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Service Learning: Teaching Students More

Matthew Albritton

We live in the age of distraction. A quick look around sitting in

While I encourage intensity of focus and personal reflection in all of

traffic seems to demonstrate that texting while driving just might be

my courses, a decade ago I began slowly changing the curriculum

standard practice. Our politicians feign outrage over every passing

in my Documentary Photography course to further advance these

issue, distracting themselvesand usfrom actually solving

ideas. As a way to engage students more deeply while exploring

even our most basic shared problems. Media outlets follow suit,

the documentary tradition, I transformed the structure of the

working themselves and their viewers into a frenzy over the latest

course to center on working directly with non-profit organizations

insignificant and momentary scandal of the moment. Small issues

in the community. This offers students the opportunity to push

are whispered into this great social echo chamber and come out as

themselves out of their comfort zones and confront some of the

untamable beasts that scratch and claw at the small spaces between

issues facing our own communities. At its best, the class leads

us until the issues become insurmountable. As educators, we face

students to examine national social issues in a very personal, local

an increasingly distracted student population who are oftentimes

manner, rather than through the great echo chamber that is much of

more interested in updating their social media sites than engaging

todays mass media. For example, a student recently worked with the

with classroom curricula or interacting with those around them.

Cincinnati Down Syndrome Association and met parents who were

Students appear helpless against the siren songs of Twitter, texting,

grappling with a positive pre-natal diagnosis and faced with the

Instagram, and Facebook, building their online connections while

choice of whether to terminate their pregnancy. In interviews and

genuine community engagement suffers. It is the age of distraction;

after an entire semester photographing the parents with their new

it is also the perfect time to be a teacher of photography.

baby, the student confronted the contentious issue of pregnancy

termination with this family in a very personal way. She was there to

In the 2001 documentary War Photographer, James Nachtwey

see the complex emotions and difficult choices behind the statistics.

submits that photography is the opposite of war and is, at least

She was there to see the raw emotion behind the pro-life vs.

in part, the solution to war. He says that while war takes humanity

pro-choice national debates. During critiques of the photographs,

away, photography has the power to see it restored. It is a bold

the rest of the class was there to discuss these issues with new

statement, but one that has fueled his desire to photograph for

insight as new challenges confronted previously entrenched beliefs.

the last thirty years. While teaching photography certainly cant

be compared to experiencing the ravages of war, engaging students

Since 2004, 163 students have taken this course in the

in photography can be thought of as the complete opposite

photography program at Northern Kentucky University (NKU) and

of distraction, and, in fact, it is a solution to distraction. Good

have worked with 132 local, national, and international organi-

pictures simply cannot be made without thoughtful consideration

zations. Students have worked with well-known organizations such

of the subject. The photography student must unplug, slow down,

as the Red Cross, the Ronald McDonald House, and Habitat for

and consider not only the world around him or her, but also what

Humanity, as well as smaller operations such as Raptors, Inc.,

is being photographed. In short, it takes genuine focus: the very

a local group that rehabilitates injured birds of prey, and Off the

opposite of distraction.

Streets, a group working to give job training to former prostitutes

44 Exposure

Student: Pam Atkinson. Organization: Cincinnati Association for the Blind, 2004

Student: Nicole Berger. Organization: St. Elizabeth Hospice, 2010

in Cincinnati. Others are well-known local institutions such as

in Cincinnati, he found that photographing neatly stacked

the Freedom Center, the Khrohn Conservatory, and, this being

vegetables at the market was not enough to engage the complex

Kentucky, a number of horse riding groups serving children with

pressures that farmers face today. He was encouraged during

mental and physical handicaps. And then each semester we have

progress critiques to focus on one farmer and tell his story. In the

the surprises: local groups that the class, even after 10 years, has

end, the project was a solid exploration of the issues involved in

never worked with such as Folkbike ReCyclery, which recycles bikes

local farming, with Findlay Market being an integral part but not

for needy kids, Shamrock Boxing Club, which works with at-risk

the only part of the story. He was able to answer my persistent

youth, and Cinderellas Closet, which works to give prom dresses

question to students in this class: Why should I care? It is their

to those in need.

job in this class to delve deeply enough into the issues to produce
thoughtful, visually aware photographs that engage the viewer on

Whatever the organization, I encourage students to photograph

a visceral level while telling the story of these organizations.

not only the inner workings and activities of the group, but also
the manifestation of the issues that the organization is attempting

