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NONTRADITIONAL SCHOOL SITES AND FACILITIES
Information on retrofitting spaces designed for other uses into schools, and extending school boundaries into existing museums, malls, zoos, and other spaces. 
Building Schools, Building Communities: A Forum on the Role of State Policy in California.
http://citiesandschools.berkeley.edu/reports (Center for Cities and Schools, University of California, Berkeley , Jun 2007)
Presents the proceedings of a forum of policymakers and practitioners from across California, along with national experts, examining the wide range of California state policies on school planning, design, and construction, and the ways those policies influence local decisions. Specifically, the forum was convened to understand what California policies and practices influence, promote, and/or hinder: 1) the location and size of new school sites, 2) building shared use and joint use school facilities and/or sites, and 3) innovative school design (especially in relation to location, site size, and use of schools). The report presents the forum's three conclusions and a set of recommendations for each. 33p.
Renovate or Replace: The Case for Restoring and Reusing Older School Buildings.
http://www.saveourlandsaveourtowns.org/pdfs/RenovateorReplace/RoRMASTER.pdf Hylton, Tom (Save Our Land, Save Our Towns Inc. with funding by the William Penn Foundation, on behalf of the Pennsylvania Historic Schools Task Force , 2007)
Helps school boards and communities assess their options when considering replacing or renovating an established school. Considering the renovation the school within the context of neighborhood revitalization is emphasized, as is the construction quality typical of older schools, the assistance design professionals can provide, the value of small schools, the benefits of walking to school, the environmental wisdom of reusing older buildings, and the potential for adaptive reuse of older commercial buildings as schools. Case studies and opportunities particular to Pennsylvania are included. 32p.
TO ORDER:
Save Our Land, Save Our Towns Inc., 222 Chestnut Street
Pottstown, PA 19464. Tel: 610.323.6837
http://www.saveourlandsaveourtowns.org/pdfs/RenovateorReplace/RoRMASTER.pdf
Old Laundry Turns Charter School.http://howdesignworks.aia.org/casestudy-school.asp (American Institute of Architects, Washington, D.C., 2006)
A team of clients, architects, and a contractor discuss how they worked together to turn an abandoned laundry building into a vibrant new charter high school. The process created a school that feels like home to the students, and helps revitalize their New Jersey community. The different phases of the project are explained using a series of online videos, models of the project, photographs of the before and after, and photographs of the final project.
Scaling Up the Big Picture. Summary of Findings.
http://www.eric.ed.gov/contentdelivery (Institute for Education and Social Policy, Jun 2005)
The research project describes a Providence-based non-profit organization called the Big Picture Company (BP), and its efforts to replicate its small high school design in multiple communities throughout the United States (with support from the Bill and Melinda Gates Foundation). It refers implicitly also to BP's ambition (and that of the Gates Foundation) to have influence beyond these schools -- to change American high schooling in fundamental ways. The researchers wanted to know what challenges BP would encounter as it took on these tasks, and to infer from its experience what other school designers might encounter. They also wanted to document the strategies that BP might employ to manage these challenges, and to assess their relative strength. They laid out the challenges and strategies in essays, situating both with the context of other scaling-up efforts within and beyond the field of education. In the first two essays, the authors name what they take to be the seven challenges of scaling up new school designs, and illustrate five of them with data gathered from studying both the BP experience and the literature of scaling up educational and other innovations. The third essay explores the 6th challenge, the challenge of obtaining and managing resources sufficient to scale. The fourth and final essay, explores the seventh challenge -- negotiating the politics of local adoption. 171p.
Retrofitting the American High School Campus: Thinking Green at Corcoran.
http://web.archive.org/web/20060923032246 Gordon, Samuel (Master's Thesis, SUNY, Syracuse, NY , May 2005)
Explores the integration of the school curriculum with school grounds through the creation of a new environmental education center with associated outdoor learning areas within the Corcoran High School campus in Syracuse, New York. The project identifies specific precedents and programs and explores the application of these to the Corcoran site. The outcome of the project was the selection of a site for the new environmental education center, the development of program elements for the new center, initial site design explorations for the center, as well as a conceptual look at the future of the Corcoran campus. 70p.
School Assumes a Former Big-Box Space.
http://www.schoolfacilities.com/cd_537.aspx (Schoolfacilities.com, Orange, CA , Oct 2004)
Describes a K-12 school being configured within a former Kmart store in Lehigh Acres, Florida. The Lee County School District approved the design of a new K-12 school that was created in three months. Construction is expected to be completed in just six months, which is less than 50 percent of the average time elementary schools are designed and constructed; high schools can take up to two and a half years to build. 3p.
Space for Learning: A Handbook for Education Spaces in Museums, Heritage Sites and Discovery Centres.
http://www.cloreduffield.org.uk/cms/user_files/files (Arts Council of England; Department for Education and Skills; Scottish Arts Council; Heritage Lottery Fund; CABE Education; Museums, Libraries and Archives Council; Design Commission for Wales , 2004)
This handbook provides guidance for planning and designing high-quality, flexible, and sustainable learning spaces for learners of all ages in museums, heritage sites, and discovery centers. Topics covered include: the development process; working with architects; location and dimension of the space; planning for the future; new technologies; fittings, furniture, and equipment; services; costs; storage and display; and usage, management, and maintenance. Eleven case studies are provided. 52p.
The Hermit Crab Solution: Creative Alternatives for Improving Rural School Facilities & Keeping Them Close to Home.
Lawrence, Barbara (AEL, Charleston, W.V. , 2004)
What rural communities can learn from the hermit crab is that finding and reusing cost-effective accommodations can be a brilliant survival tactic. This book offers educators and community members a range of such strategies to help keep their small schools in their communities. Four chapters cover the following themes: 1) the case for keeping rural schools local; 2) the condition of rural school facilities and obstacles to their improvement; 3)
creative solutions to rural facilities challenges; and 4) lessons learned and strategies to consider for planning with the community, identifying assets and liabilities, working with policy, and funding the project.
128p.
TO ORDER:
Edvantia, PO Box 1348, Charleston, W.V. 25325. Tel: 800-624-9120. http://www.edvantia.org/
Back to the Agora: Workable Solutions for Small Urban School Facilities.
http://www.ael.org/digests/edorc03-4.pdf Lawrence, Barbara Kent (AEL, ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV , Sep 2003)
Suggests adapting the model of the ancient Greek "agora" to create successful small schools and describes several that have done so while reducing costs. These innovative urban small schools are the modern equivalent of the agora, where students and adults interact with the community, share resources, and learn from each other. Strategies used by communities to keep schools small and local include sharing facilities with other schools, reconfiguring large high schools, sharing with an education partner, sharing with a noneducation partner, sharing with the community, leasing space in the community, using the small facility in new ways, leasing the whole facility, and capitalizing on the facility. (Contains 18 references.) 2p.
Creating Schools and Strengthening Communities through Adaptive Reuse.
http://www.edfacilities.org/pubs/adaptiveuse.pdf Spector, Stephen (National Clearinghouse for Educational Facilities, Washington, D.C. , Aug 2003)
This publication focuses on four school adaptive reuse projects--in Phoenix, Arizona; Wake County, North Carolina; Pomona, California; and Trenton, New Jersey. Together, the projects illustrate the many benefits of adaptive reuse and show that mainstream school districts can meet the regulatory and political challenges necessary to make such projects succeed, providing new schools when and where they are needed and transforming unused buildings into spaces that serve the diverse needs of students, parents, educators, and communities. While geographically and demographically distinct, the four projects share certain similarities: an immediate need to provide more school space existed; long construction lead times and state-mandated minimum site sizes were not available; non-educational buildings existed within the school district that could be transformed affordably; and the school district and the community possessed people who could recognize adaptive reuse opportunities and follow through with a project that called for innovation, good management, and political savvy. 12p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Avenue, N.W., Washington, D.C. 20005. Tel: 202-289-7800.https://www.nibs.org/index.php/resources/schoolfacilities
Camino Nuevo Charter Academy.
http://www.archidose.org/Sep02/090202.html (Daly, Genik Architects, Santa Monica, California , 2003)
This provide text and images of the Camino Nuevo Charter Academy in Los Angeles, California. This charter school was founded by a non-profit community support group in Westlake. It was created by reusing and renovating an abandoned stucco mini-mall, warehouse buildings, and a parking lot. The primary design goal of the charter school was to create buildings that are inviting and invigorating to the whole community.
Pomona Educational Village. [California]
http://web.archive.org/web/20050219103717 (Thomas Blurock Architects, Costa Mesa, CA, 2003)
Purchased by the Pomona School District for $5.5 million, an economically distressed mall on 25 acres of land is being converted into a multi-use educational center, featuring an elementary school, an adult education center, a child-care facility, teacher training classrooms, a conference center and retail spaces.
