Faculty members/course instructors' incorporation of service-learning within their teaching: understanding motivating factors and perceptions of institutional support
This study sought to understand why a select group of faculty members and course instructors are motivated to incorporate a service-learning component within their teachings. It explored how they incorporated this teaching approach within their course curriculum and research agenda. The study also examined the participants' perception as it pertained to institutional support and resources availability when creating and maintaining service-learning courses. All participants worked at a large, Midwestern, research extensive, Land Grant institution. As an eligibility criterion, the group of faculty ...
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