ABSTRACT
Most fundamentally, faculty positioning themselves explicitly as learners in service learning requires that they have identities as learners: Faculty members must see themselves as learners and value their own learning. This chapter discusses how the academy has and might understand and investigate the nature of learning among faculty in their role as educators. It focuses on theory and research about learning that can contribute to understanding faculty as learners and co-learners in the context of service learning and community engagement, highlighting key conceptual frameworks, methods, and questions that hold potential to advance the field's ability to assess and investigate learning well beyond the usual focus on students. Faculty may learn nonhierarchical ways of relating with others in the classroom and in the community and develop their abilities to recognize and influence power dynamics in these and other settings.
