This paper reports on a qualitative study exploring the extent to which an accredited Academic Writing and Publishing (AWP) module for faculty and graduate students helped them develop as scholars and how, over time, it affected their instructional beliefs and attitudes in working with their own undergraduate students. For the two module tutors, it was important to know how the participants applied what they learned from the module in their own teaching practice and to identify particularly effective aspects of the module that translated to this other context. Therefore, key themes explored in this paper are the impact of the module’s critical thinking-reading-writing (CTRW) strategies on faculty writing practice and their subsequent transference to students across a range of disciplines. The module participants include faculty from higher and further education, PhD students, and professional educators (consultants and trainers). While the module tends to draw in new faculty and PhD students, in particular, for the support it provides for increasing their academic publications, this support is balanced with the assistance it can give participants to subsequently help their own students navigate critical thinking, reading and writing in the disciplines. Academic reading and writing, as well as research strategies and the ability to engage with ideas critically, are core expectations in most fields of study in higher education (Spiller & Ferguson, 2011). Complementing these generic competencies are the unique requirements associated with reading, writing and methods of inquiry in particular disciplines. However, Migliaccio and Carrigan (2017) reported that programs often struggle to address writing adequately because of the difficulty of fully evaluating student work and responding to any identified limitations, largely because of the impact on staff workload. Faculty may understand that teaching students to write is nevertheless a shared responsibility, not left to dedicated writing centers or foundational writing/composition courses alone. There are simple strategies that can form part of their daily teaching, such as those suggested by Angelo and Cross (1993) and Bean (2011)—strategies that can help students to deepen their intellectual grasp of a subject and develop the capacity to manage complex ideas in writing. Menary (2007) maintained that “writing is thinking in action” and “the act of writing is itself a process of thinking” (p. 622). Writing can force the clarification of ideas, attention to details and the logical assembly of reasons. However, designing writing activities that can only be completed with mind engagement takes effort on the part of the faculty member, and again, professional development has a role to play here. Clarence (2011) argued that there is a gap between what faculty think students need to do to develop as competent writers and thinkers and what these faculty are doing to help students achieve this goal. The AWP module, which is focused on supporting faculty writing and publishing, can, in turn, be applied pedagogically to students’ holistic writing development in order to begin to close the gap. The next section of this paper describes the context for the study (the AWP module and the participants who provided the data for the study). A literature review discussing critical thinking-reading-writing in the disciplines is then included. A subsequent section explains how this theoretical discussion informs aspects of the module. The research design of the qualitative study (with the module as its context) is then described, followed by an outline of how data were analysed using appropriate qualitative methods, including a process for coding transcripts. Given next is a presentation of the findings, which offer a basis for generalization and conclusions.

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our

Globalization, most sociologists agree, is not a new phenomenon. Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world." In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people. A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades. They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies. Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula." Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom. Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises. Versions of these changes have been experienced in many parts of the world. In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.

In his 1959 Rede Lecture, "The Two Cultures and the Scientific Revolution," C. P. Snow warned of a gulf that had opened between literary intellectuals and natural scientists, across which existed a mutual incomprehension that threatened to undermine the university's ability to solve the world's most pressing problems.Reflecting on his experience as both a novelist and a research scientist, Snow appealed for a greater understanding between what he saw as two distinct cultures, yet he also asserted the importance of the sciences over literature for securing humanity's future prosperity.According to Snow, literary intellectuals were natural Luddites, and the university needed to prioritize the training of scientists and engineers in order to accelerate global industrialization and thereby raise standards of living.His privileging of the sciences drew a scathing rebuke from the literary critic F. R. Leavis, who pilloried Snow's understanding of literature and his faith in technological progress.For Leavis, bringing the Industrial Revolution to impoverished areas of the globe could indeed improve the material conditions of humankind, but such a project ungoverned by the values conveyed through literature, especially those insights of D. H. Lawrence and other novelists into the dehumanizing effects of industrial labor, would lead to a future divested of any real quality of life.Leavis insisted, therefore, that the university revolve around English studies as its "centre of human consciousness" (2013, p. 75).This dispute between Snow and Leavis touched off "the two cultures controversy," which has been an important point of reference amid the shifting terrain of higher education.The phrase has come to denote a gulf that opens between any disciplines bound to "common attitudes, common standards and patterns of behavior, common approaches and assumptions" (Snow, 1998, p. 9) that divide them into opposing cultures and inhibit crossdisciplinary understanding.Buller (2014), for example, described the two cultures in terms of those who believe the purpose of colleges and universities is to educate "the whole person" versus those who believe it is to train students for the workforce.The latter culture, according to Buller, tends to include governors, legislators, and trustees who are inclined to divert resources away from the social sciences, arts, and humanities to science, technology, engineering, and mathematics.Their assumption is that the STEM disciplines will best prepare students for careers offering the greatest return on their investment in a college education.The opposing culture, most often composed of faculty and administrators, argues that a well-rounded education produces graduates who are better informed, challenge assumptions more readily, participate more fully in society and civil discourse, and in general live healthier and more productive lives.Buller observed that "the two sides are not so much talking to one another as shouting past one another, each contingent building its case on a set of assumptions that it regards as universally true and that is dismissed by its opponents as the result of blindness, hypocrisy, or both" (p.2).This situation stands in contrast to the lack of engagement Halsted (2015) observed between the culture of academia and that of the tech industry.He pointed out that although a number of the most significant

