Publication Date

2023

Abstract

A graduate course at Eastern Kentucky University included a significant Service-Learning project that evaluated and made recommendations about the University’s Writing Intensive program in collaboration with University administrators. The project’s goals included making sure that students have quality writing courses, that faculty are supported in teaching Writing Intensive courses, and that students develop the writing skills necessary to be successful in their professional lives. Additionally, the goals of Service-Learning center both on learning outcomes and community engagement, making it an effective method for cultivating this collaboration.

Author Biography

Tara Pulaski is a graduate student at Eastern Kentucky University pursuing her M.A. in English and Writing Professions. She graduated from the University of Kentucky with a B.A. in English and currently lives in Lexington with her spouse and their three dogs.

Josiah Coleman is a graduate student at Eastern Kentucky University pursuing their M.A. in English and Writing Professions. They graduated with a B.A. in English and Art from Kentucky Wesleyan College, and their academic interest lies in the intersection of Literature and Queer Studies.

Bill McCann holds an M.A. in Theatre from the University of Kentucky, a M.Ed from the Curry School of Education at the University of Virginia, and a B.A. from Transylvania University.

Erin Presley is a Professor in the Department of English at Eastern Kentucky University. She teaches courses in Rhetoric and Composition and Appalachian Studies, and her research explores the natural overlap between those two areas of study.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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The Importance of Relationships in Service-Learning Projects: A Case Study from Eastern Kentucky University

A graduate course at Eastern Kentucky University included a significant Service-Learning project that evaluated and made recommendations about the University’s Writing Intensive program in collaboration with University administrators. The project’s goals included making sure that students have quality writing courses, that faculty are supported in teaching Writing Intensive courses, and that students develop the writing skills necessary to be successful in their professional lives. Additionally, the goals of Service-Learning center both on learning outcomes and community engagement, making it an effective method for cultivating this collaboration.