A Systematic Literature Review on Faculty Learning in Service-Learning

Abstract

Service-learning is a pedagogical approach which makes learning more meaningful. Researchers have reported this so far taking the cases of student learning experiences and impact studies. There are also studies which analyzed the role of community and academic institutions in the success of Service-learning. Faculty being an important stakeholder, less research took place on the role of faculty. When it is targeted to undergraduate students, Service-learning courses require to be designed and delivered in a distinctive style. Undergraduate students think and learn independently compared to children under 18 years of age. There are learning theories which are applicable for faculty and students. Faculty learning is equally important to make learning more effective. Faculty becoming co-learners while teaching increases the confidence of students in the learning process. As per the literature available, faculty learning as a specific area is not given focus in the process as compared to the other areas of service-learning like models of integrating service-learning into curriculum, benefits of service-learning, complementing professional skills and improved ethics etc. Hence this study is an attempt to explore the concept of faculty learning in service-learning and report the significance of faculty learning in implementing service-learning courses to undergraduate engineering students.