In his 1959 Rede Lecture, "The Two Cultures and the Scientific Revolution," C. P. Snow warned of a gulf that had opened between literary intellectuals and natural scientists, across which existed a mutual incomprehension that threatened to undermine the university's ability to solve the world's most pressing problems.Reflecting on his experience as both a novelist and a research scientist, Snow appealed for a greater understanding between what he saw as two distinct cultures, yet he also asserted the importance of the sciences over literature for securing humanity's future prosperity.According to Snow, literary intellectuals were natural Luddites, and the university needed to prioritize the training of scientists and engineers in order to accelerate global industrialization and thereby raise standards of living.His privileging of the sciences drew a scathing rebuke from the literary critic F. R. Leavis, who pilloried Snow's understanding of literature and his faith in technological progress.For Leavis, bringing the Industrial Revolution to impoverished areas of the globe could indeed improve the material conditions of humankind, but such a project ungoverned by the values conveyed through literature, especially those insights of D. H. Lawrence and other novelists into the dehumanizing effects of industrial labor, would lead to a future divested of any real quality of life.Leavis insisted, therefore, that the university revolve around English studies as its "centre of human consciousness" (2013, p. 75).This dispute between Snow and Leavis touched off "the two cultures controversy," which has been an important point of reference amid the shifting terrain of higher education.The phrase has come to denote a gulf that opens between any disciplines bound to "common attitudes, common standards and patterns of behavior, common approaches and assumptions" (Snow, 1998, p. 9) that divide them into opposing cultures and inhibit crossdisciplinary understanding.Buller (2014), for example, described the two cultures in terms of those who believe the purpose of colleges and universities is to educate "the whole person" versus those who believe it is to train students for the workforce.The latter culture, according to Buller, tends to include governors, legislators, and trustees who are inclined to divert resources away from the social sciences, arts, and humanities to science, technology, engineering, and mathematics.Their assumption is that the STEM disciplines will best prepare students for careers offering the greatest return on their investment in a college education.The opposing culture, most often composed of faculty and administrators, argues that a well-rounded education produces graduates who are better informed, challenge assumptions more readily, participate more fully in society and civil discourse, and in general live healthier and more productive lives.Buller observed that "the two sides are not so much talking to one another as shouting past one another, each contingent building its case on a set of assumptions that it regards as universally true and that is dismissed by its opponents as the result of blindness, hypocrisy, or both" (p.2).This situation stands in contrast to the lack of engagement Halsted (2015) observed between the culture of academia and that of the tech industry.He pointed out that although a number of the most significant

Over the last seven years, I have spent time across three continents talking to scientists and mathematicians about their beliefs and attitudes and experiences related to writing in their respective disciplines.I have been impressed by the passion and insight with which most have talked about writing and its relationship to critical thinking, and I have often been surprised by how they engage in these practices.For example, rather than working from an a priori hypothesis, many researchers in the STEM disciplines compose backwards, from the results to the introduction.And when reading, many seem to move from the middle of a paper outwards, beginning with the results and method, using an extremely critical eye, and then perhaps scanning out to the introduction and the discussion, or dispensing with these sections altogether.Over and over again, I heard this same story from different scientists, as if it were a secret each alone had stumbled upon.In addition, collaboration, conversation and peer review are very much part of the language of composition that takes place in the sciences (co-authorship, the hierarchies of disciplinary or interdisciplinary teams, the drafting process and the use of technology), but we who work in WID (writing in the disciplines) and WAC (writing across the curriculum) programs are constantly challenged: "How do we teach process in ways that are disciplinarily appropriate?"Historically, we haven't done this well.As Burton and Morgan observed on the training of mathematicians as writers,

Welcome to Double HelixSeattle has its double helix pedestrian bridge.The Fermi National Accelerator Laboratory (Fermilab) outside Chicago has its gold-colored double helix staircase within the Proton Pagoda