Schools Designed for Learning: Denver Schoold of Science and Technology

presented by:

American Architectural Foundation

KnowledgeWorks Foundation

Target

Schools Designed for LearningTHE DENVER SCHOOL OF SCIENCE AND TECHNOLOGY

video and resource guide

PRESENTED BY:

The American Architectural Foundation (AAF) is a national nonprofit organization that seeks to educate individualsand community leaders about the power of architecture to transform lives and improve the places where we live,learn, work, and play. Through numerous outreach programs, grants, and educational resources, AAF inspirespeople to become thoughtful and engaged stewards of the built environment.

AAF’s Great Schools by Design initiative aims to improve the quality of America’s schools by promoting good design,encouraging collaboration in the design process,and providing leading-edge resources that empower schools andcommunities to transform themselves. At AAF, we seek to make individuals and communities aware of their vitalrole in shaping the world around them. For more information, please visit us online at www.archfoundation.org.

KnowledgeWorks Foundation is committed to furthering universal access to high quality educational opportunitiesfor individuals to achieve success and for the betterment of society. The Foundation seeks to increase the numberand diversity of people who value and access education, by creating and improving educational opportunity at pre-kindergarten through high school and post-high school institutions and through community organizations.

In Ohio and across the nation, billions of dollars are being spent on the rebuilding of our nation’s publicschools. KnowledgeWorks Foundation recognizes this investment as a tremendous opportunity to re-connectthe public with public schools – to bring a diverse group of stakeholders to the table to consider the relationshipbetween the new schools and their communities. As community members discuss how the school can serve as a center of community and how the community can further the mission of the school, KnowledgeWorksFoundation believes that such conversations will lead to more effective schools and healthier neighborhoods.With AAF, KnowledgeWorks Foundation is a partner on the Great Schools by Design video series and was a partner on the National Summit on School Design. For more information, please visit us at www.kwfdn.org.

Minneapolis-based Target serves guests at 1,494 stores in 47 states nationwide by delivering today’s best retail trends at affordable prices. Target is committed to providing guests with great design through innovativeproducts, in-store experiences, and community partnerships. Whether visiting a Target store or shopping onlineat Target.com, guests enjoy a fun and convenient shopping experience with access to thousands of unique and highly differentiated items. Target (NYSE: TGT) gives back nearly $3 million a week to its local communitiesthrough grants and special programs.

Since opening its first store in 1962, Target has partnered with nonprofit organizations, guests, and team membersto help meet community needs. With AAF, Target is a presenting sponsor of Great Schools by Design. For moreinformation, please visit www.target.com.

presented by:

American Architectural Foundation


Target

Schools Designed for LearningTHE DENVER SCHOOL OF SCIENCE AND TECHNOLOGY

video and resource guide

Like many of us, you probably attended a traditional school that had an institutional feel and standard classroom layout.

Perhaps it didn’t even have windows or adequate ventilation. But the nature of education today has become more interactive

and experiential. Students now have the opportunity to learn in multiple ways, and the spaces where they learn should

be equally varied. Our school facilities should reflect the latest thinking in education.

For students at the Denver School of Science and Technology, learning takes place in an environment that is engaging,

instructive, and comfortable. The building is an example of design supporting learning, and it provides spaces that are

both flexible and inspiring. In addition, the school is outfitted with cutting edge technology—the building is a wireless

environment, and each student works with a laptop computer. These students learn in new and exciting ways every day.

It is truly a school that has been designed to promote student achievement, and you will see many examples of this

powerful idea in the video.

Within this resource guide, you will find an overview and history of the Denver School of Science and Technology, a checklist

of ways that school design can support learning gathered from the Design for Learning Forum held by the American

Architectural Foundation and Target, and reference materials on how to create an effective discussion about the video.

We hope that the video and resource guide help generate discussions and enthusiasm in your community about

the importance of design excellence in your schools.

These educational resources are one part of the American Architectural Foundation’s Great Schools by Design, an initiative

that promotes collaboration, design excellence, and innovation in the design of educational facilities. School design

institutes, publications, videos, and forums provide community leaders, educators, and design professionals with a wealth

of information to help improve school design across the country. AAF is proud to have partnered with Target as a presenting

sponsor of Great Schools by Design and with KnowledgeWorks Foundation as a partner on the Great Schools by Design

video series and the National Summit on School Design.

Our schools are great investments in the future, and we cannot afford to neglect the design of these facilities and their

impact on students. Thank you for your commitment to improving the quality of America’s schools.

When you attended school, did you learn in a place that had brightly painted walls, a loft-like atmosphere, and comfortable sofas to sit on withyour friends between classes?

Ronald E. BoglePresident and CEOAmerican Architectural Foundation

Chad P. WickPresident and CEOKnowledgeWorks Foundation

Laysha WardVice President of Community RelationsTarget

About the Denver School of Science and Technology

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Smart Design Strategies for Student Achievement . . . . . . . . . . . . . . . . . . 10

How to Use the Video in Your Community . . . . . . . . . . . . . . . . . . . . . . . . 20

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Video

Schools Designed for Learning:

The Denver School of Science and Technology . . . . . . . . . Inside back cover

Table of Contents

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4 schools designed for learning

Opened in 2004, the Denver School of Science andTechnology (DSST) is a unique and innovative public charterhigh school located in Stapleton, Colorado, a redevelopedneighborhood near downtown Denver. The neighborhood, now filled with a new community of housing and businesses,is the site of the former Stapleton International Airport.

When the new Denver International Airport was completed in 1995, Stapleton International was closed, and the sitebegan its journey toward becoming a residential and businessdistrict. After master planning by the city of Denver, the sitewas sold to developer Forest City Enterprises, Inc. The goalwas to create a neighborhood that would be pedestrian-friendly and dense in population. DSST is located on a 10-acresite within this development and will accommodate 425students when it is at full capacity in 2008. It is housed in a unique, colorful, award-winning building in which boththe building structure and the mechanical systems areexposed in order to facilitate learning.

The school’s student body is diverse, with a student populationof approximately 34 percent African American students, 24 percent Hispanic students, 34 percent white students, 3 percent Asian students, 5 percent other backgroundsand 44 percent low-income students overall. DSST is representative of the economic and racial diversity of theDenver region. Students entering the school are selectedthrough a blind lottery system and come from up toapproximately 50 middle schools in the region, includingpublic, parochial, and private schools.

The primary goal of DSST is creating a community of learningthat focuses on fostering both academic and personal successthat is based on a liberal arts curriculum geared towardmath and science. The importance of community is visiblethroughout the school, in both the organization of spacesand the spirit of the students. The school also seeks toclose the achievement gap that exists with science andmath in the United States and serve as a model for otherschools nationwide.

