Smith, D. H., & Andrews, J. F. (2015). Deaf and Hard of Hearing Faculty in Higher Education: Enhancing Access, Equity, Policy, and Practice. Disability & Society, 30, 1521-1536.
https://doi.org/10.1080/09687599.2015.1113160

has been cited by the following article:

• TITLE: A Case Study of Mentoring Deaf Academics: The PAH!* (Success) Academic Writing Retreat

  AUTHORS: Amber E. Marchut, Kimberly K. Pudans-Smith, Merrilee R. Gietz, Jean F. Andrews, M. Diane Clark

  KEYWORDS: Deaf Academics, Mentoring Deaf Scholars, Community of Practice, Writing Retreat

  JOURNAL NAME: Creative Education, Vol.12 No.1, January 25, 2021

  ABSTRACT: While the goal of increasing numbers of underrepresented faculty members, especially Deaf professionals, has been accomplished to some extent, many are stymied in publishing their dissertation findings in peer-reviewed journals, and therefore have difficulty earning tenure. To address this need, a case study approach was utilized to investigate the development of Deaf professionals’ academic writing during a five-day writing retreat. This paper discusses specific academic writing challenges including organizing ideas, finding an appropriate journal, editing, submitting, as well as handling peer reviews, rejections, and revisions. Information is provided on the final writing products, types of support, guidance, and mentorship that were employed. Findings showed that 75% of papers worked on during the retreat were successfully published in peer-reviewed journals. The importance of published work by Deaf scholars and plans for future retreats are described.