Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach With Service Learning

In 2004 the American Association of Community Colleges (AACC) supported a study to identify factors that motivate faculty to include service learning in their courses. Exploring the motivational factors of faculty enhances the understanding of the academic profession by clarifying the reasons why faculty change their teaching to include service learning in their courses. This study provides data and statistics regarding the motivational factors behind faculty who adopt the service learning pedagogy. Additionally this paper provides some brief program and policy recommendations and some personal reflections of faculty. (HM)