ABSTRACT
For service-learning initiatives to be successful on college campuses, there must be a shared understanding of what service-learning is and a commitment by at least some faculty to use it as a teaching methodology. Faculty are ultimately responsible for providing service-learning experiences for students, and developing and maintaining a faculty commitment to do so is an issue for many colleges and universities. Studies have looked at faculty involvement and development from two perspectives: (1) what barriers exist that keep faculty from using service-learning; and (2) what incentives could be offered to encourage faculty to develop and maintain service-learning courses? We will first examine the barriers.
