Incorporating service learning into programmatic assessment

The process of receiving and using feedback from teachers and peer editing groups in the writing classroom, while valuable, is not sufficient in the discipline of technical communication. Technical communication relies heavily on experiential learning, which is typically gained through internships and coops. Similarly, in courses with a service-learning component or activities, students are able to interact with real-world audiences, getting feedback on their work from audiences beyond the classroom. There has been little integration of service learning into technical communication courses serving a student population comprised of engineering students. In courses with this type of curricular structure, students have the opportunity to learn and apply writing, editing, and collaboration strategies specific to the field of engineering in non academic situations. This paper outlines the justification and methodology for using community engagement and service learning assignments in technical writing courses that primarily serve students in engineering programs. It outlines the benefits to the students and community organizations; details how I, while at the University of Alaska Anchorage, used service learning as a means of programmatic assessment in my technical communication courses; and concludes with the methods of assessment used to evaluate the effectiveness of this type of course.