Morehead State University
Faculty Members' Perception and Motivation for Engaging in Service Learning
Institution
Morehead State University
Faculty Advisor/ Mentor
Steve Chen; Janet McCoy
Abstract
Service-learning is a form of intentional and experiential learning that incorporates an academic focus with useful skills applied in the workforce. To promote faculty members’ engagement in service-learning, a survey was conducted at a regional public university in eastern Kentucky to examine the faculty’s perceptions and expectations toward this high impact teaching strategy. Eighty-five faculty members (31 males; 54 females) completed a self-created questionnaire (64 items) based on six existing survey-learning evaluation tools. Using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), participants were asked to rate factors related to servicelearning such as reasons for involvement, potential benefits and shortcomings of this pedagogy, and perceived support provided by the institution. A series of high Cronbach’s Alpha values (all of them > .912) represented a strong level of reliability on ratings of all Liker items. The results showed that faculty participants highly valued service-learning, since it enhanced student learning and supported community partners. This perceived benefit was also the primary factor driving the participants to be involved in service-learning. Participants also showed support in continuing or beginning a service-learning program in the near future (M = 4.05). However, concerns related to how the adoption of service-learning may impact faculty members’ performance in research and professional service areas were identified. In conclusion, it is believed that service-learning would help students build hands-on experience and networking opportunities for their future employment. Those who were satisfied with their service-learning experience (M = 3.93) tended to perceive the benefits of service-learning highly. The needs for establishing clear policies that reward and encourage faculty members’ engagement in servicelearning were further discussed.
Faculty Members' Perception and Motivation for Engaging in Service Learning
Service-learning is a form of intentional and experiential learning that incorporates an academic focus with useful skills applied in the workforce. To promote faculty members’ engagement in service-learning, a survey was conducted at a regional public university in eastern Kentucky to examine the faculty’s perceptions and expectations toward this high impact teaching strategy. Eighty-five faculty members (31 males; 54 females) completed a self-created questionnaire (64 items) based on six existing survey-learning evaluation tools. Using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), participants were asked to rate factors related to servicelearning such as reasons for involvement, potential benefits and shortcomings of this pedagogy, and perceived support provided by the institution. A series of high Cronbach’s Alpha values (all of them > .912) represented a strong level of reliability on ratings of all Liker items. The results showed that faculty participants highly valued service-learning, since it enhanced student learning and supported community partners. This perceived benefit was also the primary factor driving the participants to be involved in service-learning. Participants also showed support in continuing or beginning a service-learning program in the near future (M = 4.05). However, concerns related to how the adoption of service-learning may impact faculty members’ performance in research and professional service areas were identified. In conclusion, it is believed that service-learning would help students build hands-on experience and networking opportunities for their future employment. Those who were satisfied with their service-learning experience (M = 3.93) tended to perceive the benefits of service-learning highly. The needs for establishing clear policies that reward and encourage faculty members’ engagement in servicelearning were further discussed.