University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning Experience
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Título
University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning ExperienceFecha de publicación
2018Editor
MDPIISSN
2071-1050Cita bibliográfica
CABEDO, Luis, et al. University social responsibility towards engineering undergraduates: The effect of methodology on a service-learning experience. Sustainability, 2018, 10.6: 1823Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.mdpi.com/2071-1050/10/6/1823Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
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. [-]
Publicado en
Sustainability, 2018, vol. 10, núm. 6Proyecto de investigación
Universitat Jaume I and the University of the Basque Country innovation projects PIE 2016/3202 and PIE 2015-2017-COD 4Derechos de acceso
info:eu-repo/semantics/openAccess
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