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1. Stock Plans for Schools: Three Documents.

Author

American Inst. of Architects, Washington, DC., Rainforth, Michael, Grau, Jeffrey, Boney, Leslie N., Rainforth, Michael, Grau, Jeffrey, Boney, Leslie N., and American Inst. of Architects, Washington, DC.

Abstract

This document includes three papers addressing the issue of using stock plans for building educational facilities. The papers are: (1) "Re-Use of Plans: Why It Works (and When It Doesn't)" from the newsletter of Rainforth Grau Architects; (2) "Stock Plans for North Carolina's Public Schools: A Study" by architect Leslie N. Boney, Jr.; and (3) "Why Stock Plans for Public Schools Don't Work," from the American Institute of Architects California Council. The papers raise several potential problems with the use of stock school plans. (EV)

Published
2002

2. Sustainable Schools, Sustainable Communities: The View from the West. CAE Spring 2001 Conference [Proceedings] (San Diego, California, March 22-24, 2001).

Author

American Inst. of Architects, Washington, DC. and Malone, Sara

Abstract

This paper presents summary conclusions reached by discussion panels that participated in the Committee on Architecture for Education's conference. The conference explored the symbiotic relationship between schools and communities and the ways that schools and communities sustain one another. Panel titles were: "City Heights Urban Village"; "High Tech High"; "Educational Center"; "Symbols, Forms, Materials, and Regional Aesthetics: The Sustainability of Culture and the Search for Authenticity"; "Ecology, Landscape Design, and Conservation: Working with Building Systems to Generate Meaningful Spaces for Learning"; "Campus Planning and Community Design: The Impact on Our Quality of Life"; and "The Next Generation: Satellite Learning Centers, Global Teleconferencing Labs, and Public-Private Partnerships." (GR)

Published
2001

3. Renovating Early and Middle 20th Century Schools [Conference] (St. Louis, Missouri, June 24-26, 1999).

Author

American Inst. of Architects, Washington, DC.

Abstract

School architects, construction managers, and school administrators convened at a conference to examine the question of renovation or replacement of aging public schools, and to address issues from turn-of-the-century architectural features to sources of renovation financing. This paper contrasts the distinguishing characteristics of early-20th century and mid-20th century schools and addresses the unique design principles and materials typical of the facilities constructed during theses eras. Other topics include the evaluation and assessment of existing school buildings, the tools and techniques for condition assessment and management of K-12 renovation projects, construction management as a construction delivery method of school renovation, the role of the architect as construction manager, and construction scheduling. Final topics concern renovation programs that preserve valuable resources and alternative funding possibilities such as public/private development partnerships. Contains a list of conference speakers. (GR)

Published
1999

4. Good Enough for Congress? A Pictorial Representation of Why Americans Deserve Better School Buildings.

Author

American Inst. of Architects, Washington, DC.

Abstract

This booklet visually depicts the current condition of public high schools attended by various members of the House Ways and Means and Senate Finance Committees, including photos, statistics, and facts about each school and other public education facilities in each member's respective state. Additionally provided are state statistics that list the number of schools in the state, total enrollment, state funding for public schools for 1993-94, and the total state and local district school construction spending for 1995-96. Each high school summary contains data on current building conditions and projected needs by state. The report concludes with data on the dollar amount of estimated tax credit bond allocations under legislation introduced in the 106th Congress. (GR)

Published
1999

5. Urban Schools: Lessons Learned for All Schools. [American Institute of Architects'] Committee on Architecture for Education [Conference] (Chicago, Illinois, September 24-26, 1998).

Author

American Inst. of Architects, Washington, DC.