As with any course, some projects and students do not connect

to address in the community. For example, when a student last

with it, and curricular mistakes occur along the way, but responses

year was working with Findlay Market, a historic farmers market

from students and organizations have been overwhelmingly

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Student: Stacey Downey. Organization: Shamrock Boxing Club, 2007

Student: Samantha Weber. Organization: North American Riding for the Handicapped, 2004

positive. In addition to coursework that explores historic and

The course begins by tracing the history of social documentary

contemporary practices in documentary photography, the

photography as well as engaging all students in a quick class

service-learning aspect of this course shakes students out of their

project with a common theme. During this time, students are

comfort zones and opens their eyes to broader social issues

given non-profit databases and resources and must find an organi-

both those affected and those working to find solutions. Through

zation to work with for the remainder of the semester. I encourage

service learning, students become a part of the solution. Their

students to find an organization that addresses a social issue that

time and their photographs are making a difference. I was shown

they are personally attached to. Their heart should be in it from the

proof of this in one of my first service-learning classes when the

beginning. Research, contact, and scheduling is all the students

Ronald McDonald House used a students entire final project for

responsibility. After the first photography project is complete and

a multi-page mailer to raise funds for the organization. Other

critiqued, I require one class day per week to be spent with their

students have excitedly shown their images at work on the organi-

respective non-profits. The other class day is spent in the classroom,

zations Facebook pages and websites. Students are energized to

delving deeper into the nature of documentary photography,

see their efforts manifest in such positive, tangible ways. In the

improving technical skills, and critiquing work in progress.

battle against student distraction and complacency, this course

has become my most effective weapon.

46 Exposure

Student: Josh White. Organization: Heart House, 2006

Student: Sean Dunn. Organization: Habitat for Humanity, 2007

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Student: Brian Burke. Organization: Project Hope: The 505 Initiative, 2013

Final projects are completed in two formats: a collection of

First, and foremost, the students win. After completion of the

prints, and a multimedia presentation. The more traditional prints

course, students are left with a greater appreciation of their

explore storytelling and sequencing in addition to the students

community, a deeper understanding of the benefits of public

point of view on the social issue that the non-profit serves. The

service, and a changed world-view. In order to create a successful

multimedia project incorporates pictures and sound in the form of

project, students must banish apathy with weekly visits to these

an automated slideshow. Incorporating interviews with individuals

organizations, seek to understand the issues involved with the

from the organization is highly encouraged. Students work with the

non-profits mission, and find ways to visually explore these issues.

directors of the organizations to determine tasks for their weekly

Even those in the class that do not fully connect with the organi-

visits, and many are asked to make specific images in addition to

zation or the project still have the experience of showing up to

their own documents of the experience. In the end, all work is

volunteer each week, a valuable exercise that disrupts complacency.

shared with the organizations to use as they see fit.

At best, students are confronted with local and national social

issues and actively engaged with the very lives of people these

In my talk on service learning through documentary photography

issues are affecting.

at the 2014 SPE National conference in Baltimore, I closed with

a slide that simply said, Win. Win. Win. Win. Everyone wins with

Conversations during critiques jump from one issue to the next and

this course.

tackle some of the deepest challenges facing our area and beyond.

48 Exposure

Student: John Richardson. Organization: Project Hope: The 505 Initiative, 2013

It was in this class where a student working with a community

hired as a specialist in environmental education at NKUs Center for

health clinic came to me with the revelation that other countries

Integrated Natural Science and Math as a direct result of her work

offer free health care for all. Issues relating to autism, circus

and connections with the Green Umbrella, a group that coordinates

performing, saving historic buildings, saving wetlands, saving stray

environmentally conscious non-profits throughout the region. Aimie

animals, boxing, breast cancer, eating locally produced foods, local

Willohite volunteered for the Greater Cincinnati Coalition for the

farming, urban farming, reusing bicycles, reusing building supplies,

Homeless during the class and currently shoots for StreetVibes, the

job training for the mentally disabled, job training for former

groups community newspaper. Brian Ambs worked with Adventures

prostitutes, writing skills for the homeless, veteran care, and slavery

for Wish Kids, a local version of the Make a Wish Foundation.

are some of the topics discussed in a typical semester. In addition,

When the group needed a photographer to produce images for

students begin to network and make community connections that

their online bachelor/bachelorette auction, they hired Brian to

help their own careers and job prospects upon graduation. Several

photograph Cincinnatis most eligible! In addition to everything

students have been hired by their organizations for various needs.

else, the course also offers lessons in networking.

