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Fostering Civic Identity in Architectural Technology Students through the Evaluation of Critical Reflection in Service Learning Coursework

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Architectural Division Technical Session 2

Tagged Division

Architectural Engineering

Tagged Topic

Diversity

Page Count

19

Permanent URL

https://peer.asee.org/30534

Download Count

16

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Paper Authors

biography

Beth Huffman Indiana University Purdue University, Indianapolis

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Beth Huffman is a lecturer at Indiana University Purdue University Indianapolis (IUPUI) in the interior design department. She is a licensed architect with specialties in sustainability and construction. Beth's classroom pedagogy is focused on the practices of design/ build. She often encourages students to build a portion of their projects at full scale, in order to understand construction connections and details.

Beth has her Master's of Science degree in Architecture from the Illinois Institute of Technology and her Bachelor's of Architecture degree from Ball State University. Additionally, she continues to practice architecture through her own company, Muse Design. She enjoys the synergistic relationship between her role as a professor and her role as an architect, and believes that this hybrid provides real world practicality into the classroom on a daily basis.

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Kathryn Elizabeth Roche

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Abstract

This case study follows a semester long, commercial construction course in architectural technology. Students worked both individually and as a class to transform an existing residential structure into a mixed use building for a predominantly commercial use. The semester project was an existing house in a local, urban neighborhood, which is owned by the community partner. The non-profit organization wished to repurpose the house to a mixed-use commercial building, which would house art gallery space on the main level, as well as both short term and long term residences on the second floor. Students spent the entire semester to work through the design process, from field verification, to project programming, all the way through to construction documents, to create a code compliant and aesthetically pleasing building design solution.

The authors seek to document from both the student and professor’s perspective, the progress in students’ civic identity, through artifacts collected which centered on values, attitudes, and/or beliefs. The student’s perspective will focus on her personal involvement, architectural technology related project deliverables and perceived academic outcomes, while the professor’s perspective will focus on the development of the students’ increased civic identity through the use of meaningful reflection. Lastly, the authors will conclude by extrapolating this experience to other disciplines and applications.

Huffman, B., & Roche, K. E. (2018, June), Fostering Civic Identity in Architectural Technology Students through the Evaluation of Critical Reflection in Service Learning Coursework Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30534

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