Abstract

The American Institute of Architect's Committee on Architecture for Education convened for a conference addressing the urban school relative to quality of public education for all students, entitlement and privilege, community ideology, racial tensions, and the reopening and refurbishing of aging facilities. This report presents synopses of the discussions, including question and answer exchanges, overviews of the school tours conducted, highlights of opening remarks, and links to relevant Web sites provided by attendees and speakers. Speakers examined the new urban school and presented case studies as examples of new school designs that allow unique experiential learning opportunities for students. The conference explored how architects can lead in the managing and organizing tasks of urban school design projects; and examined the teaming of architects with educators, administrators, and politicians in developing prototype facilities. The speakers discussed the historical issues surrounding public schools; review ideas on assessing educational facilities to help balance the ideals with the monetary realities; and present ideas on collaborative efforts across sectors to solve urban school problems. Concluding comments explore the building of community consensus on school infrastructure repair, methods for tapping into the multifaceted roles of architects, and creative financial strategies. Contains a list of conference speakers. (GR)

Published
1998

6. Reinvigorating Our Schools.

Author

American Inst. of Architects, Washington, DC.

Abstract

This step-by-step guide helps communities think and talk about school renewal through innovative planning and design, and high quality construction. It begins with an overview of need and available funding, then describes potential members of a school-improvement team. These include: architects, state school agents, community groups, local elected and appointed officials, bankers, engineers, developers and lawyers. How an experienced architect enhances value is described, as well as options for saving time and money on school projects. Guidelines for planning a school is set out in six discussion elements: (1) structural condition; (2) environmental quality; (3) size and capacity; (4) safety and security; (5) site location; and (6) symbolic value and aesthetics. References for further information are included. Local American Institute of Architects components that can help communities in finding an experienced school architect are listed by state and city. (JM)

Published
1998

7. Daylighting Update: A Brief Guide to the Process of Designing Energy Conserving Schools through the Use of Daylighting.

Author

American Inst. of Architects, Washington, DC., Hill, Alva L., and Lawrence, Jerry

Abstract

In recent years one of the most prevalent requests directed to design architects by teachers and administrative personnel is to include in the architectural program for their new school provisions for admitting more daylight into their classrooms. This guide by the American Institute of Architects National Committee on Architecture for Education explores the dilemma of lighting standards in schools; natural lighting and energy consumption; the inclusion of daylighting in the design process; and the tools needed in the pre-design and design phases. Also discussed are various daylighting techniques and strategies and the design principles that have evolved based on the lessons learned from recent studies. Final comments explore the opportunities for upgrading an existing school's ability to conserve energy beyond designers' expectation for daylight entry. (GR)

Published
1990

8. Educational Facilities.

Author

American Inst. of Architects, Washington, DC. and American Inst. of Architects, Washington, DC.

Abstract

This book is a compilation of nearly 100 projects and trends in school design. The projects were submitted for a 1999-2000 competition and focus on a variety of school facilities. These facilities range from early childhood to community colleges, including public, private, and alternative facilities. A jury of architects and educational administrators reviewed each of the submissions to select a diverse range of projects to illustrate the future of design in educational facilities. Each entry contains photographs, floor plans, an architect's statement, and building details. (EV)

Published
2002

9. Into the Mainstream. A Syllabus for a Barrier-Free Environment.

Author

American Inst. of Architects, Washington, DC. and Kliment, Stephen A.

Abstract

This syllabus contains practical information necessary to plan a barrier-free environment. The first chapter provides an account of what has happened in the past generation to make buildings and spaces accessible to handicapped persons and reviews the most recent laws, codes, and standards that prescribe the accessibility of buildings. The second chapter describes the basic physical and procedural barrier conditions that the handicapped face. The third chapter contains solutions to the removal of barriers, including drawings illustrating some of the most common conditions. It also contains techniques for organizing community barrier-free action groups and methods for evaluating compliance with applicable laws and regulations. The fourth and final chapter offers supplementary sources of information: annotated published sources, a sample questionnaire for use in evaluating accessibility of buildings, and a listing of public and voluntary agencies whose staffs can help in more detail with guidance in particular areas. (Author/MLF)

