"Dannelle D. Stevens is a scholarly mentor, academic cheerleader, and professor emerita at Portland State University (PSU) in Oregon. This book is a mentor-text that provides words of wisdom based on her profound knowledge of academic writing and her abundant local, national, and international mentoring experiences in academic development for early career scholars and pre-tenured faculty. Stevens articulates five key principles to assist her colleagues in charting their own academic roadmap and in Chapter 12, co-authored with Janelle Voegele, Director for Teaching & Learning, and Assessment at PSU, she shows how the five key principles were used in the development of the nationally recognized PSU faculty academic writing program. This last chapter includes the essential steps an institution can take to create its own program to jumpstart faculty writing and offers faculty some strategies for working with students on writing.
Stevens generously provides her readers with concrete examples and authentic illustrations of her thinking processes about her decision making in academic writing. I enthusiastically recommend the book to anyone who would like to develop their academic writing skill sets. As Stevens walks the walk and talks the talk, the book will also be helpful to mid-career faculty who would like to coach their late-stage graduate students as they enter academe, as well as to post-tenure faculty who would like to offer creative and sustainable advice for faculty-mentees to strike a work-life balance (see the grounded tree metaphor in Figure 9.1). The guided practices offered in this book can also be used as handouts by library staff or administrators working in writing centers who regularly hold academic writing workshops for faculty and students.
The book provides some blueprints that can spark inspiration for faculty/staff and academic developers who would like to establish their own academic brand, or develop their own writing or coaching courses. It could be used in faculty development programs; Stevens further encourages faculty and staff to begin collaborative writing projects with students (Felten et al., 2019) by analyzing academic writing strategies more systematically together, thereby equipping mentees of diverse backgrounds with professional capital in developing along their career pathways. In sum, Stevens demonstrates how engaging several levels of scholarly communities in academic development can contribute to effective scholarly productivity and personal well-being."--International Journal for Academic Development