Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning

Autor/inn/en	Miller-Young, Janice; Dean, Yasmin; Rathburn, Melanie; Pettit, Jennifer; Underwood, Margot; Gleeson, Judy; Lexier, Roberta; Calvert, Victoria; Clayton, Patti
Titel	Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning
Quelle	In: Michigan Journal of Community Service Learning, 22 (2015) 1, S.32-47 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Service Learning; Interviews; Transcripts (Written Records); Self Evaluation (Individuals); Reflection; Faculty Development; Learning Processes; Partnerships in Education; Concept Teaching; Cooperative Learning; Transformative Learning; Inquiry; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Service-Learning; Interviewing; Interviewtechnik; Learning process; Lernprozess; Hochschulpartnerschaft; Kooperatives Lernen; Pädagogische Transformation; Ausland; Kanada
Abstract	Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn to develop courses and partnerships in counternormative ways. This article reports on an approach to investigating and generating faculty learning--in our case about the threshold concept of reciprocity--through a group self-study process that included a new-to-the-field interview method developed for Decoding the Disciplines (Pace & Middendorf, 2004) followed by individual and then group reflection. Our self-study resulted in new perspectives and new awareness related to the value of examining the concept of reciprocity and the role of group dialogue in generating learning--although the specific nature of these changes was somewhat different for each of us--and analysis shows that that the Decoding interview and the multidisciplinary nature of our group were important in developing the trust necessary for this study to generate learning. We suggest that further collaborative inquiry within and across different service-learning and community engagement contexts could yield new insights about the value of using and integrating methods from self-study and ethnography for faculty professional development and research on faculty learning and could advance our collective understanding of the dynamics of co-learning and co-generation of knowledge within but also transcending SLCE. (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01