ABSTRACT
Fundamentally, advocates of any particular innovative approach to instruction are strongly motivated by the potential of that pedagogy to promote more extensive or deeper student learning of content in comparison with more traditional pedagogical approaches. This chapter focuses on theories that undergird the work of faculty development, assessment of the impact of faculty development, and suggestions for how service learning professionals might assess faculty development activities through investigating outcomes of various constituencies. Although faculty development as an activity has likely existed as long as institutions of higher education have, its status as an organized professional network across campuses is less than 50 years old. The criteria used for faculty development impact studies are somewhat different from those used in service learning. The service learning literature that addresses faculty development contains a few important studies about faculty motivation to engage in service learning and some studies of faculty development interventions.
