CILMAR Writing Group

The CILMAR writing group is an innovative combination of accountability tools and support, including virtual meetings, daily progress tracker, peer feedback, and online peer support. It is designed primarily for faculty and staff who focus on social scientific paper writing in intercultural learning and intercultural competence development, to help develop productive writing habits and increase sense of belonging in the intercultural learning community. 

Expectations for Writing Group Participants

Silent online meetings. The writing group members will meet from 2 p.m. to 4 p.m. on Tuesdays and from 10 a.m. to noon on Fridays (schedule). Each meeting will concentrate on individual writing in Teams. Each member also will receive constructive feedback from peers on individual drafts throughout the semester. The meetings will start from January 25, 2022.

Daily progress tracker. This tool helps each member self-manage personal goals and establish a daily writing habit by tracking writing progress.

Online peer support. The HubICL will function as a platform for online peer support. The group members will respond to questions and struggles posted on HubICL’s writing group community and provide comments and encouragement. This practice will help to build connection and a sense of belongingness.

Writing group participants are expected to:

  • Attend the two-hour meeting in Teams at least once per week.
  • Provide two hours of feedback to peers' writing per semester.
  • Be on call every other week to provide feedback to peers on the HubICL.
  • Set clear individual goals for each meeting.
  • Stick to writing goals in the field of intercultural learning, not other professional goals.

Goals: Learning Outcomes and Evidence

Per the recommendations of the National Institute for Learning Outcomes Assessment (NILOA) Transparency Framework and the NILOA Excellence in Assessment Standards, we provide the goals for each program offered through CILMAR.

75% of participants in the CILMAR Writing Group will demonstrate increased (A) self-efficacy, (B) sense of belonging, and (C) productivity in producing scholarly, evidence-based written products relating to intercultural learning, mentorship, theory and/or pedagogy. Evidence will include: (A) retro pre/post administration of a survey on professional writing self-efficacy and sense of belonging, to include open-ended reflection questions, and (B) completion of at least a first draft of at least one scholarly written product, which may include white papers, research reports, grant proposals or blogs/newsletter articles, as well as dissertations, theses or journal articles.

Updated August 13, 2021