Cultivating Community-Engaged Faculty: The Institution's Role in Individual Journeys (original) (raw)
Campus-community partnerships are increasingly recognized as important parts of curricula and have become central to the missions of many colleges. Yet while the notion of service is becoming more prominent at the institutional level, the number of faculty who are actually teaching community-engaged courses is alarmingly low. This paper addresses the problem of inadequate faculty participation in campus-community partnerships through the case study analysis of the pathways that brought six faculty members from different backgrounds and disciplines into the world of the engaged classroom. From the stories of individual faculty members, a model of involvement emerged that illustrates a common process by which faculty came to participate. The analysis revealed the important role that institutional practices, culture, and structure played in the faculty members' decision to teach community-engaged courses. The paper concludes with a discussion of these important institutional factors.
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