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ERIC Number: ED493949
Record Type: Non-Journal
Publication Date: 2005
Pages: 12
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: N/A
Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach with Service Learning. AACC-RB-05-3
Garcia, Rudy M.; Robinson, Gail
American Association of Community Colleges
This article summarizes the findings and implications of a study of 200 faculty at twenty community colleges. It provides data regarding the motivational factors behind faculty who adopt the service learning pedagogy. In 2004, the American Association of Community Colleges (AACC) supported a study to identify factors that motivate faculty to include service-learning in their courses. The results of the study showed that a service-learning coordinator or director is the primary individual who motivated faculty to include service-learning in their courses. The primary reward that motivated faculty to include service-learning in their courses was the knowledge that it creates civic responsibility opportunities for students. The primary outcome that motivated faculty was improved learning of core competencies. A list of Web resources is also included. (Contains 1 table and 4 figures.)
American Association of Community Colleges. One Dupont Circle NW Suite 410, Washington, DC 20036. Tel: 202-728-0200; Fax: 202-833-2467; Web site: http://www.aacc.nche.edu
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Corporation for National and Community Service, Washington, DC.
Authoring Institution: American Association of Community Colleges, Washington, DC.