Published
1975

10. A Guidebook to Selected Projects in Design Education.

Author

Massachusetts Council on the Arts and Humanities, Boston., Boston Society of Architects, MA., American Inst. of Architects, Washington, DC., Bell, Denise A., and Mirochnik, Elijuh

Abstract

Design education includes those projects or activities where children are actively engaged in a process of making and doing with architecture, landscape architecture, urban design, and/or city planning as a context for the learning activity. The goal of such experiences is to sensitize children to their surroundings and better inform them about the process of design that ultimately affects the physical, social, and economic conditions of their community. This directory lists selected design education projects that have been grouped into the following categories: (1) teacher generated/teacher taught (11 projects); (2) teacher initiated/designer or design educator taught (28 projects); (3) curriculum through teacher/designer collaboration (22 projects); (4) community as classroom (15 projects); (5) teacher-training workshops (9 projects); (6) summer programs (4 projects); and (7) public information (17 projects). Each category is subdivided into Massachusetts and national projects, and brief descriptions are given of all projects. Following the project descriptions is a 32-page resource list of individuals and organizations able to offer technical assistance, program methodology, and materials to educators. These are arranged in the following categories: (1) heritage education organizations, (2) clearinghouses, (3) professional associations, (4) community organizations, (5) higher education institutions, (6) foundations, (7) design education consultants, (8) publications, and (9) educational resources. A 48-item bibliography is included. (JB)

Published
1989

11. Low-Tech Energy Conservation for Schools.

Author

American Inst. of Architects, Washington, DC. and Stein, Benjamin

Abstract

The American Institute of Architects National Committee on Architecture for Education presents this guide which addresses methods of energy conservation in school buildings with simple design, construction, and equipment-control technology so that trained and creative people can take over functions normally done by machinery and automated controls. A general discussion first covers energy consumption problem areas in educational facilities, followed by interior space utilization needs and use of manual climate control. Various ways of reducing energy load are examined, including building and classroom orientation to the sun and in differing climates, shielding barriers for the sun and wind, proper insulation and ventilation in roofs as well as interior spaces, and the type of heating system used. Other energy efficiency considerations involving food processing, boiler systems, and building operations involving load distribution and off-peak loading conclude the report. (GR)

Published
1989

12. Energy Conscious Design: Educational Facilities. [Brief No.] 1.

Author

American Inst. of Architects, Washington, DC.

Abstract

An energy task group of the American Institute of Architects discusses design features and options that educational facility designers can use to create an energy efficient school building. Design elements cover the building envelope, energy storage system, hydronic heating/cooling systems, solar energy collection, building orientation and shape, on-site well with heat pump system, and waste water heat reclamation system. Additional considerations examine design temperature adjustments and natural ventilation such as use of wide band thermostats, lighting reduction, unoccupied space shutoff, and skylights. Final comments address central monitoring equipment, use of double doors on main entrances, the benefits of underground buildings, use of wind generation to facility power needs, low temperature room placement on the building's cold side to conserve heating needs, flow restrictors on water sources, greenhouse use, and the use of extract-air windows. (GR)

Published
1983

13. Telematics and Electronic Communication and Their Effect on Educational Space. [Brief No.] 3.

Author

American Inst. of Architects, Washington, DC. and Morton, James E.

Abstract

A telematics and electronic communication task group examines technology's influence on the educational process as well as the physical classroom, and the needs and concerns these new technologies bring to architects and educators in designing an adaptable classroom. Technology and the classroom are examined in the following areas: the use of television; microcomputers and computer terminals; power and communication cable distribution; voice and data distribution; heating and air conditioning needs; acoustics; lighting; space configuration; furniture requirements; and security issues. (GR)

