Resource Lists
BUILDING SCHOOLS FOR THE FUTURE Information on the planning and design of learning environments for the 21st century, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
LAVA: Classroom of the Future (Designboom, Jan 25, 2012)
Shows a classroom of the future, a prefabricated and relocatable classroom unit that integrates into the landscape while enhancing the learning environment,
allowing adjustments for changing needs of remote schools. Transforming the stigma of unsightly and unpleasant moveable architecture, this design attempts to make learning fun and exciting within a sustainable, practical and cost effective structure. Designed by Australia's laboratory for visionary architecture [LAVA]. Includes renderings, diagrams, and perspectives.
EPA: IAQ Design Tools for Schools
(U.S. Environmental Protection Agency, 2012)
Website developed by the U.S. Environmental Protection Agency to help school districts and facility planners find the information resources they need to design new school facilities, and repair existing facilities. Topics include: high performance schools, school siting, pre-design, materials selection, HVAC, controlling pollutants, moisture control, construction, commissioning, operations and maintenance, renovation and repair, portable classrooms, IAQ Tools for Schools.
Reimagining the Classroom: Opportunities to Link Recent Advances in Pedagogy to Physical Settings  De Gregori, Alessandro (McGraw-Hill Research Foundation , Nov 2011)
Examines how a classroom's physical environment (as defined by its design, layout, furnishings, and space utilization) can be manipulated to enhance its learning environment. Presents three case studies on schools where the physical environment has been purposely designed to facilitate unique pedagogical models with marked success; reflects on why the potential for using a classroom's physical setting to optimize its teaching model has not been studied more rigorously; and considers what can be done to enhance the knowledge base in this unexplored yet vital area of study.
16p
Schools of the Future Report. (California Department of Education, Sep 23, 2011)
Key recommendations include: support a future statewide facilities bond measure to fund new construction and modernization projects throughout the state that will invest in students and teachers and create jobs; examine regulations to ensure they are streamlined, promote safe and sustainable schools, and meet the needs of today's students; highlight best practices for school facilities by creating a Web page with links to research on creating learner-centered, safe, sustainable schools that are centers of the community; sponsor legislation to encourage schools to install solar and other renewable energy systems; establish a Green Schools Award.
92p
AIAS/Kawneer School of Tomorrow Design Winners.
(American Institute of Architecture Students and Kawneer, Mar 2011)
Presents winning designs of the AIAS and Kawneer School of Tomorrow Student Design Competition. Susan Butts received First Prize for "Propel Elementary School," set in Seattle, Washington. Nate Boykin received Second Prize for "FORMative Interaction," set in North Charleston, South Carolina. Tang Heng Quanh and Mario Christian Lavorato won Third Prize for "The Hive: Alternative Learning Center" in Toronto, Ontario, Canada. The Jury awarded Honorable Mention to Jansel Irarragorry for "Unparalleled" in Sarasota, Florida; Gregor Schuller for "Montessori-Primary School Schwarzheide" in Brandenburg, Germany; and Chris Simmons and Melissa Klemeyer for "A Living School" in Detroit, MI.
The High School/Junior High School Award went to Oren Andiroglu of Riviera Middle School (Coral Gables, Florida) for "MAST Academy Elementary & Middle School" in Coral Gables, Florida. The designs can be downloaded in pdf format.
Modern Schools.
Hille, R. Thomas (John Wiley & Sons, Hoboken, NJ , 2011)
Presents a survey of exceptional 20th- and early 21st-century K-12 school designs, by architects from Frank Lloyd Wright to Morphosis. This in-depth design study explores the fundamental relationship between architecture, education, and the design of contemporary learning environments. Its focus is on the underlying design themes and characteristic features that support and enhance basic aspects of learning and, in the process, create an architectural expression that is both meaningful and lasting. Its scope covers influences of contemporary educational ideas and practices, related design concepts and strategies, and the resulting impact of both on real environments for learning. More than 900 contemporary and historical photographs and 200 plans of schools by many of the outstanding design architects of the modern era are included. The book is divided into three parts: Part I is an overview of school design, Part II and III present key paradigms of school design and in-depth case studies of projects, with applicable lessons for today's architect. 528p.
Educational Trends Shaping School Planning, Design, Construction, Funding and Operation.
Stevenson, Kenneth (National Clearinghouse for Educational Facilities, Washington, DC , Sep 2010)
Assists educators and facilities professionals to prepare for an increasingly diverse, conflicted, and constantly evolving world of education. Fifteen trends are presented that are redefining education in the united states, and along with each, how it relates to the field of educational facilities. For each trend, a synopsis and discussion of consequence is offered. These trends cover demographic projections, analysis of disabled student populations, pre-school preparation, school size, teacher/pupil ratios, grade configurations, length of school year, attendance zones, technology integration, shifts in curriculum, green schools, and teacher census. 57 references are included. 16p.
Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom
Harris, Stephen (Sydney Centre for Innovation in Learning, Aug 2010)
This paper outlines work connected to the successful convergence of digital,
pedagogic and physical space. The Sydney Centre for Innovation in Learning
(SCIL) has been focusing on the gap that has existed in schools where the
physical layout is often stuck in an industrial-era education model, rather than
reflecting the possibilities of ICT-enhanced personalised learning. SCIL has been
working to create digital spaces so that students can consistently transition from
the real to virtual world. [Author's abstract] 13p.
Design for the Creative Age. Fielding, Randall (DesignShare, 2010)
Illustrates international examples of collaborative and individual learning opportunities in a variety of learning spaces where large and small groups, as well as individuals in personal spaces can study. School/community connections, revealed structural elements, and dedicated interdisciplinary project spaces are addressed.
Designing Primary Schools for the Future.
Darmody, Merike; Smyth, Emer; Doherty, Cliona (Economic and Social Research Institute, Dublin, Ireland , Jun 2010)
Explores the perceptions of students, teachers and key stakeholders of the interaction between school design and teaching and learning in the Irish context, specifically focusing on primary schools. In particular, the study draws on interviews with key stakeholders along with detailed case-studies of six primary schools. The research encompasses perceptions on existing primary schools, covering the range from older buildings to those built according to current design guidelines. School and classroom size, indoor and outdoor spaces and arrangements, and technology integration are addressed 169p.
Report NO: Research Series #16
New Learning Environments: A Study of How Architecture Can Respond to Interdisciplinary and Mobile Learning.
Hall, Chantel (University of Cincinnati, OH , May 2010)
By evaluating designs based on the evolution of the American school as a building typology and predicting the future of higher learning based on the progressing pedagogical shift, this thesis explores new generation learning environments as social entities which will promote interdisciplinary interaction among students and faculty and will challenge the status quo in current education.
182p.
2010 Special Sector Study on Education Construction.
(McGraw-Hill, New York, Ny, 2010)
Advises on how to better understand and more effectively pursue opportunities in the $50 billion educational facilities construction market. The study delivers analysis and extensive data, in development for more than a year. It offers full analysis of construction spending and outlook for primary/junior High Schools, senior high schools, and higher education construction. Also addressed is the impact of the recession on school construction and long term drives for the sector, green building trends and incentives to sustainable construction, and notable projects and key players.
This report is available for $3,900, or for $2,500 for current subscribers to MHC Analytics services.
TO ORDER:
800-591-4462http://www.dodge.construction.com/analytics/
School 2.0 - Designing Tomorrow's Schools. (Fielding Nair International , 2010)
Advocates the design schools to accommodate various modalities of learning: aural, visual, and tactile. Spaces where students can work in groups and problem-solve are described. These include creation of small learning communities within the classroom, social spaces. The opportunity to modifying an existing building in this manner is emphasized.
Evidence-Based Design of Elementary and Secondary Schools, 2nd Ed.
Lippman, Peter (John Wiley and Sons, Inc., Hoboken, NJ , 2010)
Advises design professionals on how to create schools that are an extension of their communities. With assistance from research-intensive principles, theories, concepts, research methodologies, and the behavioral sciences, the book provides strategies for establishing a design approach that is responsive to the changing needs of educators and their students. The book presents an overview of the current research and learning theories in education and how they apply to contemporary school design, explores the history of school design in the United States; examines the role of information technology in education, includes case studies of more than twenty school designs, and connsiders what learning environments may be in the near future. It also analyzes the current shift toward a modern architectural paradigm that balances physical beauty, social awareness, and building technologies with functionality to create buildings that optimize the educational experience for all learners. 348p.
Classroom of the Future. Orchestrating Collaborative Spaces. Makitolo-Siegel, Kati; Zottman, Jan; Kaplan, Frederic; Fischer, Frank (Sense Publishers. Technology Enhanced Learning Volume 3. , 2010)
This book brings together the perspectives of researchers, architects, technical designers, and teachers on emerging theoretical and technological developments pertaining to the classroom of the future. Innovative ideas are offered on how new technologies and learning approaches can be integrated into schools, challenging the thinking of learning spaces in a new way. Chapters include: Learning Space Shaped by Instructional, Classroom, and School Building Design; Facilitating Learning Using Technology-Enhanced Objects and Furniture; and Knowledge Building in Virtual and Physical Learning Spaces. 46p
Designing New Learning Environments to Support 21st Century Learning Skills.
Pearlman, Bob (DesignShare.Com, Minneapolis, MN , 2010)
Uses examples of innovative school buildings designed for collaborative learning to illustrate how the familiar box-based design of most current schools was designed for an outdated factory-model agenda. The new learning formats of engagement, problem solving, and communication are accommodated by these "form follows function" designs. Includes 26 references. 32p.
Rethinking Schools: A System of Adaptable Design. Williams, Laura (Thesis, University of Maryland, School of Architecture, Planning, and Preservation, 2010)
This thesis rethinks how schools adapt to change, by exploring themes of flexibility and adaptability. Flexibility in the short term allows learning spaces to be a platform for changing pedagogy or technology. In addition, adaptability in the long term allows for the architecture to absorb changes in enrollment. Education facilities around the world are constantly fluctuating between being over-crowded and under utilized. This thesis explores opportunities for the architecture of the school, from the master planning and organization of program to the construction methods of the building, to adapt to this change. A systematic approach is established where a pre-fabricated kit of parts is defined and utilized to create learning communities, which incrementally expand or contract from the core of the school. This thesis proposes this system of adaptable design as a solution to optimizing space utilization in public schools, grades pre-kindergarten through eight, in Washington D.C. [Author's abstract] 94p.
Designing Schools for 21st Century Learning. [Video] (The Pearson Foundation and The Mobile Learning Institute with the Council of Educational Facility Planners International, Oct 18, 2009)
Architect Randall Fielding discusses cutting-edge school design while taking the viewer on a tour of schools. Presented at the CEFPI 86th Annual World Conference & Expo.
Take 8. Learning Spaces: The Transformation of Educational Spaces for the 21st Century. Newton, Clare and Fisher, Kenn (Australian Institute of Architects, Oct 2009)
Focused predominantly on primary and secondary schools, this collection of interviews, articles and case studies presents a series of reflections by educators, designers and government policy initiators on the current landscape of learning space design and educational innovation in Australia. Articles commonly acknowledge the emergent relationship between pedagogy and space, leading to both revolutionary learning spaces and transformational teaching practice. While it is Australian-centric, the experiences and case studies reflected upon transpire relevance across the globe and will surely strike a chord of familiarity for those researchers, designers and practitioners who are negotiating similar pathways.
148p
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http://www.architecture.com.au/
Learning Environments: Where Space, Technology, and Culture Converge.
Warger, Tom; Dobbin, Gregory (Educause, Boulder, CO , Oct 2009)
Suggests that the time has come to broaden the scope of that inquiry and consider factors beyond space, including learning culture and the changing roles of instructors, students, and other people involved in teaching and learning. The effort to understand and develop effective learning environments includes more individuals and more roles than have generally been involved in the discussion about teaching and learning, and the factors at issue include, but go beyond, technology. 14p.
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall; Lackney, Jeffery (DesignShare.com, Minneapolis, MN , Sep 2009)
Presents 28 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, entries, student display space, "home base" and individual storage, laboratories, the arts, physical fitness, supervision, dispersed technology, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Appendices include illustrated essays on school design, the future of built schools, author biographies, and 21 references. 214p.
TO ORDER:
http://www.designshare.com/index.php/language-school-design/order-process
School of One Design Charrette.
(American Architectural Foundation, Washington, DC , May 2009)
Focuses on designing the space for New York City Schools' pilot concept entitled "School of One" which redefines the role of technology in the learning environment. The space has to accommodate asynchronous learning with different students working of varying lessons. In place of classrooms, a series of learning pods, some with fixed and some with movable furnishings were envisioned. 5p.
Meeting the State's Future Needs through a Competitive Higher Education Facility and Technology Infrastructure.
(Ohio Board of Regents, Columbus , Mar 2009)
Focuses on facilities and technology aspects of where Ohio stands in providing higher education services. Five questions form the core of report. These are: 1) Are Ohio's higher education facilities adequate to address the needs of and attract students for the 21st century? 2) What is the condition of facilities, and are adequate investments being made to protect the state's assets and benefit students? 3) Can recent trends in funding higher education capital projects, including institutional debt, continue? 4) Do current rules, regulations and practices inhibit the cost effectiveness of facilities construction? and 5) How is technology being used to serve current and prospective students? The report concludes that Ohio's substantial facility and technological assets must be utilized to a greater extent and in different ways than in the past. Trustee stewardship of facility assets are applauded, but larger investments are needed to address deferred maintenance, technology upgrades, building retrofits, and new facilities needed to accommodate program expansions for science, technology, engineering, math and health professions. State regulations, particularly in construction, can be modified in ways that result in high quality facilities at a lower cost. 32p.
2009 Open Architecture Challenge: Classroom.
(Architecture for Humanity, Open Architecture Network, San Francisco, CA, 2009)
Presents over 300 school designs from teams made up of architects, students, and teachers, along with detail on the award winnders. The economical designs are intended developing and under-funded areas, with an emphasis on affordability, sustainability, and portable or modular construction.
21st Century Learning Environments.
(Partnership for 21st Century Skills, Tucson, AZ , 2009)
Proposes that learning environments must embrace a diverse and complex world of people, places, and ideas. While a tremendous amount of attention has been paid to standards, assessments, professional development, and curriculum and instruction, the paper finds that learning environments are an essential component to supporting positive 21st century outcomes for students. The report notes that the term learning environment has traditionally suggested a concrete place, but in today s interconnected and technology-driven world, a learning environment can be virtual, online, and remote. While the relationship of physical spaces and technological systems to learning continues to be ever important, even more important is how, and whether, these environments support the positive human relationships that matter most to learning. The paper notes that the greatest challenge to incorporating technology into learning environments is not finding time and money, but finding ways to adequately support the use of these tools. While, today, many schools have advanced well beyond those outdated models and classrooms have become undeniably more flexible, colorful and engaging, this is just an initial step. Successful learning environments must be able to adapt to the constantly evolving and ever-changing nature of technology, teaching, and learning. Includes 66 references. 34p.
Adaptable Spaces and Their Impact on Learning.
(Herman Miller Inc., Zeeland, MI , 2009)
Quantifies the benefits of flexible learning environments with figures representing the learning benefits of comfort, convenience, lighting, movable furnishings, and good acoustics. 22 references are included. The data and text reflect the observations of various institutions participating in the Learning Studio program.
Make Way for Millennials: How Students Are Shaping Learning in Higher Education!
(Society for College and University Planning, Ann Arbor, MI, 2009)
Brings together 13 peer-reviewed articles and 3 book reviews which have been collected from two themed issues of Planning for Higher Education, published in October 2008 and January 2009. The articles discuss today's student expectations in higher eduction adacemic and recreational facilities, the impact of technology on design and space utilization, and campus planning that accommodates current modes of transportation and communication.
TO ORDER:
http://www.scup.org/page/pubs/journal/millennials-portfolio
School of One, Program Overview Video. (New York City Public Schools, 2009)
Describes New York City's multi-faceted School of One teaching program that combines classroom, individual, and virtual learning customized to a student's skills and interests. This educational delivery system relies on a variety of teaching spaces and personnel.
Steelcase LearnLab---Learning Outside the Box (SteelCase, 2009)
Classrooms today must support frequent collaboration and communication, easy transfer of information between individuals and groups, the effective display of content and the need for teams to constantly reconfigure and switch between different ways of working. These are the demands that the LearnLab environment was designed to meet. The LearnLab grew out of a user-centered design process developed by Steelcases WorkSpace Futures group. The process begins with research to clearly understand end users and their specific needs.
The Outlook for Learning--Views on the Future.
(Herman Miller Inc., Zeeland, MI , 2009)
Offers an update to 2005 research on the future of learning. This paper addresses globalization, accommodation of diversity with inclusive learning, an emphasis on learning outside the classroom, reduction of available space, interdisciplinary learning, increased student control of learning, increased student diversity, competition among institutions for students, increased importance of higher learning institutions in local and regional economies, complex institution/faculty relationships and tension between faculty, and an increase in accountability. 14 references are included. 11p.
Planning Educational Facilities: What Educators Need to Know.
Earthman, Glen (Rowman & Littlefied, Lanham, MD , 2009)
Provides a detailed discussion of the processes involved in planning a school building, from a discussion on how to organize the local staff to the final evaluation of the building. Individual chapters address planning, educational program development, evaluation of existing facilities, enrollment projection, financial planning, development of the capital improvement program, development of educational specifications, site selection and acquisition, federal regulations, architect selection and employment, project management, commissioning, post-occupancy evaluation, technology integration, and green schools. 332p.
Linking Architecture and Education: Sustainable Design for Learning Environments.
Taylor, Anne; Enggass, Katherine (University of New Mexico Press, Albuquerque , 2009)
Presents a holistic, sustainable philosophy of learning environment design based on the study of how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. The author argues that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Also included are designer perspectives, forums derived from commentary by outside contributors involved in school planning, and numerous photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. 471p.
TO ORDER:
University of New Mexico Presshttp://www.unmpress.com/
Schools of the Future.
Walden, Rotraut, ed. (Hogrefe and Huber, Cambridge, MA , 2009)
Provides a brief overview of the historical development of school buildings in different countries, followed by contributions from authors discussing how school buildings can work together with users' own creative responses and result in educational environments that are "alive." The give-and- take relationship between architecture and its users (students, teachers, parents, and the community at large) is emphasized from the point of view of architectural psychology and emerging considerations such as information technology. The "schools for the future" vision is to create spaces that people are pleased to return to, time and again, and that allow options for future modification in line with changing user requirements. Also proposed are criteria for the assessment of schools derived from a dual approach. The first is the call for a common language to be used by designers and educators, exemplified by a number of patterns that have been found to be salient in school design. Their common underlying premise is that learning environments should be learner-centered, appropriate to age and developmental stage, safe, comfortable, accessible, flexible, and equitable, in addition to being cost effective. The second approach presents instruments for the systematic assessment of school buildings according to facet theory, a tool that helps to structure the large number of possible influences and subjective indicators such as learning performance, expressions of well-being, and social behavior. 264p.
TO ORDER:
Hogrefe & Huber Publishershttp://www.hogrefe.com/
Summary Report of a Survey of Learning Space Design in Higher Education.
Vredevoogd, Jeff (Society for College and University Planners, Ann Arbor, MI , Jul 23, 2008)
Reports the results of a survey higher education planners revealing that, in the two years since the last survey, student expectations surpassed technology as the number one factor driving new needs for higher education learning spaces. Student expectations rose to 37 percent from 9 percent in 2006, while technology rose to 22 percent from 7 percent. The survey also found that the most valuable aspect of effective learning spaces is the support of student and faculty engagement. This response reflects an increase to 59 percent from 29 percent in 2006. In addition, the survey also reveals that the most important measure of effective learning spaces will be those that adapt to support varied pedagogy, which reflects an increase to 56 percent from 14 percent in 2006. Other highlights from the 2008 survey include suggestions for higher education presidents, and characteristics of effective and ineffective learning spaces. 21p.
Classroom of the Future. (EdTech Planning Group, Mt. Kisco, NY, 2008)
Presents a video tour of a classroom of the future, featuring multiple display screens, flexible furnishings, ample size that allows for circulation, a mobile teacher workstation, abundant power outlets, wireless and video capability, sophisticated zoned lighting, quiet and locally controlled HVAC, and acoustical isolation.
Interview with John Weekes, AIA. (American Institute of Architects, 2008)
Presents an audio-only interview with school architect John Weekes, in which he discusses the need for school construction due to a history of neglect of buildings and population shifts that require new facilities in developing areas. Also discussed are key design elements of effective schools, schools as a community centers, school size, technology integration, safety, sustainable design, high performance learning environments, and resources for architects interested in school design.
The Changing Campus: Advice and Action to Accommodate Learning.
(Herman Miller, Inc., Zeeland, MI , 2008)
Advises higher education institutions on space planning for future educational preferences. The paper discusses defining the vision for the campus, building a team for input, reviewing best practices and precedents at other institutions, determining scenarios of flexibility and technology, implementing the plan, and assessing the outcome. 6p.
