1. Running Head: Service Learning and You 1
Serving Learning and You: If You See a Need, Take the Lead
Alexandra Elizabeth-Paige Dahl
Dr. Dean Farmer
Organizational Communication
Campbell University

2. SERVICE LEARNING AND YOU 2
If You See a Need, Take the Lead
The traffic light changes to red, and cars gradually come to a stop. People sit, anxiously
waiting on alert for the light to change to green just so they can go on with their day. As people
zoom past the intersection with the exhaust fumes lingering behind, there is another person
standing on the sidewalk. They’re wearing nothing but torn, filthy clothing and holding a
homemade cardboard sign. On that sign it could say many things, such as, “Grateful for any help,
God Bless.” Or “Homeless, Please Help.” These signs are from people who are calling out for
help to a world that just isn’t listening, or doesn’t even care.
Within the world today, according to Healing Hands, a publication of Health Care for the
Homeless Clinicians’ Network, 84% of currently homeless men are single adults ages 25–54, 9%
are 55 or older, and 7% are 18–24. (Post, P. 2001) This is just the beginning, and the words we
need to focus on and call attention to are the words, “Service Learning.” Fayetteville State
University defined service learning as, “a process of involving students in community service
activities combined with facilitated means for applying the experience to their academic and
personal development.” The progression of service learning is essential within today’s world
with many occupations and concerning many people. Service Learning is also working its way
into college classes for experience level activities. It is based in throughout the course material so
students have a chance to experience either a different life style, and/or a new class within
society. The Southern Communication Journal states that service-learning excels as a “lived:
educational method, an academic activity that raises social awareness, promotes civic activity,
and affords opportunities to demonstrate and discuss disciplinary theory in the context of social
norms and their values (Frey, Pearce, Artz, Pollock & Murphy, 1996, p. 120). They continue to
talk about how service-learning programs and courses have enabled middle-class students to

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empathize with the poor and less fortunate, befriend individuals from unfamiliar communities,
recognize their own advantages as middle-class students, frequently undertake (often extensive)
acts of charity, and even adopt life-long concern for those suffering (Boss, 1994; Howard, 1993).
Getting the chance to work with any non-profit organization will give a fulfillment of performing
with someone that either chose a different life path than them, or has had obstacles throughout
their life.
Communication Education, has stated that many internships relate to commercial
concerns (e.g., work at a TV station or newspaper) while many service learning opportunities
seem to emerge from the nonprofit sector (e.g., community action group, immigrant center,
political campaign) (Oster-Aaland, Sellnow, Nelson & Pearson, 2004). The difference in
internships and service learning is a major difference. According to the online dictionary, an
internship is defined as any official or formal program to provide practical experience for
beginners in an occupation or profession. While the definition of service learning is a teaching
and learning strategy that integrates meaningful community service with instruction and
reflection to enrich the learning experience. With that being said, there are many people out in
the world today that are within our communities, or at non-profit organizations, that are in need
of many things, and it is our job to help those who can’t help themselves with the act of service.
Within the past six months, I have received the opportunity to work with two non-profit
organizations; Room for Grace and The Beacon Rescue Mission. Together, these organizations
serve many needs throughout their communities. As Christian missions, they strive to meet the
needs of everyone they meet, and to spread the Lord’s word along the way. Collectively, they
share the same mission and vision in a way to help as many people as possible through the way
of service to the Lord. It was once said that, “Communication studies is a disciplinary leader in

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service learning because of its concern for conceptual understanding (Depew & Peters, 2001),
for skill development (Soukup, 1999), for integrating theory and practice (Bachen, 1999), and for
improving relationships among groups and individuals” (Applegate & Morreale, 1999). Room
for Grace and The Beacon Rescue Mission are prime examples of organizations that seek
understanding and want people within a community to partake in the acts of service. By taking
part in community organizations, it helps with improving skills, including relationships with
many people. During the time of getting to know people within an organization, it allows you to
open yourself up to more opportunities, questions and stories than you came with. I think it is so
important to help those who have less, because anyone at any time can reach a certain point and
have nothing. Just like in James 2: 14-17, God spoke and said, “What good is it, my brothers, if
someone says he has faith but does not have works? Can that faith save him? If a brother or sister
is poorly clothed and lacking in daily food, and one of you says to them, “Go in peace, be
warmed and filled,” without giving them the things needed for the body, what good is that? So
also faith by itself, if it does not have works, is dead.”
When I started my projects working with these two organizations I thought a lot about
James 2: 14-17. I was the type of person that always wanted to help people in difficult situations
but I didn’t know how. I thought if I had the faith, then I didn’t need all the works. Once I got
more involved with these organizations I never realized that I would be the one to receive
something in return. With getting into the different procedures, I was thinking that my groups
and I were the ones serving the organizations, giving them the final products, and showing them
love and support. Never would I have thought that after the fact we would have been the ones to
walk away with experiences, stories, love and support. The organizations had both affected me
positively in the way of opening my eyes to many new sides and situations life brings us. I was

