Millennial Generation Faculty: Why They Engage in Service-Learning

James Morgan Lewing, Paul Eugene York


The purpose of this phenomenological qualitative study was to examine the experiences, motivations, and perceptions of millennial generation faculty members who utilize service learning. Eight faculty members were interviewed, and the three themes evident in the findings were: (a) the role of the undergraduate experience, (b) an alignment with intrinsic motivations, and (c) the perception of organizational fit. 


service learning, community engagement, generational theory

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