Narrative+reflections+as+renderings+about+service+learning+-+A+Cubist+perspective

**Narrative reflections as rendering about service learning: A Cubist perspective** Chrisanne Christensen, Associate Professor of Psychology, Southern Arkansas University [cchristensen@saumag.edu]

**Keywords:** Narrative, Cubist perspective, indicators of engagement, faculty experiences

**Track:** Faculty roles and professional development

**Format:** Research paper

**Date & time:** Friday 10:50-12:00 **Location:** Salon 8

**Summary:** Because recent research reflects movement toward developing rigid typologies that overlook faculty personal reflection (Doberneck, Glass, & Schweitzer, 2010) exploration to develop an accurate portrayal of the realities for faculty practitioners is imperative. Faculty report that experiences with service learning did not fit the standardized typologies provided them. They may participate and complete service learning projects with feelings of incompetence (Carrancelas-Juncal, et. al, 2009). It is vital to understand these faculty experiences and begin a new, complete, transparent dialogue about the process of service learning.

Research about faculty experiences in service learning requires a methodology sensitive to personal narrative grounded in the idea that the researcher has had the experience being explored (Rendon, 2009). Because the researcher has the requisite personal experience and seeks to discover the illuminative experiences of faculty the processes of heuristic research (Moustakas, 1990) is an appropriate methodology. Data was collected using a 6-item structured interview schedule incorporating the ‘Indicators of Engagement’ (Hollander, Saltmarsh, & Zlotkowski, 2001) as a guide. All participants responded to open ended, reflective questions about their journey in service learning.

The integration of reflective narratives will assist in promoting an authentic dialogue about the realities of service learning practice and illuminate the flexible pathways necessary for this important work. Eliminating this reflective component from the research impersonalizes the concepts inherent in quality service learning practice, negates transparency and may inadvertently lead to the belief that this transformative experience is only applicable to students.

Data reveal that the conceptualization, practice and outcomes of service learning do not translate to structured flowcharts and a common language. Rather, the true experience of service learning is comparable to a cubist rendering with multiple viewpoints, contributors and shards of risk and reward.

**References:** Bringle, R.G., Hatcher, J.A., & Games, R. (1997). Engaging and supporting faculty in service learning. //Journal of Public Service and Outreach//, 2(I), 43-51.

Carracelas – Juncal, C., Bossaller, J., & Yaoyuneyong, G. (2009). Integrating service-learning pedagogy: A faculty reflective process //Insight: A Journal of Scholarly Teaching//. Vol. 4 (pp. 28-43).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Driscoll, A. (2000). Studying faculty and service learning: Directions for inquiry and development. //Michigan Journal of Community Service Learning//, Fall 2000, 35-41.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Eyler, J.S., Giles, D. E., Stenson, C.M., & Gray, C.J. (2003). At a glance: what we know about the effects of service-learning on college students, faculty, institutions, and communities, 1993-2000. In Campus Compact (Ed.), //Campus Compact’s Introduction to Service Learning readings and Resources for Faculty// (2nd ed., 15-19). Providence, RI: Brown University.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Hammond, C. (1994). Integrating service and academic study: Faculty motivation and satisfaction in Michigan higher education. //Michigan Journal of Community Service Learning//, I(I), 21-28.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Hollander, E., Saltmarsh,J. and Zlotkowski, E. (2001). Indicators of Engagement. In Simon, L.A., Kenny, M., Brabeck, K., & Lerner, R.M. (Eds.), //Learning to Serve: Promoting Civil Society Through Service-Learning.// Norwell. MA: Kluwer Academic Publishers.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Howard, J. (1998). Academic service learning: A counternormative pedagogy. In R.A. Rhodes & J. P. F. Howard (Eds.). //Service learning in teacher education// (pp. 220-233). Washington, DC: AACTE Publications.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Rendon, L.I. (2009) //Sentipensante (sensing/thinking) pedagogy//. Sterling, VA: Stylus Publishing.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Moustakas, C. (1990). //Heuristic Research: Design, methodology and applications.// London: Sage.

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**Brian Ó Donnchadha /Brean O Donaka/ National University of Ireland, Galway.**

 * This is a very interesting topic and I am sorry to miss the presentation. Why, in your opinion, is the reflective practice of engaged faculty apparent overlooked in the literature, and why is a forum for such reflective practice a rare thing in practice? Based on your research do you believe that engaged faculty a) want, and b) would use on a regular basis: a structured model of reflection which facilitates academics to critically reflect with their peers in a safe and nurturing environment on their civic, personal and academic development arising from the use of service-learning?**