Abstract

To encourage greater adoption of a pedagogical innovation (service-learning), semesterlong faculty learning communities were established at eight institutions. These learning community experiences produced gains in participants' (N = 152) self-assessed expertise with service-learning, ability to collaborate with community partners, and appreciation for the innovation's value for students and their own professional development.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 128-153
Launched on MUSE
2012-01-26
Open Access
No
Archive Status
Archived
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