Factors That Motivate and Deter Faculty Use of Service-Learning (Survey) Factors That Motivate and Deter Faculty Use of Service-Learning (Survey)

Factors That Motivate and Deter Faculty Use of Service-Learning (Survey‪)‬

Michigan Journal of Community Service Learning 2002, Fall, 9, 1

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Description de l’éditeur

Context and Background A teaching strategy that depends on reciprocal university-community partnerships, service-learning provides an innovative pedagogical approach to realizing higher education's civic responsibilities (Bringle, Games, & Malloy, 1999; Bringle, Hatcher, & Games, 1997). Despite increased attention to its benefits, service-learning is not thoroughly integrated into the curriculum at most colleges and universities (Bringle & Hatcher, 2000; Holland, 1997). Lack of integration is often considered a result of minimal institutional commitment to service-learning (Bringle & Hatcher; Holland, 1997; Morton & Troppe, 1996), including scarce administrative support, faculty participation, and funding (Ward, 1996).

GENRE
Professionnel et technique
SORTIE
2002
22 septembre
LANGUE
EN
Anglais
LONGUEUR
34
Pages
ÉDITIONS
OCSL Press
TAILLE
224,3
Ko

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