Transforming Schools for the Future?
(Futurelab, Bristol, United Kingdom , 2008)
Offers four British papers reviewing and supporting the transformation of school facilities under the Building Schools for the Future program. 23p.
Linking Learning and School Design: Responding to Emerging Ideas.
Copa, George (California Dept. of Education, Sacramento , 2008)
Outlines emerging educational concepts that affect school design, including student engagement, personalization, connectivity of school to community, technological enhancement, lifelong learning, accountability, equity, accessibility, and investment. 66p.
Sustainable Schools: Are We Building Schools for the Future?: Government Response to the Committee's Seventh Report of Session 2006-07.
(House of Commons, Education and Skills Committee, London. , Oct 2007)
Presents the British government's response to a July, 2007 select committee report reviewing the record of Great Britain's Building Schools for the Future program. 47 recommendations from the original committee report are followed by paragraphs stating the government's response. 23p.
Is Classrooms for the Future Changing Teaching and Learning in Pennsylvania Schools? A Preliminary Report on the First Few Months.
Peck, Kyle; Clasuen, Robin; Byers, Celina; Fidishun, Delores; Murray, Orrin; Stoicescu, Christian (Pennsylvania Dept. of Education, Harrisburg , Aug 31, 2007)
Reviews preliminary results of Pennsylvania's "Classrooms for the Future " program, a three-year effort to provide laptop computers, high-speed Internet access, state-of-the-art software, and intensive teacher training and support to high school classrooms across the state in the core subjects of English, math, science, and social studies. Observers and students reported that teachers spent significantly less time in whole-class lectures and more time interacting with small groups and individual students. Teachers reported that students spent significantly more time working in groups and that the physical setup of classrooms often changed to accommodate more collaborative student learning. There was a notable shift in the nature of assignments given to students toward "real world" topics and toward teaching styles in which students participate in hands-on projects. A before-and-after analysis indicated students using the technology tools in learning spent significantly less time "off task" and that there was a significant increase in the level of engagement. 77p.
Future-Proofing Schools: Strategies and Implementation, Part 2.
Locker, Frank (Schoolfacilities.com, Orange, CA , Aug 21, 2007)
Offers specific design suggestions to ensure adaptability of a learning space to future educational delivery. Advice on how to create a suite of connected and varied learning spaces, convert circulation space to learning space, and create flexible casework are accompanied by examples of where these strategies have been implemented. (Part 1 is titled "Future-Proofing Schools." 2p.
DeJONG Names Top Ten Trends in School Facility Planning.
(SchoolFacilities.com, Orange, CA , Jul 23, 2007)
Presents the ten top trends in school facilities, as determined by a large educational planning firm. The trends are: 1) Declining enrollment; 2) Life beyond Leave No Child Behind; 3) Any place, any time learning; 4) Flexible buildings; 5) Global focus; 6) Modernizing democracy; 7) Green buildings/sustainability; 8) Geographical Information Systems; 9) Safety and security; and 10) Renovations, modernizations, and replacements. 2p. 2p.
Future-Proofing Schools, Part 1.
Locker, Frank (SchoolFacilities.com, Orange, CA , Jul 23, 2007)
Discusses the creation of school facilities that anticipate and support educational change without expensive remodeling, outlining the main considerations of a flexible building that can accommodates future standards that are presently embryonic or nonexistent. (Part 2 is titled "Future-Proofing Schools: Strategies and Implementation.") 2p.
Sustainable Schools: Are We Building Schools for the Future? [United Kingdom]
(The Stationery Office, London, United Kingdom , Jul 16, 2007)
Reviews the record of Great Britain's Building Schools for the Future program, with regard to the creation of positive, sustainable learning environments. The conclusions, supported with extensive oral and written evidence, are that the visioning process for the creation of a new school should be lengthened to enable the inclusion of school staff and students; that greater design flexibility should be allowed at the local level; that individual institutions' technology integration experience should be made widely available, to the benefit of subsequent projects; that post-occupancy evaluations be conducted to determine what works and what doesn't; and that schools be as carbon neutral as possible. [There are two volumes, both available in PDF format. Scroll down the page to Reports, August 9, 2007.] 432p.
Swiss Cheese Schools.
Locker, Frank (SchoolFacilities.com, Orange, CA , Jun 18, 2007)
Describes the process of cutting holes between classrooms to open up traditional, double-loaded corridor schools. The resulting floor plan creates clusters of connected rooms that can more easily accommodate contemporary educational delivery. 2p.
First Design the Fundamentals, Then Design a School of the Future.
HIll, Franklin (Schoolfacilities.com, Orange, CA , May 18, 2007)
Addresses the practicality of certain current design trends in schools. The potential flaws of ceiling height and exposed systems in great rooms, arrangement of windows and dimensions in multimedia rooms, arrangement of furnishings for personal privacy and tidiness of all spaces, and coordination between the designers of systems are addressed. 3p.
Design for Learning Forum. School Design and Student Learning in the 21st Century: A Report of Findings.
Sullivan, Kevin (American Architectural Foundation, Washington, D.C. and the Target Corporation, Minneapolis, MN , Mar 2007)
At a Design for Learning Forum held in Minneapolis on October 11-13, 2006 to examine future forces shaping school design, forum participants arrived at 10 key findings: 1) recognize the paradigm change; 2) create new links to the national education reform effort; 3) build for a changing student population; 4) design for the age wave; 5) use technology to expand learning but recognize its limits; 6) design for health, safety, and sustainability; 7) blur bounderies by designing for community benefit; 8) involve citizen designers to reinvigorate the design process; 9) expand the research agenda; 10) develop a campaign for innovative design. 66p.
Winter 2007 School Design Institute: A Report of Findings.
(American Architectural Foundation, Washington, DC , Feb 2007)
Presents the comments and recommendations of specific projects presented by the superintendents of six school districts, working with a team of five experts specializing in the field of K 12 design and education. This process involved the school officials in discussion about the benefits of good design and planning so that they could lead their districts in supporting innovative solutions. A section of the report is devoted to a summary of each school district and its demographics, a project description, and a discussion of recommendations. Embedded in the comments and design recommendations are best practices regarding a range of issues, such as school size, technology, trends in learning, siting and location, the public process, and community school collaboration. 46p.
Innovation in Learning Space Design-Developing Collaborative Opportunities. Jorstad, James (James Jorstad, University of Wisconsin-La Crosse, Jan 26, 2007)
This online video presentation traces the history of learning spaces from the early 1900's to present. The Mediasite program discusses the current environment of collaborative learning spaces and specific opportunities to engage students in the classroom. The presentation takes the viewer on a journey through successful learning space designs through universities in United States and England. Video footage is used to highlight the creation of a collaborative learning space in a library. The program concludes by showcasing best practices in developing new learning spaces which enhances teaching and learning.
Building Schools for the Future: The Role of a Design Champion.
(Commission on Architecture and the Built Environment, London, United Kingdom , 2007)
Outlines the qualities and duties of a person designated in a school building project to lead and coordinate efforts toward good design. A step by-step response guide for key points in the building process is included. 6p.
Learning Journeys, Moving Towards Designs for New Learning Spaces: Two Truths and a Suggestion.
(British Council for School Environments, London, United Kingdom , 2007)
Discusses how educational space should reflect the pedagogy, the role of flexible furniture in learning spaces, and how boundaries between formal and informal learning spaces should be blurred. 19p.
Manifesto for Learning Environments: A Call to Action.
(British Council for School Environments, London, United Kingdom , 2007)
This "call to action" identifies a number of core principles which support the creation of effective environments for learning in Great Britain. These include: 1) ensuring design is focused on the needs of teaching and learning; 2)guaranteeing participation in the design, build, and equipping process by children, teachers and others who will use the new buildings; 3) ensuring schools are built to sustainable standards; 4) streamlining procurement processes to make them easier for all those involved in building and equipping schools, allowing room for choice and diversity; 4) promoting ideas of quality design and standards to develop safe, attractive and functional buildings and equipment; and 5)encouraging a small school culture to help nurture individual development and innovation. 12p.
Microsoft School of the Future. (Public Broadcasting Service, Washington, DC, 2007)
Profiles Philadelphia's Microsoft School of the Future and its extensive integration technology.
Architecture for Achievement: Building Patterns for Small School Learning.
Bergsagel, Victoria; Best, Tim; Cushman, Kathleen; McConachie, Lorne; Sauer, Wendy; Stephen, David (Eagle Chatter Press, Mercer Island, WA , 2007)
Proposes a "pattern language" with which planners can explore architectural details that can enhance their school s design. The designs focus on smaller, more personalized learning communities that can boost student achievement. A wide range of indoor and outdoor design features are presented, organized as guiding principles for student success. These are personalized, learning-focused, collaborative, community connected, and adaptable. 156p.
TO ORDER:
http://www.eaglechatterpress.org/products.html
Creating a 2020 Vision for School Design. Fisch, Karl (DesignShare, Minneapolis, MN , 2007)
Presents a combination of text and video that envisions how students’ lives are being radically transformed, the general trends in education, and what skills and habits students will need in the future. 7p.
Features of Advanced Learning Systems.
Jennings, Wayne (DesignShare, Minneapolis, MN , 2007)
Describes present and future aspects of educational delivery, many of which impact facilites. These include community use of the school, technology integration, individualized learning programs, community involvement in instruction, new staffing structures, a longer school day and year, and a variety of school types to choose from. 9p.
Educational Trends Shaping School Planning and Design: 2007.
Stevenson, Kenneth (National Clearinghouse for Educational Facilities, Washington, DC , 2007)
Examines 12 educational trends influencing the planning and design of school facilities. The trends were identified by reviewing the latest research on school facilities and student outcomes; current issues, problems, and initiatives in the educational field; emerging demographic patterns; and the author s previous work on this subject. The trends are: (1) School choice and equity will redirect facilities planning. (2) Small schools may be favored over large ones. (3) Class size may continue to be reduced. (4) Technology will be increasingly used to lower personnel costs and to deliver instruction. (5) School missions may change. (6) Classrooms will be reconfigured to accommodate various learning styles or tasks. (7) Schools will see extended hours of use to accommodate year-round schooling, non-traditional students, and community use. (8) Electronic media will increasingly replace paper. (9) Grade configurations will change. (10) Special education will continue to be mainstreamed. (11) Early childhood programs will expand. (12) Schools might disappear altogether in favor of home and distance learning. Includes 40 references. 8p.
Educational Environments No. 3.
Yee, Roger, ed. (Visual Reference Publications, New York, NY , 2007)
Presents examples of innovative new educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few K-12 projects included. A short description of each project is accompanied by photographs. 240p.
TO ORDER:
http://www.visualreference.com
Research Brief. Millennials & Schools of the Future. Question: What Should Schools of the Future Look Like?
Walker, Karen (The Principals' Partnership; A Program of Union Pacific Foundation, Nov 2006)
The generation born between 1980 through 2000 is most commonly known as the
Millennails. This brief looks at research addressing what the schools of the future should look like, including a description of Philadelphia's School of the Future, a joint project with the Microsoft Corporation. 6p.
2006 - 2016 Map of Future Forces Affecting Education
(KnowledgeWorks Foundation and The Institute for the Future, Oct 2006)
This interactive map presents a forecast of external forces that are important in shaping the context for the future of public education and learning in the next decade. The map was created by aggregating the opinions of relevant experts, including ethnographers, anthropologists who do intensive case studies based on field research. The map is structured as a grid that presents the intersection between six key drivers of change or trends and five critical impact areas which represent key areas of activity where the major trends are revealed from different perspectives. Each intersection is marked by one or more specific trends likely to affect education. Taken together, these multiple intersections suggest an emerging future landscape of issues, concepts, and phenomena that will shape the broader context for education and its stakeholders.
School 2.0
(U.S. Department of Education, Oct 2006)
School 2.0 is a brainstorming tool designed to help schools, districts and communities develop a common education vision for the future and to explore how that vision can be supported by technology. School 2.0 provides a "big picture" perspective that allows for a common point of entry so that all community stakeholders can participate. Elements of the brainstorming tool include a people wheel, the learning ecosystem, horizontal technology layers, supporting elements, and planning and implementation.
Schools for the Future. Design of Sustainable Schools. Case Studies.
(Department for Education and Skills, London, UK , Sep 2006)
These twelve case studies of primary and secondary schools in the United Kingdom provide schools and design teams with real-world examples of places that have addressed sustainability challenges. The publication includes: 1) emerging themes; 2) detailed case studies, with photographs and plans, of twelve schools; and 3) a brief description of the main tools that support sustainable design. 110p.
Educational Facilities within the Context of a Changing 21st Century America.
Stevenson, Kenneth (National Clearinghouse for Educational Facilities, Washington, DC , Sep 2006)
Presents possibilities and critical issues related to the future of education and educational facilities. A scenario of educational technology that eliminates the school facility and decreases social interaction through "virtualized" distance learning is presented, followed by a discussion of eight educational and social trends that may greatly impact education in the upcoming decades. Each trend is described, along with its accompanying issues and the effects that it might have on school facilities. These trends reflect political and ideological struggles in education, influence of technology, school location and size, class size and grade configuration, and school facility condition. Includes 70 references. 47p.
The School of the Future.
Thomas, Kim (Futurelab. Innovation in Education, Bristol, UK., Aug 2006)
Schools haven't changed much in 150 years. This looks at the existing models and provides examples of innovations, including open, collaborative environments, flexible spaces, technology, a 360 degree flexible classroom, community learning centers, and outdoor environments. 2p.
Video Interview with Prakash Nair.
(Victoria Dept. of Education, Melbourne , Feb 20, 2006)
Presents an interview with an experienced school planner concerning the future of school design, the role of the community and student safety in school design, flexibility in school design, and other important features of planning viable, futuristic schools. 7p.
Re-Thinking Learning Networks: Home, School, and Community.
Rudd, Tim (Futurelab: Innovation in Education, Bristol, UK, Feb 2006)
This British "provocation paper" was written to provoke more radical thinking about how the education system might be reorganized to harness wider social and cultural resources, learner experiences, and informal approaches to learning, especially through digital technologies. 6p.
21st Century Learning Environments.
(Organisation for Economic Co-Operation and Development, Paris , 2006)
Presents innovative designs for schools and analyzes needs for schools of the future, drawing on material presented at the OECD Programme on Educational Building's 2004 conference in London. The richly illustrated text offers analysis of seven themes in school design, thirteen conference presentations from international practitioners, and eleven school visits. The conclusions summarize planning and construction issues and make suggestions for the construction industry. 108p.
CHPS Best Practices Manual.
(The Collaborative for High Performance Schools (CHPS), San Francisco, CA , 2006)
Offers guidance on creating high performance schools in California. The manual consists of six volumes. Volume I describes why high performance schools are important, what components are involved in their design, and how to navigate the design and construction process to ensure that they are built. Volume II contains design guidelines for high performance schools. These are tailored for California climates and are written for the architects and engineers who are responsible for designing schools as well as the project managers who work with the design teams. It is organized by design disciplines and addresses specific design strategies for high performance schools. Volume III is the Collaborative for High Performance Schools (CHPS) Criteria. These criteria are a flexible yardstick that precisely defines a high performance school so that it may qualify for supplemental funding, priority processing, and perhaps bonus points in the state funding procedure. School districts can also include the criteria in their educational specifications to assure that new facilities qualify as high performance. Volume IV (2004) covers maintenance and operations. It provides M&O staff, teachers, and administrators with strategies for avoiding improper use of building systems and poor maintenance practices that can diminish the energy performance of a school. Topics covered in this volume inlcude cleaning and calibrating building systems, selecting cleaning products, and reducing waste. Volume VI (2006) covers relocatable classrooms, ofering an overview of the pros and cons of relocatables, specifications for a high performance relocatable, and advice on requisitioning, siting, and commissioning relocatables. 717p.
TO ORDER:
http://www.chps.net/dev/Drupal/node/288
Compendium of Exemplary Educational Facilities, Third Edition.
(Organisation for Economic Co-Operation and Development, Programme on Educational Building, Paris, France , 2006)
Profiles 65 school buildings from OECD member countries that illustrate good architectural programming and design. The schools were selected on behalf of the Programme for Educational Building by an international jury on the basis of their flexibility, involvement of community, sustainability, safety and security, and alternative financing. The profile for each school includes building statistics, project participants, a brief narrative, a plan, and several photographs. 177p.
TO ORDER:
Organisation for Economic Cooperation and Development, 2, rue Andre-Pascal, 75775 Paris Cedex 16, Francehttp://www.oecd.org/edu/facilities/compendium
Denver School of Science & Technology: Sam Miller Interview.
(Designshare, Minneapolis, MN , 2006)
Presents an interview with one of the designers of this school, in which he describes the facility's inception and creation, as well as how it's spaces were ultimately used by the students and teachers. Advice on creating similar facilities is offered, as well as ideas for developing future learning environments that help create ways for students to learn. 7p.
Designing Spaces for Effective Learning: A Guide to 21st Century Learning Space Design.
(Joint Information Systems Committee, London, United Kingdom , 2006)
Addresses the design of entrances, teaching spaces, vocational teaching spaces, learning centres, and social spaces in higher education facilities. Within each category, issues of flexibility, future-proofing, bold look, creative design, supportive environment, and multiple use are covered. Numerous examples from British institutions, along with floor plans and photographs are provided. 34p.
Ideas Book: Global Learning Environments.
(British Council for School Environments, London, United Kingdom , 2006)
Summarizes presentations at the British Council for School Environments first Global Learning Environments Summit. Expert opinions on future pedagogy and learning spaces are illustrated by nine international case studies. 16p.
National School Design Institute: A Report of Findings.
(Ameican Architectural Foundation, Washington, DC , 2006)
Reviews school design workshops in Buffalo, New York; Carroll County, Georgia; Los Angeles, California; Natrona County, Wyoming; and Pass Christian, Mississippi, a community devastated by Hurricane Katrina. Embedded in the comments and design recommendations are best practices regarding a range of issues, such as school size, technology, trends in learning, siting and location, and public process and community-school collaboration. The document reflects the comments and recommendations of specific projects presented by the superintendents of five school districts. Each superintendent was invited to bring an educational specialist, a community representative, and the project architect to work with a team of nationally recognized architects specializing in the field of K 12 education. Two designers were assigned to each district, and a design charrette was conducted for each project during the one and one-half days of the institute. 53p.
Report from the National Summit on School Design: A Resource for Educators and Designers.
(American Architectural Foundation, Washington, DC; Knowledgeworks Foundation, Cincinnati, OH , 2006)
Presents the results of the 2005 National Summit on School Design, convened by the American Architectural Foundation and KnowledgeWorks Foundation. The report details eight overall recommendations made by Summit participants on a range of school design topics: 1) Design schools to support a variety of learning styles. 2) Enhance learning by integrating technology. 3) Foster a "small school" culture. 4) Support neighborhood schools. 5) Create schools as centers of community. 6) Engage the public in the planning process. 7) Make healthy, comfortable, and flexible learning spaces. 8) Consider non-traditional options for school facilities and classrooms. Each recommendation is accompanied by brief case studies and a list of additional resources. Plans for advancing a national school design agenda are highlighted, and the results of a team exercise in solving the problems of five hypothetical school districts are included. The Summit’s 200-plus participants are listed, including teachers, parents, students, school administrators, education experts, architects, community groups, mayors, and other elected officials. (This is a large PDF file and may take awhile to open.) 72p.
Schools Designed for Learning: The Denver School of Science and Technology, Video and Resource Guide. (American Architectural Foundation, Washington, DC , 2006)
Profiles the innovative design of the Denver School of Science and Technology and how it supports learning. The 17-minute video and accompanying resource guide provide background information, design strategies, and additional resources for viewers, and introduces school design concepts that can help improve student achievement. The text describes concepts of flexible and inspiring learning spaces, community participation in design, a healthy school indoor environment, security through design, thorough technology integration, a building that is part of the learning process, personalized attention in a small school environment, access to the natural environment, and use of the school as a community center. 27p.
Schools for the Future: Design Schools for Extended Services.
(Dept. for Education and Skills, London, United Kingdom , 2006)
Sets the United Kingdom policy context and provides advice on how local authorities and schools can design facilities in partnership with their communities, other agencies, and the private and voluntary sectors to deliver before- and after-school services.. It includes key questions which all schools can ask themselves as they think about the future and how best they can use one of their buildings. 136p.
Seriously Cool Places: The Future of Learning-Centered Built Environments
Dittoe, William (Educause, Boulder, CO , 2006)
Describes the use the University of Dayton's Marianist Hall Learning Space, through a fictitious narrative involving students and faculty. The narrative is derived from observation of use of this facility, which places offices in close proximity to communal learning spaces, including a cafe and furniture-filled pathways through the building. Includes three references. 3.1-3.11p.
Getting Real: an Interview with John Sole, Project-based Service Learning Master Teacher.
Lackney, Jeffery (DesignShare, Minneapolis, MN , 2006)
Presents an interview that describes this teacher's learning projects that focus on the school and community built environment, and are typically conducted in low-performing disadvantaged schools. Includes three references. 6p.
Learning Spaces.
Oblinger, Diana, Ed. (Educause, Boulder, CO, 2006)
Focuses on less often discussed facets of learning space design: how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. The book begins with fourteen chapters by various authors discussing learning space design principles, followed by 29 higher education case studies. 446
What If...Re-Imagining Learning Spaces.
Rudd, Tim; Gifford, Carolyn; Facer, Keri (Futurelab, London, UK , 2006)
Presents the outcome of a workshop bringing together individuals from a range of design, teaching, mentoring, policy and research backgrounds. The workshop aimed to re-imagine learning spaces, and actively encouraged the development of "what if" scenarios that push the boundaries of current thinking and encourage debate of the relationship between educational goals and the design and resourcing of spaces for learning. These scenarios are presented in the paper, not as recommendations, but as a stimulus for discussion. 57p.
Educational Facilities Planning: Leadership, Architecture, and Management.
Tanner, C. Kenneth; Lackney, Jeffery (Allyn and Bacon, Pearson Education; Boston, MA , 2006)
This textbook on educational facility planning and design covers conceptual, descriptive, and applied aspects of the development of educational facilities. The 17 chapters are organized in eight parts entitled: Educational Architecture: History and Principles of Design; Educational Facility Planning, Planning, Programming, and Design of Educational Learning Environments; School Construction and Capital Outlay Activities; Management, Maintenance, and Operations of School Buildings; Legal and Financial Issues in Developing Educational Facilities; Research on the Physical Environment; and Models, Examples and Applications. How-to examples, step-by-step procedures, case studies, and learning activities are included which encourage unconventional thinking, and an applications toolkit includes a procedure for forecasting student populations, supported by accompanying online content containing student population forecasting programs. 437p.
TO ORDER:
http://www.pearsonhighered.com/
Inventing Non-Traditional Collaborative Learning Environments [PowerPoint Presentation]
Locker, Frank; Lackney, Jefferey (Presentation at the Harvard University Graduate School of Design, School Planning & Design Institute, June 29-30, 2005., May 29, 2005)
The PowerPoint presentation explores the theory, physical planning, principles, and concret examples of places that support constructivist learning in non-traditional collaborative learning environments. Case studies include the Avalon School in St. Paul, Minnesota, the Canby High School Applied Technology Center in Canby, Oregon, the Montessori School in Jackson, Mississippi. Includes an extensive explanation of constructivist theory and contrasts in with traditional learning and planning. 37 slides
Educational Facility Resources from the AIA 2005 National Convention.
(American Institute of Architects, Washington, DC , May 2005)
Presents summaries of educational facilities sessions that were offered at this convention. Sessions included 21st-century schools and their communities, project-based service learning, small high schools that respond to consumer demand and strengthen neighborhoods, meaningful measures for successful projects, high performance schools, urban school design, how school facilities transform academic outcomes, and a review of the Clark County (Nevada) School District's rapidly expanding building inventory. 5p.
Learning Environments Campaign Prospectus: From the Inside Looking Out.
(The Design Council, London, United Kingdom , Feb 2005)
Provides design guidance for innovative school environments. This British prospectus urges "bottom-up" innovation and a personalized approach to education and school design, led by the users rather than authorities. Problems with the traditional classroom format are cited and a case study of an innovative "360-degree Flexible Classroom" is provided. This classroom features a "wrap-around" design with instructional surfaces on all four walls, removable interactive whiteboards, and flexible furniture that can accommodate a variety of working arrangements and body positions. 54p.
School Plus: Exploring Educational Spaces.
(Eindhoven Technical University, Eindhoven, Netherlands , 2005)
Summarizes this 2004 workshop, which brought architectural students, architects, and urban designers together to an Amsterdam site designated for a school. The students participated in workshops exploring multifunctional educational facilities and the roles of schools a public spaces. The site was explored and analyzed, and then the students returned to their home universities. This book presents the 24 design proposals that they subsequently submitted for the site. 68p.
TO ORDER:
Hüsnü Yegenoglu, tel: 31 40 247 4666, e-mail: h.h.yegenoglu@bwk.tue.nl; or Geoffrey Timmer, tel. 31 62 481 9442, e-mail: geoffrey.timmer@gmail.com
School of the Future [PowerPoint Presentation].
Locker, Frank (Presentation at the K-12 Symposium at BuildBoston 2005. , 2005)
This presentation explores such questions as what do we want in the school of the future and what will define the school of the future. It discusses changing educational practices from the 20th century and what is now emerging in curriculum and instruction, and new relationships such as school/community connections. Includes a number of case studies. 40 slides
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall (DesignShare.com, Minneapolis, MN , 2005)
Presents 25 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, common areas, storage, laboratories, the arts, physical fitness, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Includes 21 references. 118p.
TO ORDER:
http://www.designshare.com/patterns/default.asp?article=110
Joined Up Design for Schools
Sorrell, John; Sorrell, Frances (Merrell Publishers, New York, NY , Jan 2005)
Profiles over sixty projects in which school children thoughout Britain have commissioned pioneering concepts from an array of notable international designers and architects. The client teams of children engaged designers to respond to their everyday needs and concerns, and this volume describes and illustrates an range of projects that deal with the built environment, communications, storage, color, clothing and identity in schools. 192p.
TO ORDER:
49 West 24th St., 8th floor, New York, NY 10010http://www.merrellpublishers.com
Redesigning Schools-Redefining Education.
Wiles, Jon (Designshare, Minneapolis, MN , 2005)
Considers the prevalent education model, based on factory-like schools that emulated America's industrial revolution. This outdated model should be replaced by adaptable school facilities, new learning technologies, acknowledging of human differences, school-to-work programs, de-standardized curriculum, and teacher recruitment. Includes eight references. 7p.
Educational Environments No. 2.
Yee, Roger (Visual Reference Publications, New York, NY , 2005)
Presents examples of innovative educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few foreign and K-12 projects included. A short description of each project is accompanied by photographs. 211p.
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302 Fifth Ave., New York, NY, 10001; Tel: 212-279-7000http://www.visualreference.com
Understanding Digital Kids. Teaching & Learning in the New Digital Landscape.
Jukes, Ian; Dosaj, Anita (InfoSavvy Group, Jun 2004)
Digital native learners prefer (1) receiving information quickly and from multiple resources; (2) parallel processing and multitasking; (3) processing pictures, sounds, and video before text; (4) random access to hyperlinked multimedia information; and (5) interacting and networking simultaneously with many others. 27p.
Career-Technical Schools [PowerPoint Presentation]
Locker, Frank May 12, 2004
Emerging practices in career-technical education point to an integration of academic and technical learning. This PowerPoint presentation looks at changes in career-technical education, describes new strategies and practices, gives an educational context, discusses emerging practices, and gives examples of facility planning. It provides a number of case studies with photographs and plans, including the School for Environmental Studies in Apple Valley, Minnesota, Canby Applied Technology Center in Canby, Oregon, the Met School in Providence, Rhode Island, and the Cooloola Institute for TAFE in Queensland, Australia. 55 slides
Creating 21st Century Learning Environments [PowerPoint Presentations]
(OECD Programme on Educational Building (PEB) and the Department for Education and Skills, United Kingdom, May 2004)
This webpage provides access to the PowerPoint presentations of speakers at an international seminar held in London on May 26-28, 2004. OECD countries and PEB members shared ideas, best practices, and research on providing innovative, exciting and adaptable buildings, including current UK projects. Presentation topics include: Building Schools for the Future; Design Strategies for Tomorrow's Schools; the Joinedupdesignforschools Project; Classrooms of the Future; and Transforming Existing Schools.
Schools for the Future. Exemplar Designs. Concepts and Ideas.
(Dept. for Education and Skills, London, England , Feb 2004)
Exemplar designs aim to improve the design quality of school buildings in England. The designs — five primary schools, five secondary schools and one 'all-through' school — have been created by eleven leading British architectural practices and are based on close work with administrators, teachers, and students. The designs are intended to to provide inspiration for LEAs and schools developing their educational vision and requirements for new schools, in order to drive up the standard of school building across the country. The designs aim to help
develop a shared vision of what are 'Schools for the Future'; create benchmarks for well designed schools; push forward the boundaries of innovation and inspiration; support the delivery of the Building Schools for the Future program; and encourage industry to develop new ways of delivering school buildings. Many of the designs include 'extended schools' facilities for use by the wider community and all have been developed to respond to the demands of current teaching styles while looking to the possibilities of the future. Includes plans, drawings, and color photographs.
121p.
21st Century Schools: Learning Environments of the Future.
(Commission for Architecture and the Built Environment (CABE) and RIBA (Royal Institute of British Architects), London, England , 2004)
This report explores the relationship between the physical school environment and the teaching that it contains. It illustrates four scenarios for learning environments in 2024. It concludes with an agenda for schools of the future: issues, recommendations, and questions for future exploration. The study suggests that learning environments of the future should be: 1) flexible at different scales and timescales, allowing for variation in use, occupancy, and layout; 2) inspiring to those working, learning, and visiting; 3) supportive of effective teaching and learning, accomodating a wide range of experiences and activities; and 4) involving of the users and the wider community, and linking with other learning places.(Includes 38 references.) 34p.
Classrooms of the Future: Innovative Designs for Schools.
(Dept. for Education and Skills, London, England , 2004)
Describes twelve pilot projects from British local education authorities creating innovative learning environments that are imaginative and stimulating, with the aim of inspiring children to achieve more. These primary and secondary schools feature increased community use of the buildings, partnerships with other cultural and scientific institutions, relocatable laboratories, sustainable design, and elevated service to rural communities. Includes drawing, plans, and color photographs. 80p.
Creating Connections: The CEFPI Guide for Educational Facility Planning.
(Council of Education Facility Planners International, Scottsdale, AZ , 2004)
Guides new and experienced school planners from the conception of educational needs through occupancy and use of the completed facilities. Chapters follow the planning, design, and occupancy processes in sequence as follows: forming the educational plan, creating community partnerships, establishing a master plan, writing educational specifications, addressing design guidelines, evaluating and selecting the site, infusing technology, integrating sustainable design, working with a design team, evaluating project delivery options, identifying cost and funding options, monitoring construction, integrating maintenance and operations, and assessing the completed project. Numerous references, photographs, drawings, figures, and a glossary are included. 386p.
TO ORDER:
http://www.cefpi.org/i4a/ams/amsstore/category.cfm?product_id=90
For Generations to Come: A Leadership Guide to Renewing School Buildings.
(21st Century School Fund, Washington, DC , 2004)
This guide provides a framework for community involvement in modernizing or building new public school buildings. The process is broken down into the five steps of assessment, envisioning, planning, development and implementation of the project. The chapters for each step are preceded by an overview of how facilities affect the quality of education and community, and how to initiate the process of improving a school building. 60p.
School Buildings. The State of Affairs: The Swiss Contribution in an International Context.
(Birkhauser, Basel, Switzerland , 2004)
Presents 31 European (mostly Swiss) school designs representing new educational programs and expansion of day-care offerings. Extensive photographs, plans, sectional views, and elevations illustrate each project. The accompanying text discusses worldwide trends in classroom design, flexibility, security, school size, along with the Swiss response to facility assessment and planning guidelines. Comments of teachers, parents, and students are included. 224p.
Schools for the Future. Transforming Schools: An Inspirational Guide to Remodelling Secondary Schools.
(Department for Education and Skills, London, England , 2004)
Presents recent British school renovation case studies that illustrate the benefits of refurbishing some facilities, and replacing others. Also described is how each school's budget will be set, with guidance on how to make the best use of those funds according to the vision and ethos of the school. Project statistics, floor plans, and photographs are included. 95p.
The DesignShare 2004 Awards for Innovative Learning Environments.
(Design Share and School Construction News, 2004)
Describes winning projects of the fifth annual awards competition sponsored by School Construction News and Design Share. A 15-member international panel reviews 63 projects, with comments focusing on emotional, sociological, psychological, and physiological needs of learners, in addition to sustainable, green environments.
Feng Shui for the Classroom: 101 Easy-to-Use Ideas.
Heiss, Renee (Zephyr Press, Chicago, IL , 2004)
Translates ancient Chinese interior decoration concepts to the school, providing teachers with strategies and suggestions for improving harmony and positive energy in their classrooms. The text gives suggestions for arranging the ideal classroom in such a way that the chi, or energy, can move freely. Key features of the ideal classroom are minimal clutter, many plants, calming sounds, and mobiles for movement. A room map, called a bagua, dictates the placement of color, furniture, and learning centers in the classroom. The book is intended for teachers of all grade levels who want to transform an impossible classroom arrangement into a focused learning environment. 128p.
The Middle School of the Future: a Focus on Exploration.
Merritt, Edwin; Beaudin, James; Myler, Patricia; Davis, Daniel; Oja, Richard (Scarecrow Education, Lanham, MD , 2004)
Offers guidance to ensure that middle schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. A detailed educational specification and case studies of recent school construction projects are included. Issues of site design, acoustics, security, indoor air quality, sustainability, and accessibility are each accorded their own chapter. (Includes 34 references.) 181p.
The High School of the Future: A Focus on Technology.
Merritt, Edwin; Beaudin, James; Sells, Jeffrey (Scarecrow Education, Lanham, MD , 2004)
Offers guidance to ensure that high schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. Methods for involving stakeholders in the specifications, design, and project management are detailed. General and curriculum-specific design issues are covered along with conceptual drawings. Indoor air quality, technology, and accessibility considerations are covered in individual chapters. (Includes 11 references.) 151p.
The Elementary School of the Future: A Focus on Community.
Merritt, Edwin; Beaudin, James; Sells, Jeffrey; Oja, Richard (Scarecrow Education, Lanham, MD , 2004)
Offers guidance to ensure that elementary schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. A detailed educational specification and case studies of recent exemplary school construction projects are included. Issues of site design, acoustics, security, indoor air quality, sustainability, and accessibility are each accorded their own chapter. (Includes 14 references) 163p.
In Sync: Environmental Behavior Research and the Design of Learning Spaces.
Scott-Webber, Lenni (Society for College and University Planning, Ann Arbor, MI , 2004)
Analyzes research relating to the environment's impact on behavior and establishes five different archetypal environments that support learning in the current knowledge age, versus the prevalent but outdated agrarian- and industrial-age models: 1) Environments for Delivering Knowledge; 2) Environments for Applying Knowledge; 3) Environments for Creating Knowledge; 4) Environments for Communication Knowledge; and 5) Environments for Decision Making. 145p.
TO ORDER:
http://www.scup.org/page/pubs/books
Schools as Centers of Community: A Citizens' Guide For Planning and Design. Second edition.
Bingler, Steven; Quinn, Linda; Sullivan, Kevin (National Clearinghouse for Educational Facilities, KnowledgeWorks Foundation, Council of Educational Facility Planners, Building Educational Success Together, Coalition for Community Schools , Dec 2003)
This publication outlines a process for planning schools that more adequately addresses the needs of the whole learning community. It explores six design principles for creating effective learning environments, provides 13 case studies that illustrate various aspects of the six design principles, and examines the facilities master planning process for getting started and organized, including developing and implementing a master plan. It provides references, sources for additional information, photographs and plans. 76p.
Awards 2003 - DesignShare Awards Program.
(www.designshare.com, Orange, CA, Sep 2003)
Presents winning projects of the fourth annual awards competition, co-sponsored by School Construction News, the C/S Group, and DesignShare. An international panel of reviewers chose 71 projects to receive awards. Global sustainability was a key theme, with solutions ranging from low-tech, site sensitive design in developing countries, to sophisticated use of the latest daylighting software in industrialized nations. The first priority of the review team was a fluid integration of pedagogy and space. Students and teachers came first, planning and design ideas second, and the use of systems and materials came third.
Flexible School Facilities.
Locker, Frank M.; Olson, Steven (Design Share, Minneapolis, MN , Sep 2003)
Planning flexible school facilities requires planners to embrace and facilitate inevitable change through careful planning and a willingness to speculate on the future of teaching and learning. This article identifies five stages of restructuring school buildings, from the most traditional to the most radical, and examines ways that planners can anticipate needs of the future. 5p.
The Future of Our Schools: Inside and Out. [Videotape]. (Information Television Network, Boca Raton, FL , 2003)
The classroom environment is a factor in the instructional process and student performance. In this 60-minute videotape, acoustics, energy, education, and building design experts discuss alternative solutions and ideas used in new school construction and renovation projects. Schools in New York, North Carolina, and Washington, DC that have been renovated or newly built are profiled to demonstrate the results of building intended to address the challenges of more complex education curricula.
TO ORDER:
Information Television Networkhttp://www.itvisus.com
Thirty-Three Principles of Educational Design.
Lackney, Jeffrey A. (National Clearinghouse for Educational Facilities, Washington, D.C. , Feb 2003)
This provides a framework of educational design principles from which educators and design professionals can structure the content of their educational facility development process, from the earliest strategic and educational planning right through to design, construction, occupancy and facility management. The principles are divided into educational facility planning and design process principles, principles for site and building organization, principles for primary educational space, principles for shared school and community facilities, principles related to the character of all spaces, and those related to site design and outdoor learning spaces. 18p.
Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2003)
Describes the Scottish Executive's objectives and strategies for their school facilities, the current condition of their schools, a vision for what a 21st-century school will be like, and how they intend to make it all happen. 40p.
Creating New Schools.
(The Education Network, London, England , 2003)
This advises Britain's local education education authorities (LEA's) on innovative school design strategies. Various authors describe programs and experiences that include bringing students into the design process, creating healthy learning environments, preparing post-occupancy evaluation, and understanding the influence of buildings on student behavior. 12p.
Educational Spaces: A Pictorial Review, Volume 3.
(Images Publishing Group, Melbourne, Australia , 2003)
Presents recent international educational facility designs as examples of contemporary and inspirational trends in school architecture. Photos showcase exterior and interior design features from primary and secondary, and adult educational facilities. Biographies of some of the architectural firms involved are provided. 224p.
TO ORDER:
http://www.imagespublishinggroup.com/
Furniture for the Future. New Ideas for Tomorrow's Classroom.
(Dept. for Education and Skills; Design Council, London, England , 2003)
The British Design Council gave three teams of designers and manufacturers the challenge of producing innovative yet cost-effective school furniture that creates better learning experiences for pupils. In this publication, the teams explain the processes that led to three very different concepts including a radical reworking of the traditional classroom chair and table (featuring a swivel seat which orbits around an adjustable table); a unique primary school table that is easy to stack and group and can be adjusted to suit pupils of different heights; and a multi-purpose workbench that allows pupils to write, sketch, and carry out practical work in the same place. Extensively illustrated throughout, the publication also features examples of learning environments and resources from around the world. 64p.
TO ORDER:
Design Council, 34 Bow Street, London WC2E 7DL, United Kingdom. Tel: 44-020-7420-5200.http://www.designcouncil.org.uk/
Schools for Cities: Urban Strategies.
Haar, Sharon; Robbins, Mark (National Endowment for the Arts, NEA Series on Design, Washington, DC. , 2003)
This monograph presents papers from the 2000 Mayors' Institute on City Design and the public forum that followed it. Essays include: "Schools for Cities: Urban Strategies" (Sharon Haar); "Reenvisioning Schools; The Mayors' Questions" (Leah Ray); "Why Johnny Can't Walk to School" (Constance E. Beaumont); "Lessons from the Chicago Public Schools Design Competition" (Cindy S. Moelis and Beth Valukas); "Something from `Nothing': Information Infrastructure in School Design" (Sheila Kennedy); "An Architect's Primer for Community Interaction" (Julie Eizenberg); "The City of Learning: Schools as Agents for Urban Revitalization" (Roy Strickland); and "Education and the Urban Landscape: Illinois Institute of Technology" (Peter Lindsay Schaudt). Case Studies include: "Prototypes and Paratypes: Future Studies" (Sharon Haar); "Lick-Wilmerding High School, San Francisco" (Pfau Architecture Ltd.); "Architecture of Adjustment, New York City' (kOnyk Architecture); "Booker T. Washington School for the Performing and Visual Arts, Dallas" (Allied Works Architecture Inc.); "Camino Nuevo Middle School, Los Angeles" (Daley, Genik Architects); "Elementary School Prototypes, Chicago Public Schools" (OWP/P Architects). 103p.
TO ORDER:
Princeton Architectural Press, 37 East Seventh Street, New York, NY 10003. Tel: 800-722-6657.http://www.papress.com
Claiming Space for Small Schools. A Report on the New Century Schools: The Bronx, New York 2002-2003.
