Resource Lists
CAREER AND TECHNICAL EDUCATION CLASSROOMS AND FACILITIES
Information on the planning and design of technical laboratories and technology education facilities in schools and colleges, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
Designing for Education: Compendium of Exemplary Educational Facilities 2011 (OECD Centre for Effective Learning Environments , Sep 2011)
Showcases over 60 exemplary recently built or refurbished schools and universities from 28 countries and includes examples of early childhood, primary, secondary, vocational and higher education facilities spanning countries in six continents, from India, Uruguay and Portugal, to Australia, United States and Burkina Faso. Collectively, these projects demonstrate state-of-the-art design in this field and each one is lavishly illustrated with colour photos, plans and descriptions.
TO ORDER:
http://www.oecd.org/
The Safe Schools Manual.
(New Jersey State Dept. of Education, Trenton, 2011)
The Safe Schools Manual is a manual of self-inspection checklists covering environmental, health and safety regulations for secondary occupational and career orientation programs in New Jersey public schools. It was developed by the Environmental and Occupational Health Sciences Institute with support by the New Jersey Department of Education, Office of Career and Technical Education. The Manual is updated twice each year to reflect changes in regulations. Through June 2006, twenty-five updates have been issued
Techniques: Going Green. (Techniques: Connecting Education and Careers, Apr 2009)
This issue of Techniques: Connecting Education and Careers covers the growing role that career and technical education plays in efforts to increase energy and environmental sustainability. Article titles include: Making the Change to Sustainability: Building Green Builds a Better Education; CTE's Role in Energy and Environmental Sustainability;
Harnessing the Power of Wind Technology; C-TEC: Ohio's First All-Green School;
Going Solar Yields Long-Term Economical, Educational Benefits; and
Building Green the Right Way.
Carl Wunsche Sr. High School, Spring, Texas. (CEFPI, Oct 2008)
Visits Carl Wunsche Senior High School, a career academy in Spring, Texas. This is a visual unnarrated tour showing green plans for spaces used to teach photography, auto repair, pet grooming, food service, and medical technology.
Career Technical Education Facilities Program (CTEFP).
 (Coalition for Adequate School Housing, Sacramento, CA , 2008)
Advises on developing a career technical educational program in advance of planning the facility. Case studies of twelve successful California programs are included. 16p.
Facilities Guide for Career and Technical Education.
(Division of Career and Technical Education, Kentucky Department of Education, 2008)
The material in this guide is designed to aid school administrators, teachers, boards of education, advisory committees, and architects who share responsibility in the planning and equipping of a facility for career and technical education programs. This guide may be used in the construction of new facilities and/or the remodeling of existing facilities. Includes space requirements.
268p
NIOSH Safety Checklist Program for Schools.
(National Institute for Occupational Safety and Health, Oct 2006)
Many States mandate that career-technical schools and institutions have safety and health programs in place, conduct hazard analyses for each career-technical program, do safety inspections and maintenance, and comply with safety and health and environmental regulations. This Safety Checklist Program provides information needed by schools to maintain safe classrooms, shops, and labs for teachers and students in career-technical education, and includes the following: Chapter 1: Making Sense of Regulations gives background information concerning the regulatory agencies and regulations that are applicable to career-technical education; Chapter 2: How to Establish an Effective Occupational Safety and Health and Environmental Safety Program outlines ways to ensure that an effective program is instituted and maintained; Chapter 3: Implementing a Safety Checklist Program describes how to implement a checklist program in your school to identify hazards and determine regulatory compliance; Chapter 4: Safety Checklists contains the checklists. Appendices are provided as references for additional information or help.
Minimum Facility Recommendations: Technology Education.
(Texas Education Association, Austin , 2005)
Lists minimum per student and total square footage for technology education programs, with separate charts for grades 6-8 and 9-12, and separate figures for existing and new facilities. 2p.
Career-Technical Schools [PowerPoint Presentation]
Locker, Frank May 12, 2004
Emerging practices in career-technical education point to an integration of academic and technical learning. This PowerPoint presentation looks at changes in career-technical education, describes new strategies and practices, gives an educational context, discusses emerging practices, and gives examples of facility planning. It provides a number of case studies with photographs and plans, including the School for Environmental Studies in Apple Valley, Minnesota, Canby Applied Technology Center in Canby, Oregon, the Met School in Providence, Rhode Island, and the Cooloola Institute for TAFE in Queensland, Australia. 55 slides
New Designs for Career and Technical Education at the Secondary and Postsecondary Levels: Compendium of Design Reviews of Related Research, Policies, and Exemplary Practices.
Wolff, Susan; Copa, George (Oregon State University, New Designs for Learning, Corvallis , Feb 2003)
Presents design reviews from a project to develop new designs for career and technical education at the secondary and postsecondary levels. These projects focused on whole high school and community/technical college reform and incorporated the results of research and promising practice, including integration of academic and career and technical education, articulation of secondary and postsecondary education, and coordination of school and work- based learning. The aim of the new project was to draw out specific implications for the design of career and technical education in terms of learning expectations, learning process, organization, staffing, partnerships, and learning environment. Both practitioners and researchers were actively involved in the design process. For the purposes of this project, "new" designs means a coherent synthesis of the latest research, relevant policies, exemplary practices, and leading thinking on career and technical education at the secondary and postsecondary levels in the United States. 408p.
Labplan
(National Science Foundation, Washington, DC, 2003)
This interactive publication, the result of a planning study sponsored by the National Science Foundation, provides tools, guidelines, and data necessary to plan and design high school science, math, and technology education laboratories and support spaces. Includes information on forming a planning committee, assumptions, curriculum needs and guidelines, facility programs, architect selection, and design.
Tech Lab 2003 Classroom Designs.
(Oxnard, CA: Hueneme School District, Blackstock Junior High , 2003)
Computer-managed networks in Technology Lab 2000 give students access to and control of
content, applications, and information in the areas of robotics, computer-aided manufacturing,
systems simulations, word processing, and computer-assisted publishing.
Westinghouse Career Academy.
