Service Learning Guides
USE SERVICE LEARNING TO ADD REAL-WORLD WRITING
EXPERIENCE TO YOUR COURSE
by Kathy Mennen
Washtenaw Community College
Ann Arbor, Michigan
WHAT IS SERVICE LEARNING?
service learning increases students’ awareness of their community and its needs, helps change
stereotypical beliefs, and increases understanding of social and cultural diversity (Eyler & Giles, 1999).
EXAMPLE PROJECT: GRANT RESEARCH AND WRITING ASSISTANCE
In my Advanced Report Writing class at Baker College of Muskegon, Michigan, we worked with the
local chapter of Big Brothers/Big Sisters. One particularly successful project was doing grant research
application procedures, and more. If the information was not available on Guidestar, the students
contacted the organization.
Once they had identified grant possibilities, students had the opportunity to write a grant request. The
fund development officer, a seasoned grant writer, provided training. She also provided a “boilerplate”
document that contained basic information about the agency and the particular program. The students
At the end of the term, Big Brothers/Big Sisters presented the students with certificates of
appreciation, often in the presence of the college dean or president. The students enjoyed receiving public
validation of their service. Because their work was used for good, the students found this project a
world.”
Service Learning Guides
HOW TO INCORPORATE SERVICE LEARNING INTO YOUR COURSE
Identify a course objective best suited to service learning. Here are some examples typical to
business communication courses: “Report the results of Project X in a way that is meaningful to
Identify a community agency that might need such a service or contact the local United Way to
get assistance on identifying such an agency.
Communicate, communicate, communicate. Work directly with the agency decision makers to
if possible.
to other agencies in need.
Start out small. Do not start out with a huge, term-long project. Even a small, 1-day or 1-week
Evaluate, evaluate, evaluate. If the service-learning project is not connected to a grade, students
include an oral presentation, written report, journal writings reflecting on their experiences,
REFERENCES
Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service-learning: Making meaning of experience.
Educational Horizons, 77(4), 179-185.
Cooper, D. D. (1998). Reading, writing, and reflection. In R. A. Rhoades & J. Howard (Eds.), Academic
service learning: A pedagogy of action and reflection (pp. 47-56). San Francisco: Jossey-Bass.
Bass.
Gray, M. J., Ondaatje, E. H., Fricker, R., Geschwind, S., Goldman, C. A., Kaganoff, T., et al. (1998).
Coupling service and learning in higher education: The final report of the evaluation of the Learn
and Serve America, Higher Education Program. Santa Monica, CA:
RAND Corporation.