Kurgan, Laura (Office of the Superintendent of Bronx High Schools; School of Architecture at Princeton University. , 2003)
A team from Princeton University's School of Architects followed a group of innovative educators in the Bronx High Schools as they rethought the architecture of small schools. Seeking to imagine the creation of educational spaces where students and teachers can truly learn through collaboration and challenge the traditional ways of thinking about size and scale, this report responds to the diversity of the Bronx, and offers ideas as to how to reclaim space administrative and obsolete spaces for use as classrooms. This toolkit's proposed strategy for the successful incubation and growth of new small schools begins with architecture, but also suggests the formation of design teams to take non-architectural interventions
such as graphic design, furniture organization and educational planning just as seriously.
80p.
30 Strategies for Education Reform.
Nair, Prakash (Fielding/Nair International, Forest Hills, NY , 2003)
This synthesizes key learning theories and current practices into 30 strategies for reforming educational programs and for the facilities that accommodate them. These include interactive "learning studios" and "learning streets" instead of classrooms and halls, project rooms that can accommodate various specialities simultaneously, less "scheduled" use of resource and common areas, multi-age grouping, and areas for parent, community, teacher, and solitary student use. 23p.
Imperatives for Change in Higher Education: Planning the Future of the American Campus.
Nair, Prakash (Design Share, Minneapolis, MN. , 2003)
This two-part article examines the future of the U.S. campus and, by extension, implications for its design. It first discusses four key change agents facing U.S. higher education: technology-driven growth of information and communication, globalization, competition, and accountability. It then describes positive changes that are needed and already occurring in many areas of higher education in response to these pressures: adopting student-centered models, becoming more market driven, developing "centers of excellence," being a good neighbor, integrating technology through distance learning and wireless applications, designing for flexibility, facilitating social interaction, and implementing new accountability measures. 7p.
Architecture for Education: New School Designs from the Chicago Competition.
Robbins, Mark; Moelis, Cindy S.; Clarke, Pamela H.; Hendrickson, Jamie; Nowaczewski, Jeanne L.; Haar, Shar (Art Publishers , 2003)
This volume documents the work that resulted from the Chicago Public Schools Design Competition, explaining research and policies underlying the competition's criteria. The volume has three parts. Book 1, "The Chicago Experience," written by the competition's organizers, describes the competition's process and explains how it allowed community members, educational experts, and architects to collaborate in the design of schools that will foster the education of students, support quality teaching, and increase community involvement. It also chronicles the changing trends in public school architecture in Chicago. Book 2, "New School Designs," offers
plans and ideas for schools designed for the 21st century. The competition's two winning designs and those of the finalists are extensively documented in drawings and renderings. Book 3, "Policies and Principles," explores policies that provided the impetus for the Chicago competition. It discusses the advantages of smaller learning environments; the benefits to students, teachers, and communities of universal design; application of sustainable design to the creation of public schools; and the importance of cost feasibility when building on a public budget. The section ends with a
complete list of the winning, finalist, and notable architectural firms involved in the competition and a list of professional resources for creating new schools. 136p.
Innovative Pedagogy and School Facilities.
Washor, Elliot (DesignShare, Minneapolis, MN. Publication based on doctoral dissertation, Johnson & Wales University, Providence, Rhode Island, entitled Translating Innovative Pedagogical Designs Into School Facilities. , 2003)
This research examines the translation of innovative and complex school reform models, based upon nontraditional pedagogy, into school facilities design. Factors facilitating and impeding the process are identified, as are the relationships between the numerous constituencies. The study analyzes the three major forces determined to be at work in the process, which were: 1) political, 2) social, and 3) economic. The school examined is the Metropolitan Regional Career and Technical Center (MET) in Providence, Rhode Island. 93p.
2002 Awards for Innovative Learning Environments.
(DesignShare, Oct 2002)
Winning projects of the third annual awards competition sponsored by School Construction News and DesignShare. An international panel of reviewers chose 63 projects to receive awards. The competition focused on the creation of effective learning environments and its purpose was to find—and promote—projects that influence and enhance education. Rather than focus solely on aesthetics, this program recognizes projects based on the strength of their ideas, quality of implementation, and impact on future educational design and construction.
Catching the Age Wave: Building Schools With Senior Citizens in Mind.
Sullivan, Kevin J. (National Clearinghouse for Educational Facilities, Washington, DC , Oct 2002)
Examining the trend toward an older U.S. population, this publication discusses why educators and school facility planners should consider designing multipurpose schools that specifically contribute to stronger intergenerational links. Reasons include: ending age segregation, enriching the lives of children and seniors, creating support for public education, and keeping seniors healthy and learning. The twelve-page publication also discusses the challenges and opportunities of such efforts, including the diversity of retirees, issues of joint venture, funding, cost savings, accessibility, finding space, using space wisely, giving new life to historic school buildings, security, and staffing. The publication includes numerous case studies and fifteen references. 12p.
The Future of School Facilities: Getting Ahead of the Curve.
DeArmond, Michael; Taggart, Sara; Hill, Paul (Center on Reinventing Public Education, University of Washington, Seattle , May 2002)
This paper asserts that instead of assuming that the future of learning has to take place in buildings we happen to have now, districts can let innovations in instruction and learning drive how they provide, design, and use school buildings. With this goal in mind, this paper looks at five trends in education and what they imply about the kinds of buildings and spaces districts will need for tomorrow’s schools. The five trends are: (1) pressure on schools to perform for all students, not just those who learn best in traditional settings; (2) demands for the personalization of learning, so that every child has a chance to learn and families have choices; (3) new technologies that will change how teachers teach and students learn; (4) periodic shortages of teachers (and school leaders) linked to swings in the economy; and (5) shifts in student population and residency patterns that will affect not only the demand for schools, but also the demands on schools. Suggested strategies include developing smaller schools, sharing buildings between multiple schools, adapting facilities for both
commercial and educational uses, and partnerships with companies and organizations outside the education sector. The paper also includes an extensive case study on the high school built by the public-private partnership of the Niagara Falls City School District and Honeywell, Inc. The case study includes specifics on the financing deal, the flow of funds, tax strategies, and risk management.
29p.
School Design for 21st-Century Schools.
Bassett, Patrick (National Assn. of Independent Schools, Washington, DC , Apr 23, 2002)
Presents an independent school perspective on design for schools of the future, advocating wireless networking, using the educational program and not standard formulas to determine classroom size, flexible furniture, proper faculty workspaces, family-friendly design and amenities, expandable buildings, multi-purpose common areas, a library/media center central to the school's design and identity, and a dining hall that can accommodate the entire school. 4p.
International Workshop on Educational Infrastructure: Conclusions.
((Summary of Proceedings, Guadalajara, Jalisco, Mexico, February 24-27, 2002). Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , Feb 2002)
This document summarizes themes developed and conclusions from the International Workshop on Educational Infrastructure. The opening topic was “Delivering Education and Training in the Knowledge Society.” It was clear to participants that educational infrastructure must go hand-in-hand with reengineering processes to adjust to the needs of the social environment. Four working groups explored the issues, considering human resources, new technologies, and the requirements that educational facilities meet the needs of future students. The second theme, “Monitoring and Evaluation of Public Policies for Educational Infrastructure,” considered the criteria for investment and education development policies, the role of central government in decentralized education policies, and alternative sources for financing the rehabilitation, major maintenance, or refurbishing of existing buildings or facilities. Three working groups discussed these issues, and general agreement was reached that major investment is required in the majority of schools in most participating countries to restore optimal functionality and security, that infrastructure issues cannot be regarded in isolation, and that it is necessary to establish networks of cooperation and
exchange of information and experience. The third theme, “Promoting and Disseminating Good Practice in the Planning and Management of Educational Facilities,” focused on strategic capital investment and described the experience of Nordic countries in the construction of school buildings and a program to improve school facilities in Bolivia. Four working groups explored these issues further. 31p.
Learning Buildings.
Annesley, Barbara; Horne, Matthew; Cottam, Hillary (School Works, London, England , Feb 2002)
This publication, from a non-profit organization in Britain concerned with educational facilities design, aims to stimulate a debate about the building environment of secondary schools in relation to other dimensions--people, the learning process, and the institutional framework. Its chapters are: (1) "School Buildings in Britain Today"; (2) "Institutions Out of Place," addressing how changes in society and education should influence changes in schools' physical facilities; (3) "Buildings as Frames for Life," addressing the symbolic and relationship-building aspects of schools; (4) "Design Examples," including illustrations from Britain, the Netherlands, and the United States; (5) "Partnership and Participation," describing the current "stifling" process for designing school buildings in Britain and offering a new approach to school architecture; and (6) "School Works Recommendations.” 56p.
TO ORDER:
School Works, Ltd., The Mezzanine, Elizabeth House, 39 York Rd., London SE1 7NQ, England http://www.school-works.org
The School of Tomorrow - Nordic Network of Educational Buildings.
Kirkeby, Inge Mette (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris (France). , Feb 2002)
This paper describes the Nordic “School of Tomorrow” network of educational buildings. It is commonly agreed among the Nordic countries that no one optimal school exists, but that there are many suitable architectural answers. The Network, established in 2000, meets once a year to exchange and discuss knowledge, experience, and ideas concerning school buildings and to collect knowledge in special fields. Members are Denmark, The Faroe Islands, Finland, Greenland, Iceland, Norway, Sweden, and Aland. The Network has made a list of urgent research topics related to educational facilities, and is planning ways to promote and support research in educational facilities issues. As an example of how one Nordic country is trying to increase knowledge about good schools, the paper describes the Danish initiative “Rum Form Funktion,” which is an alliance among the Ministry of Education, Danish National Research and Education Buildings, and Danish Building and Urban Research. One of the initiative’s projects has been supporting architectural competitions for school design. 4p.
But Are They Learning? School Buildings-The Important Unasked Questions
Nair, Prakash (DesignShare , Feb 2002)
This paper asserts that school buildings have been and continue to be places to warehouse children, and that new schools just do it in more comfortable settings. It suggests that an examination of the way most government agencies handle the business of school design and construction illustrates how the system is designed to systematically weed out any potential for a completely creative solution. The paper explains that although research is still sparse when it comes to evaluating the benefits of non-traditional learning spaces on learning outcomes, there is solid evidence that progressive methods of education do work when properly implemented, so it makes sense that school facility design should follow suit and support new teaching and learning modalities. The paper describes some innovative techniques and facilities for learner-centered schools: (1) learning studios instead of traditional classrooms; (2) kivas, atriums, and "learning streets" replace corridors; (3) project rooms for project-based learning; (4) from programmed rooms to resource areas; (5) multiage groupings; (6) learning outside school; (7) parent and community use; (8) teacher workrooms; (9) a place to think; (10) technology as liberator; and (11) living, not static, architecture. (Contains 13 references.) 13p.
Schools for the Future: Designs for Learning Communities. Building Bulletin 95. [United Kingdom]
(Dept. for Education and Skills, London, England , 2002)
This bulletin provides guidance on school building design in Britain for the 21st century, including issues such as increased use of information and communication technology, opening up the school to the wider community, more flexible learning patterns, inclusion of special educational needs pupils in mainstream schools, sustainability, and design quality. Part 1, "Key Issues for the 21st Century School," looks in detail at the changes in education and government priorities. Part 2, "Design Issues for Schools," examines the design implications of these developments, while Part 3, "The Building Process," considers how to achieve design quality and value for the money in the building process. Descriptive examples and photographs are scattered throughout the text. (Appendices include checklists on community use, inclusion, and security, and discussion of information and communication technology considerations.) 77p.
Schools That Fit: Aligning Architecture and Education.
(Cuningham Group, Minneapolis, MN , 2002)
This booklet presents one architectural firm's understanding and application of the latest educational research in real-world settings. It asserts that architects can make significant contributions to education by designing schools that uniquely facilitate improvements in organizational structure, learning methods, or both. It presents lessons learned about designing schools and about the process and the planning that are required to align facilities with programs, and architecture with education. The booklet provides examples of environments shaped by attention to communities' individual needs, including small schools, project-based learning, and community schools. Following an introduction, the discussion is broken into the following chapters: (1) "Schools That Fit;" (2) "Toward Better Schools;" (3) "Schools That Fit Communities;" (4) "Schools That Fit Education Leaders;" (5) "Schools That Fit Teachers;" (6) "Schools That Fit Learners;" and (7) "Schools That Fit Children." 64p.
Small by Design: Resizing America's High Schools. [Audio CD]
(North Central Regional Educational Laboratory, Naperville, IL , 2002)
An essay “Big Plans for Small Schools” serves as a companion piece to a two audio-CD set on small schools, providing a general overview of the movement. The essay outlines the current opportunity to rethink the mega high school and use the dollars earmarked for school facilities to redesign or construct smaller schools. Interviews with experts include Tom Vander Ark, Gates Foundation; Craig Howley, ERIC Clearinghouse on Rural Education and Small Schools; Mike Klonsky, Small Schools Workshop, and others. 27p.
TO ORDER:
North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563, Tel: 800-356-2735.
Building Education: The Role of the Physical Environment in Enhancing Teaching and Research.
Clark, Helen (Institute of Education, London, England , 2002)
This British publication provides an overview of some of the current themes relevant to school building design. It looks at the relationship between school buildings, attainment, and behavior and describes projects that address ways in which school buildings can support and encourage participatory learning, and enhance both Great Britain's national curriculum and individual schools' curricula. It examines the implications of opening up school buildings to the wider community and the role of the physical environment in the inclusion of children with special educational needs and disabilities. Finally, factors that will have implications for school buildings in the future such as environmental concerns and the impact of multimedia technology are addressed.(Contains 91 references.) 41p.
TO ORDER:
Institute of Education, 20 Bedford Way, London, WC1H 0AL, England.
Cool Schools for Hot Suburbs: Models for Affordable and Environmentally Responsive Schools in Nairobi, Kenya.
Dierkx, Rene J. (Bouwstenen Publicatieburo, Eindhoven, The Netherlands , 2002)
In this architectural doctoral dissertation on African education and school facility design, the author undertakes an extremely detailed and comprehensive study of the current problems facing primary education in Nairobi and develops alternative models for economically viable, sustainable and environmentally sensitive schools.
Includes a thorough review of the literature on sustainable development, education, technology, and architecture, and a set of original models that are formed from his literature search and the translation of his cultural data into architecture.
274p.
Freedom and Creativity: A Story of Learning, Democracy, and the Design of Schools.
Jilk, Bruce A. (Design Share, Minneapolis, Minnesota , 2002)
This presentation describes the development of an Icelandic school for students in grades 1-10. The school is based on the needs of students, their families, their communities, and their country. The process for making decisions about the new schools is called "design down," which refers to starting with the biggest issues and moving toward smaller goals. The physical space is intended to support all elements of school organization. Decisions are made collaboratively by school and community stakeholders. The school planning process involves linking mission, vision, values, and logo into a highly meaningful signature for the school. The planning team considers four concepts high priority: community, nature, spirit/well-being, and flow. The learning process includes aligning with the learning context, audience, signature, and expectations; integrating learners of different ages; using technology; building student self-esteem; engaging learners in inquiry; and motivating students. Other parts of the process include the school site, landscape, historic precedents, the design concept (which integrates the patterns of the landscape and the school), and freedom and creativity.
78p.
Educational Environments.
Yee, Roger (Visual Reference Publications, Inc., New York, NY. , 2002)
This book presents examples of the United States' most innovative new educational facilities for decision makers developing educational facilities of the future. The projects in this book are visual evidence of how a number of the United States' top architecture and design firms are meeting the challenge of constructing learning spaces with creativity and vision. The architecture and interior design featured in the book illustrate how educational facilities create a value for their owners, making long-term investments in building products, interior furnishings, and technological infrastructure to establish enduring physical assets that optimize life cycle costs. The book concludes with "Can Johnny Compute?" (Roger Yee), which discusses the need for a massive and very expensive overhaul needed to make U.S. schools competitive in the new millennium. 283p.
TO ORDER:
Visual Reference Publications, Inc., 302 Fifth Avenue, New York, NY 10001; Tel: 212-279-7000 http://www.visualreference.com/
Schooling for Tomorrow. What Schools for the Future?
(OECD's Centre for Educational Research and Innovation, Paris, France, Oct 2001)
This discusses what schools will look like in the future and what big trends are most influential in shaping education and how might these unfold in coming years, as well as what policy questions need to be tackled today to open up desirable pathways into the future. Drawing on an extensive international body of statistical and research evidence, the book analyses the social, economic, and educational trends of the 21st century. It also presents six possible scenarios for school systems over the next 10-20 years. The analysis is completed by contributions from eight international experts, looking with different perspectives at the challenges facing schools today and tomorrow. 252p.
TO ORDER:
OECD Online Bookshop. [Book is available in PDF format for a fee.]http://www.sourceoecd.org/
The School is Dead, Long Live the School!: Planning Schools in the Dawn of a New Era.
Nair, Prakash; Lackney, Jeffery (University of Wisconsin, Madison , Oct 2001)
Summarizes a workshop that examined current and potential school and learning models, school organizational structure, and the facility development process. 65p.
Classrooms of the Future: Thinking Out of the Box.
Lackney, Jeffery A. Sep 04, 2001)
This presentation on educational facilities design emphasizes the overarching strategy of observing the activities of learning that take place in and out of the classroom setting, and the importance of taking a fresh look at what children do in school so that new ways can be found of approaching school design. The presentation addresses these questions: (1) Where is educational practice headed? In other words, what is or are the emergent paradigms of education that should be designed for? (2) How has the classroom changed over time to accommodate educational change? (3) What strategies can be used to start anticipating educational change? and (4) What are the big trends in school planning that designers should be aware of? The presentation also contains 14 school design case studies illustrating examples of "out-of-the-box" responses to 21st-century educational change. 18p.
Creating Communities of Learning: Schools and Smart Growth in New Jersey.
Bird, Kathleen, Ed. (New Jersey Office of State Planning, Trenton , Jun 2001)
This paper discusses New Jersey's unprecedented $12.3 billion school construction and reconstruction project, launched in 2000, as an opportunity to reconstruct the state's communities, enhancing quality of life and reducing sprawl. It aims to stimulate a statewide conversation about the opportunity to integrate the design of the next generation of public school facilities with the state's blueprint for smart growth--the "State Development and Redevelopment Plan," or the State Plan. The paper discusses the historical background, schools as centers of community for cities and towns, state agencies' roles, and the relevance of national design policy. It then provides design guidelines for creating schools that serve as centers of New Jersey communities: (1) enhance teaching and learning and accommodate the needs of all learners; (2) serve as centers of community; (3) result from a planning/design process involving all stakeholders; (4) provide for health, safety, and security; (5) make effective use of all available resources; and (6) allow for flexibility and adaptability to changing needs. The paper also includes sections discussing the example of Paterson, New Jersey, and key components of sustainable school design. (Contains a list of resources.) 27p.
Smarter Planning for Schools and Communities in New Jersey.
Shoshkes, Ellen (Paper presented at the American Planning Association 2001 National Planning Conference, Mar 2001)
This paper is in two parts. The first provides background on New Jersey’s $12 billion school construction program, and the Office of State Planning’s (OSP) campaign to encourage creative thinking about the new schools and how they might fit into the State’s communities. The second part considers six broadly endorsed design guidelines for community-centered schools, in terms of projects already underway in new Jersey as well as a framework for investigating new issues and problems that might arise.
5p.
Providing Quality School Facilities for the Nation's Children: An Invitational Forum for State School Facilities Leaders.
Kitchen, Dan; Kaye, Matthew; Sadat,Mir (San Diego State University, the National Center for the 21st Century Schoolhouse, CA , Feb 04, 2001)
Proceedings from an invitational forum of a broadly representative group of state
school facilities leaders considering the following questions: 1) What are the major issues facing the individual states and the nation as a whole with regard to providing quality school facilities for children?, and 2) How might the newly established National Center for the 21st Century Schoolhouse be most useful in helping to meet those challenges?
Creating a New Vision of the Urban High School. Carnegie Challenge, 2001.
Baldwin, Joyce (Carnegie Corporation of New York, NY , 2001)
This paper focuses on how urban high schools may be not only revitalized but also transformed into institutions
that are designed to help students at the crossroads of their academic careers. It discusses the rationale for change, historic
highlights of this effort, and a new vision for American high schools. Some of the promising approaches to change include:
transforming large impersonal schools into small schools; using whole-school design; reaching out to parents and other
community members to increase their involvement in education; and partnering with businesses and universities. The paper
highlights the Carnegie Corporation's Schools for a New Society initiative, which has awarded planning grants to 10
community-school district partnerships working on urban high school reform. The paper also focuses on principles outlined by
the New Century High Schools for New York City Consortium, a $30 million commitment to high school reform in New York
City announced in December 2000 by the Bill and Melinda Gates Foundation, the Open Society Institute, and the Carnegie
Corporation. 14p.
TO ORDER:
Carnegie Corporation of New York, 437 Madison Avenue, New York, NY 10022. Tel: 212-371-3200
Sustainable Schools, Sustainable Communities: The View from the West. CAE Spring 2001 Conference.
