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Integrating Community Service In The Construction Technology Curriculum

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1997 Annual Conference


Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997



Page Count


Page Numbers

2.243.1 - 2.243.9

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Paper Authors

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S. Gokhale

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J. Aldrich

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1221

Integrating Community Service in the Construction Technology Curriculum

S. Gokhale and J. Aldrich Purdue School of Engineering and Technology, IUPUI


The pedagogy of service learning has been documented since the mid-1970’s (Perry, 1970), but only in recent years have colleges and universities begun to integrate curricular-based service into higher education.

During the fall of 1996, the Department of Construction Technology, IUPUI; NBD Bank, Indianapolis; and the Concord Community Development Corporation (CCDC), teamed up for an innovative undertaking in community partnership. The pilot project involved the rehabilitation of an abandoned, three-room house located near the IUPUI campus. Students enrolled in a senior level design course elected to tackle this project in lieu of the traditional “Semester-End Design Project” required in the class.

This paper will describe some of the lessons learned from this pilot project and attempt to provide a blue print for the integration of similar community projects into the engineering technology curriculum.


Dr. Ernest Boyer, President of the Carnegie Foundation for Advancement of Teaching, describes the “New American College” as an institution that “celebrates teaching, supports research, and takes special pride in its capacity to develop a new model of higher education, one that would enrich the campus, renew communities, and give new dignity to the scholarship of service.”

Redeveloping inner city neighborhoods remains a national challenge. This issue is especially important for urban universities such as IUPUI. Ira Harkavay, director of the University of Pennsylvania’s Center for Community Partnerships, warns that “universities cannot afford to remain shores of affluence, self-importance, and horticultural beauty at the edge of island seas of squalor, violence, and despair.”

In a recent report entitled “Scholarship Reconsidered,” the author [Stanton, 1995] has proposed a new paradigm of scholarship, one that not only promotes the scholarship of discovering knowledge, but also celebrates the scholarship of integrating knowledge, of communicating knowledge, and of applying knowledge through service. Service, in this context, means far more

Gokhale, S., & Aldrich, J. (1997, June), Integrating Community Service In The Construction Technology Curriculum Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin.

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