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Direct linkHarrison, Barbara; Clayton, Patti H. – Journal of Faculty Development, 2012
Requiring and fostering shifts in perspective, practice, and identity, the counter-normative pedagogy of service-learning can be challenging for faculty to learn. Meyer and Land's (2003, 2005) work on threshold concepts may enhance understanding of the troublesome yet transformative nature of learning to collaborate reciprocally with students and…
Descriptors: Service Learning, Faculty, Higher Education, Instruction
