Developing a web-based Faculty Service-Learning Belief Inventory (wFSLBI): Faculty Perceived Benefits and Barriers towards Service-Learning

Purpose: The purpose of this study is to develop a web-based Faculty Service-Learning Beliefs Inventory (wFSLBI) and examine the reliability and validity of the scores of this instrument, which assesses perceived benefits and barriers that faculty hold towards SL pedagogy. Methods: A representative sample of 1200 faculty members at one of the major universities in Southeast U.S. were recruited. Survey items were developed based on reviewing of literature, consulting with experts and stakeholders, and pilot-testing among a small faculty group. Corresponding items were developed to assess comparable perceptions among faculty with and without SL experience. Reliability and validity of the scores of the wFSLBI were analyzed among both groups. Results: A total of 450 faculty members participated in the study. Reliability coefficients revealed satisfactory internal consistencies for both the experienced (Cronbach's alphas: .66 ~ .85) and non-experienced (Cronbach's alphas: .72 ~ .91) groups. Confirmatory factor analysis showed that items were loaded consistently with the four sub-scales: perceived benefits at classroom and community levels, perceived barriers at classroom and institutional levels. Data indicated satisfactory model fits, among both experienced (X2/df=1.60; RMSEA=.08; CFI=.85; IFI=.86; n=102) and non- experienced groups (X2/df=2.64; RMSEA=.08; CFI=.91; IFI=.91; n=260). All items loaded significantly in both groups. Conclusions: Findings showed that the psychometrics of wFSLBI appears to maintain its integrity with satisfactory reliability coefficients and validities among both groups. This validated wFSLBI tool is important for researchers and higher-education administrators to better assess and understand salient beliefs that motivate or discourage faculty involvement in SL.