A Service-Learning Curriculum for Faculty
dc.contributor.author | Bringle, Robert G. | |
dc.contributor.author | Hatcher, Julie A. | |
dc.date.accessioned | 2014-07-02T15:46:50Z | |
dc.date.available | 2014-07-02T15:46:50Z | |
dc.date.issued | 1995 | |
dc.description.abstract | The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service- learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants. | en_US |
dc.identifier.citation | Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2(1), 112-122. | en_US |
dc.identifier.uri | https://hdl.handle.net/1805/4591 | |
dc.language.iso | en_US | en_US |
dc.subject | higher education | en_US |
dc.subject | service-learning | en_US |
dc.title | A Service-Learning Curriculum for Faculty | en_US |
dc.type | Article | en_US |