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CAREER AND TECHNICAL EDUCATION CLASSROOMS AND FACILITIES
NCEF's resource list of links, books, and journal articles on the planning and design of technical laboratories and technology education facilities in schools and colleges for teaching vocational education, industrial design, construction, and other technical and career arts. 
Safe Schools: A Health and Safety Check.
http://www.state.nj.us/education/schools/safeschools/ (University of Medicine and Dentistry of New Jersey, School of Public Health, Environmental and Occupational Health Sciences Institute, Public Education and Risk Communication Division, New Brunswick, 2007)
Offers a manual and 82 self-inspection checklists covering environmental, health and safety regulations for secondary occupational and career orientation programs in New Jersey public schools. The Manual is updated twice each year to reflect changes in regulations.
NIOSH Safety Checklist Program for Schools.
http://www.cdc.gov/niosh/docs/2004-101/default.html (National Institute for Occupational Safety and Health, Oct 2006)
Many States mandate that career-technical schools and institutions have safety and health programs in place, conduct hazard analyses for each career-technical program, do safety inspections and maintenance, and comply with safety and health and environmental regulations. This Safety Checklist Program provides information needed by schools to maintain safe classrooms, shops, and labs for teachers and students in career-technical education, and includes the following: Chapter 1: Making Sense of Regulations gives background information concerning the regulatory agencies and regulations that are applicable to career-technical education; Chapter 2: How to Establish an Effective Occupational Safety and Health and Environmental Safety Program outlines ways to ensure that an effective program is instituted and maintained; Chapter 3: Implementing a Safety Checklist Program describes how to implement a checklist program in your school to identify hazards and determine regulatory compliance; Chapter 4: Safety Checklists contains the checklists. Appendices are provided as references for additional information or help.
Minimum Facility Recommendations: Technology Education.
http://www.tea.state.tx.us/Cate/teched/tefacility.pdf (Texas Education Association, Austin , 2005)
Lists minimum per student and total square footage for technology education programs, with separate charts for grades 6-8 and 9-12, and separate figures for existing and new facilities. 2p.
Career-Technical Schools [PowerPoint Presentation]
http://www.dejonginc.com/Career-Tech5-12-04.pdf Locker, Frank May 12, 2004
Emerging practices in career-technical education point to an integration of academic and technical learning. This PowerPoint presentation looks at changes in career-technical education, describes new strategies and practices, gives an educational context, discusses emerging practices, and gives examples of facility planning. It provides a number of case studies with photographs and plans, including the School for Environmental Studies in Apple Valley, Minnesota, Canby Applied Technology Center in Canby, Oregon, the Met School in Providence, Rhode Island, and the Cooloola Institute for TAFE in Queensland, Australia. 55 slides
New Designs for Career and Technical Education at the Secondary and Postsecondary Levels: Compendium of Design Reviews of Related Research, Policies, and Exemplary Practices.
http://newdesigns.oregonstate.edu/compendium/Final%20Compendium%20(3-14)all.pdf Wolff, Susan; Copa, George (Oregon State University, New Designs for Learning, Corvallis , Feb 2003)
Presents design reviews from a project to develop new designs for career and technical education at the secondary and postsecondary levels. These projects focused on whole high school and community/technical college reform and incorporated the results of research and promising practice, including integration of academic and career and technical education, articulation of secondary and postsecondary education, and coordination of school and work- based learning. The aim of the new project was to draw out specific implications for the design of career and technical education in terms of learning expectations, learning process, organization, staffing, partnerships, and learning environment. Both practitioners and researchers were actively involved in the design process. For the purposes of this project, "new" designs means a coherent synthesis of the latest research, relevant policies, exemplary practices, and leading thinking on career and technical education at the secondary and postsecondary levels in the United States. 408p.
Labplan
http://www.labplan.org (National Science Foundation, Washington, DC, 2003)
This interactive publication, the result of a planning study sponsored by the National Science Foundation, provides tools, guidelines, and data necessary to plan and design high school science, math, and technology education laboratories and support spaces. Includes information on forming a planning committee, assumptions, curriculum needs and guidelines, facility programs, architect selection, and design.
Tech Lab 2003 Classroom Designs.
http://web.archive.org/web/20050309145737/ (Oxnard, CA: Hueneme School District, Blackstock Junior High , 2003)
Computer-managed networks in Technology Lab 2000 give students access to and control of
content, applications, and information in the areas of robotics, computer-aided manufacturing,
systems simulations, word processing, and computer-assisted publishing.
Impact of Clicks on Bricks: VET Facilities Planning in an Information Age, Final Report.
http://pre2005.flexiblelearning.net.au/clicks/ Whitaker, Jan (New South Wales Dept. of Education and Training, Syndey, Australia , Mar 2002)
Evaluates the effect of new learning technology on vocational education spaces in Australia. Topics covered include distance learning, miniaturization, property management, shared use of space between learning and working environments, planning, design, adequacy, and affordability. Includes 30 references. 15p.
