Abstract/Details

Committed to Connected Learning: Exploring the Experience of Graduate Students Teaching Service-Learning Courses


2010 2010

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Abstract (summary)

This research explored the experience of graduate students who taught service-learning courses to undergraduate students at a large research university. The inquiry was grounded in literature about service-learning, the scholarship of engagement, and doctoral education. A qualitative study included interviews with graduate student service-learning instructors and the collection of their teaching documents, propelled by the research question: How does teaching with service-learning shape the development of a graduate student's formation as a scholar? Findings include evidence that these graduate students' teaching practices were rooted in commitment to students and their teaching philosophies were characterized by connected learning. Service-learning proved to be a context in which graduate students could continue to define themselves. These future faculty understood the constraints of the academy and their role in the hierarchy. In addition, their research and their teaching did not converge. The disconnect between their teaching and research contradicts the narrative about "engaged scholarship" as the way for faculty to extend their research interests and knowledge to the public sphere. For the educators involved in this research study, their commitment to service-learning was integral in their development as teachers, even if they did not see the concept of "engagement" as key to their scholarly work.

Indexing (details)


Subject
Higher Education Administration;
Higher education;
Service learning;
Graduate students
Classification
0446: Higher Education Administration
0745: Higher education
Identifier / keyword
Education; Doctoral study; Graduate students; Scholarship of engagement; Service learning
Title
Committed to Connected Learning: Exploring the Experience of Graduate Students Teaching Service-Learning Courses
Author
Jundt, Michaelann
Number of pages
137
Publication year
2010
Degree date
2010
School code
0250
Source
DAI-A 71/12, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124325842
Advisor
Partin, Bradley
University/institution
University of Washington
University location
United States -- Washington
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3431728
ProQuest document ID
814800710
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/814800710
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