Document Type

Article

Publication Date

3-2001

Volume

72

Issue

2

Publication Title

Journal of Higher Education

First Page

148

Last Page

171

Abstract

Senior faculty in a peace and justice program at a small liberal arts college reject the efforts of a student affairs professional to help the faculty connect their teaching to practice through service activities in the local community. One faculty member openly wonders how "out-of-class" activities such as community service have anything to do with interdisciplinary theories of social justice. A director of an office of community service is upset because the provost has decided to develop a Center for Community Service Learning. The director sees this as an attempt to usurp the good work of student affairs and feels that attempts to engage faculty will be difficult, if not futile. A department chair in an American Thought and Language program at a large research university asks an associate professor being considered for promotion to full professor to explain in writing to the promotion and tenure committee the relevance of his research on service learning. Both the chair and the committee are apprehensive about service learning as a legitimate area of scholarly inquiry. And finally, a local social service agency in a university town has had its till of student volunteers after repeatedly receiving complaints from clients about patronizing attitudes expressed by the students.

Comments

Copyright © 2001 by The Ohio State University

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