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Abstract

This paper examines faculty application of service learning to pedagogical scholarship in higher-education institutions. It addresses the need for evidence of teaching effectiveness as reflected in learning outcomes systematically investigated and documented. The paper is based on a qualitative content analysis of peer-reviewed journal articles focusing on service learning in the scholarship of teaching and learning (SoTL). The analysis revealed four underlying themes: real-world application, collaboration and interaction, meaning making through reflection, and enhancement of course content. Effective practices are highlighted and suggestions for promoting SoTL are offered.

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