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EDL 635 Educational Facilities
Western Illinois University
Summer 2009--Pekin Cohort
Professor:
Robert L. Marshall
Department of Educational Leadership
81 Horrabin Hall
Macomb, IL 61455
Phone: (309)-298-1070 e-mail:
RL-marshall@wiu.edu
Fax: 309-298-2080 helpdesk 309-298-2704
Robert L. Marshall Ed.D. Professor
Department of Educational Leadership
Western Illinois University
Office Phone: 309-298-1762
Fax: 309-298-2080
E
mail:
RL-marshall@wiu.edu
Class Meeting Schedule
Jun 14-15;
Jul 12-13; Jul 26-27
Course
Catalog Description:
Educational Facilities. (3)
Education facilities should support the educational program. Participants will
evaluate existing facilities for program worthiness, structural barriers,
handicapped accessibility, health and life safety code compliance, AHERA
compliance, and structural integrity. Emphasis will be placed on remodeling of
existing facilities, with some discussion on new construction..
Required Texts:
- CEFPI. (1998). The Guide for
School Facility Appraisal. Scottsdale, AZ: CEFPI. Available at
the WIU Bookstore or at this website
http://www.cefpi.org/pubs.html
Student Learner Objectives
All course objectives are designed to enhance the
student's ability to understand theory and principles of facilities planning.
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To gain an understanding and knowledge of
the relationship between the facility and learning environments |
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To acquire and demonstrate knowledge
regarding school building specifications. |
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To acquire and demonstrate knowledge
related to the planning, financing, and design of school buildings.
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To acquire and demonstrate knowledge
related to the acquisition, construction, scheduling, and maintenance
of school buildings |
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To become more familiar with legal issues
related to school facilities and planning. |
Student Learner Outcomes
Upon completion of the course, students should be
able to:
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Describe past and present trends in
educational facilities development, explaining the relationship between
facilities
and program improvements that benefit teaching and learning. |
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Identify the procedures and criteria for
long-range planning for efficient use of space, facilities, and
equipment. |
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Analyze and evaluate cost factors
associated with design and construction of educational facilities.
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Identify procedures for conducting
evaluation of school facilities. |
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Analyze and synthesize physiological and
psychological basis for internal design of educational facilities.
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Describe techniques for establishing
maintenance policies governing the scheduling and use of facilities.
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ELCC Standards
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1.3
Frame, analyze, and resolve problems using
appropriate problem solving techniques and
decision making skills
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2.1 Conduct needs assessment
by collecting information on the students;
on staff and the school environment; on
family and community values, expectations
and priorities; and on national and global
conditions affecting schools.
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2.2 Use qualitative and
quantitative data to inform decisions, to plan
and assess school programs, to design
accountability systems, to plan for school
improvement, and to develop and conduct
research.
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2.3 Engage
staff in an ongoing study of current best
practices and relevant research and demographic
data, and analyze their implications for school
improvement.
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6.1
Establish operational plans and processes to
accomplish strategic goals, utilizing practical
applications of organizational theories.
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6.2 Apply
a systems perspective, viewing schools as
interactive internal systems operating within
external environments.
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6.3
Implement appropriate management techniques and
group processes to define roles, assign
functions, delegate effectively, and determine
accountability for attaining goals.
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6.4
Monitor and assess the progress of activities,
making adjustments and formulating new action
steps as necessary.
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7.2 Use
appropriate written, verbal, and nonverbal
communication in a variety of situations.
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7.3 Apply
appropriate communications strategies (e.g.
identifying audiences, determining messages,
selecting transmission mediums, identifying
reaction of receivers, soliciting responses,
etc.).
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7.4
Promote multicultural awareness, gender
sensitivity, and racial and ethnic appreciation.
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7.5 Apply
counseling and mentoring skills, and utilize
stress management and conflict management
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8.3
Develop an efficient budget planning process
that is driven by district and school priorities
and involves staff and community.
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9.1 Use
technology, telecommunications and information
systems to enrich curriculum and instruction
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9.3
Develop and monitor long range plans for school
and district technology and information systems,
making informed decisions about computer
hardware and software, and about staff
development, keeping in mind the impact of
technologies on student outcomes and school
operations.
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10.1
Analyze community and district power structures,
and identify major opinion leaders and their
relationships to school goals and programs.
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10.2
Articulate the district's or school's vision,
mission and priorities to the community and
media, and build community support for district
or school priorities and programs
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10.4
Involve family and community in appropriate
policy development, program planning, and
assessment processes.
Assignment of Credit and Grading
The only grades possible in the course are "A",
"B" and "Not Yet".
Every student is expected to complete high quality work, interact with the
class,
and assist in development of an exemplary document of a facility evaluation.
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Assignment 1 =100 points
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Assignment 2 =200 points
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Assignment 3 =500 points
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Assignment 4 =200 points
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Total 1000 points
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A=900-1000 B=800-899 Incomplete =below 800
Course Requirements
Assignment 1--total
points =100--Prior to class
assignment
1. Students
are to and participate in all face-to-face and on-line class meetings as well as
one on-site visit for a facilities evaluation.
