View in EDS PDF Full Text

Motivation and Orientation: Faculty Perspectives on Development and Persistence in Service Learning and Community Engagement

Saved in:
Bibliographic Details
Title: Motivation and Orientation: Faculty Perspectives on Development and Persistence in Service Learning and Community Engagement
Language: English
Authors: Richard, F. Dan, Berkey, Becca, Burk, Heather M.
Source: Journal of Community Engagement and Higher Education. 2022 14(1):12-23.
Availability: Journal of Community Engagement and Higher Education. Tirey Hall Room 132 A, Indiana State University, Terre Haute, IN 47809. Web site: https://discovery.indstate.edu/jcehe/index.php/joce/index
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Persistence, Service Learning, Community Involvement, College Faculty, Teacher Motivation, Professional Identity
ISSN: 1934-5283
Abstract: Quality service learning and community engagement (S-LCE) in higher education involves faculty and staff working alongside community members and students for mutual benefit. We investigate explanations, motivations, and intentions of faculty that contribute to the sustained commitment for S-LCE work. Researchers conducted semi-structured interviews across two institutions of higher education. Results indicate that faculty rely on motives connected to student learning and community impact and that faculty approach S-LCE from a disciplinary or social change orientation.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1343202
Database: ERIC
Description
Abstract:Quality service learning and community engagement (S-LCE) in higher education involves faculty and staff working alongside community members and students for mutual benefit. We investigate explanations, motivations, and intentions of faculty that contribute to the sustained commitment for S-LCE work. Researchers conducted semi-structured interviews across two institutions of higher education. Results indicate that faculty rely on motives connected to student learning and community impact and that faculty approach S-LCE from a disciplinary or social change orientation.
ISSN:1934-5283