Rewards and Costs of Faculty Involvement in Intergenerational Service-Learning

Bulot, James J.; Johnson, Christopher

doi:10.1080/03601270500494121

Cited by 16 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Due to this, the workload for SBL coordinator and instructor needs to be considered and assessed properly. Bulot and Johnson [13] estimate that workload commitments for SBL courses could require up to 10 extra hours a week.…”

Section: Teaching Workload Factorsmentioning

confidence: 99%

Teaching workload in 21st century higher education learning setting

Ujir

Salleh

Marzuki

et al. 2020

IJERE

View full text Add to dashboard Cite

A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors according to the current higher-education setting. Devising a teaching workload equation that includes all teaching and learning strategies in the 21st century higher education learning setting is needed. This is indeed a challenging task for the academic administrators to scrutinize every single parameter that accounted for teaching and learning. In this work, we have discussed the parameters which are significant in teaching workload calculation. For instance, the conventional in-person contact with the students, type of delivery, type of assessment, the preparation of materials for flipped classroom as well as MOOC, to name a few. Teaching workload also affects quality teaching and from the academic perception, the higher workload means lower-quality teaching.

show abstract

Section: Teaching Workload Factorsmentioning

confidence: 99%

Teaching workload in 21st century higher education learning setting

Ujir

Salleh

Marzuki

et al. 2020

IJERE

View full text Add to dashboard Cite

show abstract

“…Due to its diffusion in higher education, researchers have had opportunities to demonstrate that SL can be used to improve students' academic learning, civic responsibility, personal development, and attitudes toward working with individuals from diverse backgrounds and viewpoints (Conway, Amal, & Gerwein, 2009;Warren, 2012;Yorio & Ye, 2012). Such findings as well as increasing demands on universities to provide students with experiences to apply their learning in realworld settings appear to have further catalyzed SL's adoption as an instructional method (Bulot & Johnson, 2006;Butin, 2006;Heckert, 2009). However, disagreements about the role of the university and faculty regarding public service continue to intersect with the use of SL as a method to facilitate student learning (Hou & Wilder, 2015;Stanton et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Overcoming Resistance to Service-Learning’s Use in the Preparation of Teachers for Secondary Agricultural Education: A Reframing of the Method’s Diffusion Challenges

Roberts

Edwards

2020

JIAEE

View full text Add to dashboard Cite

Although service-learning (SL) has shown promise, its adoption as a method of instruction in secondary agricultural education remains tentative. As such, this philosophical investigation examined how resistance to SL might be uniquely manifested in the context of teacher preparation and the implications for agricultural education if viewed through the lens of Rogers’ (2003) diffusion of innovations theory. After synthesizing related research and theory, we argue the method of instruction’s barriers to adoption include not only a misalignment between teacher educators’ beliefs and practices, but also result from a lack of knowledge, including (a) awareness, (b) how-to, and (c) principles (Rogers, 2003). We also posit that contextual influences at three levels – personal, institutional, and societal – drive or constrain teacher educators’ knowledge of SL during the innovation-decision process. By reframing the problem in this way, implications emerge regarding the difficulties teacher educators may experience as they cross contextual borders and attempt to overcome the knowledge deficiencies likely to influence their pedagogical decision-making. In this regard, we offer an expansion to Rogers’ (2003) innovation-decision process so teacher educators can forecast, isolate, and address better the contextual challenges and knowledge-related problems likely foregrounding their resistance to adopting SL as a method of instruction. Keywords: Diffusion of Innovations theory; innovation-decision process; resistance; service learning; teacher preparation

show abstract

“…To further understand the influence faculty has on the institutionalization of SL, Driscoll (2000) proposed some broad areas for ongoing research including motivation, support required, impact of SL on faculty, reported satisfaction, and obstacles and challenge. While a few recent studies have looked at faculty motivation, satisfaction, and barriers to adoption of SL (Abes, Jackson, & Jones, 2002; Bulot & Johnson, 2006; Hammond, 1994; Hou & Wilder, 2009; Pribbenow, 2005), the faculty role in SL’s advancement is still in great need of research. Furco (2001) writes that for SL to be fully institutionalized at research universities “faculty must be made aware of how it is tied directly not only to their teaching and service activities, but also to their research.” Integrating SL into the three spheres of traditional faculty work at research institutions—teaching, research, and service (institutional and public service)—requires understanding the culture and context of a particular institution.…”

Section: Introductionmentioning

confidence: 99%

“…While a few recent studies have looked at faculty motivation, satisfaction, and barriers to adoption of SL (Abes, Jackson, & Jones, 2002;Bulot & Johnson, 2006;Hammond, 1994;Hou & Wilder, 2009;Pribbenow, 2005), the faculty role in SL's advancement is still in great need of research. Furco (2001) writes that for SL to be fully institutionalized at research universities "faculty must be made aware of how it is tied directly not only to their teaching and service activities, but also to their research."…”

Section: Introductionmentioning

confidence: 99%

Changing Pedagogy

Hou

Wilder

2015

Sage Open

View full text Add to dashboard Cite

This study conducted inductive analyses on faculty motivations, barriers, and strategies for service-learning (SL) adoption in a major public research university in the Southeast United States. Data found faculty members with prior SL experience were often motivated by intrinsic personal values, yet external barriers need to be addressed to increase morale. An overwhelming lack of recognition and rewards was perceived, despite the institutional policy set to formally recognize SL. The policypractice gap and issues compounding the implementation in a research institution context were highlighted. Results provide insights to better institutionalize policy and support to encourage faculty SL adoption.

show abstract

Rewards and Costs of Faculty Involvement in Intergenerational Service-Learning

Cited by 16 publications

References 15 publications

Teaching workload in 21<sup>st</sup> century higher education learning setting

Teaching workload in 21<sup>st</sup> century higher education learning setting

Overcoming Resistance to Service-Learning’s Use in the Preparation of Teachers for Secondary Agricultural Education: A Reframing of the Method’s Diffusion Challenges

Changing Pedagogy

Contact Info

Product

Resources

About