Abstract
Service learning (SL) faculty faced substantial and unique challenges during the COVID-19 pandemic. The purpose of this study was to explore SL faculty perspectives during the crisis. Higher education faculty who taught SL designated courses during 2020/2021 identified and prioritized challenges and strategies to teaching SL courses without direct person contact. A total of 144 unique responses were collected from 16 faculty from 5 universities using the nominal group technique, a qualitative and quantitative method. Highly ranked themes included the emotional burden felt by the faculty, decreased student learning, a lack of faculty time, the need for alternative assignments, and the need for alternative forms of communication with both the community partners and students. Results captured the experience of faculty directly involved in the sudden and absolute cessation of all face-to-face service projects requiring dramatic changes to course implementation. Findings may help inform the development of SL faculty support resources during times of crisis.
Recommended Citation
Widaman, Adrianne and Tuck, Kirsten Leisses
(2025)
"Carry On: A Multi-Campus Faculty Perspective on the Barriers and Facilitators to Implementing Service Learning Curriculum During a Global Pandemic,"
Journal of Community Engagement and Higher Education: Vol. 17:
Iss.
2, Article 5.
Available at:
https://scholars.indianastate.edu/jcehe/vol17/iss2/5
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