Exploration of University Faculty Perceptions and Experiences of Service-Learning as Engaged Scholarship of Teaching and Learning

Irene Arellano,Stephanie J Jones

doi:10.14434/josotl.v18i4.23178

Irene Arellano, Stephanie J Jones

Open Access

https://doi.org/10.14434/josotl.v18i4.23178

Copy DOI

Abstract

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.

Highlights

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
The two main themes that emerged through the analysis of the data were that: (1) the experiential components of the service-learning pedagogy are effective in connecting students to real-world problems; and (2) service-learning as part of the curriculum engages students in deeper learning
An example of this was provided by Steve who shared that his service-learning courses enable his students and himself “to work with agencies and organizations outside the class while reaching the stated outcomes of the course,” which he said motivates him to continue to use service-learning in his courses

Summary

Introduction

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. 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. Faculty who utilize the service-learning pedagogy in their courses provide students the opportunity to be engaged in the course and in the community – both which are shown to enhance student learning It is through the service-learning pedagogy that faculty can inform their teaching practice (Cooper, 2013) by including intentional reflection that is designed to enable students to learn (Dewey, 1933; Jacoby, 2003; Jacoby & Associates, 1996). According to Cooper (2013), additional research is needed that focuses on the perceptions, attitudes, experiences, and beliefs of faculty who have embraced and value service-learning as a pedagogy, as well as why they choose to use it as a pedagogical strategy (Strait & Lima, 2009)

Objectives

Methods

Results

Discussion

Conclusion