STUDENT PARTICIPATION IN SCHOOL PLANNING AND DESIGN
Information on how students can become involved in the planning and design of school buildings, and in sustainability activities on campus, compiled by the National Clearinghouse for Educational Facilities.
References to Books and Other Media
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.
Student Sustainability Educators – Creating and Maintaining an EcoRep Program on Campus
(National Wildlife Federation and AASHE , Mar 2012)
Features examples from 18 campuses highlighting their efforts to design, implement and evaluate Eco-Rep Programs.
Green Building Program
(Green Education Foundation, 2012)
Provides curriculum and resources to K-12 students and teachers. The GEF Green Building Program educates K-12 students on green building attributes and benefits, and provides them with the educational resources necessary to understand, identify, and improve environmental inefficiencies within their own school buildings.
USGBC Students Guide to Transforming Your Campus, Community and Career.
(U.S. Green Building Council , Sep 2011)
Plan for recruiting and organizing students to build a green campus movement. Step-by-step guide to starting a powerful and functional student group, identifying the greatest needs on campus and creating a campaign to address them. This toolkit is written for the student who wants to change their school, their environment, their community and their future. 40p.
Classroom. NEXT: Engaging Faculty and Students in Learning Space Design.
Collier, Amy; Watson, William; Ozuna, Arturo
(EDUCAUSE Learning Initiative, Jul 2011)
The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students—and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors’ understanding of how classroom design impacts teaching and learning. Classroom.NEXT initiated a campus-wide dialogue on the design of informal and formal learning spaces, and faculty, students, and administrators identified flexibility and interactivity as key attributes to be promoted in all Texas Wesleyan learning spaces. Collaboration, particularly student-faculty collaboration, was a central component of the success of Classroom.NEXT. Faculty participants commented that they learned as much from their students about learning space design and technology as they did from the research. [Authors' abstract] 6p
Tools at School. The Classroom for Kids Designed by Kids.
(Tools-At-Schools, May 2011)
Design studio aruliden, together with Bernhardt Design, conceived Tools at Schools as an initiative to teach eighth graders the value of design as a problem-solving tool at The School at Columbia University. Forty-four eighth grade students were immersed in the entire design process, from research to ideation to 3D modeling and ultimately launch of chairs, desks, and lockers. The lockers, for example, feature a doorknob (inspired by one student describing her locker as her bedroom for the semester) and a wealth of storage, including seven shelves and a tilt-out bin. A clever addition is the name tag that doubles as a mail slot –- which won raves among the students. Includes a description of the process, photos, and videos.
Redesigning the School Environment--Students As Clients.
Groundwater-Smith, Susan; Rubbo, Anna
(Australian Association for Research in Education, Deakin, ACT , 2011)
Examines an initiative that would fulfill two complementary purposes: to enable 2nd year architecture students to understand the discipline of landscape architecture; and to enable senior school students to have a voice in developing a critique of their outdoor environment. The client was a comprehensive secondary school, G. Boys High School (GBHS). Architecture students worked collaboratively with GBHS students to develop landscape and design proposals that would improve their experience of school life- and learning, as well as contributing to social and environmental sustainability. As the architecture students worked through their brief, school students were consulted regarding their responses to the ways in which various proposals were evolving. Year 11 and 12 students provided feedback at key points in the design process, when university students were on site, and a design and technology class was identified as one that would act as the representative group who would be more substantially engaged. 14p.
Using Construction of Schools Buildings as a Novel Approach to Teach About Sustainability.
Hes, Dominique; Howard, Philippa
(AUBEA 2010 - Proceedings of the 2010 conference of the Australasian Universities Building Education Association, Jul 2010)
Students learn from being involved in the design and construction of their educational buildings. This paper reviews the Smart Green Schools linkage project over 2007 to 2010, looking at how the design and construction of school buildings with the students was used as tools for teaching sustainability. The research, through a case study methodology using observation, interviews and surveys, shows that the teachers and the students involved in the real world physical process of designing and constructing their buildings, led to an increased understanding. [Authors' abstract] 17p.
Our School Building Matters.
(Committee on Architecture and the Built Environment, London, United Kingdom , 2010)
Provides a toolkit for teachers to help make the most of the learning opportunities created by building a new school or refurbishing an existing one. The resource provides ideas for exploiting the whole process The teaching activities are organized in five stages: getting started, looking closely, development and design, construction, and moving in. On the way schools will encounter a crash course in architecture and a range of other activities that respect the creativity of teachers as well as providing some stimulating material directly linked to the curriculum. 28p.
An On-going Research on Learning and School Buildings in Palestine.
Al-Azzar, Ahmad; Joubran, Joubran; Juha, Linda
(Comportements and Authors, Lausanne, Switzerland , 2010)
Compares drawings by children from two very different school environments. The project investigates how children and teachers in three recently built new schools in different regions of West Bank evaluate and use their school buildings. These three schools were chosen for this study because special care has been given to their spatial layout. Similar data are collected from children going to school in three old school buildings with more traditional spatial lay-outs. In their drawings, children from the new school give much more place to the surroundings, playground, nature, trees, open space, sun and also school friends (drawings of children in the courtyard) when compared to drawings from the old school. The authors suggest that this has to do with the fact that there is generally speaking more space and transparency in the new school. This could also be a hypothesis for explaining the more positive evaluation that children of the new school give about their school. 8p.
Roadmap to a Green Campus.
Humblet, Emmanuelle; Owens, Rebecca; Roy; Leo; McIntyre, David; Meehan, Peggy; Sharp, Leith
(U.S. Green Building Council, Washington, DC , 2010)
Advises on using the LEED green building certification program as a framework for developing and evolving campus-wide sustainability plans that include "green" building construction and operation, as well as engaging the occupants in green behavior. The Roadmap references more than 100 tools and resources to support campus greening efforts, profiles institutional success stories, and was created with the support of the Association for the Advancement of Sustainability in Higher Education. 118p.
