Business and Professional Communication Quarterly Jun 2014

Student and Faculty Perspectives on Motivation to Collaborate in a Service-Learning Course

Rebecca Pope-Ruark Elon University ; Paige Ransbury Elon University ; Mia Brady John Wiley & Sons (United States) ; Rachel Fishman Elon University

Abstract

This case study, an example of scholarship of teaching and learning (SoTL) research, explores student motivations to collaborate with both peer teams and community partners in a service-learning course. Written by one instructor and three undergraduates, the article draws on personal narratives, student reflections, and a postcourse student survey. Our experiences and findings suggest that in courses like these positive extrinsic factors motivate students to collaborate in ways that the extrinsic motivators in typical assignments do not, helping to foster trust and shared goals. We also share our work as an example of how to include student voices in SoTL work.

Journal
Business and Professional Communication Quarterly
Published
2014-06-01
DOI
10.1177/2329490614530463
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Open Access
Closed
Topics
service learning teacher development qualitative research
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Citation Context

Cited by in this index (3)

  1. Mussack et al. (2024)
    Collaboration as a Shared Value: Instructor and Student Perceptions of Collabor…
    Communication Design Quarterly
  2. Mussack et al. (2024)
    Collaboration as a Shared Value: Instructor and Student Perceptions of Collabor…
    Communication Design Quarterly
  3. Bloch (2018)
    Student Philanthropy: Experiencing Grant Proposals From the Funder’s Perspective
    Business and Professional Communication Quarterly

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