By Charlie Whitaker and Taylor Ware

It’s not the first time Lori Rogers has explored ways to innovate in her courses. Doesn’t take long in a conversation with her to know that she cares deeply about her students and wants them to succeed, so she generally likes to try new things. That said, she has a refreshingly realistic view of the strengths and challenges of teaching English courses to modern students. One of the more recurring challenges is passive engagement. In many writing courses, one can almost see yet another lesson whoosh over a student’s head like a gust of wind as they ponder how it all applies to them in real life. Through service-learning, Rogers appears to have found an answer for actively engaging her students more consistently: “agentic service-learning.”

“It’s added another level of cognition that encourages students to really take agency in their scholarship.”

Rogers smiles and is quick to explain what that means. “The biggest difference I see in terms of student learning is that much of their past service-learning work has been reflective, and that’s wonderful and absolutely valid. But this is more agentic. The student is really taking agency of the research, the proposals, identifying needs, and developing their own solutions. It’s added another level of cognition that encourages students to really take agency in their scholarship.”

Rogers previously taught integrated service-learning courses. She has long been a champion of the method, but this was her first trial of the “agentic” approach.

The class going through the trial? English 310, a graduate and professional writing preparatory class. The assignments are rather high-level: research, proposals, applications, essays and more. Rogers felt that the structure of integrated service-learning equipped her to move the course from theoretical to applied. She realized that service-learning was a solid foundation for creating a greater sense of agency in her students.

So, what exactly did her students do? Roger’s saw this as the perfect opportunity to launch a research service project. Research service is another way of saying that students performed research for the benefit of a community organization that would otherwise never really have the option for it, either due to staff, time or financial constraints. In the past, students in a class like the one Rogers teaches routinely conduct research, generate ideas, and write about institutional needs. Once they’re done, though, they complete their assignment and move on; leaving hours of work and discovery behind to collect dust.

Rogers mentioned this unfortunate pattern to her colleague, Dr. Keri Franklin, who has extensive experience in English pedagogy, community engagement and public affairs. Dr. Franklin connected Rogers with information on a grant associated with the Bonner Program and recommended that she investigate integrated service-learning’s potential even further than she already had. Rogers received the grant, enabling her to leverage resources and develop a class project focused on research. The goal was for students to conduct research in collaboration with an actual not-for-profit organization, ultimately addressing issues or needs that the organization encounters in its work.

The outcomes of this research had a wide range – based, of course, on what inspired students in the course on a personal level. For example, an environmental science student worked with the James River Basin by researching how other cities have expanded their rainwater initiative. Another student investigated short-term housing models for Eden Village.

Professor Rogers is thrilled with her students and their efforts, continuously amazed by their ideas and excitement. But that’s where things get interesting: instead of collecting that digital dust, her class collectively submits their papers to the prestigious National Conference of Undergraduate Research (NCUR) and the research is shared for possible action. Her class often enjoys good luck at the conference, and she believes that integrated service-learning’s commitment to community needs is only going to improve her students’ odds.

We followed up and learned that 5 of Rogers students were selected to be recognized at NCUR. Their names and research projects are as follows:

• Kristin Bianco: Environmental Biology. “Rainwater Harvesting: A Lens into Sustainability Initiatives”
• Jeremy Burnett: Creative Writing. “Writing to Survive: Establishing Writing Workshops for Working Class Communities”
• Nicholas DuBerry: Modern Language/Translation. “Promoting Adult Literacy Programs in Southwest Missouri”
• Emily McKenna: Literature. “Implementing Transformative Justice into Our Neighborhoods: A Collaborative Model”
• Jacob Rosencrans: Anthropology. “A Proposal for Blended Housing in Springfield, Missouri”

  

  

  

  

Because of their experience in Rogers’ class, these students have a prime portfolio example for demonstrating what they are capable of to graduate schools and potential employers. Their projects are proof that university and community can collaborate effectively to make great things happen.

Rogers noticed a shift in her students. The wide-eyed, daunted look of confusion and fear has eased. “There is an excitement about what they have done” she recalls, a sly smile of unashamed pride in her class. “When I met with them to go over their research proposals, I cannot think of any other time where a student facing a 15 to 18-page paper has said, you know I am really excited about this.”

English 310 is a crucial course for students seeking to advance their writing skills and develop as professionals. Rogers wants more people to be aware of the offering. The class helps students write their personal philosophy and create e-portfolios; which are a growing expectation among hiring managers.

As we were wrapping up the conversation, Rogers, generally bright and jovial up to this point, folds her hands on her lap and drops into a serious tone – teaching mode, in other words. “I hope more students who take service-learning leave and see that academia is not so far removed. What we do here is producing knowledge that impacts communities and creates change.”

She breaks back into a big smile and we share pleasantries before saying goodbye – she has to get ready for her next class. Rogers exudes the traits we hope to see in all teachers: someone who advocates on their students’ behalf and uses the best resources available to help them achieve success. We’re honored that she is a partner with service-learning and can’t wait to see what she does next.

“What we do here is producing knowledge that impacts communities and creates change.”

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If you are interested in learning more about service-learning, please visit our website: https://www.missouristate.edu/casl/. To get in contact with a staff member from our office, drop us a line: ServiceLearning@MissouriState.edu.