Abstract
Quality service learning and community engagement (S-LCE) in higher education involves faculty and staff working alongside community members and students for mutual benefit. We investigate explanations, motivations, and intentions of faculty that contribute to the sustained commitment for S-LCE work. Researchers conducted semi-structured interviews across two institutions of higher education. Results indicate that faculty rely on motives connected to student learning and community impact and that faculty approach S-LCE from a disciplinary or social change orientation.
Recommended Citation
Richard, F. Dan; Berkey, Becca; and Burk, Heather M.
(2022)
"Motivation and Orientation: Faculty Perspectives on Development and Persistence in Service Learning and Community Engagement,"
Journal of Community Engagement and Higher Education: Vol. 14:
Iss.
1, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol14/iss1/2
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons