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Colleges and universities that aim to sustain or expand community partnerships and institutionalize civic engagement face important faculty challenges. Faculty adoption of community-based pedagogies and research approaches, in turn, faces important practical and conceptual barriers, as engagement activi-ties appear in competition with expected teaching, research, and service roles. Semi-structured inter-views with 29 faculty members at one private liberal arts college, all of whom engaged in teaching, research, and/or service in their local community within a broadly supportive institutional environment, explored whether and how faculty achieved integration among teaching, research, and community engagement roles within local expectations for high teaching and research achievement. Findings reveal three faculty orientations toward integration of teaching, research, and community partnershipsÑan "integrated" view, an "if only..." view, and a "non-integrated" view. Faculty development strategies that seek intentional integration of these three roles may facilitate and improve faculty research and teaching and institutional impact in the community.
A theoretical model is developed for the process relatively privileged white students go through as they become more aware of their own socioeconomic and other advantages and come to terms with these within their community service learning placements. The model is supported with journal reflections from service-learners placed in inner-city homeless shelters to highlight stages of the proposed model. Resources for assisting students through the privilege awareness process and future research directions are identified.
This paper provides an example of how institutional service-learning assessment data can be used to drive organizational change. Furco's (1999) self-assessment rubric for the institutionalization of service-learning in higher education is used in modified form as the instrument through which organizational-level assessments were made. The process of organizational change over time is reported through the lens of Weick's (1995) Organizational Information Theory and specifically the double interact, comprised of act, response, and adjustment as organizational members reduce their uncertainty and make sense of organizational action and communication.
International service-learning (SL) and study abroad (SA) courses are increasingly part of university curricula. A literature review shows these two types of experiential learning share similarities that offer potential synergies for the growing numbers of both types of experiences. This possibility is explored fur-ther by analyzing results from a business school course that combined SL and SA activities. Student out-comes were measured at two points: immediately after course completion and four years later to explore how SA and SL activities contributed to content, affective, and connective learning. The results suggest that while both SL and SA activities stimulate content and affective learning, connective learning more frequently results from SL activities. The implications for practice and future research are explored.
This article illustrates the sometimes unproductive tensions between community engagement 1 goals in teaching writing and academic trends and institutional structures that influence grading practices and the language of authorship. To broaden instructors' understandings of possibilities for the relatively peaceful coexistence of individual and collaborative authorship and the always-existing pull between them, it offers an overview of authorship history. In addition, it offers directions for a productive writing and community engagement pedagogy in the form of classroom community building, assignment design, and grading practices, all of which are informed by theories of genre and discourse communities.
This article explores the relationship between service-learning and the scientifically-based research clause of the No Child Left Behind Act. It reviews the state of the service-learning literature base with regard to academic achievement, and provides specific strategies in which service-learning can be used under the guise of No Child Left Behind, including pairing service-learning with other school reform efforts and using service-learning strategically.
Engaging Departments: Moving Faculty Culture from
Private to Public, Individual to Collective Focus for the Common Good
Kevin Kecskes (Ed.)
Bolton, MA: Anker Publishing Company, 2006
Last Updated March 30, 2007