Hands-On LEED: Guiding College Student Engagement.
(U.S. Green Building Council, Washington, DC , 2010)
Explains how students can be involved in green campus projects and contribute to LEED certification efforts. The guide outlines three options for engaging students: coursework, internships, and volunteer opportunities. It details the benefits of involving students and outlines ways to initiate the process of developing an engagement program, such as planning considerations and LEED-related activities and tasks that students can perform. The guide also contains profiles of three campuses that are engaging students on green campus projects with great success.
Ingenium - Room for Learning [Video]
(Presented at the Council of Educational Facility Planners International 86th Annual World Conference & Expo. , Oct 18, 2009)
In 2001, England's Richmond upon Thames Council assembled a team to work on a vision for the classroom of the future. The result is Ingenium — a completely new approach to classroom design reflecting the demands of 21st Century learning. Core members of the design team were students from the three partner schools. They said they didn’t want a rectangular box with desks: they wanted to be able to arrange the space to suit themselves; to have the resources they needed to be available on demand; and above all they wanted to feel comfortable, in every sense, in their classroom. They said they wanted plenty of light, colour and air. Video shows the resulting classroom and the design process.
Engaging Students: Using Space as a Tool to Connect with Millennials.
Discusses how post-secondary institutions must reconsider how they use classroom space to meet the learning expectations of Millennial students and to increase their engagement in the classroom space. Educational leaders must identify and adapt to their students’ needs, provide amenities to enhance learning, and design classrooms that will encourage certain behaviors. Learning spaces should complement the students’ habits by being as adaptable and flexible as the students who occupy them. 10p.
The Third Teacher: 79 Ways You Can Use Design to Transform Teaching and Learning.
(OWP/P Architects, Chicago, IL , Jan 2009)
Examines the link between how one learns and where one learns. Case studies, interviews, and written contributions are organized under 79 practical topics for how design can be used to transform teaching and learning. The book is a collaborative effort among school architects, school furniture suppliers, and designers. The Third Teacher encourages teachers to develop the knowledge, skills and dispositions of designers and understand that we all create the world in which we live. This book also shows how even the students can become designers of their learning environments. 257p.
Thinking Space: A Workshop Resource to Support Visioning of Learning Spaces for the Future.
(DesignShare, Minneapolis, MN , 2009)
Provides a workshop resource to support people who are thinking about, or currently undertaking school renovation or rebuilding projects. It includes a set of activities, tools and techniques that can be used to facilitate workshop sessions to help people in the visioning and pre-engagement phases of projects. It specifically aims to engage practitioners with activities to support critical and creative thinking about the future of education, related practices, approaches, relationships and technologies, and the implications these might have on future educational spaces. It also offers a set of workshop activities that can be undertaken with pupils as part of a wider commitment to actively engage and involve them in the redesign process. 122p.
Voice of the Student on School Design.
(American Architectural Foundation, Washington, DC , 2009)
Offers an online audio-visual and document summarizing findings from the American Architectural Foundation's 2008 Voice of the Student on School Design essay contest. In 250 submissions, the student authors expressed what they wanted in the school built environment. They spoke as designers, able to articulate the cause and effect between their environment and their learning and the cause and effect between their environment and their experience of school. 35p.
School of the Future Design Competition.
(Council of Educational Facility Planners International, Scottsdale, AZ, Aug 2008)
Showcases School Building Week's School of the Future Design Competition, which offers an opportunity to illustrate the kind of creativity that students bring to the planning and design process. The competition highlights the importance of well-planned, high performance, healthy, safe and sustainable schools that foster student achievement and enhance community vitality. The annual competition, open to middle school students, challenges student teams to design their schools to enhance learning, conserve resources, be environmentally responsive and engage the surrounding community.
Designing Schools for the Future: Pupil Participation in School Design.
(Coventry University, Design and Ergonomics Applied Research Group, Coventry, United Kingdom, Nov 2007)
Presents concepts used by a British research team to involve pupil participation in school design.
METI School of Rudrapur, Bangladesh.
(Inhabitat.com, Sep 06, 2007)
Profiles this award-winning hand-built school that showcases sustainable design practices and locally sensitive architecture. The school fuses local knowledge, readily available renewable materials, and new construction techniques to maintain a traditional identity while embracing modernity in both its form and purpose.
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.
Learning Spaces Living Places.
(Arts Council England, Engaging Artists in the Built Environment Project, and Birmingham City Council, Jun 2007)
Invites students in Birmingham, England, schools to identify their concerns for space use in new and renovated schools. The students expressed a desire for personal safety, a “sense of space,” an accommodation of basic human needs, more nature and green areas, space for social contact and for quiet and prayer, complete handicap accessibility, and access to technology.
Transforming Learning Spaces to Personalise Learning.
(Futurelab, Harbourside, Bristol, United Kingdom , Mar 2007)
Reviews the work of Futurelab's Fountaneering project, in which elementary students collaborated on the design of a water fountain feature for their school grounds. The fountain is intended to supply drinking water as well as water for play. Through the design project, students became more intimately familiar with their school site and learned to collaborate on and take ownership of this proposed amenity. 7p.
Designing the Perfect Classroom.
(TeacherNet, Department for Children, Schools and Families, London, England., 2007)
Case study of the La Sainte Union Catholic Secondary School in Camden, north London, teaming up with a local architectural design practice for a project entitled ‘I designed my school’. The project gave a class of 12-year-old schoolgirls a unique opportunity to design a life-size model of what they considered to be the ideal learning environment. They combined model making, drawing, narrative and theatre, team work, film and 3D space-making to develop their ideas.
Portable Classroom Design Challenge.