DSST SnapshotCompleted: January 2005Square footage: 65,883 square feetCost: $11 millionCurrent school population: 238Projected school population: 425Current Grade Levels: 9–10Projected Grade Levels: 9–12

At DSST, learning happens in many different spaces throughout the school.

Overview

ABOUT THE DENVER SCHOOL OF SCIENCE AND TECHNOLOGY

schools designed for learning 5schools designed for learning 5

HistoryDSST is part of a movement in education toward creatingsmaller high schools that encourage the personalization of education through the design of the school facility. It is also part of a trend toward creating schools that specialize in science, technology, engineering, and math, often referred to as STEM schools. Examples of this type of school exist inCalifornia, Illinois, North Carolina, and other states. One of theearliest examples of this type of specialized school was HighTech High School, which opened in San Diego in 2000. Manyof the design ideas at the core of DSST were derived from HighTech High, as well as the Integrated Teaching and LearningLaboratory at the Engineering School of the University ofColorado—though they have been adapted for the particularneeds and requirements of the Denver community.

The creation of DSST grew from a desire to create a high-performing school that would serve as a model for otherDenver schools and help increase student achievement inmath and the sciences. It also was seen as an opportunityto have students interact with the growing science, medical,and design-based businesses located in Colorado andeventually to provide college-educated skilled workers for those industries.

The school was founded by David Greenberg, an educationreformer and businessman, with the support of ColoradoGovernor Bill Owens and other education leaders in thestate such as Jackie Sullivan, an engineering professor atthe University of Colorado at Boulder. The school receivedstart-up funding from the Bill & Melinda Gates Foundationand then raised $15 million in construction and operatinggrants from a wide variety of philanthropic and corporatedonors, including a $5 million investment from DenverPublic Schools. The Denver Public Schools Board approvedthe school’s charter on September 16, 2002. Construction of the new campus began in February 2004 and was completed in January 2005.

DSST’s building cost $11 million and contains 65,883 squarefeet, which is $130 per square foot in 2002–03 dollars.Forest City, the developer of the Stapleton neighborhood,donated 10 acres of land to the school as part of its strategyto use great schools as a means of attracting families to the neighborhood and encouraging business development.

Overall, the cost of the Denver School of Science and Technology was comparable with that of other high school projects in the Denver area,demonstrating that design excellence need not cost more than cookie-cutterinstitutional design. The architecture firm for the project, klipp, found that the school’s innovative design ended up costing $1 less per square foot to build than the average local high school in the Denver area.

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Design

Behind the bright colors and unique geometry of spaces at DSST lies a relationship to the way academics are taughtand community is formed at the high school. Designed byklipp, an architecture firm in Denver that has created manysuccessful educational and civic structures, the school isflexible and aims to support student achievement throughthe design of its spaces. Located at the southwestern cornerof the new Stapleton neighborhood, the school is an iconicpresence that serves as an example of the value the communityputs on education and students. The building is designed to complement the residential scale of the neighborhood,and it is sited to face the street and neighborhood, with the parking lot located behind the building.

The school features a series of gathering spaces that can be used for various academic and social purposesthroughout the day. The largest of the gathering areas, near the school’s entrance, is where the school’s daily“morning meeting” for both students and faculty is held.Student and faculty announcements, skits, and other community functions are all encouraged in this communal setting. Each of the three academic areas, or “pods,” also includes spaces for gathering that have comfortable,noninstitutional furniture where students can study and

socialize. The overall feel of the spaces is relaxed, comfortable,and dignified. These academic clusters are linked by a“galleria,” or large open hallway, that is lined with skylightsand also serves as a gathering place for students and facultymembers. The second floor of the school, not yet in use,will be occupied by students in grades 11 and 12; it providesclassroom space, studio space, and project space suited to older, more independent students.

SCIENCE LAB

FLEXIBLE LEARNING SPACE

TEACHER OFFICES

CLASSROOM

STUDIO

ADMINISTRATION

CAFETERIA

GYMNASIUM

GALLERIA

POD #3 POD #2 POD #1

MEETING

SPACE

Teachers at the school share an office space but have individualized work areas, allowing for easy collaboration and sharing of information.

Floorplan for the Denver School of Science and Technology

schools designed for learning 7

Each academic area or “pod,” as students and faculty say, contains a series of classrooms and a lounge. Thepods are designed to be used by a variety of teachers overthe course of the day. This mobile approach to classroomusage is intended to prevent some of the territoriality thatis often found in traditional high schools. At DSST, thisclassroom system is still being refined and tested, and it will probably be implemented more fully over the nextseveral years—especially with the students in grades 11and 12. There are also flexible work areas that can be usedfor break-out sessions, lounges for class presentations, sciencelabs, and faculty offices with designated meeting spaces.Teachers share office space but have personal assigned areaswithin that space. This grouping leads to better collaborationand information sharing among faculty members.

The school is also exceptionally open to the surroundingenvironment. In fact, every classroom on the first floor ofthe building has a door leading to the exterior, many openingonto courtyards that are designed to serve as outdoor meetingspaces. Classrooms themselves and other spaces are floodedwith natural light, contain contemporary furniture, and providewireless Internet access.

When designing the school, klipp relied both on their experience and on a series of focus groups with potentialstudents from the Denver region. What they discovered wasthat kids wanted a school that did not appear institutional,that was “cool,” and that resembled a hip web companymore than a school. To this end, the architects worked tomake spaces seem exceptional and instructive, rather than institutional. They were able to use materials that are morecommon in commercial and residential construction, whichcontributes to the school’s unique appearance and helpedreduce construction costs. By exposing the ductwork for the heating and ventilating systems, as well as other utilitiesand the structure of the building, they managed to create a school that is both educational and beautiful. Students canlearn about loads, angles, and other aspects of physics bylooking at the building itself. The integration of technologyinto the building is also critical in making the various spacesused for research and collaboration.

“Today’s digital kids construct knowledge in real time, on the fly, and the physical learning environment has to supportthat experiential, inquiry-based, hands-on learning in a way that talks to today’s kids. They are being educated forthe knowledge era, not the industrial era of 50 years ago.”JACKIE SULLIVAN, PROFESSOR, University of Colorado

at Boulder and Founding Board Member of the Denver

School of Science and Technology

DSST’s morning meeting happens in this colorful space,which is reconfigured during the day for different uses.


Academic AchievementAlthough DSST has been open for only two years, it has alreadydemonstrated impressive results in the academic achievementof its students and in its attendance record. Many factorsinvariably have led to the success of the school, and studentsand faculty members all claim that the building itself is a strong factor contributing to students’ desire to achieve.

