ORCID

0009-0006-8660-1342

Keywords

Service-Learning, Experiential Learning, Faculty Perspectives, High-Impact Practices

Abstract

In a world that often feels disconnected due to our sociopolitical climate, there is a need to create socially aware and civically engaged adults. Service-learning integrated into higher education courses can do that and more. Research indicates that both students and the community benefit significantly when students participate in effective service-learning classes. Students who take service-learning courses in college tend to exhibit higher academic achievement, enhanced social and emotional skills, and greater long-term civic engagement. Effective service-learning courses share three common elements: they foster a strong connection to course objectives, promote reciprocity for all involved, and encourage active student reflection. Despite the well documented student and community benefits, limited research has examined the barriers and affordances of teaching service-learning courses. This qualitative study explores faculty perceptions of teaching service-learning courses at a large, Research 1 public university, specifically focusing on what motivates and sustains them. Data were collected through document analysis of course syllabi and semi-structured interviews with faculty who teach designated service-learning courses. By examining instructors’ perceptions, this study identifies factors that support and constrain the implementation and sustainability of high-quality service learning. Findings offer insights for institutional leaders and practitioners seeking to better support faculty, expand service-learning course offerings, and enhance student engagement and learning.

Completion Date

2026

Semester

Summer

Committee Chair

Gill, Michele

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Learning Sciences and Educational Research

Document Type

Dissertation/Thesis

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