This essay argues the benefits of a critical service-learning project in which English Language Learners and developmental writing students documented the stories of Holocaust survivors for a campus-based resource center at a two-year college. The authors demonstrate the importance of designing service-learning projects that promote reciprocity and sustained collaboration among participants and stress the need to structure such projects to meet the needs of community college students.

In this follow up to “From Obscurity to Valuable Contributor: A Case for Critical Service-Learning,” the authors detail how they collaborate in order to produce a successful project through the interviewing of Holocaust survivors. In this description, readers learn about the planning, interviews, and the final product produced by the students – with examples of student writing and photographs. As reference for educators looking to develop their own projects, the article covers how to build an authentic relationship across diverse communities, generate content knowledge and design classroom curriculum, and provides a chart detailing the collaboration and activities that educators can use as a template for organizing their own projects.