Investigating faculty learning in the context of community-engaged scholarship
This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship. Implications of this study include the value-added by examining faculty learning through reflection products as well as self-report scales, the need to build faculty capacity for learning through reflection, and the proposal of new strategies for documenting faculty learning from faculty development programs.
Jameson, J. K., Clayton, P. H., Jaeger, A. J., & Bringle, R. G. (2012). Investigating faculty learning in the context of community-engaged scholarship. Michigan Journal of Community Service Learning, 18(2), 40-55. Full Text.
Assessing and Documenting Engagement
2014 Annual Membership Survey
Building Engaged Departments
Faculty Reward Structures and Engaged Sc
Community Colleges for Democracy: Aligni
Community-Engaged Learning and Teaching
Electoral Engagement in Community Colleg