Abstract
Pre-tenure faculty integrating service-learning into their professional roles are often uncertain about its position in the faculty reward system. This study gathered data from administrators at five institutions of higher education in Indiana to learn if and how service-learning is credited toward tenure and promotion at their institutions. The results point to the need for junior faculty members and administrators to be cautious when implementing and evaluating service-learning initiatives.
Recommended Citation
Frank, Jacquelyn B.; Malaby, Mark; Bates, Laura Raidonis; Coulter-Kern, Marcie; Fraser-Burgess, Sheron; Jamison, J. R.; Prokopy, Linda Stalker; and Schaumleffel, Nathan A.
(2009)
"Serve at Your Own Risk?: Service-Learning in the Promotion and Tenure Process,"
Journal of Community Engagement and Higher Education: Vol. 1:
Iss.
2, Article 3.
Available at:
https://scholars.indianastate.edu/jcehe/vol1/iss2/3
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons