Year: 2025
Type: article
Abstract: Early, theoretically informed program assessment can be particularly beneficial for professional and technical writing programs that seek to incorporate and sustain service-learning approaches. This article adapts Burkean pentadic analysis for use as a form of institutional critique and illustrates the power of this method through a case study of its application at one state university. The method helps practitioners to understand and respond to the complex motives that drive service-learning programs within their local scenes as they extend their work beyond the university into the community.
Author: Amy Rupiper Taggart
Institution: North Dakota State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413349814