Faculty perceived impacts of the support from a centralized service-learning office

Hui Xuan XU, Yin Lee Maureen CHAN

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Service learning (SL), as a form of experiential learning, is a challenging pedagogy for faculty members because they have to restructure the traditional credit-bearing courses, liaise with community agencies and NGOs, arrange service activities that help students connect service with academic content, etc., all of which are out of the “comfort zone” of traditional university teaching. This chapter will introduce the support that was provided by a central service-learning office in LU, and then outline a faculty member’s experience of how she collaborated with the office to extend the partnership with community agencies, to improve the training and preparation for students, and to enhance the prompt feedback to facilitate student learning during the period of service. This chapter will explain the importance of the support from a centralized service-learning office from faculty member’s perspective and discuss the issues in relation to the institutionalization of service learning. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
Original languageEnglish
Title of host publicationService-learning capacity enhancement in Hong Kong higher education
EditorsGrace NGAI, Daniel T.L. SHEK
Place of PublicationSingapore
PublisherSpringer
Pages35-45
ISBN (Electronic)9789811924378
ISBN (Print)9789811924361
DOIs
Publication statusPublished - 2022

Citation

Xu, H., & Chan, M. Y. L. (2022). Faculty perceived impacts of the support from a centralized service-learning office. In G. Ngai & D. T. L. Shek (Eds.), Service-learning capacity enhancement in Hong Kong higher education (pp. 35-45). Singapore: Springer.

Keywords

  • Institutionalization of service learning
  • Faculty engagement
  • Institutional support

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