Business and Professional Communication Quarterly Mar 2017 Open Access

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

Natasha N. Jones University of Central Florida

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.

Journal
Business and Professional Communication Quarterly
Published
2017-03-01
DOI
10.1177/2329490616680360
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Topics
writing pedagogy curriculum design service learning professional writing race and writing
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