Potential for Collaborative Writing in Professional Communication and Health Studies Through Service-Learning

Abstract

Two professors teaching in professional writing and health studies have incorporated service-learning projects into their courses and included similar writing goals. Though employing different methodologies, they saw similar outcomes. Through assessment of student reflections and discussions of course outcomes, both professors concluded that there is potential for collaborative service-learning projects between the two disciplines. This article discusses pedagogical approaches in the two courses, the theory and pedagogy on which the approaches are based, and practical ideas on how a collaborative professional writing/health studies service-learning project might be set up. Such ideas may provide a model for collaboration across disciplines.