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Motivation and Persistence Factors for Higher Education Faculty Members who Collaborate with P-12 Teachers to Teach P-16 Service-Learning Courses: A Constructivist Grounded Theory
Abstract
Higher education faculty members make decisions to use experiential learning techniques such as service-learning as a method of teaching and learning. Some choose to teach P-16 (preschool through higher education) service-learning courses, which include a higher education course, P-12 (preschool through grade 12) course, and a community partner. Teaching these types of courses require additional time and energy than other pedagogical options. However, faculty members do this for a variety of reasons. Through a constructivist grounded theory approach, I gathered data from higher education faculty members who had collaborated with P-12 teachers to teach P-16 service learning courses to learn about their motivation and persistence factors. After data analysis, I concluded personal and professional values motivated these faculty members to teach this way. These values, coupled with access and environmental factors such as encouragement, were motivational for faculty members to collaborate with P-12 teachers to teach P-16 service-learning courses. These values were affirmed as a result of teaching these courses and as such influenced their persistence. The community partnerships and impact they saw as a result of teaching the P-16 service-learning course affected their persistence.
Subject Area
Educational leadership|Higher education
Recommended Citation
Dierberger, Julie L, "Motivation and Persistence Factors for Higher Education Faculty Members who Collaborate with P-12 Teachers to Teach P-16 Service-Learning Courses: A Constructivist Grounded Theory" (2021). ETD collection for University of Nebraska-Lincoln. AAI28322802.
https://digitalcommons.unl.edu/dissertations/AAI28322802