Sustaining Faculty Motivation in Academic Service-Learning

• In Event: Fostering Service-Learning Initiatives

Abstract

Success with Academic Service-Learning (AS-L) comes in large measure from the work of faculty dedicated to this pedagogy. The purpose of this study is to examine the motivations of faculty who have taught five or more sections of AS-L courses in order to learn how they sustain their motivation despite the challenges. Hour-long individual interviews were conducted with 10 faculty members, 7 females and 3 males. Data was analyzed according to self-efficacy theory. Faculty reflected on professional identity, deep commitment to AS-L, challenges of time obligations, and inspirations for sustaining AS-L. In learning about the self-efficacy and motivation of faculty experienced with AS-L, valuable insights were gained for helping others sustain the practice.

Authors

• Alexandra Nee Darby, Elon University

• Mary Knight-Mckenna, Elon University