Assessing Students in Academic Service-Learning: Faculty Experiences and Challenges

Camus, Rina Marie; Ngai, Grace; Kwan, Kam‐por; Shek, Daniel T. L.

doi:10.1007/978-981-19-2437-8_4

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…According to Camus at all, service-learning experience of faculty helped in professional development (Camus et al, 2022). Different faculty members come together to offer community engagement courses during pandemic (Sylvan & Becker, 2022).…”

Section: B Professional Growthmentioning

confidence: 99%

“…Faculty engaged in servicelearning efforts are one of the most important stakeholders who could influence the success or failure of the initiatives . However, faculty can find it discouraging to engage in service-learning as it has been known to significantly increase their responsibilities and workload (Camus et al, 2022). It is therefore essential that the faculty engaged in service-learning are highly motivated and committed to both the community impact and students' learning.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Motivational Factors for Faculty Engagement in Service-Learning Courses: Perspectives from Indian Undergraduate Engineering

Bandi,

Joshi,

Shettar

et al. 2024

Research in Engineering Education Symposium

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ContextService-learning is a teaching and learning strategy which integrates academic learning with meaningful community engagement and helps in an increased sense of civic responsibility (Oakes, 2014). Most research on service-learning so far have focused on the impact of service-learning on student learning, community benefits and institutional development and there is little literature available on the role of faculty in service-learning (S. R. Bandi et al., 2023). The article will investigate the motivational factors for engineering faculty in India to engage in service-learning programs. PurposeThere have been increasing calls on the wider adoption of servicelearning in undergraduate engineering in India, as it helps engineering students achieve graduate attributes as recommended by international accreditation agencies (Kandakatla et al., 2023). However, for engineering institutions to adopt service-learning, it is critical for to get the faculty engaged as they are one of the key stakeholders who will lead the design and implementation of these programs The study attempts to answer the research question -"What are the factors that influence faculty engagement in service-learning?" with a goal to understand how engineering faculty be motivated to engage in servicelearning programs in India. ApproachQualitative approach is chosen as the methodology for the study as we intend to investigate the experiences of engineering faculty which will reveal their motivational factors to engage in service-learning programs (Michael Quinn Patton, 2002). Data is collected from faculty at an engineering institution in South of India which has systematically integrated service-learning into their curriculum. Semi structured interviews were used to collect the data and we employed thematic analysis for data analysis to get an in-depth exploration of the faculty perspectives. OutcomesThe pilot study revealed primary insights on the impact of servicelearning courses on faculty learning in undergraduate engineering-education. Demographic background of faculty, peer support and institutional encouragement are the motivational factors for faculty members to be part of service-learning facilitation. The results will include a detailed thematic analysis and discussion on the motivational factors for faculty in service-learning. ConclusionsIndia announced the National Education Policy (NEP) in 2020 and service-learning has been one of the most relevant pedagogies to achieve the vision laid out in the policy (S. Dustker et al., 2023). Findings from the study will enable engineering education leaders to gain insights on how build capacity to enhance faculty skills in servicelearning, make available required for effective planning and implementation, and provide incentives to motivate and encourage engineering faculty to engage in service-learning.

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Section: B Professional Growthmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring Motivational Factors for Faculty Engagement in Service-Learning Courses: Perspectives from Indian Undergraduate Engineering

Bandi,

Joshi,

Shettar

et al. 2024

Research in Engineering Education Symposium

View full text Add to dashboard Cite

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How Hong Kong University Teachers Assess Students in Service-Learning: An Exploratory Study

Ngai

Lau

Kwan

et al. 2022

Quality of Life in Asia

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Promoting Diversity and Inclusivity Through Service Learning in Higher Education

Singha

2024

Applications of Service Learning in Higher Education

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This chapter explores the profound impact of service learning on Higher Education, focusing on its capacity to foster inclusive and diverse environments. Forming the basis of theoretical frameworks such as critical pedagogy and transformative learning, service learning provokes significant changes in students' perspectives. This chapter examines faculty development, curriculum integration, and assessment in depth, highlighting the mutually beneficial nature of community partnerships. Emerging trends, such as integrating technology and adopting global perspectives, highlight the dynamic nature of service learning. By combining academic knowledge with practical experiences, service learning influences the trajectory of higher education by promoting intellectual development, nurturing social responsibility, encouraging diversity, and encouraging global engagement.

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Assessing Students in Academic Service-Learning: Faculty Experiences and Challenges

Cited by 3 publications

References 29 publications

Exploring Motivational Factors for Faculty Engagement in Service-Learning Courses: Perspectives from Indian Undergraduate Engineering

Exploring Motivational Factors for Faculty Engagement in Service-Learning Courses: Perspectives from Indian Undergraduate Engineering

How Hong Kong University Teachers Assess Students in Service-Learning: An Exploratory Study

Promoting Diversity and Inclusivity Through Service Learning in Higher Education

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