Abstract:Since the mid-1990s, universities and colleges have sought to institutionalize service-learning and community engagement. Along with aligning institutional roles and rewards, professional development for faculty and academic staff has been a key strategy for institutionalization. However, as Welch and Plaxton-Moore (2017) noted, professional development around community engagement is rarely guided by theory or conceptual frameworks and often lacks impact or outcome data. As a response to this critique, this pa… Show more
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