{"id":3410,"date":"2026-01-20T13:01:28","date_gmt":"2026-01-20T18:01:28","guid":{"rendered":"https:\/\/krieger.jhu.edu\/writing-program\/?page_id=3410"},"modified":"2026-01-20T13:01:29","modified_gmt":"2026-01-20T18:01:29","slug":"community-engagement","status":"publish","type":"page","link":"https:\/\/krieger.jhu.edu\/writing-program\/curriculum\/community-engagement\/","title":{"rendered":"Community Engagement"},"content":{"rendered":"\n

“Writing with”<\/em>\u00a0is a collaborative partnership between the Johns Hopkins University Writing Program and JHU\u2019s Center for Social Concern<\/a> (CSC). Through\u00a0Writing with<\/em>, UWP faculty and students undertake writing projects in partnership with individuals and organizations throughout Baltimore and the surrounding area. <\/p>\n\n\n\n

Community-engaged writing is supported by a long history of innovative pedagogical practice in Writing Studies and helps the UWP and the CSC to advance elements of\u00a0JHU\u2019s strategic plan<\/a>\u00a0and the\u00a0Krieger School\u2019s priorities<\/a>.<\/p>\n\n\n\n

Baltimore Museum of Art<\/a><\/h2>\n\n\n\n

Every semester, many UWP classes spend time at the Baltimore Museum of Art. We take our students there for a wide range of purposes, including close looking exercises, rhetorical analysis of  wall text, reflective writing, conversations with curators, research, and more. Two sections of Reintro (@BMA: Visual\/Text and at BMA: Material\/Textual\/Arts) collaborate with the museum for full semesters.  <\/p>\n\n\n\n

About the Baltimore Museum of Art<\/h3>
\n

The Baltimore Museum of Art connects art to Baltimore and Baltimore to the world, embodying a commitment to artistic excellence and social equity in every decision from art presentation, interpretation, and collecting, to the composition of our Board of Trustees, staff, and volunteers\u2014creating a museum welcoming to all. Bold, brave, and essential, it is the unwavering vision of the Baltimore Museum of Art to be the most relevant publicly engaged museum in the United States.<\/p>\n<\/div><\/div>\n\n\n\n

Baltimore Symphony Orchestra OrchKids<\/a><\/h2>\n\n\n\n

In Reintroduction to Writing: Music, School, & Democracy, members of the class worked with\u202fOrchKids\u202fstudents and teachers once a week in K-8 Baltimore City Schools\u2014listening, singing, helping children, playing soccer, performing, sharing stories, and more. Student writing centered around these experiences and, more broadly, how music and ideas of democracy show up in American public schools, from the national anthem to arts funding. <\/p>\n\n\n\n

About OrchKids<\/h3>
\n

OrchKids\u202fuses music as a vehicle for students to develop musical and social skills that are transferable to all areas of their lives, including creativity, self-expression, and teamwork. It was founded in 2008 and now works with nine schools across Baltimore City, serving more than 2000 children from pre-K to 12th\u202fgrade. <\/p>\n<\/div><\/div>\n\n\n\n

The Bloom Collective<\/a><\/h2>\n\n\n\n

Three classes have been co-taught with Tanay Lynn Harris, the director of Bloom Collective. In Reproductive Justice in Baltimore, students wrote to explore the interconnectedness of Reproductive Justice (RJ) and reflected on the ways RJ manifests in Baltimore City. Students volunteered at maternal health focused community events to learn from members of the Reproductive Justice community. <\/p>\n\n\n\n

To gain a global understanding of maternal health, students in Experiential Research Lab Transnational Birthing Justice: Ghana I and II courses, researched the intersections between the African diaspora\u2019s colonial history, culture, and maternal health. Students completed their research by visiting faculty at the University of Ghana, cultural sites, and learning from medical and community-based professionals at various institutions throughout three cities in Ghana.    <\/p>\n\n\n\n

About The Bloom Collective<\/h3>
\n

The Bloom Collective focuses on providing a nurturing, supportive and empowering space for mothers, parents and families. We believe that if parents during the perinatal period and along the parenthood journey are provided with a safe space to be their most whole selves and receive support, we will manifest the strength and sustainability that will empower our children, families and the community. We are all rooted in the values of reproductive justice, birth justice, holistic health care and wellness, and the belief that individuals and families can bloom and thrive with the support of a nurturing village.\u202f <\/p>\n<\/div><\/div>\n\n\n\n

Jewtina y Co.<\/a><\/h2>\n\n\n\n

In Community-Engaged Writing: Latino\/Jewish Intersections \u2013 Jewtina, we explored the intersectional identity of Latin and Jewish life through academic, public, and reflective writing. The course\u2019s work centered our collaboration with Jewtina y Co.\u2019s Chief Executive Officer and Director of Operations, who met with students over Zoom, briefing the class with real-world writing requests on the organization’s needs and offered feedback on student work. In addition to learning about Latin-Jewish history and culture through readings, special class events, and excursions, students wrote research reports, a collaborative social media analysis report, and listicles. <\/p>\n\n\n\n

