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This study examines the experience of 12 postsecondary education faculty and administrators during and after a week-long faculty development seminar on service-learning pedagogy. The seminar, entitled Connecting Service Experience with Classroom Instruction: Theory and Practice in Service-Learning Curriculum Design, was developed to stimulate faculty interest in connecting students public service with academic study and to enable them to design courses that implement this pedagogy. Focus is on factors in the seminar participants, in the seminar, and in participants institutions that encouraged or inhibited successful undertaking of service-learning course development in the year following the seminar. Implications for practice and research in service-learning faculty development are identified.
About the author
Timothy Stanton is founder and director emeritus of Stanford University¿s Bing Overseas Studies Program in Cape Town, South Africa. He has published numerous articles on service-learning and engaged scholarship, including a book, Service-Learning: A Movement's Pioneers Reflect on its Origins, Practice, and Future.
