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This Is Why We Do It: Faculty Motivations for Embracing Community-Engaged Pedagogy

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Bibliographic Details
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
Description
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.
ISSN:1934-5283