Understanding Why Faculty Do Not Use Service-Learning as a Teaching Method : A Case Study Analysis
出版項
2016
說明
1 online resource (201 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 78-05, Section: A
Publisher info.: Dissertation/Thesis
Advisor: Wickersham-Fish, Leah
Thesis (Ph.D.)--Northcentral University, 2016
Includes bibliographical references
Grounded in some thirty years of scholarly research in the field of educational teaching pedagogies, the benefits of service-learning, as a teaching method, are well documented. The use of the service-learning has been shown to provide a number of positive benefits for students, universities, and communities. However, one significant problem has emerged - the percentage of faculty across higher education institutions who utilize this teaching method remains low and stagnate. As a result, opportunities for students to benefit from this type of teaching methodology are limited. So why aren’t more faculty members using the teaching method of service-learning to teach their courses? The purpose of this explanatory case study, conducted a public, four-year, university in southwest Missouri, was to understand why so few faculty, overall, do not use this high-impact teaching method. To research the study problem, a qualitative study was conducted. Data were collected from multiple sources including interviews, completion of a short questionnaire, and course syllabi. The use of multiple data collection sources were utilized to support triangulation of data. Archival records were obtained to ensure only of non-service-learning faculty from the university were randomly selected to participate. Participants for the study included twenty-four, non-service learning faculty from twelve academic disciplines in five academic colleges - (a) first-year foundations; (b) communication studies; (d) social work; (e) political science; (f) chemistry; (g) global studies; (h) business; (i) economics; (j) construction management; (k) agriculture; (l) English; and (m) criminology. As a part of the study, factors that deterred faculty from using service-learning were examined. Data collected were compiled and coded into themes to support synthesis, analysis, and triangulation of data. While it could be concluded, based on common themes derived from results of inquiry, that lack of education (knowledge) and training followed by the need for central service-learning offices were necessary to increase the number of faculty who use service-learning, further research is indicated. Recommendations for further research include replication of this study to non-service-learning faculty in other academic disciplines, and across other college and university campuses
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2020
