Two Service-Learning Based Approaches to Freshman Composition Making Connections: Two Service-Learning Based Approaches to Freshman Composition

“Service-learning emphasizes two complementary purposes for the approach: to provide a pragmatic service to the community and to engage in meaningful learning” (Deans 24). While my classroom experiences in conjunction with a body of research have convinced me that the “service energizes and deepens the learning, and the learning energizes and deepens the service” (Deans 24), I am continuously striving to strengthen this connection, mainly through two curricular models.

The first model: Students choose their own topics. I identify and assign corresponding community partners. Class readings focus on community and social justice.

Challenges The varied array of topics and service projects were difficult to connect within a single course. Communicating effectively with multiple community partners proved difficult and time-consuming. The partnership failed to benefit some of our community partners.

Changes . . . limited the number of community partners emailed community-partners about continuing the partnership prior to each semester asked them to come to present to my classes early in the semester invited them to return for UNCA’s Service-Learning Celebration to view student presentations

The second model: Course focuses on a theme: food. All students write on related topics. All students participate in the same two service-learning projects. Class readings connect to everyone’s topic.

Research plan: Collect survey data from Fall 2014 students that reflect their engagement in their service projects as well as their writing. Compare these results with similar survey data already collected from Spring 2014 classes.

Hypothesis The shift to the second model would be positive in two ways: allowing students to see more of a connection between their readings, service, and writing, expanding their contextual base of knowledge and therefore improving their writing increasing my ability to support both students and community partners in service-learning by focusing on two projects that all students would participate in each semester

Survey findings: Spring 2014 (first model) Fall 2014 (second model) How meaningful was your service-learning experience? Very Somewhat Not at all 61% 29% 10% 26% 48% What were the most engaging and/or helpful aspects of this class? Service-learning 25% 11% What were the least engaging and/or helpful aspects of this class? 44%

Survey Results: Spring 2014 (first model) Fall 2014 (second model) How relevant was your service-learning experience to your research topic? Very Somewhat Not at all 65% 26% 10% 24% 39% 37% How effective was the service component in providing hands-on experience with your topic? 68% 23% 41% 43% 15% Were you able to use your service-learning experience as hands-on research in your research essay? Yes No 45% 56% 11% 89% How helpful were our readings and discussions in creating meaningful connection between class and service-learning? 42% 13% 44% 20%

Community Partners’ Perspectives: low response rates to end-of-semester surveys positive responses may not be representative anecdotal observation suggests positive experiences

Discussion Design issues: 3-point scale question wording sample size: Spring 2014 = 31 students Fall 2014 = 46 students While survey results suggest that students find my original model, a model which gives them more autonomy and choice, more engaging and helpful, my anecdotal observations suggest that the second model is more effective from the community partner perspective.

Implications? As Butin argues, “service-learning is never a singular, stable, or, ultimately, controllable practice” (4). Service-learning may be an imperfect strategy, promising too much to too many stakeholders with diverse needs. This implicit messiness, however, may also challenge students to struggle with important social issues and necessitate their discovery of the rhetorical strategies and critical thinking skills which can allow for fuller understanding.

Works Cited Blouin, David D. and M. Perry Evelyn. "Whom Does Service Learning Really Serve? Community-Based Organizations' Perspectives on Service Learning." Teaching Sociology 37.2 (2009): 120-35. ProQuest. Web. 19 Feb. 2015. Butin, Dan W. Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education. New York: Macmillan, 2010. Print. Cater, Melissa, Krisanna Machtmes, and Janet E. Fox. "A Phenomenological Examination of Context on Adolescent Ownership and Engagement Rationale." The Qualitative Report 18.16 (2013): 1-13. ProQuest. Web. 19 Feb. 2015. Chesbrough, Ronald D. "College Students and Service: A Mixed Methods Exploration of Motivations, Choices, and Learning Outcomes." Journal of College Student Development 52.6 (2011): 687-705. ProQuest. Web. 19 Feb. 2015. Darby, Alexa, et al. "Students' Motivation in Academic Service-Learning Over the Course of the Semester." College Student Journal 47.1 (2013): 185-91. ProQuest. Web. 19 Feb. 2015. Deans, Thomas. Writing and Community Action: A Service-Learning Rhetoric with Readings. New York: Longman, 2003. Print. Levesque-Bristol, Chantal, Timothy D. Knapp, and Bradley J. Fisher. "The Effectiveness of Service-Learning: It's Not Always What You Think." The Journal of Experiential Education 33.3 (2010): 208-24. ProQuest. Web. 19 Feb. 2015. Murray, Donald M. All Writing Is Autobiography. n.p.: 1990. ERIC. Web. 19 Feb. 2015. Nutefall, Jennifer E. "The Relationship Between Service Learning And Research." Public Services Quarterly 5.4 (2009): 250-261. ERIC. Web. 19 Feb. 2015. Yob, Iris M. "Keeping Students in by Sending Them Out: Retention and Service-Learning." Higher Learning Research Communications 4.2 (2014): 38-57. ProQuest. Web. 19 Feb. 2015.

Thank you! Jessica Pisano, UNCA jpisano@unca.edu