While touring the vendor area at a national convention on school business, one architectural firm displayed enlarged photographs of an incredibly expensive school entry, foyer, and commons area.

“How did you ever afford such a grand entrance within budget?” I asked.

The reply, “We saved money in less important areas like classrooms, the library, and art areas, which are just repetitive box designs.”

As an educator and planner, I was a bit taken aback. “Why is the cafeteria/commons so important?”

“The commons and halls are where the students can create a sense of community.”

Wow, what a chance for an article. I feel community is important, but I prefer focusing design in the classroom areas for a seamless whole-systems approach to learning, community, and technology.

Often I see award-winning school designs touting high-vaulted entry ceilings, incredibly complex common areas, skyways, extensive circulation, and every different light fixture imaginable, complemented by undersized classrooms, inadequate technology, and too little storage. Spectacular photographs catch the eye on any trade show floor or magazine, but this is not where the rubber meets the road or (in this case) learning meets the student.

I’ve always strongly believed that quality education begins where the teacher works with the student utilizing a properly developed curriculum with access to integrated technology supported by a flexible, balanced environment that helps maximize the success of learning.

Who could disagree with this, one might ask? Then why do so many of our schools still maintain such repetitive, outdated design features (the industrial mode)—2x4 light fixtures, 875-square-foot box classrooms, a computer “area,” and a wall-mounted TV?

Let’s explore some procedural options for changing this paradigm.

1.  Make Learning Achievement the Criterion for Architectural Selection:  When selecting a design team, ask some targeted design questions and listen for an answer you can trust. One example might include:

·        What trends are occurring in media center design and flexibility?

An answer might include a reduced central media center in favor of a decentralized building-wide information strategy (The Media Whole, not the media center). The media center may be flexible for conversion to other programs and further absorption into a whole-systems approach to information, instruction, and integrated curriculum. The “community library” sales pitch is becoming less likely with the widespread use of the Internet.

Ask for recent photographic examples to demonstrate their success in past projects.

Other questions may include: 

·        What are the emerging trends in instructional television use and the design implications for quality learning? This may reveal a true understanding of the emerging learning process.

·        Can on-campus business partnerships be effective?

·        What are the trends for lease/purchase creative financing of business partnerships?

·        Summarize options for outdated industrial arts programs, new location considerations, and methods for integration into the core curriculum.

·        How can we avoid the anonymity that exists in many large cafeteria areas where a “feeding frenzy” usually prevails over the idea of dining and cultural interaction?

·        What storage options are most suitable to maximize floor area, teacher accessibility, and friendliness in elementary classrooms?

·        What are the ceiling height considerations in a kindergarten classroom?  

·        What are the trends in locker configuration that can accommodate backpacks, reduce congestion after school, and still be quiet without the disruption of slamming doors? 

Note:  There are many design issues beyond the academic areas that lead to a quality whole-systems learning environment. Most, if not all, can be accomplished through creative thinking and a fundamental understanding of the learning process.

2.  Checklist for Future Design Team Selection:  In selecting your next design team, consider the following:

·        Challenge the interview teams to present specific design concepts related to specific learning objectives. Classroom detail, media center, team neighborhood, etc.

·        Visit their examples to see if they are successful.

·        Understand the planning process and its sensitivity toward people. Does the team include educationally based planning professionals to help?

·        How should the district’s planning team participants be selected?

3.  Avoid “Jumping” to Design too Quickly:  Unfortunately, the architectural process may jump to a design solution too quickly. Traditional thinking or overcrowded conditions may be reasons used to justify moving quickly. 

Building a “school of the future” is much easier than creating “educators for the future.” Some issues to consider:

·        Is the design team being selected with educational trends in mind?

·        Are national trends truly being understood educationally and architecturally?

·        Does the planning process also address the “psychology of change” such as staff development, curriculum, technology, etc.? 

·        What are the details of the planning and consensus and is there “time for organizational change” to actually occur?

4.  Remodeling—Don’t Re-Guild a Dead Lily:  Remodeling older existing schools really separates the creative thinkers from the “fix-it” types. Creative questions asked during the interview can be very revealing.

• What are the trends in science lab layout and what is the impact on length and width dimensions and square footage of the space important to analyzing our existing spaces? 
• The same goes for industrial arts, art, technology education, guidance, and more.

This may be one of the most complex interactive questions that may be asked of your design team. Not only will you get creative solutions for possible use regardless of who you finally choose, but you may also have revealed to you the true depth of the architectural design understanding of curriculum, learning method, specific emerging trends, and whole-systems integration of science and electives with other core subjects.

5.  Post-Occupancy Evaluation:  Often mentioned but seldom undertaken, post-occupancy evaluation analyzes whether the physical solution actually accomplished the goals intended by the client and design team. After a year or so of “shake down” occupancy, a systematic POE investigation may reveal positive and negative results.

During your next interview, consider asking:

• Do you conduct a post-occupancy process for past projects?
• Give a specific result where you improved a design solution in a subsequent project.
• Ask the firm to submit their POE form with their RFP to better understand their process and priorities in design evaluation and then call the referenced client for feedback before the interview.

6.  Creativity DOES NOT have to Cost More!:  A holistic attitude and understanding about curriculum, technology, and learning can actually create less expensive, more dynamic, and more flexible learning spaces, even in remodeled buildings.

In a recent example, a school in Ohio was able to substitute expensive new construction of science labs with the renovation of the existing facilities in a manner that increased performance and expanded storage, while saving money.

How could this be? The existing internal arrangement was convoluted because of a few poorly placed internal walls, yet the core dimensions were actually superior for a modem layout using updated furniture, technology, and multimedia. Through patient but extensive staff involvement, the teachers understood the situation and ultimately created the solution to remodel rather than build new.

7.  Staff Must Agree to Change for the BETTER (Not Just Change):  Creative design solutions promoting educational change cannot be simply a top-down administrative edict. And, the physical form cannot be the instrument of change, but only a supportive aspect.  The design cannot be a structural “meat grinder” forcing change, as if making whole beef into hamburger. 

Organizational change is a “people process” that must be undertaken one person at a time. Whereas the environment can be one of many tools to help change, it is the process of engagement that reinvents the human spirit to accept new ideas. Each staff person must be respected as an individual in their field, committed to doing what is best for their students. By beginning with honoring the individual and listening, change can happen and teachers will make very wise, informed decisions in the best interest of the students that are also fiscally responsible.

The pre-architectural planning process must build upon strengths within the district and positive intentions for the future. Outsider criticism and invalid comparison to other districts will only build resentment. The planning process must avoid “implied” incompetence at all costs.

So…

A relentless focus on the often-changing mission/methods of learning, where and how it occurs, and balanced design in terms of human scale and interaction are the fundamental elements of today’s quality schools. Any article on educational architecture is really an article on educational excellence and how to achieve it. Fortunately, many quality architectural firms exemplify and embrace these common goals.  And, working with them can be fun, a learning experience, and very worthwhile.

Franklin Hill, Ph.D. is a national educational facility consultant who provides master planning, educational specifications, and design review for school districts, colleges, and corporations undergoing facility change.  He often facilitates large-scale community involvement activities as part of the facility planning process. He has planned over 250 schools across North America in 23 states and 3 Canadian provinces, and is known for his practical and economical approach to function and creativity.  He takes a whole-systems approach to educational planning with credentials in economics, urban design, and educational administration.

If you have suggestions, comments, or questions, write directly to Frank@franklinhill.com or visit his website www.FranklinHill.com for additional articles.