Faculty Empowerment Through Ref1ned Service-Learning
AbstractThis study examines the experience of 10 faculty members' pre -and post- participation in a faculty development seminar on service-learning pedagogy, theory, and methodology. The seminar, "Re-Visioning Your Service-Learning Course," was developed to further knowledge of service-learning concepts and increase skills in curricular integration, reflection, community partnerships, and assessment. The voices of faculty are elucidated with regards to the extent of empowerment experienced through refined knowledge and application of service-learning. The results reveal implications for sustaining and furthering service-learning programs.
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