Abstract
This study conducted inductive analyses on faculty motivations, barriers, and strategies for service-learning (SL) adoption in a major public research university in the Southeast United States. Data found faculty members with prior SL experience were often motivated by intrinsic personal values, yet external barriers need to be addressed to increase morale. An overwhelming lack of recognition and rewards was perceived, despite the institutional policy set to formally recognize SL. The policy–practice gap and issues compounding the implementation in a research institution context were highlighted. Results provide insights to better institutionalize policy and support to encourage faculty SL adoption.
Highlights
The continued integration of service-learning (SL) in higher education has led SL administrators and researchers to question what motivates or prevents faculty from adopting this engaged pedagogy, and how institutions might better support faculty and increase satisfaction for those who are in various stages of changing pedagogy
While this call for higher education to return to its civic mission is critical for supporting and advancing SL pedagogy, many questions remain about the role faculty play as catalysts for the ongoing cultural and pedagogical shift toward engagement
SL best practices encourage faculty to consider the following when designing SL courses: develop academic learning goals that are connected to and reinforced by the SL activity, establish relationships with community partners that are mutually beneficial, and integrate critical reflection throughout the course to connect the service with the learning goals
Summary
The continued integration of service-learning (SL) in higher education has led SL administrators and researchers to question what motivates or prevents faculty from adopting this engaged pedagogy, and how institutions might better support faculty and increase satisfaction for those who are in various stages of changing pedagogy. Arguments for the importance of engagement in higher education have been directed at campus leadership and have focused primarily on the benefits for institutions as a means of communicating the credibility and usefulness of universities as important institutions in civic life (Brukardt, Holland, Percy, & Zimpher, 2004; Kellogg Commission on the Future of State and Land-Grant Universities, 1999; TRUCEN: The Research University Civic Engagement Network, 2008) While this call for higher education to return to its civic mission is critical for supporting and advancing SL pedagogy, many questions remain about the role faculty play as catalysts for the ongoing cultural and pedagogical shift toward engagement. SL best practices encourage faculty to consider the following when designing SL courses: develop academic learning goals that are connected to and reinforced by the SL activity, establish relationships with community partners that are mutually beneficial, and integrate critical reflection throughout the course to connect the service with the learning goals
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