There are no minimum academic requirements for studentsto attend DSST, and a substantial number of students selectedto attend in the lottery process are below grade-level proficiencyin math and reading. Yet on the state standardized tests inreading, writing, and math, the school has performed withthe top schools in Colorado. In 2005, the school’s foundinggrade 9 class was the highest-scoring grade 9 class in Denverin math and the second-highest-scoring class in reading and writing. DSST was also the only Denver high school to earn a “significant growth” rating on the Colorado StudentAssessment Program test scores from one year to the next.Student attendance at the school, which is also an importantpredictor of academic success, is typically about 96 percent.

In addition, achievement levels for minority students are significantly higher than in other Colorado schools. For example, the Colorado Children’s Campaign asserts that in 2004/05, “African American students at DSST were fivetimes more likely to be proficient in math, three times morelikely to be proficient in writing, and two times more likely to be proficient in reading than their counterparts in DenverPublic Schools. A Hispanic American student at DSST was 13 times more likely to be proficient in math, 4 times inreading, and 3 times in writing than his or her counterpart.”

The school has been highlighted by the U.S. Department of Education during National Charter Schools Week. It haswon various design awards such as the Learning by DesignOutstanding Educational Facility Grand Prize and a citation by the American Institute of Architecture Denver. The schoolwas also featured in Newsweek’s May 2006 article, “GreatAmerican High Schools.”

Students at DSST come from a wide rangeof backgrounds and achievement levels.


CommunityThe gathering spaces at DSST support a strong sense of community, a value that is at the heart of the school’sphilosophy. Morning meetings, faculty advisory groups,and workshop classes all reinforce the concept of community.

The daily morning meeting is a 15-minute all-school gatheringat which students and teachers share announcements, plans,and even apologies for breaking community rules. When astudent violates a rule, he or she must ask forgiveness fromthe community and be reinstated by the entire community.This focus on responsibility and community is what DSST’sHead of School Bill Kurtz calls “the culture of the school.”He believes that this culture, in combination with other factors, such as well-designed learning environments, sets the stage for student achievement.

The student advisory system is another example of how the school supports students and helps them succeed. Each student is assigned to an advisory group that has twice-weekly meetings to discuss academic plans, challenges,college preparation, and even home and family issues. This

approach to supporting all aspects of a student’s life helpspave the way for students to perform well academically.Because students come from various backgrounds and withvarious levels of academic preparedness, these advisorieshelp ensure that students do not drop out of the system orfall behind in their classes. Academic work and test scoresare monitored closely between teachers, and additional support is provided for students as needed. This one-on-oneapproach to guidance is another factor contributing to theschool’s success in retaining students and creating a culture of academic achievement.

Morning meeting is a time for the school community to gather and make announcements,issue apologies, and present awards.


SMART DESIGN STRATEGIES FOR STUDENT ACHIEVEMENT

Often, schools are designed more for the industrial age thanfor today’s students who learn in multiple ways and mustdevelop skills that are relevant to the 21st century. Thespaces in these schools are often uninspiring and uniform,and constructed of indestructible or unattractive materials.This type of rigid school building does not allow for the flexi-bility and creativity that students and teachers now seek intheir learning environments to encourage different learningstyles and keep students current in an ever-changing world.

There are many strategies for creating schools that break the mold and respond to the latest thinking in educationaltheory. Providing a variety of flexible spaces that may be usedfor such activities as personalized learning, project-basedlearning, distance learning, and group learning will allowteachers and students to gather in a variety of configurations.

In addition, a variety of other design considerations canaffect the quality of a school environment, such as the impactof using appropriate colors, providing daylight, choosing healthybuilding materials, and many other factors. All of these choicesaffect students’ and teachers’ mood, behavior, and productivity.

As seen in the accompanying video about the Denver School of Science and Technology, there are many ways that design can support learning in yourschool. Although every school facility project has regulations and standardsthat must be met, the following list of strategies is meant to inspire you to think outside the box and consider new ideas for your school. Resourcesfor you to dig deeper and learn more about each topic are also included.

These strategies are based on AAF’s findings at the Design for LearningForum held in October 2006 and presented in partnership with Target,and on findings from the National Summit on School Design presented by AAF and KnowledgeWorks Foundation in October 2005. These twoevents brought together educators, thought leaders, students, principals,and architects from around the country to help AAF gather the best information and ideas about school design in the 21st century. To learnmore, visit www.archfoundation.org.

Energize Your School with Engaging, Flexible Spaces and Innovative Design

ResourcesA Beautiful School Is a Caring Schoolhttp://asbointl.org/asbo/files/ccPageContent/DOCFILENAME/

000000007294/SBA_June_04.pdf

Jarman, Delbert; Webb, Linda; and Chan, T.C., School Business Affairs, June 2004

This article reviews several studies on school building aestheticsand concludes that, in addition to promoting student achievement,a beautiful school building sends the message to parents and com-munity leaders that the school district cares about the education ofthe children by creating an attractive environment to support stu-dent learning. The community’s appreciation may lead to construc-tive support of the school and its educational process.

A Well Designed School Environment Facilitates Brain Learninghttp://shop.cefpi.org/journalview.esiml?jid=3723

Chan, Tak Cheung; Petrie, Garth, Educational Facility Planner, v. 35, n. 3, p. 12-15, 2000

Examines how school design facilitates learning by complementinghow the brain learns. How an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning is discussed.

Building Schools for the Futurehttp://www.edfacilities.org/rl/future.cfm

National Clearinghouse for Educational Facilities

This website provides citations and links about the planning and design of 21st century schools.

The Language of School Design: Design Patterns for 21st Century Schoolshttp://www.designshare.com/patterns

Nair, Prakash; Fielding, Randall, DesignShare, 2005

Presents 25 design patterns, along with plans, sectional views, andphotographs that illustrate existing innovative learning environmentsfrom around the world. Specific designs are offered for classrooms,common areas, storage, laboratories, the arts, physical fitness, outdoorspaces, dining areas, furnishings, and flexible spaces, with additionalrecommendations on lighting and ventilation. The impact of the designson learning, socialization, and health is discussed in each section.

Leading the Transition from Classrooms to Learning Spaceshttp://educause.edu/apps/eq/eqm05/eqm0512.asp?bhcp=1

Oblinger, Diana, Educause, November, 2005.

Presents considerations for learning space design, emphasizing the migration away from the traditional classroom as the sole venuefor instruction. Incorporation of virtual learning and an improvedunderstanding of human cognition inform this discussion of learner- and discipline-centered space design.

