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Incorporating service-learning into traditional courses requires significant planning and in many cases restructuring. Consequently, it is imperative that service-learning instructors receive administrative support for their initiatives. In terms of training, program coordination, and funding, service-learning professors need the support of their institution to establish and sustain their programs. Ways in which institutions can support their service-learning faculty include designating a campus coordinator for student placements in community organizations (or lessening course loads for professors who coordinate these programs without assistance) and providing recognition or credit toward promotion for faculty who work in service-learning. Bringle, Robert G., Julie A. Hatcher, and Richard Games. 1997. "Engaging and Supporting Faculty in Service Learning." Journal of Public Service and Outreach, v2n1: 43-51. Levine, Myron A. 1994. "Seven Steps to Getting Faculty Involved in Service-Learning: How a Traditional Faculty Member Came to Teach a Course on 'Volunteerism, Community, and Citizenship,'" Michigan Journal of Community Service Learning, v1n1: 110-114. Serow, Robert C., Diane C. Calleson, and Lani Parker. 1996. "Institutional Support for Service-Learning." Journal of Research and Development in Education, v29n4: 220-225. Stanton, T, D. E. Giles, Jr., and N. Cruz. 1999. Service Learning: A Movement's Pioneers Reflect On Its Origins, Practice, and Future. San Francisco: Jossey-Bass. Ward, Kelly. 1996. "Service-Learning and Student Volunteerism: Reflections on Institutional Commitment." Michigan Journal of Community Service Learning, v3: 55-65. Ward, Kelly. 1998. "Addressing Academic Culture: Service Learning, Organizations, and Faculty Work," in Robert Rhoads and Jeffrey Howard, ed. Academic Service-Learning: A Pedagogy of Action and Reflection. San Francisco: Jossey-Bass, p. 73-80. |
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