Ontology type: schema:Chapter
2014
AUTHORS ABSTRACTOne of the main challenges facing community colleges in creating and sustaining service-learning curricula and programs is their growing reliance on part-time non-tenure-track faculty. Although research suggests there is strong interest among non-tenure-track faculty in civic engagement and utilizing service-learning in their courses, these faculty members often face obstacles that limit their involvement (Garcia and Robinson 2005; Antonio, Astin, and Cress 2000). Studies have demonstrated how the working conditions of part-time faculty constrain their ability to provide a high-quality learning environment for their students, including their utilization of high-impact practices, teaching strategies, and pedagogies such as service-learning (Baldwin and Wawrzynski 2011; Umbach 2007). In addition to receiving inequitable compensation and benefits, they are often hired at the last minute and given little time to prepare for teaching their courses, lack opportunities for professional development, and may not have access to materials, support personnel, office space, or email addresses to help them fulfill their duties for instruction effectively. They may also be excluded from departmental faculty meetings or from making contributions to curriculum design. These are only a few factors that constrain the work of non-tenure-track faculty. While much has been written about part-time faculty over the last several years, only a few publications such as the American Association of Community Colleges’ Creating a Climate for Service Learning Success (Jeandron and Robinson 2010) and Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach with Service Learning (Garcia and Robinson 2005) have called attention to positive steps that can be taken to help them to utilize high-impact practices, effective teaching strategies, or pedagogies such as service-learning in a better manner. More... »
PAGES241-256
Service-Learning at the American Community College
ISBN
978-1-349-47234-5
978-1-137-35573-7
http://scigraph.springernature.com/pub.10.1057/9781137355737_17
DOIhttp://dx.doi.org/10.1057/9781137355737_17
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