Lackney, Jeffery (University of Wisconsin, Madison , May 2002)
Presents concepts for the renovation or replacement of this Chicago high school, outlining the schools programs, partnership, administration, community involvement, sustainability, and several design options. 33p.
Impact of Clicks on Bricks: VET Facilities Planning in an Information Age, Final Report.
Whitaker, Jan (New South Wales Dept. of Education and Training, Syndey, Australia , Mar 2002)
Evaluates the effect of new learning technology on vocational education spaces in Australia. Topics covered include distance learning, miniaturization, property management, shared use of space between learning and working environments, planning, design, adequacy, and affordability. Includes 30 references. 15p.
Trade and Industrial Education Facilities Guidelines.
(Texas Education Agency, Austin , 2001)
Provides information regarding the physical requirements for some of the most popular trade and industrial education instructional programs. Guides teachers, administrators, architects, and other professionals in building or converting trade and industrial education instructional laboratories to train students in the knowledge, skills, and processes commonly found in today's industry. Recommendations were drawn from national program standards wherever available, and from community colleges, other states, and teachers. 123p.
Vermont School Construction: Planning Guide and Standards for Technical Education Centers.
(Vermont Dept. of Buildings and General Services, Vermont Dept. of Education, Montpelier , Jan 2001)
Provides guidance in planning and pursuing a technical education construction project, when used in conjunction with applicable construction standards governing technical center construction and the State Board of Education Rules for Capital Construction. Advice on hiring consultants and architects, acquiring state aid, the planning process, permitting, educational specifications, design, construction, standards, and square footage is offered. 27p.
Indiana Technology Education Curriculum. Facility Planning Guide.
(Indiana Department of Education, Indianapolis , 2000)
Information on planning for contemporary technology education facilities, fitting programs into laboratories, space requirements for technology facilities, design considerations, and instructional area general considerations. 10p.
Prototypical Facility Educational Specifications.
(Idaho Division of Professional-Technical Education, Boise, ID , Dec 1999)
This document presents prototypical educational specifications to guide the building and renovation of Idaho vocational schools so they can help communities meet the advanced, professional-technical programs of the future. The specifications start with points to consider when determining school site suitability. The document then sets forth specification guidelines in two main sections. The first covers general building considerations, including circulation, vehicle access and parking, building security, and community use. The second section addresses specifications for specific educational spaces, such as agricultural science and technology, automotive mechanics, electronics, guidance and counseling, and the health professions. 11p.
School Capital Manual. An Interim Guide for School Boards, Administrators, Facility Planners and Consultants Who Engage in School Building Projects. [Canada]
(Alberta Dept. of Education, Edmonton, Canada , May 1997)
This manual is intended for use by the Alberta, Canada, school boards,
administrators, consultants, education staff, and other individuals involved in school building
projects. The purpose of the School Capital Plan, funding, and Alberta Education's funding
framework are detailed. The school building project components of the School Capital Plan are
described. The components include: restoration and upgrading of existing school facilities,
modernization of obsolete school facilities, construction of new space, equipment for career and
technology studies, temporary lease space, purchase of buildings, and emergent capital items.
The process of requests for school building projects include school boards submitting requests
for the projects, the Alberta Education reviewing the boards'requests, the School Buildings
Board making decisions on the requests, and the Minister of Education announcing the
decisions. The steps in the construction of the school building projects are: (1) the School
Buildings Board informs the school boards of the funding amount, (2) the school boards plan
projects and report progress, (3) school boards submit project tender(s) or subtrade tender(s)
to Alberta Education, (4) school boards construct projects, (5) school boards receive finding
payments, and (6) school boards may host official openings of projects. 109p.
A Design Handbook for Technology Education Facilities and Other Related Programs
(Florida State Dept. of Education, Div. of Applied Tech., Adult, and Community Education, Tallahassee, FL , 1997)
This manual provides guidelines for school facilities for conducting technology education throughout
the curriculum, especially in Florida. The introductory section of the manual defines technology education and provides information on how it is conducted at each educational level. It also provides technology education guidelines for facility design and for using advisory groups. The following five sections provide procedures for developing a technology laboratory: (1) the program facilities list; (2) educational specifications design documents; (3) architectural plans; (4) contractor bids and construction; and (5) occupancy and post-occupancy evaluations. 62p.
TO ORDER:
Florida Department of Education, Product Distribution, Room 6444, 325 West Gaines Street, Tallahassee, FL 32399 (order no. TE101).
Workforce Development Education Facilities Planner.
(North Carolina State Dept. of Public Instruction, Raleigh, NC , 1997)
This guide provides general information on facilities design, including the following: background and overview; work force development education; using the guidelines; facility design; flexibility and expandability; work force development education spaces such as classrooms, laboratories, teacher work stations, storage areas, and outdoor spaces; shared spaces; space location; lighting; electricity; and security and safety. The second section of the guide provides program-specific information for facilities for the following courses: agricultural education, business education, career development, family and consumer sciences education, health occupations education, marketing education, technology education, and trade and industrial education. The last section lists seven resources. 128p.
Modular Technology Education Planning Guide: 15 Key Steps To Creating a Successful Technology Education Program at Your School.
(Hearlihy and Company, Springfield, OH , 1994)
Modular Technology Education (MTE) uses a combination of multi- media and hands-on activities to teach important concepts that increases the students interest level as well as provide students with career choices that best fit their individual interests. This booklet provides 15 key planning steps for developing an MTE program and avoiding development pitfalls. Steps include researching the market and evaluating current resources, evaluating module suppliers, planning the curriculum, budgeting and financial planning, and allocating space and developing a MTE lab. 22p.
Technology Education Facilities Guidelines.
(Maryland State Department of Education, Baltimore, MD , 1994)
Chapter 1 defines technology education in terms of a vision, educational outcomes, and curriculum and facilities. Chapter 2 focuses on creating technology education facilities and describes the planning process, design, construction, installation of furnishings and equipment, and occupancy and post-occupancy evaluation. Chapter 3 discusses the technology education program for elementary, middle/junior high, and high school education, as well as teaching/learning strategies and laboratory requirements. Chapter 4 provides an overview of technology education facilities design requirements and describes specific areas of the technology education laboratory. Chapter 5 examines general design considerations and site design considerations for technology education, as well as a brief discussion on renovations of existing facilities and IAC (Interagency Committee on School Construction) projects. 61p.
