Pierrakos, O., & Zilberberg, A., & Swan, C. W., & Bielefeldt, A. R., & Paterson, K., & Duffy, J. J., & Mcvay, S. (2012, June), Faculty Survey on Learning Through Service: Development and Initial Findings  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21392

\bibitem{asee_peer_21392}
  Pierrakos, O., \& Zilberberg, A., \& Swan, C. W., \& Bielefeldt, A. R., \& Paterson, K., \& Duffy, J. J., \& Mcvay, S. (2012, June), \emph{Faculty Survey on Learning Through Service: Development and Initial Findings}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21392

Olga Pierrakos, Anna Zilberberg, Christopher W. Swan, Angela R. Bielefeldt, Kurt Paterson P.E., John J. Duffy, and Sean Mcvay.  "Faculty Survey on Learning Through Service: Development and Initial Findings".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21392 Internet.  23 Apr, 2024

\bibitem{asee_peer_21392}
  Olga Pierrakos, Anna Zilberberg, Christopher W. Swan, Angela R. Bielefeldt, Kurt Paterson P.E., John J. Duffy, and Sean Mcvay.
  "Faculty Survey on Learning Through Service: Development and Initial Findings".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21392 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_21392
author = "Olga Pierrakos, Anna Zilberberg, Christopher W. Swan, Angela R. Bielefeldt, Kurt Paterson P.E., John J. Duffy, and Sean Mcvay"
title = "Faculty Survey on Learning Through Service: Development and Initial Findings"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21392}
number = {10.18260/1-2--21392}
}

TY  - CPAPER
AB  -                      Findings from the Faculty Survey on Learning Through ServiceThe rapid pace of technological progress and future challenges for globalization, sustainability,complexity, and adaptability of engineering professionals call for a paradigm shift in engineeringeducation. Learning Through Service (LTS), an innovative pedagogical method that incorporates serviceas a means to meet academic learning outcomes, is part of such a paradigm shift. Being inclusive, LTS isan umbrella term used to cover an array of efforts, from volunteerism to service-learning. LTS is knownto seed development on multiple levels, from technical knowledge and cognitive development topersonal and professional growth, and is also known to attract women. With strong impacts on theepistemology of engineering educators impacting learning via LTS, this study is focused on gaining adeeper understanding of the motivations, challenges, and strategies faced by engineering faculty thatintegrate LTS in their curricular and extra-curricular engineering education endeavors. Suchunderstanding will facilitate the engagement of faculty across many disciplines to take part in LTS effortsand thus impact student learning via authentic and meaningful service experiences.To this end, we developed a faculty survey for LTS with the purposes of gathering insight into not onlythe types of LTS experiences (e.g. curricular, extracurricular, etc.) and the characteristics of suchexperiences (e.g. group-based, type of community partner, duration, course characteristics, etc.), butalso the benefits and barriers faced during LTS design, management, and assessment -all from a facultyperspective. Faculty attitudes on LTS efforts and impacts to their students, themselves, theirinstitutions, their partners were also measured. The survey includes Likert scale items, open-endedquestions, and multiple choice items. Phase I of our effort was inspired by an existing faculty survey onservice-learning from the University of Massachusetts, Lowell. This existing survey was refined andexpanded by a collaborative team of LTS content experts and assessment specialists who identifiedcritical LTS characteristics from the literature and personal experiences to develop new items that wouldprovide a more comprehensive understanding of LTS efforts. Phase II of survey development involvedrecruitment of additional content experts for feedback on content validity. Herein, we present initialfindings from a cohort of about thirty LTS experts who were administered the survey via an onlinesurvey tool at a recent multidisciplinary LTS Experts Summit organized as part of the Engineering FacultyEngagement Learning Through Service (EFELTS) project funded by the National Science Foundation.Acknowledging the diversity of LTS efforts available, we present the wide range of LTS characteristics,faculty attitudes of LTS, faculty ratings of student learning gains, and faculty ratings on LTS benefits andbarriers to implementation. Key findings from surveyed LTS faculty experts suggest that major barriersfor LTS implementation are 1) the lack of policy on the place of LTS in promotion and tenure, 2) theperceived workload of LTS efforts, and 3) the course size. In regards to major benefits, surveyed LTSexperts find such experiences to not only be academically rigorous and enabling for students to meetcourse and program objectives, but also more motivating for engineering students, who tend to learnthe subject matter more effectively in LTS courses versus non-LTS courses. Such findings offer a richunderstanding of the LTS endeavors faced by faculty. A major impact of such findings is to develop aframework upon which LTS-interested faculty can be empowered to initiate and/or improve their ownLTS efforts, which will ultimately impact student learning and development in engineering and beyond.
AU  - Olga Pierrakos
AU  - Anna Zilberberg
AU  - Christopher W. Swan
AU  - Angela R. Bielefeldt
AU  - Kurt Paterson P.E.
AU  - John J. Duffy
AU  - Sean Mcvay
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Faculty Survey on Learning Through Service: Development and Initial Findings
UR  - https://peer.asee.org/21392
DO  - 10.18260/1-2--21392
ER  -