Reynaud, E., & Duffy, J. J., & Barrington, L., & Rhoads, J. L., & Kazmer, D. O., & Tucker, B. G. (2012, June), Engineering Faculty Attitudes Towards Service-learning  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21303

\bibitem{asee_peer_21303}
  Reynaud, E., \& Duffy, J. J., \& Barrington, L., \& Rhoads, J. L., \& Kazmer, D. O., \& Tucker, B. G. (2012, June), \emph{Engineering Faculty Attitudes Towards Service-learning}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21303

Emmanuelle Reynaud, John J. Duffy, Linda Barrington, Julianne Lee Rhoads, David O. Kazmer, and Bowa George Tucker.  "Engineering Faculty Attitudes Towards Service-learning".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21303 Internet.  26 Apr, 2024

\bibitem{asee_peer_21303}
  Emmanuelle Reynaud, John J. Duffy, Linda Barrington, Julianne Lee Rhoads, David O. Kazmer, and Bowa George Tucker.
  "Engineering Faculty Attitudes Towards Service-learning".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21303 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_21303
author = "Emmanuelle Reynaud, John J. Duffy, Linda Barrington, Julianne Lee Rhoads, David O. Kazmer, and Bowa George Tucker"
title = "Engineering Faculty Attitudes Towards Service-learning"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21303}
number = {10.18260/1-2--21303}
}

TY  - CPAPER
AB  -              Engineering Faculty Attitudes Towards Service-LearningSLICE (Service Learning Integrated throughout a College of Engineering) is a college ofengineering-wide program running since 2004, thanks to the support of grants from the NationalScience Foundation. The program aims at offering at least one service-learning (S-L) project persemester to every student in every department at a medium-sized college of engineering at a stateuniversity.Throughout the development of this program, faculty members have been surveyed annuallyregarding both their conception of S-L and the impact of S-L on their teaching. We are reportinghere on the results of the 2011 surveys, 7 years after the program implementation.The latest survey includes the responses of 37 participants, amongst which 6 female (16.2%) and12 untenured (33.3%) faculty members. Those represent roughly half of the college ofengineering faculty population. Amongst those surveyed, 25.7% have never tried S-L and do notplan to try it in the next year; 40% have tried it at least once and do not plan to use it in the nextyear, leaving 34.3% that have and will continue to use S-L in their classroom. For thedifferentiation analysis, the faculty members who have not tried S-L have been filtered out.The faculty in general who responded to the survey are in significantly positive agreement ingeneral to S-L and its effects on the students and the community in 18 out of 22 questions on thesurvey even though some of them have never tried S-L. Perceived barriers to implementing S-Lhave consistently included faculty and course time.The female faculty is in higher agreement in general than its male counterpart on the principle ofS-L being integrated throughout the curriculum. Of statistically significant difference betweenfemale and male faculty are more positive agreement on a Likert scale that S-L projects can meetcourse learning objectives and that S-L projects should be available every semester for everyundergraduate student. The results regarding the impact of S-L on teaching were statistically nondifferent between male and female faculty.The tenure status did not affect agreement in principle of S-L. The most significant differenceswith respect to tenure status lay on the impacts of S-L on teaching. Untenured faculty membersare using more student-led projects in their teaching than tenure colleagues, they spent more timelecturing and they see their personal commitment to improving the community increases throughS-L.The biggest barriers for implementing S-L into courses are the ones related to time andworkload, as has been found in the past. Female faculty as well as untenured faculty rank facultytime as the most important barrier, when male faculty as well as tenure faculty rank class time asthe highest issue.
AU  - Emmanuelle Reynaud
AU  - John J. Duffy
AU  - Linda Barrington
AU  - Julianne Lee Rhoads
AU  - David O. Kazmer
AU  - Bowa George Tucker
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Engineering Faculty Attitudes Towards Service-learning
UR  - https://peer.asee.org/21303
DO  - 10.18260/1-2--21303
ER  -