school facilities & learning designs

Planning, Programming, and Design of Educational Learning Environments

- Omar M. Adra- Fida Merhi- Jana Bou Reslan

School Facilities – SLU (June 2014)

Planning, Programming, And Design of educational Learning Environments

Planning and Programming Lead the school system to make an agreement

with an architectural firm to complete design and construction.

Involve many stakeholders through communication.

Are interchangeable yet separate as planning integrates community needs & programming to influence design.

Programming A verbal and symbolic description and explanation

of all activities the learning environment is expected to facilitate.

Dependent on planning

To avoid the reality check (demanded resources# available ones planning and programming for a capital project is needed.

Cookie Cutter Schools Contribution from students, the community,

educational professionals, planning and design professionals (active consumers) Sanoff (2000).

Awareness, perception, decision making are included while learning from each other.

School is a community owned& concern.

Ongoing or periodic process

Approach to the Investigation The Guide for School Facility Appraisal & Assessment scales

provide approximate measures of the school environment which:

a. Enhances learning and teachingb. Serves the communityc. Involves all stakeholdersd. Pertains safety, health, and securitye. Uses all resources effectivelyf. Allows for flexibility and adaptability to changing needs

Phases in Planning

Five Participatory Design Principles: No best solution Expert decisions are not always better than lay

ones Milestones should be discussed Open forum Continuous and ever-changing process

I. Determine the Principles and Values of the Community

a. What is to be learned?b. How does learning occur?( Behaviorist, Constructivist theories)

Flexible block learning to meet curriculum, students needs, and overcome discipline problems.

II. Develop a Purpose

Perceptions= reality so the learning environment should serve as a center of the community

Partnership between all stakeholders= civic & learning activities

School = hub = an inviting place= user friendly Fosters a relationship between school and

community

III. Examine the context

Internal scan of the political, economic, social, demographical, multicultural influence

Population forecast, demographic analysis, financial information leads to shaping the context, specification of space needs and capacity

This reveals the possibility of new types of sts., demands on programs and facilities.

IV. Specify what is realistic

Planner Interprets the information in light of political and economic possibilities

Has excellent leadership skills, special characteristics to overcome roadblocks and avoid surprise

V. Envision Alternative School Environment

• Future schoola. preparing sts. To be productive, ethical,

and effective members b. Curriculum through block schedulingc. Partners will have more voiced. Space for lifee. Teaching valuesf. Tech based activities

VI. Select the best alternative

Cost benefit analyses Implementation of feasible solutions Looking for benefits over a specific period of time Choosing the best alternative Going from words to spaces to places

VII: Program the best alternative

Specify the physical environment (bubble diagrams, scaled drawings, computer aides design programs)

Include indoor and outdoor space, equipment, furniture, storage, technology, other considerations

Considered a pre design phase

VIII. Complete final Design and Preconstruction Activities

Translation of planning programming, and sketching into design.

Form should follow function

IX & X: Construct &Occupy the facility

No straightforward milestones Guidelines depending on the context, legal and

environmental issues

Link with previous material

Recap.: two underlying principles1- Establish principles and values surrounding the learning environment2- Know the educational purposes for the physical environmentsNB: If decision has been made to construct a new school, the model described here can serve as a facilitator for the planning process

Milestones: “Not written in stone”TWO important notes: A- Milestones not necessarily implemented in a linear fashion presented thereafterB- There is no precise set of milestones that fit all planning problems; still, the following “provide a sound direction for realistic involvement in developing educational learning environments” (Tanner & Lackney, 2006)

Basic Milestones in Planning Capital Projects: Estimated time/responsibility

1- begin the planning process (1m./ superintendent)

2- forecast student enrolment (2m./research unit)

3- determine educational feasibility (2m./facilities director)

4- establish architectural feasibility (2m./facilities director)

5- prioritize needs (1m./school board & superintendent)

Basic milestones (continued)

6- adopt findings of the needs assessment (1m./school board)7- choose to build a new school or renovate existing ones (1m./school board)8- develop capital budget estimates (2m./director of finance)9-acquire financing for the project (4m./school board and superintendent)10- appoint the school’s principal (1m./school board)11- select an architectural firm (2m./school board upon recommendation by superintendent)

Basic milestones: Needs and Estimates12- design the school (6m./school principal, educators, community, and architect)13- stipulate the needed school furniture (2m./school principal, educators, community, and architect)14- select the construction manager (1m./superintendent, facilities director)15- schedule the project (1m./ school officials and architect)16- obtain 35% cost estimates (2m./ architect and facilities director)17- prepare final construction documents (2m./architect and facilities director)18- secure financial cost estimates (3m./architect)

Basic premises: advertising and receiving bids19- advertise bids for construction (3m./school board and superintendent)20- receive bids for construction (1m./school board and superintendent)21- award construction contract (1m./school board and superintendent)22- obtain permits to begin construction (1m./superintendent and facilities director)23- advertise bids for school furniture (1m./ school board and superintendent)24-receive bids for furniture (1m./school board and superintendent)

Basic milestones: Construction25- construct the school (18 m./ general contractor)26- monitor construction program (18m./ construction manager, school principal, an facilities director)

