Assessment of the personal and professional attributes of educators who utilize service-learning

Abstract

This institution was also eligible for inclusion in a different classification category under the procedures set forth in the Technical Notes.

Motivations for service-learning among family and consumer sciences college faculty: influence of teaching perceptions, efficacy, and practice

“…According to Patel (2004), personality characters such as efficacy are essential for the sustainability of service-learning. Efficacious educators, who believe service-learning can contribute as a pedagogy in FCS curriculum, will continue to utilize service-learning even when confronted with inevitable issues such as difficulty with logistics, budget cuts, or lack of support by administration.…”

“…A main learning objective for service-learning is for students to realize the realities (i.e., social injustices) of society. Thus, high scorers on this inventory can be interpreted as educators who believe they play a significant role in the formation of students' perception of the critical issues of contemporary society (Patel, 2004).…”

“…In a study of 128 service-learning and non service-learning faculty members in institutions of higher education in the United States, Patel (2004) found that service-learning educators were predominantly white caucasian (86%), and evenly divided by gender (48% females and 49% males). However, as is evident from Table 4.1, an overwhelming number of FCS faculty were white caucasian (90%) and women (over 80%).…”

“…They reported that48% of the teachers were from public, non land-grant institutions, 95% were employed full time, almost all were female, and more than half were married. The average age was 49 years, 78% reported having a doctorate degree, 67% were associate or full professors, 69% were tenured, with average salaries ranging from $25,000 to $30,000 Patel (2004). investigated personal and professional attributes of 126 educators in institutions of higher education that were members of the Campus Compact.…”