Public School Facilities and Teachinghttp://www.21csf.org/csf-home/Documents/

Teacher_Survey/SCHOOL_FACS_AND_TEACHING.pdf

Schneider, Mark, BEST Initiative

As part of the BEST initiative, the 21st Century School Fund commissioned a survey of 1950 public school teachers in Chicagoand Washington, D.C., to assess the effect of school facilities onteaching. This survey was used to identify what factors teachersbelieve are important to their ability to teach, assess the adequacyof school conditions and school design as experienced by teachers,examine the distribution of quality school facilities, and analyze the impact of facilities on learning outcomes.

(Re)Designing Learning Environmentshttp://www.edutopia.org/redesigning/home.html

This website, created by the George Lucas Educational Foundation,provides case studies and other resources about school design and community engagement.

Thinking Outside the Box: Reinventing the Traditional Classroom http://www.cefpi.org/journal.esiml

Nigaglioni, Irene, AIA, REFP, Educational Facility Planner,Volume 40, Issue 3 & 4, 2005

Discusses shortcomings of traditional learning environments andprovides examples of classroom designs appropriate for contemporaryeducational delivery. These designs accommodate flexibility, variability, extended learning areas, interdisciplinary teaching,and technology integration.


“I spent a lot of time looking at other schools, and one of the things I discovered was that at the schools I thought werereally exemplary, the kids took care of the building. And giventhat they took care of the building, I didn’t think we needed to have prison-quality materials inside the building. Thatgave us a lot more freedom in terms of what we could do.”DAVID GREENBERG, FOUNDER, DENVER SCHOOL

OF SCIENCE AND TECHNOLOGY


Whether building a new school or renovating an older one,actively engaging the community in the design process willhelp define a community’s values and expectations and allowthe architect to create spaces that truly support the needsand learning styles of that particular community. Again andagain, school districts discover that an open public dialogueis essential to the success of school projects.

Since school buildings are complex structures and a majorpublic investment, the community engagement processshould start early and allow for all stakeholders to provideinput before decisions are made. It is best to start with a visioning process that engages the community and encouragespeople to offer input about the role of the school in educatingstudents and serving the community. In the third section of this guide, you will find resources to help you engage yourcommunity with the Schools Designed for Learning video.These discussions could form the basis for a larger communityconversation about new schools in your school district or region.

Important voices in the design process, though far too oftenneglected, are those of teachers and students. In fact, teachers,students, and the community should be thought of as the clientfor the project. By including the community in this process,you also allow for people to be “citizen designers,” activelyengaging in decisions that will affect their community.

The design process does not end when the school is completed.Over time, teachers and students will adapt the building totheir needs. This adaptation should be supported as a way of personalizing the building and giving students and teachersa greater role in shaping their learning environment.

Resources10 Principles of Authentic Community Engagementhttp://www.kwfdn.org/resource_library/_resources/10principles.pdf

KnowledgeWorks Foundation, 2005

This reference document distills wisdom about school–communityengagement into 10 useful and concise principles.

A-Z Sketchbook of School Build and Designhttp://www.school-works.org/publications.asp

School Works, 2006

Presents a visual guide to the key areas which must be consideredwhen renovating or building a school. The publication is in a handillustrated cartoon format, with each drawing isolating an issue

of design, space use, adjacencies, educational appropriateness, etc. The drawings are organized in chapters according to school room orspace type, design issue, or amenity. The purpose of the publicationis to help students and others participate in the school designprocess. Though a British publication, it has application to schooldesign anywhere.

A Visioning Process for Designing Responsive Schoolshttp://www.edfacilities.org/pubs/sanoffvision.pdf

Sanoff, Henry, National Clearinghouse for Educational Facilities, 2001

This manual provides guidance for creating a constructive dialoguebetween school officials and the surrounding community on thedesign of schools that contribute to enhancing educational quality.The manual presents the charrette process as a method for generatingdesign ideas.

Public Engagement and School Facilities Conversation Workbookhttp://www.kwfdn.org/resource_library/_resources/workbook.pdf

The Harwood Institute for Public Innovation and KnowledgeWorks Foundation, 2004

Provides a workbook to assist community groups in engaging thepublic concerning school facilities. Meeting guidelines help organizethe phases of the discussion, provide questions, and assist the facilitating of open, inclusive, and fair dialogue. Worksheets helporganize the results of the meetings. Steps for organizing the meetingare detailed, including recruitment of leaders and participants, troubleshooting problematic situations, siting the meeting, and setting up the room.

Schools That Fit: Aligning Architecture and Educationhttp://www.cuningham.com/schoolsthatfit/index.html

Cuningham Group, 2003

This book presents lessons learned about designing schools and aboutthe process and the planning that are required to align facilities with programs, and architecture with education. The book providesexamples of environments shaped by attention to communities’ individual needs, including small schools, project-based learning,and community schools.

Taking School Design to Studentshttp://www.edfacilities.org/pubs/schooldesign.pdf

Borden, Rebecca, National Clearinghouse for Educational Facilities, 2004

This digest describes seven strategies for effectively involving studentsin school design. These methods include using student artwork, usingdisposable cameras, hosting student forums, involving students in planning committees, organizing a student design competition,providing design programs during out-of-school hours, and integratingdesign activities into class work.

Create a Community of Citizen Designers


Both research and anecdotal evidence have long indicatedthe importance and psychological benefits of providing naturaldaylight, appropriate heating/ventilation, and good acousticsin learning environments. These basic considerations shouldbe accounted for when designing a school.

The body’s response to light is powerful, and its psychologicaland physical impact is well documented. In fact, manyEuropean countries now require businesses to provide allemployees with close proximity to windows and naturallight. Providing similar conditions for our students can positively impact their psychological well-being, alertness, andproductivity. Similarly, providing adequate temperaturesand ventilation throughout the year is critical to studentand teacher performance.

Acoustics are an important, but neglected aspect of manyschool facility projects. The premise is very simple—studentsmust be able to hear easily what their teachers are sayingwithout reverberation or distracting background noise.Equally, teachers should not be forced to shout to be heardin a classroom. Although most sensitive architects will provideappropriate acoustic treatments for classrooms and gatheringspaces, this is often one of the first items that is cut whenschool projects are over budget.

ResourcesAcoustics Take the Lead in Classroom Designhttp://www.peterli.com/archive/spm/1082.shtm

Kollie, Ellen, School Planning and Management, February 2006

Discusses elements of room size, shape, and surfacing and howthey affect classroom acoustics. Examples of how to create desirableand mitigate undesirable internal and external acoustical situationsare included, as is a brief review of the American National StandardsInstitute Standard 12.60 regarding classroom acoustics.

Bring It Inhttp://asumag.com/mag/university_bring/

Kennedy, Mike, American School and University, April, 2006

Identifies six principles to follow when developing a school daylightingdesign. These principles involve building orientation, windows,assessment of tasks to be performed in particular areas, and integration of daylighting with building architecture and systems.