Transforming Facilities: Industrial Arts to Technology Education.
Young-Hawkins, La Verne; Mouzes, Maria (Paper presented at the American Vocational Association Convention, Los Angeles, CA , Dec 1991)
Five sequential components appear necessary to remodel a laboratory: formulation of a technology philosophy; identification of a technology purpose; curriculum development; curriculum plan preparation; and needs assessment completion. Seventeen recommendations were made for renovating technology education learning environments: develop program philosophy; establish support system; conduct needs assessment; allow philosophy to guide program development; use advisory committees; present program proposal to school board; observe other schools; use resources; use a variety of instructional approaches; seek nontraditional funding; encourage teacher cooperation; articulate program between elementary, middle, and high schools; use equipment to meet curriculum needs; choose relevant equipment; schedule a timeline for transition; plan for flexibility; and include teacher training. 17p.
Planning Technology Teacher Education Learning Environments.
(Council on Technology Teacher Education, Reston, VA , 1991)
This guidebook may be used to design a technology teacher education laboratory or to remodel a traditional industrial arts laboratory. Components include the: formulation of a philosophy of technology education, identification of the purpose of technology education, development of a curriculum rationale, preparation of a curriculum plan, and completion of the needs assessment. Chapters 3 and 4 focus on identification of instructional support equipment and designing learning environments for technology teacher education. Suggestions are included for planning classrooms, laboratories, and extended learning environments. Chapter 5 addresses assessing existing facilities and the options of modification or expansion. 41p.
Guidelines for Controlling Indoor Air Quality Problems Associated with Kilns, Copiers, and Welding in Schools
Turner, Ronald W.; et al. (Maryland Department of Education, School Facilities Branch, Baltimore, MD , 1991)
Guidelines for controlling indoor air quality problems associated with kilns,
copiers, and welding in schools are provided in this document. Individual
sections on kilns, duplicating equipment, and welding operations contain
information on the following: sources of contaminants; health effects;
methods of control; ventilation strategies; and environmental standards and
guidelines. Four figures are included. 9p.
Selected Colorado Technology Education Programs.
(Paper presented at the American Vocational Association Convention, Cincinnati, OH , Dec 1990)
The transition from industrial arts to technology education is a priority in Colorado. Millions of dollars
have been and will be spent to renovate industrial arts facilities and laboratories. Four Colorado middle schools have exemplary technology education programs. Descriptions and diagrams of laboratory facilities are included. 33p.
High Technology in the High School and Its Effect on Curriculum.
Rizzolo, Ralph M. (Paper presented at the Annual Meeting of the National Association of Secondary School Principals, Orlando, FL , 1986)
In a small suburban high school in Pequannock Township, New Jersey, a high-technology laboratory was created which utilizes a satellite communications dish. The high-technology wing of the school also includes an electronics lab, video-technology lab and studio, computer repair area, a drafting center, and a micro-computer center. Students in other disciplines also made use of the facilities to conduct experiments with alternate energy systems, robotics, communications through satellites, fiber-optics, and lasers. 8p.
Industrial Education Ventilation Study. Volume 1. Final Report.
Stanley Associates Engineering (Calgary Board of Education, Alberta, Edmonton. , May 1983)
A study assessed aspects of ventilation in industrial education facilities in selected junior and senior highs schools in Alberta (Canada). This report describes the purpose of the study and the four test methods used to acquire school specific information. Also discussed are (1) the results of the instructors' perception survey, the ventilation systems' analyses, the dust measurements and the acoustical results; (2) an examination on the critical issues that have arisen from the testing; (3) the related regulations found in Alberta, British Columbia, and Ontario; (4) descriptions of working ventilation standards and developments on what constitutes tolerable exposure limits to airborne toxic substances; and (5) observations made by the study team followed by recommendations on mechanical design changes required, including recommendations regarding basic issues and future research needs. An appendix contains discussions regarding occupational exposure limits for airborne toxic substances. 26 references. 96p.
Industrial Arts Facility Planning Guide.
Hughes, Thomas A., Jr.; And Others (Virginia Polytechnic Inst. and State Univ., Blacksburg, VA , 1978)
This guidebook presents facility guidelines to aid the school planner in determining appropriate facilities
for a model curriculum. The first of four major sections, The Intent of Industrial Arts, discusses the mission and goals, instructional objectives, function of industrial arts, and the model curriculum. Section 2 focuses on facilities for elementary, junior high, and senior high programs. Section 3 addresses architectural considerations such as location and housing, flexibility and expansion, space needs, open laboratory/instructional area, auxiliary rooms, visual comfort and efficiency, ventilation and heating, and floors and surfaces. The final section presents a planning summary of the industrial arts curriculum, suggested industrial laboratories, industrial arts laboratory space needs, industrial arts courses accomodated by respective laboratories, and equipment guidelines 73p.
Career Education Facilities: A Planning Guide for Space and Station Requirements.
(Educational Facilities Laboratories, New York, NY , Apr 1973)
Provides the educational planner and the architect with some suggestions concerning models by which they may plan new flexible-use, shared-space occupational education facilities. Guidelines for these educational programs include a discussion of program and space relationships, an identification of the individual stations and areas within each of the cluster laboratories and of the relationships between these stations and the shared services of the laboratory and the cluster as a whole, and a table of space requirements for most of the individual stations required in each laboratory. 51p.
References to Journal Articles
Career-Tech Time Machine Monberg, Greg and Bannourah, Riyad Educational Facility Planner; v45 n4 , p27-29 ; Dec 2011
In the 1940s, 50s, and 60s, the skills needed to have a successful career were very different than they are today. This case study of the Hammond Multimedia Broadcast Academy shows how one Rust Belt community has revamped its approach to career and technical education and is preparing students for jobs in the new economy.
John A. Dubiski Career High School.
