2025 ASEE Annual Conference & Exposition

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.