Trade and Industrial Education Facilities Guidelines.
http://www.tea.state.tx.us/Cate/ti/tifacil.pdf (Texas Education Agency, Austin , 2001)
Provides information regarding the physical requirements for some of the most popular trade and industrial education instructional programs. Guides teachers, administrators, architects, and other professionals in building or converting trade and industrial education instructional laboratories to train students in the knowledge, skills, and processes commonly found in today's industry. Recommendations were drawn from national program standards wherever available, and from community colleges, other states, and teachers. 123p.
Vermont School Construction: Planning Guide and Standards for Technical Education Centers.
http://www.state.vt.us/educ/new/pdfdoc/pgm_teched/pubs/construction_techcenters_01.pdf (Vermont Dept. of Buildings and General Services, Vermont Dept. of Education, Montpelier , Jan 2001)
Provides guidance in planning and pursuing a technical education construction project, when used in conjunction with applicable construction standards governing technical center construction and the State Board of Education Rules for Capital Construction. Advice on hiring consultants and architects, acquiring state aid, the planning process, permitting, educational specifications, design, construction, standards, and square footage is offered. 27p.
Indiana Technology Education Curriculum. Facility Planning Guide.
http://www.doe.state.in.us/octe/technologyed/pdf/FacilityGuide2000.pdf (Indiana Department of Education, Indianapolis , 2000)
Information on planning for contemporary technology education facilities, fitting programs into laboratories, space requirements for technology facilities, design considerations, and instructional area general considerations. 10p.
Prototypical Facility Educational Specifications.
http://www.pte.state.id.us/document/public.htm (Idaho Division of Professional-Technical Education, Boise, ID , Dec 1999)
This document presents prototypical educational specifications to guide the building and renovation of Idaho vocational schools so they can help communities meet the advanced, professional-technical programs of the future. The specifications start with points to consider when determining school site suitability. The document then sets forth specification guidelines in two main sections. The first covers general building considerations, including circulation, vehicle access and parking, building security, and community use. The second section addresses specifications for specific educational spaces, such as agricultural science and technology, automotive mechanics, electronics, guidance and counseling, and the health professions. 11p.
A Design Handbook for Technology Education Facilities and Other Related Programs
(Florida State Dept. of Education, Div. of Applied Tech., Adult, and Community Education, Tallahassee, FL , 1997)
This manual provides guidelines for school facilities for conducting technology education throughout
the curriculum, especially in Florida. The introductory section of the manual defines technology education and provides information on how it is conducted at each educational level. It also provides technology education guidelines for facility design and for using advisory groups. The following five sections provide procedures for developing a technology laboratory: (1) the program facilities list; (2) educational specifications design documents; (3) architectural plans; (4) contractor bids and construction; and (5) occupancy and post-occupancy evaluations. 62p.
ERIC NO: ED414422; TO ORDER: Florida Department of Education, Product Distribution, Room 6444, 325 West Gaines Street, Tallahassee, FL 32399 (order no. TE101).
Workforce Development Education Facilities Planner.
http://www.eric.ed.gov/contentdelivery (North Carolina State Dept. of Public Instruction, Raleigh, NC , 1997)
This guide provides general information on facilities design, including the following: background and overview; work force development education; using the guidelines; facility design; flexibility and expandability; work force development education spaces such as classrooms, laboratories, teacher work stations, storage areas, and outdoor spaces; shared spaces; space location; lighting; electricity; and security and safety. The second section of the guide provides program-specific information for facilities for the following courses: agricultural education, business education, career development, family and consumer sciences education, health occupations education, marketing education, technology education, and trade and industrial education. The last section lists seven resources. 128p.
ERIC NO: ED407542;
Modular Technology Education Planning Guide: 15 Key Steps To Creating a Successful Technology Education Program at Your School.
http://www.eric.ed.gov/contentdelivery (Hearlihy and Company, Springfield, OH , 1994)
Modular Technology Education (MTE) uses a combination of multi- media and hands-on activities to teach important concepts that increases the students interest level as well as provide students with career choices that best fit their individual interests. This booklet provides 15 key planning steps for developing an MTE program and avoiding development pitfalls. Steps include researching the market and evaluating current resources, evaluating module suppliers, planning the curriculum, budgeting and financial planning, and allocating space and developing a MTE lab. 22p.
ERIC NO: ED429430;
Technology Education Facilities Guidelines.
http://www.eric.ed.gov/contentdelivery (Maryland State Dept. of Education, Baltimore, MD , 1994)
Chapter 1 defines technology education in terms of a vision, educational outcomes, and curriculum and facilities. Chapter 2 focuses on creating technology education facilities and describes the planning process, design, construction, installation of furnishings and equipment, and occupancy and post-occupancy evaluation. Chapter 3 discusses the technology education program for elementary, middle/junior high, and high school education, as well as teaching/learning strategies and laboratory requirements. Chapter 4 provides an overview of technology education facilities design requirements and describes specific areas of the technology education laboratory. Chapter 5 examines general design considerations and site design considerations for technology education, as well as a brief discussion on renovations of existing facilities and IAC (Interagency Committee on School Construction) projects. 61p.
ERIC NO: ED387116 ;
Transforming Facilities: Industrial Arts to Technology Education.