Malone, Sara, Ed. (American Institute of Architects, Committee on Architecture for Education, Washington, DC , 2001)
This paper presents summary conclusions reached by discussion panels that participated in the Committee on Architecture for Education's conference entitled, "Sustainable Schools, Sustainable Communities" (San Diego, March 22-24, 2001). The conference explored the symbiotic relationship between schools and communities and the ways that schools and communities sustain one another. Panel titles were: "City Heights Urban Village;" "High Tech High;" "Educational Center;" "Symbols, Forms, Materials, and Regional Aesthetics: The Sustainability of Culture and the Search for Authenticity;" "Ecology, Landscape Design, and Conservation: Working with Building Systems to Generate Meaningful Spaces for Learning;" "Campus Planning and Community Design: The Impact on Our Quality of Life;" and "The Next Generation: Satellite Learning Centers, Global Teleconferencing Labs, and Public-Private Partnerships." 10p.
Innovative Alternatives in Learning Environments: CAE Fall Conference Proceedings.
Malone, Sara; And Others (American Institute of Architects, Committee on Architecture for Education, Washington, DC , 2001)
This paper summarizes the ideas that were exchanged between Americans and Europeans during a conference held in Amsterdam November 7-10, 2000, by the Committee on Architecture for Education. The subject was the future of school design, including the shape of the school and the way changing educational methods are affecting school buildings. Case studies presented during the conference were: "Open and Flexible Spaces;" "Designing a Place for Problem Solving: The Center for Applied Technology and Career Exploration;" Designing for the Unknown;" "School Size and Quality: What Does This Mean for the Future;" "Creating a Building Design for an Integrated Approach to Teaching and Learning;" "The School as a Building for Lifelong Learning;" "Concept Development as the Key to Innovative Accommodation;" and "Mapping Physical and Virtual Learning Environments." The highlighted workshops explored six themes in school design: location, space, time, scale, cost, and context. Participants were challenged to consider the effects of these specific elements within the design process. 10p.
School Works Tool Kit.
Seymour, Jane; Cottam, Hilary; Comely, Grace; Annesley, Barbara; Lingayah, Sanjiv (School Works, London, England , 2001)
The United Kingdom's non-profit School Works project was initiated to respond to the challenges of updating school infrastructure by showing the links between design and education, producing beautiful schools which further learning, and working in new ways with new partnerships. The first part of this "toolkit" guide explains the thinking behind the School Works approach and what it has to offer. The second part discusses how to set up a participatory process step by step from the questions that need to be considered and the focus a school's project might take to the techniques schools can use to get everyone involved. It also refers to the School Works' experience at Kingsdale School in London. The third part explains how to select an architect and gives a broad outline of the processes involved in implementing a building project. 116p.
Making Current Trends in School Design Feasible.
(North Carolina State Dept. of Public Instruction, Div. of School Support. Raleigh, NC , Nov 2000)
This North Carolina report describes new and innovative approaches to school facilities as they relate to their communities by exploring the trends towards smaller schools, walkable schools, sustainability and green building practices, recycling older small community schools, and joint use arrangements. The pros and cons of small schools are examined. The report finds solutions by applying strategies in smart growth planning. Concluding sections contain links and references where stakeholders can obtain in-depth material on these subjects. (Contains 60 references.) 57p.
Programming and Design of Public Schools Within the Context of Community.
Taylor, Anne (Presented to the Stein and Schools Lecture Series: Policy, Planning, and Design for a 21st Century Public Education System, Cornell University, Ithaca, NY , Oct 2000)
This paper translates the best of educational practice into school design criteria for architects and communities wishing to build innovative schools that reflect community excellence. First discusses the school zone model, an integrated system for addressing school design and curriculum. This educational system is then linked to the built, natural, and cultural environment so that the resultant architecture can act as a three-dimensional textbook. The paper then discusses 16 case studies that reveal basic patterns for reform in school curriculum and facilities design that illustrate the philosophical framework behind the school zone model. Four key issues or patterns extrapolated from the studies are examined that show how involving children in the design process has implications for the role schools play in the community. Patterns for reform using design criteria from multiple sources are outlined so that communities may take action to build and evaluate programs that synthesize community and educational needs. 60p
Schools of the Future and Sustainable Design.
Fox, Anne Webster (Masters Thesis, Antioch University, Seattle, WA. , Jan 2000)
This thesis examines what practices schools and school districts need to adopt if they want to apply sustainable design principles to their new schools and the benefits these design practices offer school communities. The paper argues that school districts will benefit from these design principles, and that these benefits will occur because sustainable design and construction decisions lead to the creation of learning environments that are environmentally healthy for occupants, operationally efficient, and site sensitive to the natural and community environment. Also argued is that school districts are best served by being proactive in their embrace of sustainable design principles, and that the adoption of these concepts and processes will be most successful if they involve a collaborative and interdisciplinary project management model that uses project teams and the community throughout the design and construction process. Appendices contain a report on the impact of inadequate school facilities on student learning and the study's interview questions. (Contains 64 references.) 104p.
Educational Spaces: A Pictorial Review, Volume 2.
(Images Publising Group, Melbourne, Australia , Jan 2000)
Presents recent international educational facility designs as examples of contemporary and inspirational trends in school architecture. Photos showcase exterior and interior design features from primary and secondary, and adult educational facilities. Biographies of some of the architectural firms involved are provided. 212p.
TO ORDER:
http://www.imagespublishinggroup.com/
Designing for 21st Century Technology. First Annual School Construction Institute.
Beaudin, James A.; Merritt, Edwin T.; Cornett, Dave (Fletcher-Thompson, Bridgeport, CT , 2000)
This report summarizes survey findings on Connecticut high school designs meeting future educational demands and presents an overview of specific problems and solutions identified by the survey. Problem areas within the curriculum are highlighted; security issues in tomorrow's high school are addressed; and the problems and solutions in the utilization of technology to reduce square footage needs and maximize state reimbursement funding are discussed. New Milford High School is used as an example of a school designed to meet both present and future educational needs by incorporating the latest technological systems. 54p.
Impact of New Designs for the Comprehensive High School: Evidence from Two Early Adaptors.
Copa, George (Oregon State University, New Designs for Learning, Corvallis , Jan 2000)
Provides initial evidence about impact on student learning for two schools that were early adaptors of recommendations developed by the National Center for Research in Vocational Education in 1991, and have been in operation long enough to have evidence on learning achievement: The School of Environmental Studies (SES) at the Minnesota Zoological Gardens and the St. Louis Career Academy (SLCA) in Missouri. The first section of the report describes the context and planning efforts employed in developing each of the two selected schools. The second major part focuses on a description of both schools using the design framework of NDCHS. The last section addresses impact on learning and implications for practice, policy, and further research for those interested in or already guiding whole school reform. A bibliography of 93 articles on the School of Environmental Studies included. 88p.
A Vision for Tomorrow's Schools.
Day, C. William (KBD Planning Group , 2000)
The school building of the future will be an
environment of access; a learning environment designed to
provide students, teachers and community patrons with
direct access to the multi-formulated body of knowledge
they are expected to need. The best gift we can give
tomorrow's children is a school not shackled to yesterday's
methods.
A Design for Alana: Creating the Next Generation of American Schools.
Duke, Daniel (Phi Delta Kappa Educational Foundation, Evansville, IN , 2000)
This booklet recounts an educator's musings on what education could be for his 2-year-old granddaughter. It describes the shift in pedagogical paradigms away from the diagnostic-prescriptive approach, with its focus on identification of problems and deficiencies, toward education design, with its concern for human potential and human differences. The text centers on four ideas: (1) children are learning what they are expected to learn; (2) diversity and the schools' approaches to diversity; (3) choice and the consequences that arise from choices; and (4) the importance of formulating a new design for learning. It examines some of the traditional assumptions of education, such as the idea that a school's central activity is teaching; the purpose of teaching is the acquisition of knowledge; students should be graded on how well they acquire knowledge; all students must acquire the same basic knowledge in the same amount of time, in the same sequence and combination, and in the same place; and the needs of all students can be accommodated under one roof. 48p.
Planning Educational Facilities for the Next Century.
Earthman, Glen I. (Association of School Business Officials International, Reston, VA , 2000)
This book examines each phase in the process of planning capital projects and those individuals in the schools who make decisions about the buildings students will use. It uses the long range planning process of the school system as the vehicle for providing the proper housing for students and programs. Program development, student enrollment projections, existing facility evaluation, and financial planning are discussed. Further areas address the development of the capital improvement program, architect employment, educational specifications development, the federal regulations in planning educational facilities, design phase monitoring, construction project bidding and construction phase management, and technology planning. Appendices provide sample forms and correspondence such as the standard forms of agreement between owner and architect and between owner and contractor, a middle school appraisal form, site selection flow chart, a flow chart for developing educational specifications, job description for construction supervisor, a planning process evaluation form, and school planning checklist. 299p.
Electronic Classrooms and Buildings of the Future.
Schoomer, Elia (Educause, Boulder, CO , 2000)
Examines current issues, problems, and trends related to developing and supporting new high technology classrooms, labs, and student learning spaces to meet the critical demand for teaching innovation, research, and student learning. 4p.
New Designs for Learning: The School of Environmental Studies.
Copa, George (Oregon State University, New Designs for Learning, Corvallis , Dec 15, 1999)
Profiles the School of Environmental Studies, a partnership of Minnesota's Independent School District 196, the Minnesota Zoological Gardens, and the City of Apple Valley. The report covers the design and design process of the school, its impact on learning, the background for its creation, recognition by others, lessons learned, and future directions for the school. 14p.
The Challenges of Encouraging Educational Design Innovation.
Lackney, Jeff (Mississippi State University, Educational Design Institute , Dec 02, 1999)
Power point presentation made at the annual meeting of the Alaska Chapter of the Council of Educational Facility Planners, International, Anchorage, Alaska on the challenges of promoting innovative school design in order to improve learning environments. 40p.
Why Optimal Learning Environments Matter.
Lackney, Jeffrey A. (Mississippi State University, Educational Design Institute , Dec 02, 1999)
Keynote Presentation, Annual Meeting of the Alaska Chapter of the Council of Educational Facility Planners, International, Anchorage, Alaska. Describes the attributes of an optimal learning environment as community-based, leadership-dependent, learner-centered, intelligence-embodied, and performance-oriented. 5p.
Modernising the Schools Infrastructure in England
Beeton, Ken ( Department for Education and Employment, Schools Capital and Buildings,United Kingdom , Oct 30, 1999)
This keynote speech addresses how to modernize school infrastructure for the delivery of 21st century education in England, including the background of the English education system and the current state of the English school estate and maintenance backlog. It discusses the government's role for improving the education system and raising standards, new sources of money using public private partnerships, and the following three challenges that large inflows of extra capital present: how to target money more effectively to raise standards; the need for better delivery mechanisms to improve value for money and the stewardship of school premises; and how to evaluate capital spending. Specific programs to address particular needs are also addressed, including the City Learning Centres program, community use of school facilities, and the millennium school. 9p.
New Designs for Learning: K-12 Schools
Copa, George, H. (University of California, National Center for Research in Vocational Education, Berkeley, CA , Aug 1999)
Project staff have found that
designing schools for the future is a learning process in which staff, students, community, and
designers work together to discover new ways to design a school's learning experiences and
environment. The project staff had several goals for the characteristics and features of the learning
experience and school design when the project, New Designs for the Comprehensive High School,
was initiated. Goals included: (1) representing the leading edge of a new breed of schools that would
create some new "space" in which to think about the operation of high schools; (2) promising the
idea of a common set of learner outcomes for all graduates; (3) relating learner expectations to the
challenges and opportunities in work, family, community, and personal life; (4) operating the high
school more as a learning community; (5) more closely aligning learner expectations, the learning
process, the learning organization, and the learning environment; (6) drawing more attention to
learning in contrast to teaching; (7) having a positive special character that gives more focus,
coherence, and spirit to learning; and (8) wanting schools that don't cost any more to build or operate
than existing schools. The design-down process has 12 learning elements: context, audience,
signature, expectations, process, organization, partnerships, staff and staff development, environment,
celebration, finance, and accountability. Lessons for gaining agreement on decisions include looking
inside and outside the school for design group members; involving those members from the
beginning; using a clear and powerful process; relying on more than one way; and thinking
comprehensively and long-term. 17p.
The Future of High Schools; What Will Secondary Education Look Like In the Next Century?
Duke, Daniel L. (Texas A&M University, CRS Center, Feb 02, 1999)
Duke suggests that the proliferation of different learning environments for teenagers signifies that the comprehensive high school, long the bulwark of American education, no longer can address the needs of all students under one roof. Presentation at the 1999 Rowlett Lecture Series "Transitions to Schools of the Future", Texas A&M University
Preparing Schools and School Systems for the 21st Century. Report on the Mount Vernon Conference.
Withrow, Frank; Long, Harvey; Marx, Gary (American Association of School Administrators, Arlington, VA., 1999)
This book describes the kind of education system that is needed for the future. The text originated with a
study that involved 21 leaders in business, education, government, and other fields who identified more than 250
characteristics that would enhance schools' capability in preparing students for a global knowledge/information age. 115p.
Perceptions of Educators about School Design Issues.
Beth Schapiro and Associates (Beth Schapiro & Associates, Atlanta, GA , Feb 1998)
Research results are presented from focus groups and telephone surveys concerning the attitudes and opinions of public school educators on the issue of school design, including an additional report summarizing what educators would want to see in a millennial school design. The first section presents the findings from two focus groups conducted among metropolitan Atlanta educators concerning general school design, schools and their communities, classroom design, common areas, and other design issues. The second section analyzes the results from a telephone survey of educators from seven different metropolitan areas throughout the United States. Survey questions addressed the importance of school design, the teacher's role, rating design elements, time management, and collaboration. Brief summaries of the findings from both study approaches are provided. 43p.
A High School for the 21st Century [Videotape] (Shuller, Ferris, Lindstrom + Associates, Architects, Fayetteville, NC , 1998)
A 10-minute videotape digitally describes a North Carolina prototype high school designed to serve as a model for the 21st century schools. Design emphasis is placed on providing an educationally equitable facility that is secure, efficient, and flexible for multiple uses. The two-story building is composed of core academic and learning resource pods that allow for educational clustering and sharing of information and resources of interrelated functions. Pods, cafeteria, performing arts theater, and gymnasium surround a naturally lighted two-story atrium that allows for multiple functions including a commons area.
TO ORDER:
Shuller, Ferris, Lindstrom + Associates, Architects, 214 Burgess Street, Fayetteville, NC 28301; Tel:910-484-4989http://www.sfla-architects.com.
Planning and Designing Schools.
Brubaker, C. William (McGraw Hill, New York, NY , 1998)
This book offers and examines a number of suggestions for school architecture.
The book consists of a review of 22 school projects from around the United States. The text
opens with a brief history of school design in the nineteenth and twentieth centuries, but the
focus throughout the book focuses on several distinct elements: designing schools with beauty
and character; the planning and building process; computers and their impact on learning and
design; interior design, including color, light, space, furnishing, and equipment; how educational
restructuring affects architecture; and campus planning-site analysis. The design ideas presented
here apply to a broad array of school types: community schools, high schools, shared facilities,
elementary schools, expansions, renovations, and new projects. Each case deals with a unique
problem and shows how the architects worked with the educators to create a tailored solution.
Graphics and other illustrations are provided for each project reviewed. Special chapters
address issues such as how to prevent obsolete schools, how to transform the learning
environment, and how to design schools with character. 205p.
Shaping the Future: Middle Schools.
Fanning/Howey Associates, Inc. (Fanning/Howey Associates, Inc. Celina, OH , 1998)
Facility design is critical to the success of the educational program at the middle
school level. This book presents those facilities that best meet the needs of
contemporary middle school programs by allowing teaming; an integration of
curriculum initiatives; block scheduling; and an increased focus on such areas as
advanced technology, physical fitness and wellness, and consumer science. This
architectural firm documents how the buildings can contribute to the learning process,
based on the experiences of nearly 200 middle school administrators, teachers,
students, and community members, by providing their insights, ideas, and concerns
regarding the role of the school building in successfully reaching students. 128p.
Changing Patterns in Educational Facilities
Lackney, Jeffery A. (Recognized Educational Facility Professional workshop conducted for members of the Council of Educational Facility Planners International; Design Share , 1998)
Planners are increasingly focusing on the future of society, education, and the impact these social forces may have on school facilities and learning environments. This report examines patterns in societal trends, educational approaches, and facility design. It describes changing patterns in each area, as articulated in Alvin Toffler's "The Third Wave", within the following time frames: Agricultural Society (1650-1849); Industrial Society (1850-1949); Information Society (1950-1999); and Knowledge Society (2000-2025).
12 Design Principles Based on Brain-Based Learning Research.
Lackney, Jeffrey (Design Share, 1998)
Designing successful brain-compatible learning environments requires educators and design professionals to transform traditional thinking. Design must be approached in a holistic, systemic way, comprising not only the physical setting, but also the social, organizational, pedagogical, and emotional environments that are integral to the experience of place. Summary of a workshop conducted by the Council of Educational Facilities Planners International, Minneapolis, MN, May 6, 1998.
Expecting the Most from School Design.
Bradley, William S. (Thomas Jefferson Center for Educational Design, Curry School of Education, University of Virginia , Jul 10, 1997)
This document discusses five principles thought essential to breaking with the past and establishing a new standard for school facilities design. These principles demand that schools be exemplary examples to students in pursuing new frontiers; that they direct students by encouraging proper behaviors; and that they evoke a spirit of place, represent three-dimensional opportunities to support teaching, and affect positive change in education. Final comments briefly highlight why school districts often fail to design schools that fall short of these principles.
The Design-Down Process: An Alternative to the Traditional Education Specification Process for Defining Learning Environments.
Jilk, Bruce A.; Copa, George H. (Council of Educational Facility Planners, International, Scottsdale, AZ , Jul 1997)
Describes a process of defining educational specifications called design-down, which recognizes the importance of societal changes and community involvement when building or renovating schools. Identifies a progressive, collaborative step-by-step approach that can help planners and designers move methodically through the steps of developing a school building design. The steps described help team members work through all the elements of the design process quickly, while allowing commonly-held ideas to surface, unresolved issues to be tracked, and questions to be held for follow-up. The process ensures that the learning signature (the school's uniqueness) and learning expectations are keystone specifications, the base from which all the others are to be derived and rationalized. 4p.
Buildings That Teach. Design and Learning Go Hand in Hand.
Taylor, Anne P. (George Lucas Educational Foundation, San Rafael, California , Jul 1997)
The art of school design is taking a leap forward into the 21st century, resulting in the creation of multisensory, interactive, functionally well-designed, and aesthetically beautiful learning environments that are radically different from what we now traditionally think of as "schools." The architecture of these facilities is a vibrant interaction of the physical, technical, cultural, and natural environments. The school building itself is carefully designed to stimulate curiosity and serve as an instructional tool. 4p.
Natural Learning: The Life of an Environmental Schoolyard. Creating Environments for Rediscovering Nature's Way of Teaching
Moore, Robin C.; Wong, Herb H. (MIG Communications, Berkeley, CA , 1997)
The "Environment Yard" project is a 10-year effort to transform an ordinary asphalt schoolyard into a lush, naturalized environment. This book describes the project from which a natural extension of the classroom was created, reducing student boredom and antisocial behavior as they became engaged in the landscape. It instructs on how to naturalize a schoolyard into an outdoor classroom, provides innovative ways of teaching the basics in outdoor settings, and offers ideas on creating engaging play areas that foster positive behavior. 280p.
TO ORDER:
MIG Communications, 800 Hearst Ave., Berkeley, CA 94710; Tel: 510-845-0953
School Design.
Sanoff, Henry (Van Nostrand Reinhold , 1997)
The positive impact from changing the environment of a school as a way of improving the quality of education is often overlooked by educators. This book shows how to create more effective schools through a design process that involves teachers, students, parents, administrators, and architects. The design process creates school environments that develop the whole child, instills enthusiasm for learning, and encourages positive social relationships. The practical methods detailed show how to link behavioral objectives to spatial needs; achieve spatial efficacy without compromising education; match children's developmental needs to facility requirements; promote greater variety in physical facilities to accommodate various teaching and learning styles; and gain more valuable feedback from teachers, parents, students, and local citizens on building performance. Additionally discussed are how relatively minor design modifications can significantly improve school performance; and the cost-effective ways a design can change students' spatial behavior, increase interaction with materials, decrease interruptions, promote more substantive questioning, and improve academic achievement. (Contains 158 references). 215p.
Building Our Future: Making School Facilities Ready for the 21st Century. Report of the NASBE Study Group on School Infrastructure.
