A Service-Learning Curriculum for Faculty

Conceptualization Our assumption is that a frequent and effective means to implement service-learning is to begin with presentations to faculty at the cognitive, intellectual level (i.e., abstract conceptualization). This assumption is based, in part, on the belief that the training and work of faculty predisposes them toward abstract, theoretical analyses. To the extent that this is the case, presentations based on abstract conceptualizations make sense as an initial faculty development strategy. Through one-on-one presentations, workshops, formal meetings (e.g., presentations at faculty meetings), and written information (e.g., articles, brochures, newsletters), faculty can learn about the nature of service-learning. Although many campuses have found that faculty development workshops provide a means for accomplishing the goal of increasing knowledge among faculty, there are few curricular guides for how to conduct these workshops. The remainder of this article will focus on a curriculum for faculty development 114 workshops on service-learning. The workshops we describe constitute a curriculum for faculty that could be presented during an academic year, a semester, during an intensive week of study, or as a summer seminar. We have found it beneficial to distribute readings to participants prior to each workshop. This provides a framework for the presentation, a basis for discussion and questions, and resources that can be used and shared with other faculty and agency personnel. The format of the presentations can be tailored to the preferences of the presenters. At our workshops, the number of presenters has ranged from one person to a panel of five.