Basic premises: following construction27- install school furniture (1m./ vendors, school principal and facilities director)28- complete punch list (a detailed checklist regarding mechanical devices) / verify performance (1m./principal, construction manager and general contractor)29- accept the school (1m./school board)30- orient staff and community to building (1m./school principal)31- evaluate the school planning, design and construction process (1m./ school principal, community, facilities director and superintendent)32- complete warranty inspection (1m./construction manager)

Architectural design: The basic premiseMeeting the community’s needs and expectations for a school facility “for many years to come” can occur when school designs are based on the outcomes of an effective, multi-stakeholder planning process

Architectural design: Common Steps Although these might differ depending on

the district, there are several steps that commonly occur during the architectural design phase:

• An architectural firm is chosen to prepare drawings – this firm is also involved in the planning stage and programming activities

• A set of guidelines has been developed by the AIA for choosing an architect based on the firm’s qualifications

QBS – Qualification Based SelectionRecognizes the architect as playing a critical role in the design and construction of public school facilities; includes the following steps:1- developing a preliminary scope of work statement2- determining a schedule of activities3- compiling a list of architectural firms4- receiving statements of qualifications5- determining short list of 3-5 architects6- informing all architectural firms7- arranging a tour for the short-listed ones8- conducted interviews with the short-listed9- informing the short-listed of the interviews results10- negotiating contract with the selected architect

Basic Design ServicesBasic design services provided by the architectural firm include:A- schematic designB- design developmentC- construction document and specificationsD- bidding and negotiationsE- construction administration

Involving the Outside CommunityThe use of a variety of highly skilled professionals is of great importance in the design processHOWEVERInvolving the outside community in the early stages of the design process is of importance too; this will reap several benefits:1- positive community spirit2- better overall school buildingNote: such process may be time-consuming; care needs to be taken while developing methods of involving them

http://animoto.com/play/uPY44sGZUSKTAhvP2AUTPg

The Relationship Between Planning

and Design Activities

The Architectural Design Process Selecting an Architect Basic Design Services Construction Documents and

Specifications Bidding and Negotiation Construction Administration Community Involvement in Design

Applications of School Design Principles

(Animoto video)

1- Fearn Elementary School, North Aurora, Illinois

Fearn Elementary School, North Aurora, Illinois

2- Davidson Elementary School Davidson, North Carolina

Davidson Elementary School

Fearn & Davidson commonalities

Meander circulation while ensuring supervision

Integrate early childhood education into the school

Create privacy niches Maximize natural & full-

spectrum lighting Allow for transitional spaces

between indoor & outdoor spaces

Separate children and pedestrians from vehicles & service

3- Cragmont Elementary School3- Cragmont Elementary SchoolBerkeley, CaliforniaBerkeley, California

Cragmont Elementary SchoolCragmont Elementary School

Cragmont Elementary SchoolCragmont Elementary School

Cragmont Elementary SchoolCragmont Elementary School

Cragmont Elementary SchoolCragmont Elementary School Plan schools as neighborhood-scaled

community learning centers Respect contextual compatibility while

providing design diversity Establish a community forum Design healthy building => maximize

natural & full-spectrum lighting Establish a variety of outdoor learning

environments Separate children and pedestrians from

vehicles & service

4- Crosswinds Arts and Science Middle 4- Crosswinds Arts and Science Middle School- Woodbury, MNSchool- Woodbury, MN

Crosswinds Arts & Science Crosswinds Arts & Science Middle SchoolMiddle School

Crosswinds Arts & Science Middle Crosswinds Arts & Science Middle SchoolSchool

Respect contextual compatibility while providing design diversity

Meander circulation while ensuring supervision Establish a community forum Create privacy niches Weave together virtual & physical learning

spaces Separate children & pedestrians from vehicles &

service

5- Noble High School5- Noble High SchoolNorth Berwick, MaineNorth Berwick, Maine

Noble High School North Berwick, Noble High School North Berwick, MaineMaine

Noble High School North Berwick, Noble High School North Berwick, MaineMaine

Design for safe schools

Establish a community forum

Allow for community conferencing

Weave together virtual & physical learning spaces

6- The School for Environmental Studies6- The School for Environmental StudiesApple Valley, MinnesotaApple Valley, Minnesota

The School for Environmental The School for Environmental StudiesStudies Establish a community

forum Create privacy niches Weave together virtual

& physical learning spaces

Design for appropriate acoustics

Establish a variety of outdoor learning

SES: School for Environmental Studies Shared teacher offices

7- The Gary & Jerri-Ann Jacobs 7- The Gary & Jerri-Ann Jacobs High Tech High SchoolHigh Tech High SchoolSan Diego, CaliforniaSan Diego, California

The Gary & Jerri-Ann Jacobs The Gary & Jerri-Ann Jacobs High Tech High SchoolHigh Tech High School Plan for learning to take place directly in the

community Meander circulation while ensuring

supervision Establish a community forum Create privacy niches Weave together virtual & physical learning

spaces Provide for opportunity training

8- Harbor City Charter School8- Harbor City Charter SchoolDuluth, MinnesotaDuluth, Minnesota

Safe design & privacy niches

9- Henry Ford Academy9- Henry Ford AcademyDearborn, MichiganDearborn, Michigan

Learning to take place directly in the community

Learning Environment Designs at Stanford University

https://www.youtube.com/watch?v=FV1fUiRprBk