Riffing+on+a+theme

Download a PDF of this file **Riffing on a theme: Faculty involvement in a theme-based service-learning network ** Barbara Harrison, doctoral candidate, Brock University [barbara.a.harrison@gmail.com]


 * Keywords:** Faculty motivations, food security, Appreciative Inquiry, faculty learning, localism


 * Conference track:** Faculty


 * Format:** Research/Scholarly paper

This research paper examines an example of faculty growth and learning. It focuses on the results of a case study that sought to explore the experiences of faculty who are part of a “Food Security Research Network” at a university in Northern Ontario, Canada.
 * Summary**

This qualitative case study was framed through an Appreciative Inquiry Social Constructionist approach. The data were drawn from interviews with 18 faculty members, reports submitted by the network, and personal observation of a selection of network-related events. The research questions explored what attracts these faculty members to incorporate into their courses a themed approach to service-learning (i.e., focused on food security) and seeks to better understand the impact that service-learning has on the faculty members themselves.

In addition to outlining the model on which this network operates, this session will highlight two of the major themes from the study, namely localism and faculty learning and growth. Through the theme of localism it became apparent that faculty interest in the topic of food security, and their commitment to the sustainability of local food production, became not only an attraction to service-learning but also a means to engage in research and teaching on matters of personal and professional importance to these faculty. The study also revealed how involvement with service-learning created opportunities for faculty to learn about implementing a counter-normative pedagogy and gain new insights into their discipline and themselves. The paper will relate these findings to the extant literature on service-learning as well as highlight how this study offers new insights on both faculty work and faculty engagement in service-learning.

This study presents a unique perspective on faculty engagement in service-learning, in that the service-learning courses are all organized around a theme of food security.

Abes, E. S., Jackson, G., & Jones, S. J. (2002). Factors that motivate and deter faculty use of service-learning. //Michigan Journal of Community Service Learning, 9//(1), 5-17.
 * References**

Boyer, E. L. (1996). The scholarship of engagement. //Journal of Public Service and Outreach, 1//(1), 11-20.

Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. //Journal of Higher Education, 67//, 221-239.

O'Meara, K. (2002). Uncovering the values in faculty evaluation of service as scholarship. //The Review of Higher Education, 26//(1), 57-80.

O'Meara, K. (2008). Motivation for faculty community engagement: Learning from exemplars. //Journal of Higher Education Outreach and Engagement, 12//(1), 7-29.

O’Meara, K. (in press). Research on faculty motivations for service-learning and community engagement. In P. H. Clayton, J. A. Hatcher, & R. G. Bringle (Eds.), //Research on service learning: Conceptual frameworks and assessment//. Sterling, VA: Stylus.

O'Meara, K., & Rice, R. E. (2005). Introduction. In K. O'Meara & R. E. Rice (Eds.), //Faculty priorities reconsidered: Rewarding multiple forms of scholarship// (pp. 1-13). San Francisco, CA: Wiley.

O'Meara, K., Terosky, A. L., & Neumann, A. (2008). Faculty careers and work lives: A professional growth perspective. //ASHE Higher Education Report, 34//(3).

Stanton, T. K., Giles, D. E., Jr., & Cruz, N. I. (1999). //Service-learning: A movement's pioneers reflect on its origins, practice, and future//. San Francisco, CA: Jossey-Bass.


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