June 15, 2014
June 15, 2014
June 18, 2014
Community Engagement Division
24.1043.1 - 24.1043.13
Research Institutions’ Teaching Imperative: Rising to the Commitment of Service-Learning in Engineering Education AbstractSince the formation of Campus Compact in 1985, a number of faculty members at researchinstitutions of higher education in the United States have successfully integrated service-learningin their courses as an effective curricular strategy. While some faculty members have continuedto integrate service-learning in their teaching, others have discontinued its use. Most studies onfaculty involvement with service-learning have focused on factors that influence whether or notfaculty adopt service-learning pedagogy, and no study has investigated factors for discontinuingthe use of service-learning in engineering. As such, this inquiry examines the reasons facultydiscontinued the integration of service-learning in their courses. This research primarily focuseson engineering faculty members at research universities. A qualitative research approach is used to conduct in-depth interviews of engineeringfaculty using a protocol including predetermined and follow-up questions. The interviews wereaimed at identifying the faculty experience, and at probing the reasons for discontinuation.Preliminary findings suggestion some faculty were motivated by financial incentives, and whenthe incentive no longer existed they were not inclined to continue due to the additional workinvolved. In addition, others discontinued the use of service-learning simply because they nolonger teach the course. Finally, others discontinued service-learning due to the changes in thecourse requirements. However, a common theme that emerged among the faculty was that theyall continued to believe in the intended educational outcomes of service-learning.
Tucker, B. G., & Kazmer, D. O., & Swan, C., & Bielefeldt, A. R., & Paterson, K., & Pierrakos, O., & Rulifson, G., & Barrington, L. (2014, June), Research Institutions’ Teaching Imperative: Rising to the Commitment of Service-Learning in Engineering Education Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/22976
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