Empowering Learning Through Natural, Human, and Building Ecologies.
http://www.designshare.com/index.php/articles/empowering-learning Kobet, Robert J. (Design Share, Minneapolis, MN. , Jan 2003)
This article asserts that it is critical to understand the connections between human ecology and building ecology to create humane environments that show inspiration and creativity and that also serve diverse needs. It calls for efforts to: (1) construct an environmental education approach that fuses the three ecologies (natural, human, and building); (2) recognize trends toward physical learning environments that are not located in traditional schools; (3) include all stakeholders in the exploration of the physical environment as an extension of the curriculum; (4) expand the number and diversity of subjects benefiting from a comprehensive built environmental education curriculum; and (5) continue to seek ways to make visible how buildings function and how they are connected to the greater community and environment at large. 5p.
Alternative Learning.
http://www.designshare.com/index.php/awards/2002 (Design Share, Minneapolis, MN, Oct 2002)
Six alternative projects were award winners of the 2002 Awards for Innovative Learning Environments, sponsored by
School Construction News and Design Share. Each of the six project descriptions includes an overview, site plan, floor plans, exploded axonometric plan, images, team and data, and building materials. The six projects include: Congo Gorilla Forest, Bronx, NY; Taking it Global, multiple locations; the New Harry S. Truman High School, Federal Way, WA; William D. Ford Career-Technical Center, Westland, MI; Carroll Center for the Blind, Newton, MA; Galef Center for Fine Arts, Otis College, Los Angeles, CA; the Fairfield Branch of the Lane Public Library, Fairfield, OH; and Calamvale Community College, Brisbane, Queensland Australia.
Catching the Age Wave: Building Schools With Senior Citizens in Mind.
http://www.edfacilities.org/pubs/agewave.pdf Sullivan, Kevin J. (National Clearinghouse for Educational Facilities, Washington, DC , Oct 2002)
Examining the trend toward an older U.S. population, this publication discusses why educators and school facility planners should consider designing multipurpose schools that specifically contribute to stronger intergenerational links. Reasons include: ending age segregation, enriching the lives of children and seniors, creating support for public education, and keeping seniors healthy and learning. The twelve-page publication also discusses the challenges and opportunities of such efforts, including the diversity of retirees, issues of joint venture, funding, cost savings, accessibility, finding space, using space wisely, giving new life to historic school buildings, security, and staffing. The publication includes numerous case studies and fifteen references. 12p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., N.W., Suite 700, Washington, DC 20005-4905. Tel: 202-289-7800, 888-552-0624. http://www.nibs.org/pubsncef.html
Schools That Fit: Aligning Architecture and Education.
http://www.eric.ed.gov/contentdelivery (Cuningham Group, Minneapolis, MN , 2002)
This booklet presents one architectural firm's understanding and application of the latest educational research in real-world settings. It asserts that architects can make significant contributions to education by designing schools that uniquely facilitate improvements in organizational structure, learning methods, or both. It presents lessons learned about designing schools and about the process and the planning that are required to align facilities with programs, and architecture with education. The booklet provides examples of environments shaped by attention to communities' individual needs, including small schools, project-based learning, and community schools. Following an introduction, the discussion is broken into the following chapters: (1) "Schools That Fit;" (2) "Toward Better Schools;" (3) "Schools That Fit Communities;" (4) "Schools That Fit Education Leaders;" (5) "Schools That Fit Teachers;" (6) "Schools That Fit Learners;" and (7) "Schools That Fit Children." 64p.
New Schools for Older Neighborhoods: Strategies for Building Our Communities' Most Important Assets.
http://www.realtor.org/smart_growth.nsf/docfiles/NewSchOldNei.pdf/$FILE/NewSchOldNei.pdf Kauth, Ann (National Association of Realtors, Washington, DC , Jan 2002)
The case studies in this booklet highlight how five communities, in big cities and small towns, overcame the obstacles inherent in creating good new schools in existing neighborhoods. There is mounting evidence that small schools provide a better quality education than large ones. Among the obstacles faced in establishing new schools in old areas are: (1) school building standards, codes, and regulations; (2) difficulty in acquiring land; (3) districts have lost the skill to build schools; and (4) building “greenfield” schools is more familiar. The Oyster School in Washington, D.C., is an example of a school modernized through parent efforts when the school system was not able to find the funds for improvement of the facility. Sharing the existing space with an apartment building, at the cost of some space, resulted in a renovated school. In Pomona, California, a school was built at the site of a mall and vacant supermarket. A magnet-type school was built in Dallas, Texas, on the last piece of undeveloped land near a multifamily apartment complex. Two public academies were established in downtown Chattanooga, Tennessee, to attract children whose parents work in town and ensure that both the academies were filled to capacity. Rebuilding on the site of an old school was the solution for Manitowoc, Wisconsin, as it worked to meet the needs of a neighborhood. Some other examples of noteworthy approaches to new schools for old communities are briefly outlined. 20p.
Another Brick in the Wall? Pursuing an Alternative Educational Environment for Halifax (Nova Scotia)
McMahon, Catherine Christina (Dissertation, DalTech - Dalhousie University (Canada), 2002)
Student body demographics, combined with curriculum, and set against a particular architectural backdrop are defining elements of any school; and therefore are the means with which the problems of the urban high school should be addressed. These three elements can frame and reinforce the ideological shift away from viewing education as an individual's preparatory hiatus from society towards viewing education as an integral part of everyday life. Currently there is a plan to demolish Halifax's withering St. Patrick's High School, on Quinpool Road's busy commercial strip and build a new school on this site to accommodate the students of both St. Pat's and the neighbouring Queen Elizabeth High. If alternatively, we allow this site which has had educational facilities on it for over a hundred years, to accommodate a much more architecturally and programmatically innovative building, for an alternative student body; we can begin to look at unifying the students, the curriculum, and the architecture, in order to address the question: What role can architecture play in facilitating responsive educational practice? [Author's abstract]
TO ORDER:
UMI Dissertation Expresshttp://disexpress.umi.com/dxweb
Small School Site Policy.[memo]
http://web.archive.org/web/20051225003850/ (California Department of Education, Sacramento, CA, Feb 28, 2001)
Memo describes issues California schools must address in order to develop a small school site policy and plan when the proposed site does not achieve school site sizes recommended in the [California] "Guide to School Site Analysis and Development" (2000 Edition). Discusses playground space recommendations, overall acreage standards, and acreage credits for parking structures, roof-top play areas and joint, or shared use of facilities between schools and other local governmental entities. Links to "Small School Site Size Worksheet." 3p.
Museum Schools.
(University of Virginia, Curry School of Education, Thomas Jefferson Center for Educational Design, Charlottsville, VA, 2001)
Provides names, addresses, and profiles for more than a dozen museum schools that incorporate both formal education
learning environments (schools) and informal, experiential learning centers (museums). Includes a description, contact information, and a link to the schools and partnering institutions. Information for the profiles was obtained from articles and school websites, and was compiled by the Thomas Jefferson Center for Educational Design.
Innovative Alternatives in Learning Environments: CAE Fall Conference Proceedings.
http://www.designshare.com/Research/AIA/AIA_AMS_2000/Index.htm Malone, Sara; And Others (American Institute of Architects, Committee on Architecture for Education, Washington, DC , 2001)
This paper summarizes the ideas that were exchanged between Americans and Europeans during a conference held in Amsterdam November 7-10, 2000, by the Committee on Architecture for Education. The subject was the future of school design, including the shape of the school and the way changing educational methods are affecting school buildings. Case studies presented during the conference were: "Open and Flexible Spaces;" "Designing a Place for Problem Solving: The Center for Applied Technology and Career Exploration;" Designing for the Unknown;" "School Size and Quality: What Does This Mean for the Future;" "Creating a Building Design for an Integrated Approach to Teaching and Learning;" "The School as a Building for Lifelong Learning;" "Concept Development as the Key to Innovative Accommodation;" and "Mapping Physical and Virtual Learning Environments." The highlighted workshops explored six themes in school design: location, space, time, scale, cost, and context. Participants were challenged to consider the effects of these specific elements within the design process. 10p.
Designing a City of Learning: Paterson, NJ.
Strickland, Roy (New American School Design Project. Sponsored by Paterson Public Schools. , 2001)
Presents concepts for using public school capital projects as tools for revitalizing a post-idustrial American City. It applies the school design and planning strategy called City of Learning [COL] to historic Paterson, New Jersey. COL embraces educators' argument that healthy neighborhoods support successful learning and makes school design and programming holistic by looking beyond the school building to the school setting at the neighborhood, town, and city scales. By doing so, it identifies schools as a potent new force in urban revitalization as it explands preK-12 educational options. The first section describes the framework of the "City of Learning" concept, which involves building schools as neighborhood foci and converting industrial and commercial facilities into schools. Subsequent sections present the plans for four nontraditional learning environments, using the city's rich architectural heritage, parks, existing schools, and libraries. 220p.
