dc.contributor.author | Blakey, Joan M. | |
dc.contributor.author | Theriot, Shirley | |
dc.contributor.author | Cazzell, Mary | |
dc.contributor.author | Sattler, Melanie L. | |
dc.date.accessioned | 2016-12-13T02:22:50Z | |
dc.date.available | 2016-12-13T02:22:50Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Published in the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE) 3(1), 2015. | en_US |
dc.identifier.issn | 2374-9466 | |
dc.identifier.uri | http://hdl.handle.net/10106/26310 | |
dc.description.abstract | Service-learning benefits students, communities, institutions of higher learning, and faculty. Most studies
have focused on the impact of service-learning on students; however, there is a dearth of mixed-methods
research examining faculty use of service-learning. Using a two-phase, exploratory, mixed-methods
design, the purpose of this study was to understand the factors that influenced 24 faculty fellows’
engagement with service-learning. The qualitative component examined four faculty’s in-depth
experiences with service-learning to understand the meaning they assigned to those experiences and to
identify key themes that affected engagement. The quantitative phase of the study explored the extent to
which 20 additional faculty fellows’ service-learning experiences matched those of the four faculty
fellows involved in the qualitative phase. Rigorous qualitative analysis revealed five themes: educational
transformation for faculty and students, personal transformation for faculty and students, emotional
investment, tenure concerns, and time commitments. Descriptive statistical analyses revealed that 90% of
respondents agreed that implementing service-learning made them better and more meaningful teachers
and challengers of traditional modes of education, and caused them to evaluate what it meant to be a good
teacher. Eighty-five percent of faculty agreed that service-learning provides students with “real world”
application and that they were learning alongside students. There were some differences among faculty
with regard to emotional investment, tenure concerns, and time commitment. Service-learning is one of
the most valuable tools faculty can use to create an active, engaged learning environment. Overall, faculty
believed that service-learning was worth the effort. | |
dc.language.iso | en_US | en_US |
dc.publisher | International Association for Research on Service-Learning and Community Engagement (IARSLCE) | en_US |
dc.subject | Service-learning -- Faculty experiences | en_US |
dc.subject | Service-learning -- statistical analysis | en_US |
dc.subject | Qualitative analysis | en_US |
dc.subject | Statistical analyses -- descriptive | en_US |
dc.title | Is Service-Learning Worth It?: A Mixed-Methods Study of Faculty’s Service-Learning Experiences | en_US |
dc.type | Article | en_US |
dc.publisher.department | Department of Civil Engineering, the University of Texas at Arlington | en_US |
dc.identifier.externalLink | http://journals.sfu.ca/iarslce/index.php/journal/article/view/113 | |
dc.identifier.externalLinkDescription | The original publication is available at the journal homepage | en_US |