(National Association of State Boards of Education, Alexandria, VA , Oct 1996)
This report presents study results on the condition of the nation's school infrastructure and provides recommendations for creating a system of comprehensive strategic planning that will support the creation of high quality learning environments for all children. The report highlights the efforts of a number of schools, districts, states, and private corporations that are creating innovative ways to produce high quality school infrastructure. Chapters examine each of the following recommendations made by the Study Group: (1) planning and implementing building designs that help achieve the district's educational plans; (2) creating mechanisms to help districts provide adequate technology and technological support for students and compel educators and local boards to integrate technology into their educational plan; (3) ensuring that teachers and support staff have access to state-of-the-art professional space, technology, and technical assistance in attaining state and district education goals and implementing reform; and (4) encouraging state policymakers and local districts to work together to create funding mechanisms that ensure all students have access to genuinely good schools. (Contains 31 references.) 28p.
TO ORDER:
National Association of State Boards of Education, 277 South Washington Street, Suite 100, Alexandria, VA 22314; Tel: 703-684-4000
http://www.nasbe.org
Reinventing the Schoolhouse.
King, Jonathan (Texas A&M, CRS Center, Jul 1996)
Both research results and the advice of some of the most respected voices in education point toward schools for the future that differ from those that have been built in the last half of this century. This discusses some of the qualitative issues that should be looked at as schools are planned for the next century. Keynote lecture at the 7th Annual National School Facilities Workshop in San Antonio, Texas
The New Schoolhouse: Schoolchild's Universe and Urban Particle. [Vienna, Austria]
(Urban Planning Bureau of the City of Vienna , 1996)
Reviews some 1990-1996 school buildings created under Vienna's School Building Program 2000 ("Schulbauprogramm 2000"). The reviews illustrate the theme of Viennese urban policy that educational buildings should help define local centers of urban renewal and expansion. The buildings reviewed are considered the most successful interpretations (in terms of design) of the interaction between space and learning. 259p.
The School Design Primer: A How-To Manual for the 21st Century.
(Little Institute for School Facilities Research, Charlotte, NC , 1996)
This document was developed to provide those individuals involved in school construction with an easy-to-understand resource. Ten chapters address facility and educational planning, budgeting and funding, organizing the planning team and process, site selection, space planning, contracts and negotiating, the design and building process, special features of an educational facility, security and vandalism prevention, and indoor air quality. Includes a school evaluation and a site selection criteria checklist, theoretical space profiles for three educational facility levels, a table detailing adequate space allocation, and a standard school project schedule and construction timeline. The appendix provides the following samples: "Request for Proposal" questionnaire, policy statement, letter of intent for subcontractor, commitment form, school construction project directory, construction data sheet, and project cost data sheet. 125p.
TO ORDER:
Little Diversified Architectural Consulting, 5815 Westpark Dr., Charlotte, NC 28217. Tel: 704-525-6350
A Conceptual Paradigm for Developing Learner-Centred Spaces.
Branch, Robert C. Maribe (Paper presented at the Learning Spaces Development in Southern Africa Conference, Durban, South Africa, Sep 1995)
A learner-centered approach is based on the need for educational environments which promote lifelong
learning, enhance critical thinking, regard teachers and learners as both teachers and learners, and encourage personal empowerment. The conceptual paradigm suggested in this document is intended for learning-space creators interested in designs which move away from limiting, passive designs toward ones that facilitate active, multi-functional, inspirational, and situated educational experiences. Shifts in theory, philosophy, and epistemology are reflected differently according to variations in the: (1) learner; (2) content; (3) media; (4) teacher; (5) context; (6) time; and (7) space. 13p.
Schools for Cities.
Duckenfield, Mike (Organisation for Co-Operation and Economic Development, Paris, France , 1995)
Presents an essay concluding that the world needs a vision of a "learning city" for the future, and then focuses on six themes that illustrate the connections between education and aspects of economic development: 1) investing to enhance the built environment; 2) modernizing and improving school buildings; 3) making more of educational facilities; 4) adult learners in colleges and schools; 5) the place of vocational education; and 6) uncoupling schools and buildings. Subsequent chapters examine families, poverty, race, ethnicity, and crime; planning issues in creating the learning city, with emphasis on the role of government; and nine case studies about the renovation of urban schooling in Australia, Sweden, Germany, the United Kingdom, Greece, the Netherlands, France, the United States, and Scotland. (Includes 128 references.) 156p.
Middle School Facilities for the Twenty-First Century: An Identification of Critical Design Elements By Selected Architects, Administrators and Teachers.
Burch, Arthur Lee, Jr. (Texas A&M University, College Station , 1994)
This study determined the perceptions of selected architects, administrators, and teachers concerning essential design elements for new middle schools. Professionals from 14 south and southeastern states ranked statements from not applicable to essential in the following 5 categories: planning, design, site selections; environmental factors; space utilization; technology; and school and community service. Proactive planning, user-friendly facilities, exploratory spaces, and safe environments were confirmed as essential elements. Architects perceived significantly fewer essential criteria than administrators or teachers indicating that those who use schools are either not providing significant design input, are being ignored in the process, or the data are being filtered. 133p.
Developing Indicators of Infrastructure Needs in Secondary Schools.
(National Board of Employment, Education and Training, Melbourne, Australia , Apr 1994)
Discusses school facility changes indicated by curricular reform in Australia. The report finds that facility needs have re-emerged as a major policy issue, and recommends system- wide analyses of demand for new school construction and renovation as well as empowerment of schools and school systems to identify effective strategies for overcoming their particular infrastructure disadvantages. 32p.
Architectural Concerns for Future Learning Environments.
McMillan, Kelvin Loren ( Ph.D. Dissertation, University of Nebraska, Lincoln , Apr 1994)
A research study examined the factors that will affect future educational programs and the resultant effect of these factors on future school facilities. Additionally, the study developed an architectural program for future educational facilities based upon the anticipated educational specifications and determined the underlying themes concerning the development of future education facilities. Surveys were sent to architects, futurists, and educators to gain a reasoned consensus on the factors involved. Following survey rounds, the participants were given either qualitative or quantitative feedback to generate a higher order of responses and group consensus. Findings indicated 28 probable social or technological futures that may affect education. Also revealed were 12 major themes concerning the effect of these futures on school architecture. Each theme has supporting architectural considerations that could be incorporated in future school facilities. Recommendations for other researchers are noted. An appendix, comprising over half the document, includes the survey instruments used in the study. (Contains 132 references.) 584p.
Transforming the Learning Environment.
Christopher, Gaylaird; Lee, Kelvin K.; Taylor, Anne; Jilk, Bruce (Council of Educational Facility Planners, International, Scottsdale, AZ , 1994)
This explores areas that are considered important factors affecting the educational environment design. These include work spaces for students; innovative modes of assessment for new learning strategies; media centers as supportive assets to learning; the changing scope of physical education; community involvement in the educational process, and the importance of marrying the architectural environment both visually and functionally to the educational vision. It then presents information from four California booklets that offer restructuring guidelines for individual school districts and provide the groundwork for national educational reforms. These booklets address the needs of preschool students and the importance of ensuring that all students are ready to learn by the time they enter kindergarten; suggests a thinking-centered, interactive curriculum for elementary students; addresses quantum changes in middle school education; and explores the complex needs of high school students preparing for vocational and professional endeavors and for the rigors of higher education. Finally, design concepts are discussed that provide a connection between educator and designer that culminates in properly designing a physical learning environment.
TO ORDER:
http://www.cefpi.orgReferences to Journal Articles
Genius Loci: MacConnell Award Projects + Ewan Mclntosh's Seven Spaces
Baibak, Rebecca; Ruiz, Karina; Parker, Ross and Peters. Edward J Educational Facility Planner; v45 n4 , p9-11 ; Dec 2011
Given the surge of technology use in the 21st century, explores the defining characteristics of schools of the future: group spaces, secret spaces, publishing spaces, performing spaces, participation spaces, and watching spaces.
Systemic Approach to Building 21st Century Schools: Experiences in the Aloha State Bingler, Steven N,; Kaneko, William M.; Oshima, Alan M. Educational Facility Planner; v45 n4 , p35-37 ; Dec 2011
Recognizing that public funds are severely limited, in 2009, the Hawaii Institute for Public Affairs (HIPA) initiated a research- and community-based effort to develop an innovative, systemic and practicable approach to school facilities upgrades, management and development. The essence of this approach is to leverage underutilized or vacant public school lands that are consistent with the educational and community needs of the school, teachers and its students. Joint-use, lease-backs, land swaps and other use of public school lands provide unique opportunities to maximize the value of public school lands.
The Future of the Physical Learning Environment; School Facilities That Support the User Kuuskorpi, Marko; Gonzalez, Nuria Cabellos CELE Exchange; , 8p ; Dec 2011
This paper presents the conclusions of a study, carried out in collaboration with schools in six European countries, which focused on tomorrow's physical learning environments. It resulted in the creation of a learning space model that is flexible, modifiable, and sustainable while supporting the teaching and learning processes.
Transcendent Schools for the 21st Century.
Monberg, Greg; Kacan, George and Bannourah, Riyad Educational Facility Planner; v45 n4 , p12-15 ; Dec 2011
Amidst the debate over funding cuts, an increased focus on teacher effectiveness, and the move toward e-learning, many question the importance of quality educational facilities. But an examination of developmental and psychological theory suggests that exceptional schools have an exciting and crucial role to play in 21st century education.
Describes a transcendent school as creating connectivity among students and their surroundings.
Lighting Up Students with Technology and Progressive 21st Century Learning Strategies
Ronda Frueauff, Tony Wall, Ron Essley and Michael Hall Educational Facility Planner; v45 n1 , p24-26 ; Dec 2011
Recommends that schooling become more flexible and therefore more engaging and interesting, use less prescriptive technology, and improve STEM education if we are to maintain our place of prominence in the global economy. Describes the planning for the Colonel Smith Middle School Complex in the Fort Huachuca School District, a net-zero energy STEM school.
21st-Century Learning Q&A
American School and University; Nov 2011
Twenty-five architects comment on the latest innovations in designing for future learning, as well as how design can support these trends. Questions answered include:
What are the latest ideas/innovations in designing to support 21st-century learning?;
How can the built environment support emerging trends in education?'
What are some design trends in specialized classrooms or programs to support future learning styles/methods? and How is technology for today’s learning affecting school design?
10 Ways to Create Schools Where Students Thrive Weekes, John Learning by Design; , p14-17 ; Fall 2011
Describes 10 innovative strategies for creating 21st century schools: engage all stakeholders in the design process; seek education partnerships and joint use; maximize sites well connected to the community; adapt and reuse existing facilities; utilize the neighborhood and the world as a campus; use sustainable design for a high-performance learning environment; integrate technology throughout; facilitate learning everywhere; break down the scale of the school; and design in support of learning.
What Schools Can Learn From Google, IDEO, and Pixar. Turckes, Steven; Kahl, Melanie Fast Company Co Design; Aug 26, 2011
The process of planning and designing a new school requires both looking outward (to the future, to the community, to innovative corporate powerhouses) as well as inward (to the playfulness and creativity that are at the core of learning. This articles suggests learning from the country's strongest innovators that embrace creativity, play, and collaboration -- values that also inform their physical spaces.
Designing Schools for Tomorrow’s Scientists and Engineers
Carter, Brian Daily Journal of Commerce; Aug 25, 2011
New STEM programs use flexible spaces and decentralized learning to give students room to experiment and collaborate.
The Classroom Is Obsolete: It's Time for Something New. Nair, Prakash Education Week; Jul 29, 2011
School design needs to change from a classroom-based model to one centered on principles such as personalized education and inquiry-based, student-directed learning.
Designing Schools for a Changing Future.
Glenn, Patrick Ascent Magazine; , p26-31 ; Summer 2011
Discusses how new teaching techniques and sustainable-design requirements are reflected in design concepts that impact K-12 schools. Recommends learning spaces that offer a variety of group settings and focusing on green design. Designing on a budget leads to a growth in precast concrete use.
Education on Display. Kamal, Sameea School Construction News; v17 n5 , p17,18 ; Jul-Aug 2011
Relates principles of museum design, especially hands-on immersion, with best practices in new school design.
The Future Of The Campus Isn't The Classroom. Fast Company Co Design; , 2p. ; Jun 2011
The most holistic educational experiences happen outside of the classroom. To make the biggest impact, the author suggests designing adaptable, sustainable facilities that support student life on campus.
What the Classroom Can Learn on a Field Trip. Sullivan, Chris; Sullivan, Adam School Planning and Management; v50 n5 , p28,30,32,33 ; May 2011
Describes the Summit Elementary in Casper, Wyoming. The open plan facility emulates museum-style presentation of information and integrates disciplines within the same space.
Impact on Learning.
School Planning and Management; v50 n3 , p21,23,25,27,29,31,32 ; Mar 2011
Provides evidence and quantifiable results that the learning environment has an effect on students and staff. Innovative solutions are demonstrated at Christ Church Episcopal School, Greenville SC; St. Elizabeth Ann Seton School, Keller TX; Roy Martin Middle School, Las Vegas NV; Pleasant Grove High School, Pleasant Grove AL; and Cedar Creek High School, Cedar Creek TX. Topics include visual environment, use of color, room temperature, safe and supportive learning environments, and flexible furniture.
What is the Classroom of the Future?
Kollie, Ellen School Planning and Management; v50 n3 , p16-18,20 ; Mar 2011
Reports on Slate Magazine's "Fifth Grade Design Studio," a competition to design the fifth grade classroom of the future. Winning design by Greg Stack and Natalia Nesmealnova of NAC Architecture emphasizes flexibility of space use to address the understanding that learning can occur anywhere.
Should a Classroom Have Four Walls?
Jarraud, Francois DesignShare; Feb 24, 2011
Discusses an innovative approach to educational spaces in schools of the future, where larger student community takes precedent over the smaller one in a traditional, isolated classroom. Many walls are mobile, creating an endless configuration of flexible spaces.
This is an English translation of an article by François Jarraud of the on-line French magazine, Café Pedagogique.
Looking Forward.
Brew, Scott; Dorn, Michael; Edelstein, Frederick; Ramsey, John; Schoff, Larry School Planning and Management; v50 n1 , p13-16 ; Jan 2011
Various authors share their predictions on education issues. Educational politics, energy, sustainability, and safety are addressed.
The Kunskapsskolan ("the Knowledge School"): A Personalised Approach to Education. Eiken, Odd CELE Exchange; n2011/1 ; Jan 2011
Personalizes students' education through a combination of goal setting, weekly coaching, personalized scheduling and timing, and a unique curriculum maintained on the web-based Learning Portal.
Keys to Success.
Kennedy, Mike American School and University; v83 n4 , p12-14,16 ; Dec 2010
Describes 10 ways that schools can overcome and move beyond impediments to providing safe, healthful, and high-quality education. The 10 areas include finances, sustainable design, operating efficiency, educational technology, distance learning, security, indoor air quality, maintenance / cleaning, managing space, and community connection.
Celebration School and Design Trends: 15 Years into the Future.
Kollie, Ellen School Planning and Management; v49 n12 , p35-39 ; Dec 2010
Reflects on the 1997 "school of the future," Orlando's Celebration School, sponsored by Disney Development Corp. It was considered cutting-edge thinking at the time to coordinate new construction with new educational methodology. The school's planner describes the "school of the future" as it would be conceived today.
Learner-Centered Campuses.
Zaiser, David American School and University; v83 n3 , p212-215 ; Nov 2010
Describes features of a learner-centered educational facility, including spaces that foster active engagement in learning, group-friendly collaboration areas, and technological connectivity.
Making Your School Future-Proof.
Dessoff, Alan District Administration; v46 n9 , p64-67,69-71 ; Oct 2010
Discusses the installation of flexible and upgradable technology in schools. Wireless connectivity is essential, as are adequate recharging stations, ability to serve a computer for every student, energy-efficient facilities that can deliver power without extraordinary additional costs, interactive whiteboards, and cloud-computing solutions.
The New "Learning Village."
Phillips, Stephen College Planning and Management; v13 n5 , p58-62 ; May 2010
Uses example of a well-run medical facility to describe "interprofessional education" (IPE), where students from various but related disciplines learn and work together. This philosophy then requires education spaces that promote this type of learning experience and open access to facilities.
The Classroom in 2020.
Kembel, George Forbes; Apr 08, 2010
Envisions the end of the traditional classroom, with students working in real-life situations rather than sitting in a classroom setting. Examples of such programs already underway are described.
Schoolhouse of the Future.
O'Donnell, Sean Learning By Design; n19 , p14-17 ; Spring 2010
Discusses renovation of existing and historic schools to accommodate contemporary educational programming. Typical advantages and disadvantages of existing schools are discussed, as are remedies. A new addition to create necessary spaces that don?t exist is recommended, as is partnering with nearby parks for athletic space. Several successful examples are cited.
Redesigning Education: Rethinking the School Corridor.
Le, Trung Fast Company; Mar 26, 2010
Roughly one-third of the typical school building is used not for learning, growing, or interacting, but for getting to the places where that happens via corridors. Recommends using corridors as spaces for informal learning, to display work, to meet and to reflect. Better yet, get rid of corridors all together and let learning spaces freely flow into each other so that every inch of the school can be used to educate.
Flexible and Alternative Approaches to Providing School Infrastructure in Alberta, Canada.
Matichuk, Allison CELE Exchange; n2010/02 , p1-6 ; Mar 2010
Discusses Alberta's creative ways of providing school infrastructure that meets the needs of 21st century learning. Solutions are being found through the use of alternative financing and procurement arrangements and through innovative approaches to creating flexible school facilities.
Phelps High School: Building a School of the Future.
Fanning Howey; 2010
Describes the renovation of the historic Phelps Architecture, Construction and Engineering High School in Washington, D.C., a design-build project that is LEED certified. Every inch of Phelps is designed to serve as a teaching tool, including exposed building systems that provide examples of best practices in construction, a variety of masonry techniques in the courtyard, and different floor patterns in the two-story commons.
Learning Modalities and Space.
Barrett, James Educational Facility Planner; v44 n2/3 , p10-13 ; 2010
Describes an architectural response to the need for alternative learning modalities. The article addresses the sub-groups that need to accommodated by grade level, subject matter, and instructional needs. The author recommends spaces that enhance the greatest potential for visual learners, maximize spaces and materials that support auditory learners, and anticipate need for flexibility and change over the lifespan of the facility.
Schools in a Flat World: Global Perspectives on Pedagogy and the Built Environmnent.
Crane, Steve Educational Facility Planner; v44 n2/3 , p42-45 ; 2010
Reports on the AIA Committee on Architecture for Education's annual fall confernece in Helsinki, Finland. Finland's main principles for comprehensive education have resulted in its inclusion in the world's best in student achievement. Conference attendees experienced current trends in school design that have an influence worldwide and were given opportunities to carry away information that would help them improve their own practice. Additional reports were made on British, Jordanian, and Botswanan advancements in school facilities.
Outlook 2010.
Kennedy, Mike American School and University; v82 n5 , p12-20,22 ; Jan 2010
Predicts 2010 conditions for schools, addressing budget cuts, class size, stimulus funds, consolidation, enrollment, technology, energy, community colleges, construction, security, sustainability, and maintenance.
School of One.
Linn, Charles Architectural Record; v198 n1 , p77,78,80 ; Jan 2010
Describes the author's concept for a school where students' individual learning styles and speeds can be accommodated, and the New York City pilot facility where such a program was put to the test. Test scores for students in the facility improved.
School Transformation and Development Map.
Locker, Frank Educational Facility Planner; v44 n2/3 , p14-16 ; 2010
Introduces 21st Century Skills Initiative, which advocates interdisciplinary learning and project-based learning. This is achieved through teacher collaboration, team teaching, RTIs (response to interventions), small learning communities, student cooperative learning, multi-age instruction and student internships. Charts are incorporated to demonstrate how stakeholders can convene to provide input.
Planning for Change: Flexible Design Solutions.
Mason, Craig Educational Facility Planner; v44 n2/3 , p17-20 ; Jan 2010
Cites Washington's Federal Way School District to illustrate cost-effective plans for constructing schools that do not need to be razed and re-built every 10 to 20 years. Plans for flexibility allow for easier adaptation of the existing facilities as educational philosophies change.
2000-2010-2020: What Was Said, What Happened and What Is to Come.
Matschulat, Robert; Dejong, William; Dorn, Michael; Abramson, Paul School Planning and Management; v49 n1 , p13-16 ; Jan 2010
Four school facility professionals reflect on the accuracy of their predictions made in 2000, as well as making additional predictions for 2020.
Monkseaton High School.
News Guardian; Nov 09, 2009
Profiles this new British high school that combines cost-effectiveness with student-led design and extremely high levels of innovation. Its distinctive oval and aerodynamic shape means it needs less energy to heat or cool and its orientation was specifically planned to maximize daylight but minimize over-heating. The multi-layered, open-plan interior of the building has also been constructed to maximize natural daylight. Its domed roof places an emphasis on allowing natural light into the building, and very few ceilings have been installed between its three floors. The design avoids the use of square classrooms, and incorporates triangular teaching spaces to create a 360 degree teaching environment which enables the teacher to be the focus of the students, wherever they are in the room. Sustainability features include thermal solar panels for hot water and a natural air ventilation system which uses 'wind catchers' incorporated into the school's roof.
