Modified Immersive Situated Service Learning: A Social Justice Approach To Professional Communication Pedagogy

Keywords

Critical service learning; Immersive learning; Situated learning theories; Social justice

Abstract

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.

Publication Date

3-1-2017

Publication Title

Business and Professional Communication Quarterly

Volume

80

Issue

1

Number of Pages

6-28

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/2329490616680360

Socpus ID

85028592962 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85028592962

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