(Montgomery County Public Schools in Maryland in partnership with the Council for Educational Facility Planners and the Emerging Green Builders of the US Green Building Council. , May 2006)
The results of a design competition for a re-locatable classroom unit are provided in a slide show with 57 photographs of winning entries. The competition was open to K-12 teams, emerging green builders, and architects and manufacturers. The design teams were required to develop a prototype for a prefabricated classroom unit that makes the learning cottage "the cool place to be" for students, staff and after hours community use. The design needed to reflect a committment to environmental stewardship and high performance standards for durability, safety and health. The teams also considered school siting issues, multiple building schemes and a good connection to the landscape or urban fabric. Information on the competition is provided, as well as list of winners and a powerpoint of the awards.
The Effect of School Interior Environment on Students' Attitudes toward School: Suggestions for Philadelphia Public Schools.
(Diana Vining, University of Pennsylvania , Apr 2006)
Presents options for improving school appearance, including paint finishes, colors, and application; lighting types, controls, and colors; and materials for flooring, art display, and plantings. Also included are suggestions for how to involve students and the community, as well as making school improvement and maintenance a part of the educational program. Includes 13 references. 21p.
A-Z Sketchbook for School Build and Design.
(School Works, London, United Kingdom , Jan 2006)
Presents a visual guide to the key areas which must be considered when renovating or building a school. The publication is in an hand illustrated cartoon format, with each drawing isolating an issue of design, space use, adjacencies, educational appropriateness, etc. The drawings are organized in chapters according to school room or space type, design issue, or amenity. The purpose of the publication is to help students and others participate in the school design process. Though a British publication, it has application to school design anywhere.
Young Design Program 05-06.
(The Sorrell Foundation, London, United Kingdom , 2006)
Reviews the Sorrell Foundation's pilot study with 45 students from 4 colleges of the University of the Arts London and more than 100 pupils from 10 London primary and secondary schools. Ten professional mentors, who are experts in photography, architecture, product and communication design, supported the students in designing ideal new or renovated schools. Seven projects are profiled. 7p.TO ORDER: The Sorrell Foundation, Somerset House, Strand, London WC2R 1LA, United Kingdom; Tel: +44 (0)20 7845 5860, Fax: +44 (0)20 7845 5872, Email: email@example.com
School Facilities and Student Achievement: Student Perspectives on the Connection Between the Urban Learning Environment and Student Motivation and Performance.
Edwards, Nicole C.
This study examined the ways in which students in an urban school district responded to being educated in substandard facilities. The purpose of this study was to arrive at an understanding with respect to students’ attitudes, perceptions and beliefs regarding the environment(s) in which they are educated. The questions which guided this research were: 1.) To what extent do students perceive their achievement, motivation and/or personal conduct is affected by facility condition? 2.) In what ways does facility condition affect students’ perceptions of the overall quality of teaching and administrative staffing within their building? 3.) In what ways does facility condition affect students’ perceptions of the degree to which their school district values their education and personal safety? Analysis revealed students perceived there to be a connection between the condition of the school they attended and their motivation, conduct and achievement. The study also showed students regarded the quality of staffing in their educational environments as being contingent upon the condition of the school itself. Students held the point of view that teachers and principals of higher quality were employed elsewhere and were more effective in well-maintained schools. The study revealed a connection between students’ perceptions of the facilities in which they are educated and the degree to which the school district values their education and safety. [Author's abstract] 183p.
Livable Streets for Schoolchildren
(National Center for Biking and Walking, Mar 2005)
This article examines how conducting cognitive mapping exercises with children can help communities make safety improvements to routes leading to schools. Children are more likely to walk or bike to school when the routes they take are safe and inviting, providing more opportunities for kids to be physically active. The article includes case studies and examples of cognitive maps drawn by schoolchildren. 15p.
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.
Student Voice and the Architecture of Change: Mapping the Territory.
Flutter, Julia; Rudduck, Jean
(University of Cambridge, Faculty of Education, UK , Feb 2005)
Explores how schools, architects, and planners have consulted students about the school environment and what impact this consultation and participation have had on planning and design. Data were collected to identify the different ways in which students are being consulted and involved in school environment projects, what aspects of the physical environment in school have been identified by students as being important, how student input is being used to inform planning school architecture and facilities, benefits and difficulties that have been encountered in working with students on these projects. The review included an extensive literature search to investigate theoretical and practical aspects of this area of student voice, resulting in the inclusion of 83 references. 13p.
Kinder Bauen Ihre Schule. (Children Make Their School.)
(Edition Axel Menges, Stuttgart, Germany , 2005)
Profiles this German school, produced by a commission focusing on three points: the school should be a meeting-place, allowing young people coming from various nations and different religions to live together peacefully; the school should enable young people to look after the environment; and the school should be open to the district. The architects conceived the school as a little town, with the aims of achieving diversity, sophistication, and responsibility taken on by the users themselves. Students were active participants in the design. Each school "house" has its own entrance, cloakroom, toilets, a large gallery, a terrace, and a garden. The book describes the entire process from developing the educational program, planning and realization of the building, and the everyday running of the school. Abundant plans, photographs, and drawings accompany the text. 179p.
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 10010
Denison University Learning Spaces Project: Checklist for Improving Your Learning Spaces.
(Educause, Boulder, CO , 2004)
Offers a checklist for assessing and improving learning spaces. The checklist items address gathering stakeholders to discuss ideas, stating the teaching styles intended for the space, reviewing attributes of the space that are known to affect learning, and gathering the resources needed to implement the plan. A set of guiding principles covering diversity of learning styles, versatility, aesthetics, comfort, technology, and maintenance are included. 4p.
Tike and the Missing Mutt
(National Endowment for Science, Technology, & the Arts, 2004)
This is an educational game for 11-16 year olds that encourages pupils to redesign their schools for the future. The game is supported by Great Britain's National Endowment for Science, Technology, & the Arts. British curriculum materials are included. [This game requires the Flash 6 player.]
Taking School Design to Students.
(National Clearinghouse for Educational Facilities, Washington, D.C. , Jan 2004)
This digest describes seven strategies for effectively involving students in school design. These methods include using student artwork, using disposable cameras, hosting student forums, involving students in planning committees, organizing a student design competition, providing design programs during out-of-school hours, and integrating design activities into class work. A sidebar quotes architects and planners who found working with students a rewarding and meaningful professional experience. Includes a list of online student design resources. 9p.
