Faculty Identity in Community-Based Learning

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 will survey 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 is planned for the 2017-2018 academic year.

 

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 Education23(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 Learning14(1), 32-45.

Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. . Michigan Journal of Community Service Learning2(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 Engagement12(1), 7-30.

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