Browsing by Author "Huffman, Beth"

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    Fostering Civic Identity in Architectural Technology Students through the Evaluation of Critical Reflection in Service Learning Coursework
    (ASEE, 2018) Huffman, Beth; Roche, Kathryn Elizabeth; Engineering Technology, School of Engineering and Technology
    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.
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    From Design Inception through Project Completion: Constructing a Secure Homestead in Swaziland, Africa
    (American Society for Engineering Education, 2016-06) Huffman, Beth; Reker, Kelsey Lee; Frank, Mary Ann; Department of Engineering Technology, School of Engineering and Technology
    This paper documents the year-long scholastic and experiential journey of a multi-disciplinary, student design team from schematic design through construction administration. The student team worked in tandem with an Architectural Technology professor designing and building a sustainable and secure homestead, or one-room home, in Swaziland, Africa. This experience gave students exposure to the design process from project programming through construction completion, and this paper will focus on describing and documenting both the student and professor experiences for the project’s entirety. The student’s perspective will focus on personal involvement and perceived academic outcomes from the project exposure, while the professor’s perspective will focus on the learning outcomes from the student team involved in the process, as well as extrapolating how this experience could be applied elsewhere.