Show simple item record

dc.contributor.advisorTate, Gary
dc.contributor.authorTaggart, Amy Rupiperen_US
dc.date.accessioned2019-10-11T15:10:31Z
dc.date.available2019-10-11T15:10:31Z
dc.date.created2002en_US
dc.date.issued2002en_US
dc.identifieraleph-966188en_US
dc.identifierMicrofilm Diss. 796.en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/32734
dc.description.abstract"Sustaining Service Learning: Pentadic Analysis for Programmatic Critique," argues that service learning's sustainability in higher education relies on thorough and regular program assessment and that a new form of rhetorical criticism is necessary for conducting such an evaluation. The approach taken here fuses modernist rhetorical method (Kenneth Burke's dramatistic pentad) with postmodern methodology (Porter, et al.'s institutional critique) to analyze examples of 21st-century service learning at Johnson County Community College (JCCC) and Augsburg College. Furthermore, because of the relative absence of attention to programs' material conditions in the scholarship, this study focuses particularly on the dramatistic term scene. Scene is critical to a study of service- and experiential-learning programs because it reveals the influence of environment-- including space, location or placement, scenic rhetoric, time, and timing-- on all of the other factors that compose programs. The analysis reveals several avenues for localized change, as well as offering models for other program practitioners who wish to analyze locally the bureaucratic, physical, and community structuring of service learning. Programmatic critique identifies factors that contribute to the success or failure of a program to fulfill its goals, argue for support, coordinate its activities, and utilize its resources effectively. For instance, because of its relative newness, its emphasis on grassroots structure within a hierarchized institution, and the dichotomous natures of the suburb where it is located and the city where it does its community work, JCCC's program struggles with institutionalization and community integration. Its development seems to rely now on better visibility and financial support, as well as the development of a shared space for community partnerships. Augsburg College provides a model for combining religious mission and tradition with a uniquely immigrant urban location. Examining Augsburg's program reconfirms the importance of location. Finally, the study reveals the importance to the life and development of an effective, institutionalized program of developing through public relations efforts of all kinds a thoughtful and consistent programmatic public face. A programmatic public face should reveal the shared goals and positive outcomes of the program in both public and academic sectors.
dc.format.extentx, 204 leaves : illustrationsen_US
dc.format.mediumFormat: Printen_US
dc.language.isoengen_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofAS38.T33en_US
dc.subject.lcshStudent service--United Statesen_US
dc.subject.lcshStudent volunteers in social service--United Statesen_US
dc.subject.lcshExperiential learning--United Statesen_US
dc.subject.lcshCurriculum evaluationen_US
dc.subject.lcshEducation, Higher--United States--Curriculaen_US
dc.titleSustaining service learning: pentadic analysis for programmatic critiqueen_US
dc.typeTexten_US
etd.degree.departmentDepartment of English
etd.degree.levelDoctoral
local.collegeAddRan College of Liberal Arts
local.departmentEnglish
local.academicunitDepartment of English
dc.type.genreDissertation
local.subjectareaEnglish
dc.identifier.callnumberMain Stacks: AS38 .T33 (Regular Loan)
dc.identifier.callnumberSpecial Collections: AS38 .T33 (Non-Circulating)
etd.degree.nameDoctor of Philosophy
etd.degree.grantorTexas Christian University


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record