Service-learning and community engagement has become a popular teaching strategy for many educators in the K-12 environment as well as in higher education. Faculty provide opportunities for students to connect the knowledge the students are gaining in the classroom with experience and applied knowledge in the community, with the aim of achieving enhanced learning on the part of the students. Although we know much about the learning process of students, we know less about the learning process of faculty who are adopting this teaching strategy as a new approach.
This project surveyed faculty who are at different stages in their community-based teaching practice to determine the major personal and social development that occurs as faculty engage with community partners and community issues.
This project has an initial publication:
Richard, F. D., Berkey, B., & Burk, H. M. (2022). Motivation and Orientation: Faculty Perspectives on Development and Persistence in Service Learning and Community Engagement. Journal of Community Engagement and Higher Education, 14(1), 12-23.
For further reading:
Antonio, A. L., Astin, H. S., & Cress, C. M. (2000). Community service in higher education: A look at the nation’s faculty. The Review of Higher Education, 23(4), 373-397.
Banerjee, M., & Hausafus, C. O. (2007). Faculty Use of Service-Learning: Perceptions, Motivations, and Impediments for the Human Sciences. Michigan Journal of Community Service Learning, 14(1), 32-45.
Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. . Michigan Journal of Community Service Learning, 2(2), 112-122.
Eyler, J., Giles Jr, D. E., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities.
O’Meara, K. (2008). Motivation for faculty community engagement: Learning from exemplars. Journal of Higher Education Outreach and Engagement, 12(1), 7-30.
F. Dan Richard 