Stanton Timothy

Theory and Practice in Service-learning Curriculum Design Stanton Timothy

This study examines the experience of 12 postsecondary education faculty and administrators during and after a week-long faculty development seminar on service-learning pedagogy. The seminar, entitled "Connecting Service Experience with Classroom Instruction: Theory and Practice in Service-Learning Curriculum Design," was developed to stimulate faculty interest in connecting students' public service with academic study and to enable them to design courses that implement this pedagogy. Focus is on factors in the seminar participants, in the seminar, and in participants' institutions that encouraged or inhibited successful undertaking of service-learning course development in the year following the seminar. Implications for practice and research in service-learning faculty development are identified.