Innovative School Facility Partnerships: Downtown, Airport, and Retail Space. Policy Study No. 276.
http://www.reason.org/ps276.html Taylor, Matthew D.; Snell, Lisa (Reason Public Policy Institute, Los Angeles, CA , Dec 2000)
This document examines three locations that schools have utilized in partnership with private enterprises to help ease school overcrowding: downtown areas, airports, and malls. The downtown model serves students whose parents work in a downtown area. The mall model targets high school students who want an alternative education with job training. The airport model provides a school with space on airport grounds so that students of airport employees can attend school. These initiatives help local school districts save funds that would otherwise be used to construct facilities, freeing up resources for other district needs. Students benefit from smaller class sizes and unique educational opportunities afforded to them by the school location and interaction with local businesses. Students and parents also benefit from the creative scheduling that the schools offer by working around the parents' schedules.
19p.
Learning Environments in Children's Museums: Aesthetics, Environmental Preference and Creativity.
http://schoolstudio.engr.wisc.edu/childrensmuseum.html Lackney, Jeffery A. (Paper presented at "Beauty, Creativity and Sensory Delights". Interactivity 2000: Creativity in Civil Society. Association of Youth Museums & Institute for Civil Society. Baltimore, Maryland, May, 2000. , May 2000)
This paper discusses environmental preference, particularly related to the design of children's museums. It explains that preference for an environment leads to motivation to interact with the environment, which leads to learning. It lays out several design principles: (1) involve children in the process of children's museum design in a way that goes beyond tokenism and captures children's environmental preferences; (2) provide diverse levels in complexity of size, shape, color, and textures of learning environments to appeal to the broadest range of preferences in children; (3) provide clear connections between indoor and outdoor learning environments through the use of windows, functional covered porches, and other transitional strategies to accommodate preference for outdoor spaces; (4) provide a coordinated range of colors in indoor designed environments that reflects as much as possible the natural environment; (5) provide access to natural daylight through windows, skylights, full-spectrum lighting, and especially through direct access to natural daylight by the use of outdoor learning spaces; (6) provide increased levels of fresh air intake and increased ventilation rates in buildings, and provide operable windows for occupants to vary the rate of ventilation for comfort; (7) provide resource-rich activities within well-defined spatial configurations to facilitate desired learning behaviors; and (8) provide learning environments that are physically open-ended and composed of "loose parts" to encourage exploration, discovery, and experimentation appropriate for all developmental ages. 6p.
How to House and Pay for the Local Charter School.
http://www.lexingtoninstitute.org/docs/415.doc Holland, Robert (Lexington Institute, Arlington, VA, Nov 08, 1999)
Charter-school leaders are finding many ways to solve the housing problem. This paper examines practices that may offer guidance to those starting new schools.
For example, charter schools have found homes in museums, YMCAs, restored
schoolhouses, and even in a moviehouse, and some have formed productive partnerships
with businesses. Given a per-pupil allotment for facilities, some schools have found they can lease or fix up
space on a pay-as-you-go basis. Others have had to finance at least part of the costs, but
there are a variety of options for doing so.
Spotlight on New Learning Environments, 1997-98. Issues 1 and 2.
http://www.eric.ed.gov/contentdelivery Gerges, Gassia; Appert, Christine; Thomas, Tim; Epps, Beverly; Bourdeaux, Jerry; Ashburn, Donald L., Jr. (University of Virginia, Thomas Jefferson Center for Educational Design, Charlottesville, VA , 1998)
A two-issue volume presents articles describing innovative schools, classrooms, and alternative learning arrangements found in some of today's schools. Issue One contains three articles offering glimpses of an elementary school committed to the Core Knowledge curriculum of E. D. Hirsch, a renovated school devoted to early childhood learning programs, and a middle school experiential learning program. The three articles contained in the second issue highlight the Minnie Howard School in Alexandria, Virginia, a learning environment exclusively for ninth graders; The Center for Communications, a high-tech learning environment in Henrico County; and a case study of Gildersleeve Middle School in Newport News that follows the school's creation from initial conception to final construction. 64p.
The Downtown School Community Report. Connecting Learning With Life.
http://www.eric.ed.gov/contentdelivery Lacey, Kelly; Drees, Jan (Des Moines Business Education Alliance, IA , 1996)
In August 1993 the Des Moines (Iowa) community created a new type of neighborhood school by placing an elementary school close to where the parents work, rather than where they live. This school, the Downtown School, serves a diverse community of students, emphasizes parental involvement, and implements current research in education. This report reviews its first 2 years of operation. Founding principles for the Downtown School were that it would require parent involvement and communication and that it would have small classes, with an integrated curriculum in multiage classes featuring experience-based active
learning. A look at the program after 2 years shows that the school has been welcomed by the community and has created effective partnerships with the business community. Its self-evaluation efforts have targeted areas for improvement. Although the Downtown School has been open for only a brief time, student achievement measured by
standardized tests has been above national and district averages. 109p.
Innovations in Learning: New Environments for Education.
Schauble, Leona, Ed.; Glaser, Robert, Ed. (Lawrence Erlbaum Associates, Mahwah, NJ , 1996)
This collection of 13 articles describes informal learning environments that occur outside traditional school settings; covers research-supported strategies for helping both students and teachers engage with and master concepts in school subject matter; and reviews school reform and the current knowledge about what practices and principles are most likely to result in successful school changes. 378p.
TO ORDER:
Lawrence Erlbaum Associates, 10 Industrial Avenue, Mahwah, New Jersey 07430; Tel: 800–926-6579http://www.erlbaum.com
Schools for Cities.
Duckenfield, Mike (Organisation for Co-Operation and Economic Development, Paris, France , 1995)
Presents an essay concluding that the world needs a vision of a "learning city" for the future, and then focuses on six themes that illustrate the connections between education and aspects of economic development: 1) investing to enhance the built environment; 2) modernizing and improving school buildings; 3) making more of educational facilities; 4) adult learners in colleges and schools; 5) the place of vocational education; and 6) uncoupling schools and buildings. Subsequent chapters examine families, poverty, race, ethnicity, and crime; planning issues in creating the learning city, with emphasis on the role of government; and nine case studies about the renovation of urban schooling in Australia, Sweden, Germany, the United Kingdom, Greece, the Netherlands, France, the United States, and Scotland. (Includes 128 references.) 156p.
Education in the Marketplace: School at Mall of America.
http://www.eric.ed.gov/contentdelivery Nolan, Mary E. (Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development, Chicago, IL , Mar 1994)
Educators have long acknowledged that not all learning occurs in a classroom. This paper describes an innovative education program in Minnesota in which the educational facility was built in a dedicated space at the Mall of America. The school is an arrangement between Mall of America management, which wanted to create a sense of community, and the Bloomington School District, which wanted to develop an innovative educational program. This paper describes the program's governance and alliances, finances, facilities, technology, public relations, curriculum, and evaluation process. 11p.
Satellite Schools: The Private Provision of School Infrastructure
http://www.reason.org/ps153.html Beales, Janet R. (Reason Foundation, Santa Monica, CA, , Jan 1993)
The private-sector provision of school infrastructure in the form of satellite schools is discussed in this paper. Following the introduction, section 2 presents a case study of Satellite Learning Centers in Dade County, Florida, in which the schools operate as public schools on business
worksites. The host-business, American Bankers Insurance Group (ABIG) contributes land, building space, and some operating expenses; the school district supplies the rest--teachers, supplies, curriculum, and administration. Benefits include the savings of millions of dollars in public school infrastructure and transportation costs, increased student performance and attendance, improved student/parent/teacher interaction, decreased absenteeism among working parents, and greater teacher career advancement opportunities. Section 3 describes the Hidden Valley Satellite School, a partnership between Hewlett-Packard Co. and the Santa Rosa City School District. The fourth section outlines potential benefits of satellite schools, which offer a solution to school
overcrowding at a minimal cost relative to other options. An obstacle is the Field Act, California's seismic-safety standards code that prevents satellite schools from occupying existing office buildings. 73p.
Report NO: Policy Insight n153
Statewide School Facilities Needs Assessment Study: Comparison of State Construction Assistance Programs.
(MGT of America, Inc., Tallahassee, FL , Mar 1992)
This survey presents school facility funding, technology, and non-traditional programs currently used in the public school educational systems of twelve states. Each state reveals its current appropriation, funding source(s), local matching ratio, eligibility criteria, priority factors and weights, use of space standards, periodic needs assessment, technology enhancements, and non- traditional use of public school facilities. Appendices contain a detailed list of priority factors and weights for Alaska, Florida, and Maine; and the survey form used to gather the data. 39p.
Hands-On Museums: Partners in Learning.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0623.pdf Feild, Bob (Educational Facilities Laboratories, New York, NY , Jun 1975)
Features 15 museums that demonstrate the convergence of two ideas: the development of new kinds of museum experience, especially for the young; and the ongoing search for significant out-of-school educational opportunities. The purpose of these case studies is to render more visible the museum-education idea; to show the variety of programs and facilities that have emerged from disparate beginnings and yet have similar purposes; and to suggest some issues, facility implications, and funding sources for those planning such facilities 47p.
