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

Autor/in	Jundt, Michaelann
Titel	Committed to Connected Learning: Exploring the Experience of Graduate Students Teaching Service-Learning Courses
Quelle	(2010), (149 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Washington
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-2584-2
Schlagwörter	Hochschulschrift; Dissertation; Evidence; Undergraduate Students; Teaching Methods; Research Universities; Interests; Inquiry; Teacher Attitudes; Educational Research; Educational Administration; Higher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungseinrichtung; Bildungsinteresse; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10