Do School Facilities Affect Academic Outcomes?http://www.edfacilities.org/pubs/outcomes.pdf

Schneider, Mark, National Clearinghouse for Educational Facilities, 2002

This review explores which facility attributes affect academic outcomesthe most and in what manner and degree. The research is examinedin six categories: indoor air quality, ventilation, and thermal comfort;lighting; acoustics; building age and quality; school size; and classsize. The review concludes that school facilities affect learning. Spatialconfigurations, noise, heat, cold, light, and air quality obviously bearon students’ and teachers’ ability to perform. Needed are clean air,good light, and a quiet, comfortable, and safe learning environment.The review asserts that this can be and generally has been achievedwithin the limits of existing knowledge, technology, and materials; it simply requires adequate funding and competent design, construction, and maintenance.

Learning, Lighting, and Colorhttp://www.designshare.com/articles/1/133/

fielding_light-learn-color.pdf

Fielding, Randall, DesignShare, 2006

Reviews learning patterns and their connection to visual stimuli. Properlighting for school entryways and science laboratories is covered,and seven myths about lighting and color in educational architectureare challenged.

Remember the Fundamentals of Healthy School Design

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In an age when school security is a major concern for schoolsand parents, many are discovering that design offers potentialsolutions to these troubling problems. In some cases, designmay help make security measures less intrusive to studentsand more effective, while in other cases it may help changethe culture of a place and make it feel more open and secure.

At the School of the Future in Philadelphia, students passtheir bags through an opening in a wall and pick up theiritems in another location, never seeing the screening process.Many additional design strategies exist for making schoolsmore secure and can help foster an environment that promotes learning and openness.

In addition, designing schools with spaces that promote student-teacher interaction and foster community can createan atmosphere of trust in schools that encourages studentsto share information with teachers and administrators aboutpotential threats that may exist in the school environment.Students are often aware of potential problems before theyhappen, so design that encourages relationships can be an important safety feature.

School administrators, teachers and designers have also discovered that when a school is designed to promoteachievement and is an example of design excellence it leadsto a culture of respect for the building itself. Many schools finda correlation between well-designed facilities and lower absenteerates, as well as a decrease in vandalism and behavior problems.In addition, there is evidence that schools that are designedas “centers of community” experience less vandalism thanschools that are isolated from the community. See page 19 tolearn more about making your school a “center of community.”

ResourcesSafe School Design: A Handbook for Educational LeadersApplying the Principles of Crime Prevention ThroughEnvironmental Designhttp://www.transcendingviolence.com/order.htm

Schneider, Tod; Walker,Hill; Sprague, Jeffrey, ERIC Clearinghouse on Educational Management, 2000

This document seeks to synthesize, integrate, and make availableinformation regarding Crime Prevention through EnvironmentalDesign (CPTED). Topics addressed include: characteristics of safeand unsafe schools, causes of vulnerability, and the role of designand technology in creating safer schools, environmental design issuesin recent school tragedies, and essential components of safe schools.The book also provides specific recommendations, information, and forms for conducting a CPTED site assessment.

Safe School Facilities http://www.edfacilities.org/safeschools/index.cfm


This website provides a wealth of resources about school safety and security, including a checklist for assessing the safety of newand existing school facilities.

Use Design to Keep Children Safe and Secure

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As demonstrated by the Denver School of Science andTechnology, it is best when technology is fully integrated intothe school and curriculum, not just added on as hardwareand software. From the moment the school design processstarts, technology and its role in enhancing learning must be part of the discussion. Computers, wireless Internet access,videoconferencing, interactive whiteboards, and a range of other technology tools offer the potential to transformlearning; school-teacher-parent communication; and eventhe basic functioning of the school building’s security, heatingand cooling systems, and lighting.

It is important to remember that kids are “digital natives,”they were born into a digital world where cell phones andcomputers are commonplace. In this way, they are betterable to adapt technology to their needs and use it as a learningtool. In addition to supporting learning, new technologiesenhance communication between teachers, students, parents,and the community—for example, many schools operate theirown websites where the community can learn more and studentsand parents can review homework assignments, grades,extracurricular schedules, and other information. Technologyalso opens doors to students with disabilities and can helpclose the equity gap between students of various backgrounds.

There are many roadblocks to implementing a plan for technology in schools, including fears about technologybecoming quickly out of date and cost issues. Ultimatelythese concerns may be overcome by effective planning and evaluating the community.

Resources2006 - 2016 Map of Future Forces Affecting Educationhttp://www.kwfdn.org/map/

KnowledgeWorks Foundation and the Institute for the Future, October 2006

This map presents a forecast of external forces that are important inshaping the context for the future of public education and learningin the next decade; technology is a critical component.

School 2.0 http://www.school2-0.org/

U. S. Department of Education, 2006

School 2.0 is a brainstorming tool designed to help schools, districtsand communities develop a common education vision for the futureand to explore how that vision can be supported by technology.School 2.0 provides a “big picture” perspective that allows for a commonpoint of entry so that all community stakeholders can participate.Elements of the brainstorming tool include a people wheel, the learningecosystem, horizontal technology layers, supporting elements, andplanning and implementation.

Integrate Technology into Every Aspect of Learning


In designing a new school facility or renovating an olderone, the building itself can be a resource for educatingstudents. Buildings are complex systems of structural support,geometry, color, ventilation, and technology. At the DenverSchool of Science and Technology, high school physicsstudents calculate the diameter of columns and learnabout how buildings stand up. This is possible because all of the systems in the buildings are in plain sight. Thisapproach to design echoes the trend towards loft-stylebusinesses and homes in many cities.

Other examples of designing a school as a living textbookinclude creative design features such as a large working sundial,integrating artwork and craft into the building, or creating an outdoor “learning garden” where students can learn aboutthe natural world’s flora and fauna. Such strategies as creatinga rooftop playground or garden are both educational and cansave a considerable amount of money in locations where landcosts are high.

ResourcesEmpowering Learning Through Natural, Human, and Building Ecologieshttp://www.designshare.com/Research/Kobet/

learning_ecology.htm

Kobet, Robert J., DesignShare, 2003

This article asserts that it is critical to understand the connectionsbetween human ecology and building ecology to create humaneenvironments that show inspiration and creativity and that also servediverse needs. It recommends seeking ways to make visible howbuildings function and how they are connected to the greater community and environment at large.

The Learning Environment as a Three-Dimensional Textbookhttp://www.colorado.edu/journals/cye/10_2/10_2article8.pdf

Taylor, Anne, Children’s Environments, 1993

Describes how learning environments can be more educationallyand optimally useful if the architecture of the built, natural, and culturalenvironments are used as teaching tools. Discusses how structuresand the surrounding landscape can be used to teach physics,geometry, and other disciplines, enabling students to learn how to evaluate the environment.

