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

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.