Chapter 2: The Institutionalization of Service-Learning in Preservice Teacher Education

Although the integration of service-learning into preservice teacher education programs has grown rapidly in recent years, serious challenges to its use and institutionalization exist. This study involved an in-depth examination of the policies and practices that five select teacher education programs applied to achieve their current degree of institutionalization. The study used a modified version of Furco’s (1999) “Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education.” Results indicate that most institutions institutionalized service-learning by building on their unique history, mission, and culture; relying on a service-learning faculty champion; establishing a positive relationship with K–12 and other community partners; and finding external and/or internal funding support for service-learning.