Published
1986

14. Excerpt From the AIA Environmental Education Guidebook.

Author

American Inst. of Architects, Washington, DC. and Pratt, James

Abstract

Concern for the deteriorating visual environment of our cities has prompted the American Institute of Architects (AIA) to make a concerted effort in educating the public to understand the nature of environmental design. Professional environmental designers and educators alike must promote environmental education as one way of achieving a satisfactory visual environment. This resource guide and bibliography attempts to provide a spectrum of viewpoints and makes no attempt to be all inclusive. It is designed primarily for teachers to assist them in educating students about environmental problems and to develop environmental awareness. Part One is an annotated bibliography of AIA projects and programs together with state and community projects. In addition to a short resume, the organization's name and address are noted as well as the appropriate grade level in which it may be used. An annotated bibliography of materials constitutes Part Two. Items include informational sources, instructional materials, kits of classroom materials, student resource books, activity resource books, teacher resource books, periodicals, films, and filmstrips. A project index and instructional materials index conclude the work. (BL)

Published
1970

15. Simu-School: A Tool and Process for Educational Planning. Final Report.

Author

American Inst. of Architects, Washington, DC., Technomics, Inc., Chicago, IL., and Burr, Donald F.

Abstract

The greatest challenge facing education today is the need to plan adequately for the future. Effective educational planning can work only if all elements of the community are involved in the decisionmaking process, the relevant factors and variables in the educational environment are considered, and the nature of the learning/teaching process in education is understood. As proposed, SIMU-SCHOOL would use simulation techniques to recreate the educational planning process. By utilizing a management information system as an educational tool, SIMU-SCHOOL would create a time-compressed simulation of a series of planning problems. Using this simulation technique, educational and community planners could become involved and would experience the results of their decisions within a few days instead of several years. (Author/RA)

Published
1971

16. You and Your Architect.

Author

American Inst. of Architects, Washington, DC. and Dibner, David R.

Abstract

This booklet was conceived and developed in response to the many questions asked of the AIA about architects and architecture by those contemplating a construction project. Questions answered concern reasons for retaining an architect, selection of an architect, methods of paying an architect, client responsibility, the building design process, contractor selection, and the architect's role during construction. (Author/MLF)

Published
1973

17. Environmental Design: Research and Practice, Volumes One and Two.

Author

California Univ., Berkeley. Board of Regents., Environmental Design Research Association., American Inst. of Architects, Washington, DC., and Mitchell, William J.

Abstract

One hundred and fifty papers deal with the current range of concerns in the emergent field of environmental design research and emphasize the relating of research to practice. The papers focus on (1) original research in the social and behavioral sciences with direct relevance to environmental design, planning, and management; and (2) new methods and approaches (including computer-based techniques) for dealing with complex environmental problems. The papers are grouped under (1) man-environment relations, (2) environmental quality -- specification and evaluation, (3) design -- the generation and exploration of solutions, (4) design communications -- methods and media, and (5) design research and education. (Author/MLF)

Published
1972

18. Emerging Techniques 2: Architectural Programming.

Author

American Inst. of Architects, Washington, DC., Evans, Benjamin H., and Wheeler, C. Herbert

Abstract

A selected collection of architectural programming techniques has been assembled to aid architects in building design. Several exciting and sophisticated techniques for determining a basis for environmental design have been developed in recent years. These extend to the logic of environmental design and lead to more appropriate and useful facilities. The significant areas of concern with architectural programing are communications, problem definition and hierarchy, fact collection, fees and services, research, testing, and evaluation. Case studies and examples of techniques indicated possible uses of architectural programing for planning and design. (TC)

Published
1969

19. AIA Architect-Researcher's Conference, Proceedings (5th, Wisconsin Dells, Wisc., September 25-26, 1968).

Author

American Inst. of Architects, Washington, DC. and Bennett, Philip M.

