Faculty Use of Service-Learning: Perceptions, Motivations, and Impediments for the Human Sciences.

Abstract

This study examines characteristics of human sciences/Family and Consumer Sciences (FCS) faculty who do and do not incorporate service-learning in their teaching, examines their perceptions about servicelearning as an effective teaching strategy, and identifies the factors that motivate and deter use of service-learning. Survey results from 368 human sciences/FCS faculty members in institutions of higher education across the United States perceive service-learning to be an effective tool for learning and teaching within the human sciences.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 53 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.