Architectural Record; v199 n1 ; Jan 2011
Profiles this Texas technology and career training high school, with individual programs housed in wings that surround an atrium. Each individual wing is designed to resemble a business, and the walls designed to adapt to future developments in the curriculum.
Robert H. Williams Classroom and Anadarko Industrial Technology Building.
Design Cost Data; v44 n1 , p15,16 ; Jan-Feb 2011
Profiles this technical education building at Utah State University, Vernal. The building combines academic and applied education, and physically connect the campus to the adjacent high school. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Vocational/Industrial Arts Areas.
American School and University; v82 n13 , p128 ; Aug 2010
Profiles the Laney College Culinary Academy and Bistro, a winning project in the 2010 American School and University Magazine Education Interiors Showcase. This renovated cooking school now features a light-filled indoor-outdoor café staffed by the culinary arts students. Photographs and project statistics accompany a brief description of each project.
Building Blueprints: Career Tech.
Camarata, Kim School Planning and Management; v49 n8 , p66,67 ; Aug 2010
Profiles Yakima Valley Technical Skills Center, a facility that houses nine programs -- chef/restaurant entrepreneur, allied health, nursing assistant, aviation technology, fashion marketing, computer science, bilingual careers, legal/medical assistant, and CSI/law enforcement -- in one 40,000 square foot space.
Industry Takes a Leading Role in New Skills Center.
Oremus, Kevin Seattle Daily Journal of Commerce; Jul 22, 2010
Profiles the Northwest Career and Technical Academy in Skagit County, Washington. The new technical and career training facility is the result of a coalition of the local school system, Skagit Valley College, and private service industries.
New Designs for Life Skills and Voc Ed.
Kollie, Ellen School Planning and Management; v49 n3 , p18,20,22-25 ; Mar 2010
Discusses trends in design for life skills and vocational education facilities, including the accommodation of broader technology, flexible design, and community involvement. Examples of outstanding new facilities are detailed.
Street Scene.
Miller, Nancy Architecture Minnesota; v36 n1 , p30-33 ; Jan-Feb 2010
Profiles the Minneapolis Community and Technical College Science Building, a building created by stripping the skin off of a former three-story automobile showroom. Photographs, plans, and a list of project participants are included.
Changing Course.
Wilson, Scott Texas Architect; v60 n1 , p54-57 ; Jan-Feb 2010
Profiles a Frisco, Texas, career and technical education facility. The inspirational architecture and programming, executed over twelve years' time, are highlighted. Photographs, plans, and a list of project participants are included.
Lancaster General College of Nursing and Health Sciences Addition No. II.
Design Cost Data; v53 n5 , p42,43 ; Sep 2009
Profiles this addition to a rapidly-growing school that maintains the historical character of the original building and of the neighborhood. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Vocational/Industrial Arts Areas.
American School and University; v81 n13 , p126 ; Aug 2009
Profiles Minnesota's South Central College Chemistry and Industrial Labs facility, selected for the 2009 American School and University Magazine Education Interiors Showcase. The project was chosen for its ability to integrate current and future technology, innovative use of materials, life-cycle cost versus first cost, timelessness, safety and security, clarity of design concept, and accommodation of an enhanced educational mission. Photographs and project statistics accompany a brief description of the project.
Building Blueprints: Medical/Health Services.
Wadly, Bill School Planning and Management; v48 n7 , p40,41 ; Jul 2009
Profiles Houston’s Carl Wunsche High School, which specializes in training students for healthcare professions. The planning process and design are discussed.
C-TEC: Ohio's First All-Green School.
Techniques: Connecting Education and Careers; v84 n3 , p30-33 ; Apr 2009
In Ohio's Licking County, the Career and Technology Education Centers (C-TEC) is a leader in the green movement. This eco-friendly school incorporates environmental sustainability in all aspects of its programming and is the first Leadership in Energy and Environmental Design (LEED)-certified public building in the state. This article describes the environmentally friendly conservation strategies behind the construction of the C-TEC.
St. Cloud Technical College and Workforce Center.
LeFevre, Camille Architecture Minnesota; , p40-43,62 ; Mar-Apr 2009
Profiles this addition to an disliked, sprawling, one-story community college that offers a lively atrium and easier wayfinding to student services, laboratories, and classrooms.
Specialized Educational Facilities.
Learning By Design; n18 , p159-166 ; 2009
Profiles six specialized educational facilities cited in the 2009 Learning by Design competition. These include two technical education, one arts, one administrative, two athletic, and one library facilities. For each project, a description, list of project participants, costs, and photographs are included.
TO ORDER:
Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Diploma Design.
Abbott, Jane; William, Nick; Hopkins, Sarah; Bragg, Valeri 21 Century Schools; v4 n1 , p40-45 ; 2009
Describes several British schools and how they accommodate general education, vocational training, and education for life skills.
Kitchen Construction Costs Are Still Rising.
Fickes, Michael College Planning and Management; v11 n11 , p47-50 ; Nov 2008
Discusses how costs for constructing culinary school kitchens has risen dramatically, largely due to a 50 percent rise in steel costs in the last six years. Recent slackening of demand for building products has helped costs to level off or even decline slightly.
Tough Economic Times Call for Creative Thinking.
Moore, Deb School Planning and Management; v47 n11 , p12 ; Nov 2008
Recommends dual enrollment programs, vocational education, and career academies to help prepare students for jobs in recessionary times.
Creating Standards-Based Technology Education Facilities.
Daugherty, Michael K.; Klenke, Andrew M.; Neden, Michael Technology Teacher; v68 n2 , p19-26 ; Oct 2008
In this article, the authors attempt to address questions about technology education facilities planning. For example: (1) Are there a series of major steps that should be followed?; (2) Can up-to-date-facilities be created inexpensively, or are renovated facilities always costly?; (3) Must a new or retrofitted laboratory depend upon costly machines and expensive activities that can become dated quickly?; (4) Should the laboratory be generic, or should it reflect a particular technological curriculum?; (5) Should a middle school and a high school laboratory differ in scope or function?; and (6) Are there regional or national facility models?
