The document discusses the planning, programming, and design process for educational learning environments. It outlines several key phases in the planning process including determining community principles and values, developing purposes, examining context, specifying realistic aspects, and envisioning and selecting alternative school designs. It emphasizes stakeholder involvement and an iterative planning approach. The document also covers architectural design steps such as selecting firms and basic design services. Overall it provides guidance on creating school facilities through collaborative multi-phase planning that meets community needs.

1. Planning,
Programming,
and Design of
Educational
Learning
Environments
- Omar M. Adra
- Fida Merhi
- Jana Bou Reslan
School Facilities – SLU
(June 2014)

2. Planning,
Programming,
And Design of
educational
Learning
Environments

3. Planning and Programming
 Lead the school system to make an agreement
with an architectural firm to complete design and
construction.
 Involve many stakeholders through
communication.
 Are interchangeable yet separate as planning
integrates community needs & programming to
influence design.

4. Programming
 A verbal and symbolic description and explanation
of all activities the learning environment is
expected to facilitate.
 Dependent on planning
 To avoid the reality check (demanded resources#
available ones planning and programming for a
capital project is needed.

5. Cookie Cutter Schools
 Contribution from students, the community,
educational professionals, planning and design
professionals (active consumers) Sanoff (2000).
 Awareness, perception, decision making are
included while learning from each other.
 School is a community owned& concern.
 Ongoing or periodic process

6. Approach to the Investigation
 The Guide for School Facility Appraisal & Assessment scales
provide approximate measures of the school environment
which:
a. Enhances learning and teaching
b. Serves the community
c. Involves all stakeholders
d. Pertains safety, health, and security
e. Uses all resources effectively
f. Allows for flexibility and adaptability to changing needs

7. Phases in Planning
Five Participatory Design Principles:
 No best solution
 Expert decisions are not always better than lay
ones
 Milestones should be discussed
 Open forum
 Continuous and ever-changing process

8. I. Determine the Principles and
Values of the Community
a. What is to be learned?
b. How does learning occur?
( Behaviorist, Constructivist theories)
 Flexible block learning to meet curriculum,
students needs, and overcome discipline
problems.

9. II. Develop a Purpose
 Perceptions= reality so the learning environment
should serve as a center of the community
 Partnership between all stakeholders= civic &
learning activities
 School = hub = an inviting place= user friendly
 Fosters a relationship between school and
community

10. III. Examine the context
 Internal scan of the political, economic, social,
demographical, multicultural influence
 Population forecast, demographic analysis,
financial information leads to shaping the context,
specification of space needs and capacity
 This reveals the possibility of new types of sts.,
demands on programs and facilities.

11. IV. Specify what is realistic
 Planner Interprets the information in light of
political and economic possibilities
 Has excellent leadership skills, special
characteristics to overcome roadblocks and avoid
surprise

12. V. Envision Alternative School
Environment
• Future school
a. preparing sts. To be productive, ethical,
and effective members
b. Curriculum through block scheduling
c. Partners will have more voice
d. Space for life
e. Teaching values
f. Tech based activities

13. VI. Select the best alternative
 Cost benefit analyses
 Implementation of feasible solutions
 Looking for benefits over a specific period of time
 Choosing the best alternative
 Going from words to spaces to places

14. VII: Program the best alternative
 Specify the physical environment (bubble
diagrams, scaled drawings, computer aides design
programs)
 Include indoor and outdoor space, equipment,
furniture, storage, technology, other
considerations
 Considered a pre design phase

15. VIII. Complete final Design and
Preconstruction Activities
 Translation of planning programming, and
sketching into design.
 Form should follow function

16. IX & X: Construct &Occupy
the facility
 No straightforward milestones
 Guidelines depending on the context, legal and
environmental issues

17. Link with previous material
Recap.: two underlying principles
1- Establish principles and values surrounding
the learning environment
2- Know the educational purposes for the
physical environments
NB: If decision has been made to construct
a new school, the model described here
can serve as a facilitator for the planning
process

