Examining Faculty Motivations for Engagement in Service-Learning at a Faith-Based Institution: A Comparison of Service-Learning Faculty versus Non-Service-Learning Faculty

Abstract

Faculty in a faith-based university were examined on motivations and deterrents for engagement in service-learning. Service-learning and non-service-learning faculty were compared based on rank, gender, discipline, and denominational affiliation. Findings suggest motivations and deterrents for faculty engaging in service learning in faith-based universities are similar to those faced by faculty in non-faith-based universities. Although no specific faith-based deterrents emerged from the study, unique faith motivating factors were identified.