School Design – Page 29 – Education Facilities Clearinghouse

Make Way for the Millennials! How today’s students are shaping higher education space.

campusMay 21, 2014

Rickes, P. C. (2009). 37 (2)

Millennials are those individuals born between 1982 and 2002, give or take a couple of years (Howe and Strauss 2000, 2007). They represent a generation that began to spill onto college and university campuses at the turn of the millennium and have already had a subtle—and sometimes not so subtle—impact on campus space. Millennials now influence space planning, design, and construction and will continue to transform higher education as they return to campus as faculty and staff.

http://www.rickesassociates.com/downloads/SCUP_MakeWayforMillennials.pdf

Optimal Learning Spaces Design Implications for Primary Schools

campusMay 21, 2014

Barrett, P., & Zhang, Y. (2009). (SCRI Research Report 2)

Considerable evidence shows that there is an explicit relationship between the physical characteristics of school buildings, and the spaces within them, and educational outcomes. To achieve optimal design solutions is a complex and challenging goal. This report seeks to frame the multitude of opportunities within just a few major design principles.

http://www.oecd.org/education/innovation-education/centreforeffectivelearningenvironmentscele/43834191.pdf

The hues you choose for classroom furnishings can enhance a student’s learning environment.

After countless decisions about what goes into a classroom — how much to spend, whether to get desks or chairs and tables, how large the furnishings should be, how easily they can be moved, how durable the pieces are, how much storage space will be needed — the question of color might seem like an afterthought.

campusMay 21, 2014

http://asumag.com/mag/university_classroom_colors

Children’s Physical Environments Rating Scale

campusMay 21, 2014

Moore, G.T., Sugiyama, T., & O'Donnell, L. (2009).

It is well known that early childhood development is related to the quality of the physical environment, and that the quality of childcare, preschool, kindergarten, and other early childhood education is related to the quality of the physical designed environment.The purpose of this scale is to provide a scientifically reliable and valid assessment instrument that can be used easily by early childhood educators, architects, landscape architects, other designers, policy makers, and regulators to assess the quality of the physical environment of childcare, preschool, kindergarten, and other early childhood education facilities.The Children’s Physical Environments Rating Scale (CPERS) can be used for quality assessment, post-occupancy evaluation, fundamental research, and comparative cross-country research on the environmental quality of early childhood education facilities.

http://sydney.edu.au/architecture/documents/staff/garymoore/112.pdf

Improving the Physical and Social Environment of School – The Effects of Building Renovation on Teaching and Learning

campusMay 21, 2014

Uline, C. (2009).

The paper explores the interplay between quality facilities, school climate, and student achievement. The research applies a Leadership-School Building Design model (Authors, in press) to explore how school climate interacts with six characteristics of facility quality.

http://coe.sdsu.edu/edl/schoolhouse/documents/ImprovingPhyscialSocialEnvironmentSchool.pdf

The SCALE-UP project – A student-centered, active learning environment for undergraduate programs

campusMay 21, 2014

Beichner, R. J. (2008).

Introduction to the Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classrooms.

Beichner_CommissionedPaper

The effect of the physical learning environment on teaching and learning

campusMay 21, 2014

Victorian Institute of Teaching (2008).

Spanning all sectors in Victoria, schools have referenced research in their building design that suggests that particular architecture and design of learning spaces will contribute to effective teaching and improvements in student achievement. A number of these school were built in the 1970s and 80s. Others are planned over the next few years. In their current budget, the State government has promised a substantial investment in the building and refurbishment of government schools. This is likely to create much discussion about the best physical environment for effective teaching for student learning. In this topic we look at how research can inform and challenge our views about the effect of the physical learning environment on student achievement and teachers' work. This discussion starter aims to promote the sharing of teachers knowledge and experience on this important subject.

http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/1137_The-Effect-of-the-Physical-Learning-Environment-on-Teaching-and-Learning.pdf

Scaling Up Education Reform

campusMay 21, 2014

Gaffney, J., Richard, E., Kustusch, M.B., Ding, L., & Beichner, R. (2008). 37 (5)

In this article, the authors discuss the classroom design and teaching techniques that allow pedagogical advances to be used in large-enrollment classes.

http://www.ncsu.edu/per/Articles/JCST_SCALE-UP_article.pdf

Energy Performance of LEED for new construction buildings

campusMay 21, 2014

Turner, C., & Frankel, M. (2008).

This study analyzes measured energy performance for 121 LEED New Construction (NC) buildings, providing a critical information link between intention and outcome for LEED projects. The results show that projects certified by the USGBC LEED program average substantial energy performance improvement over non-LEED building stock. This Executive Summary briefly summarizes key study findings.

http://newbuildings.org/sites/default/files/Energy_Performance_of_LEED-NC_Buildings-Final_3-4-08b.pdf

Explaining Relationships Among Student Outcomes and the School’s Physical Environment

campusMay 21, 2014

Tanner, C. K. (2008). 19 (3)

This descriptive study investigated the possible effects of selected school design patterns on third-grade students' academic achievement. Three relative assumptions guide this study: 1) Educational facilities should be viewed as a collection of environments that influence learning; 2) The physical environment influences student attitudes and behavior; 3) Where students learn is as important as many aspects of the curriculum.

Tanner_ExplainingRelationships