Jani, Vibhavari; Wilgers, Dustin; Gleichsner, Jean; Rude, Chyrel
EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES
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Faculty members employed at institutions of higher-learning in the United States are generally criticized for not actively engaging with the community they serve. This criticism does not take into consideration how many roles a faculty member plays including that of an educator, researcher, counselor, and adviser. These responsibilities are considered part of a faculty member’s work load based on each academic institution’s focus: May that be teaching, research and/or service activities. Since each institution’s focus varies, greater emphasis may be placed on teaching or research while service activities receive a lower priority. Given these differing priorities, the tenure and promotion guidelines at each institution can vary, and a faculty member can be evaluated differently based on their teaching, research and service loads. Thus promotion of “service-learning pedagogy” becomes difficult. Can institutional recognition and rewards promote inclusion of “service-learning pedagogy” in higher education? The purpose of this paper is to share the outcomes of a research project conducted by Kansas Campus Compact (KSCC) Faculty Fellows located at four different institutions of higher education in Kansas to understand the above question and the current situation of engaged pedagogy in Kansas. These KSCC Engaged Fellows adopted quantitative research method for this research. They started their research by conducting literature reviews(1). Based on this findings, they developed a survey instrument that was then distributed online to Kansas Campus Compact (KCC) member and nonmember institutions. The survey questions were posed to understand how their service-learning activities are promoted and supported at Kansas institutions of higher learning. The KSCC Faculty Fellows wanted to also understand if there is a clear understanding between faculty and administrators about how their institutions support promotion of service-learning, and if the faculty members are offered training about this pedagogy. The Fellows also wanted to know if faculty members are evaluated for tenure and promotion based on these activities and inclusion of service-learning pedagogy in their teaching. In this paper, authors discuss their survey results and implications for institutions wishing to enhance service-learning pedagogy among faculty.
Higher Education; Service-learning Pedagogy; Tenure Evaluation; Promotion; Scholarship of Engagement; Introduction