A Case for Community Partnership and Professional Development: A Nine-Week Service-Learning Seminar for Faculty

Abstract

This paper presents a service-learning seminar for university faculty as a resource for fostering high quality collegiate service-learning courses and pedagogy. The authors frame service-learning within a sociocultural approach to learning and teaching, and discuss the challenges associated with effective service-learning pedagogy. Details of a nine-week service-learning seminar are described and voices of participants are presented to show the potential impact of service-learning pedagogy on university faculty, and perspectives on engagement with local community partners.