Exploration of University Faculty Perceptions and Experiences of Service-Learning as Engaged Scholarship of Teaching and Learning

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Published: Dec 10, 2018
DOI: https://doi.org/10.14434/josotl.v18i4.23178
Keywords:
service-learning, university faculty, scholarship of teaching and learning, pedagogy, engaged scholarship

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Irene Arellano
Texas Tech University Health Sciences Center
Stephanie J. Jones
Texas Tech University

Abstract

The purpose of this qualitative instrumental case study was to explore how faculty at a private research university utilize the service-learning pedagogy to advance their scholarship of teaching and learning. Of specific interest was what influences them to utilize the service-learning pedagogy in their scholarship of teaching and learning, and how they perceive that utilizing the service-learning pedagogy affects student learning. Boyer’s work on the scholarship of teaching and learning framed the study. The findings of this study are that the experiential components of the service-learning pedagogy are effective in connecting students to real-world problems. As part of the curriculum it engages students in deeper learning and its use changes students’ perspectives about the importance of community involvement, establishing a community consciousness to those students involved.  The study supports that the service-learning pedagogy is important to higher education faculty and has led to supporting their scholarship of teaching and learning.

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How to Cite
Arellano, I., & Jones, S. J. (2018). Exploration of University Faculty Perceptions and Experiences of Service-Learning as Engaged Scholarship of Teaching and Learning. Journal of the Scholarship of Teaching and Learning, 18(4). https://doi.org/10.14434/josotl.v18i4.23178
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Vol. 18 No. 4 (2018): Journal of the Scholarship of Teaching and Learning
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Articles
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Author Biographies

Irene Arellano, Texas Tech University Health Sciences Center

Associate Director of Degrees and Programs, Graduate School of Biomedical Sciences, Department of Public Health

Stephanie J. Jones, Texas Tech University

Associate Professor Higher Education and Associate Chairperson of Educational Psychology & Leadership, Department of Educational Psychology & Leadership

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