About Jewtina y Co.\u00a0<\/h3>
\n

Jewtina y Co. works towards building a world in which the global Jewish and Latin communities work together to interrupt inequities and celebrate their multicultural histories. Rooted in anti-oppressive theory, Jewtina y Co. is on a mission to nurture Latin-Jewish community, identity, leadership and resiliency. <\/p>\n<\/div><\/div>\n\n\n\n

SPARC<\/a><\/h2>\n\n\n\n

In Community-Engaged Writing: Drugs and Harm Reduction in Baltimore City, students explored harm reduction as a public health strategy through recurring visits with SPARC Women\u2019s Center. Their writing included reflections on how initial assumptions compared to direct experiences with harm reduction services, along with critical analyses of public discourse involving drugs, stigma, and care. <\/p>\n\n\n\n

About Baltimore Harm Reduction Coalition<\/h3>
\n

SPARC Women\u2019s Center is a drop-in center and mobile outreach\u202fprogram\u202fthat\u202fsupports women and gender marginalized people\u202fengaged in street-based survival activities. <\/p>\n<\/div><\/div>\n\n\n\n

Station North Tool Library<\/a><\/h2>\n\n\n\n

In Build, Borrow, Repair at the Tool Library, undergraduates from JHU worked with the directors of the Station North Tool Library to produce texts related to surveying best practices, membership models at other tool libraries, and accessible curriculum design. By performing research on behalf of the library and producing written texts for their use, students got first-hand experience in writing for a variety of audiences, including the internal audience at the library and the public. Additionally, students learned about urban housing policy, nonprofit culture, libraries of things, and sharing economies. <\/p>\n\n\n\n

About the Station North Tool Library<\/h3>
\n

The Station North Tool Library is a nonprofit tool-lending library and community hub in the heart of Baltimore City. They offer more than 3,000 tools, 30 classes, a public woodworking shop, a dedicated DIY workspace, and a home repair classroom.<\/p>\n<\/div><\/div>\n\n\n\n

University of Maryland Extension<\/a><\/h2>\n\n\n\n

In Reintroduction to Writing: Habitats Built and Rebuilt, students collaborated with faculty from the University of Maryland Extensions and learned about the role extensionists play in connecting our communities to our institutional research and knowledge. They studied how to move between public and technical audiences while learning about copyright law, food safety, and entomophagy. Over the course of the semester, students drafted scientific articles for peer-reviewed journals and public facing guides, presenting their work to our collaborators. and gaining an appreciation for the work of connecting technical discourse to interested publics. <\/p>\n\n\n\n

About University of Maryland Extension<\/h3>
\n

University of Maryland Extension (UME) is a statewide, non-formal education system within the College of Agriculture and Natural Resources and the University of Maryland Eastern Shore. UME educational programs and problem-solving assistance are available to citizens and are based on the research and experience of land grant universities such as the University of Maryland, College Park.<\/p>\n<\/div><\/div>\n\n\n\n

Wide Angle Youth Media<\/a><\/h2>\n\n\n\n

In Reintroduction to Writing: The City That Writes, students welcomed Wide Angle Youth Media (WAYM) staffers and interns to class, visited WAYM\u2019s offices and studios, met with communications and social media interns, and read and analyzed text and media generated as part of the organization\u2019s operations. <\/p>\n\n\n\n

Students analyzed the rhetoric of public-facing and internal WAYM documents and media, and, as their final projects, distilled WAYM\u2019s research and writing methods as inspiration for projects in which students answered the question: How can JHU be a better neighbor? <\/p>\n\n\n\n

About Wide Angle Youth Media<\/h3>
\n

Through media arts education, Wide Angle Youth Media collaborates with and amplifies the voices of Baltimore youth to engage audiences across social divides. Since 2000, Wide Angle Youth Media has worked with over 8,295 youth from across Baltimore City who have produced thousands of media projects about their lives and communities. <\/p>\n<\/div><\/div>\n\n\n\n\n","protected":false},"excerpt":{"rendered":"

“Writing with”\u00a0is a collaborative partnership between the Johns Hopkins University Writing Program and JHU\u2019s Center for Social Concern (CSC). Through\u00a0Writing with, UWP faculty and students undertake writing projects in partnership with individuals and organizations throughout Baltimore and the surrounding area. Community-engaged writing is supported by a long history of innovative pedagogical practice in Writing Studies […]<\/p>\n","protected":false},"author":433,"featured_media":0,"parent":101,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-3410","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/pages\/3410","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/users\/433"}],"replies":[{"embeddable":true,"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/comments?post=3410"}],"version-history":[{"count":5,"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/pages\/3410\/revisions"}],"predecessor-version":[{"id":3708,"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/pages\/3410\/revisions\/3708"}],"up":[{"embeddable":true,"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/pages\/101"}],"wp:attachment":[{"href":"https:\/\/krieger.jhu.edu\/writing-program\/wp-json\/wp\/v2\/media?parent=3410"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}