The Conversion of Found Space for Educational Use.
Meier, James Paul 1974)
This study explores examples of buildings that are recycled for use by schools. It presents a methodology for planning such endeavors and also offers an evaluation of this particular approach to acquiring necessary learning space. The study explores such factors as educational program, physical environment, building codes, cost and financing, legal issues, administrative processes and time, and political and social concerns. The case studies were derived from school visits, interviews, and examinations of files. 362p.
Protected Educational Facilities in Found Space. A Guide to Converting
Noneducational Spaces into Safe, Healthful Environments for Education.
Klepser, James E., Ed. (Council of Educational Facility Planners, International , 1973)
Planners are turning to alternative means for solving critical space needs without compromising educational, protection, safety, and health standards. This publication
was developed to provide a guide for educators and planners who are seeking to utilize an innovation in educational facilities -- "found" space. The planner cannot easily mold existing space to fit needs; rather, the planner must work within the parameters of space originally designed to
meet entirely different requirements. This publication examines the planning principles used to achieve this objective and, through a series of questions, assists in
an evaluation of potential space for conversion. The author also describes outstanding examples of successful conversions. 44p.
Found Spaces and Equipment for Children's Centers. A Report.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0415.pdf Passantino, Richard J. (Educational Facilities Laboratories, New York, NY , 1972)
Reports on turning discarded, overlooked, and inexpensive spaces or objects into useful places and things for child-oriented learning in preschools or day care centers. The document is organized into five sections: 1) Types of Places which demonstrates the wide variety of unlikely structures that have been converted into viable educational spaces; 2) Furniture and Equipment which features imaginative use of manufacturers’ “throwaways”; 3) Outdoor Spaces which points up the use of rooftops and vacant lots for solutions to urban play space problems; 4) Outdoor Things; and 5) How to Go About It which provides sources for help, licensing requirements and codes, and a checklist of found items. A bibliography and a directory of the centers described in the report are included. 72p.
Schools: More Space/Less Money. A Report.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0203.pdf Clinchy, Evans; Capernaros, Peter S.; Cynamon, Nancy; Rogers, Kathryn (Educational Facilities Laboratories, New York, NY , Nov 1971)
Explores a range of alternative solutions to provide school space in the most economical fashion. These alternatives include: 1) using "found space" in existing school buildings or non school buildings; 2) extending the school day and/or school year; 3) allowing students to be away from the classroom a significant part of the school day; 4) using new building materials, construction techniques, and project delivery methods; 5) sharing the cost of new schools through joint occupancy (public-private use) and partners (public-public use). 85p.
The Loft Building as a School House: A Study for the School District of Philadelphia.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0420.pdf (Educational Facilities Laboratories, New York, NY , Spring 1968)
Investigates the possibilities and limitations of converting industrial and commercial structures into educational facilities through the vehicle of a “case study” of a six-story loft building. The study is divided into four parts: 1) description of the spatial and structural characteristics of the building; 2) analysis of the building’s capacity to meet general design criteria for teaching spaces; 3) outline of the program for an intensive learning center; and 4) design proposal incorporating specific design recommendations. The study revealed great potentialities which more than offset the limitations. 40p.
Friends School.
http://www.architectmagazine.com/educational-projects/friends-school.aspx Gerfen, Katie Architect; v98 n10 , p91-97 ; Oct 2009
Profiles the conversion of a former factory into San Francisco's Friends School, addressing the organization of the building, seismic retrofitting, preservation of certain detailing, and installation of natural ventilation towers.
Bridging Institutions of Learning-Building Partnerships.
http://www.cashnet.org/members/CASHRegister/2008/August09Final.pdf Kelly, Vinceena; Wurst, Jim CASH Register; v29 n8 , p10,11 ; Sep 2009
Describes the partnership between California State Polytechnic University, California State University Los Angeles , and the Los Angeles County Office of Education to create a seamless high school to college experience by hosting innovative grade 9-12 programs on their campuses.
Space to Learn.
http://www.architectmagazine.com/industry-news.asp?sectionID=1006&articleID=938840 Zeiger, Mimi Architect; v98 n4 , p28,30-32 ; Apr 2009
Briefly profiles the conversion of a Washington, DC shoe warehouse into a center for bilingual and adult education for the latino community.
The Mill's Tale
Donaldson, Neil 21 Century Schools; v4 n1 , p30-32 ; 2009
Profiles the conversion of a Victorian-era mill into a science and engineering academy, which has transformed its rural village into a hub of academia. The significant design challenges, cleaning, retrofitting, repair, and respectful modern additions are described.
Historically Green.
http://www.schoolconstructionnews.com/Media/PublicationsIssue/SCNND08.pdf Larson, Heather School Construction News; v11 n7 , p16,17 ; Nov 2008
Profiles the University of Oregon's adaptive reuse of Portland's historic White Stag Block for academic, community, and retail space. Features that helped it earn LEED Gold certification are described, as is the economic improvement experienced by the surrounding neighborhood.
Building Blueprints: Adaptive Reuse.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1829 School Planning and Management; v47 n5 , p62,63 ; May 2008
Reviews two adaptive reuse projects involving Colorado schools. In the first, a corporate office was converted into a K-12 charter school. In the second, a former high school was converted into a higher education arts center.
Unique Impressions.
http://asumag.com/Construction/unique_impressions_homan_square/ Kennedy, Mike American School and University; v80 n9 , p18-20,22,24,26 ; May 2008
Illustrates the advantages of converting commercial facilities into schools, using the conversion of a 1905 Chicago power plant as an example. Preservation of architectural integrity, removal of hazardous materials, infill with classroom space, and advantages to neighborhood redevelopment are addressed.
Acts of Adaptation.
http://www.universitybusiness.com/viewarticle.aspx?articleid=1249 Herrmann, Michele University Business; v12 n3 , p42,44-46 ; Mar 2008
Describes adaptive reuse of buildings at nine higher education institutions, including a description of the motivation to save the property, money saved by not demolishing and building new, and steps taken to reconfigure the buildings.
Court's Adjourned, School's in Session.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1701 Gran, Warren School Planning and Management; v47 n2 , p60-63 ; Feb 2008
Reviews the conversion of a 1951 Brooklyn courthouse into two 500-student high schools, citing issues typical of buildings from that era and how they were solved.
A Welcoming Environment.
http://archrecord.construction.com/schools/071213-SCH_WIN.asp Bozikovic, Alex Architectural Record; , p88,89 ; Jan 2008
Profiles the North Campus of Pittsburgh's Winchester Thurston School. The vernacular buildings reflect the site's former use as a horse farm. A list of project participants, photographs, and plans are included.
Reuse and Revitalization.
http://www.learningbydesign.biz/2008/casestudy2.html McKissick, Vern Learning by Design; n17 , p200 ; 2008
Advises on conversion of buildings into schools, emphasizing limiting the project scope, setting a reasonable timeline, planning for features to restore and compromise, and contingency planning and funding.
McGinnis Education Center.
http://www.dcd.com/case_studies/0711/071160.html Design Cost Data; v51 n6 , p60,61 ; Nov-Dec 2007
Profiles this Pennsylvania environmental education center built by the Boy Scouts of America. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
Greening the Past: Inner City School Gets State-of-the-Art Retrofit.
http://www.edutopia.org/green-school-retrofit Edwards, Owen Edutopia; Aug 31, 2007
Profiles St. Philip's Academy in Newark, New Jersey. The private K-8 school serves 330 inner-city students in a 1920's building that was once a chocolate factory. The process of configuring a school within the abandoned factory, and retaining exposed structural elements to serve the curriculum is discussed.
The Feel of a Watershed.
Viani, Lisa Landscape Architecture; v97 n8 , p24,26-28,30-32,34-39 ; Aug 2007
Profiles the Cedar River Watershed Education Center, which teaches Seattle area students about their water supply, the watershed they live in, the water cycle, and conservation. Building and landscape features, as well as portions of the educational program are discussed.
Four Corners School, Portland, Oregon
http://archrecord.construction.com/projects/bts/archives/k-12/07_fourcorners/default.asp Architectural Record; Jul 2007
Profiles this elementary school for special needs students, created within a former racquetball club. Former courts were converted into classrooms by inserting a floor at mid-level. Building statistics, a list of project participants, and photographs are included.
From Warehouse to Schoolhouse.
http://www.modernsteel.com/Uploads/Issues/July_2007/30767_bathgate_web.pdf Heaphy, Charles Modern Steel Construction; v47 n7 , p36-40 ; Jul 2007
Profiles New York City's Bathgate Education Complex, a warehouse space converted into three high schools. The article focuses on how the one-story structure was reinforced with exposed structural steel to support a second floor.
