At IU Indianapolis, āscholarship in practiceā is about connecting knowledge to action. Faculty and students work side by side with community partners to create meaningful change, turning classroom learning into real-world impact.
At IU Indianapolis, āscholarship in practiceā is about connecting knowledge to action. Faculty and students work side by side with community partners to create meaningful change, turning classroom learning into real-world impact. Through service learning and community-engaged projects, Trevor Potts, lecturer in communication studies and director of civic engagement, is challenging students to apply their talents and passion in ways that strengthen neighborhoods, support nonprofits, and shape their own personal and professional growth. Potts shared his perspective on creating meaningful service-learning opportunities for students in a recent interview.
Q: In your courses and programs, what does āscholarship in practiceā mean to you?
We use a phrase in our program, āSociety As Text,ā which for me as an educator essentially means asking students, āWhat will your voice be?ā and āHow can we apply our voices, talents, skills, and passions toward substantive and transformational community impact?ā That is the heart of my role at IU Indianapolis, building connections and opening pathways toward real-world change.
Q: Briefly describe a specific course, program, or partnership where you put scholarship into action. What need did it address?
Currently I am integrating service-learning opportunities into two separate courses. The first is R320 Public Communication where students select an area nonprofit and, through volunteering and sustained engagement over the semester, create unique media artifacts such as documentaries, podcasts, and applied theater projects. These pieces aim to amplify the mission and reach of the organizations they serve. In another course, M150 Media, Culture and Society, first-year students are engaging with service learning in ways that encourage global dialogue. We are proud of their efforts so far and look forward to a public presentation with community partners at the end of the semester.
Q: What evidence do you look at to understand impact on students and the community? Any recent observations?
Each semester brings its own challenges and opportunities, but my focus is always on the transformation of students, of community partners, of those served, and of myself as an educator. Volunteering alone may only create a transactional impact, so our goal is sustained effort and dialogue. When transparency and collaboration are present before, during, and after projects, we see the most powerful transformation happen.
Q: Can you share a moment of iteration or something you refined based on assessment or student feedback?
Early this semester some first-year students found the idea of global engagement difficult to connect with in a practical way. In response, we partnered with local and regional nonprofits that serve as branches of global organizations. This adjustment has made it easier for students to take part in meaningful volunteer opportunities that feel accessible and still contribute to a larger global impact.
Q: How do you scaffold high impact practices for students with varied experiences?
Many of our students juggle jobs or family responsibilities alongside their education, so it is essential to be realistic about their time and capacity while maintaining strong, dependable commitments to our community partners. Creating opportunities to meet students where they are is key.
Q: What advice would you offer to colleagues who want to translate their scholarly interests into applied community engaged experiences?
It is not always easy, but it is absolutely worth it when students see the real-world effect of their efforts and understand how their education can serve others. Students want to make a difference in transformational ways and to see the immediate application of what they are learning.
Q: What is next? Any upcoming projects or collaborations you are excited about?
I hope to continue learning from and collaborating with colleagues in the Institute for Engaged Learning who have been inspiring since day one. I am working with the Civic Engagement Internship Program which funds dedicated students pursuing community impact. Currently I mentor two students who are helping us measure the qualitative outcomes of civic engagement for both students and community partners. These efforts also allow us to grow partnerships with organizations like Coburn Place, The Julian Center, and Eskenazi Center of Hope. Expanding these opportunities is deeply fulfilling and continues to show the power of studentsā leadership and service in our community.
