ERIC Number: EJ1138894
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 51
Modified Immersive Situated Service Learning: A Social Justice Approach to Professional Communication Pedagogy
Jones, Natasha N.
Business and Professional Communication Quarterly, v80 n1 p6-28 Mar 2017
Distinctions between traditional service learning and critical service learning with a social justice focus are important when structuring professional writing courses and defining course outcomes. This article presents a hybrid pedagogical approach for designing a critical service-learning course that integrates a social justice curriculum while focusing specifically on reflection, context, and positionality. Detailing the course design and sharing reflections from students and the instructor, the author argues that the modified immersive situated service-learning approach provides professional communication students the opportunity to become agents of change.
Descriptors: Social Justice, Service Learning, Change Agents, Business Communication, Writing Instruction, Outcomes of Education, Teaching Methods, Reflection, Instructional Design, Student Attitudes, College Students, Teacher Attitudes, College Faculty, Learning Theories, Specialists, Experiential Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A