{"title":"教师在疫情中教授或不教授服务性学习课程的原因:教师投资的作用和服务性学习未来的线索","authors":"Melissa C Garvin, Emily Elizabeth Acosta Lewis","doi":"10.18870/hlrc.v12i0.1311","DOIUrl":null,"url":null,"abstract":"Objectives: Current issues impact the number and type of service-learning courses (SLCs) offered across universities. Our research aims to address the barriers and offer solutions to implementing SLCs. Methods: Instructors (n = 117) in the California State University system, the largest in the United States, who taught SLCs in fall 2019 and spring 2020 were contacted to understand why they chose to continue, or discontinue, teaching SLCs in Fall 2020. Results: The majority of participants continued to teach an SLC. Those who had more experience teaching SLCs were more likely to continue. Additionally, female participants trended toward being more likely to consider the use of service-learning as a high-impact practice as more important in their decision to continue teaching an SLC compared to male participants. Additional results and further implications are addressed. Conclusions: While there are significant barriers to teaching SLCs in a remote environment, there are viable solutions.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reasons Faculty Teach, or Do Not Teach, Service-Learning Courses in a Pandemic: The Role of Faculty Investment and Clues for the Future of Service-Learning\",\"authors\":\"Melissa C Garvin, Emily Elizabeth Acosta Lewis\",\"doi\":\"10.18870/hlrc.v12i0.1311\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objectives: Current issues impact the number and type of service-learning courses (SLCs) offered across universities. Our research aims to address the barriers and offer solutions to implementing SLCs. Methods: Instructors (n = 117) in the California State University system, the largest in the United States, who taught SLCs in fall 2019 and spring 2020 were contacted to understand why they chose to continue, or discontinue, teaching SLCs in Fall 2020. Results: The majority of participants continued to teach an SLC. Those who had more experience teaching SLCs were more likely to continue. Additionally, female participants trended toward being more likely to consider the use of service-learning as a high-impact practice as more important in their decision to continue teaching an SLC compared to male participants. Additional results and further implications are addressed. Conclusions: While there are significant barriers to teaching SLCs in a remote environment, there are viable solutions.\",\"PeriodicalId\":37033,\"journal\":{\"name\":\"Higher Learning Research Communications\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-05-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Higher Learning Research Communications\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18870/hlrc.v12i0.1311\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Learning Research Communications","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18870/hlrc.v12i0.1311","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Reasons Faculty Teach, or Do Not Teach, Service-Learning Courses in a Pandemic: The Role of Faculty Investment and Clues for the Future of Service-Learning
Objectives: Current issues impact the number and type of service-learning courses (SLCs) offered across universities. Our research aims to address the barriers and offer solutions to implementing SLCs. Methods: Instructors (n = 117) in the California State University system, the largest in the United States, who taught SLCs in fall 2019 and spring 2020 were contacted to understand why they chose to continue, or discontinue, teaching SLCs in Fall 2020. Results: The majority of participants continued to teach an SLC. Those who had more experience teaching SLCs were more likely to continue. Additionally, female participants trended toward being more likely to consider the use of service-learning as a high-impact practice as more important in their decision to continue teaching an SLC compared to male participants. Additional results and further implications are addressed. Conclusions: While there are significant barriers to teaching SLCs in a remote environment, there are viable solutions.