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Sustaining faculty motivation for academic service-learning created by Alexa Darby and Mary Knight-McKenna

By: Contributor(s): Material type: TextTextSeries: Journal on excellence in college teaching ; Volume 27, number 1 ,Canada: Miami University, 2016Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 1052-4800
Subject(s): LOC classification:
  • LB1778 JOU
Abstract: Success in academic service-learning (AS-L) comes in large measure from the work of faculty dedicated to this pedagogy. The purpose of this study was to examine how faculty who have taught nine or more sections of AS-L courses sustain their motivation despite the pedagogy's inherent challenges. Individual interviews were conducted with 10 faculty members, all of whom sustained a high level of motivation for AS-L by maintaining an enduring belief in the potential of the pedagogy and by enhancing their self-efficacy. Faculty increased their self-efficacy by gaining knowledge about AS-L, experiencing success with this approach, and understanding the persistent challenges of AS-L.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB1778 JOU (Browse shelf(Opens below)) Vol. 27, no.1 (pages179-193) Not for loan For in house use only

Success in academic service-learning (AS-L) comes in large measure from the work of faculty dedicated to this pedagogy. The purpose of this study was to examine how faculty who have taught nine or more sections of AS-L courses sustain their motivation despite the pedagogy's inherent challenges. Individual interviews were conducted with 10 faculty members, all of whom sustained a high level of motivation for AS-L by maintaining an enduring belief in the potential of the pedagogy and by enhancing their self-efficacy. Faculty increased their self-efficacy by gaining knowledge about AS-L, experiencing success with this approach, and understanding the persistent challenges of AS-L.

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