Since its inception, the PolyHouse program has sought a very rare kind of client for each spring quarter project. It must be a person, family, or group that owns a home but is not financially or physically able to maintain it, due to illness, disabilities, or some other circumstances. Projects that cannot be considered, for example, include homes rented out by absentee landlords, or any structure beset by problems such as mold that cannot be resolved easily and would pose health risks to students.

Before each spring quarter starts, Roya contacts many local social service agencies in a quest for potential clients. Of the very few candidates capable of meeting the eligibility criteria, only one or two typically weigh in as finalists in the search, especially when the "do-ability criteria" are considered:

Once the finalists emerge, Roya tours the homes with the assistance of a licensed contractor to determine which ones are eligible. The homeowner(s) must also agree to the project and must be willing to stay completely off-site during the two-week reconstruction period.

When the quarter begins, Roya has the students make the final decision (if there is more than one option) using the fact-finding information she has collected.

This 2006 project involved the following challenges:

• An older home built in the early 1900s with many outdated features and building code deficiencies.

• Extensive termite damage in various areas.

• A sinking foundation, which was reflected in a 5-inch difference in height between the front and the back of the home. (This thorny problem was remedied by a local foundation company that generously donated the labor and materials to correct it before the student work proceeded.)

• An ancient, unsafe electrical system that needed complete replacement.

• Deteriorated main water pipes and broken water valves.

• A floor plan with tiny bedrooms that did not accommodate the residents.

• Rotted porches, stairs, and ramps that were unsafe and accident-prone.

A Look at the Expectations

To successfully plan the project, students must:

• Organize themselves into teams for project planning, fundraising, scheduling, safety, risk assessment, demolition, drywall, construction, painting, window installation, flooring, landscaping, and more.

• Solicit all cash and other donations for the project after the course begins (donations in 2006 were valued at $50,000).

• Assess the cost and time tradeoffs of completely transforming a badly neglected home in just a few weeks.

• Create a work breakdown structure and prepare a variety of project plans and schedules.

• Create contingency plans in case funding or other constraints prevent them from carrying out all of the goals on their wish list.

• Plan all equipment and tools to be used, even down to the brand name. Students can sometimes borrow tools, but must buy or rent others. They also must obtain all needed building permits and schedule inspections.

Although the students ultimately choose the size and scope of the project, the main criteria are that the students:

• Must finish what they start, given that significant fine-tuning may occur during the six-week planning process.

• Must end the project with high morale, setting the tone for the teamwork, precise communication, and coordination they will need throughout the project.

Further, the home renovation project is only part of the course -- students also must master project management theory, practice, and techniques; take regular exams; evaluate each other at the end; and provide a personal reflection essay.

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"Before and After" Views from the 2006 PolyHouse Project - Kitchen

How Do the Students Carry Out the Project?

At the end of six-week planning phase, the students make a final assessment of whether they can proceed with everything they had hoped to accomplish, and adjust accordingly.

Since they have only four actual work days (two long weekends) to do all of the work, they prepare to execute every action precisely accordingly to plan. This is especially important for major tasks such as replacing a roof (as in the 2005 project), or moving load-bearing interior walls (as in the 2006 project).

Since the students are largely untrained in many of the skills required, they must find someone to tutor and guide them on-site, or train themselves. For example, they might use "how-to" videos to teach themselves how to tile a bathroom, Roya explained.

With the 2006 project, the students completed the following changes:

• Updated the kitchen and bathroom to make them more serviceable and accessible.

• Repaired the termite damage as much as possible by cutting out large sections of exterior walls, replacing the walls and siding with new materials, and then re-siding and repainting the rest of the exterior.

• Replaced the electrical system that was extremely unsafe and fire-prone, beginning with the attic and service panels.

• Dug trenches to replace water pipes and broken water valves.

• Revised the interior floor plan by moving load-bearing walls to enlarge the tiny rooms; repainted the interior walls and installed new flooring

• Completely replaced the rotted porches, stairs, and ramps that were unsafe and accident-prone.

• Resurfaced the outdoor walkways to be safer for walking, and installed new plants and a sod lawn.

• Added homey decorative touches, including crown molding and a wall mural.

Despite the long and grueling hours, where teams typically remain on the site from very early in the morning to late at night during their four work days, Roya asks them to provide daily status reports at the end of each work day.

Although Roya herself does not perform physical work on the project, she is usually on-site every hour that the students are there, providing moral support, guidance, and supervision.

And although very few of her students are previously trained for the specializations required for these projects — including demolition, electrical, roofing, flooring, and landscaping — they seem to outdo themselves with every new project, and several veterans from past projects typically request to volunteer again.

In conclusion, the PolyHouse program provides an unparalleled learn-by-doing experience that gives students enormous confidence and skill. I had the privilege of visiting the 2006 project during a pouring rainstorm as it was nearing completion, and was utterly inspired watching the dedicated crew put the final touches on yet another miraculous transformation.

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