Eight Tips for Converting Remnant Buildings Into Schools.
http://www.bdcnetwork.com/article/CA6450414.html Barista, Dave Building Design and Construction; v48 n7 , p30-34 ; Jun 2007
Advises on conversion of non-school buildings into schools. Suggestions detailed are: 1) Do thorough building and site investigation. 2) Avoid low ceilings. 3) Target structures with adequate water utilities. 4) Test the structural capacity of the existing foundation. 5) Make sure that the existing structure can be secured. 6) Make the most of daylighting. 7) Check the roof for structural stability and thermal performance. 8) Know when to say no to conversions.
RE-Construction.
http://www.districtadministration.com/viewarticle.aspx?articleid=1188 Kendler, Peggy District Administration; v43 n6 , p46,47,50-54 ; Jun 2007
Reviews options for conversion of non-school buildings into educational facilities. Advantages may include the proximity of an existing building over a remote new building, along with the advantage to the community of filling vacant and possibly distressed real estate. The challenges may be many as well, such as structural, utility, and daylight deficiencies. It may not be less expensive to convert an existing building than to build new, and the non-residential site may present transportation and safety challenges. Detailed examples of three successful adaptive reuse projects are included.
Discovery World at Pier Wisconsin: Milwaukee's Newest Waterfront Attraction
http://www.bdcnetwork.com/article/CA6433851.html Building Design + Construction; , p42-45 ; Apr 2007
Discovery World at Pier Wisconsin takes full advantage of its Lake Michigan site, but sensitive design and thoughtful sustainable features help it tread lightly on the city's waterfront. The 120,000-sf building is designed as an educational facility devoted to children, science, technology, and invention. The museum includes several exhibits and laboratories focused on computers, communications, electronics, robotics, and chemistry and physics.
Move Toward Neighborhood-Scale Schools Slowly Gains Momentum
http://www.newurbannews.com/SchoolsAprMay07.html Langdon, Philip New Urban News; Apr-May 2007
Decisions on where schools are built and how much land they occupy are gradually beginning to reflect New Urbanism’s belief in the importance of physically fitting the schools into their communities. This discusses school siting, minimum acreage requirements for schools, and using non-traditional structures and sites.
Lehigh Acres Staging School.
http://www.dcd.com/case_studies/0701/070120.html Design Cost Data; v51 n1 , p20,21 ; Jan-Feb 2007
Profiles this temporary Florida school building created within an abandoned K-Mart, which can be converted to house students at any grade level. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
The Bronx Cheers.
http://www.edutopia.org/bronx-cheers Schibsted, Evantheia Edutopia; v79 n5 , p30-33 ; Jan 2007
Profiles this Bronx charter elementary school, built into a former meatpacking factory and daylit via abundant skylights.
Accessibility Programme and School Restoration in Lisbon.
http://www.oecd.org/dataoecd/62/39/37697392.pdf Homen de Bouveia, Pedro
Describes efforts in Lisbon to better integrate children with disabilities at the primary school level, focusing on the restoration of a historic mansion specifically for this purpose.
Outside the Box.
http://www.canadianarchitect.com/Issues/ISarticle.asp?id=179772&story_id=177833111 620&issue=10012006&PC= 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.
Found Space.
http://asumag.com/DesignPlanning/university_found_space/ Haug, Ted; Ogurek, Douglas American School and University; v78 n13 , p166-168 ; Aug 2006
Advises on assessing, renovating, and reusing older buildings for educational use, with particular attention to adaptive reuse of vacant commercial structures as schools, which may help anchor stressed neighborhoods.
Alternative Learning Spaces in New York City.
http://www.peterli.com/archive/spm/1179.shtm Macrae-Gibson, Gavin School Planning and Management; v45 n8 , p36-38 ; Aug 2006
Profiles six creative solutions that made school architecture out of abandoned, unused, or under-used spaces in this urban setting. Recovery of spaces from rooftops, above courtyards, in abandoned buildings, and within a new condominium are highlighted.
If the Building Fits, Use It.
http://www.peterli.com/archive/spm/1128.shtm Kollie, Ellen School Planning and Management; v45 n4 , p14-17 ; Apr 2006
Describes two adaptive reuse projects that created schools in former commercial facilities. Nine issues to address when considering adapting a building for educational use are included.
Looking Beyond the Typical Solutions to Provide Classroom Seats.
Flenniken, Kristen Educational Facility Planner; v41 n1 , p23-25 ; 2006
Describes the Wake County Public School Systems steps to address rapid growth in their school population, including modular campuses, ninth grade centers, adaptive reuse of commercial structures, and a year-round calendar.
Alternative Learning Facilities.
Hoskins, Judith School Planning and Management; v44 n8 , p40,41 ; Aug 2005
Describes planning concepts implied by alternative schools, such as use of existing infrastructure, community alliances, and environmental responsiveness.
Blue-Light Schoolhouses.
http://www.bdcnetwork.com/article/CA606914.html Higginbotham, Julie Building Design and Construction; Jun 2005
Describes the conversion of empty "big box" stores into schools, particularly in regions with high immigration and double-digit growth in annual school spending. The typical advantages of these conversions are their appropriate size, convenient locations, abundant parking, and structural configuration. Disadvantages include infrastructure inadequacies, due diligence difficulties, daylighting, wayfinding, and poor image.
From Bricks to Mortarboard.
http://www.edutopia.org Curtis, Diane Edutopia; v1 n4 , p24-27 ; Apr-May 2005
Describes the conversion of an abandoned post office into a school, with the assistance of University of New Mexico architecture students mentoring school’s student body.
Downtown Schools. The New Urban Frontier.
http://www.realtor.org/smart_growth.nsf/docfiles/winter05urban.pdf/$FILE/winter05urban.pdf Zimmerman, Martin On Common Ground; , p52-57 ; Winter 2005
Describes successful urban schools created in San Francisco, Minneapolis, and Raleigh, citing how they were sited and funded, the community services they provide, and the constituencies they serve.
So Long, Mom, I'm Off to the Factory
http://www.nytimes.com/2004/12/19/education/19school.htm Saulny, Susan New York Times; , p30 ; Dec 19, 2004
These days in New York City, it is possible to find a public school almost anywhere that can hold a few hundred students and accommodate a redesign for classrooms and a cafeteria. They are popping up all over, in the most unexpected places: an old salami factory in the Bronx, the boxy remains of a defunct department store in Harlem, a warehouse vacated by Sotheby's on the Upper East Side, the 13th floor of a downtown skyscraper. And the Department of Education plans to spend more than $1 billion over the next five years creating more of them, turning on its head the traditional - some say outdated - notion of what a public school should be.
Out of the Box
http://asumag.com/mag/university_box_2/index.html Agron, Joe American School and University; , p6 ; Dec 2004
For a number of school districts and higher-education institutions that find themselves in the difficult spot of needing to build schools in areas with scarce available land, using sites that once housed "big-box" retailers has proven to be a solution. This not only meets space needs, but also revitalizes communities. Includes a look at the nation's largest retailer--Wal-mart--and the vacant stores it lists as currently for sale.
It Takes a Village-and a Museum.
http://www.glef.org/magazine/ed1article.php?id=art_1193&issue=nov_04# Jabs, Carolyn. Edutopia; , p26-28 ; Nov-Dec 2004
Describes Dearborn's Henry Ford Academy, a 450-student high school situated within an 90-acre site containing a museum and 82 historic buildings. The inclusion of the facilities and grounds within the curriculum is described, and an interview with architect Steven Bingler follows.
Educational Villages.
Mears, Dwayne Urban Land; v63 n10 , p100-101 ; Oct 2004
Case study of The Village at Indian Hill in Pomona, California, a converted regional shopping center that contains new schools, adult education and training programs, a child development center, a conference center, community services, and retailers.
The ABC's of Mixed Use Schools.
http://web.archive.org/web/20061016113409 Romeo, Jim Planning; v70 n7 , p4-9 ; Jul 2004
Cites several examples of school facilities in non-traditional settings, integrated into and shared with the community. Benefits to land use, transportation, and community recreational opportunities are detailed.
Museum, School District Collaborate To Build An Unusual Hybrid.
http://enr.construction.com/features/education/archives/040202.asp Gonchar, Joann ENR: Engineering News-Record; Feb 02, 2004
In South Central Los Angeles, a partnership between the district and a state-owned science museum will result in a neighborhood elementary school with a math- and science-focused curriculum and as a resource center for educators and the local community. The Science Center School project combines an early 20th-century armory with a two-story addition. The $48-million project draws on FEMA funds, several state financing sources, and QZABs (qualified zone academy bonds), a U.S. Dept. of Education program that allows disadvantaged school districts to issue interest-free bonds. The project has no land acquisition costs, since the district will lease the school from the state.
A Perfect MATCH
http://www.aisc.org/ Pollak, Beth S. Modern Steel Construction; v44 n2 , p26-30 ; Feb 2004
Case study of the Media and Technology Charter High School (MATCH) in Boston, Massachusetts. The new charter school was designed as a renovation and adaptive reuse of a concrete-framed building. The three-story structure was built in 1918 as a showroom for the Lincoln Motorcar Company, but for the last three decades has housed a retail auto parts store. The building's historical integrity and aesthetics were preserved while a functional, high-tech, and cost-effective green space was created. The school installed 22 kW of solar photovoltaic panels on its roof to provide electricity to the building. The school building has won awards from the 2003 Northeastern Green Building Awards, the 2002 Boston Preservation Alliance Achievement Awards, and DesignShare's 2002 Awards for Innovative Learning Environments.