Participation by Design: A Shared Learning Environment.
Kurgan, Laura; Rizzo-Tolk, Roesemarie
(New Visions for Public Schools, New York, NY , 2004)
Reviews the process that converted two high school classrooms into a graphic arts studio to be shared by the three small schools housed within the building. The process brought together students, teachers, designers, administrators, and other professionals representing the three schools. They worked together to program and design a flexible space that retained territorial preferences for the three schools. 24p.
Joined Up Design for Schools
(The Sorrell Foundation, London, UK , 2003)
Reviews several British school design projects in which students and designers cooperated to create improved facility conditions in classrooms, restrooms, cafeterias, and lockers. The book describes and illustrates a range of projects that also deals with communications, storage, color, clothing, and identity in schools. Students commissioned pioneering concepts from international designers and architects, including Richard Rogers Partnership, Paul Smith, Will Allsop, Marks Barfield,Thomas Heatherwick,Wolff Olins, Conran & Partners, Priestman Goode and Kevin McCloud. 68p.TO ORDER: http://www.merrellpublishers.com
The School I'd Like: Children and Young People's Reflections on an Education for the 21st Century.
Burke, Catherine; Grosvenor, Ian
(RoutledgeFalmer, New York, NY , 2003)
In 2001 the British newspaper The Guardian launched a competition called "The School I'd Like" in which young people were asked to imagine their ideal school. This book presents material drawn from the competition and is illustrated by children's essays, stories, poems, designs, pictures, photographs, and plans. It expresses children's own ways of seeing and naming issues of concern to all involved in education and illuminates ways in which the built environment is understood and experienced by school-age children. 162p.TO ORDER: RoutledgeFalmer, 29 West 35th Street, New York, NY 10001.
Revitalization by Design: A Guide for Planning and Implementing School Improvement Projects through School-Community Partnerships.
Davis, Stephanie, Ed.
(State of Maryland, Public School Construction Program, Baltimore , Jun 2002)
This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.TO ORDER: State of Maryland, Public School Construction Program at 410-767-0617.
A Visioning Process for Designing Responsive Schools.
(National Clearinghouse for Educational Facilities, Washington, DC , 2001)
This manual presents guidance for creating a constructive dialogue between school officials and the surrounding community on the design of schools that contribute to enhancing educational quality. The benefits of community participation are addressed as are descriptions of the principle parts of the participation process, including strategic planning, goal setting, and long term planning. Finally, the manual presents the Charrette process as a method for generating design ideas. 18p.
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.
Poulton, Prue; Symons, Gillian
(World Wide Fund for Nature; Weyside Park, Godalming; Surrey GU7 1XR; United Kingdom , 1999)
The Eco School information pack contains 10 sections outlining specific school areas that can be assessed by students for meeting the needs of all its users, the extent to which they use and abuse environmental resources, and the aesthetic contribution they make to the locality. Using this initial research, the document helps students design a school which is user-friendly, conservation conscious, and aesthetically pleasing. Specific sections examine the following areas: overall school design; the school's entrance, grounds, classrooms, performing arts areas, indoor sports facilities, library, and dining room; waste and recycling; and energy conservation and lift design. Additionally covered are issues common to all school areas, such as access for people with disabilities and energy conservation. 70p.
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
(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.
Design as a Catalyst for Learning.
Spilka, Gertrude; McMullan, Bernard; Hawley, Peter; Davis, Meredith
(Association for Supervision and Curriculum Development, Alexandria, VA, 1997)
This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students` academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a learning construct for the next century. The book summarizes descriptive research that makes qualitative statements regarding current classroom practice and identifies effective models for using design in classrooms. The six chapters include: (1) Learning Through Design; (2) Lifelong Learning; (3) A Strategy for Excellent Teaching; (4) Design in the Curriculum; (5) Opportunities and Challenges for Schools; and (6) Conclusions and Recommendations. 323p.TO ORDER: http://www.ascd.org/
Student Initiated Housing: A Report on Student Involvement in the Creation of Student Housing.
(Educational Facilities Laboratories, New York, NY , Jun 1973)
Provides an overview of the students-housing-students movement; covers the development of selected groups; describes housing where student groups lease, purchase, or even develop their own living quarters; and reviews the process of setting up a student housing orgainization. Appendix contains addresses of case study organizations. 163p.
References to Journal Articles
Getting Students Involved In Energy Efficiency Can Lead To Big Energy Cost Savings For School Districts
Ben Stanley and Dan LeBlanc
Building Operating Management; Jun 2012
Districts are getting creative and looking for energy savings through occupant engagement initiatives, and, at districts like Douglas County, finding that engaged students are also highly effective facilitators of energy savings.
Students Redesign Their Own Schools
KQUD Blog; Apr 2012
Describes the Chicago Architecture Foundation’s project DiscoverDesign, challenging students to redesign their schools, one piece at a time. The projects stimulate three essential areas of learning. Sketching and drawing out blueprints exercises art and drawing skills. Thinking about how people behave and want in, say, a technology wing provides an education in social science and government. Finally, writing up how a new tech wing would force students to organize their thoughts and present a coherent argument.
