Transformation of, in, and by Learning in a Service-Learning Faculty Fellows Program

Abstract

Transformative learning is the most desired core outcome in adult education. The qualitative study examined critical reflections for professional transformation related to development and implementation of service-learning courses or projects from four university faculty members during enrollment in a Service-Learning Faculty Fellows program and post-service-learning implementation. Reflective questions related to faculty perceptions of student learning, service-learning as pedagogy, and their own learning—transformation of, in, and by learning, respectively. Content analyses of faculty reflections resulted in three categories of transformation based on three pre-service-learning and three post-service-learning descriptive themes: (1) transformation of student learning from anticipatory integration to conflicts between expectation and reality; (2) transformation in learning about service-learning transitioned from constant search for clarification to searching for relevance in service-learning; and (3) transformation by learning about themselves as educators was described initially as a move from “me” to “we” and afterward to a deconstruction of their professional selves. Critical self-reflection and mentoring throughout the Faculty Fellows program and after at least one service-learning course or project are important elements toward the success of faculty who choose to engage in service-learning.