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
10 Current School Facility Features that are Obsolete
(School Design Matters, Jun 20, 2012)
Looks at school facility features that are obsolete today and yet are still in wide use: departmental organizations; learning in prescribed spaces; school corridors; traditional school libraries; computer labs; gyms without natural daylight; teacher centered classrooms; isolate classrooms; institutional food service; and large gang restrooms.
School of the Future
(Council of Educational Facility Planners International, Jun 2012)
The School of the Future contest, hosted by CEFPI, is a competition in which groups of students design future schools using new concepts and technology. This video is a presentation by the 2012 student design team from Teeland Middle School in Wasilla, Alaska, which features their award-winning concept and design: Aurora Outreach Middle School.
What the Schools of the Future Could Look Like
(Gizmag, Feb 06, 2012)
Descriptions of the winners of the "Future Proofing Schools" design competition where designers where invited to submit their ideas for the next generation of relocatable classrooms. The competition, sponsored by the University of Melbourne, the Melbourne School of Design (MSD) and the Australian Institute of Architects, sought to elicit innovation, creativity and blue-sky thinking future.
Learn for Life. New Architecture for New Learning.
S. Ehmann, S. Borges, R. Klanten
(Gestalten, Feb 2012)
Diverse collection of inspiring architecture and interiors that support progressive models of acquiring knowledge. New interpretations of kindergartens, schools, universities, and libraries are featured along with architecturally innovative offices and conference rooms. These examples are rounded out by more experimental projects that offer further perspectives on the rapidly evolving topic of how best to learn in the new millennium.TO ORDER: http://usshop.gestalten.com/catalog/product/view/id/4630
The groundbreaking spaces promote learning by inspiring us, providing us with helpful tools, and facilitating opportunities for productive cooperation and the exchange of ideas within groups. In short, the work makes clear that the creative use of architecture and interior design not only provides a new physical framework for acquiring knowledge, but also revitalizes and advances the process of learning as a whole. 288p
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.
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.
(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
(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.
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.
(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: 800-591-4462
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.
(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.
(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.
(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. 148pTO ORDER: 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 todays 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
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.
(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 Press
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 Publishers
References to Journal Articles
20 Things Disrupting Education Right Now
Edudemic Magazine for iPad ; May 04, 2012
Lists 21 of the most recent initiatives in education and ranked them according to their potential for disruption–their ability to change education in powerful and even unpredictable ways.
The Classroom of the Future is Here
Futures; Apr 26, 2012
Innovative teachers + technology + smart policies = the active learning and collaborative skills required for the 21st century. Schools will become more like laboratories or art studios, to encourage the innovation and open-ended thinking that countries needs to thrive in the 21st century.
Designing the School Around the Student
THEJournal; Feb 22, 2012
Case study of a Minnesota high school's planning team that started from scratch and created a 21st century facility that turns the traditional classroom model inside out. Instead of waiting for students to come to class, teachers move about the school equipped with their laptops and other teaching tools.
What's Next: Trends for 2012 and Beyond
College Planning and Management; , p15-20 ; Jan 2012
Industry leaders discuss what to expect in 2012, including green trends, accommodating new technologies, alternative energy, changes in how buildings are designed, built, and maintained, and increases in international students.
A Look Ahead: Trends 2012
Thorburn, Steven; Schoff, Larry; Ramsey, John; Canady, Mo; and Edelstein, Fritz
School Planning and Management; , p12-16 ; Jan 2012
Experts make projections concerning the education system for the year 2012 in the areas of technology, energy, state and local politics, safety and security, and federal issues.
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
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
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.
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.
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.
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?
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?
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.
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.
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.
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.
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.
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.
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."
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.TO ORDER: http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
A "Globalized" Studio Environment: Configuring Reflexive Spatial Agendas.
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.TO ORDER: 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.TO ORDER: http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
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.
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.
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.
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.