Faculty+transformation+through+SL+implementation

Download a PDF of this file ** Faculty transformation through service-learning implementation ** Shirley Theriot, Director of the Center for Community Service Learning, University of Texas at Arlington [Theriot@uta.edu]

Mary Cazzell, Assistant Professor, University of Texas at Arlington [mary.cazzell@mavs.uta.edu]

Melanie Sattler, Associate Professor, University of Texas at Arlington [msattler@uta.edu]

Joan Blakey, Assistant Professor, University of Texas at Arlington [jblakey@uta.edu]


 * Keywords:** Faculty development, transformative learning, case study, critical reflection, counternormative pedagogy


 * Conference track:** Faculty


 * Format:** Poster presentation

The purpose of this case study was to gain knowledge and understanding of the professional faculty transformations that occurred as a result of implementing service-learning. This study was grounded in transformative learning theory, in which “learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (Mezirow, 1996, p. 162).
 * Summary**

Using a case study design, three faculty members and the service-learning director at a research-intensive university explored the challenges and opportunities of moving from traditional teaching methods to implementing service-learning models. The overarching research questions in the study were:
 * What are the challenges and opportunities of implementing service-learning in a university setting?
 * How has the implementation of service-learning transformed the way faculty teach and interact with students?

This qualitative analysis involved an interdisciplinary group of faculty and a Director of Service-Learning during a two-year period. From August 2010 to the present, this research group engaged in critical reflections designed to provoke a process of questioning and self-discovery. This process involved challenging accepted norms of teaching and learning as well as self-assessment through critical questioning and reflection, which led to a deeper discovery of their own voice (Mezirow, 2002) and questions examining the significance of this counternormative pedagogy required by service-learning (Howard, 1998).

Analysis of group reflections and discussions regarding the transition from traditional teaching to implementation of service-learning uncovered three types of transformations: (1) transformation //of// student learning described as anticipatory integration to conflicts between expectation and reality; (2) transformation //in// learning about service-learning transitioning from constant search for clarification to search for relevance; and (3) transformation //by// learning about themselves as educators, moving from “me” to “we” and then to deconstruction of their professional selves.

Gilgun, J. F. (1994). A case for case studies in social work research. //Social Work, 39//(4), 371–380.
 * References**

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Howard, J. P. F. (1998). Academic service learning: A counternormative pedagogy. In R. A. Rhoads & J. P. F. Howard (Eds.), //Academic service learning: A pedagogy of action and reflection// (pp. 21-30). San Francisco, CA: Jossey-Bass.

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Mezirow, J. (1996). Contemporary paradigms of learning. //Adult Education Quarterly, 46//(3), 158–172.

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Stake, R. E. (2006). //Multiple case study analysis//. New York, NY: The Guilford Press.

Tellis, W. (1997). Introduction to case study. //The Qualitative Report//, //3//(2). Retrieved from http://www.nova.edu/ssss/QR/QR3-2/tellis1.html

Yin, R. K. (1994). Discovering the future the case study method in evaluation research. //Evaluation Practice, 15//(3), 283–90.

Yin, R. K. (2003). //Case study research: Design and methods// (3rd ed.). Thousand Oaks, CA: SAGE.

Yin, R. K. (2009). //Case study research: Design and methods// (4th ed.). Thousand Oaks, CA: SAGE.


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