Many research administrators at institutions of higher education are interested in supporting new faculty productivity. The RAPID EFFECTIVE PRACTITIONER PRODUCTIVITY SESSIONS (REPPS) model is an effective way to increase the number of submitted practitioner-based manuscripts by leveraging accountability sessions and commonly available audio transcription technologies.

The need for the REPPS model stems from common experiences or challenges new faculty often face:
1) Time management challenges and
2) Publication balance. New faculty regularly work to juggle new course preparation, new service obligations, new research expectations, and life changes (e.g., moving to a new location for work).

Once at an institution, publication balance must be aligned with the expectations of the tenure and promotion committees, Chair, Dean, etc. This means faculty must understand how many empirical and/or practitioner articles should be published over a given time period. If practitioner articles are valued and/or required for tenure and promotion, then new faculty must also effectively understand how to write a practitioner article. These needs are not insignificant and require supports. The REPPS model addresses this need. The REPPS model consists of four, one-hour sessions. Each session has a specific structure and outcomes that result in a practitioner-based manuscript being submitted to a journal for review by the end of the fourth session. In an initial testing, five faculty came to the first session. Four faculty continued through the process. The results in the first month following the end of the session included one accepted manuscript, four manuscripts under review, one university-level presentation, and one conference proposal submission. Faculty feedback regarding the REPPS model focused on descriptions of what made it work, including: supporting knowledge and process development, journal identification, scholarship as a professional process, speed of manuscript development, building collaboration skills, providing a safe place, and building confidence and pride. This model has potential application for additional professional populations that have similar needs including but not limited to administrators such as Chairs, Center and Institute Directors, Deans, Provosts, etc. The model may also have potential for student populations who are interested in academia but also for those who look to contribute to dissemination projects but not as members of the academy (e.g., Graduate Students, Undergraduate Students, and Citizen Scientists).

Keywords: Research Supports, Manuscript Development, Academic Productivity.