Abstract
Service learning has theoretical and empirical support as a pedagogy that can address the need to infuse social justice advocacy into the counselor education curriculum. Unfortunately, it is not widely utilized and there is a dearth of data shedding light on why this is. This study sought to address this by investigating how faculty level factors impact the use of service learning. The data indicates that faculty perception of the importance of professional roles, perceived teaching efficacy, and epistemic beliefs significantly predict the use of service learning. The data further indicates that faculty level factors predict attitudes towards service learning. Implications and limitations of these findings are discussed.
Recommended Citation
Dewell, John A. and Liu, Yu-Yun
(2018)
"Practicing What We Preach: Faculty Level Factors Impact on Service Learning,"
Louisiana Journal of Counseling: Vol. 25:
Iss.
1, Article 3.
Available at:
https://digitalscholar.lsuhsc.edu/ljc/vol25/iss1/3