Green School Grounds: A Collaborative Development and Research Project in Malmö, Sweden
Märit Jansson and Fredrika Mårtensson
Children, Youth and Environments; v22 n1 , p260-269 ; Spring 2012
School ground greening projects may result in a multitude of benefits for pupils, schools and entire communities. This field report describes a project called “Green school grounds” in Malmö, Sweden and an interdisciplinary research project investigating vegetation establishment and management as well as the effects of the project for children. The project consulted researchers and involved teachers and children at the schools during the process of planning and construction. This field report presents the first results from a pretest evaluation of school ground activity at two schools, part of a larger intervention study. [Authors' abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Changing Spaces: Preparing Students and Teachers for a New Learning Environment
Pamela Woolner, Jill Clark, Karen Laing, Ulrike Thomas and Lucy Tiplady
Children, Youth, and Environments; v22 n1 , p52-74 ; Spring 2012
Physical settings in schools have a complex relationship to teaching and learning practices. Uncomfortable tensions can result when the intentions of learners and teachers conflict with each other or with the affordances of the environment. Yet, change may be difficult to achieve and stressful for those involved. This paper considers a case where there has been minimal involvement of staff or students in the design of a new school, but there is a desire to prepare them for the changed environment. Changes will include an integrated curriculum and an “enquiry approach,” which it is hoped will be facilitated by large, shared spaces in the new premises. We discuss an “experimental week” of enquiry learning that took place in the middle of the 2010-11 school year with half of the Year 8 group (12-13 years old) in an existing large space (a school hall). The alteration to the learning environment included changes to both the use of space and the organization of learning time. We concentrate here on the student experience of learning in this new way, rather than the views of the teachers. An enquiry-based approach was enabled by the more fluid, flexible use of school space and time. Overall, students enjoyed the experimental week, but they understood it to be a limited experience. If these changed practices are to be successful they will need to be accepted as more permanent. The challenge for those managing the change process is to remain mindful of the differing needs of students, and continue to develop a shared understanding among staff and students of what learning is or could be. [Authors' abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
An Emerging Framework for School Design Based on Children’s Voices
Children, Youth, and Environments; v22 n1 , p125-144 ; Spring 2012
This paper explores the views and expectations of children regarding their school environments and has constructed a framework for the school design process based on children’s information and reflections. The research objectives required analyzing secondary data, as well as qualitative and quantitative empirical studies— each one leading to the next. The issues raised by children about school design emerged through an analysis of three previous studies in the UK. The empirical study involved 260 children (11-12 years old) in two secondary schools in England. The findings highlight the importance children attribute to various issues. The overall findings have been developed as a school design framework to guide the design and decision-making processes of architects and designers. [Author's abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
What Students Want
College Planning and Management; , p21-23 ; Jan 2012
On campus food service facilities benefit both students and the entire campus community, especially when students are invited to participate in the design process. Discusses four dining halls and student centers.
Students Designing Their Learning?
Educational Facility Planner; v45 n4 , p16-18 ; Dec 2011
Young people know and understand that more traditional group teaching in formal layouts is necessary at times, but these are moments and should not be the whole approach. Extols the importance of including students in the design of their learning environments.
Students Design Tomorrow’s Sustainable Schools and Communities
Schraeder, David; Carlson, Michael; Sumlin, John; and Worth, Barbara
Educational Facility Planner; v45 n4 , p64-66 ; Dec 2011
Discusses the School of the Future Design Competition, illustrating the kind of creativity that students bring to the school design process.
Furnishing for Students.
Elrod, Brenda T.
College Planning and Management; , p36-39 ; Oct 2011
Recounts how the University of Georgia kept students in the loop when selecting furniture and furnishings for the recent expansion of the Tate Student Center.
Students' Experience of University Space: An Exploratory Study
Cox, Andrew M.
International Journal of Teaching and Learning in Higher Education; v23 n2 , p197-207 ; 2011
The last decade has seen a wave of new building across British universities, so that it would appear that despite the virtualization discourses around higher education, space still matters in learning. Yet studies of student experience of the physical space of the university are rather lacking. This paper explores the response of one group of students to learning spaces, including virtual ones, preferences for the location of independent study, and feelings about departmental buildings. It explores how factors such as the scale of higher education and management efficiency tend to produce rather depersonalized and regimented environments that in turn are likely to produce surface engagement. Responses of hospitality, criticality, and solidarity are briefly explored.
Getting Students REALLY Involved in Design and Construction--Are You Mad?
Long, Gareth; Watson, Alison
Educational Facility Planner; v45 n3 , p14-16 ; Jan 2011
Discusses the British approach to student involvement in school design, which was encouraged under the previous labor government, but is not under the current conservative regime. Advantages to education of student involvement in design and construction are discussed, as is the poverty of excluding them from the process.
Exploring Learning Spaces and Places: The Photo Interview.
Uline, Cynthia; Wolsey, Thomas
Educational Facility Planner; v45 n1/2 , p24-27 ; 2011
Presents photographs and comments on spaces offered by students in schools deemed both excellent and inadequate facilities. Desirable features and undesirable features in schools slated for renovation are documented.
School as a Place: A Phenomenological Method for Contemplating School Environments
Zur, Ayala; Eisikovits, Rivka A.
International Journal of Qualitative Studies in Education; v24 n4 , p451-470 ; 2011
The study presents a phenomenologically based research procedure, whose intent is to examine people's school experience and the meaning they ascribe to "school." Participants in this investigative endeavor are instructed to sketch an "ideal school," present their plan in a visual-schematic manner, and provide an oral and written description of their design. Proposals are presented through a Location Task--a tool originally intended for use by architects in their routine work with clients. We discuss the rationale behind this procedure and describe the research tool and its application potential. Finally, we illustrate the data processing via the analysis of one proposal designed by a 17-year-old male student.[Authors' abstract]TO ORDER: http://www.ingentaconnect.com/content/routledg/tqse/2011/00000024/00000004/art00004
How Intuitive Design in Schools Can Be Achieved by Engaging with the Consumer.
CELE Exchange; 2010/12 ; Nov 2010
Highlights the work of the Sorrell Foundation in encouraging school architects to include a "client team" of students when forming the building program and design. Steps in collaborative architect/student research are suggested, and three British schools created via this process are profiled.
A Student-Eye View.
American School Board Journal; v197 n10 , p32,33 ; Oct 2010
Discusses student involvement in school planning, with an emphasis on accessibility and proper furniture sizing. Advice on how to effectively engage students is included.TO ORDER: http://secure.asbj.com/store/detail.aspx?id=2463&CategoryID=94
Give Students a Say on Their School Design.
