University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning Experience
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Other documents of the author: Cabedo, Luis; Royo González, Marta; Moliner Miravet, Lidón; Guraya, Teresa
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comunitat-uji-handle2:10234/7034
comunitat-uji-handle3:10234/8619
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Title
University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning ExperienceDate
2018Publisher
MDPIISSN
2071-1050Bibliographic citation
CABEDO, Luis, et al. University social responsibility towards engineering undergraduates: The effect of methodology on a service-learning experience. Sustainability, 2018, 10.6: 1823Type
info:eu-repo/semantics/articlePublisher version
https://www.mdpi.com/2071-1050/10/6/1823Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
Service-Learning (SL) experiences enable University Social Responsibility (USR) to be
worked on in engineering studies as a core of education for Sustainability. The combined use of
such experiences with active ... [+]
Service-Learning (SL) experiences enable University Social Responsibility (USR) to be
worked on in engineering studies as a core of education for Sustainability. The combined use of
such experiences with active student-centered teaching methodologies fosters the acquisition of
general and specific competences. On the basis of students’ perception, this study investigated and
sought evidence of empirical foundations to understand whether and how Project Based Learning
(PBL) affects the acquisition of USR-related competences when SL experience was implemented as
the regular exercise in core courses in engineering studies. This research studied 100 second year
undergraduate students in Industrial Design Engineering and Product Development. The students
were divided into two groups, one of which experienced Service-Learning only in one class activity
while the other group carried out a PBL activity. A survey consisting of 28 items was delivered to all
these students and their answers were analyzed from a descriptive statistics viewpoint to understand
how the students perceived their degree of attainment of USR competences. The findings suggest a
clear difference between the methodologies used, which shows that PBL methodology may lead to a
greater acquisition of USR competences than SL activity. [-]
Is part of
Sustainability, 2018, vol. 10, núm. 6Investigation project
Universitat Jaume I and the University of the Basque Country innovation projects PIE 2016/3202 and PIE 2015-2017-COD 4Rights
info:eu-repo/semantics/openAccess
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