Imagine a world in which faculty development in higher education is responsive to those participating in the programming- their positionality and background. In this interactive session, we explore the individual factors that influence faculty to pursue a commitment to S-LCE. Based on recently published work across two campuses, the authors will lead a discussion on the dimensions of motivation (such as student learning or community impact) and orientation (such as disciplinary training or social justice). Participants will map their own motivations and orientations and/or those of the faculty with whom they work and identify the current resources available on their campuses that address these different dimensions, as well as how to fill gaps they discover through this process.

|Learning outcomes:

By the end of this session, participants will be able to:

• identify key dimensions of faculty motivation and orientation toward S-LCE work.
• explore their own motivations and orientations toward service-learning and community engagement (S-LCE).
• identify faculty development opportunities that match faculty motivation and orientation.