As Rosemarie Santos, a recent graduate, stated in a graduation

thank-you, I really enjoyed photo-doc. The opportunity to intern

The very act of volunteering has its own rewards for students that

with a nonprofit was one of the most enjoyable experiences during

go beyond the course and beyond college. Studies have shown that

college. Not to mention the connections it made me! Rosie was

volunteering has myriad social and health benefits. I have heard

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from students over the years who have continued to volunteer long
after the course ended. I recently was contacted by the student
mentioned earlier who worked with the Cincinnati Down Syndrome
Association. In her travels since graduating in 2011, she has worked
photographing for non-profits in Ireland and Central America.
Sometimes an introduction is all that students need to begin
a life-long engagement with social issues and volunteering.
Next, the organizations win. The organizations are allowed to
share all the images that the students produce, and many make
use of the photographs for their brochures and other promotional
materials. The organizations have used student photography for
fundraising brochures, websites, volunteer directories, and public
posters, such as the final project by a student working for a
homeless shelter called Heart House. In order to raise awareness of
the plight of the homeless, the posters featured statistics relating
to homelessness in Indiana. Multimedia assignments produced by
the students have been used on the organizations Facebook pages
and screened at larger fundraising events. The organizations also
benefit from the energy and enthusiasm of young volunteers.
Third, the university wins. Service learning is at the core of the
universitys mission and is always an integral piece of the strategic
plan. Getting students involved in these organizations raises the
universitys profile and cements bonds within the community that

Student: James Geyer. Organization: Off the Streets, 2007

engender far-reaching repercussions. Last year, the entire class

worked on a program in Newport, Kentucky, called Project Hope:
The 505 Initiative. This is part of a larger push by NKU to engage
with census tract 505, an area targeted for its community need
and historic location. Photographs from this project have recently

lives. With teaching photography, it isnt about the end product

been used by NKUs Scripps Howard Center for Civic Engagement

so much as it is about the process of getting there. While not

to engage others on campus to promote service learning. The

every project or experience has been life-changing (I have seen

photographs will also be installed at a community outreach

lots of bad pictures of lots of animal shelters over the years), every

center in the area as well as in a public exhibition. In addition, the

semester has been an overall success with most students finding

photographs and multimedia projects produced in this course are

organizations that they are engaged with and class critiques that

tangible proof that the Department of Visual Arts is participating

delve into myriad social issues.

directly in the universitys core mission.

Each year I witness students transform in this class. At the start
Finally, I win. This curriculum aligns with my own moral convictions

of the semester, they are intimidated and scared of the thought

and gives me greater job satisfaction. The course challenges

of contacting an organization, much less walking in the door and

students preconceived ideas on a host of societal issues and

attempting to make pictures. As we work through the inevitable

brings them into close contact with people living in very different

setbacks and wade through the first critique of largely emotionally

circumstances than many of their own. The experience reinforces

distant pictures, we discuss strategies for success. Get closer.

the reasons I wanted to be a teacher in the first place: to change

Research more. Look at successful work. Be bold. Photograph

50 Exposure

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Student: Emily Wiethorn. Organization: Milestones Riding for the Handicapped, 2013

with authority. Slowly but surely their level of comfort increases,

Matthew Albritton majored in biology at the University of California

their pictures begin to get closer, and their edits begin to answer

at Santa Cruz. Following brief stints as a SCUBA Dive Master, English

my question, Why should I care? Our students, as plugged-in,

teacher in Japan, and elementary school physical education coach, he

techno-savvy, and constantly multitasking as they are, still yearn

attended graduate school at the University of Texas at Austin. MFA

for authenticity. They want a genuine connection. This is what

in hand, Albritton took a job teaching photography at Northern

lies at the heart of the course. Working with these non-profits,

Kentucky University where he is currently assistant professor of art

students engage with people in their community in a personal and

and photography area coordinator. Albritton began the service

authentic manner and learn the rewards of giving.

learning approach to teaching documentary photography in 2004.

Since then, 164 students have taken the course and worked with 132

In the end, the creation of this course was my solution to teaching

different non-profit organizations. albrittonm@nku.edu, www.

students more. More than f-stops and shutter speeds, more than

photomateo.com

composition and lighting, more than form and content: I want to

teach them more about the world and more about themselves.
After all, that is what photography does best.

. James Nachtwey, interview in War Photographer, directed by Christian Frei (Brooklyn,

NY: First Run Features, 2001), DVD.

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