June 22, 2008
June 22, 2008
June 25, 2008
13.14.1 - 13.14.16
A Client-Based Assessment Tool for Architectural Technology Service Learning Projects
Service learning is a natural fit for the study of architecture1,2 as the practice of architecture engages communities all over the world in order to solve problems in the built environment. Much of this civic engagement is often directed towards student learning in the form of reflection papers or exit surveys, and the literature on service learning attests to this2.
There is less that has been written about assessment of community engagement from a client’s perspective. In other words, in entering communities with class projects, how do our clients value the experience they have had with our students? Other than the physical projects that we often leave them with (built structures, designs, models), what do these clients value the most above and beyond the architecture that we create? What is truly valuable to them in the student- community relationship?
Answers to these questions can only come from a methodology that is centered around eliciting the answers. This paper therefore explores the process of creating a survey directed at determining an answer to these questions; it looks at the process of development of a survey that assesses the value of these experiences from a client perspective. It explores and analyzes current best practices in these types of surveys and proposes a suitable prototype to be used with service learning projects in the architectural field. It addresses the paucity of this type of research in this area and explores ways to improve student-community learning within architectural technology education.
This paper is directed at service learning and in particular service learning assessment within an architectural technology context. Architectural education is
Cowan, D. (2008, June), A Client Based Assessment Tool For Service Learning Projects Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/4016
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