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Challenges in Developing Teaching Effectiveness and Scholarship through Service-Learning Projects
| Content Provider | Semantic Scholar |
|---|---|
| Author | Chen, Qi-An |
| Copyright Year | 2018 |
| Abstract | Community engagement pedagogies (also referred to as service learning) have been continuously promoted by U.S. colleges and universities to enhance student learning experiences while meeting the needs of communities. However, during the implementation of service-learning projects, the faculty or instructors teaching such courses face great challenges for achieving the project goals within the limited course timeframe as well as keeping students and communities deeply involved throughout the process. Furthermore, the faculty members, especially those who are still at the early stage of their academic careers, have difficulties in balancing their time commitment for leading service-learning projects and meeting other research and scholarship expectations. This paper investigated the problems encountered by junior faculty in teaching courses with embedded service-learning components through case studies from a green building and sustainable construction course. A focus group study was followed to obtain consensuses on this issue from a group of faculty members who were interested in service-learning activities but had similar concerns. Problems such as student motivation and skill sets, the creation of a service-learning model, sustainability of university-community partnerships, and scholarship and publication venues were identified. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://ascpro0.ascweb.org/archives/cd/2018/paper/CEGT174002018.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
