Service Learning in Civil Engineering at UCSC: The Case of a Topography Course

Abstract

This paper describes our experience incorporating service learning methodology to a Topography course in a Civil Engineering program in the context of a curricular reform. The reform was based on the UCSC Pedagogical Model and the CDIO engineering model, and aimed to improve teaching effectiveness and meaningful learning among students. As a result of this reform, the School of Engineering created a Service Learning Center (Centro ASIS) to support the implementation of this methodology. Since 2013, four service learning projects have been done in the Topography class, which have contributed to the students’ professional and ethical development and enriched learning spaces both inside and outside the classroom. At the same time, this methodology has benefited both teaching and community relationships, promoting integral development and social responsibility.