Four Writing Fellows in their junior year at the University of Iowa describe the logistics of their writing center’s curriculum-based peer tutoring program and the development of their fellowing philosophies. They explain how exposure to writing pedagogy and writing center research literature helped them learn how to deal with challenges common to Writing Fellows and writing center programs. In particular, they learned to navigate the idea of creating welcoming spaces, managing imposter syndrome, balancing instructors’ expectations with students’ own goals, and approaching fellowing through the lenses of a generalist and a specialist.

In this paper, we present a science writing assignment in which students focus on targeting specific audiences when writing about a socioscientific issue as well as participate in a peer review process. This assignment helps students consider inclusive science communication in their writing, focusing on engaging unique audiences about the intersections of science and social justice. Students are introduced to evidence-based tools for formulating communication for unique audiences as well as for assessment of writing quality. This assignment is novel in that it helps students think about inclusion issues in STEM, science writing, and peer review, all of which are key disciplinary skills that are not always included in STEM courses. While this assignment was piloted in chemistry and environmental engineering courses, this assignment could easily be modified for other disciplines.

This profile features the authors' shared work to co-create both a community literacy project, Stories from the Flood, and the undergraduate community-based learning courses that supported the effort. Stories from the Flood works to assist community members in southwestern Wisconsin to share their flood experiences, aiming to support community healing and serve as a resource for future conversations about flood recovery and resilience. Our collaboration on Stories from the Flood demonstrates the importance of non-university expertise and aims to daylight and correct structural asymmetries that render these rural watersheds both particularly vulnerable to flooding and absent of government intervention.

The only valid reason for preparing a news release is to supply information that editors will print in their publications. However, almost as important as the value of the information is the manner in which the news release is prepared. The publicity writer who follows the points emphasized here can be assured that his releases will at least be reviewed—which is better than halfway there.

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