Design Your School to be a Textbook for Learning

“What the Denver School of Science and Technology does as alearning environment is it screams, “Hey, look at me, I’m anactive, alive building that has engineered systems … they’reout, they’re visible, they’re in public, and it shows the kidsthat technology is alive right in their school environment.”JACKIE SULLIVAN, PROFESSOR, University of Colorado

at Boulder and Founding Board Member of the Denver

School of Science and Technology


One of the most powerful predictors of academic success in school environments is the availability of personal attentionby teachers and school administrators to students, a situationthat is most easily achieved in smaller learning environments.

As demonstrated at the Denver School of Science and Technology,creating a sense of community and collaboration is a taskthat must both be part of the culture of the school and partof the design of the facility itself. Creating appropriate spacesfor different types of interaction and gathering can encouragelearning and student achievement.

School districts across the country are consistently facedwith the need to create places for students to learn that willaccommodate swiftly growing student populations. Althoughthis is a challenge, the benefits of creating small schools canhave extraordinary benefits for students and communities.Even within a larger school building, smaller schools can becarved out to encourage personal interaction. These smallergroupings may function independently during class time, but share facilities such as the cafeteria and library.

ResourcesEffects of School Size: A Review of the Literature with Recommendationshttp://www.usca.edu/essays/vol132005/slate.pdf

Slate, John; Jones, Craig, University of South Carolina at Aiken, 2005

Summarizes the literature on the effects of school size to describewhat is currently known about its relationship to economic efficiency,curricular diversity, academic achievement, and related variables.Recommendations are made to guide future research and to helpeducational decision-makers.

Facilities Design Considerations for Small Schools That Share a Buildinghttp://www.kwfdn.org/resource_library/_resources/FacilitiesDesignConsiderations.pdf

Knowledgeworks Foundation, 2005

Proposes design solutions to promote the success of small schoolsthat share buildings: dedicated space; separate entrances, lobbies,graphics, color schemes, and furnishings; flexibility; a user-drivendesign process; and school-community partnerships. Schedulingand other management strategies are also covered.

The Hobbit Effect: Why Small Works in Public Schoolshttp://www.ruraledu.org/

Jimerson, Lorna, Rural School and Community Trust, 2006

This paper identifies ten research-based attributes of small schoolsthat are proven to have a positive impact on learning. Among the attributes identified are: greater participation in extra-curricularactivities, increased school safety, smaller class size, and widergrade-span configurations.

Small Schools Workshop http://www.smallschoolsworkshop.org/

The Small Schools Workshop is a resource for public schools and school districts engaged in restructuring and whole-schoolimprovement. The Workshop provides guidance and professionaldevelopment to large public schools that are in the process of restructuring into smaller learning environments.

Provide Personalized Attention in a SmallSchool Environment


At the Denver School of Science and Technology, easy accessto a natural environment or outdoor space is a powerful learning opportunity for students. Far from being a source of distraction, students who learn outdoors describe their experience as meaningful and informative. Teachers can incorporate outdoor learning into units about chemistry,physics, literature, botany, and other subjects. The design of a school building should enhance connections to the outdoors,not wall students off from its wonders. Consider creating “outdoor classrooms” that are designed as part of the school’slandscape and are easily accessible from classrooms.

This type of learning experience can be extended to the largerenvironment around the school, and further to the surroundingregion. Urban environments, rural environments, and naturalparks all provide countless opportunities for “natural learning”that can help students relate their education to the world itself.Internships and fellowships with local businesses or charitiescan also help students learn more and get valuable experiencefor their future careers. The concept of learning beyond the doors of the classroom should be built into the philosophyand design of a school.

ResourcesDesigning a City of Learning: Paterson, NJ. http://www.tcaup.umich.edu/publications/facultypubs/

designing/designing.html

Strickland, Roy, New American School Design Project, 2001

Presents concepts for using public school capital projects as toolsfor revitalizing a post-industrial American city. It applies the schooldesign and planning strategy called “City of Learning” to historicPaterson, New Jersey. This approach to planning embraces educators’argument that healthy neighborhoods support successful learningand makes school design and programming holistic by lookingbeyond the school building to the school setting at the neighborhood,town, and city scales.

Design for Learning: Values, Qualities and Processes of Enriching School Landscapeshttp://www.asla.org/latis1/LATIS-cover.htm

Johnson, Julie, American Society of Landscape Architects, 2000

This paper presents the learning value of school landscapes, as well as design qualities and processes that may enrich these landscapesfor children and community.

Schoolyard Learning: The Impact of School Groundshttp://www.edc.org/GLG/schoolyard.pdf

Israel, Ron, and Kirk Meyer, Education Development Center and Boston Schoolyard Funders Collaborative, 2002

This paper looks at the influence of schoolyards on social development,academic achievement, and on safety and physical well-being.

Use Your Town, City, and Natural Environmentas One Big Classroom


The concept of “Schools as Centers of Community” is onethat has gained widespread support across the country. The notion that schools should serve as a hub of activity forthe community makes sense in both a practical and financialsense. Schools can provide many services that the communityneeds, while local citizens can also give back to their schools.For example, while the school is not occupied in the evening,local residents can use the facility as meeting space forextended learning classes. In addition, co-locating a fitnesscenter such as a YMCA with a school can lead to additionalcommunity usage and can lead to a savings in constructionand tax costs.

Welcoming the community into the school also presentsopportunities for learning beyond the classroom throughinternships, promoting lifelong learning between generationsthrough tutoring and mentoring, and increased support inthe community for bond measures supporting local schools.It is critical that the community feel invested in its schools.

The American Architectural Foundation and KnowledgeWorksFoundation have produced a video case study on Schools as Centers of Community featuring John A. JohnsonElementary School in St. Paul, Minn. Please visitwww.archfoundation.org to obtain a copy of this video and accompanying discussion guide.

ResourcesCatching the Age Wave: Building Schools With Senior Citizens in Mindhttp://www.edfacilities.org/pubs/agewave.pdf

Sullivan, Kevin J., National Clearinghouse for Educational Facilities, 2002

Examining the trend toward an older U.S. population, this publicationdiscusses why educators and school facility planners should considerdesigning multipurpose schools that specifically contribute to strongerintergenerational links.

Community Use of Schools http://www.edfacilities.org/rl/community_use.cfm


This website provides a resource list of articles and publicationsabout “schools as centers of community” for those who would likemore information on various topics.

