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Call for Submissions
Teaching Grant Writing: Deepening Learning, Deepening Engagement
We invite submissions for possible inclusion in a collection of essays on the subject of grant writing pedagogy.
Grant writing is taught in multiple contexts, both academic and professional. A non-profit director attends a seminar on grant writing and fundraising. Senior scholars in a lab train students and post docs in grant writing. College courses in grant writing are increasingly part of technical and professional writing degree plans.
Whatever the educational context, the teaching of grant writing centers on a particular and complex genre—the grant proposal. This genre can be both empowering and intimidating to students in their first experiences with it: empowering in its ability to achieve goals —funds for scientific research, for a non-profit’s mission, for an artist’s ability to create. Students gain a highly marketable skill. But learning to write successful grant proposals often means unlearning academic assumptions about what constitutes good writing.
Teachers assigned to a grant writing course for the first time have access to many manuals and “how-tos”—but these are about grant writing itself, not teaching grant writing. Resources on teaching grant writing are sparse and mostly siloed in disciplinary contexts. We seek to develop a more broad-based resource examining pedagogy, one that recognizes that grant writing is a genre that spans disciplinary boundaries.
Thus, we seek essays on teaching grant writing from a variety of contexts, perspectives, and disciplines. We welcome articles on both theory and practice, with pedagogy at the center.
Potential topics include (but are not limited to):
- Grant writing course design
- Ethical concerns in teaching grant writing
- Issues of collaboration: among students, with community partners, with other disciplines, etc.
- Teaching of soft skills, such as professionalism, cooperation, interpersonal communication, etc.
- The role of reflection in teaching grant writing
- Challenges and possibilities for online teaching of grant writing
- Teaching grant writing as rhetoric: issues of audience, author, purpose, context, genre
- Discussions/Interrogations of models for teaching grant writing
- Disciplinary and interdisciplinary benefits and challenges in teaching grant writing.
While the editors are from the discipline of Writing Studies, we welcome submissions from any disciplinary context—STEM, Arts, Communication, English, and so on. We would also consider submissions from the grants administration perspective, if the focus is on the teaching and learning of grant writing.
IMPORTANT DATES:
500 word proposal to editors (see below): June 16, 2025
Decision deadline & invitation to submit full manuscript: July 15, 2025
Full Manuscript: January 15, 2026
Final Version: March 31, 2026.
Submit manuscripts in digital format (Microsoft Word) via email addressed to both:
- Catherine Quick Schumann, Associate Professor of English
catherine.schumann
- Charles “Chuck” Etheridge, Professor of English
charles.etheridge
Best,
-Chris
Dr. Christopher D. M. Andrews
Associate Professor & Chair
Department of English
Texas A&M University–Corpus Christi
Managing Editor, Kairos, http://kairos.technorhetoric.net/