Abstract
The purpose of this phenomenological qualitative study was to examine the experiences, motivations, and perceptions of millennial generation faculty members who utilize service learning. Eight faculty members were interviewed, and the three themes evident in the findings were: (a) the role of the undergraduate experience, (b) an alignment with intrinsic motivations, and (c) the perception of organizational fit.
Recommended Citation
Lewing, James Morgan and York, Paul Eugene
(2017)
"Millennial Generation Faculty: Why They Engage in Service Learning,"
Journal of Community Engagement and Higher Education: Vol. 9:
Iss.
3, Article 3.
Available at:
https://scholars.indianastate.edu/jcehe/vol9/iss3/3
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