Successful School Design for Small Urban Sites.
http://web.archive.org/web/20060929025613 Gillmore, Don; McLean, Andrea Educational Facility Planner; v39 n2 , p12-15 ; 2004
Outlines design issues related to K-12 schools built on small urban sites, including parking, setbacks, bulk and height restrictions, service access drives, shared facility use, and school building structures in an urban context. Design solutions proposed ard based on Seattle Public Schools 1995-2008 Building Excellence (BEX) school construction program.
Pedagogy in a Public Space: Children and Adults Learning Together at Tate Modern.
http://www.school-works.org/pdf/FORUM%2046_1_web.pdf Ross, Michaela; Hancock, Roger; Bagnall, Kate Forum; v46 n1 , p24-27 ; 2004
Describes education programs conducted at this museum, involving parents and their preschool children. Includes two references. (Scroll down in PDF for article.)
Students to Fill Kmart Stores in Overcrowded District
http://www.cnn.com/2003/EDUCATION/12/30/school.conversion.ap/ CNN.com; Dec 30, 2003
Faced with overcrowded classrooms, Lee County, Florida officials bought two vacant Kmart buildings. Renovating them will be slightly less expensive than building new ones, and since the structures are already in place they can open sooner. The vacant Kmart buildings were bought for $11.6 million, and officials expect site work, remodeling and furniture to cost an additional $17.4 million. They are supposed to open by August 2005.
Charter Schools Benefit Community Economic Development.
http://www.lisc.org/resources/2004/03/ Halsband, Robin Journal of Housing and Community Development; , p33-38 ; Nov-Dec 2003
Charter schools have proven an effective tool for urban economic development by reviving communities, providing services, and renovating older buildings. Because charter schools are not provided with a building, they are purchasing or leasing vacant, dilapidated properties and renovating them into spectacular new schools and community centers. Includes several case studies in Chicago, Washington, D.C., and Newark.
An Industrial Building Converted into a Girls School in Australia.
http://www.oecd.org/dataoecd/48/26/34282934.pdf PEB Exchange; v2003/3 n50 , p17-19 ; Oct 2003
Describes the converstion of an industrial shed into a secondary school for troubled girls. Three courtyards were cut into the building to admit light and air. Glazed corridors, alcoves, and a central multi-purpose room are easily supervised.
Adaptive Reuse Roundup.
Wiens, Janet College Planning and Management; v6 n10 , p18-20 ; Oct 2003
Describes three adaptive reuse higher education projects: Rhode Island College created administrative space from institutional residential buildings; Pratt converted a loft building into laboratory, teaching, and exhibit space; and Capital Community College (Hartford) converted an historic retail building into teaching and administrative space.
Bakery Converts to Learning Center
http://asumag.com/mag/university_bakery_converts_learning/ American School and University; v76 n1 , p15 ; Sep 2003
Discusses a project that transformed an abandoned, run-down industrial bakery into a learning center for at-risk, pre-kindergarten students in Champaign, Illinois. The design made the corridors resemble streets and staff offices resemble homes, establishing a sense of neighborhood.
Learning in Settings Other Than Schools.
http://www.aera.net/uploadedFiles/Journals_and_Publications/Journals/Educational_Researcher/3206/3206_BookRev.pdf Bartels, Dennis; Hein, George E. AERA Online [American Educational Research Association]; v32 n6 , 6p ; Aug-Sep 2003
This reviews two recent books concerning the research about children's learning in museums.
Southern California Institute of Architecture, Los Angeles, California.
Giovannini, Joseph Architectural Record; v191 n7 , p136-41 ; Jul 2003
Describes the conversion of a 1906 rail terminal into an architecture school. Building statistics, a list of the project participants, cost details, plans, and photographs are included.
The Business of Learning: Texas Students Move Up with Hands-On Instruction.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v6 n5 , p13-15 ; Jul-Aug 2003
Describes a high school designed to make students act and feel like professionals as they study in the context of a retail store, conference center, courtroom, architecture studio, and medical offices. Students from this high-poverty district may attend the academy full- or part-time. The school strives to steer students in to the most promising employment sectors, so the building is flexible enough to respond to job market shifts.
Adaptive Reuse: Reusing Buildings for Future Generations while Maintaining Connections to the Past.
Rossi, John M. Bulletin ; v71 n3 , p34-39 ; May 2003
Describes adaptive reuse of college buildings, which involves reconfiguring existing buildings for entirely new functions, including its benefits. Examples include Bartlett Hall at the University of Chicago, Annenberg Hall and Locker Chambers at Harvard University, Goodrich Hall at Williams College, and Sarratt Student Center at Vanderbilt University.
The Field School, Washington, DC.
http://archrecord.construction.com/projects/bts/archives/K-12/ Architectural Record; v191 n3 ; Mar 2003
Describes the title school building , including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. This private, grades 7-12 school for 325 students had outgrown its former cramped quarters in a pair of city townhouses and expanded to a ten-acre residential site in the northwest section of Washington, D.C. The new site included an historic 1937 Art Deco residence that occupied the crest of a hill overlooking adjacent public parkland. [Free subscriber registration is required.]
Wildwood School
Los Angeles.
http://archrecord.construction.com/projects/bts/archives/K-12/ Architectural Record ; v191 n3 ; Mar 2003
Describes the title school building by SPF:a, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. A 1940's brick warehouse provides the setting for this sparse and tasteful progressive learning environment. The organization of the school is a series of interconnected and interwoven elements organized by the existing structural components of the warehouse. [Free subscriber registration is required.]
Camino Nuevo Charter Academy Middle School, Los Angeles, California.
http://archrecord.construction.com/projects/bts/archives/K-12/ Kimm, Alice Architectural Record; v191 n3 , p144-46 ; Mar 2003
Describes the title school building, a middle school housed in an 8,500-square-foot, one-story former warehouse and an adjacent 10,500-square-foot, three-story former office building. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Getting the Most from Urban Schools.
Education is Essential to a City's Future, but Can Schools Help Shape the City, Too?
http://web.archive.org/web/20041107094519/ Cleveland Urban Design Collaborative Quarterly; v3 n1 ; Winter 2003
This explores how schools can help define and enliven urban places. Includes a description of the Cities of Learning Project in Paterson, New Jersey, led by urban designer Roy Strickland, that envisions a network of learning facilities – schools, libraries, arts groups, mobile computer labs – all turned loose to infiltrate the economic and social life of a mid-size industrial city that desperately needs to reverse its fortunes.
Creative Density.
Doublet, Jennifer Architecture; v91 n10 , p56-61 ; Oct 2002
Describes the design of Wildwood School, an urban prep school in Los Angeles that reclaimed a warehouse, including the educational context and design goals. Includes building plans and photographs.
Urban Blight or Urban Hope?
Enderle, Jerry School Planning and Management; v41 n10 , p38-41 ; Oct 2002
Discusses ways urban communities can improve neglected educational facilities, including converting existing commercial buildings into "new paradigm" schools and breaking large schools into small, specialized academies.
Schools Adapt Old Lesson: Share and Share Alike.
http://query.nytimes.com Fuchs, Marek New York Times; Sep 18, 2002
This article discusses several schools in New York City that are sharing spaces either with other schools or with noneducational entities. Examples include shared spaces with community centers, the New York City Police Department's School Safety Division, housing projects, charter schools, drug treatment centers, and college campuses.
Rebirth.
http://asumag.com/mag/university_rebirth/ Kennedy, Mike American School and University; v74 n9 , p18-22 ; May 2002
Describes how schools and universities are finding new uses for outmoded facilities, thereby saving on land and construction costs and in many cases preserving buildings that have achieved historical status in a community. Offers several examples.
Alternative Schools.
Pritchett, Stanley; Kimsey, Steve School Planning and Management; v41 n3 , p56-57 ; Mar 2002
Describes the design of the DeKalb Alternative School in Atlanta, Georgia, located in a renovated shopping center. Purchasing commercial land and renovating the existing building saved the school system time and money.
The Gateway School of New York, New York City.
http://archrecord.construction.com/projects/bts/archives/K-12/ Snoonian, Deborah Architectural Record; v190 n2 , p116-18 ; Feb 2002
Describes ABA Studio/Andrew Bartle Architects' transformation of a narrow row house into a school for learning-disabled students in New York City. It required substantial renovation and expansion to accommodate the program, which called for classrooms for instruction and therapy, recreational areas, an assembly room, and support spaces. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Harbor City International School, Duluth, MN.
http://www.designshare.com/index.php/projects Design Share; 2002
Project overview of a grades 9-12, 11,440 square foot 200-student, public charter school that occupies the third floor of an 1860 industrial building in Duluth's central business district. Includes information on the floor/furniture plan, images, and building materials. This school won a 2002 Award for Innovative Learning Environments, sponsored by School Construction News & Design Share.