Lycoming Career and Technology Center.
Design Cost Data; v52 n5 , p50,51 ; Sep-Oct 2008
Profiles this Hughesville, Pennsylvania, career and technology education facility offering automotive, food service, health occupations training, as well as general classrooms. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Vocational/Industrial-Arts Areas.
American School and University; v80 n13 , p153-155 ; Aug 2008
Profiles technical education facilities in Denton, Texas, and New Rochelle, New York, that were recognized in the American School and University Magazine's Educational Interiors Showcase. The projects were selected for their sustainability, character, long-term appropriateness of materials and colors, innovation, adaptability, collaborative spaces, and safety. Photographs and project statistics accompany a brief description of each project.
Lincoln Technical Academy.
CASH Register; v29 n6 , p14,15 ; Jun 2008
Profiles this abandoned 1916 landmark school that was renovated to accommodate career and technical education programs. Preservation of the exterior alongside the updating of the interior is described.
AIA Committee on Architecture for Education Honors 11 Projects with 2008 Design Awards.
AIArchitect; Apr 11, 2008
The purpose of the AIA Committee on Architecture for Education design awards program is to identify trends and emerging ideas, honor excellence in planning and design, and disseminate knowledge about best practices in educational and community facilities. Winners include: The Nueva School Hillside Learning Complex in
Hillsborough; School of Architecture and Landscape Architecture in University Park, Pa.;
Bioscience High School in Phoenix; Hopkins-Nanjing Center Samuel Pollard Building
in Nanjing, China; Santiago Canyon College Library in Orange, Calif.; Averett University Student Center in Danville, Va.; Rosa Parks School at New Columbia Community Campus
in Portland, Ore.; Cristo Rey Jesuit High School/Colin Powell Youth Center in Minneapolis; Ferguson Center for Performing Arts in Newport News, Va.; Edison Regional Center of Excellence in Piqua, Ohio; and Mat Su Career and Technical High School
in Walisa, Alaska.
Hamilton-Fulton-Montgomery BOCES
Design Cost Data; v52 n2 , p38,39 ; Mar-Apr 2008
Profiles this facility housing an alternative high school, career/technical center, and adult instructional programs. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
St. Georges Technical High School.
Design Cost Data; v52 n2 , p26,27 ; Mar-Apr 2008
Profiles this large vocational technical school, accommodating 1,000 students and including three commercial-grade kitchens. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
Building Our Future: Building Exceptional Career and Technical Centers.
Blan, Rick; Montes, Fred School Planning and Management; v47 n3 , p54,55 ; Mar 2008
Reviews planning and design considerations for effective career and technical education centers, emphasizing careful programming for current educational needs, and flexibility that accommodates evolution in the job market for which students are being prepared.
Designing Ahead of the Trend.
Massengale, Glenn Learning By Design; n17 , p26-28 ; 2008
Outlines design considerations for career technical education (CTE), advocating flexible spaces; movable equipment; design that supports integrated, interdisciplinary, and off-campus instruction; shared spaces; technology accommodation; and accessibility.
TO ORDER:
Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Ronald E. McNair High School.
CASH Register; v28 n10 , p14,15 ; Oct 2007
Profiles this large Stockton, California high school that consists of five buildings in a campus setting. The physical education building and athletic fields are shared with the community, as will be a future public library on the site. The classroom clusters, culinary arts complex, multipurpose building, performing arts center, and physical education complex are described individually.
Vocational/Industrial-Arts Areas.
American School and University; v79 n13 , p144,145 ; Aug 2007
Profiles the Southern California College of Optometry, honored in American School and University Magazine's Educational Interiors Showcase. The project successfully blends with the concrete aesthetic of the existing campus Photographs and building statistics are included.
Vocational Educational Facility.
Design Cost Data; v51 n4 , p51,52 ; Jul-Aug 2007
Profiles this new facility with an agricultural and shop emphasis. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
Building Blueprints: Vo-Tech Facilities.
McCulloch, Michelle School Planning and Management; v45 10 , p68,69 ; Oct 2006
Profiles the Penta Career Center in Perrysburg, Ohio. This 522,000 square foot, environmentally-sensitive facility has a capacity of 2,000 secondary students pursuing career and technical education.
Corner Glass.
Sampson, Peter Canadian Architect; v51 n10 , p33-36 ; Oct 2006
Describes a contemporary addition to a Winnipeg adult education facility that was built in 1898 as a neighborhood school. Plans, photographs, building statistics, and a list of project participants are included.
Outside the Box.
Taggart, Jim Canadian Architect; v51 n10 , p39-42 ; Oct 2006
Profiles a new vocational school in New Caledonia, British Columbia, built within a former big-box retail structure, resulting in a building within a building. Plans, photographs, building statistics, and a list of project participants are included.
Vocational/Industrial Arts.
American School and University; v78 n13 , p152 ; Aug 2006
Profiles The System, a cosmetology teaching facility created within a existing retail center, and selected for the American School & University 2006 Educational Interiors Showcase. The project was chosen for its striking black and white design, highlighted by color accents that define and set the mood for the instruction spaces. Building statistics, a list of project participants, and photographs are included.
Hartford Job Corps.
Design Cost Data; v50 n3 , p44-52 ; May-Jun 2006
Describes the eight buildings of this vocational training facility, designed to encourage a post-secondary "community" atmosphere for its students, who often have not graduated from high school. Building statistics, a list of the design and construction participants, cost details, floor plans, and photographs are included.
Wood Shops and Math Scores.
Abramson, Paul School Planning and Management; v45 n4 , p38 ; Apr 2006
Narrates a situation where a high school wood and metal shop was eliminated to house more academic offerings and improve test scores. Test scores declined, and after several years, it was felt that the loss of the shop had deprived students challenged in math the opportunity to apply mathematical concepts. The shops are scheduled to be restored in the district's planned new construction.
Facility Focus: Mult-Purpose and Community Facilities.
