This is the inaugural piece in a three-part series that will chronicle the service learning aspects of a teaching experiment. It not originally conceived as a service-learning or public scholarship project. I am a service learning novice. By sharing my interest in attempting teaching methods that are new to me and opening my thinking and my experiences to the public, I hope that this series will provide insight into the nuts and bolts issues of conceiving and delivering an experientially based educational project that serves learners and the communities they are a part of. I backed into this. In the interest of full disclosure, I should note that my motives were not completely altruistic. I didn't know a lot about service learning when I began. That is changing. I suppose I should begin at the beginning. I settling in to my new position at the University of Arkansas and began to hunt for ways to connect my interests to school and college initiatives. I in video production prior to earning a doctorate in mass communication. It something that I had always enjoyed. Several colleagues in the College of Professional Studies, my academic home, have interests in health communication and the University of Arkansas for Medical Sciences (UAMS) had just opened its new School of Public Health. My dean and the director of our school were eager to forge an alliance with Public Health, sensing an opportunity to collaborate in interdisciplinary research, grant-writing, and teaching. The new chancellor and the new provost were interested in strengthening ties to the community through community engagement. To encourage this, the provost provides financial incentives under the heading of the Community-University Partnership (CUP) Grants program. I had thought about, but never begun, a project to deliver health and wellness information to teenagers via television and the Web. Now, the School of Mass Communication interested in strengthening ties to local high schools and already had other outreach efforts underway. The puzzle pieces seemed to be in place. Finally, and serendipitously, my wife employed by the high school housing the multi-media magnet program for our school district. The convergence of these factors led me to apply for a CUP Grant. I proposed a partnership among the School of Mass Communication, the UAMS School of Public Health, and McClellan High School to produce three public service announcements to promote good nutrition and wellness habits to the youth of Little Rock. We would use the students at the Multi-media Magnet Program at McClellan as creative consultants and production crew to produce the PSAs. The logic behind this was that these students would be close to the target audience and therefore speak their language in ways that would lend credibility. The longterm goal would be to foster an on-going relationship among the UALR School of Mass Communication, the UAMS School of Public Health, and McClellan High School that could provide a steady stream of health-related PSAs aimed at Arkansas youth. After several pitches to various entities, including colleagues within the School of Mass Communication, members of the African-American service sorority Delta Sigma Theta, UMAS School of Public Health, and my wife's colleagues at McClellan High School, I able to cobble together a coalition of organizations in support of the proposal. We received $5,000 in July of 2004 to support the project. I began next to communicate with the lead teacher at McClellan, Ms. Nancy Settle. I had met Ms. Settle several months earlier and eager to work with her. Her motives for becoming involved were as mixed as mine, but at the very forefront the care she had for her students. Ms. Settle had been a facilitator for EAST, Environmental and Spatial Technology, an organization that provides an exponentially based educational program and computer technology for middle and high schools nationwide. …
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