Faculty in Service-Learning: A Typology

The author suggests a typology for faculty involvement with service-learning using two dimensions: ideological commitment and institutional motivation. Faculty are characterized as committed and motivated (social change-agents); uncommitted but institutionally motivated (engaged teachers); committed but institutionally unmotivated (private change agents); and neither committed nor motivated (not-at-alls). This typology describes, in part, the development of the service-learning movement in the academy and helps to understand ways to recruit, motivate, and reward faculty for their involvement in service-learning. (Author)