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Faculty members/course instructors' incorporation of service-learning within their teaching: understanding motivating factors and perceptions of institutional support

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dc.contributor.authorBalgopal, Anita, author
dc.contributor.authorKuk, Linda, advisor
dc.contributor.authorAnderson, Sharon, committee member
dc.contributor.authorBanman, Nancy, committee member
dc.contributor.authorMiller, Lisa, committee member
dc.date.accessioned2007-01-03T06:38:51Z
dc.date.available2007-01-03T06:38:51Z
dc.date.issued2014
dc.description.abstractThis 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 members and instructors were all recognized for their achievements in incorporating a service-learning component within their course curriculum by the public engagement unit on their campus. The study employed collective case study methodology and seven faculty members/instructors participated in in-depth interviews. All seven participants identified that service-learning courses encompass three elements: (i) gaining knowledge; (ii) applying knowledge; and, (iii) reflecting on the experience. Participants were intrinsically motivated by four factors to incorporate service-learning within their curriculum: (1) student success; (2) school mission and values; (3) meeting societal needs; and, (4) self values pertaining to community engagement. And although participants recognized support by the institution, unit support for incorporating service-learning within their curriculum was lacking. Study implications identified that service-leaning instructors need to be recognized and rewarded and appropriate university resources should be allocated to support these endeavors.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierBalgopal_colostate_0053A_12158.pdf
dc.identifier.urihttp://hdl.handle.net/10217/82488
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectservice learning
dc.subjectperceptions
dc.subjectsupport
dc.subjectfaculty members
dc.subjectmotivation
dc.titleFaculty members/course instructors' incorporation of service-learning within their teaching: understanding motivating factors and perceptions of institutional support
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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