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educated in the fact that not everyone has a bright and happy story, and I learned along the way
that that is okay. Mattie Stepanek, a young American poet, once said before his death that, “Sad
things happen. They do. But we don't need to live sad forever.” This is a way of looking at life in
those times of trouble, sadness and doubt and he reminds us that we need to get back up and not
stay sad. Throughout life, everyone pictures things differently within situations, although
sometimes people picture things in a different way. For example, when I was introduced to the
non-profit organization, Room for Grace, in my mind I was expecting something outstanding,
beautiful, and glorious. In reality, it was a small house allowing only one family at a time to
occupy it. Inside it was nothing extraordinary, just a petite, empty house that would soon be a
place that a family could call home for a short time while they were in desperate need. There
were no fancy decorations, or furniture, just a bare home waiting to be filled. During my time
spent at both organizations, I was introduced to people that had a story and they wanted to be
heard. Their stories were not always sweet, wonderful, with glamorous but they all had a
message.
Room for Grace, in particular, affected me by showing me real life examples of what it
means to show true grace to people. It also showed me that we need to help those that are
seeking help in any way possible. Whether that may be listening to people’s life stories and
supporting them along the way, or whether it’s getting together an organization to help a family
rebuild themselves. Being a part of these organizations for a short time has opened up a new way
of life for me. It taught me that we shouldn’t take everything or everyone we have for granted,
because at any time we could lose it all. It taught me that what we have, the status of our life
isn’t as important to who we have in our life. Most importantly, I learned and experienced hands
on that no matter how you want your life to go, the road can or will change.

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All these little lessons affected my life in a major way, more than I thought possible for
just a “class project.” You never really know what is out in the world until you go and search for
it yourself, and that is the same thing with service learning. I never realized that service learning
is all around us and all we have to do is be able to open our eyes and seek it. We as students have
the time to step out of our comfort zone and to focus in on what other people need. This our time
to be that example from The Lord to show mercy and hostility to someone in need. That is the
greatest gift someone could receive.
All in all I was very pleased with the organizations I was involved in, including the
concepts and stories I will take away with me. It was a time for reflection in my life, along with
figuring out why I was meant to be completing such tasks. I now know answers too many
questions I have asked myself before and I am very satisfied with the way everything turned out
for the organizations, and with my groups. There were so many different ways the groups and
organizations affected me that I am truly thankful for and that I will continue keeping in my
mind as I proceed with service work throughout my entire life to come.

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References
Applegate, J. L., & Morreale, S. P. (1999). Service-learning in communication: A natural
partnership. In D. Droge & B. O. Murphy (Eds.), Voices of strong democracy: Concepts
and models for service-learning in communication studies (pp. ix-xiv). Washington, DC:
American Association of Higher Education in cooperation with the National
Communication Association
Arts, L. (2001). Critical ethnography for communication studies: Dialogue and social justice in
service-learning. Southern Communication Journal, 66, 239-250.
Bachen, C. M. (1999). Integrating communication theory and practice in community settings:
Approaches, opportunities, and ongoing challenges. In D. Droge & B. O. Murphy (Eds.),
Voices of strong democracy: Concepts and models for service-learning in
communication studies (pp. 13-24). Washington, DC: American Association of Higher
Education in cooperation with the National Communication Association.
Bible Gateway passage: James 2:14-17 – New International Version. (n.d.).
Boss, J. A. (1994). The effect of community service work on the moral development of college
ethics students. Journal of Moral Education, 23, 183-198.
Depew, D., & Peters, J. D. (2001). Community and communication: The conceptual background.
In G. J. Shepherd & E. W. Rothenbuhler (Eds.), Communication and community (pp. 3-
22). Mahwah, NJ: Erlbaum.
Howard, J. P. (Ed.), (1993), Praxis I: A faculty casebook on community service learning. Ann
Arbor, MI; University of Michigan Press.
Fayetteville State University: Office of Civic Engagement & Service Learning. (n.d.).

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Frey, L. R., Pearce, W. B., Artz, L., Pollock, M. A., & Murphy, B. O. (1996). Looking for justice
in all the wrong places; On a communication approach to social justice. Communication
Studies, 47, 110-127.
Office of Civic Engagement & Service Learning. (2015).
Oster-Aaland, L. K., Sellnew, T., Nelson, P. E., & Pearson, J. (2004). The status of service
learning in departments of communication: A fellow-up study. Communication
Education, 53, 348-356.
Post, P. (Ed.). (2001, June 1). Single Males: The Homeless Majority. Retrieved November 15,
2015, from Healing Hands.
Soukup, P. A. (1999). Service-learning in communication: Why? In D. Droge & B. O. Murphy
(Eds.), Voices of strong democracy: Concepts and models for service-learning in
communication studies (pp. 7-12). Washington, DC: American Association of Higher
Education in cooperation with the National Communication Association
Stepanek, M. (1993-2004). Things Happen Quotes.