Young-Hawkins, La Verne; Mouzes, Maria (Paper presented at the American Vocational Association Convention, Los Angeles, CA , December 07, 1991)
Five sequential components appear necessary to remodel a laboratory: formulation of a technology philosophy; identification of a technology purpose; curriculum development; curriculum plan preparation; and needs assessment completion. Seventeen recommendations were made for renovating technology education learning environments: develop program philosophy; establish support system; conduct needs assessment; allow philosophy to guide program development; use advisory committees; present program proposal to school board; observe other schools; use resources; use a variety of instructional approaches; seek nontraditional funding; encourage teacher cooperation; articulate program between elementary, middle, and high schools; use equipment to meet curriculum needs; choose relevant equipment; schedule a timeline for transition; plan for flexibility; and include teacher training. 17p.
ERIC NO: ED341868;
Planning Technology Teacher Education Learning Environments.
http://www.eric.ed.gov/contentdelivery/ (Council on Technology Teacher Education, Reston, VA , 1991)
This guidebook may be used to design a technology teacher education laboratory or to remodel a traditional industrial arts laboratory. Components include the: formulation of a philosophy of technology education, identification of the purpose of technology education, development of a curriculum rationale, preparation of a curriculum plan, and completion of the needs assessment. Chapters 3 and 4 focus on identification of instructional support equipment and designing learning environments for technology teacher education. Suggestions are included for planning classrooms, laboratories, and extended learning environments. Chapter 5 addresses assessing existing facilities and the options of modification or expansion. 41p.
ERIC NO: ED356410;
Guidelines for Controlling Indoor Air Quality Problems Associated with Kilns, Copiers, and Welding in Schools
Turner, Ronald W.; et al. (Maryland Department of Education, School Facilities Branch, Baltimore, MD , 1991)
Guidelines for controlling indoor air quality problems associated with kilns,
copiers, and welding in schools are provided in this document. Individual
sections on kilns, duplicating equipment, and welding operations contain
information on the following: sources of contaminants; health effects;
methods of control; ventilation strategies; and environmental standards and
guidelines. Four figures are included. 9p.
ERIC NO: ED353696; TO ORDER: Maryland State Dept. of Education http://www.marylandpublicschools.org/
Selected Colorado Technology Education Programs.
(Paper presented at the American Vocational Association Convention, Cincinnati, OH , December 1990)
The transition from industrial arts to technology education is a priority in Colorado. Millions of dollars
have been and will be spent to renovate industrial arts facilities and laboratories. Four Colorado middle schools have exemplary technology education programs. Descriptions and diagrams of laboratory facilities are included. 33p.
ERIC NO: ED328710;
High Technology in the High School and Its Effect on Curriculum.
Rizzolo, Ralph M. (Paper presented at the Annual Meeting of the National Association of Secondary School Principals, Orlando, FL , 1986)
In a small suburban high school in Pequannock Township, New Jersey, a high-technology laboratory was created which utilizes a satellite communications dish. The high-technology wing of the school also includes an electronics lab, video-technology lab and studio, computer repair area, a drafting center, and a micro-computer center. Students in other disciplines also made use of the facilities to conduct experiments with alternate energy systems, robotics, communications through satellites, fiber-optics, and lasers. 8p.
ERIC NO: ED277340;
Industrial Education Ventilation Study. Volume 1. Final Report.
http://www.eric.ed.gov/contentdelivery/ Stanley Associates Engineering (Calgary Board of Education, Alberta, Edmonton. , May 1983)
A study assessed aspects of ventilation in industrial education facilities in selected junior and senior highs schools in Alberta (Canada). This report describes the purpose of the study and the four test methods used to acquire school specific information. Also discussed are (1) the results of the instructors' perception survey, the ventilation systems' analyses, the dust measurements and the acoustical results; (2) an examination on the critical issues that have arisen from the testing; (3) the related regulations found in Alberta, British Columbia, and Ontario; (4) descriptions of working ventilation standards and developments on what constitutes tolerable exposure limits to airborne toxic substances; and (5) observations made by the study team followed by recommendations on mechanical design changes required, including recommendations regarding basic issues and future research needs. An appendix contains discussions regarding occupational exposure limits for airborne toxic substances. 26 references. 96p.
ERIC NO: ED434488 ;
Industrial Arts Facility Planning Guide.
Hughes, Thomas A., Jr.; And Others (Virginia Polytechnic Inst. and State Univ., Blacksburg, VA , 1978)
This guidebook presents facility guidelines to aid the school planner in determining appropriate facilities
for a model curriculum. The first of four major sections, The Intent of Industrial Arts, discusses the mission and goals, instructional objectives, function of industrial arts, and the model curriculum. Section 2 focuses on facilities for elementary, junior high, and senior high programs. Section 3 addresses architectural considerations such as location and housing, flexibility and expansion, space needs, open laboratory/instructional area, auxiliary rooms, visual comfort and efficiency, ventilation and heating, and floors and surfaces. The final section presents a planning summary of the industrial arts curriculum, suggested industrial laboratories, industrial arts laboratory space needs, industrial arts courses accomodated by respective laboratories, and equipment guidelines 73p.
