NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1116328
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1076-0180
Faculty Use of Community-Based Learning: What Factors Really Matter?
Russell-Stamp, Melinda
Michigan Journal of Community Service Learning, v21 n2 p37-48 Spr 2015
The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at a teaching institution. Analyses of 142 respondents revealed that faculty involved in CBL perceived fewer classroom barriers than non-CBL faculty. Faculty with more CBL experience perceived more classroom benefits for CBL and reported having more administrators, colleagues, and community members that supported them compared to less experienced CBL faculty. Contingent faculty were less aware of services and resources supporting CBL than tenured/tenure track faculty.
Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A