Seattle Daily Journal of Commerce; Jul 22, 2010
Advises on the importance of getting student input on school design and renovation, as well as suggesting ways to engage young people in the endeavor.
Follow the Roadmap.
Bacik, Daniel; Lambert, Lloyd
School Planning and Management; v49 n4 , p88-94 ; Apr 2010
Sets out a strategy and plan to involve all constituencies for planning green schools. A summary "Top Tips for Developing an Energy Conservation Plan with Ease" is included. The authors'priorities are: create a dedicated team; identify where you are, where you are going; collaborate with experienced ESCO experts; identify roles and responsibilities; implement an action plan; measure, share, recognize; and remember to involve the students.
The Perspective of Children and Youth: How Different Stakeholders Identify Architectural Barriers for Inclusion in Schools.
Pivik, Jayne Renee
Journal of Environmental Psychology; v30 , 8p. ; Feb 2010
Recent inclusive policies are promoting the involvement of individuals with disabilities in identifying barriers that limit their full participation and inclusion in public spaces. The present two studies explored the contributions provided by different stakeholder groups in the identification of architectural barriers in elementary and secondary schools. In each school, the principal, special education resource teacher and a student independently identified architectural barriers using an observational walkthrough method. The first study consisted of 29 schools where the student evaluator had a physical disability and the second study consisted of 22 schools where the student evaluator did not have a disability. The results of both studies showed that students identified the greatest number of barriers and principals the least. The type and location of identified barriers are explored and the conclusions are examined in relation to person-environment congruence. The results highlight the efficacy of youth involvement and provide support for collaborative assessments that equitably involve all stakeholders in inclusive environmental assessments. [Author's abstract]
Kids Know Their School Best.
Educational Facility Planner; v44 n4 , p13-16 ; 2010
References the many reasons that students might drop out of high school, especially poor learning learning environments. The article offers suggestions from students about school design that foster interest in education and offer ideas for forums to gather student input.
Pictures are Necessary but Not Sufficient: Using a Range of Visual Methods to Engage Users about School Design.
Woolner, Pamela; Clark, Jill; Hall, Elaine; Tiplady, Lucy; Thomas, Ulrike; Wall, Kate
Learning Environments Research; v13 , p1-22 ; 2010
Describes a consultation that was undertaken in a British secondary school as part of a participatory design process centered on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. This article documents the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods' utility for developing understanding of the learning environment. 46 references are included.
Reading, Writing, and Retrofits. [School Retrofits Go Green.]
Edutopia; v5 n6 , p44-46 ; Dec 2009
Profiles existing schools that are seeking to be more environmentally friendly through retrofitting. Illinois' Bloom High School is featured. The prudence of incremental improvements to existing buildings, funding options, and the education benefits of student participation in the upgrade process are cited.
Students Design Tomorrow's Green Schools.
Dewar, Richard H.
School Planning and Management; v48,n6 , p12 ; Jun 2009
Describes the winners of the Council of Educational Facility Planners International's School Building Week School of the Future awards, a program for middle school children to design a school. The Award of Excellence went to the Imago Dei Middle School, in Tucson, AZ.
Research Based Design of an Elementary School.
Open House International; v34 n1 , p9-16 ; Mar 2009
Examines current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville (North Carolina) Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an "L" shape classroom, which became the basis for the design of the school. Another critical design feature that emerged from the teacher workshop was direct access from each classroom to the outdoors, allowing teachers to create outdoor classrooms that could enhance student's ecological awareness. The final design featured four academic houses of six L shaped classrooms each around an open courtyard. A post-occupancy evaluation was conducted several months after completion of construction and revealed a high level of satisfaction; however, the findings pointed to the need for a subsequent workshop to focus on the effective arrangement of furniture in L shaped classrooms. The participatory process was identified by the students and teachers as the key factor contributing to the design.TO ORDER: http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
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.
Best Practices in Learning Space Design: Engaging Users.
Educause Quarterly; v32 n1 ; 2009
Proposes that engaging future users in designing learning spaces increases the likelihood that those spaces will accomplish the mission of achieving student learning outcomes. As research on the physiological aspects of learning has revealed, active engagement with the learning object--whether a lecture, laboratory process, text, or creative medium--increases the likelihood that the learner will both retain and be able to use information and skills later. As it turns out, spaces that are created to engage students in active, collaborative learning are best designed by facilitating similar processes with users to identify their learning space needs. A challenge for designers and planners is how to most effectively bring the user's voice into the design process and, ultimately, deliver the richest use of spaces for learning. Includes seven references.
Canadian Architect; v53 n8 , p18-25 ; Aug 2008
Describes the participatory design process behind three Canadian higher education projects. Text descriptions of how each facility was "workshopped" with it's future occupants are accompanied by photographs, plans, and project statistics.
Competition Yields Insights.
Architectural Record; , p21-24 ; Jan 2008
Profiles the American Architectural Foundation's "Redesign Your School" competition, in which high school students envision their ideal learning environments. Lessons learned, typical design features, and unusual highlights from the winning entries are described.
Green, Not Mean.
The PPP Journal; n58 ; Sep 2007
Advocates for "green" schools and involvement of the entire community in school design. The depth of teacher, parent, and student experience is cited as particularly valuable, though often overlooked.
The Facilities Gap. Cameras in Hand, Students Capture Photos of Schoolhouse Decay.
American Federation of Teachers
American Educator; , 6p. ; Spring 2007
Discusses the problem of inadequate, unhealthy, and unsafe public school building conditions, and the consequences of poor conditions on learning, health, and staff retention. Illustrated with photos taken by middle- and high-school students in Washington, D.C., and Baltimore, Md.
Getting Together to Improve the School Environment: User Consultation, Participatory Design and Student Voice.
