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Open AccessArticle

University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning Experience

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Department of Industrial Systems Engineering and Design, Universitat Jaume I, Av. Vicent Sos Baynat, s/n, 12071 Castellón, Spain
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Department of Civil Engineering and Construction, Universitat Jaume I, Av. Vicent Sos Baynat, s/n, 12071 Castellón, Spain
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Department of Education, Universitat Jaume I, Av. Vicent Sos Baynat, s/n, 12071 Castellón, Spain
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Department of Mining and Metallurgical Engineering and Materials Science, School of Engineering of Bilbao, University of the Basque Country, Rafael Moreno Pitxitxi 3, 48013 Bilbao, Spain
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Author to whom correspondence should be addressed.
Sustainability 2018, 10(6), 1823; https://doi.org/10.3390/su10061823
Received: 17 April 2018 / Revised: 28 May 2018 / Accepted: 30 May 2018 / Published: 1 June 2018
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. View Full-Text
Keywords: Service-Learning; Project Based Learning; University Social Responsibility; materials science and engineering; higher education Service-Learning; Project Based Learning; University Social Responsibility; materials science and engineering; higher education
MDPI and ACS Style

Cabedo, L.; Royo, M.; Moliner, L.; Guraya, T. University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning Experience. Sustainability 2018, 10, 1823.

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