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• W2905269287 abstract "The purpose of this qualitative instrumental case study was to explore how faculty at a private research university utilize the service-learning pedagogy to advance their scholarship of teaching and learning. Of specific interest was what influences them to utilize the service-learning pedagogy in their scholarship of teaching and learning, and how they perceive that utilizing the service-learning pedagogy affects student learning. Boyer’s work on the scholarship of teaching and learning framed the study. The findings of this study are that the experiential components of the service-learning pedagogy are effective in connecting students to real-world problems. As part of the curriculum it engages students in deeper learning and its use changes students’ perspectives about the importance of community involvement, establishing a community consciousness to those students involved. The study supports that the service-learning pedagogy is important to higher education faculty and has led to supporting their scholarship of teaching and learning." @default.
• W2905269287 created "2018-12-22" @default.
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• W2905269287 date "2018-12-10" @default.
• W2905269287 modified "2023-10-03" @default.
• W2905269287 title "Exploration of University Faculty Perceptions and Experiences of Service-Learning as Engaged Scholarship of Teaching and Learning" @default.
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• W2905269287 doi "https://doi.org/10.14434/josotl.v18i4.23178" @default.
• W2905269287 hasPublicationYear "2018" @default.
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