inside Higher Ed · 2024 For many writers, productivity strategies alone are not enough to sustain writing momentum after a retreat ends. But if we move beyond just what we accomplished at a writing retreat—words generated, sections drafted, work submitted—to noticing how the ret ... Link to item Cite

Stuck in Your Writing? Invite Readers into Your Writing Process.

Other Inside Higher Ed · August 3, 2023 Feedback can be an important and healthy part of the writing process. We don’t have to wait until we are at a late stage. And we don’t have to settle for just any feedback that’s offered. Instead, we can cultivate readers for our work and build a network o ... Link to item Cite

The Productivity Trap: Why We Need a New Model of Faculty Writing Support

Journal Article Change: The Magazine of Higher Learning · January 2, 2023 Featured Publication When we shift the primary goal of writing support to sustainability, we acknowledge that faculty writers are valuable resources worth protecting. From this perspective, valorizing peak productivity is extractive and exploitative—of individual writers, one ... Full text Cite

Supporting Faculty as Writers Supports Students

Other Inside Higher Ed · July 19, 2022 Supporting faculty as writers supports our students. We don’t have to choose between support for our writing and support for our teaching. If we want students to feel a sense of belonging and to have meaningful connections across the curriculum, we must ma ... Link to item Cite

Supporting Faculty as Writers and Teachers: An Integrative Approach to Educational Development

Journal Article To Improve the Academy · 2021 In this article, we explore how supporting faculty writers can also help them to become more effective teachers of writing in their disciplines. Based on over ten years of facilitating and studying faculty at our writing retreats, we demonstrate ho ... Full text Cite

Shifting Perspectives: When Teachers Are Learners

Other · July 30, 2020 When we put ourselves in the learner role and get curious about the process, remembering what it’s like to learn something new (and even to resist/question/doubt), we can reinvigorate our teaching by both reexamining our familiar practices and exploring th ... Link to item Cite

Beyond the numbers: understanding how a diversity mentoring program welcomes students into a scientific community

Journal Article Ecosphere · February 1, 2020 Programs designed to broaden participation in science are often deemed “successful” based on quantitative evidence such as student participation rates, retention, and persistence. These numbers alone only explain that a program met its goals; they seldom c ... Full text Cite

What Faculty Writers Need

Other Inside Higher Education · October 31, 2016 Link to item Cite

Teach the Moment

Journal Article Change: The Magazine of Higher Learning · 2016 Cite

Signing My Rights Away

Other Scholarly Communications@ Duke · August 7, 2014 Link to item Cite

Multidisciplinarity and the Tablet: A Study of Writing Practices

Journal Article Writing Across the Curriculum · 2013 Open Access Cite

The Role of Community in Working with Faculty Writers

Journal Article Social Epistemology Review and Reply Collective · 2013 Link to item Cite

Promoting science literacy through Research Service-Learning, an emerging pedagogy with significant benefits for students, faculty, universities, and communities

Journal Article Journal of College Science Teaching · 2010 Research service-learning (RSL) is an emerging pedagogy in which students engage in research within a service-learning context. This approach has great potential to promote science literacy because it teaches students how to use scientific knowledge and sc ... Cite