College Planning and Management; v9 n3 , p45-48 ; Mar 2006
Describes the design and programming of four multi-purpose higher education facilities: Cornell's school of hotel administration, continuing/vocational education centers in Illinois and Texas, and a community athletic facility at New Jersey's Raritan Valley Community College.
Ireland's Refurbished St. John's Central College.
Mulrooney, Sarah PEB Exchange; v2005/suppl. n57 , p22,23 ; Feb 2006
Describes this renovated facility which offers vocational and technical training to adults and secondary school graduates. The conveniently-located site was occupied by several dilapidated 1906's-era buildings and some protected historic structures. Construction of a four-storey building and removal of a boundary wall created a visibility for the campus that more accurately reflects its position as a vital community resource.
Honorable Mention Awards: Thoughtful Details and Sustainability Earn Design Honors.
Learning By Design; n15 , p10-13 ; 2006
Describes eight Honorable Mention winners in this competition, awarded to design firms creating a variety of outstanding educational facilities, including K-12 and higher education, with regular academic, specialty athletic, and vocational facilities included.
TO ORDER:
Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Specialized Educational Facilities.
Learning By Design; n15 , p157-160 ; 2006
Describes the award-winning designs of four specialized school facilities, including an alternative learning center, two vocational/industrial arts facilities, and an athletic center. Lists of project participants, costs, specifications, and photographs are included.
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Ballarat Learning Exchange: A Model for Vocational Education and Training in Australia.
Collier, Russell Educational Facility Planner; v 40 n 3/4 , p14-18 ; 2006
Describes this vocational education facility created by a consortium of eight secondary, higher, and vocational education agencies. The planning, design, and construction phases of the project are detailed.
Beauty from the Beast.
Chodikoff, Ian Canadian Architect; v50 n11 , p42-45 ; Nov 2005
Describes the conversion of an unattractive institute for cooking, accommodation, and tourism into a facility with new laboratories and demonstration kitchens, as well as a transparent curtain wall that connects to the street, revealing the activity within and offering displays of regional food. Building statistics, a listing of the design and construction participants, cost details, plans, and photographs are included.
Los Angeles' High-Tech High Demonstrates Successful Integration of Technology and Design.
Livingston, Heather AIArchitect; Oct 2005
Describes the transformation of an auto shop, print shop, and metal shop into a charter school for high-tech career training. The flexible and open plan fuses educational and professional environments to help give students a feel for a contemporary workplace environment. Details of the sustainable design and state-of-the-art furnishings are included.
The New, the Newly Reborn and the Growing
Reese, Susan Techniques: Connecting Education and Careers; v80 n7 , p12-15 ; Oct 2005
A growing school population and deteriorating facilities are among the problems faced by the nation's educational system. Finding solutions to both the overcrowding and the crumbling condition of this nation's schools has fueled a bit of a construction boom, first among colleges and now in the nation's school districts. Within different states and different school districts, there are a variety of solutions that have been implemented or considered in response to the rising enrollments--from new construction to additions to renovating existing buildings. The author proposes that additional career and technical education facilities could help alleviate overcrowding and could boost the economy of an area by ensuring a better prepared workforce.
Lancaster Mennonite School, Ag Tech Facility.
Design Cost Data; v49 n5 , p48,49 ; Sep-Oct 2005
Describes this expansion of a 1940's building on its constrained site, and the contractors's ability to commit to a tight schedule. Building statistics, a listing of the design and construction participants, cost details, a floor plan, and photographs are included.
Kick It Up a Notch!
Chodikoff, Ian Canadian Architect; v50 n9 , p17-19 ; Sep 2005
Describes the Culinary Arts Demonstration Kitchen Lab and Lecture theatre at Humber College. The noise, traffic, cleaning, safety, and sightline issues in the kitchen were resolved with unique solutions, and the lecture theatre can be divided into two acoustically separate classrooms.
Fostering Success Within the Cyclic Workforce: Seminole Community College's Innovative Approach to Helping Apprenticeship Students Live, Work, and Learn
Garlich, Michael; Tesinsky, Suzanne Community College Journal of Research & Practice; v29 n8 , p591-597 ; Sep 2005
A first of its kind in the state of Florida, the Seminole Community College's Center for Building Construction was constructed as a partnership project between Seminole Community College, industry persons and the state of Florida. A training facility for students in the Construction Trades Apprenticeship Program, the building stands on the SCC Sanford/Lake Mary Campus. Funding originated with donated trade services, labor, and cash from over 90 professionals, contractors and vendors in the surrounding community. Those donations were then matched by the state of Florida in order to provide the facility to Seminole Community College at no cost.
Vocational/Industrial Arts.
American School and University; v77 n13 , p157-159 ; Aug 2005
Presents three vocational education facilities selected for the American School & University 2005 Educational Interiors Showcase. The projects were selected for their functionality, sustainability, craftsmanship, cost-effectiveness, and community connection. Building statistics, designer information, and photographs are included.
Changing the Image of Technical Education Through Design
Ostroff, Tracy AIA Architect; Aug 2005
The State of Connecticut is upgrading and changing the name of its trade schools from Regional Vocational Technical Schools to Connecticut Technical High Schools. This article describes how the architecture and design of the buildings can help people understand that there is very high-quality education going on at these facilities.
Lamar Institute of Technology, Multi-Purpose Building.
Design Cost Data; v49 n4 , p32,33 ; Jul-Aug 2005
Describes the conversion of an early 1960's sorority dormitory into a modern technical education facility through partial demolition and a new addition. Interior finishes mimic the natural elements and colors of the surrounding landscape. Building statistics, a listing of the design and construction participants, cost details, a floor plan, and photographs are included.
The National Maritime College of Ireland.
Greville, Eamonn PEB Exchange; v2005/2 n55 , p8,9 ; Jun 2005
Describes this state-of-the-art facility designed to meet new educational requirements set down in 1995 by the International Maritime Organisation. The harborside building emphasises its relationship to the water, and the comprehensive simulation suite is the largest and most up-to-date in Europe.
Technology Demands.
