Identifying Barriers and Motivations for Course Instructors at Carleton University While Implementing Community Engagement Pedagogies

Community engagement pedagogies have many benefits for both students and community partners. However, smooth and successful integration of these pedagogies relies heavily on the instructor and resources available. This SaPP project focuses on identifying key barriers and motivations experienced by instructors while engaging in community engagement (CE) courses. A literature review was conducted to compile the significant factors that aide or discourage faculty participation in these courses. The results focus on the interconnected nature of motivations and barriers while focusing on the importance of institutional support as motivation for continued participation in CE courses. The major barriers identified were lack of time and funding along with the lack of recognition of the additional workload encountered by the instructors. Since Carleton university has been moving forward with institutional support for the instructors, future directions of this project will include interviews with Carleton professors regarding their experiences with CE courses.