MARC 主機 00000nam a2200493Ki 4500
001 AAI10154283
005 20200612094426.5
006 m o d
007 cr mn ---uuuuu
008 200612s2016 xx sbm 000 0 eng d
020 9781369093919
035 (MiAaPQ)AAI10154283
035 (MiAaPQ)northcentral:11366
040 MiAaPQ|beng|cMiAaPQ|dNTU
100 1 Nordyke, Katherine J
245 10 Understanding Why Faculty Do Not Use Service-Learning as a
Teaching Method :|bA Case Study Analysis
264 0 |c2016
300 1 online resource (201 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
500 Source: Dissertations Abstracts International, Volume: 78-
05, Section: A
500 Publisher info.: Dissertation/Thesis
500 Advisor: Wickersham-Fish, Leah
502 Thesis (Ph.D.)--Northcentral University, 2016
504 Includes bibliographical references
520 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
533 Electronic reproduction.|bAnn Arbor, Mich. :|cProQuest,
|d2020
538 Mode of access: World Wide Web
650 4 Curriculum development
650 4 Higher education
653 Academic service-learning
653 Civic engagement
653 High-impact programs
653 Higher education
653 Instructional leadership
653 Leadership
655 7 Electronic books.|2local
690 0727
690 0745
710 2 ProQuest Information and Learning Co
710 2 Northcentral University.|bSchool of Education
773 0 |tDissertations Abstracts International|g78-05A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
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