Incorporating Community-Engaged Pedagogy in Online Classes: Benefits, Challenges, and Strong Practices

Authors

Keywords:

accessibility, e-service-learning, grant writing, online teaching, reflection

Abstract

Community-engagement in virtual classrooms comes with unique benefits and challenges. Between 2018-2021, technical writing e-service-learning students from Indiana University East (Richmond, Indiana) raised a total of $149,239 through grant writing projects. This e-servicelearning project gave students real-world experiences and opportunity to connect with local organizations, prompting one student to choose grant writing as a career. Many students were able to successfully obtain funding for their chosen nonprofits, giving students a sense of social responsibility.

Author Biographies

Emmy Price, Indiana University East

Emmy Price works as an adjunct faculty member for online, undergraduate writing classes at multiple colleges including Indiana University East (Richmond, IN) and Miami University (Visiting Faculty; Oxford, OH). She is also an associate faculty member at Indiana University-Purdue University Indianapolis (Indianapolis, IN). Price obtained her master's in English at Indiana University East where she studied online teaching, community-engaged pedagogy, multimodal assignments, and digital composition and rhetoric.

Margaret Thomas-Evans, Indiana University East

Dr. Margaret Thomas-Evans is Professor of English and Associate Dean of the School of Humanities and Social Sciences at Indiana University East. Her research interests are community writing and service learning, online teaching pedagogy and practice, women and rhetoric, and academic leadership. She earned an MA in English from Wright State University, Dayton, OH and a PhD in Composition, Rhetoric and Technical Communication at Miami University, Oxford, OH.

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Published

12/04/2023

Issue

Vol. 15 No. 2 (2023)

Section

Insights, Case Studies, and Applications

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