Woolner, Pam; Hall, Elaine; Wall, Kate; Dennison, David
Improving Schools; v10 n3 , p233-248 ; 2007
Investigates historical trends in both the practice and the understanding of consultation, considering the often contrasting perspectives of architects and designers, compared to teachers and educationalists. Differing assumptions held by these two broad groups of professionals can lead to conflicting aims and objectives for school buildings, even where there is determination to communicate effectively and find common ground. The increasing conviction that children should participate in decision-making about school-design, and methods being developed to do this are addressed. The experiences of a school undergoing redesign of a classroom space is discussed in the perspective of architecture in contrast to that of education, the role of the child's view in influencing design solutions, and the consequences for teaching and learning, consultation procedures and the re-design of school buildings.
School Planning and Design with Children's Participation: A Case Study of Shimoyama Elementary School.
Children, Youth and Environments; v17 n1 , p315-321 ; 2007
Focuses on several design workshops involving Japanese students in the design of a new elementary school. In this project, five existing schools were to be demolished and combined into the new school. Facilities such as the gym, library, multi-purpose spaces and practical rooms were to be designed for use by the wider community.TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Designing for Sports: Children Dive in with Ideas.
School Planning and Management; v45 n12 , p32-35 ; Dec 2006
Profiles a design charrette for students surrounding the construction of a family aquatic center by the Spring Lake (Michigan) Public Schools. Several "themes" were elaborated by student teams, with the scheme entitled "Neptune's Underwater World" being the final selection.
Looks like Teen Spirit: Libraries for Youth Are Changing--Thanks to Teen Input
School Library Journal; v52 n11 , p44-49 ; Nov 2006
During the last 10 years, many libraries have transformed their young adult areas into more efficient, innovative, and inspirational spaces. Many teens have suddenly found the library warm and inviting--a place that encouraged independence, learning, socialization, and creativity. As more people learn about the positive impact of dynamic teen spaces, librarians want to know how they can make that happen in their own workplaces. This article provides a list of guidelines in making teen spaces in libraries more teen-friendly.
Tailored to Fit.
Milbradt, Allan; Klock, Ed
American School and University; v79 n3 , p333-335 ; Nov 2006
Discusses the virtues of collaborative design in school planning, which incorporates the knowledge and priorities of users with the expertise of designers. The users may include school board members, parents, teachers, staff, students, administrators, community groups, and local businesses. Steps in the process are outlined, and changes in the traditional roles of these participants are emphasized.
Corridor of Shame
Moses, Alexandra R.
Scholastic ; Nov 2006
Student photographers in South Carolina and Baltimore documented deplorable conditions in their schools, from exposed electrical wires to creeping mold, telling a tale of decay and disrepair, with a goal of bringing about public education reform.
The Community College Classroom Environment: Student Perceptions.
Veltri, Sandra; Banning, James H.; Davies, Timothy Gray
College Student Journal; v40 n3 , p517-527 ; Sep 2006
This qualitative case study investigated how community college students perceived specific classroom attributes as contributing to or hindering their learning. The study addressed three questions: What has been the role of students in classroom design within the community college campus? How do students assess the classroom's physical design impact on their learning? And, what can students tell us about their needs for future classroom design? Students were able to clearly identify classroom attributes that enhanced their learning as well as those aspects of the built environment that inhibited their learning. Students completed "wish drawings" that depicted what they believed the ideal built environment would be for them. The article closes discussing how past, present, and future students can be used by community college facilities planners to better design the built environments to make them more conducive to optimal student learning. [Authors' abstract]TO ORDER: http://goliath.ecnext.com/
‘This Place Could Help you Learn’: Student Participation in Creating Better School Environments.
Educational Review ; v58 n2 , p183 - 193 ; May 2006
This paper examines the role of student consultation and participation in the process of improving the physical environment in schools. Although quantitative studies suggest that there are some links between the learning environment and school performance, direct causal relationships between these factors remain unclear. However, as Clark points out: ‘… qualitative research on the indirect influences of school buildings on student learning and behaviour is of use in enhancing our understanding of the factors involved’ (Clark, 2002, p. 11). Evidence from qualitative studies of students' perspectives on the school environment is presented to illustrate the important insights that can be gained through listening to the student voice. The argument for student voice is taken further through a discussion of recent projects and initiatives in which students are given an active role in designing and improving school buildings and facilities. The paper concludes with a discussion of the problems and benefits in involving students in the process of improving their learning environments. [Author's abstract]TO ORDER: http://www.tandfonline.com/doi/abs/10.1080/00131910600584116
Harbor High School.
CASH Register; v26 n8 , p12,13 ; Aug 2005
Describes the updating of this Santa Cruz high school that considered the significant input of students, staff, and the community. The additions consolidate administrative functions, add classrooms, and address difficulties in traversing the campus.
From Bricks to Mortarboard.
Edutopia; v1 n4 , p24-27 ; Apr-May 2005
Describes the conversion of an abandoned post office into a school, with the assistance of University of New Mexico architecture students mentoring school’s student body.
Joinedupdesignforschools in the United Kingdom.
PEB Exchange; v2005/1 n54 , p18-21 ; Feb 2005
Describes this initiative, connecting client student teams with design firms to produce better school designs. The process of forming the team and solving design problems is described, as are four initial projects.
"Play in Focus:" Children Researching Their Own Spaces and Places for Play.
Children, Youth and Environments; v15 n1 , p27-53 ; 2005
Discusses an intervention that attempted to position the child as expert and researcher of their own play environments. In this study, 32 primary school children from two schools situated in east Leeds, England, used disposable cameras over a one week period in the autumn of 2002 to record and later reflect on their preferred spaces and places for play. The process explored means of engaging children as researchers of their own environments, offering them the tools of the photo-diary and the technique of photo-elicitation in generating data designed to influence policy for planning and change of play strategies at local and national government levels. This article discusses the data generated in terms of what the participative process attempted reveals about the capacities of young children to contribute to the planning and design agenda for supporting childrens play in 21st century childhood in urban environments. Includes 19 references.TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Schools Our Kids Would Build.
