- Slides: 13
Laboratory for Sustainable Solutions Wally Peters Nadia Craig Veronica Addison
A “SHORT STORY” ABOUT A SERVICE LEARNING PROJECT—SUSTAINABLE DESIGN OF A HABITAT FOR HUMANITY HOME Wally Peters Nadia Craig Veronica Addison Laboratory for Sustainable Solutions Department of Mechanical Engineering College of Engineering University of South Carolina Columbia, SC 29208 [email protected] sc. edu http: //www. me. sc. edu/Research/lss/
ESTABLISH THE “WORKING” CULTURE Service learning projects involving sustainability are “complex”, therefore it is beneficial to establish a fundamental culture that allows the team to deal with complexity. The Shewhart/Deming Cycle (following slide) embraces activities that allow the team to deal with complex problems.
Continuous Improvement– The Shewhart/Deming Cycle: Plan, Do, Check, Act (PDCA)
ATTRIBUTES OF THE PROJECT “PROCESS” The following slides are taken from the student presentation of the actual project (http: //www. me. sc. edu/Research/lss/Papers Habitat%20 Presentation. pdf). “Bullet” slides that follow the student presentation slides give attributes of the process.
HABITAT FOR HUMANITY SUSTAINABLE DESIGN HOME AT ARTHURTOWN TEAM MEMBERS • Alison Aldridge • Elizabeth Perlman • Donny Alexander • Stanley Young • David Nestor
• The builder, Habitat for Humanity, was an integral part of the design team (concurrent engineering). • Habitat’s office is two blocks from campus. • Authurtown is one mile from campus and easily accessible. • The student team is diverse: one M. S. School of Environment, one Media Arts B. S. , one Civil Engineer B. S. and two Mechanical Engineer B. S. students. There are two females and three males.
OBJECTIVE To enhance the sustainability of a Central SC Habitat for Humanity Home, balancing economical, environmental, and social factors
• Diverse service project student teams need an objective or vision when they start the project. • The vision should be flexible and allow for learning as the process happens. • The vision should be simple and straightforward, but it should embrace the fundamental principles of the project.
OUTLINE OF TALK • OBJECTIVE • HABITAT LOCAL CHAPTER • SURVEY AND ANALYSIS • LOCATION OF HOME • NEW HOUSE DESIGN • BUILDING MATERIALS
• Design team surveyed 64 Habitat home owners (33 surveys returned) as the “customer” for the design—the actual homeowner was not known during the design process (concurrent engineering). • The site location was known during the design process—the home could then be connected to “earth. ” • Habitat agreed that this could be a “new house” design and thus allow for out of the box thinking. • One way the students divided work was to delineate areas of focus—i. e. “building materials. ” • The design was a “cafeteria design” where appropriate—lots of choices that Habitat could chose from.
OUTLINE OF TALK (cont. ) • MORE DESIGN CHANGES • BUILDING RECOMMENDATIONS • COMMUNITY MODEL • CONCLUSION • ACKNOWLEDGEMENTS
• “More Design Changes” allowed the students to alter the fundamental design of a Habitat home to enhance sustainability—i. e. add ceiling fans, bigger porches, gravel driveways etc. • “Building Recommendations” allowed the students to recommend changes for the building process—i. e. reusing construction waste, caulking, weather stripping, etc. • The students studied the community and “designed for place. ” This is an important concept for sustainable projects. Positive relationships to the complex community must be built into the design.