Exploding the Paradigm: Five Ways Schools Must Change to Rescue the American Dream.
Kokinos, Patricia DesignShare; Jul 2009
Discusses changes in school conception, size, structure, teacher training, and philosophy needed in order to create adequate schools.
The New Classroom Look.
Manzo, Kathleen Education Week; Jun 2009
Describes the technology-rich learning environment of the future, using Sacramento’s Tracy Learning Center as an example. The K-12 charter school has no classrooms or textbooks, with students working at computer stations and in digital projection areas.
School of the Future: Lessons in Failure.
Stansbury, Meris eSchoolNews; Jun 2009
Profiles failures at Philadelphia's School of the Future high school, opened in 2006. Failure of the curriculum to adapt to a paperless environment, technological glitches, students' unfamiliarity and reticence to work with laptops, turnover in leadership, and inability to assess student progress are cited.
Opening Up Learning: from Spaces to Environments.
Educause Review; v44 n3 , p62,63 ; May 2009
Reflects on the evolution of learning areas from spaces to environments, with the interweaving of classroom, libraries, labs, and informal spaces, as well as the call for all stakeholders to join in designing and developing the learning environment.
Time to Move to the Future.
Abramson, Paul School Planning and Management; v48 n5 , p62 ; May 2009
Advises that architects understand the need to design schools that are not replicas or renovations of past practices, but reflections of evolving educational delivery and technology.
Declining Enrollment.
DeJong, William School Construction News; v12 n4 , p10 ; May 2009
Reports a current decline in school enrollment and changes in student demographics that affect school size and design, particularly where renovations are indicated, but not necessiarily in the creation of new schools.
Don't Just Rebuild Schools-Reinvent Them.
Nair, Prakash Education Week; v28 n28 , p24,25 ; Apr 08, 2009
Advocates for rethinking of school design, rather than just renovating and repairing the current model. The author encourages recipients of federal stimulus funds to create personalized learning communities, integrate technology, connect to the outdoors, focus on student comfort, include the arts, embed sustainability, and engage the parents and community.
Shaping the Future of Learning Environments: Emerging Paradigms and Best Practices.
Open House International; v34 n1 ; Mar 2009
This issue of Open House International explores and investigate qualities and characteristics of learning environments at different scales and in different contexts, from classroom typologies to campus outdoor spaces. The 12 articles emphasize emerging paradigms in learning environments that involve a number of underlying issues including the academic house clustering, the school as heart of the community, the rising interest
in new classroom spaces and forms, the user-centered processes, utilizing the learning environment as an open textbook, and the impact of recent advances in information technologies and globalization on the future of learning settings.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
A "Globalized" Studio Environment: Configuring Reflexive Spatial Agendas.
Jenson, Michael Open House International; v34 n1 , p111-122 ; Mar 2009
Proposes that though the forces of globalization have radically changed our conception and use of space, its material manifestation is as important now more then ever to those training to be architects and designers. However, the old lecture hall and studio configuration must make way for a new type of reflexive space that allows disciplinary boundaries to become blurred and more flexible. If this occurs, universities might again become bastions of critical thought illustrating possible types of alternative spaces and temporalities within our personal and communal lives. By cultivating spaces built on the imperatives of diversity and simultaneity, the monistic onslaught of the global network culture could be translated into a multitude of spaces and temporalities that add richness to the necessary social, political, and cultural aspects of our lives.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Educational Buildings as 3D Textbooks.
Newton, Clare; Wilks, Sue; Hes, Dominique Open House International; v34 n1 , p17-25 ; Mar 2009
Discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. The research focuses on case study schools, which enables a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. The interdisciplinary approach and support from nine industry partners is relevant for other researchers who are seeking to have an impact on design practice using an action research methodology.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Open-Ended Learning.
Makovsky, Paul; Pederson, Martin; Cameron, Kristi; Greenberg, Randi Metropolis; , p71-82 ; Feb 2009
Profiles eight K-12 school projects submitted by design firms as demonstrating an innovative approach, application, or idea. These facilities include wind turbines, green roofs, and buildings that serve as teaching tools.
Now Hear This.
Architectural Record; Supplement , p33-37,39,41 ; Jan 2009
Reviews findings and proposed designs from the American Architectural Foundation's "Redesign Your School" competition. Significant themes that emerged were connection to the outdoors, nontraditional spaces, spaces for social learning, and a desire for physical and emotional comfort.
Outlook 2009: What's Ahead for Education Facilities and Business in the New Year and Beyond.
Kennedy, Mike American School and University; v81 n5 , p20-28,30,32,34-38 ; Jan 2009
Discusses what 2009 holds for school facilities, predicting continued construction due to bond issues that were passed in 2008, reduced construction costs, increased class sizes, growing interest in energy-saving high performance schools, and continued development of security measures.
The Big Picture.
Milshtein, Amy College Planning and Management; v12 n1 , p18-24 ; Jan 2009
Presents the observations of ten higher education professionals discussing the effects of the economic downturn on colleges, expansion of community college programs, LEED certification, food service, new technology, safety, more multipurpose buildings, and global awareness.
Make Way for Millennials! How Today's Students are Shaping Higher Education Space.
Rickes, Persis Planning for Higher Education; v37 n2 , p7-17 ; Jan 2009
Explores Millennials, or those born between 1982 and 2001, in their historical context, identifies ways they are making their presence felt, and suggests how they are beginning to reshape higher education facilities. These included larger faculty offices for conferencing, additional space for mental health counseling, flexible and technology-endowed classrooms, library spaces that accommodate group work, comprehensive student service spaces, a variety of dining experiences, high-amenity residence halls, and environmental consciousness all around. Includes 35 references.
Educational Facility Design and Project Based Learning: "The Real Connection."
Schrader, David; Sole, John Educational Facility Planner; v43 n2-3 , p19-23 ; 2009
Discusses the relationship of project-based learning to school facilities, abandoning the familiar double-loaded corridor design and seeking flexible learning spaces that are part of the curriculum. A brief history of school design and encouragement of student inclusion in the school design process are included.
Tech Trends Every School Leader Should Know.
Stansbury, Meris eSchool News; Dec 12, 2008
This identifies four key trends that school district chief technology officers (CTOs) should be aware of: accountability, the changing nature of learners, the accessibility of technology, and the "internal and external demands" that are now placed on ed-tech executives.
Ten Educational Trends with Global Impact.
Loeffelman, Pamela Learning By Design; Nov 2008
Discusses ten educational trends, as presented in a 2008 conference sponsored by the American Institute of Architects Committee on Architecture for Education. Principles of smart growth, context, commons areas, connection of interior to exterior, performance space, classroom clusters, emphasis on learning, informal interaction, environmental stewardship, finishes, and furnishings are illustrated with examples of schools from Finland and around the world.
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Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Tough Economic Times Call for Creative Thinking.
Moore, Deb School Planning and Management; v47 n11 , p12 ; Nov 2008
Recommends dual enrollment programs, vocational education, and career academies to help prepare students for jobs in recessionary times.
Lessons from the Mall: A School with a Commercial Aesthetic Makes Young Minds More Receptive.
Fielding, Randall; Gehling, Annalise
Discusses features of shopping mall design that should be considered in the context of school design. Creating an inviting social area, use of enticing merchandising techniques to display learning resources and student work, light, flow, and choice. Examples of how this has been addressed in some schools are included.
What the Future Holds for School Design.
Stack, Greg Seattle Daily Journal of Commerce; Aug 28, 2008
Envisions the continuing role of the school as a place for classical learning and socialization, with a growing importance of real-world and community interaction within the school.
The Next Generation of American Schools.
Weekes, John Seattle Daily Journal of Commerce; Aug 2008
Briefly discusses the effect of new learning modalities, nontraditional school sites, and community learning centers on the future of school design.
What If...Visualizing Change in the Learning Environment.
Wernick, Laura College Planning and Management; v11 n8 , p24-27 ; Aug 2008
Discusses eminent changes for higher education, and how these affect the way they use their existing facilities. As the role of the teacher as lecturer recedes, the role of technology, interactive learning, and learning in non-traditional spaces increases, thus creating the opportunity for wider utilization of existing facilities. Examples from new efficiencies found on existing campuses are included.
Let's Make Better Choices This Time.
Moore, Deb School Planning and Management; v47 n7 , p12 ; Jul 2008
Reviews unfortunate effects of the 1970's energy crisis on school design and cautions against making some of the same design mistakes when responding to current high energy prices.
Instruction Drives Construction...Or Should.
Education Week; v27 n42 ; Jun 30, 2008
Advocates for the consideration of instruction, technology, time, architecture, and money together when designing schools that will not become obsolete.
A Design Today with Tomorrow in Mind.
Abramson, Paul School Planning and Management; v47 n5 , p78 ; May 2008
Advocates design of schools to accommodate evolution in instructional methods, including elimination of double-loaded corridors, a minimum of 900 square feet per classroom, and accommodation of small learning communities.
Design Roundtable: Building the Better Classroom.
School Construction News; v11 n1 , p23,24 ; Jan-Feb 2008
Presents an interview with three educational design professionals discussing trends in K-12 classroom design under the influence of new teaching methodologies, changes in materials and color preferences, technology integration, and environmental sustainability.
OECD Work on Future Educational Environments.
PEB Exchange; 2008/11 ; 2008
Profiles two educational research projects of the Organisation for Economic Co-Operation and Development. The first reveals how falling birth rates, increasing economic globalization, and growing numbers of single-parent families will affect education. The second examines how schools can respond to changes in teaching and learning that make lifelong, self-directed learners.
Outlook 2008: What's ahead for Educational Facilities and Business in the New Year and Beyond.
Kennedy, Mike School Planning and Management; v80 n5 , p14-16,18-26 ; Jan 2008
Predicts 2008 trends in school enrollment, construction, sustainability, maintenance, indoor air quality, security, technology, business and finance, and energy use.
Trends in Education.
Kirkeley, Merle; Edelstein, Fritz; Musso, John; Schoff, Larry; Trump, Kenneth School Planning and Management; v47 n1 , p16,17,19-21 ; Jan 2008
Presents expert observations on trends in education. They discuss "green" building, changes in federal tax regulation, energy management advancements, security, and emergency preparedness.
Who's Got Next?
Milshtein, Amy College Planning and Management; v11 n1 , p16-22 ; Jan 2008
Predicts trends for higher education facilities, including expanded bookstore space and services, 100% smoke-free campuses, expanded research laboratories, heightened emergency preparedness, integrated technology, sustainability, upgraded dormitories, and tighter budgets.
What Will School Look Like in 2050?
Stevenson, Kenneth Educational Facility Planner; v43 n1 , p15-20 ; Jan 2008
Analyzes twelve trends and counter-trends that may affect educational delivery, and educational facilities, over the upcoming decades. These trends cover demographics, school choice, outreach and isolationism, school size, teacher/pupil ratios, technology integration, testing, learning styles, school scheduling, grade configuration, and community schools. Includes 27 references.
Innovative Use of Space Forecast for US Educational Facility Planning Market.
CEFPI E-News; Dec 2007
Offers projections for educational facility planning in 2008 from four educational facilities planners. They were asked to comment on the following: 1) Spending on school facilities: Will you see increases, decline, urban vs. rural? 2) Trends in design for 2008. 3) Energy spending: Do you foresee schools making this a major initiative or will it remain status quo? 4) School size: Trends 5) Role of the facility planner: What new roles will the Planner take as more and more communities seek out different types of schools?
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840
http://www.cefpi.org
Big Ideas.
American School and University; v80 n3 , p362-383 ; Nov 2007
Presents selected responses of 57 active school architects to five questions concerning trends in school design and school security.
The Imagination Within.
Dolan, Thomas School Planning and Management; v46 n10 , p28,30,32,34-36 ; Oct 2007
Reviews recent innovations in school interiors that enhance learning. These include flexible furnishings, dedicated spaces for specialized subjects, use of halls as learning spaces, window seats in classrooms, natural lighting, and natural finishes.
Global Learning: 2007 DesignShare Awards Honor U.S., International School Projects.
School Construction News; v10 n6 , p24-31 ; Sep-Oct 2007
Profiles 11 international schools that were honored in this competition. Projects were selected because they support the learning process, anticipate change, inspire unimagined possibilities, and captivated both educators and designers.
2007 Impact on Learning Awards.
School Planning and Management; v46 n8 , IOL1-IOL14 passim ; Aug 2007
Presents the eight winners of this competition, featuring K-12 schools that have developed specific solutions to real-world problems through design, engineering, and technology solutions. Building statistics, photographs, and a list of project participants are included.
The Maret Center Merits Attention.
Kromm, David; Boyt, Art College Planning and Management; v10 n8 , p29,30,32,33 ; Aug 2007
Profiles this Missouri college academic building that is to be powered completely by renewable energy. Wind, solar, geothermal, and biomass resources will be used in the prototype facility, which also adheres to strenuous "green" design and construction practices such as a green roof, graywater treatment, rainwater harvesting, daylighting, and low-VOC interiors.
Backdrop for Learning.
Moore, Deb School Planning and Management; v46 n8 , p10 ; Aug 2007
Briefly reviews attributes of site selection, community use, flexibility, and technology integration that are the hallmarks of today's successful school facilities.
Turning Vision into Reality: Dysart's "Concept School of the Future."
Pletnick, Gail; Jeffers, George; Lawton, Stephen School Business Affairs; v73 n7 , p28,30,32 ; Jul 2007
Narrates the creation of this new K-8 school as a "school of choice" in this Arizona district, accommodating an integrated curriculum and the district's gifted and talented program. Significant community involvement, a highly flexible design, and reconciling of the attendance area are described.
Extending the Possibilities.
SchoolsforLife; n5 , p18,19 ; Jun 2007
Discusses the inadequacy of community schools that perpetuate the model of school as fortress/temple, even thought these facilities might be centrally located and accessible to the entire community. The community learning center that engages the community in the day-to-day life of the students, and a community as school where learning takes place throughout the community are described as preferable venues.
Palaces of Learning.
SchoolsforLife; n5 , p10-14 ; Jun 2007
Profiles the new schools in England's Knowsley Borough. These "concourse environment" schools reflect a change in educational philosophy and a level of community participation in design that was needed in this economically and educationally disadvantaged area.
Building the Future of Learning.
Watson, Les European Journal of Education; v42 n2 , p255-263 ; Jun 2007
This article uses the Saltire Centre at Glasgow Caledonian University, which opened in January 2006, as a case study to illustrate how some current key ideas in educational thinking can influence learning facilities. New 21st century buildings and refurbished spaces should reflect educational approaches and philosophies and, even more importantly, they should not disable tomorrow's possibilities. Our buildings should combine educational ideas, with imaginative technology and architecture to create the learning futures we wish to see.
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http://www.blackwell-synergy.com/doi/abs/10.1111/j.1465-3435.2007.00299.x
High Tech High.
Edwards, Own Edutopia; v3 n2 , p30-33 ; Mar 2007
Profiles Los Angeles' High-Tech High, a new charter school that shares a campus with an existing public high school that was renovated as part of the building project.
"Intelligent" Primary School Project in Italy.
Ponti, Giorgio PEB Exchange; n59 , p1-3 ; Feb 2007
Profiles the new “intelligent” primary school for 300 students (later to be expanded for 600) in the Municipality of Solaro in the province of Milan. This is the first primary
school building in Italy designed according to the principles of the “intelligent school” as defined by the Centre for Educational Innovation and Experimentation of Milan (CISEM).
A Sound Foundation? What We Know about the Impact of Environments on Learning and the Implications for Building Schools for the Future
Woolner, Pamela et al Oxford Review of Education; v33 n1 , p47 - 70 ; Feb 2007
This paper reports on a literature review conducted in the UK for the Design Council and CfBT (Higgins et al., 2005) which looked at the evidence of the impact of environments on learning in schools. It reviews the available evidence regarding different facets of the physical environment and provided an analysis based on different areas of effect, including the extent to which different facets interact (positively and negatively) with one another. Conclusions suggest that, although the research often indicates the parameters of an effective environment, there is an overall lack of empirical evidence about the impact of individual elements of the physical environment which might inform school design at a practical level to support student achievement. However, at a secondary level of analysis, there are indications that environmental change can be part of a catalytic process of school development and improvement. The implications of these findings for Building Schools for the Future are discussed. [Authors' abstract]
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http://www.informaworld.com/smpp/content~content=a770379224~db=all
Shaping the Future on Campus.
College Planning and Management; v10 n1 , p16-22 ; Jan 2007
Presents the predictions of several experts on the direction of higher education facility design, including continued increase of collaborative space, "neighborhood" residential design, building information modeling, varied dining venues and menus, and outsourcing.
Design Trends.
Hall, Julie American School and University; v79 n5 , p59-63 ; Jan 2007
Presents scenarios for school design in the future, citing precedents in technology integration, scheduling, and independent learning in K-12 education. Higher education institutions will use their facilities to compete for fewer students entering college.
Instruction Drives Construction: Spaces to Support Teaching and Learning.
Kelly, Frank School Planning and Management; v46 n1 , p86-88 ; Jan 2007
Reviews the planning, financing, and design of the new Carl Wunsche Senior High school in the Spring, Texas, Independent School District. The futuristic school consists of three academies housing 500 students each, and responds to a renovated "vision" of educational programming in the district.
Outlook 2007.
Kennedy, Mike American School and University; v79 n5 , p49,50,51,54-58 ; Jan 2007
Predicts the near future for educational building, with comments on sustainable and healthy school design, declining costs for sophisticated security and access control systems, enrollment growth of 1.5 to 3 percent through 2014, continued technology upgrades, indoor air quality, and maintenance.
Trends in Education.
Kube, Tom; Edelstein, Fritz; Trump, Kenneth; Schoff, Larry School Planning and Management; v46 n1 , p16-18 ; Jan 2007
Four school building experts share their predictions on what will be the trends in research, political involvement, security, and energy management for educational building in 2007.
Transforming School Spaces. Five Trends Driving Educational Design.
Loeffelman, Pamela Learning By Design; n16 , p16-19 ; 2007
Identifies five trends driving educational design: providing educational choice, ensuring equality and access, linking between learning levels, linking school and community, and meeting client's needs. Each trend is illustrated with examples of recently built schools.
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Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Trends in Educational Design in Western Australia.
Phillips, Jeff Educational Facility Planner; v41 n2/3 , p22-24 ; 2007
Profiles the collaborative planning used to create schools in this vast state, where educational reform, imagination, research, and planning combine to advance the quality of education.
Project-Based Learning: A Learning Strategy for Acquiring 21st Century Skills.
Wolff, Susan Educational Facility Planner; v42 n1 , p8-11 ; 2007
Advocates for project-based learning environments that cultivate the cognitive skills necessary in contemporary society. Examples of five project-based schools are provided, along with 14 references.
A Learning Curve.
Karcher, Rick; Pilla, Rob; Smartschan, Glenn School Planning and Management; v45 n12 , p20,22-24 ; Dec 2006
Discusses the facilities implications of today's No Child Left Behind mandates, career- driven education, "learning to learn" programs, and community use.
Modern Thinking.
Kennedy, Mike American School and University; v79 n4 , p16-18,21-23 ; Dec 2006
Uses the design and outfitting of West Point's Jefferson Hall library and Detroit's Cass Technical High School to illustrate how new school facilities accommodate rapidly changing technology, new teaching methods, safety concerns, and sustainable design.
Echo Boom Impact.
Dordai, Phillipe; Rizzo, Joseph American School and University; v79 n3 , p300-303 ; Nov 2006
Discusses five ways that higher education institutions can "build smart" for the peak arrival of "echo boom" students and for the years thereafter. These are: 1)creation of ample and clearly-defined private versus group collaboration spaces, 2) enabling a 24-hour work environment, 3) adequate specialized spaces that foster a sense of community, 4)"green" principles and LEED certification, and 5) sophisticated health and physical recreation facilities.
Envision This.
Sturgeon, Julie College Planning and Management; v9 n11 , p29,30 ; Nov 2006
Profiles Purdue's Envision Center, an advanced virtual reality facility, describing its features, funding, and the ways various department make use of it.
Designing and Building for the Class of 2020.
Schneider, Jay Building Design and Construction; v47 n11 , p24-28,30,35,36,38 ; Sep 2006
Reviews trends in technology integration, study habits, and residential preferences that will effect higher education design over the next 15 years. Academic buildings will typically need to be flexible, and accommodate learning and collaboration in every space. Residences will encourage community while providing more privacy than is presently typical, also providing distributed food and retail services.
Is This Really the School of the Future?
Smallwood, Christine Philadelphia Magazine; Sep 2006
Philadelphia has put up $65 million to let Microsoft beta-test its vision of the 21stcentury school. The School of the Future is an experiment that integrates technology into every aspect of the educational environment.
Look, Mom! No Chairs!
