Juggling Teacher Responsibilities in Service-Learning Courses

In the service-learning writing courses I teach at Wright State University, my academic goals seem simple. I want my students to improve their writing skills and to develop civic literacy. The special challenge of achieving these objectives begins to come into focus in defining civic literacy. In my courses, I define it as having the ability to critically examine the complex social situations that create and perpetuate needs in our communities and an awareness of our responsibility as literate individuals to address those needs.