Burke, Catherine; Grosvenor, Ian
Architecture Week ; Nov 17, 2004
In 1967, and again in 2001, British schoolchildren were invited to submit their ideas to a competition "The School I'd Like." In their drawings and poems, they expressed the desire for schools that are attractive, safe, flexible, relevant, and respectful. This review of the archived results suggests that architects could benefit from understanding these children's visions.
Finding Your Natalie.
School Construction News; v7 n5 , p22-23 ; May-Jun 2004
Citing personal experiences, the author advocates for including student leaders in school planning and abandoning out-of-date planning perspectives.
The Kid-Friendly School.
French, James D; Hill, David M.
American School Board Journal; v191 n2 , p36-38 ; Feb 2004
Describes the experience of school districts in the Kansas City area of including students in school design. The project provided insights into what students think is important in their schools: attention to detail, conversion of plain spaces into varied experience spaces, thematic design, and inclusion of technology.
At That Age, You Just Accept What You Have...You Never Question Things": Student Participation in School Ground Greening.
Children, Youth and Environments; v14 n1 , p130-152 ; 2004
Reports on a study of student participation in greening projects at a school board district level, based on two methods: 1) 149 questionnaires completed by administrators, teachers, and parents associated with 45 school ground greening initiatives; and 2) 21 follow-up interviews with administrators, teachers, and parents at five of the schools. Respondents and interviewees reported that students were involved in selected aspects of the greening projects, notably the designing, planting and maintenance. Much room exists, however, for more authentic and meaningful student participation, particularly in the problem identification and visioning phases. Recommendations as to how school board administrators might facilitate such participation are offered. Includes 45 references.TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
User Involvement in School Building Design.
Forum; v46 n1 , p41-43 ; 2004
Proposes that involving students in school design will help create good citizens who later vote and participate in other aspects of community life. An example of how students were involved in a British school is provided. (Scroll down in PDF to find this article.)
Designing Schools for the Whole Community
ExtraTime Special ; v107 ; Fall 2003
School buildings should be beautiful and inspirational, raising the spirits of those who use them. This explains how important it is that schools with funding for building work or improvements involve pupils, staff, parents, and the local community in articulating their vision for how the buildings should be designed and used.
The Role of Permanent Student Artwork in Students' Sense of Ownership in an Elementary School.
Killeen, Jennifer Platten; Evans, Gary W.; Danko, Sheila
Environment and Behavior; v35 n2 , p250-63 ; Mar 2003
Sought to determine if the physical design of learning environments can foster a sense of student ownership in the learning process. Found that the stronger students' perceptions are that their artwork can be permanently displayed, the greater their sense of ownership.
Community-Based School Planning: If Not Now, When?
Edutopia; , p4-5 ; Fall 2002
Describes a new model of planning and decision-making for school design. Committees are being assembled that are truly representative, including parents, teachers, and students, as well as business and community members. Groups are being empowered to review data, investigate options, and make firm recommendations to school boards about everything from curriculum to school size to the design of the facility itself.
Rural Policy Matters; v4 n9 ; Sep 2002
This describes a camera project in two rural Ohio school districts, a research tool being used to encourage citizens to think about the conditions, location, size, and design of their school facilities. Students from a variety of grade levels participated in the project by taking photographs of their learning spaces, then presented the photos and writings to local residents.
Copa, George; Sutton, Sharon
Northwest Education; v6 n4 , p10-13,39 ; Summer-Fall 2001
An educator and an architect discuss school design considerations that include developing a strong learning plan, a strong concept of community, and architecture that supports both. Involving the community and students in planning instills a sense of ownership and pride that is more conducive to learning and school safety than tough standards and tight security measures.
Creating Learning Environments That Work.
Rittner-Heir, Robbin M.
School Planning and Management; v40 n5 , p48-53 ; May 2001
Examines how Walnut Hills High Schools (Cincinnati, OH) new Arts and Science Center was designed to students' and teachers' specifications. Facility assessment and planning are discussed, concluding with comments on the new facility's impact on education.
School Construction News; v4 n1 , p27-28 ; Jan-Feb 2001
Describes an educational program that involves students in the construction process to help them better understand the entire operation and expose them to new ways of thinking about the structure around them.
The Campus as Classroom: Engaging Students in Design, Aesthetics, and Ecology.
Cummins, Anna; Cummins, Paul
Architecture California; v20 n1 , p30-32 ; Summer-Fall 1999
Contends that schools should be remodeled and new schools built so that they are child-oriented and aesthetically stimulating, as well as ecologically sound and educational in and of themselves.
Creating Child-Friendly Environments
Childhood; v5 n2 , p 225-239 ; 1998
The aim of the article is to discuss the literature on children's participation and to analyse what planning theorists, educators and child researchers can learn from the comparison of case studies on children's involvement in neighbourhood improvement in Finland, Switzerland and France. The case studies indicate that the creation of child-friendly environments with young people means a shift towards more ecological and socially supportive settings with opportunities for the involvement of different groups. There is, however, a huge gap between the know-how of children and the organizational and political capacity of local authorities to respond in terms of appropriate environmental arrangements. [Author's abstract]TO ORDER: http://chd.sagepub.com/cgi/content/abstract/5/2/225
Children Planning an Ideal Classroom: Environmental Design in an Elementary School.
Environment and Behavior; v13 n3 , 349-359 ; May 1981
Disscusses the conceptual merging of influence from open education, behavioral psychology, environmental psychology, and architecture into an approach that can be labeled "environmental design." In this study an elementary school teacher and an architect trained a group of third grade students in the principles of designing an ideal classroom. An evaluation of the training demonstrated that the subject's ability to observe and design environments was significantly greater than comparable students not receiving the training. The study demonstrated that children as young as eight or nine can be systematically taught to participate in the designing of their own environments. [Author's abstract[TO ORDER: http://eab.sagepub.com/cgi/content/abstract/13/3/349