King, Michael; Lawrence, Allen American School and University; v76 n13 , p153-155 ; Aug 2004
Describes features of successful career and technology education centers. These include flexible or easily modified interior walls support changing curricula, computers in every classroom, an adequate and easily demarcated main equipment room and satellite equipment rooms, with appropriate environmental controls, floor coverings, and connectivity.
Science and Technology Facilities.
PEB Exchange; v2004/2 n52 , p13-19 ; Jun 2004
Presents four articles on secondary and higher education science facilities. The first presents a view on approaches to teaching science in school and illustrates ideal science facilities for secondary education. The second reports on improvements to the Science Complex at the Universite du Quebec a Montreal. The third describes a secondary level vocational training center devoted to new technologies in Quebec. The fourth describes an Australian science and mathematics magnet school.
Open University.
Larsen, Lars Bang Architecture; v93 n5 , p66-71 ; May 2004
Describes this new information technology education facility in Copenhagen that was designed to set an architectural precedent in a previously undeveloped area. Teaching areas are concentrated around a large atrium, but the cafe and social spaces are situated at the tips of the building, with the intention of engaging the surrounding community.
Rethinking Community College Space Planning to Accommodate Workforce Development.
Germishuizen, Anton; Hassan, Haydar Facilities Manager; v20 n2 , p36-39 ; Mar-Apr 2004
Discusses space planning for rapidly-expanding workforce development programs in community colleges. Students in these programs are typically working adults, married with families, and more likely to be immigrants. The amenity requirements vary widely and are frequently not recognized until programs are established and outgrowing their space.
University Center at Gaylord, M-TEC Educational Center.
Design Cost Data; v47 n6 , p10,12 ; Nov-Dec 2003
Describes this Michigan technology center designed to simultaneously serve both traditional university and vocational students. The floor plan separates the spaces for the two disciplines, but mixing is encouraged by the connection through the commons and Learning Resource Center. Building statistics, a listing of the design and construction participants, cost details, a floor plan, and photographs are included.
University Technology and Learning Center, Lawrence Technological University.
Gallagher, John Architectural Record; v191 n11 , p176-79 ; Nov 2003
Describes the named building, which created a new entry to the campus while accommodating the architecture and engineering departments, as well as providing meeting space for other disciplines. Includes project information, photographs and plans.
Katy ISD Agricultural Sciences Center.
Design Cost Data; v47 n5 , p48,49 ; Sep-Oct 2003
Describes the new Katy consolidated agricultural sciences center which serves four high schools, features flexible animal housing, and uses timber to avoid the premature corrosion associated with steel and high concentrations of ammonia from animal waste. Building statistics, a listing of the design and construction participants, cost details, a floor plan and photographs are included.
Vocational/Industrial Arts.
American School and University; v75 n12 , p136-37 ; Aug 2003
Presents high school and college vocational/industrial arts buildings considered outstanding in a competition which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent 2 days reviewing projects, highlighting unique concepts and ideas. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date.
Fairfield Career Center Addition, Carroll, Ohio.
Design Cost Data; v47 n4 , p40-41 ; Jul-Aug 2003
Profiles this signature facility designed to illustrate the emerging role of career and technical schools to the students, staff, and community. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Building 21st Century Schools: Designing Smarter, Sleeker High-Tech Facilities.
Cutshall, Sandy Techniques: Connecting Education and Careers; v78 n3 , p18-21,60-61 ; Mar 2003
The demand for high-tech programs in tandem with traditional classes challenges school districts to provide flexible facilities for career and technical education. Some districts partner with local businesses to develop state-of-the art facilities and deal with costs, upkeep, and upgrading. Some high-tech educational facilities are themselves educational tools.
School Construction: Technology Is Changing the Way Kids Learn. . . and the Classrooms in which They Do It.
Daniels, Stephen H. Architectural Record; v191 n3 , p159-63 ; Mar 2003
Examines recent trends in technology education and how learning success can be influenced by effective design. Describes several technology labs, including those in which modular units replace typical classrooms and curriculum, and discusses the environments necessary to accommodate successful project-based learning. [Free subscriber registration is required.]
Two Vocational Training Schools in Quebec.
Thibault, Cyrille PEB Exchange; v2003/1 , p19-20 ; Feb 2003
Describes two recent vocational education school construction projects in Quebec: a school of forestry and wood technology, and a steelwork training center.
The William D. Ford Career/Technical Center: Creating a World Class Training Facility.
Buehler, Jake Educational Facility Planner; v39 n1 , p25-28 ; 2003
Describes the renovation of this 1981 vocational-technical education facility into a high-tech training facility providing instruction in computer-aided manufacturing, robotics, HVAC design, and construction technology. The center partners with industry and is used by adult for continuing education after school hours.
New Designs for Career and Technigal Education: The Southern Indiana Career and Technical Center.
Copa, George; Shoulder, Michael; Yeager, Robert Educational Facility Planner; v39 n1 , p15-20 ; 2003
Describes the planning and design process for this facility serving five counties in southwest Indiana. The process addressed the context, audience, image, expectations, process, organization, partnerships, staff, environment, and financial operations of the center. (Includes five web resources.)
Indoor Field Trips.
Jones, Morgan School Construction News; v5 n7 , p30-32 ; Nov-Dec 2002
Describes the design of a new technical education center at Daytona Beach Community College. The facility was designed to be an educational tool to enhance the curriculum's workforce development efforts.
Vocational/Industrial Arts.
American School and University; v74 n12 , p147 ; Aug 2002
Describes the design of notable school vocational/industrial arts facilities, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs.
What Goes Around Comes Around.
Biehle, James T. School Planning and Management; v41 n8 , p34-35 ; Aug 2002
Describes how schools in Carroll County, Maryland; Toronto, Ontario; Durham, North Carolina; Englewood, Colorado; and Troy, New York, are renovating their vocational areas for inquiry- based, hands-on science learning. Includes sample floor plans and photographs.
The New Trend in Career and Technical Education.
Ottman, Joey School Planning and Management; v41 n6 , p62-64 ; Jun 2002
Describes the design of Eastland Career Center's new cosmetology laboratory in Columbus, Ohio; the aim was to provide a hip, high-end salon image that operates functionally for classroom purposes and draws more students to the school's cosmetology program.