ERIC NO: ED185339;
Hamilton-Fulton-Montgomery BOCEShttp://www.d4cost.net/d4cweb/projectdetail Design Cost Data; v52 n2 , p38,39 ; Mar-Apr 2008
Profiles this facility housing an alternative high school, career/technical center, and adult instructional programs. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
St. Georges Technical High School.http://www.d4cost.net/d4cweb/ProjectDetail?CaseNumber=EU080326 Design Cost Data; v52 n2 , p26,27 ; Mar-Apr 2008
Profiles this large vocational technical school, accommodating 1,000 students and including three commercial-grade kitchens. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
Building Our Future: Building Exceptional Career and Technical Centers.Blan, Rick; Montes, Fred School Planning and Management; v47 n3 , p54,55 ; Mar 2008
Reviews planning and design considerations for effective career and technical education centers, emphasizing careful programming for current educational needs, and flexibility that accommodates evolution in the job market for which students are being prepared.
Designing Ahead of the Trend.http://www.learningbydesign.biz/2008/feature1.html Massengale, Glenn Learning by Design; n17 , p26-28 ; 2008
Outlines design considerations for career technical education (CTE), advocating flexible spaces; movable equipment; design that supports integrated, interdisciplinary, and off-campus instruction; shared spaces; technology accommodation; and accessibility.
Vocational/Industrial-Arts Areas.
American School and University; v79 n13 , p144,145 ; Aug 2007
Profiles the Southern California College of Optometry, honored in American School and University Magazine's Educational Interiors Showcase. The project successfully blends with the concrete aesthetic of the existing campus Photographs and building statistics are included.
Vocational Educational Facility.
http://www.d4cost.net/d4cweb/ProjectDetail?CaseNumber=EU070751 Design Cost Data; v51 n4 , p51,52 ; Jul-Aug 2007
Profiles this new facility with an agricultural and shop emphasis. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
Building Blueprints: Vo-Tech Facilities.
McCulloch, Michelle School Planning and Management; v45 10 , p68,69 ; Oct 2006
Profiles the Penta Career Center in Perrysburg, Ohio. This 522,000 square foot, environmentally-sensitive facility has a capacity of 2,000 secondary students pursuing career and technical education.
Corner Glass.
http://www.canadianarchitect.com/Issues/ISarticle.asp?id=179771&story_id=177797111 617&issue=10012006&PC=&btac=no Sampson, Peter Canadian Architect; v51 n10 , p33-36 ; Oct 2006
Describes a contemporary addition to a Winnipeg adult education facility that was built in 1898 as a neighborhood school. Plans, photographs, building statistics, and a list of project participants are included.
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.
Vocational/Industrial Arts.
American School and University; v78 n13 , p152 ; Aug 2006
Profiles The System, a cosmetology teaching facility created within a existing retail center, and selected for the American School & University 2006 Educational Interiors Showcase. The project was chosen for its striking black and white design, highlighted by color accents that define and set the mood for the instruction spaces. Building statistics, a list of project participants, and photographs are included.
Hartford Job Corps.
Design Cost Data; v50 n3 , p44-52 ; May-Jun 2006
Describes the eight buildings of this vocational training facility, designed to encourage a post-secondary "community" atmosphere for its students, who often have not graduated from high school. Building statistics, a list of the design and construction participants, cost details, floor plans, and photographs are included.
Wood Shops and Math Scores.
http://www.peterli.com/archive/spm/1127.shtm Abramson, Paul School Planning and Management; v45 n4 , p38 ; Apr 2006
Narrates a situation where a high school wood and metal shop was eliminated to house more academic offerings and improve test scores. Test scores declined, and after several years, it was felt that the loss of the shop had deprived students challenged in math the opportunity to apply mathematical concepts. The shops are scheduled to be restored in the district's planned new construction.
Facility Focus: Mult-Purpose and Community Facilities.
College Planning and Management; v9 n3 , p45-48 ; Mar 2006
Describes the design and programming of four multi-purpose higher education facilities: Cornell's school of hotel administration, continuing/vocational education centers in Illinois and Texas, and a community athletic facility at New Jersey's Raritan Valley Community College.
Ireland's Refurbished St. John's Central College.
http://www.oecd.org/dataoecd/36/0/36098079.pdf Mulrooney, Sarah PEB Exchange; v2005/suppl. n57 , p22,23 ; Feb 2006
Describes this renovated facility which offers vocational and technical training to adults and secondary school graduates. The conveniently-located site was occupied by several dilapidated 1906's-era buildings and some protected historic structures. Construction of a four-storey building and removal of a boundary wall created a visibility for the campus that more accurately reflects its position as a vital community resource.
Honorable Mention Awards: Thoughtful Details and Sustainability Earn Design Honors.
http://www.learningbydesign.biz Learning By Design; n15 , p10-13 ; 2006
Describes eight Honorable Mention winners in this competition, awarded to design firms creating a variety of outstanding educational facilities, including K-12 and higher education, with regular academic, specialty athletic, and vocational facilities included.
Specialized Educational Facilities.
http://www.learningbydesign.biz Learning By Design; n15 , p157-160 ; 2006
Describes the award-winning designs of four specialized school facilities, including an alternative learning center, two vocational/industrial arts facilities, and an athletic center. Lists of project participants, costs, specifications, and photographs are included.
Ballarat Learning Exchange: A Model for Vocational Education and Training in Australia.
Collier, Russell Educational Facility Planner; v 40 n 3/4 , p14-18 ; 2006
Describes this vocational education facility created by a consortium of eight secondary, higher, and vocational education agencies. The planning, design, and construction phases of the project are detailed.
Beauty from the Beast.
http://www.canadianarchitect.com/issues/ISarticle.asp?id=169711&story_id= Chodikoff, Ian Canadian Architect; v50 n11 , p42-45 ; Nov 2005
Describes the conversion of an unattractive institute for cooking, accommodation, and tourism into a facility with new laboratories and demonstration kitchens, as well as a transparent curtain wall that connects to the street, revealing the activity within and offering displays of regional food. Building statistics, a listing of the design and construction participants, cost details, plans, and photographs are included.
Los Angeles' High-Tech High Demonstrates Successful Integration of Technology and Design.
http://www.aia.org/aiarchitect/thisweek05/tw1021/tw1021pw_hightechhs.cfm Livingston, Heather AIArchitect; Oct 2005
Describes the transformation of an auto shop, print shop, and metal shop into a charter school for high-tech career training. The flexible and open plan fuses educational and professional environments to help give students a feel for a contemporary workplace environment. Details of the sustainable design and state-of-the-art furnishings are included.
The New, the Newly Reborn and the Growing
Reese, Susan Techniques: Connecting Education and Careers; v80 n7 , p12-15 ; Oct 2005
A growing school population and deteriorating facilities are among the problems faced by the nation's educational system. Finding solutions to both the overcrowding and the crumbling condition of this nation's schools has fueled a bit of a construction boom, first among colleges and now in the nation's school districts. Within different states and different school districts, there are a variety of solutions that have been implemented or considered in response to the rising enrollments--from new construction to additions to renovating existing buildings. The author proposes that additional career and technical education facilities could help alleviate overcrowding and could boost the economy of an area by ensuring a better prepared workforce.
Lancaster Mennonite School, Ag Tech Facility.
http://www.d4cost.net/d4cweb/ProjectDetail?CaseNumber=EU050948 Design Cost Data; v49 n5 , p48,49 ; Sep-Oct 2005
Describes this expansion of a 1940's building on its constrained site, and the contractors's ability to commit to a tight schedule. Building statistics, a listing of the design and construction participants, cost details, a floor plan, and photographs are included.
Kick It Up a Notch!
http://www.canadianarchitect.com/issues/ISarticle.asp?id=167483&story_id=97639114717&issue Chodikoff, Ian Canadian Architect; v50 n9 , p17-19 ; Sep 2005
Describes the Culinary Arts Demonstration Kitchen Lab and Lecture theatre at Humber College. The noise, traffic, cleaning, safety, and sightline issues in the kitchen were resolved with unique solutions, and the lecture theatre can be divided into two acoustically separate classrooms.
Fostering Success Within the Cyclic Workforce: Seminole Community College's Innovative Approach to Helping Apprenticeship Students Live, Work, and Learn
Garlich, Michael; Tesinsky, Suzanne Community College Journal of Research & Practice; v29 n8 , p591-597 ; Sep 2005
A first of its kind in the state of Florida, the Seminole Community College's Center for Building Construction was constructed as a partnership project between Seminole Community College, industry persons and the state of Florida. A training facility for students in the Construction Trades Apprenticeship Program, the building stands on the SCC Sanford/Lake Mary Campus. Funding originated with donated trade services, labor, and cash from over 90 professionals, contractors and vendors in the surrounding community. Those donations were then matched by the state of Florida in order to provide the facility to Seminole Community College at no cost.
Vocational/Industrial Arts.
American School and University; v77 n13 , p157-159 ; Aug 2005
Presents three vocational education facilities selected for the American School & University 2005 Educational Interiors Showcase. The projects were selected for their functionality, sustainability, craftsmanship, cost-effectiveness, and community connection. Building statistics, designer information, and photographs are included.
Changing the Image of Technical Education Through Design
http://www.aia.org/aiarchitect/thisweek05/tw0729/tw0729connschools.htm Ostroff, Tracy AIA Architect; Aug 2005
The State of Connecticut is upgrading and changing the name of its trade schools from Regional Vocational Technical Schools to Connecticut Technical High Schools. This article describes how the architecture and design of the buildings can help people understand that there is very high-quality education going on at these facilities.
Lamar Institute of Technology, Multi-Purpose Building.
http://www.d4cost.net/d4cweb/ProjectDetail?CaseNumber=EU050732 Design Cost Data; v49 n4 , p32,33 ; Jul-Aug 2005
Describes the conversion of an early 1960's sorority dormitory into a modern technical education facility through partial demolition and a new addition. Interior finishes mimic the natural elements and colors of the surrounding landscape. Building statistics, a listing of the design and construction participants, cost details, a floor plan, and photographs are included.
The National Maritime College of Ireland.
http://www.oecd.org/dataoecd/42/31/35395004.pdf Greville, Eamonn PEB Exchange; v2005/2 n55 , p8,9 ; Jun 2005
Describes this state-of-the-art facility designed to meet new educational requirements set down in 1995 by the International Maritime Organisation. The harborside building emphasises its relationship to the water, and the comprehensive simulation suite is the largest and most up-to-date in Europe.
Technology Demands.
http://asumag.com/mag/university_technology_demands/ King, Michael; Lawrence, Allen American School and University; v76 n13 , p153-155 ; Aug 2004
Describes features of successful career and technology education centers. These include flexible or easily modified interior walls support changing curricula, computers in every classroom, an adequate and easily demarcated main equipment room and satellite equipment rooms, with appropriate environmental controls, floor coverings, and connectivity.
Science and Technology Facilities.
http://www.oecd.org/dataoecd/16/13/36134510.pdf PEB Exchange; v2004/2 n52 , p13-19 ; Jun 2004
Presents four articles on secondary and higher education science facilities. The first presents a view on approaches to teaching science in school and illustrates ideal science facilities for secondary education. The second reports on improvements to the Science Complex at the Universite du Quebec a Montreal. The third describes a secondary level vocational training center devoted to new technologies in Quebec. The fourth describes an Australian science and mathematics magnet school.
Open University.
http://www.architecturemag.com/architecture/search/search_display.jsp?vnu_content_id=1000505642 Larsen, Lars Bang Architecture; v93 n5 , p66-71 ; May 2004
Describes this new information technology education facility in Copenhagen that was designed to set an architectural precedent in a previously undeveloped area. Teaching areas are concentrated around a large atrium, but the cafe and social spaces are situated at the tips of the building, with the intention of engaging the surrounding community.
Rethinking Community College Space Planning to Accommodate Workforce Development.
Germishuizen, Anton; Hassan, Haydar Facilities Manager; v20 n2 , p36-39 ; Mar-Apr 2004
Discusses space planning for rapidly-expanding workforce development programs in community colleges. Students in these programs are typically working adults, married with families, and more likely to be immigrants. The amenity requirements vary widely and are frequently not recognized until programs are established and outgrowing their space.
University Center at Gaylord, M-TEC Educational Center.
http://www.d4cost.net/d4cweb/ProjectDetail?CaseNumber=EU031110 Design Cost Data; v47 n6 , p10,12 ; Nov-Dec 2003
Describes this technology center designed to simultaneously serve both traditional university and vocational students. The floor plan separates the spaces for the two disciplines, but mixing is encouraged by the connection through the commons and Learning Resource Center. Building statistics, a listing of the design and construction participants, cost details, a floor plan, and photographs are included.
University Technology and Learning Center, Lawrence Technological University.
http://archrecord.construction.com/projects/bts/archives/universities Gallagher, John Architectural Record; v191 n11 , p176-79 ; Nov 2003
Describes the named building, which created a new entry to the campus while accommodating the architecture and engineering departments, as well as providing meeting space for other disciplines. Includes project information, photographs and plans. [Free subscriber registration is required.]
Katy ISD Agricultural Sciences Center.
http://www.d4cost.net/d4cweb/ProjectDetail?CaseNumber=EU030948 Design Cost Data; v47 n5 , p48,49 ; Sep-Oct 2003
Describes the new Katy consolidated agricultural sciences center which serves four high schools, features flexible animal housing, and uses timber to avoid the premature corrosion associated with steel and high concentrations of ammonia from animal waste. Building statistics, a listing of the design and construction participants, cost details, a floor plan and photographs are included.
Vocational/Industrial Arts.
American School and University; v75 n12 , p136-37 ; Aug 2003
Presents high school and college vocational/industrial arts buildings considered outstanding in a competition which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent 2 days reviewing projects, highlighting unique concepts and ideas. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date.
Fairfield Career Center Addition, Carroll, Ohio.
Design Cost Data; v47 n4 , p40-41 ; Jul-Aug 2003
Describes this 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 case study of construction costs and specifications. Also includes the floor plan and photographs.
Building 21st Century Schools: Designing Smarter, Sleeker High-Tech Facilities.
http://www.acteonline.org/members/techniques/2002-2003 Cutshall, Sandy Techniques: Connecting Education and Careers; v78 n3 , p18-21,60-61 ; Mar 2003
The demand for high-tech programs in tandem with traditional classes challenges school districts to provide flexible facilities for career and technical education. Some districts partner with local businesses to develop state-of-the art facilities and deal with costs, upkeep, and upgrading. Some high-tech educational facilities are themselves educational tools.
School Construction: Technology Is Changing the Way Kids Learn. . . and the Classrooms in which They Do It.
http://archrecord.construction.com/resources/conteduc/ Daniels, Stephen H. Architectural Record; v191 n3 , p159-63 ; Mar 2003
Examines recent trends in technology education and how learning success can be influenced by effective design. Describes several technology labs, including those in which modular units replace typical classrooms and curriculum, and discusses the environments necessary to accommodate successful project-based learning. [Free subscriber registration is required.]
Two Vocational Training Schools in Quebec.
http://www.oecd.org/dataoecd/46/16/34270551.pdf Thibault, Cyrille PEB Exchange; v2003/1 , p19-20 ; Feb 2003
Describes two recent vocational education school construction projects in Quebec: a school of forestry and wood technology, and a steelwork training center.
The William D. Ford Career/Technical Center: Creating a World Class Training Facility.
Buehler, Jake Educational Facility Planner; v39 n1 , p25-28 ; 2003
Describes the renovation of this 1981 vocational-technical education facility into a high-tech training facility providing instruction in computer-aided manufacturing, robotics, HVAC design, and construction technology. The center partners with industry and is used by adult for continuing education after school hours.
New Designs for Career and Technigal Education: The Southern Indiana Career and Technical Center.
Copa, George; Shoulder, Michael; Yeager, Robert Educational Facility Planner; v39 n1 , p15-20 ; 2003
Describes the planning and design process for this facility serving five counties in southwest Indiana. The process addressed the context, audience, image, expectations, process, organization, partnerships, staff, environment, and financial operations of the center. (Includes five web resources.)
Indoor Field Trips.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v5 n7 , p30-32 ; Nov-Dec 2002
Describes the design of a new technical education center at Daytona Beach Community College. The facility was designed to be an educational tool to enhance the curriculum's workforce development efforts.
Vocational/Industrial Arts.
American School and University; v74 n12 , p147 ; Aug 2002
Describes the design of notable school vocational/industrial arts facilities, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs.
Science Facilities.
http://www.insideoutarch.com/what_goes.htm Biehle, James T. School Planning and Management; v41 n8 , p34-35 ; Aug 2002
Describes how schools in Carroll County, Maryland; Toronto, Ontario; Durham, North Carolina; Englewood, Colorado; and Troy, New York, are renovating their vocational areas for inquiry- based, hands-on science learning. Includes sample floor plans and photographs.
The New Trend in Career and Technical Education.
Ottman, Joey School Planning and Management; v41 n6 , p62-64 ; Jun 2002
Describes the design of Eastland Career Center's new cosmetology laboratory in Columbus, Ohio; the aim was to provide a hip, high-end salon image that operates functionally for classroom purposes and draws more students to the school's cosmetology program.
Alabama Magnet School Races toward Job Market.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v5 n1 , p16-17 ; Jan-Feb 2002
Describes Alabama's Brewbaker Technology Magnet High School, which was built for only $70 per square foot. Explores the relationship between its school-to-work, collaborative-learning approach and the building's design.
Career Technical School Facilities.
Dingeldein, Mike School Planning and Management; v40 n12 , p44-45 ; Dec 2001
Explores the change in today's career technical schools resulting from the growing demand for a technologically savvy workforce. The article highlights community development of career academies.
Elementary School Computer Labs.
Barrett, Elizabeth School Planning and Management; v40 n8 , p36-37 ; Aug 2001
Examines how computer labs in elementary schools should be designed to create an information-rich environment that lets students easily interact while learning new skills. Stresses computer lab designs that result in flexible multiple-purpose spaces that encourage students to collaborate.
A School That Works.
http://www.nwrel.org/nwedu/summer01/schoolworks.html Paglin, Catherine Northwest Education; v6 n4 , p20-23 ; Summer 2001
Alpha High School in urban Gresham (Oregon) houses a school-to-work program and was designed, with student involvement, as a business. Movable walls and cabinetry provide the flexibility to accommodate general assemblies, combine classes for team teaching, or break classes up into small working groups. A business lab enables businesses to set up shop temporarily in the school
Rethinking School Design.
Smith, Jana J. Buildings; v94 n8 , p50,56,59 ; Aug 2000
Describes the design process of a revolutionary high school design that melds technology and the arts to provide students with employable skills that future job markets require.
Enabling the Classroom
French, Howard P. Techniques: Making Education and Career Connections; v74 n3 , p36-38 ; Mar 1999
Offers suggestions for adapting vocational and technical labs and classrooms to
accommodate students with disabilities. Suggests that teachers talk with students about their
disabilities and lists sources of additional information.
When the School Is a Workplace
Dykman, Ann Techniques: Making Education and Career Connections; v73 n2 , p20-23 ; Feb 1998
Describes two new vocational schools--the Laurel Oaks Educational Center in Cincinnati, Ohio, where
glass-walled classrooms look out on a mall to promote community, and the Tulsa, Oklahoma, Technology Center that will include two jet-sized hangars, a runway, and a pressure chamber to measure the physical effects of altitude.
Mixing It Up
Lee, Mike Techniques: Making Education and Career Connections; v72 n8 , p14-17 ; Nov-Dec 1997
Southridge High School was funded by a U.S. Department of Education grant to
design a building for an integrated vocational/academic program. The curriculum includes
cross-discipline team teaching, block classes, and an academy program.
Rock Port Celebrates New Technology Center
Grones, Freda Roundup: Journal of the Monolithic Dome Institute; v11 n1 , p14-15, 22 ; Summer 1997
Discusses the advantages dome architecture gave to a new school technology center
in Rock Port (MO). Advantages cover energy cost savings, lighting, storage space,
aesthetics; and accessibility and convenience.
Buffet-Style Learning
Potosky, Alice Techniques: Making Education and Career Connections; v72 n2 , p40-43 ; Feb 1997
Discusses modular technology labs and their effect on education. Describes modules offered by CHEC Systems (Consumer and Home Economics); Paxton/Patterson; Marcraft; Lab-Volt; Synergistic Systems/Pitsco; as well as some that were created from the ground up by teachers.
Less Building, More Results.
http://www.allbusiness.com/educational-services/576729-1.html Hill, Franklin School Planning and Management; v35 n4 , p33-36 ; Apr 1996
George Washington Bush Middle School (Washington) is built to accommodate a design and technology
program. Technology education and information resource areas are located centrally to a cluster of eight general classrooms.
Vo-Tech Goes Hi-Tech.
http://www.allbusiness.com/educational-services/576643-1.html Freeman, Laurie School Planning and Management; v35 n3 , p30-32 ; Mar 1996
Former industrial arts classrooms in Algonac, Maine, now rely on technology, particularly computers, to
teach marketplace-oriented skills. The changes began with one-time-only grants earmarked for development of new high-tech shop space. The high-tech push at the middle school was immediately felt at the district's high school and four elementary schools.
Designing the Technology Facility of the Future: An Interview Article
Burke, Barry Technology Teacher; v55 n3 , p3-8 ; Nov 1995
The development and design of a technology education facility for the Montgomery County school
system are described.
Airborne Contaminants in the TE Lab: How to Reduce Your Exposure
Zeimet, Denis E.; Merrell, Wayne L. Technology Teacher; v54 n6 , p31-34, 36-38, 41 ; Mar 1995
Details the dangers from airborne contaminants in technology education laboratories and ways to
protect students from them, including ventilation, acceptable limits, and guidelines for using respirators.
Technology Labs of the Nineties
Wright, John TIES Magazine; v3 n4 , p14-18 ; Apr-May 1991
Three rationales are provided for the ideal laboratory facilities needed to teach a technology education
course. The equipment and types of activities needed to enhance learning are described. A model that represents the various technologies that make up the components of technology education laboratories is presented.
Facility Design in Action
Barrowman, Thomas TIES Magazine; v3 n4 , p34-39 ; Mar-Apr 1991
Five technology teachers describe how they would design the technology laboratory for the future. What
it would look like, who would use it, what kind of activities would be done in it, the required equipment and supplies, and the expense of the lab are discussed.
Research
Review:
Impact of
Physical Environment on
Academic Achievement of High
School Youth
Burkhalter, Bettye B. Educational Facility Planner; v21 n1 ; Jan-Feb 1983
Burkhalter reports on research involving high school
students who were immersed in a high-tech vocational
program at the Alabama Space and Rocket Center and
students who participated in traditional career exploration
programs at their respective vocational centers.
Significantly greater growth in career awareness was
reported for the youths in the experimental environment
setting than those in the traditional setting.
Association for Career and Technical Education
http://www.acteonline.org
The Association for Career and Technical Education is the largest national education association advancing education that prepares youth and adults for careers. Includes annual convention and trade show, workshops, legislative advocacy, publications, awards program, and professional resources. Links to U.S. government, state, schools, and other organizations.
International Technology Education Association
http://www.iteawww.org ITEA is the professional organization of technology teachers. In addition to standards, resources, curriculum materials, professional development, and conference information, the Web site has an online version of The Technology Teacher magazine.
National Research and Dissemination Centers for Career and Technical Education.
http://www.nccte.org/ NCCTE is a consortium of research centers from the University of Minnesota, Ohio State University,University of Illinois,Oregon State University, and Pennsylvania State University, and is funded by the Office of Vocational and Adult Education, U.S. Department of Education. The partners are committed to providing innovative approaches to improving the practice of secondary and post-secondary career and technical education at
local, state, and national levels.
Paxton/Patterson EduSystems
http://www.paxtonpatterson.com/ Paxton/Patterson, a commercial vendor, provides Technology Education and Technology and Family & Consumer Sciences modular learning systems, as well as tools, equipment, furniture, and supplies for vocational and industrial education.
Technology Education Lab
http://www.techedlab.com Includes technical education products and services, resources, grant and funding information, and links.
TIES: The Magazine of Design and Technology Education
http://www.tcnj.edu/~ties/
Ties magazine supports technology education and the integration of math, science and technology curriculum mainly in middle, junior and senior high schools. Subscriptions are free.
U. S. Department of Education. Office of Vocational and Adult Education.
http://www.ed.gov/offices/OVAE/ The OVAE website has information, research, and resources to help prepare young people and adults for postsecondary education, successful careers, and productive lives. OVAE's activities fall into four areas: High Schools, Career and Technical Education, Community Colleges, and Adult Education and Literacy. Includes information on these topics, plus related legislation, grants and other resources.
Distance Learning and Videoconferencing Classrooms http://www.edfacilities.org/rl/distance_learning.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on the design of classrooms and the implementation of technologies for distance education, e-learning, and videoconferencing in school and university facilities.
Technology Integration 1990-2005 http://www.edfacilities.org/rl/technology.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles published between 1990 and 2005 on integrating technology into new or renovated school buildings.
Technology Integration 2006-2008
http://www.edfacilities.org/rl/technologyII.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles published between 2006 and 2008 on integrating technology into new or renovated school buildings.
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