Students construct a home for community members. Through this process they learn about concrete, framing, wiring, plumbing, insulating, hanging sheetrock, taping, painting, trimming, tiling, laying carpet, linoleum, installing doors, windows, cabinets, toilets, shelving, light fixtures, and pride. The home is built indoor at our Building Trades facility. The home is designed in five pieces, which are called modules. Three modules complete the upstairs and two modules make up the downstairs. The completed modules are transported by trailer to the owner's property where the students help assemble and complete the home. The house is a collaborative effort involving myself, Community National Bank, Central Vermont Community Land Trust, Ylian Snyder & Associates and the students of Barre Technical Center.
The project is started in the beginning of the school year and the house is set on-site in May. The students are juniors and seniors who develop a sense if the community relationships that must exist in order to accomplish a project of this scale. The students will be working with a variety of community members: inspectors, master plumbers and electricians, bankers, architects and the homeowner.
In order to facilitate an endeavor of this scale one must have access to approximately $50,000 for the building materials and the right community connections to find a property and a homeowner.
How can students develop a sense of community pride and belonging while attending school and focusing on a career developing their construction trade skills?
Students will be building a house for a low-income family. It is my opinion that this will be one of the most significant learning experiences of their life; an experience that will open many doors with many opportunities and help students along the way gain a sense of community, confidence, independence, pride, and ownership of new skills that will serve them their entire lives.
Students will assemble the completed modules on the homeowners' property.
Addressing Service Learning Best Practices
- In order to meet the State of Vermont standards, a student must successfully complete the National Center for Construction Education and Research "Core Curriculum" plus two additional units. The "core" unit contains six chapters: Introduction to Safety, Construction Math, Hand Tools, Power Tools, Introduction to Blue Prints, and Rigging. The two electives can be chosen from Carpentry I; Introduction to the Trade; Materials and Fasteners; Hand and Power Tools; Floor Framing; Wall Framing; Windows and Doors; Rafters and Roofing; and/or Siding and Exterior Trim. These units of study must be completed by the end of the second quarter. The second half of the year students will focus on performance and skill development. Students must be able to demonstrate their ability to cut a rafter, cut a stair stringer, and read a blue print and layout a plate. Students also need to be competent at estimating materials. And finally, students will be able to articulate their contribution to the "greater good."
- 50% of the student's grade is performance based, earned in the lab through a five-point daily grade.
- 20% of the student's grade is based on the curriculum module tests. This means that after a student completes the assigned reading and quizzes he/she will test on the unit.
- 15% of the student's grade is based on the midterm and final exams. For the midterm, a student must be able to perform three tasks to demonstrate their skills at reading blueprints through laying out a wall, laying out a rafter, and laying out a set of stairs. Duriing the final exam, students will develop a complete material list from blueprints.
- 15% of the student's grade is based on the completion of their daily lesson plan. This plan consists of what they plan to accomplish and what materials and tools are needed. The student must order materials through the instructor the afternoon before so they are prepared for the day's work. One of the most helpful is called "ticket out the door," this is where students are assessed on a single concept and if the student can demonstrate proficiency, they can start work on their day's project. For the students that don't feel comfortable with this concept, I give a mini-lesson.
- Provide low-income housing for the community and improve public opinion of today's youth.
- All students in the building trade's class will participate.
- All students participate equally, I have students who are high academic achievers and students who read on a second grade level. They always lean to respect each other's strengths and offer help when it's wanted.
- The house is a collaborative effort involving many community connections: Community National Bank, Central Vermont Community Land Trust, Ylian Snyder & Associates, plumbers, electricians, excavators, home owners, foundation workers, and many others.
- Students learn quickly that in order to meet goals and gain skills one must live in a constant rhythm of action, reflection, and adjustment. The lesson plan is set so a student assesses the goals of the day, determines if it's realistic, implements the plan, assesses whether they are meeting their goals, and then adjusts their actions.
- There are many opportunities for students to receive positive feedback from community members, including articles written honoring their achievements. Homeowners have brought food to honor them and we have had barbeques with students' families.
