This study examined service-learning (SL) beliefs and participation among faculty in different stages of involvement to develop tailored resources and support.

This study conducted inductive analyses on faculty motivations, barriers, and strategies for service-learning (SL) adoption in a major public research university in the Southeast United States. Data found faculty members with prior SL experience were often motivated by intrinsic personal values, yet external barriers need to be addressed to increase morale. An overwhelming lack of recognition and rewards was perceived, despite the institutional policy set to formally recognize SL. The policypractice gap and issues compounding the implementation in a research institution context were highlighted. Results provide insights to better institutionalize policy and support to encourage faculty SL adoption.

This article discusses a phenomenological study that investigated the complexity of identities and experiences of 11 full-time, non-tenure-track faculty in five different career tracks engaged in servicelearning at a large public research university in the southeastern United States. The study employed interviews and focus groups from which key themes and findings emerged. Non-tenure-track faculty participants reported: feelings of uniqueness/isolation based on their roles but also enhanced flexibility to incorporate service-learning from intrinsic motivations; difficulty carrying out scholarship on servicelearning, despite an interest in doing so; lack of recognition compared to tenure-track colleagues; the acquisition of expertise around the pedagogy; and finding particular value in the support and professional development offered by the institution's service-learning office. The authors discuss the findings in the context of prior research on non-tenure-track faculty roles and settings, service-learning faculty involvement and motivation, and implications for institutional policy.