A Case Study to Explore Spirituality Among Service-learning Instructors at a Land Grant University

The purpose of this study is to explore why academic faculty opt to incorporate service-learning into their coursework for students and how individual spirituality at work contributes to SL design in experiences. A qualitative single case study design was used. Publicly available documents, syllabi, and semi-structured interviews with 20 previous and current service-learning instructors were the sources of data for this case. Among the participants, 16 identified as spiritual and eight shared that spirituality influenced their decision to use service-learning. Research Question One asked how spirituality contributed to faculty decision to pursue SL designation. Overall, while instructors identify as spiritual in motivation, they may not differ greatly on the choice to designate their course. Some cited spiritual motivation while others shared that the rigorous academic framework lends itself to effective teaching and course design. Research Question Two asked how spirituality contributed to course design and results reflect that creating SL curriculum aligns with general course design. Those who cited spiritual motivations included the following spiritual aspects infused in course design: practicality, reciprocity, empathy/compassion, helping people, and social justice. Research Question Three asked how spiritual faculty navigate their spirituality in their role in academia. Spiritual faculty reported navigation of academia as categorized into three types of values alignment: alignment, misalignment, and hacking alignment. Instructors shared methods of negative and positive coping regarding misalignment. Hacking alignment was for those who felt misaligned in the academy, but found ways to align their spirituality with their work. A discussion of the above-mentioned findings, implications for practice and recommendations for future research are provided.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctorate Degree

Grantor

University of Nevada, Reno

Year dc:date.issued

2024

Author dc:creator

• Pennell, Shawn Guard Lady

Advisor dc:contributor.advisor

• Salido-Sanchez, Jafeth

Committee members dc:contributor.committeemember

• Bennett, Jamie
• Townsend, Dianna
• Escobar, Guadalupe
• Aguirre, Matthew

• Experiential Education
• Faculty
• Service-learning
• University Faculty

Repository record dc:identifier.uri

https://scholarwolf.unr.edu/handle/11714/11014

OAI identifier oai:identifier

oai:scholarwolf.unr.edu:11714/11014