Schools as Centers of Community: A Citizens’ Guide For Planning and Designhttp://www.edfacilities.org/pubs/centers_of_community.cfm

Bingler, Steven; Quinn, Linda; Sullivan, Kevin. National Clearinghousefor Educational Facilities, KnowledgeWorks Foundation, Council ofEducational Facility Planners, Building Educational Success Together,Coalition for Community Schools, 2003

This publication outlines a process for planning schools that moreadequately addresses the needs of the whole learning community. It explores six design principles for creating effective learning environments, provides 13 case studies that illustrate variousaspects of the six design principles, and examines the facilities master planning process for getting started and organized, includingdeveloping and implementing a master plan.

Schools as Centers of Community: A National Search for Excellencehttp://www.nationalschoolsearch.org/


Schools as Centers of Community: A National Search for Excellenceseeks out exemplary models of schools from across the country that have been built or redesigned to serve not only student’s academic needs but also the community’s needs. After the searchis conducted, one school is presented with the Richard W. RileyAward of Excellence.

Make Your School a Center of Community

Video as a Discussion Tool

HOW TO USE THE VIDEO IN YOUR COMMUNITY

This section of the resource guide is intended to help you usethe video about the Denver School of Science and Technologyto help create enthusiasm for school design in your community.The video can be a force for change; the information belowprovides some quick tips on how to use the video and how to create meaningful discussions about its contents.

We recommend showing the full-feature video, which has a running time of approximately 15 minutes, to yieldmore robust discussion. You should spend a few momentsconsidering the most effective way to use the video and thisresource guide. People today are time conscious and oftenhave limited attention spans: they appreciate a thoughtful presentation that is productive and efficient.

Viewing ScenariosVideo-based presentations and discussions typically use oneof the following scenarios:

LARGE GROUPS

The story of the Denver School of Science and Technologycan make an ideal keynote item or opener for a communitygathering, conference, or meeting.

Numbers will vary, but 25 people can usually watch a video presentation on a standard monitor in a classroomenvironment. Any group larger than 25 will probably require an audience-style environment with more sophisticated presentation tools, such as microphones, projection systems,and a different facilitation strategy.

Consider the following if you facilitate a group of more than25 people:

• Use your own judgment on whether to try to conduct a group discussion, using the guide, with the entire viewinggroup, or whether to break out into smaller groups for discussion. Designate facilitators if you decide to break into smaller groups.

• Share objectives and a time frame for the discussion with the group ahead of time. Keep people on track and on schedule.

SMALLER GROUPS

A small group is probably the ideal presentation environment,offering both easy interaction and intimacy.

• A gathering of 6 to 12 participants around a conferencetable, in a discussion circle, or even in a living room cancreate an ideal environment for viewing and conversation.

• A standard video monitor or television is appropriate for smaller groups.

• Share objectives and a time frame for the discussion with the group in advance. Keep people on track and on schedule.

• For groups in the “in-between” range (12 to 25 people), youmay wish to set up three or four tables in an “in-the-round”configuration so that everyone can see the monitor.

TIPS FOR BOTH LARGE AND SMALL GROUPS

Whatever the size of the group, keep these ideas in mind:

• Media and print materials can be mailed or distributedahead of time to attendees. You can ask participants to familiarize themselves with the materials before you convene in order to encourage thoughtful discussion.

• Both the video and the guide can be distributed to interestedparties for their use and for background information.



Those participating in your discussions will be constantlyevaluating, weighing, and judging the relevance of the materialthey are seeing and hearing. Most adult participants tend to:

• Validate information on the basis of their beliefs and experiences

• Have experiences from which to draw

• Contribute knowledge and information to the group at large

• Be problem centered

• Like to share in the planning and facilitation process

These attitudes and behaviors can help lead you to a betterdiscussion if they are guided in a constructive direction.

HOW TO CREATE A BETTER DISCUSSIONYou can succeed in facilitating a group discussioneven if you have little experience in doing so. Keepthese guiding principles in mind:

• Encourage participants to collaborate. Encourage them to ask questions, compare experiences, andshare solutions with one another.

• Never put anyone on the spot. Interaction shouldbe voluntary and supported by positive reinforce-ment. You should avoid criticism or judgment.Encourage everyone to participate without cajolingor embarrassing them.

• Take nothing at face value. Notice the words andphrases people use, and probe by asking, “Whatdo you mean? Could you elaborate on that?”

• Ask people to reconcile their contradictions.Illuminate what people are struggling with. Ask,“How do these two things you’re saying fit together?”

• Periodically summarize for the group what you think people are saying. Say, “This is what I’m hearing. Do I have it right?”

• Watch out for your own preconceptions andviews. It is easy to interject your own opinions and views without even realizing it.

• Highlight contrasting views and concerns. Pointing out contrasts will help people articulate what theyreally believe and give you a deeper understandingof what they think.

Source: Public Engagement and School Facilities Conversation Workbook,© 2004 : The Harwood Institute for Public Innovation, Bethesda, MD,and KnowledgeWorks Foundation, Cincinnati, OH.

Stimulating an Effective Discussion

“This is the most ethnically and economically diverse school in the state.… There is no majority ethnic group in thisschool. It’s about 46 percent free and reduced school lunchkids. We have everything from homeless kids to kids whoseparents have private jets.”DAVID GREENBERG, FOUNDER, DENVER SCHOOL

OF SCIENCE AND TECHNOLOGY


Ground Rules, Tips, and TroubleshootingIt helps to include everyone in planning a discussion and insetting expectations. Let people know the timing of the sessionand what they can expect in terms of breaks, refreshments,and other amenities. Ask for their buy-in with a set of groundrules for your session.

Here is a suggested set of ground rules to share with the group:

Tips and TroubleshootingOccasionally you will encounter situations or individuals who seem to be inhibiting the kind of discussion you are tryingto facilitate. Here are a couple of tips:

• Engage everyone from the beginning, if possible. This will discourage one or two people from dominating the conversation.

• Use an agenda for your discussion and post it for the group to view. If you feel like things are wandering,return to the agenda and move the discussion forward.

• If you’re wandering into the hypothetical or theoretical,ground the group in the practical with a specific example.The video is a great help in this regard: use the DenverSchool of Science and Technology as a point of reference for your discussions.

GROUND RULES FOR AN EFFECTIVE DISCUSSIONHAVE A “KITCHEN TABLE” CONVERSATION.Everyone participates; no one dominates.

THERE ARE NO “RIGHT” ANSWERS.Draw on your own experiences, views and beliefs—you do not need to be an expert.

KEEP AN OPEN MIND.Listen carefully and try to understand the views of those who disagree with you.

HELP KEEP THE DISCUSSION ON TRACK.Stick to the agenda; try not to ramble.

