[Download] "Characteristics of Faculty Who Adopt Community Service Learning Pedagogy." by Michigan Journal of Community Service Learning * eBook PDF Kindle ePub Free
eBook details
- Title: Characteristics of Faculty Who Adopt Community Service Learning Pedagogy.
- Author : Michigan Journal of Community Service Learning
- Release Date : January 22, 2004
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 236 KB
Description
Context and Background The origins for CSL in the United States are found early in the 20th century. Though referred to by other names such as social reconstruction, advocacy and activism, historically, students have been encouraged to identify social issues, examine and analyze them with the goal of social change (Westheimer & Kahne, 1998). Unique to CSL, of course, is the aspect of critical guided reflection--a tool for integrating classroom learning with community service learning. The recent surge of support received from colleges and universities around the country has been instrumental in linking those same universities to the communities in which they reside (Ward & Wolf-Wendel, 2000). Not only are the best practices of CSL designed to "enhance the student learning experience to create self-motivated learners who become civic participants" (Marullo & Edwards, 2000, p. 746), but ideally offer a visible response to our communities' changing economic, political, and social needs. Given this innovative and ideological vision of what CSL is designed to do, why do only some faculty take advantage of this pedagogical opportunity? Abes, Jackson, and Jones (2002) have provided CSL practitioners with a list of faculty motivators and deterrents to adopting CSL pedagogy. Identifying these determinants clarifies our understanding of the need for external support for faculty to do CSL. But what internal factors prompt faculty to engage in CSL pedagogy? Once the institutional support is provided, who chooses to "take the risk" associated with adopting the innovation? Drawing from the research literature on the diffusion and adoption of innovations, the authors explored the theoretical foundation for focusing on faculty as adopters of pedagogical innovation. Specifically, this project's purpose was to augment our understanding of faculty characteristics of those who engage in innovative pedagogy such as CSL.