Meet David Remund, Ph.D.

Name: David Remund, Ph.D.

Title: Assistant Professor of Public Relations, Drake University

What was your first experience with service-learning?
My first experience with service-learning was as a college student, more than two decades ago. We worked with community partners in three of my undergraduate courses in public relations and advertising, here at Drake.

How long have you been involved with service-learning?
I have been teaching in higher education for four years; nearly every one of my classes has involved some aspect of service-learning.

How do you incorporate service-learning into your job?
In teaching public relations, it’s important to bridge theory with practical application, or the development of tangible skills and competencies students will need to thrive professionally. Service-learning is one way in which we can help PR students gain practical knowledge and skills. Typically, I match small teams of students with community partners who need additional help with public relations. The students complete work for class credit; the community partners provide objective feedback, which I incorporate into student assessment and curriculum development.

What have been some of the most influential things you’ve come across while involved with service-learning?
Service-learning isn’t just volunteering, nor is it “free labor” for the community partner. When I engage a community partner, I make it clear that this is a partnership. In return for student ideas and input, the partner must be committed to sharing information and providing feedback.

How has your interpretation of service-learning changed since your first experience with it?
Early on, I saw service-learning as an efficient way to help students get practical experience. Since that time, I have come to realize how important service-learning can be, in terms of helping students develop a sense of citizenship and responsibility to the community. We talk candidly in class about the importance of what we are doing, with regard to community partners. It is not just a feel-good exercise–it is a meaningful contribution to the greater good of the larger community.

How do you see Drake’s service-learning program interacting with the campus and community?
The service-learning program can serve an important role, in terms of helping community partners understand and appreciate the service-learning process.

How do you hope students will get involved with the service-learning initiate on campus?
All of my students will be involved with service-learning before they graduate. It’s a requirement of our program.

Meet Emily Shields

Name: Emily Shields

Title: Executive Director, Iowa Campus Compact

What was your first experience with service-learning?
The first experience that I can really identify as service-learning was my year of AmeriCorps VISTA service. I served at Our Lady of the Lake University in San Antonio, Texas, in the Office of Service-Learning and Volunteerism building the student leadership in service program there.

How long have you been involved with service-learning?
On and off for the last 10 years.

How do you incorporate service-learning into your job?
My job is all about service-learning! As Executive Director of Iowa Campus Compact, I manage a statewide network of colleges and universities working to institutionalize service-learning and civic engagement on their campuses and beyond. I manage programming that supports student service work, provide training and professional development and a variety of other duties related to building the network and supporting the field.

What have been some of the most influential things you’ve come across while involved with service-learning?
I was impressed that the National Survey of Student Engagement classifies service-learning as a high impact practice. This means it is a powerful teaching tool that can deepen student learning and increase their connections to that learning in the real world. I have also seen the impact service can have on communities and have been impressed with the creativity and hard work of many of our students.

How has your interpretation of service-learning changed since your first experience with it?
My first experience with service-learning was more focused on a student service organization and primarily occurred outside this classroom. In this role, I have worked more with faculty and staff on integrating service-learning into academic courses and have seen the powerful impact that can have on communities and students.

How do you see Drake’s service-learning program interacting with the campus and community?
Drake University is one of the strongest and longest-serving members of Iowa Campus Compact. The program has grown over the years and is moving toward even more strategic and transformational partnerships in the community and a greater amount and quality of service opportunities for students.

How do you hope students will get involved with the service-learning initiate on campus?
I hope students will embrace service-learning in whatever form is best for them. Sometimes that means a service-learning course and in that case, I hope they will keep an open mind and open heart and consider how a service opportunity in a course may help their learning more than a textbook or other tool might. I hope they will also pursue other opportunities to be involved and take a leadership role in addressing community needs important to them. College is a time to build your civic engagement experience and and a foundation for a lifetime of community involvement and service. Take this time to explore what matters to you and get involved!