Chaparro, Tiffany Scholastic Administrator; , p62 ; Aug 2006
Case study of Elton Hill Elementary School in Rochester, Minnesota, where students are encouraged to stretch, stand, kneel in a "chairless classroom" outfitted with laptops, video iPods, personalized whiteboards, adjustable podiums, and exercise balls in the place of chairs.
A School Building Designed to Teach.
Boniface, Russell AIArchitect; Jul 2006
Profiles the Roanoke Academy for Mathematics and Science, a K-5 magnet school whose use of brick, mortars, beams, trusses, and purlins can be used for math and science teaching. Floor tiles, window patterns, and plantings reinforce geometric principles. Large amounts of glass and more than 80 colors in the building create interest and help define work and play areas.
Getting Beyond the School as Temple.
Nair, Prakash Edutopia; v2 n5 , p28-31 ; Jul-Aug 2006
Challenges the trend to create community schools that, even though they accommodate community use, still perpetuate the "fortress/temple" concept of education. Schools that focus on student-centered, real-world experiences are recommended instead. Two alternative models are described. These are the community learning center (CLC), which engages various sectors of the community in the day-to-day life of the students, and the Community as School (CAS), in which the campus gateway to the community and learning occurs largely off-site.
Future Forces.
Sabo, Sandra Business Officer; v40 n1/2 , p56-60,63 ; Jul-Aug 2006
Presents the opinions of six professionals on trends shaping higher education campuses. Accommodation of transient students, care of facilities and grounds, energy efficiency, larger and more private dormitory accommodations, and sustainable building and operations are covered, as are the ways in which these trends interact.
Future of Learning and Learning Centers.
School Planning and Management; v45 n6 , p51,52 ; Jun 2006
Describes the design and assembly of the photovoltaic wall at the Tiger Woods Learning Center, which will generate 3800 kilowatts of electricity per year. A brief description of the building's educational and extracurricular program is included.
Master Classroom.
Nair, Prakash; Fielding, Randall; Lackney, Jeffery Edutopia; v2 n4 , p26-28 ; Jun 2006
Using the studio arrangements and work habits of Leonardo DaVinci, Albert Einstein, and Jamie Oliver, the authors propose three classroom configurations suitable for contemporary educational models.
School Design That's Not by the Book.
Yoders, Jeff Building Design and Construction; v47 n7 , p24-28,30,32 ; Jun 2006
Profiles the innovative design and use of technology in Philadelphia's School of the Future and two other schools that also use a "main street" plan lined with flexible learning and social spaces.
Progress in Facility Planning.
School Planning and Management; v45 n5 , p18,20-22 ; May 2006
Reviews two award-winning schools. Utah's Alpine School District Prototype Middle School was cited for exploiting design opportunities to enhance the learning program. Colorado's Fossil Ridge High School was cited for its smaller learning community "houses," abundant daylighting, and culinary arts training facility.
Choices for the 21st Century.
Roger, Thomas; Svigals, Philip School Planning and Management; v45 n5 , p31,32,34-36 ; May 2006
Examines issues that school districts face when considering materials for the school building envelope. The most frequently used wall system is still masonry on block, with occasional prefabricated panel systems for large spaces. Roofing systems should be multi-ply EPDM or modified bitumen for flat roofs, with asphalt shingles or standing seam metal for peaked roofs. Windows should contain low-E glass, and either metal or metal-clad wood frames. A case study of a collaborative effort to create an engaging, durable, and cost-effective exterior on a Connecticut school is included.
Science Center School, Los Angeles.
Stephens, Suznne Architectural Record; v194 n4 , p132-141 ; May 2006
Profiles this unusual science and math magnet school in Los Angeles, designed by Thom Mayne of Morphosis. The charter elementary school has joined up with the California Science Center’s professional educational training and community outreach program (the Amgen Center for Science Learning) in operating the facility. The history of its planning and funding, as well as its innovative design are detailed. Photographs, plans, and a listing of project participants are included.
School Facilities: Social, Technological and Educational Trends Are Driving Change in the Design and Use of Schools.
The Progress of Educational Reform; v7 n1 , p1-4 ; Apr 2006
Highlights the findings of four recent reports that reveal the extent of facility impact on the performance of teachers and students; the essential components of well-designed learning environments; and demographic, social, and educational trends that will have a major impact on the design, development, and use of school facilities over the next 10 to 20 years. Online links to the reports are provided.
No School Is an Island.
Merkel, Jayne Architectural Record Review; , p7-10,12,14 ; Apr 2006
Reflects on recent growth in school construction, citing trend away from the suburban model of large schools on remote sites, the popularity of small schools, and changing demographics that compel more construction for the lower grades.
Instructional Delivery.
Moore, Deb School Planning and Management; v45 n4 , p7 ; Apr 2006
Discusses the popularity, effectiveness, and modalities of distance learning and the implication it has for school facilities. Highlights the various technologies used for delivering distance education courses: interactive or static delivery via the Internet, two-way interactive video, or one-way prerecorded video.
Profiles of Successful Schools.
School Planning and Management; v45 n3 , p20,22-25 ; Mar 2006
Details three national award-winning schools. The two high schools and one K-6 school were selected for their comprehensive educational specifications, flexible designs, healthy interiors, and connection to the community.
Looking Forward to the Campus of the Future.
Calhoun, Terry Facilities Manager; v22 n2 , p26-31 ; Mar 2006
Presents an interview with two Educause vice presidents that presents their views on learning space design for future generations.
Campus Futures.
Dator, Jim Facilities Manager; v22 n2 , p22-24 ; Mar 2006
Proposes four images of future culture, advising school facility managers to consider the preferences of future generations when making facility decisions.
Making Plans for School Designs of the Future.
DePatta, Joe School Construction News; v9 n2 , p30,31 ; Mar-Apr 2006
Presents an interview with North Carolina's chief of school planning, in which he discusses North Carolina school funding mechanisms and priorities, prototype schools, trends in K-12 school design, and CPTED.
Is This the School of the Future?
Hogan, Kevin Scholastic Administrator; , 2p. ; Feb 2006
The leaders behind Philadelphia and Microsoft’s grand experiment in education want to create the definitive 21st-century learning laboratory. This discusses the project, and includes a sidebar with a floor plan and "factors for success."
Designing Schools with the Future in Mind.
Learning By Design; n15 , p163 ; 2006
Cites the growth of career-based learning in high schools, using Detroit's RETC as an example of a facility planned and designed with business and industry input.
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Trends in Education.
College Planning and Management; v9 n1 , p12-16 ; Jan 2006
Discusses facility trends on higher education campuses, including green cleaning, promoting safety with landscaping and infrastructure design, corporate and retail influences on campus design, sustainability, and a variety of trends in interior design.
Trends in Education.
School Planning and Management; v45 n1 , p12-14 ; Jan 2006
Presents the opinions of five educational facilities experts about what is happening in the areas of educational planning, design, architecture, legislation, energy management, and security.
Rethinking Schools as Learning Centers: Thoughts from Australia.
Bunting, Andrew Educational Facility Planner; v 40 n 3/4 , p24-28 ; 2006
Discusses concepts of distributing education into the community, just as technology has enabled the distribution of banking, retail, and other services. Includes 12 references.
Design for Changing Educational Needs.
De Pata, Joe School Construction News; v9 n1 , p23,24 ; Jan-Feb 2006
Presents an interview with current CEFPI president Hugh Skinner, in which he assesses funding and deferred maintenance issues, trends in school design and curriculum delivery, and demographic assessment in urban and rural districts.
Planning and Designing Schools for the Conceptual Age.
Nair, Prakash; Fielding, Randall Educational Facility Planner; v 40 n 3/4 , p29-33 ; 2006
Defines our current "conceptual" or "creative" age and predicts its influence on educational facilities. Six "senses" considered essential to success in the conceptual age are discussed in the context of how they can be mobilized toward creating schools for today and tomorrow.
Thinking Outside the Box: Reinventing the Traditional Classroom.
Nigaglioni, Irene Educational Facility Planner; v 40 n 3/4 , p3-8 ; 2006
Discusses shortcomings of traditional learning environments and provides examples of classroom designs appropriate for contemporary educational delivery. These designs accommodate flexibility, variability, extended learning areas, interdisciplinary teaching, and technology integration. Includes 17 references.
The Design of Instructional Space: What We Know, What We Do, and What We Need to Do.
Smartschan, Glenn School Planning and Management; v45 n1 , p22,23 ; Jan 2006
Addresses five educational issues that affect school architecture: increased accountability for each student, increased use of technology, increased community use of school facilities, increased focus on students learning to learn, and increased competition.
Big Change on Campus: A Futurist Looks at Trends in Higher Education.
Snyder, David Facilities Manager; v22 n1 , p26-29,32-35, ; Jan-Feb 2006
Predicts operational changes for universities including the reduction of on-campus instruction and a subsequent reduction in campus size as surplus facilities are sold.
The School Building as Futuristic Teaching Tool.
Century 21 Schools; , p68-77 ; Fall 2005
Profiles in detail the Kingsmead School in Northwitch, Great Britain. This high performance primary school features movable walls, winter gardens, enhanced technology, photovoltaics, a biomass boiler, solar hot water, rainwater harvesting, and several other notable features. The considerably higher than average construction cost is believed justified by operational savings and the use of the building itself as a teaching tool.
Do PFI Schools Have To Be So Boring?
Beard, Andrew Century 21 Schools; , p42-46 ; Fall 2005
Laments the mediocrity of schools designed under Great Britain s Private Finance Initiative (PFI) school building campaign. The author considers most of the recent schools to be perfected examples of outdated designs that fail to accommodate current and future technology, have unwelcoming and inadequate common areas, are inflexible, and have poor grounds. Structural problems within the PFI program are cited and remedies proposed.
The Future is Now. Philly School District and Microsoft Team to Reinvent High Schools
Cohen, Hal Mid-Atlantic Construction; Oct 2005
The Philadelphia school district partnered with software giant Microsoft on a project dubbed "The School of the Future." The project seeks to design and build a prototype school that is aesthetically pleasing, technologically advanced, environmentally friendly and can be replicated throughout the world on a traditional budget. Microsoft's main contribution is in human capital and sound organizational practices.
Leading the Transition from Classrooms to Learning Spaces.
Oblinger, Diana Educause Quarterly; v28 n1 , p14-18 ; Oct 2005
Presents considerations for learning space design, emphasizing the migration away from the traditional classroom as the sole venue for instruction. Incorporation of virtual learning and an improved understanding of human cognition inform this discussion of learner- and discipline-centered space design. Includes 12 references.
2005 Awards for New Learning Environments-Models for the 21st Century.
School Construction News; v8 n6 , p16-23 ; Sep-Oct 2005
Presents the 12 international winners of this award that recognizes new school facilities where the built and natural environment are part of an innovative educational program.
Diamond Ranch High: Can a School Be Too Cool?
Pogash, Carol Edutopia; v1 n6 , p28-31 ; Sep 2005
Reviews teacher and student reactions to Diamond Ranch High School, whose bold design draws positive and negative responses. Landscaping that was cut out of the budget and lack of color are among the negatives, but the school's users are generally pleased with the affect that the building has on student interaction and its singular, unorthodox design that inspires school pride.
Putting Facilities into Words.
Abramson, Paul School Planning and Management; v44 n8 , p50 ; Aug 2005
Describes the movement away from the double-loaded corridor plan for elementary schools and recommends consideration of the concepts described in the publication The Language of School Design.
Schoolhouse Rocks.
Babcock, Regina Buildings; v99 n8 , p58,59 ; Aug 2005
Briefly describes four trends on higher education campuses: collaborative work environments; technology parks adjacent to the campus; environmentally sensitive design, supplying, and maintenance of buildings; and attention to acoustics.
The Next Wave.
Bingler, Steven School Planning and Management; v44 n7 , p18,20,21 ; Jul 2005
Envisions future learning environments designed in response to recent advances in educational thought and practice, which is in turn a response to emerging theories of brain activity and connectivity.
Future of the Learning Space: Breaking Out of the Box.
Long, Phillip; Ehrmann, Stephen Educause Review; v40 n4 , p42-44,46,48,50-56,58 ; Jul-Aug 2005
Presents a visionary scenario of highly interactive instructional buildings and spaces that use technology to intricately connect the instructor, the class, and the classroom. These technological features represent an essential response to contemporary learning habits. Seven characteristics of future classrooms are offered. Includes 20 references.
Inside Purdue's Envision Center
Campus Technology; Jun 2005
Case study of Purdue University’s Envision Center for Data Perceptualization that breaks away from the classroom experience and brings true multi-sensory discovery and learning to students. Discusses the "Virtual Reality" 3D theater that immerse users in the environment they are viewing in real time.
Providing Space for the Future.
Abramson, Paul School Planning and Management; v44 n6 , p67 ; Jun 2005
Advises against designing new schools with per-pupil space allowances that mirror older schools within the same district, simply out of a desire for parity or to meet minimum state standards.
Creating 21st Century Learning Environments.
Li, Phan; Locke, John; Nair, Prakash; Bunting, Andrew PEB Exchange; v2005/2 n55 , p15-26 ; Jun 2005
Presents four opinions on developing schools for the 21st century. A Singapore management professional explains how the school building can serve as a three-dimensional learning tool. A New Zealand school principal describes how his recently-built school was designed. An American building planner presents what he considers the essential components for developing effective facilities for tomorrow. An Australian architect defines the common purposes of secondary schooling and their relation to design.
Academy of Neuroscience for Architecture K-6 Classroom Workshop
CAEnet; Apr 06, 2005
Proceedings of a workshop aimed to identify the knowledge gap between the design of K-6 classrooms and research findings from neuroscience—creating testable hypotheses relating the development stages in the brains of young children to the classroom settings in K-6 schools.
Creating Schools for the 21st Century.
DePatta, Joe School Construction News; v8 n2 , p28,29 ; Mar-Apr 2005
Presents an interview with John F. Spencer, Chief Executive of the New Jersey School Construction Corporation, highlighting the Corporation’s history and its role in site selection, design, funding, and project delivery.
The Future of Education.
School Planning and Management; v44 n1 , p12,14,15 ; Jan 2005
Presents five educational professionals' answers to the question "What changes do you see coming in education?" The respondents are a school system CFO, the Executive Director of CEFPI, an official with the U.S. Dept. Of Energy's "Energy Smart Schools" program, a school security expert, and a senior advisor at the U.S. Conference of Mayors.
Looking Ahead
Agron, Joe American School and University; Jan 2005
This is an educated guess by the editor of American School & University magazine on what 2005 and beyond will hold for education construction: "based on data, spending on education construction will remain vibrant well into the future … and communities will continue to be supportive of intelligent spending to create the best possible learning environments. The challenge, however, will be to get state and federal lawmakers to seriously address the issue." In 2004, of the 675 school construction bond issues proposed, 472 were approved (69.9 percent). Of the $39.526 billion in ballot questions proposed, $34.489 billion was approved — a whopping 87.3 percent.
Higher Education Forecast.
Boyken, Donald; Sincock, Chris; Frist, Robert College Planning and Management; v8 n1 , p12-22 ; Jan 2005
Presents the opinions of several authors concerning the near future of higher education construction, technology, funding sources, energy use, security, and interior design.
Microsoft High.
D'Orio, Wayne District Administration; v41 n1 ; Jan 2005
Describes a new Philadelphia high school being built in partnership with Microsoft. The 750-student neighborhood anchor will feature one-to-one computing, a completely wireless environment, and broadband school-to-home connectivity. LEED principals are being observed in the design and construction of the school as well.
Novel Approaches.
Kennedy, Mike
This discusses innovative strategies and systems that can enhance the learning environment for students and teachers: space, design-build, adaptive reuse, universal design, joint use, CPTED, outdoor learning, flexible space, phone systems, and interactive whiteboards.
One with the Environment.
Kennedy, Mike American School and University; v77 n5 , p54-57 ; Jan 2005
As energy costs rise and resources dwindle, schools and universities can benefit greatly by taking an environmentally sensitive approach to construction, renovation and maintenance of facilities. This discusses geothermal, daylighting, lighting upgrades, acoustics, ergonomics, gray water collection, comprehensive energy management, LEED certification, solar energy, and indoor air quality.
The School of Tomorrow.
McDonough, James Learning By Design; n14 , p10-13 ; 2005
Describes critical changes in education which will inform school design between now and 2030, including smaller and more portable teaching technology, green design, and aesthetics that reflect community values.
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Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Microsoft's School of the Future.
Bergsman, Steve Urban Land; v63 n10 , p98-99 ; Oct 2004
A Philadelphia high school opening in 2006 will include a paperless gathering place instead of a school library, laptops and tech tablets instead of pens and paper, and a street environment instead of corridors. The $50 million school is receiving Microsoft expertise, research, and staff time.
Death of the Classroom? And, Thank You—It’s Been Great Fun
Long, Phillip D. Syllabus; Sep 01, 2004
Traditional classrooms have not exactly facilitated the flexible transition from one learning mode to another. The author asks: "So where are the classrooms going, and are we building them to what we currently "know," based on our past and current experiences, or for tomorrow?"
Maybe It's Time to Rethink How We Construct School Buildings.
Moore, Deborah School Planning and Management; v43 n8 , p9 ; Aug 2004
Proposes that schools might be built with eventual disassembly in mind, rather than for permanence, given that the pace of educational programming changes might render a building obsolete before it completes its life span.
10 Surprising Truths about Today’s Schools
Shorr, Pamela Wheaton Scholastic Administrator; Jun 2004
Outlines the following trends: 1) definition of "school" is changing; 2)schools are using some special-needs tools for all students; 3) teacher autonomy in the classroom is history; 4) students actually want a longer school day; 5) students are driving instructional practice; 6) new district-control techniques are forcing innovative schools to curb their enthusiasm; 7) scientifically based research is redefining the "quality" teacher; 8)administrators are morphing into politicians as they seek tech funding; 9)educational software is losing its sense of innovation; 10) tech-literate teachers aren't necessarily product integration experts.
Time to Go in a New Direction.
Abramson, Paul School Planning and Management; v43 n4 , p35 ; Apr 2004
Describes three innovative high school facilities: 1) Fort Millennium High School, which occupies two floors of a Manhattan office building, 2) Noble High School in North Berwick, Maine, which organizes a 1500-student facility into fifteen 100-student small schools, and 3) a combination continuing education high school/community center/Head Start facility in Arlington, Virginia.
The Ever Changing Campus: Pedagogy, Technology, and Facilities.
Lidsky, Arthur J. Facilities Manager; v20 n2 , p22-25 ; Mar-Apr 2004
Explores the relationship between pedagogy, technology, and facilities, emphasizing advances in wireless and Internet communication. Effects on the design of classrooms, laboratories, administrative spaces, and libraries are described.
Seattle Design Guidelines
Progressive Educational Reform via Building Design Guidelines.
Lang, Dale Christopher DesignShare; , 4p. ; Feb 2004
Seattle Public Schools recently underwent a revolutionary change in their educational specifying process. The district now requires that their funded projects follow a student centered "dynamic" rather than a limited "prescribed" methodology in their approach to school design. The Seattle approach holds much promise for schools and school districts nationwide.
Building the Future: Lessons From Tasmania.
Nair, Prakash DesignShare; , 7p. ; Feb 2004
Reece Community High School in Devenport, Tasmania, an obscure, blue-collar community in one of Australia's most remote regions, was recently recognized as producing the best planned, designed, and technologically advanced school in the world. The school received CEFPI's James D. MacConnell Award, known as the highest honor for school planning and design and bestowed on one project each year.
The award-winning school was developed for a fraction of the cost spent by many of its American competitors vying for the MacConnell prize and took less time to create than most schools of its size and complexity. This article discusses the lessons learned from Reece.
Forecasting the Future of Higher Education.
College Planning and Management; v7 n1 , p10-12,14-16 ; Jan 2004
Presents seven professionals' observations on current trends in the areas of construction, sustainability, campus planning, housing, interior design, safety, and cleaning.
Trends in Education.
School Planning and Management; v43 n1 , p13--6 ; Jan 2004
Presents six professionals' observations on current trends in the areas of architecture, ADA compliance, business, construction, energy management, and interior design.
Schools of Tomorrow.
Agron, Joe American School and University; v76 n5 , p16-18,20-22,24-27 ; Jan 2004
Presents the opinions expressed at a roundtable of five education architects on school facilities and the issues of technology integration, community use, flexibility, sustainability, indoor environments, security, size, functionality, and adaptive reuse.
The Use of Space in 21st Century Education Culture. Campion, Helena Forum; v46 n1 , p39,40 ; 2004
Examines the current British government initiative, "Schools of the Future," and asks how it might influence pedagogy and practice in 21st century schools. The Schools of the Future project was launched in 2002 and brings together the issues of emerging pedagogies and curriculum changes in primary and secondary education, with the possible impact of learning technology and provision for all the learners in the community. It goes on to tackle the design issues of space, the learning environment, and how to plan in a sustainable way. Includes 11 references.
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