Is Service-Learning just busywork assigned to students so that faculty members have more free time?
On the contrary, faculty wishing to engage in Service-Learning to give themselves more free time should think again. Faculty engage in Service-Learning out of a commitment to student learning. Those who use non-lecture pedagogies already recognize that for methods such as group work, technology, and field research to be successful requires substantial effort on the part of the faculty. Quality Service-Learning is not easy; faculty who engage in it should be recognized, commended, and rewarded by the institution and their colleagues.
Related Questions
- I am so busy already! How does faculty find time to do the "extra" work necessary to design and implement service-learning experiences?
- Is Service-Learning just busywork assigned to students so that faculty members have more free time?
- Are faculty members willing to share authorship with students on publications and special projects?
