In spite of Transylvania’s longstanding place in the heart of Lexington, it is only within recent years that the greater Lexington area and members of Transylvania’s community have had a more interactive relationship. Recent years have seen the creation of paper lanterns hung in a local park, temporary murals displayed in local establishments, birdhouses distributed throughout out nearby neighborhoods, and marketing efforts with local non-profit organizations. As a Writing, Rhetoric, and Communication (WRC) student, I have had the privilege of being involved with two courses which have worked alongside community partners.
My first efforts that took me outside of the Transy Bubble were a part of my Digital Rhetoric course. The course, taught by second year professor Dr. Kerri Hauman, unveiled the manner through which digital tools are influencing our understandings of rhetorical conventions and principles. Accordingly, we utilized a number of digital tools including audio recorders, camcorders, and online sites to create variosu pieces of work throughout the semester. In taking our studies a step further and outside of The Bubble, Dr. Hauman organized for our class of six (in conjunction with another WRC course)to work alongside of a local physical rehabilitation facility to create digital propaganda. My group was assigned to the facility’s Adaptive Recreation program. In doing so, we were given the opportunity to act as professionals in the work force. We were responsible for meeting with member’s on staff at the facility to determine what they were looking for in terms of final projects as well as organizing everything in between from interviews to filming. At the end of the term, our final was to present our projects to staff members at the facility.
Another project I was involved with was a part of the Writing for/with Non-profits course offered during May Term. The course, co-taught by Drs Kerri Hauman and Scott Whiddon, allowed for students to partner with members of the Lexington Community Action Council to again, produce viable propaganda for the organizations we worked with. Throughout the process, students worked within small groups to determine what would best suit each Community partner and serve them well in the years to come. While both professors offered their full assistance when needed, they ensured that their presence maintained a distance so that students felt secure and confident in the final works produced. Students were offered a sense of autonomy which many had never before been afforded in an academic setting.
Overall, both courses proved extremely rewarding. In terms of academics, I learned a great deal about rhetorical conventions and principles; however, in terms of practicality, I learned so much more. I learned how to work in a professional environment with members outside of the Transylvania community. Alongside my group mates, I worked to create finalized products which are ready to take their places in my digital portfolio. Most importantly, I learned to apply what I have been taught within each of my classes in a practical, real-world sense, and that alone, has been well worth the effort. No matter the class or professor, at Transylvania, students are continually encouraged to engage with the community around them using what they have learned in their classes. In this way, Transylvania students are leaps and bounds ahead of students on many other campuses who have been confined to the four walls of their classrooms.