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The class will meet in
both face-to-face and on-line
utilizing Westernonline
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During the on-line
meetings, we will discuss prompted topics of interest and elaborate on
assignments for the course.
- Visit the ISBA school facilities websites
below and read all information provided.
When you have printed and read all information related to school facilities,
compose
a summary of your findings and submit your professor via the Assignment I
submission link
on the Westernonline course homepage.
- Visit a school site and take at least 5
digital photos of what is to believed to be one or more of the following:
Due first
weekend after the first scheduled course meeting
- poorly planned construction
- inadequate construction
- poorly maintained facilities or equipment
- faulty equipment
- lack of space
- safety violation
- substandard equipment
- attractive nuisance
- inadequately funded construction project gone awry
- other construction or maintenance
Post your most relevant pictures in the discussion
board of Westernonline with a question or prompt to
create a meaningful threaded discussion among your classmates.
Assignment 2--total points =200
Step one: Read and summarize
five (5) articles from the list below:
Due Second weekend
after first class meeting
Step two: Visit the websites listed below, then take pictures of high quality
classrooms and facilities. Then develop a webpage (converted to pdf) of digital
pictures of school facilities and classrooms (with narrative descriptions) that
have the potential of positively influencing student achievement and employee
satisfaction/motivation. Post your page in the Assignment II discussion board
with a prompt that generates thought and a continuing conversation with your
classmates. Once posted, login and respond to your classmates' postings and
monitor your discussion thread to keep the discussion thread on topic and
focused: Due Date for postings--TBA Due date
for discussions--TBA
Assignment 3--total points =500
On-Site Evaluation of
School Facilities
Prepare an evaluation of school facilities utilizing the "Guide for School
Facilities Appraisal" by Harold Hawkins and H. Edward Lilley. In addition,
take field notes, digital photographs, and other pertinent artifacts related to
evaluation of the facilitie(s). Include all
facets of a facilities evaluation outlined in the guide. Upon completion of the
two evaluations, we will compose a comprehensive school facilities evaluation
document for submission to the school district central office personnel.
Evaluating the existing facilities, usually
accomplished by conducting a "Facility Survey" is an important function
designed to provide school officials with a database for making decisions. A
school survey typically embodies: 1) a description of the district; 2) a
demographic analysis of the district or area; 3) an enrollment projection; 4) a
brief financial summary of the district; 5) a summary of the curricular needs;
6) building plans and measurements; 7) a discrepancy analysis of existing space
and needed space; 8) a quality of space analysis; and 9) a listing of options to
consider for future facility planning.
Upon completion of this unit, one will be able
to present a plan for conducting a facility study and perform the steps
necessary to analyze existing space in a school building, compare the existing
space with recommended space, and make an assessment of the quality of space in
a facility. You will be introduced to information on how to conduct a facility
survey in the "Guide for School Facility Appraisal". Upon completion of this
assignment students will be capable of:
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Measuring a school site and building.
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Making a discrepancy analysis
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Conducting a "Quality of Space" survey and
analyzing the data.
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Evaluating existing school facilities for
instructional effectiveness
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Develop a facilities report
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Evaluate and identify facilities trends
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Develop recommendations for a new school
facility or renovation
Terms
Some of the terms you will need to
be familiar with as you work on this lesson:
1. FACILITY DISCREPANCY ANALYSIS is
a comparison of the existing space in a building as contrasted to the amount of
space that is recommended.
2. QUALITY OF SPACE ANALYSIS
involves survey data gathered from staff regarding the quality of space in which
they work as seen through their eyes.
Assignment 4--total points =200
Prepare a plan for a new school facility.
Visit all the site listed below to assist in
your design project
1.
Subscribe to the School Facilities Free E-Zine
The sites below will further
assist you in the development and design of your school
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The Council of Educational Facilities Planners International
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Design Share
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Educational Design
Institute at Mississippi State
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National Clearinghouse for Educational Facilities Disaster Preparedness
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School Design Research Studio
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Thomas Jefferson Center for Educational Design, UofV
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The School Design & Planning Laboratory at the UofG
MORE
HELPFUL LINKS:
Course Expectations
This course is taught partially
online utilizing Westernonline in both synchronous and asynchronous formats.
Students will have ample time to reflect upon the topics and to post thoughtful
responses to the Discussion
Board. In addition, all assignments are provided in the course syllabus and
students should be able to think
about topics well in advance of the due dates. We expect the following from you
as students:
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Thinking,
writing, and expression of ideas appropriate for learners at the graduate
level
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Flawless expression of ideas in both content and
format
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No grammatical errors in written assignments--all
materials must be carefully proofread prior to transmission
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Coherent and logical flow of idea
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Well organized submissions
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Sophisticated understanding of ideas
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Consistent, meaningful participation in the
dialogue on the discussion board
Web Course Expectations
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All readings must be completed prior to posting
responses to the Discussion Board.
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Postings must reflect an understanding,
appreciation, and integration of the readings and topics.
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All postings must be completed by the designated
due date.
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No late postings will be accepted.
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All postings must be posted electronically to the
specified area.
