000			01505nam a22002417a 4500
003			ZW-GwMSU
005			20241126101215.0
008			241126b |||||||| |||| 00| 0 eng d
022			_a1052-4800
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1778 JOU
100	1		_aDarby, Alexa _eauthor
245	1	0	_aSustaining faculty motivation for academic service-learning _ccreated by Alexa Darby and Mary Knight-McKenna
264	1		_aCanada: _bMiami University, _c2016.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal on excellence in college teaching _vVolume 27, number 1 ,
520	3		_aSuccess 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.
650			_aTeacher motivation _vCollege faculty _xPrivate colleges
700	1		_aKnight-McKenna, Mary _eco-author
942			_2lcc _cJA
999			_c168393 _d168393