City of Learning.
http://www.designshare.com/index.php/articles/city-of-learning Fielding, Randall DesignShare; , 4p ; Oct 2001
Of the many themes discussed at the Union of International Architects conference in Porto, two attracted the most passionate debate: 1) the notion that learning is not necessarily linked to school buildings, and 2) the concept of learner-centered cities versus the typical retail-centered urban core. The conference included more than 30 presentations, with subjects including low-cost prototype schools, school size, the history and evolution of tertiary learning, and global learning centers for business in the 21st century.
Building Schools With Multiple Purposes
Steins, Gary Planning Magazine; Aug 12, 2001
What was once an effort by a few Johnny Appleseeds in the planning world to marry school and community resources has exploded into a full-scale movement to plan and build schools with multiple purposes. And the collaboration does not stop with schools: City police stations, abandoned public buildings, even state parking garages serve as great resources for local communities looking for innovative, cost-effective solutions for a variety of needs, from athletic facilities to public markets to public health centers.
Two Compact Urban Schools
http://www.architectureweek.com/2001/0725/design_1-1.html Logan, Katharine Architecture Week; , D1 ; Jul 25, 2001
This describes the Gonzalo and Felicitias Mendez Fundamental Intermediate School in Santa Ana, California, that is tucked behind a shopping mall, on top of a parking garage, and the Emily Carr Institute of Art and Design in Vancouver, British Columbia, that occupies a similar site in a mixed-use redevelopment of an industrial waterfront.
Each of these two schools turn the liabilities of its dense urban site into an asset and respond to an increasingly critical challenge: combining people, cars, and buildings in less space.
Declaring War on the Ivory Tower.
Martin, Frank Edgerton Landscape Architecture; v91 n7 , p48,50-52 ; Jul 2001
Discusses how an historic military base became a future-oriented university. Campus planning and design are examined, including the preservation of rare open spaces and the creation of a campus forum for entrepreneurship and interaction between active learning space, service, and study.
Get the Rehab Habit!
http://www.peterli.com/archive/spm/250.shtm Rittner-Heir, Robbin M. School Planning and Management; v40 n6 , p23-27 ; Jun 2001
Illustrates how an alternative high school in Seattle, Washington, used creative thinking to take space designed for other uses and make it into a user-friendly school. Highlights additional examples of transforming unused or unwanted spaces into places for learning.
Out of the Box.
http://asumag.com/mag/university_box/ Kennedy, Mike American School and University; v73 n9 , p16-18,20 ; May 2001
Discusses how schools are using nontraditional settings to accommodate swelling student ranks and to create environments that encourage and inspire students to learn. Describes a school located in a shopping mall in Phoenix, Arizona, and a school located in a museum in Raleigh, North Carolina.
Creating Schools Without Capital.
http://web.archive.org/web/20071004202642 Kolke, Mark The School Administrator; v58 n 5 , p22-26 ; May 2001
A shortage of capital and appropriate education facilities
prompted the Edmonton (Alberta) Public Schools to explore creative
solutions such as leasing retrofitted facilities to house new academic
programs. Landlords generally like school districts, considering them
reliable, long-term tenants for hard-to-rent larger buildings.
TO ORDER:
American Association of School Administrators, 801 N. Quincy St., Ste. 700, Arlington, VA 22203-1730; Tel: 703-875-0745; Email: magazine@aasa.orghttp://www.aasa.org/SchoolAdministrator.aspx
Viewing School Facilities as Community Development Projects: The Case of Hinesburg, Vermont.
MacKinnon, Colleen T. Small Town; v30 n2 , p28-31 ; Mar-Apr 2001
Instead of accentuating differences among agendas through competition for scarce resources, community members, educational planners, and community development planners cooperated in renovating a high school building in Hinesburg, Vermont, to include community spaces for recreation, social services, and nontraditional education. Design elements that promote the greatest possible use of facilities by community members are discussed.
Long Beach International Elementary School, Long Beach, California.
http://archrecord.construction.com/projects/bts/archives/K-12/ Architectural Record; v189 n2 ; Feb 2001
This 34-classroom school by Thomas Blurock Architects sits on a former parking lot in downtown Long Beach. The constraints of the small site and the educational program challenged traditional notions about elementary schools. The architects’ solution maximizes play area, addresses security concerns, and responds to surrounding urban and residential neighborhoods. Includes plans and photographs. [Free subscriber registration is required.]
Camino Nuevo Charter Academy, Los Angeles, California.
http://archrecord.construction.com/projects/bts/archives/K-12/ Kimm, Alice Architectural Record; v189 n2 , p134-136 ; Feb 2001
Discusses how an architectural firm took an abandoned mini-mall in Los Angeles and converted it into a charter school that helped revive the neighborhood in the process. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Amsterdam Watershed: An Interactive Forum on Innovative Alternatives in Learning Environments.
http://www.designshare.com/Research/AIA Fielding, Randall Design Share; Jan 2001
This forum resulted from the AIA conference in Amsterdam, November 2000. Design Share invited conference participants to ask Bruce Jilk, the conference chair, a follow-up question. Questions by 12 individuals from four countries were selected for publication. Dr.William DeJong, an educational facility planner, provided a counterpoint. A common theme of discussion involved schools that are closely integrated with their communities and share spaces with surrounding businesses, institutions and residences. Projects presented include a school located above a drug store, and another built beneath residential apartments. Mr. Jilk comments on Finland's Heinavaara Elementary School and the future of "have-not" urban schools. Also examined are the meaning of learning, classroom size, consciousness in learning, and the architect's role in educational leadership. Includes discussions on facility flexibility, risks of innovation, and the impact of the environment on learning.
In Housing a School, Unused Commercial Space Sells Itself.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v4 n1 , p20-21 ; Jan-Feb 2001
Discusses how the Pomona School District (California), an urban area facing a shortage of available real estate, purchased and renovated part of a retail complex into an elementary school.
Building Blueprints: From State Hospital to State University.
College Planning and Management; v3 n8 , p26-27 ; Aug 2000
Discusses the conversion process of a California state hospital into a state university at costs far below those required to develop and construct a university campus from scratch. Includes photographs.
Unconventional Offerings.
http://asumag.com/mag/university_unconventional_offerings/ Crane, Steven; Malone, Sara American School and University; v72 n12 , p169-72 ; Aug 2000
Discusses creating spaces to support alternative (nontraditional) educational programs. Emphasizes the importance and the benefits of matching the facility to the curriculum and to students' needs. An example provided is the use of a retrofitted vacant office building in Salt Lake City to support a nontraditional curriculum there.
Blending Old and New.
http://asumag.com/mag/university_blending_old_new/ Smith, Sylvia J. American School and University; v72 n12 , p156-60 ; Aug 2000
Discusses how schools and universities can transform outmoded urban structures, such as factories, warehouses, and department stores, into attractive and functional school facilities. Issues addressed include the importance of sound planning to maximize building funds, the problems of blending new facilities with older ones, and working without the benefit of an older building's original architectural drawings.
Work in Progress.
http://www.edweek.org/ew/articles/2000/06/21/41paterson.h19.html Richard, Alan Education Week; v19 n41 , p41-46 ; Jun 21, 2000
Describes how abandoned or neglected downtown buildings in the heart of a downtrodden business district of Paterson, New Jersey were transformed into thriving public schools. Architect Roy Strickland calls the plan "The City of Learning," a place where a downtown is reborn through students and educators. Several building to school conversions are highlighted, including a former Lutheran church and a three-story shopping plaza.
Taking Care of Business.
Agron, Joe American School and University; v72 n1 , p52-53 ; Sep 1999
Examines one Pennsylvania school district's efforts to upkeep and improve its 30- to 40-year-old school facilities that required no tax increases for 6 years. Highlighted are the district's use of the Federal Land Reuse Authority to transform abandoned government property to private use and utilizing the help of the community to provide mutually beneficial services.
Planning the Learning Community.
http://www.designshare.com/index.php/articles Fielding, Randall Design Share; Aug 1999
An interview with Steven Bingler, President of Concordia, Inc., a research and planning firm, and Concordia Architects, an architectural design firm is presented revealing his views on planning a learning community in educational facilities. He addresses what tools to use to facilitate the group process for planning, discusses how school districts save money through business partnerships, and highlights how school district size can affect the planning approach. He also discusses how to design an environment for fifth- and sixth- grade learners, including how to design a computer lab. Having clear lines of communication between diverse groups during the planning stage is stressed. Problems with lengthy planning stages creating diminishing returns and generating reports that are outdated are also addressed as is the dubious value of planning reports that emphasize process over product. Final comments discuss learning environments that are so extensive that the traditional school is nearly eliminated.
