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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
Typically, writing group members meet from 2:00pm to 4:00pm on Tuesdays and from 10:00am to noon on Fridays. Each meeting will concentrate on individual writing in Microsoft Teams. Each member also will receive constructive feedback from peers on individual drafts throughout the semester. Each writing group member is expected to attend a two-hour meeting in Teams at least once per week.
Daily progress tracker
This tool helps each member self-manage personal goals and establish a daily writing habit by tracking writing progress. Each member is expected to set clear individual goals for each meeting and to stick to writing goals in the field of intercultural learning, not other professional goals.
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 board and provide comments and encouragement. Each member is expected to provide two hours of feedback to peers' writing per semester and to be on call every other week to provide feedback to peers on the HubICL. This practice will help to build connection and a sense of belongingness. 

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 March 8, 2023