VALUE OF ASSESSING PHYSICAL AND EDUCATIONAL ENVIRONMENTS
BY BRADLEY KIEHL, AIA, LEED AP, ALEP, DLR GROUP
Throughout my years of collaborating with districts on facility assessments, I very often see the same question arise:“ Does the physical space have any impact on our students’ educational experience?” This is an important question, and one that I feel confident in answering with a resounding,“ Yes!”
Whether we are designing a new facility or repurposing an existing one, we work to comprehensively address the depth and breadth of a district’ s needs by considering the connection between a building’ s physical environment, and its ability to meet the unique requirements of students and educators.
To ensure the physical environment aligns with a district’ s learning objectives, we must perform indepth evaluations of both the physical environment and the learning environment. Coupled with flexibility, the outcome of using these criteria are next generation learning environments ideal for 21st century students.
Assessing the Physical Environment Experience has convinced me, and research confirms: the physical environment of school buildings impacts learning. When we look at a physical environment, we need to consider how the built either hinders or enhances a student’ s educational experience. This includes considerations around:
• The age / life of the facility
• The facility location within the district and community
• Exterior and interior building conditions
• Heating, ventilation, and air conditioning( HVAC)
• Plumbing and electrical Systems
• Site and interior circulation
• On-going maintenance costs
Assessing the Learning Environment Assessing a school facility goes beyond HVAC and circulation considerations. Over the last three decades, we’ ve seen a significant movement away from static box classroom design to flexible spaces that allow for changing programs and enrollments; as such, it’ s critical that we look at the adaptability of a school’ s existing spaces, and work to ensure any new spaces can provide spatial variety. These spaces should incorporate characteristics that encourage a move towards 21st century learning, including:
• A variety of color, lighting, shape, furniture and texture
• Adaptability to new technologies such as virtual or assisted realities
• Strong indoor / outdoor linkages that encourage a connection with nature
• Community partnerships that provide real-life opportunities for students learning
• Personalized spaces that create a sense of ownership in the school that allow for group or individual study and reflection
• Safe places designed to reduce threats for students and staff
• Public spaces that embrace the school community’ s larger purpose to provide coherency and meaning to increase student achievement
A comprehensive facility assessment affords us a better understanding of how, when educational adequacy works in tandem with the physical environment, our designs can support learning in multiple facets and spatial configurations, and ultimately enhance the educational experience for every learner and educator.
DLR Group is a TASBO Business Sponsor and agreed to let us republish this article from the“ Insights” section of www. dlrgroup. com.
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TASBO REPORT | AUG 2017