Special Issue Editor’s Introduction: Implementing Service-learning into the Forensics Experience Kittie E. Grace, Hastings College

At the 2010 National Developmental Conference on Individual Events, I took part in the Forensics and Service-learning and Community panel. One of the predominate concerns that influenced the panel revolved around the unknown future of many forensics teams. With our struggling economy, higher education struggles as well. A recent College Board report found that due to our weakened economy, schools have had to increase tuition and fees considerably (The College Board, 2011). The increase is still not enough, as state funding has not increased even though enrollment has (The College Board, 2011). This fragile financial situation has many universities and colleges The cost of education overall has jumped 900 in a panic. As Khan (2011) explains, ― percent since 1978, while the total U.S. student-loan debt is nearly $1 trillion‖ (para. 17). As schools find more ways to make cuts to programs, forensics teams are increasingly threatened. Unfortunately, our current economic state mirrors what Mills, Pettus, and Dickmeyer (1993) warned over eighteen years ago, ― The idea of speech communication departments actually being targeted for elimination seems incomprehensible. However, in the era of tight budgets and a weak economy, such an occurrence is not unlikely‖ (p. 58). Current forensics programs may become targets for budget cuts as higher education looks for ways to reduce its expenses. As a result, the forensics community has started taking proactive steps to assuring our future within academia.

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As forensics coaches, we play many roles in our student‘s lives including the role of teacher, mentor, counselor, parental figure, and even life coach. So much of what we do helps prepare students for a life outside of academia. As Engleberg (1993) taught us, coaches are continually educating students outside the classroom; helping students learn how to fly on an airplane or how to eat a fancy French meal. We have the opportunity to make a difference in the lives of our students. Now if we could only show administration how much we change lives. One way to enhance administrative support for forensics programs is by implementing service-learning as a part of the educational experience. National ServiceLearning Clearinghouse (2011) defines service-learning as ― a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities‖ (para. 1). This connection between education and service represents a growing trend in academia. Administration wants to know that students will be prepared to function in a world outside the ivory tower and academically based community service can provide that possibility. The Lumana Foundation (2011) explains that before undergraduates leave college, they should be well versed in five areas of learning: broad, integrative knowledge; specialized knowledge; intellectual skills; applied learning; and civic learning. Many accrediting agencies are now looking for these five competencies to identify if an institution will remain accredited (Higher Learning Commission, 2011). Often schools fall short of the civic learning component because civic engagement is not required of many institutions.

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I argue, to enhance a program, this civic engagement should occur in the form of service-learning. Implementing service-learning into forensics programs provides another way to show administration that students are learning outside the walls of the classroom and are connecting with the community. This move to include servicelearning as a part of the collegiate forensics experience provides a noncompetitive justification for the team. We teach skills that help enhance lifelong learning. To assist forensics programs in implementing service-learning, I asked to guest edit this edition of The National Forensics Journal. I hope the four articles you read in this edition provide insight as to how our programs can benefit from service-learning. This edition includes multiple ways of using service-learning to give programs many ideas of how to get involved. Walker‘s article focuses on how to incorporate experiential-service learning into forensics programs in the form of community service, internships, and speech sources. Brossmann and Brossmann‘s give a detailed account on how debate teams can mentor and provide argumentation skills to juveniles at a correctional facility. Foote and Holm explain how events that forensics programs participate in every year can become places for service-learning. They explain how to use public speaking skills to make the showcase a place for service-learning. Finally, Wigert uses service learning as a way to reach his class and explains how important journal reflections are to enhancing learning gained from service projects. While his project focused on classroom learning, the experience can be modified to fit any forensics team. By implementing new ways of learning into our programs, we can increase the visibility of our teams, gain approval from administration. and teach students valuable 3

life skills in the process. Hinck & Hinck (1998) tried to give a call for service-learning over twelve years ago explaining how,―…forensic directors can utilize service-learning activities as a way to advance the education of students, meet department and university goals in innovative ways, and advance the image of the forensics‖ (p. 1). It is time to finally pay attention to their plea and include service-learning into our teams, providing a richer educational experience for all. References College Board (2011, October 25). New college board trends reports price of college continues to rise nationally, with dramatic difference in pricing policies from state to state. CollegeBoard Inspiring Minds. Retrieved October 26, 2011 from http://press.collegeboard.org/releases/2011/new-college-board-trends-reportsprice-college-continues-rise-nationally-dramatic-difference Engleberg, I. N. (1993). Frankfurters to forensics. Communication Education, 42, 304306. Higher Learning Commission. (2011). Criteria for accreditation. Higher Learning Commission. Retrieved Nov. 2, 2011 from http://www.ncahlc.org/Information-forInstitutions/criteria-for-accreditation.html

Hinck, E. A,. & Hinck, S.S. (1998). Service-learning and forensics. National Forensic Journal, 16, 1-26. Khan, H. (2011, October 26). Obama speeds up aid for college students: How will it help you? 4

ABC News Internet Ventures. Retrieved October 26, 2011 from http://abcnews.go.com/blogs/politics/2011/10/obama-speeds-up-aid-for-collegestudents-how-will-it-help-you/. Lumina Foundation. (2011). The Degree Qualifications Profile. Indianapolis, IN: Lumina Foundation for Education, Inc. Mills, D., Pettus, A. B., &, Dickmeyer, S. G. (1993). The role of forensics when departments and programs are targeted for elimination: Ensuring a ‗Call for Support‘ is heard, National Forensic Journal, 11, 53-58. National Service-Learning Clearinghouse. (2011). What is service-learning? ETR Associates. Retrieved May 2, 2011 from http://www.servicelearning.org/what-service-learning.

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