Date of Award

Fall 11-5-2019

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Floralba Arbelo Marrero, Ed.D.

Second Advisor

Alicia Holland, Ed.D.

Third Advisor

Deborah Jones, Ed.D.


Service-learning is a high impact practice that is considered a new pedagogical shift in higher education. Even with the evidence of the benefits of this pedagogical method, college faculty are not using service-learning in their classrooms. The purpose of this phenomenological study was to explore community college faculty experience with service-learning pedagogical practices. The research question for this qualitative study was: How do community college faculty experience service-learning pedagogical practices? The study employed a qualitative methodology with an interpretative phenomenological analysis design. The primary sources of data were semistructured interviews, follow-up surveys, and a focus group discussion from a pool of participants who have engaged in service-learning at the community college level. According to the findings of this research study, faculty reported that service-learning was beneficial in some way to student understanding, experience, and connections to the community. Faculty also experienced challenges within the service-learning implementation or utilization process. The themes that emerged from this study of faculty experience were community connections, connecting theory to practice, and challenges within the service-learning process. The results will be of interest to faculty interested in service-learning and administrators interested in improving service-learning programs and increasing service-learning participation.

Included in

Education Commons