18. Milestones: “Not written in
stone”
TWO important notes:
A- Milestones not necessarily implemented
in a linear fashion presented thereafter
B- There is no precise set of milestones that fit
all planning problems; still, the following
“provide a sound direction for realistic
involvement in developing educational
learning environments” (Tanner & Lackney,
2006)

19. Basic Milestones in Planning
Capital Projects: Estimated
time/responsibility
 1- begin the planning process (1m./
superintendent)
 2- forecast student enrolment (2m./research
unit)
 3- determine educational feasibility
(2m./facilities director)
 4- establish architectural feasibility
(2m./facilities director)
 5- prioritize needs (1m./school board &
superintendent)

20. Basic milestones (continued)
6- adopt findings of the needs assessment
(1m./school board)
7- choose to build a new school or renovate existing
ones (1m./school board)
8- develop capital budget estimates (2m./director of
finance)
9-acquire financing for the project (4m./school
board and superintendent)
10- appoint the school’s principal (1m./school board)
11- select an architectural firm (2m./school board
upon recommendation by superintendent)

21. Basic milestones: Needs and
Estimates
12- design the school (6m./school principal, educators,
community, and architect)
13- stipulate the needed school furniture (2m./school
principal, educators, community, and architect)
14- select the construction manager
(1m./superintendent, facilities director)
15- schedule the project (1m./ school officials and
architect)
16- obtain 35% cost estimates (2m./ architect and
facilities director)
17- prepare final construction documents (2m./architect
and facilities director)
18- secure financial cost estimates (3m./architect)

22. Basic premises: advertising
and receiving bids
19- advertise bids for construction (3m./school board
and superintendent)
20- receive bids for construction (1m./school board
and superintendent)
21- award construction contract (1m./school board
and superintendent)
22- obtain permits to begin construction
(1m./superintendent and facilities director)
23- advertise bids for school furniture (1m./ school
board and superintendent)
24-receive bids for furniture (1m./school board and
superintendent)

23. Basic milestones: Construction
25- construct the school (18 m./ general
contractor)
26- monitor construction program (18m./
construction manager, school principal, an
facilities director)

24. Basic premises: following
construction
27- install school furniture (1m./ vendors, school principal and
facilities director)
28- complete punch list (a detailed checklist regarding
mechanical devices) / verify performance (1m./principal,
construction manager and general contractor)
29- accept the school (1m./school board)
30- orient staff and community to building (1m./school
principal)
31- evaluate the school planning, design and construction
process (1m./ school principal, community, facilities director
and superintendent)
32- complete warranty inspection (1m./construction manager)

25. Architectural design:
The basic premise
Meeting the community’s needs and
expectations for a school facility “for many
years to come” can occur when school
designs are based on the outcomes of an
effective, multi-stakeholder planning
process

26. Architectural design: Common
Steps
 Although these might differ depending on the
district, there are several steps that commonly
occur during the architectural design phase:
• An architectural firm is chosen to prepare
drawings – this firm is also involved in the
planning stage and programming activities
• A set of guidelines has been developed by
the AIA for choosing an architect based on
the firm’s qualifications

27. QBS – Qualification Based
Selection
Recognizes the architect as playing a critical role in the design
and construction of public school facilities; includes the
following steps:
1- developing a preliminary scope of work statement
2- determining a schedule of activities
3- compiling a list of architectural firms
4- receiving statements of qualifications
5- determining short list of 3-5 architects
6- informing all architectural firms
7- arranging a tour for the short-listed ones
8- conducted interviews with the short-listed
9- informing the short-listed of the interviews results
10- negotiating contract with the selected architect

28. Basic Design Services
Basic design services provided by the
architectural firm include:
A- schematic design
B- design development
C- construction document and
specifications
D- bidding and negotiations
E- construction administration

29. Involving the Outside
Community
The use of a variety of highly skilled professionals
is of great importance in the design process
HOWEVER
Involving the outside community in the early
stages of the design process is of importance
too; this will reap several benefits:
1- positive community spirit
2- better overall school building
Note: such process may be time-consuming;
care needs to be taken while developing
methods of involving them

