Document Type
Conference Paper
Publication Date
2026
Abstract
Being productive in academic writing is a critical component of success for graduate students and faculty, yet many scholars report persistent barriers that interfere with successful writing (Kaslow et al., 2025, Sweet et al., 2017). Few faculty and graduate students receive formal training on the art of writing and those who have attended writing programs vary in success (Dankoski et al., 2012). The present study reports results from multiple institutions to inform workshops on writing needs of graduate students, faculty, and postdoctoral scholars.
Data was collected online through a Qualtrics survey distributed by WVU listserv. Participants (N = 26) included graduate students (n = 9) and faculty or postdoctoral scholars (n = 17) from a range of disciplines. Survey items assessed current writing productivity, perceived barriers to writing, prior participation in writing workshops, interest in future workshops, and preferred workshop formats and supports. Over half (65.38%) of respondents reported writing productivity below their desired level. The most frequently reported barriers included difficulty staying focused (57.69%), lack of time (57.69%), overwhelm or burnout (53.85%), and challenges with structuring arguments and clarity (26.92%). Manuscript preparation for publication was the most common type of writing across participants (88.46%).
Additionally, interests and preferences for future writing workshops were assessed. Of the participants, 38.46% were very interested in attending future writing workshops with 42.31% being somewhat interested. Participants favored workshops being hybrid - both virtual and in-person (38.46%) and emphasized structured writing time (50%), productivity strategies (76.92%), small-group feedback (38.46%), and goal setting support (42.31%). When asked what would make the workshop/retreat a “perfect fit” several participants highlighted the importance of community, flexibility to address varying skill levels, and opportunities for motivation and reflection. These findings show the need for writing interventions and workshops that balance productivity with skill-building and social support.
Recommended Citation
Bolling, S. A. & Patrick, J. H. (2026). From Needs to Action: Designing Inclusive Writing Workshops for Academics. In Proceedings of the 2026 Scholarly Teaching Conference at West Virginia University (pp. 1-4).