This Is Why We Do It: Faculty Motivations for Embracing Community-Engaged Pedagogy
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| Title: | This Is Why We Do It: Faculty Motivations for Embracing Community-Engaged Pedagogy |
|---|---|
| Language: | English |
| Authors: | Magdalena Denham, Lee M. Miller, Joyce K. Mccauley, Danica Schieber, Taylor L. Morrison, Chuck Drumm |
| Source: | Journal of Community Engagement and Higher Education. 2024 16(1):38-54. |
| 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: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Tests/Questionnaires Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Awards, Motivation Techniques, Teacher Motivation, Professional Recognition, School Community Relationship, Community Involvement, Courses, College Faculty, Data, Program Proposals, Content Analysis, Universities, Teacher Attitudes |
| Geographic Terms: | Texas |
| ISSN: | 1934-5283 |
| Abstract: | Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423338 |
| Database: | ERIC |
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