30. http://animoto.com/play/uPY44sGZUSKTAhvP2AUTPg
The Relationship
Between Planning
and Design Activities

31. The Architectural Design
Process
 Selecting an Architect
 Basic Design Services
 Construction Documents and
Specifications
 Bidding and Negotiation
 Construction Administration
 Community Involvement in Design

32. Applications of
School Design Principles
(Animoto video)

33. 1- Fearn Elementary School,
North Aurora, Illinois

34. Fearn Elementary School,
North Aurora, Illinois

35. 2- Davidson Elementary School
Davidson, North Carolina

36. Davidson Elementary School

37. Fearn & Davidson commonalities
 Meander circulation while
ensuring supervision
 Integrate early childhood
education into the school
 Create privacy niches
 Maximize natural & full-
spectrum lighting
 Allow for transitional spaces
between indoor & outdoor
spaces
 Separate children and
pedestrians from vehicles &
service

38. 3- Cragmont Elementary School3- Cragmont Elementary School
Berkeley, CaliforniaBerkeley, California

39. Cragmont Elementary SchoolCragmont Elementary School

40. Cragmont Elementary SchoolCragmont Elementary School

41. Cragmont Elementary SchoolCragmont Elementary School

42. Cragmont Elementary SchoolCragmont Elementary School
 Plan schools as neighborhood-scaled community
learning centers
 Respect contextual compatibility while providing
design diversity
 Establish a community forum
 Design healthy building => maximize natural &
full-spectrum lighting
 Establish a variety of outdoor learning
environments
 Separate children and pedestrians from vehicles
& service

43. 4- Crosswinds Arts and Science Middle4- Crosswinds Arts and Science Middle
School- Woodbury, MNSchool- Woodbury, MN

44. Crosswinds Arts & ScienceCrosswinds Arts & Science
Middle SchoolMiddle School

45. Crosswinds Arts & Science Middle SchoolCrosswinds Arts & Science Middle School
 Respect contextual compatibility while providing
design diversity
 Meander circulation while ensuring supervision
 Establish a community forum
 Create privacy niches
 Weave together virtual & physical learning spaces
 Separate children & pedestrians from vehicles &
service

46. 5- Noble High School5- Noble High School
North Berwick, MaineNorth Berwick, Maine

47. Noble High School North Berwick, MaineNoble High School North Berwick, Maine

48. Noble High School North Berwick, MaineNoble High School North Berwick, Maine
 Design for safe schools
 Establish a community
forum
 Allow for community
conferencing
 Weave together virtual
& physical learning
spaces

49. 6- The School for Environmental Studies6- The School for Environmental Studies
Apple Valley, MinnesotaApple Valley, Minnesota

50. The School for Environmental StudiesThe School for Environmental Studies
 Establish a community
forum
 Create privacy niches
 Weave together virtual
& physical learning
spaces
 Design for appropriate
acoustics
 Establish a variety of
outdoor learning

51. SES: School for Environmental Studies
 Shared teacher offices

52. 7- The Gary & Jerri-Ann Jacobs7- The Gary & Jerri-Ann Jacobs
High Tech High SchoolHigh Tech High School
San Diego, CaliforniaSan Diego, California

53. The Gary & Jerri-Ann JacobsThe Gary & Jerri-Ann Jacobs
High Tech High SchoolHigh Tech High School
 Plan for learning to take place directly in the
community
 Meander circulation while ensuring supervision
 Establish a community forum
 Create privacy niches
 Weave together virtual & physical learning
spaces
 Provide for opportunity training

54. 8- Harbor City Charter School8- Harbor City Charter School
Duluth, MinnesotaDuluth, Minnesota
Safe design & privacy niches

55. 9- Henry Ford Academy9- Henry Ford Academy
Dearborn, MichiganDearborn, Michigan
Learning to take place directly
in the community

56. Learning Environment Designs
at Stanford University
 https://www.youtube.com/watch?v=FV1fUiRprBk