Abstract
Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement.
Recommended Citation
Denham, Magdalena; Miller, Lee M.; McCauley, Joyce K.; Schieber, Danica; Morrison, Taylor L.; and Drumm, Chuck
(2024)
"This Is Why We Do It: Faculty Motivations for Embracing Community-Engaged Pedagogy,"
Journal of Community Engagement and Higher Education: Vol. 16:
Iss.
1, Article 4.
Available at:
https://scholars.indianastate.edu/jcehe/vol16/iss1/4
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons