1. Have your class select, organize and implement a service project that serves your local com munity. Consider collecting books, or clothing or food; consider tutoring/mentoring elementary students; consider signing up for hours to work at a local volunteer agency, perhaps agreeing to commit 10 hours per week. As the project nears completion, invite the local media to write an article about it. If they are not interested, have your students write a news release about what they have done and then research how to submit their release to the media.
    RESULTS: The community at large sees adult education students as competent adults who are involved in and giving back to their local community.
  2. Allow your students to invite guests to class once per term. The guests must be adults who are considering adult education programs and they must agree to participate fully in the class activities the day they visit. Have the class prepare a special welcome for the guests, perhaps bring food, and be prepared to tell about their own successes and trials in adult education.
    RESULTS: Candidates for adult education get a first-hand look at programs and a personal welcome.
  3. Have your students examine the different ways churches have influenced America. Some students may research math issues, such as percentages of people involved in worship over the last twenty years, numbers of churches in particular denominations and geographic loca tions, percentage of income given to churches. Other students may want to research histori cal people or events that were tied to churches, such as John F. Kennedy and Catholicism, the bombing/burning of churches, use of churches to protect immigrants, the connection between black leadership in politics and black leadership in the church. Invite several local ministers to your class to talk about how their congregations work together or independently for social justice in your community. Have students prepare questions ahead of time and prepare a reception for afterwards. Again, be sure to have students send thank-you notes.
    RESULTS: Local religious leaders are exposed to thoughtful adult education students.
  4. Have students write about their concerns about public education for their children or siblings. Help them organize their concerns by issues and then consolidate their questions into one list for each issue. Invite your local school board members or superintendent to class to hear these concerns and answer questions about them. Invite the local media. Have students prepare a reception for afterwards and write thank-you notes. If your local news does not do so, follow up with your own news release.
    RESULTS: Local school officials better understand the dual role of adult education students as both parent/voting adult and student.