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Schulz Information Center

“Personally, service-learning allows me to maintain a network of colleagues and stay current in my field in a way that academia alone cannot provide. This allows me to bring back examples and stories to theclassroom from the conservation 'trenches'.”
—Dr. Caroline Christian, ENSP

SSU faculty member

Impact of Service-Learning on Faculty

At SSU, faculty report that Service-learning can provide students with great opportunities to explore what it means to be civicly engaged. According to the AAC&UOpens in new tab.service-learning is a high impact practice. There has been much written over the past decade about the need for institutions of higher education to take the lead in promoting values of citizenship, democracy, and civic engagement and this is reflected in SSU planning documents and efforts. SSU'sOpens in new tab.and SSU Academic Affairs'Opens in new tab.Strategic Plans include foci on community engagement and diversity. Academic Affairs also founded and supports the Center for Community Engagement (CCE) and the SSU Academic Senate created an approved definition of service-learning.

Faculty have opportunities to publish and present in service-learning that may not be available in the disciplines. The CCE sends regular email updates with these opportunities. If you do not receive them and want to, please sign upOpens in new tab.here.

Service-learning can be used as the connector between community engaged teaching, scholarship and University and community service and sometimes personal interests.

Research1 shows that faculty find that service-learning provides:

  • Increased satisfaction with quality of student learning
  • Increased commitment to research
  • Motivation to increasingly integrate service-learning more deeply into more courses
  • More lively class discussions and increased student participation
  • Increased student retention of course material
  • Increased student awareness of community and "real world" issues
  • Increase in innovative approaches to classroom instruction
  • Increased opportunities for research and publication
  • Increase in faculty awareness of community issues

1References available in the CCE Resource Library.Opens in new tab.Please contact us to arrange for a viewing.

Eyler, Janet, Dwight Giles, Christine M. Stenson and Charlene J. Gray (2001). At A Glance: What We Know about the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities, 1993-2000, Third Edition.Opens in new tab.Nashville: Vanderbilt University.

Fleischauer, J.P. & Fleischauer, J.F. (1994). College credit for community service: A "win-win" situation. Journal of Experiential Education, 17 (3), 41-44.Opens in new tab.

Kendall, J. C. and Associates (1990). Combining service and learning: A resource book for community and public service, volume 1. Raleigh, NC: National Society for Experiential Education.Opens in new tab.

Hollander, Elizabeth, John Saltmarsh, and Edward Zlotkowski (2002). “Indicators of Engagement,” in Simon, L.A., Kenny, M., Brabeck, K., & Lerner, R.M., eds. Learning to Serve: Promoting Civil Society Through Service-Learning. Norwell. MA: Kluwer Academic Publishers.Opens in new tab.

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