IT IS OKAY TO DISAGREE, BUT DON’T BE DISAGREEABLE.Respond to others with courtesy and respect, evenwhen you disagree.


DISCUSSION ROADBLOCKSARGUMENTSArguments can be constructive if they aren’t mean-spirited or angry. Find out what’s behind the argument.Ask why people are disagreeing and get to the bottomof it. Break the tension if necessary with a joke or lightremark, and steer conversation back to the agenda.

EXTREME POLITENESSSometimes groups are so courteous that they fail to generate any significant argument or debate.This can be as harmful to group productivity as muchas a hostile argument. Play devil’s advocate in this situ-ation and bring up different or competing ideas.

BOREDOMIf people begin to look distracted, tired, or lost, ask a direct question to bring them back into the conversation. Take a quick break if necessary.

PREOCCUPATIONOccasionally one group member will have a petpeeve or grudge and continue to bring it up. If thishappens, politely acknowledge the speaker andmove on: “I understand where you are coming from,but we need to move on to the next topic.”

RAMBLINGSome people simply cannot say what they wish to say in a concise way, and this can dominate thediscussion. Keep participants focused by askingthem to relate their point to the question.



A wealth of information is available to help facilitate andextend a discussion on creating a school designed for learning.The following organizations provide useful information thatmay help you delve deeper in your discussions.

Organizations Working to Improve School DesignAmerican Architectural Foundation: www.archfoundation.org

American Institute of Architects Committee on Architecturefor Education (AIA/CAE): www.aia.org/cae

The Big Picture Company: www.bigpicture.org

Building Educational Success Together (BEST):www.21csf.org/csf-home/best/best.asp

Council of Educational Facility Planners: www.cefpi.org

George Lucas Educational Foundation: (Re)DesigningLearning Environments: www.edutopia.org/redesigning

KnowledgeWorks Foundation: www.kwfdn.org

New Schools Better Neighborhoods (NSBN): www.nsbn.org

Smart Schools, Smart Growth Initiative:www.smart-schools.org

United States Environmental Protection Agency SchoolDesign Tools: www.epa.gov/iaq/schooldesign

School Design Information and ExamplesAmerican School and University Magazine:www.asumag.com

Architectural Record Building Types Study: K–12 Schools:www.archrecord.construction.com/projects/bts/archives/K-12/default.asp#

DesignShare: www.designshare.com

Learning By Design: www.asbj.com/lbd

National Clearinghouse for Educational Facilities: www.edfacilities.org

National Trust for Historic Preservation:www.nationaltrust.org

SchoolDesigns.com: www.schooldesigns.com

School Planning and Management Magazine:www.peterli.com/spm

Green Design and Healthy SchoolsChicago Center for Green Technology:www.cityofchicago.org/Environment/GreenTech

Collaborative for High Performance Schools (CHPS):www.chps.net

Healthy Schools Network: www.healthyschools.org

United States Green Building Council: www.usgbc.org

William McDonough, Sustainable Design Expert: www.mcdonough.com

Community Process and FacilitationThe Harwood Institute for Public Innovation:www.theharwoodinstitute.org

Resources RESOURCES

“This had to be a noninstitutional feeling school.… It providesa different kind of space and environment, as opposed to going into the standard classroom with drywall and fourwalls and a suspended grid ceiling…. And it also gives thema place that they want to be in—and if they want to be there,that’s half the battle.”SAM MILLER, PROJECT ARCHITECT

klipp–architecture.planning.interiors


ACKNOWLEDGMENTS

The American Architectural Foundation, KnowledgeWorks Foundation, and Target would like to thank the following individuals for their assistance and time in creating this video and resource guide:

Jenni Adams, Student, Denver School of Science and Technology

Kailah Brewer, Student, Denver School of Science and Technology

Courtney George, Marketing Coordinator, klipp–architecture.planning.interiors

David Greenberg, Founder, Denver School of Science and Technology

Kamaria Hakeem, Student, Denver School of Science and Technology

Mark Heffron, Teacher, Denver School of Science and Technology

John Hickenlooper, Mayor, City of Denver

Erin Jamroz, Student, Denver School of Science and Technology

Monica Joseph, Teacher, Denver School of Science and Technology

Brian Klipp, FAIA, klipp–architecture.planning.interiors

Bill Kurtz, Head of School, Denver School of Science and Technology

Nico Lujan, Student, Denver School of Science and Technology

Judy Marks, Honorary AIA, Associate Director, National Clearinghouse for Educational Facilities

Sam Miller, AIA, klipp–architecture.planning.interiors

Mickey Mitchell, Teacher, Denver School of Science and Technology

Jackie Sullivan, Professor, University of Colorado at Boulder

Kevin Sullivan, Writer and Consultant to AAF and KnowledgeWorks

Keat Tan, AIA, klipp–architecture.planning.interiors

Denise Thompson, Director of Development, Denver School of Science and Technology

Katie Wray, Teacher, Denver School of Science and Technology

We would also like to acknowledge the contribution of The Harwood Institute for Public Innovation to the “How to Use the Video in Your Community” section of this resource guide. In particular, the publication Public Engagement and SchoolFacilities Conversation Workbook (Published with KnowledgeWorks Foundation, Cincinnati, OH, 2004) is cited in this guide.For more information, please visit www.theharwoodinstitute.org.

Cover Photography: Trudy Hutcherson and © Jim Berchert, Courtesy klipp

Photography: Trudy Hutcherson, except as noted

Video: GVI

Design: fuszion

Writing: Aaron Smith, American Architectural Foundation

© American Architectural Foundation 2006. All rights reserved.

ABOUT GREAT SCHOOLS BY DESIGN

Great Schools by Design is a national initiative of the American Architectural Foundation(AAF) that seeks to improve the quality of America’s schools and the communities theyserve by promoting collaboration, excellence, and innovation in school design.

Throughout the country, Great Schools by Design engages superintendents, architects,teachers, parents, residents, students, local government officials, and other stakeholdersin a far-reaching conversation about what must be done to improve the places where children and young adults learn. We strive to help create schools that both support student achievement and serve as centers of community.

AAF and Target are presenting sponsors of Great Schools by Design.

With AAF, KnowledgeWorks Foundation is a partner on the Great Schools by Designvideo series and was a partner on the National Summit on School Design.

Co-Founding sponsors of Great Schools by Design are McGraw-Hill Construction and Herman Miller, Inc. Additional sponsors include Cisco Systems, Inc., and the American Institute of Architects.

For more information or to order additional copies of this video and resource guide, please visit www.archfoundation.org

American Architectural Foundation1799 New York Ave., NWWashington, DC 20006Phone: 202.626.7318Fax: 202.626.7420Email: [email protected]