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[Traditional Research Paper] Integrating Service-Based Learning in Engineering Education: Enhancing Social and Professional Skills through Community Projects

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Conference

2025 ASEE Annual Conference & Exposition

Location

Montreal, Quebec, Canada

Publication Date

June 22, 2025

Start Date

June 22, 2025

End Date

August 15, 2025

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Tagged Division

Community Engagement Division (COMMENG)

Page Count

17

Permanent URL

https://peer.asee.org/55329

Paper Authors

biography

Jose Manuel Fuentes-Cid Universidad Andres Bello, Santiago, Chile Orcid 16x16 orcid.org/0009-0004-1445-6620

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José Manuel Fuentes-Cid is the Academic Secretary of the Construction Engineering program at the School of Engineering, Universidad Andrés Bello in Santiago, Chile. He holds a Bachelor's degree in Construction Engineering, a Master's in Project Management, and a Master's in Higher Education Teaching. José Manuel has a strong background in academic management, teaching, and the construction industry, where he has led innovative educational initiatives and community engagement projects. His research interests center on educational innovation, reflecting his commitment to enhancing learning experiences through the integration of technology. His leadership in aligning academic activities with community needs highlights his proactive approach to educational research and innovation.

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biography

Maria Elena Truyol Universidad Andres Bello, Santiago, Chile Orcid 16x16 orcid.org/0000-0003-1153-4967

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María Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andrés Bello (UNAB). She graduated as a physics teacher (for middle and high school), physics (M.Sc.), and a Ph.D. in Physics at Universidad Nacional de Córdoba, Argentina. In 2013, she obtained a three-year postdoctoral position at the Universidade de Sao Paulo, Brazil. She focuses on educational research, physics education, problem solving, instructional material design, teacher training, and gender studies. She teaches undergraduate courses in environmental management, energy, and the fundamentals of industrial processes at the School of Engineering, UNAB. She currently coordinates the Educational and Academic Innovation Unit at the School of Engineering (UNAB). She is engaged in continuing teacher training in active learning methodologies at the three campuses of the School of Engineering (Concepción, Viña del Mar, and Santiago, Chile). She authored several manuscripts in the science education area, joined several research projects, participated in international conferences with oral presentations and keynote lectures, and served as a referee for journals, funding institutions, and associations.

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Abstract

Service-Based Learning (SBL) has proven to be an effective methodology, encouraging the application of academic knowledge in real-world contexts and promoting social engagement. In engineering, balancing technical skills with social competencies is essential for solving complex problems and working in multidisciplinary teams. This study aims to evaluate how SBL projects contribute to the development of social and professional skills in engineering students. It examines which specific skills are enhanced through community projects and how SBL influences students' social responsibility and professional ethics. The research is conducted within the “Capstone Portfolio” course in Construction Engineering as part of an institutional initiative. In this project, students collaborate with women participating in the “Mujeres Jefas de Hogar” program, an initiative led by municipal public entities in Chile that seeks to enhance women's access to personal and professional development opportunities. Over its four iterations, the project has expanded both in scope and impact, incorporating multidisciplinary collaboration with other academic programs to more comprehensively address identified needs. This study specifically focuses on assessing Construction Engineering students' perceptions of the impact of Service-Based Learning on their professional and social development. To assess the project's impact, surveys measure students' perceptions of their development of professional, social, and personal skills and the connection between theory and practice. The study also compares students' views of SBL with traditional courses and evaluates the effects on leadership and community engagement. A descriptive study is conducted using a quantitative approach. Pre- and post-surveys are administered to engineering students from a private university in Chile, and the data is analyzed using descriptive statistics. The results show a significant shift in students' focus from technical skills to increased social awareness, ethical responsibility, and improved interpersonal skills like leadership and teamwork. SBL effectively integrates academic learning with social engagement, contributing to the development of well-rounded engineers. This study provides evidence of the effectiveness of SBL as a comprehensive methodology for developing social and professional skills in engineering education. It also supports the implementation of pedagogical strategies that link academic learning with students' social and ethical responsibilities.

Fuentes-Cid, J. M., & Truyol, M. E. (2025, June), [Traditional Research Paper] Integrating Service-Based Learning in Engineering Education: Enhancing Social and Professional Skills through Community Projects Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55329

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