Ed.D. Dissertations

Date of Award

Fall 11-5-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Floralba Arbelo Marrero, Ed.D.

Content Specialist

Alicia Holland, Ed.D.

Content Reader

Deborah Jones, Ed.D.

Keywords

service-learning, high impact practice, community, experience, faculty, resistance, challenges, student success

Abstract

Service-learning is a high impact practice that is considered a new pedagogical shift in higher education. Even with the evidence of the benefits of this pedagogical method, college faculty are not using service-learning in their classrooms. The purpose of this phenomenological study was to explore community college faculty experience with service-learning pedagogical practices. The research question for this qualitative study was: How do community college faculty experience service-learning pedagogical practices? The study employed a qualitative methodology with an interpretative phenomenological analysis design. The primary sources of data were semistructured interviews, follow-up surveys, and a focus group discussion from a pool of participants who have engaged in service-learning at the community college level. According to the findings of this research study, faculty reported that service-learning was beneficial in some way to student understanding, experience, and connections to the community. Faculty also experienced challenges within the service-learning implementation or utilization process. The themes that emerged from this study of faculty experience were community connections, connecting theory to practice, and challenges within the service-learning process. The results will be of interest to faculty interested in service-learning and administrators interested in improving service-learning programs and increasing service-learning participation.

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