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.
"Service Learning in the Scholarship of Teaching and Learning: Effective Practices,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 18.
Available at: https://doi.org/10.20429/ijsotl.2010.040218