Alabama Magnet School Races toward Job Market.
Jones, Morgan School Construction News; v5 n1 , p16-17 ; Jan-Feb 2002
Describes Alabama's Brewbaker Technology Magnet High School, which was built for only $70 per square foot. Explores the relationship between its school-to-work, collaborative-learning approach and the building's design.
Career Technical School Facilities.
Dingeldein, Mike School Planning and Management; v40 n12 , p44-45 ; Dec 2001
Explores the change in today's career technical schools resulting from the growing demand for a technologically savvy workforce. The article highlights community development of career academies.
Elementary School Computer Labs.
Barrett, Elizabeth School Planning and Management; v40 n8 , p36-37 ; Aug 2001
Examines how computer labs in elementary schools should be designed to create an information-rich environment that lets students easily interact while learning new skills. Stresses computer lab designs that result in flexible multiple-purpose spaces that encourage students to collaborate.
A School That Works.
Paglin, Catherine Northwest Education; v6 n4 , p20-23 ; Summer 2001
Alpha High School in urban Gresham (Oregon) houses a school-to-work program and was designed, with student involvement, as a business. Movable walls and cabinetry provide the flexibility to accommodate general assemblies, combine classes for team teaching, or break classes up into small working groups. A business lab enables businesses to set up shop temporarily in the school
Specialized Educational Facilities.
Learning By Design; n20 , p117 ; Spring 2001
Profiles the Southwest Career and Technical Academy in Las Vegas, Nevada. The facility houses twelve academies accommodating core subjects and providing an extensive selection of career and technical education programs. A list of project participants, costs, and photographs are included.
Rethinking School Design.
Smith, Jana J. Buildings; v94 n8 , p50,56,59 ; Aug 2000
Describes the design process of a revolutionary high school design that melds technology and the arts to provide students with employable skills that future job markets require.
Enabling the Classroom
French, Howard P. Techniques: Making Education and Career Connections; v74 n3 , p36-38 ; Mar 1999
Offers suggestions for adapting vocational and technical labs and classrooms to
accommodate students with disabilities. Suggests that teachers talk with students about their
disabilities and lists sources of additional information.
When the School Is a Workplace
Dykman, Ann Techniques: Making Education and Career Connections; v73 n2 , p20-23 ; Feb 1998
Describes two new vocational schools--the Laurel Oaks Educational Center in Cincinnati, Ohio, where
glass-walled classrooms look out on a mall to promote community, and the Tulsa, Oklahoma, Technology Center that will include two jet-sized hangars, a runway, and a pressure chamber to measure the physical effects of altitude.
Mixing It Up
Lee, Mike Techniques: Making Education and Career Connections; v72 n8 , p14-17 ; Nov-Dec 1997
Southridge High School was funded by a U.S. Department of Education grant to
design a building for an integrated vocational/academic program. The curriculum includes
cross-discipline team teaching, block classes, and an academy program.
Rock Port Celebrates New Technology Center
Grones, Freda Roundup: Journal of the Monolithic Dome Institute; v11 n1 , p14-15, 22 ; Summer 1997
Discusses the advantages dome architecture gave to a new school technology center
in Rock Port (MO). Advantages cover energy cost savings, lighting, storage space,
aesthetics; and accessibility and convenience.
Buffet-Style Learning
Potosky, Alice Techniques: Making Education and Career Connections; v72 n2 , p40-43 ; Feb 1997
Discusses modular technology labs and their effect on education. Describes modules offered by CHEC Systems (Consumer and Home Economics); Paxton/Patterson; Marcraft; Lab-Volt; Synergistic Systems/Pitsco; as well as some that were created from the ground up by teachers.
Less Building, More Results.
Hill, Franklin School Planning and Management; v35 n4 , p33-36 ; Apr 1996
George Washington Bush Middle School (Washington) is built to accommodate a design and technology
program. Technology education and information resource areas are located centrally to a cluster of eight general classrooms.
Vo-Tech Goes Hi-Tech.
Freeman, Laurie School Planning and Management; v35 n3 , p30-32 ; Mar 1996
Former industrial arts classrooms in Algonac, Maine, now rely on technology, particularly computers, to
teach marketplace-oriented skills. The changes began with one-time-only grants earmarked for development of new high-tech shop space. The high-tech push at the middle school was immediately felt at the district's high school and four elementary schools.
Designing the Technology Facility of the Future: An Interview Article
Burke, Barry Technology Teacher; v55 n3 , p3-8 ; Nov 1995
The development and design of a technology education facility for the Montgomery County school
system are described.
Airborne Contaminants in the TE Lab: How to Reduce Your Exposure
Zeimet, Denis E.; Merrell, Wayne L. Technology Teacher; v54 n6 , p31-34, 36-38, 41 ; Mar 1995
Details the dangers from airborne contaminants in technology education laboratories and ways to
protect students from them, including ventilation, acceptable limits, and guidelines for using respirators.
Technology Labs of the Nineties
Wright, John TIES Magazine; v3 n4 , p14-18 ; Apr-May 1991
Three rationales are provided for the ideal laboratory facilities needed to teach a technology education
course. The equipment and types of activities needed to enhance learning are described. A model that represents the various technologies that make up the components of technology education laboratories is presented.
Facility Design in Action
Barrowman, Thomas TIES Magazine; v3 n4 , p34-39 ; Mar-Apr 1991
Five technology teachers describe how they would design the technology laboratory for the future. What
it would look like, who would use it, what kind of activities would be done in it, the required equipment and supplies, and the expense of the lab are discussed.
Research
Review:
Impact of
Physical Environment on
Academic Achievement of High
School Youth
Burkhalter, Bettye B. Educational Facility Planner; v21 n1 ; Jan-Feb 1983
Burkhalter reports on research involving high school
students who were immersed in a high-tech vocational
program at the Alabama Space and Rocket Center and
students who participated in traditional career exploration
programs at their respective vocational centers.
Significantly greater growth in career awareness was
reported for the youths in the experimental environment
setting than those in the traditional setting.
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