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Failure to post responses to discussion questions
or other students' postings in the
Discussions area will result in a grade of "No Pass" for the course.
Web Participation
Participants are expected to log
on to the discussion board at least five times per week to complete postings,
to check for instructions regarding posting requirements, and to respond to
classmates postings. Instructors
will notify students in the Discussions area about any individual requirements
and about expectations for
responding to lectures or questions for consideration if they are different from
what is stated in the course materials.
Westernonline Mail
should also be checked at least five times per week.
Western Illinois University Class Attendance
Policy
Students are expected to attend all classes
in which they are enrolled. Instructors
should exercise good judgment in considering
excuses for absences, but it is the
student’s responsibility to confer with the
instructor and to agree to any reasonable
arrangements to compensate for his/her
non-attendance. When a student does not
appear in class for several sessions, the
instructor may contact the Office of Student
Development and Orientation so that attempts
may be made to locate the student. Attendance and participation in
class activities is essential to satisfactory
completion of this course. If you cannot attend
every class session, consider taking the class
at a later time. If there is an emergency
situation, contact the instructor ASAP.
Disability Statement
"In accordance with University policy and the
Americans with Disabilities Act (ADA), academic
accommodations may be made for any student who
notifies the instructor of the need for an
accommodation. It is imperative that you take
the initiative to bring such needs to the
instructor’s attention, as he/she is not legally
permitted to inquire about such particular needs
of students. Students who may require special
assistance in emergency evacuations (i.e. fire,
tornados, etc.) should contact the instructor as
to the most appropriate procedures to follow in
such an emergency. Contact Disability Support
Services at 298-2512 for additional services."
http://www.student.services.wiu.edu/DSS/forms/publicationStatement.pdf
WIU Academic
Dishonesty Policy
Western Illinois University is dedicated to
the discovery and communication of knowledge.
The University can best function and accomplish
its objectives in an atmosphere where high
ethical standards prevail. For this reason, and
to insure that the academic work of all students
will be fairly evaluated, the University
strongly condemns academic dishonesty. The most
prevalent forms of academic dishonesty are
cheating and plagiarism. Dishonesty of any kind
with respect to examinations, course
assignments, alteration of records, or illegal
possession of examinations shall be considered
cheating. It is the responsibility of the
student to not only abstain from cheating, but
also to avoid making it possible for others to
cheat. Any student who knowingly helps another
student cheat is as guilty of cheating as the
student he or she assists.
The submission of the work of someone else as
one's own constitutes plagiarism. Academic
honesty requires that ideas or materials taken
from another course for use as a course paper or
project be fully acknowledged. Plagiarism is a
very serious offense in whatever form it may
appear, be it submission of an entire article
falsely represented as the student's own, the
inclusion within a piece of the student's
writing of an idea for which the student does
not provide sufficient documentation, or the
inclusion of a documented idea not sufficiently
assimilated into the student's language and
style.
Contact the School of Graduate Studies (www.wiu.edu/grad)
for information on penalties for academic
dishonesty and the University's appeal procedure
for students charged with academic dishonesty.
http://www.wiu.edu/policies/acintegrity.shtml
INCOMPLETE POLICY: An incomplete (1)
is given under extreme extenuating
circumstances. Although students are
expected to complete the course requirements
before the end of the term, in some
instances, it is recognized that students
may not be able to do so because of factors
beyond their control. In such instances, and
upon written permission of the instructor, a
temporary grade of incomplete may be given
to permit the students more time to complete
the course requirements. In the event that
the faculty member initiates a grade of "I",
a letter will 11 be sent to the student from
the faculty member explaining the reason for
the "I" and outlining what must be done to
remove this grade. A copy of this letter
will be placed in the Graduate Student's
file. A student must satisfy the course
requirements during the next semester that
the course is taught or they will be awarded
a grade based on the work that was
completed.
Selected Bibliography
Castaldi, B. (1994). Educational facilities:
Planning, remodeling and management (4th ed.).
Rockleigh, NJ: Allyn and Bacon.
Council of Educational Facility Planners. (1993).
Guide for planning educational facilities. Columbus,
OH: Council of Educational Facility Planners.
Earthman, G.I. (1995). School renovation handbook.
Lancaster, PA: Technomic Press.
Earthman, GI. (1992). Planning educational
facilities for the next century. Reston, VA:
Association of School Business Officials.
Glass, T.E. (1994). Lost in space: Assessing the
adequacy of school facilities. School Business
Affairs, 60(1).
Glass, T.E. (1995). Costing new, retrofitted and
remodeled schools. School Business Affairs, 61(9).
Glass, T.E. (1997). Schools built for technology:
The effects of technology on educational facilities.
School Business Affairs, 6(2).
Graves, B.E. (1993). School ways: The planning and
design of America's schools. New York: McGraw-Hill.
Hardy, L.E. (1997). Covering construction costs. The
American School Board Journal, 184(10).
Hawkins, H. & Lilley, E. (1992). Guide for school
facility appraisal. Columbus, OH: Council of
Educational Facility Planners.
Lane, K.E. & Glass, T.E. (1998). Opening new
schools. Reston, VA: Association of School Business
Officials.
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