Alternative Locations for School
Buildings
Earthman, Glen I. School Business Affairs; v65 n7 , p43-48 ; Jul 1999
Examines the plight of school systems in urbanized or highly-developed areas that have difficulties locating suitable sites for new buildings. Presents examples of schools that have found alternative locations, including the Parkway Program in Philadelphia; the Work Place School in Alberta, Canada; the Metropolitan Learning Alliance in Minnesota; and the Schoolhouse Boat in Vienna, Austria.
Shoehorning Schools Into Nontraditional Sites.
Building Design and Construction; v40 n6 , p13 ; Jun 1999
New York City's Cool Schools; Within the Country's Largest School System, Architectural Innovation Finds a Foothold
http://www.architect.org/institute/publications/aiaarticle.html Gould, Kira L. AIArchitect; v6 , p13 ; May 1999
Describes how extraordinary collaborations between
agencies, educators, architects, and others created special
places to learn within the New York City school system. It
discusses this group approach in fostering commitment and
achieving success in creating innovative educational facility
designs.
Schools in the New Millennium.
http://asumag.com/mag/university_schools_new_millennium/ Jilk, Bruce A. American School and University; v 71 n5 , p46-7 ; Jan 1999
Schools in the new millennium will explode beyond today's community schools to engage communities and their members in learning. This connection between schools and communities can take several directions, including traditional community schools, the wider community of learners, and the visionary learning community. Currently, there are no models to guide in the design of a true learning community. However, there are some projects from which educators can learn, such as New Urbanism.
Creating Schools at Work Sites.
http://web.archive.org/web/20071128071423 The School Administrator; v55 n10 , p60 ; Nov 1998
Reports the trend that finds major businesses across the U.S. providing work-site school facilities for their
employees' children, wherein the corporation provides the facility space, utilities, and maintenance services to operate the school on or near its property, and the state
provides the teachers and aides, books, curriculum materials, and school equipment. Discusses the operating rules of work-site schools and the multiple benefits associated with them.
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American Association of School Administrators, 801 N. Quincy St., Ste. 700, Arlington, VA 22203-1730; Tel: 703-875-0745; Email: magazine@aasa.orghttp://www.aasa.org/SchoolAdministrator.aspx
Miracle on 51st Street
Williams-Tracy, Laura Momentum; v69 n3 , p24-26 ; Aug-Sep 1998
Recounts the innovative approach taken by Charlotte Catholic School
administrators and Little & Associates Architects to convert an abandoned office building into a
high-performance school. Describes the community's skepticism and the steps taken by
administrators and architects to search for solutions that benefited the entire North Carolinian
Catholic school system.
Satellites in the Suburbs.
http://www.wweek.com/html/education060398.html Jaquiss, Nigel Willamette Week ; Jun 03, 1998
News article about a decision to put on hold a proposed public school at a high-tech headquarters in Beaverton, Washington. Parental opposition to the partnership between the Beaverton School Board and a private corporation was based on the perception that it would be nothing more than a private school paid for by public dollars.
Worksite Charter Schools Take the Edge Off Commuting.
http://www.edweek.org/ew/articles/1998/03/25/28work.h17.html Schnaiberg, Lynn Education Week; Mar 25, 1998
Medical Center Charter School was designed to educate the children of some of the 50,000 employees who work nearby in the 675-acre Texas Medical Center. The idea itself is not new. At least 30 public schools serving the children of employees at the workplace dot the nation. But overall, some charter proponents and employers say, public schools are not adapting quickly enough to the real needs of working parents. [Free subscriber registration is required.]
Less Is More: Collaborative Learning Environments for the Next Century.
http://www.newhorizons.org/strategies/learning_environments/bingler.htm Bingler, Steven Learning By Design; n7 , p16-17 ; Mar 1998
Examines approaches to enhancing school learning environments. Provides several examples of collaborative initiatives that expand the boundaries of the classroom into the community. Includes case studies of a school located in the Henry Ford Museum in Dearborn, Michigan, and the Zoo School situated within the boundaries of the 500-acre Minnesota Zoo outside of Minneapolis.
Business Classes.
http://www.citypages.com/databank/18/854/article3430.asp Renschler, Todd City Pages [Minneapolis, MN]; v18 n854 ; Apr 16, 1997
News article on corporate sponsored public schools located at, or near, corporate work sites in Minnesota. This discusses the pros and cons of satellite schools.
Making Lemonade.
http://www.edweek.org/ew/articles/1996/01/24/18base.h15.html Johnson, Robert Education Week; Jan 24, 1996
This describes how, in the wake of military base closures, school systems have stepped in as major players in many base-reuse plans, frequently acquiring property, buildings, and former military equipment in the process--often for free. The article provides numerous case studies. [Free subscriber registration is required.]
Urban Renewal.
Coffey, Daniel P. School Planning and Management; v35 n1 , pC1-C4 ; 1996
Presents an account of how De Paul University's downtown Chicago campus, which is geared toward professional students, mounted a search for new space, which led
to the acquisition of a city-owned landmark 1912 department store. By purchasing from the city, De Paul gained many financial advantages, and the city benefitted since it was able to make money from a building it was about to demolish. An essentially new building was developed in an old shell.
Finding Treasure in TOADs.
Those Abandoned Sites are Worth a Second Look.
Greenberg, Michael R. Popper, Frank J. Planning; Apr 1994
Every city has scattered deserted buildings and unused parcels of land. The land uses might be closed, boarded-up or decaying housing projects, homes, factories, warehouses, schools, dump sites, mines, railroad lines, canals, or waterfronts. They are temporarily obsolete abandoned derelict sites, or TOADs. The authors look into this phenomenon and offer ways in which to handle it.
Alternative Learning Networks.
http://www.colorado.edu/journals/cye/10_2/10_2article10.pdf Chase, Richard Children's Environments; v10 n2 , p136-163 ; 1993
Presents visions for how underutilized assets, both human and material, might be joined together through new social and physical arrangements that can expand opportunities for learning. Many examples are cited in which new ideas about teaching and learning are re-shaping old institutions and spurring the growth of new ones that welcome network arrangements. Such networks can operate as "virtual" schools, providing easy access to a varied, but coherent, ecology of learning experiences. And they can provide the social support needed to enliven learning with the meaning and promise it must have to transform children's lives. Includes 95 references.
Alternative Use in Greece.
PEB Exchange; n17 , p11 ; Oct 1992
Relates the decision to situate the University of Thessaly in Volos and Larissa, Greece, representing the idea that the university has a role to play in the community, and, therefore, must have its facilities integrated within the city. Describes how an old factory warehouse was converted to create "a building within a building," while preserving the style of the former factory in terms of organization and space.
Funny, But It Doesn't Look Schoolish
Graves, Ben E. Nation's Schools; v91 n3 , p66,70 ; Mar 1973
Relates the preliminary evaluations of learning that takes place in such found spaces as a converted garment factory, a fallout shelter, a milking machine factory, and a hotel, providing evidence that, while children's scholarship may not be demonstrably better, their positive reactions to such interesting and stimulating environments is clear and positive. Results have included low rates of vandalism, high attendance, greater parent involvement, and lower teacher turnover.
Found Space
National Elementary Principal; v52 n1 , p27-29 ; Sep 1972
Explores the idea that such spaces as supermarkets, warehouses, small stores, residences, and office buildings all can be converted into viable educational spaces.
Building Schools for the Future http://www.edfacilities.org/rl/future.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the planning and design of learning environments for the 21st century, compiled by the National Clearinghouse for Educational Facilities.
Case Studies--Charter School Buildings http://www.edfacilities.org/rl/charter_schools.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Examples of charter school facility projects, many with photographs and floor plans, compiled by the National Clearinghouse for Educational Facilities.
Case Studies--School Buildings K-12 http://www.edfacilities.org/rl/case_studies.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Descriptions, photographs, and floor plans of specific school buildings, including elementary, middle, and high school projects, compiled by the National Clearinghouse for Educational Facilities.
Charter School Facilities Funding http://www.edfacilities.org/rl/financing_charter.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on public and private funding options for the design, construction, renovation, lease, or purchase of charter school buildings, compiled by the National Clearinghouse for Educational Facilities. See also NCEF Resource List on Case Studies - Charter Schools and other related lists on funding sources.
Funding Partnerships for School Construction http://www.edfacilities.org/rl/funding_partnerships.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on financing school construction and renovation through partnerships between schools and the private sector, community organizations, public agencies, and school districts.
School Modernization and Renovation http://www.edfacilities.org/rl/renovation.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on school modernization, including school-wide renovation planning, financing, and project management, compiled by the National Clearinghouse for Educational Facilities.
Site Selection for Schools http://www.edfacilities.org/rl/site_selection.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on school siting, environmental issues, and state selection criteria, compiled by the National Clearinghouse for Educational Facilities.
Smart Growth and Schools
http://www.edfacilities.org/rl/smart_growth.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on schools in relation to issues of planning and community development, economic impact, smart growth vs. sprawl, and conservation of open spaces.
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