Cushman

Cushman, Ellen. "Sustainable Service Learing Programs." College Composition and Communication 54 (2002): 40-65.

Cushman argues that the best ASL programs address needs of ALL stakeholders, especially the agency. In and out model and end-of-term-research-project models leave agencies out in the cold, very often. The role of the professor is paramount: integrate teaching, research, and service and create a collaborative atmosphere of mutuality/reciprocity. Sustain attention on issues and sustain involvement at particular sites. Tells us to foreground partner needs.

"When the professor takes intellectual risks alongside students and with community partners, the professor ensures that (1) the students' and scholar's writing and thinking address community needs and writing tasks; (2) students and scholars have well-defined methodologies guiding the group inquiry and problem solving; and (3) the course materials, discussions, workshops, assignments, observations, and volunteer time are well integrated to form a unified curriculum" (44).

Welch

Welch, Nancy. "'And Now that I Know Them': Composing Mutuality in a Service Learning Course." College Composition and Communication 54 (2002): 243-263.

Welch says that writing/composing is crucial for any ASL course because the process of discovery encompasses not only intellectual discovery but also ethical-civic discovery. But further theoretical frames are necessary to push ASL students beyond default subject-object relationships ('I'm the agent helping a helpless object'). Goal: composing a subject-subject relationship. She turns to feminist object-relations theory, which "pinpoints a crucial ingredient in that relationship: the ability to recognize others as subjects whose lives both overlap and exceed one's own" (248).