Abstract

Twenty-five representatives active in research for architecture made major contributions to the profession by presenting their findings to conferees at the AIA Architect-Researcher's Conference. The final papers that were made available for this publication contain the essential contents of the original presentation. Special consideration was given to coordinate the text, graphics, and slides to make the final proceedings as complete and comprehensive as the original presentation. Topical coverage includes the latest research findings, developments, and techniques identified through research in architectural offices, building industries, universities, and governmental agencies. The major areas of discussion were--(1) economic feasibility analysis, (2) mechanical and structural building systems, (3) design and programing methods, (4) prefabrication and component building systems, (5) urban and regional planning, (6) computer applications to design, and (7) environmental influences on man. (TC)

Published
1968

20. Architectural Contributions to Effective Programming for the Mentally Retarded. Conference Report of the Architectural Institute (Denver, Colorado, May 15-16, 1967).

Author

American Association on Mental Deficiency, Washington, DC., American Inst. of Architects, Washington, DC., and National Association for Retarded Children, New York, NY.

Abstract

Conference participants consider the role of the architect and the programer in planning and constructing facilities for the mentally handicapped. David Rosen discusses the design problems of state institutions with particular reference to the Woodbridge State School in New Jersey; Gunnar Dybwad describes the need of the programer for the architect; and Arnold Gangnes treats the need of the architect for the programer. The architectural program is defined as a means of communication with the client by Edwin Cromwell, and the programming process is detailed by John Garber. Also provided are David Ray's and John Truemper's consideration of the programer and architect in action and J. Eugene McKee's treatment of planning for community facilities. Two forwards, excerpts from informal discussions, and a list of registrants are included. (JD)

Published
1967

21. The Computer and the Building Design Process.

Author

American Inst. of Architects, Washington, DC. and Bryan, N. W.

Abstract

An architectural computer system was developed using modern small scale computers, to ease the interaction and conflict within the design team during the design process. The original proposal included an information file, a mathematical building model, and a subsystems (electrical, cost estimating, etc.) model. Due to unanticipated problems, the system was reduced to a limited building model, a material systems file, and a cost estimating capability with additional subsystems to follow soon. The system, as now operating, is of greatest value in cost estimating, giving a day-to-day cost picture. (JT)

Published
1967

22. AIA SCHOOL PLANT STUDIES. A SELECTION 1952-1962.

Author

American Inst. of Architects, Washington, DC. and PAWLEY, ERIC

Abstract

A COLLECTION OF 40 ARTICLES DISCUSSES VARIOUS ASPECTS OF SCHOOL PLANNING PROBLEMS. THOSE ON PRELIMINARY PHASES REVIEW--(1) ARCHITECT SELECTION, (2) DEVELOPMENT OF EDUCATIONAL PROGRAMS, AND (3) SCHOOL COSTS. ARCHITECTURALLY-)RIENTED ARTICLES COVER--(1) CONSTRUCTION AND STRUCTURAL TYPES, (2) STANDARD SCHOOL PLANS, (3) FLEXIBILITY, (4) PREFABRICATION, (5) SAFETY, AND (6) MAINTENANCE. SPECIFIC SCHOOL TYPES DISCUSSED ARE--(1) SMALL SCHOOLS, (2) PRESCHOOL BUILDINGS, AND (3) URBAN SCHOOLS. ENVIRONMENTAL CONTROL IS REVIEWED IN TERMS OF--(1) ORIENTATION, (2) NATURAL VENTILATION, (3) LIGHTING, (4) COLOR, (5) VISUAL ENVIRONMENT, AND (6) ACOUSTICS. CONCEPTUAL ARTICLES COVER TOPICS OF NEW IDEAS AND QUALITY, WHILE TOPICS SUCH AS CASEWORK, TEACHING EQUIPMENT, KITCHENS, AND AUDITORIUMS ARE REVIEWED IN MORE SPECIFIC TERMS. (MH)

Published
1962

23. Your Building & Your Architect.

Author

American Inst. of Architects, Washington, DC. and Canty, Donald

Abstract

Discussion of various aspects of the architect-client relationship and architectural duties and procedures is presented. The various stages of architect selection precede a discussion of services and fees. The problem solving process is detailed in terms of--(1) client influence, (2) decision making, and (3) preliminary stages. Preparation of construction documents is explained in relationship to--(1) working drawings, (2) specifications, (3) contract documents, (4) economic negotiations, and (5) contractor role. The construction phase section includes review of--(1) administrative duties of the architect, (2) lines of authority, (3) contractual difficulties, and (4) building occupancy. (MH)

Published
1968

24. A PROGRAM FOR ARCHITECTURAL TECHNICIAN'S TRAINING.

Author

American Inst. of Architects, Washington, DC. and TERNSTROM, CLINTON C.

