An in-depth look at design students as they embark on teaching architecture to children
ABSTRACT: Affording higher education design students the opportunity to teach their skills in the community has proven to be a positive and meaningful experience that often benefits both their personal and professional lives. By instating a program at the University, titled Architecture In Schools (AIS), students who step up to the challenge of teaching others begin to take on leadership roles beyond any that are offered within the confines of a campus, and responsibilities that push them well outside their design discipline. This program is different from a typical volunteer service program; here students are incentivized by college credit all the while understanding that the particular position necessitates considerable time outside of contact-service hours and professional conduct as representatives of their schools and communities. This paper takes an in-depth look at the learning objectives that an outreach program can satisfy for university students who take part, and inturn touches on why such engagement is essential to the community at-large.
Evidence shows that the impacts are consistently positive from the recipients of such a program: the primary and secondary students (and indirectly—the community); but it is the study of the higher education students in which primary qualitative measures are being considered. It can be difficult to measure--as discrepancies are hard to come by when evaluating the happiness (or can we call it rewards?) of the college participants, therefore Bloom’s Taxonomy has been used as a standard means of assessing learning objectives and justifying the course’s viability. This particular endeavor aims to better understand the effects that this type of service (for credit) might have in the midst of a college setting—particular to architecture students—when considering their expectations against actual outcomes related to their experiences with Architecture In Schools.
KEYWORDS: Teaching, Architecture, Children, Outreach, Independent Study
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