Exploring Service within Campus Organizations: A Model for Service Learning in First-Year Composition

My thesis describes a research-based analysis of a service learning model I implemented into my first-year composition course. The model addresses three common issues faced by instructors when implementing service learning into first-year composition: (1) the role of "service" may overshadow the department’s objectives for first-year composition classrooms, (2) first-year students are not prepared rhetorically for service learning writing, and (3) service learning in a semester-long course compromises chances for sustainable relationships with the community because the relationship lasts one semester. The model challenged students to interrogate the concept of "service" by participating in service organizations. By using campus organizations instead of direct community partnerships, there was no risk in creating an unsustainable partnership with the community. Further, the service component was less time consuming, allowing sufficient time to reach academic goals. Using student writings and interviews, along with my own experience, my thesis explores the effectiveness of the model.