Lindstrom, M. & Gillman, A. (2010).
Greening Early Childhood Centers, published by LISC’s Community Investment Collaborative for Kids (CICK). Greening Early Childhood Centers focuses on high-impact green design strategies that can be implemented over the long-term, as well as low-cost/no-cost ideas for physical improvements, environmental education and facilities operations that early childhood centers can undertake right away.
Public Schools of North Carolina, State Board of Education, Department of Instruction (2010).
This document, in accordance with North Carolina's legislation direction, defined and described the educational spaces needed to support a modern, comprehensive educational program and to set minimal guidelines for types of spaces and for sizes of spaces. This resource is also intended: (1) to serve as a guide in evaluating existing facilities for functional adequacy; (2) to determine facility needs; and (3) to develop sound, long-range building plans.
Lippman, P. C. (2010).
This paper argues in favor of challenging "best practice" generally accepted by the architectural profession by embracing a responsive design approach for creating learning environments. This approach should focus on the role of the social environment and how the physical environment may be structured to support learning.
Kaiser & Klein (2010). (22-27)
As a model for comprehensive Strategic Capital Development, this article identifies six principles of facilities stewardship.
Havens, K. (2010). 76 (9)
Some parts of a school building do not age gracefully. At many elementary and middle schools--particularly those built in the 1960s or 1970s--old gyms are as useful (and attractive) as a worn-out pair of sneakers. To save money 20 years ago, school districts often used one space as a combination gym/lunch room/auditorium. Old gymnasiums offer hidden opportunities for schools to take advantage of newfound space. Instead of abandoning them, schools should view these gyms as blank canvasses for creating new rooms or areas for specialized programs and activities. Virtually every combination gym/lunch room or underutilized auxiliary gym is a viable candidate for re-purposing. The key in planning for the adaptive reuse of gyms is to think outside the box and outside the classroom
Havens, K. (2010). 76 (4)
A high school is more than a building; it's a repository of memories for many community members. High schools built at the turn of the century are not only cultural and civic landmarks, they are also often architectural treasures. When these facilities become outdated, a renovation that preserves the building's aesthetics and character is usually the preferred option. Today, the post-Gothic "generation" of high schools built in the 1950s and 1960s are often in disrepair and unsuitable for the needs of 21st-century students. Unlike their predecessors, however, these schools are not architectural icons; most are worn, drab, and dated. Yet many community members still consider these buildings "their schools" and strongly oppose their demolition. This loyalty factor, combined with the higher costs of new construction, has spurred a flurry of activity in the renovation of midcentury modern high schools. Although midcentury modern high schools seem hopelessly outdated to the casual observer, they have the potential for openness and flexibility that makes them ideal candidates for renovation. This article describes the renovations of Addison Trail, Naperville Central, and Willowbrook High Schools in Illinois which involved a "reboot" of the existing architecture into alignment with current educational requirements. A primary goal was to reconfigure spaces in ways that would contribute to students' learning and the vitality of campus life.
http://files.eric.ed.gov/fulltext/EJ904665.pdf
National Trust for Historic Preservation (2010).
A feasibility study of issues involved with renovation is the only tested way to evaluate the fit of an old building for contemporary educational uses. The checklist can help identify factors involved in making decisions and assure that a feasibility study is fair, objective and reasonable. It will assist in identifying "warning signs," questions to ask, and knowing what to look for when challenging the results and projected cost estimates of a feasibility study.
Abramson, P. (2009).
School construction remains high, but not as high as it has been over the last eight years. Projections for the future (projects expected to be completed and/or started in 2009) show a significant decline. Capital budgets may be in place, but the economic hard times that are affecting all of us and forcing cuts in many local school programs are also having an effect on construction planning. How much, and to some extent where and why, is the focus of this report.
http://webspm.com/~/media/E592C6B346404064A89F20C41798F99C.pdf
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
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.
