ERIC Number: EJ1200457
Record Type: Journal
Publication Date: 2018-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1527-9316
EISSN: N/A
Exploration of University Faculty Perceptions and Experiences of Service-Learning as Engaged Scholarship of Teaching and Learning
Arellano, Irene; Jones, Stephanie J.
Journal of the Scholarship of Teaching and Learning, v18 n4 p111-129 Dec 2018
The purpose of this qualitative instrumental case study was to explore how faculty at a private research university utilize the service-learning pedagogy to advance their scholarship of teaching and learning. Of specific interest was what influences them to utilize the service-learning pedagogy in their scholarship of teaching and learning, and how they perceive that utilizing the service-learning pedagogy affects student learning. Boyer's work on the scholarship of teaching and learning framed the study. The findings of this study are that the experiential components of the service-learning pedagogy are effective in connecting students to real-world problems. As part of the curriculum it engages students in deeper learning and its use changes students' perspectives about the importance of community involvement, establishing a community consciousness to those students involved. The study supports that the service-learning pedagogy is important to higher education faculty and has led to supporting their scholarship of teaching and learning.
Descriptors: College Faculty, Teacher Attitudes, Service Learning, Teaching Methods, Private Colleges, Experiential Learning, Social Problems, College Students, Student Attitudes, Consciousness Raising, Scholarship, Instruction, Learning
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A