Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/96414
DC Field | Value | Language |
---|---|---|
dc.contributor | Department of Computing | en_US |
dc.contributor | Service-Learning and Leadership Office | en_US |
dc.creator | Camus, RM | en_US |
dc.creator | Ngai, G | en_US |
dc.creator | Kwan, KP | en_US |
dc.creator | Chan, SCF | en_US |
dc.date.accessioned | 2022-12-05T05:07:35Z | - |
dc.date.available | 2022-12-05T05:07:35Z | - |
dc.identifier.issn | 1534-6102 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/96414 | - |
dc.language.iso | en | en_US |
dc.publisher | University of Georgia | en_US |
dc.rights | © Journal of Higher Education Outreach and Engagement, Volume 26, Number 2, p. 47, (2022) | en_US |
dc.rights | Copyright © 2022 by the University of Georgia. eISSN 2164-8212 | en_US |
dc.rights | Posted with permission of the publisher. | en_US |
dc.rights | The following publication updated ci: Camus, R. M., Ngai, G., Kwan, K. P., & Chan, S. C. F. (2022). Transforming Teaching: Service-Learning’s Impact on Faculty. Journal of Higher Education Outreach and Engagement 26(2): 47-63 is available at https://openjournals.libs.uga.edu/jheoe/index | en_US |
dc.subject | Service-learning | en_US |
dc.subject | Faculty | en_US |
dc.subject | Impact | en_US |
dc.subject | Faculty development | en_US |
dc.subject | University social responsibility | en_US |
dc.title | Transforming teaching : service-learning’s impact on faculty | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 47 | en_US |
dc.identifier.epage | 64 | en_US |
dc.identifier.volume | 26 | en_US |
dc.identifier.issue | 2 | en_US |
dcterms.abstract | Service-learning has become widespread in universities worldwide, implying an increased number of involved faculty. Many studies document service-learning’s impact on students, but only a handful of exploratory studies examine impact on faculty. We offer a focused investigation of positive and negative impacts of service-learning on faculty from an Asian context, based on interviews with 24 faculty members from diverse academic disciplines in a university in Hong Kong. Phenomenological methods are used to summarize the essences of firsthand experiences. Participants’ valenced views about service-learning’s impact are categorized as dominant positive, mixed, and negative stances. Service-learning contributed to faculty teaching, civic-mindedness, person/values, professional development, and research. Findings suggest that service-learning involvement can benefit more diverse faculty than previously identified. Service-learning is recommended as a strategy for faculty development, and as a means for universities to fulfill their social responsibility and contribute to sustainable development goals outlined by the United Nations. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Journal of higher education outreach and engagement, 30 June 2022, v. 26, no. 2, p. 51-64 | en_US |
dcterms.isPartOf | Journal of higher education outreach and engagement | en_US |
dcterms.issued | 2022-06-30 | - |
dc.identifier.eissn | 2164-8212 | en_US |
dc.description.validate | 202212 bcch | en_US |
dc.description.oa | Version of Record | en_US |
dc.identifier.FolderNumber | a1540-n01 | - |
dc.description.fundingSource | RGC | en_US |
dc.description.fundingSource | Others | en_US |
dc.description.fundingText | Others: the Service-Learning and Leadership Office of the Hong Kong Polytechnic University. | en_US |
dc.description.pubStatus | Published | en_US |
dc.description.oaCategory | Publisher permission | en_US |
Appears in Collections: | Journal/Magazine Article |
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File | Description | Size | Format | |
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RS2770_Book_Layout.pdf | 334.75 kB | Adobe PDF | View/Open |
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