Rate My Professor Evelyn Wynn

Professor Evelyn Shepherd Wynn is a Tenured Assistant Professor of English and Associate Professor in the Department of English at Grambling State University, affiliated with the Honors College. She earned a B.S. from Grambling State University, an M.A. from Louisiana Tech University, and an Ed.D. from Grambling State University. Currently pursuing a Ph.D. in Literature and Criticism at Indiana University of Pennsylvania, specializing in African American literature, she has completed all coursework, passed the four-part candidacy exam, and is preparing for the comprehensive exam. Throughout her tenure at Grambling State University, Dr. Wynn has taken on key leadership positions, including Interim Dean of the College of Arts and Sciences, Acting Associate Dean, and service on the Promotion and Tenure Committee.

Dr. Wynn's research interests encompass African American literature, blended learning, collaborative writing, and plagiarism. She has presented scholarly papers on blended learning, collaborative writing, and plagiarism. Her publications include several books, book chapters, and journal articles. Prominent works are the co-edited multivolume set Voices of Historical and Contemporary Black American Pioneers (2012) with Vernon L. Farmer, documenting the experiences, struggles, and successes of Black American pioneers; and the co-edited Teaching Culturally Diverse College Students in a Pluralistic Society (2002). She is currently authoring the manuscript Collaborative Learning Techniques: Using Collaborative Writing to Teach Underprepared Students. Additional contributions feature her dissertation The Effects of Collaborative Learning on English Composition Students' Writing Anxiety, Apprehension, Attitude and Writing Quality (1999) and the co-authored article Developing a Perspective for a Culturally Responsive Collaborative Writing Model (1997), along with an annotated bibliography on collaborative writing research (1999). Dr. Wynn's scholarship advances pedagogical innovations to improve writing proficiency for underprepared and culturally diverse college students.