Abstract

ARCHITECTURAL TECHNICIANS TRANSLATE DESIGN AND SYSTEMS SOLUTIONS INTO GRAPHIC AND WRITTEN FORM AND ASSIST IN RENDERING ARCHITECTURAL SERVICES. IN 1966, A STUDY GROUP FROM THE AMERICAN INSTITUTE OF ARCHITECTS FOUND THAT EXISTING 2-YEAR PROGRAMS WERE INADEQUATE, FALLING INTO ONE OF TWO CATEGORIES--(1) DRAFTING COURSES WHICH LACKED BREADTH AND FAILED TO PROVIDE BACKGROUND IN MATHEMATICS, APPLIED SCIENCE, AND MODERN BUILDING TECHNIQUES, OR (2) PROGRAMS SIMILAR TO THE FIRST TWO YEARS OF ORTHODOX PREPROFESSIONAL OFFERINGS, WITH INADEQUATE TECHNICAL EMPHASIS AND LITTLE PREPARATION FOR IMMEDIATE EMPLOYMENT. THE JUNIOR COLLEGE IS PARTICULARLY SUITED FOR OFFERING PROPOSED PROGRAMS IN THREE SEQUENCES--(1) DRAFTING, SPECIFICATIONS, AND ESTIMATING, (2) GRAPHIC ARTS, MODELS, AND REPRODUCTION, AND (3) ADMINISTRATION, DATA PROCESSING, AND INFORMATION. IN THIS PROGRAM DESCRIPTION, ATTENTION IS GIVEN TO CURRICULUM, STUDENTS, FACULTY, AND CONTINUING EDUCATION. (WO)

Published
1968

25. COMPUTER MODELING IN CAMPUS DESIGN. CASE STUDY AT DUKE UNIVERSITY. FINAL PAPER.

Author

American Inst. of Architects, Washington, DC. and MATTOX, ROBERT F.

Abstract

IN A PILOT STUDY CONDUCTED TO PROVIDE BETTER INFORMATION FOR CAMPUS PLANNING, COMPUTER PROGRAMS WERE DEVELOPED TO ANALYZE DATA COLLECTED FROM STUDENT DIARIES. AREAS OF CONCERN INCLUDED--(1) TIME SPENT IN A SPECIFIC ACTIVITY, (2) TRAFFIC ACTIVITIES AND RELATED VARIABLES (COSTS, ETC.), AND (5) PROJECTION OF FUTURE CAMPUS ACTIVITY-SPACE RELATIONSHIPS AND THE RESULTING IMPLICATIONS OF VARIOUS ACTIONS PROPOSED BY THE PLANNERS. THE GOAL WAS TO MAXIMIZE THE BENEFITS FOR THE LEAST COST. THIS PAPER IS THE FINAL COPY OF A PAPER PRESENTED AT THE AIA ARCHITECT-RESEARCHERS' CONFERENCE, GATLINBURG, TENNESSEE, OCTOBER 24-25, 1967. (JT)

Published
1967

26. THE ACTIVITY/SPACE, A LEAST COMMON DENOMINATOR FOR ARCHITECTURAL PROGRAMMING.

Author

American Inst. of Architects, Washington, DC. and HAVILAND, DAVID S.

Abstract

TWO INTERRELATED PROBLEM AREAS OF ARCHITECTURAL PROGRAMING ARE DISCUSSED--(1) "NEEDS DEFINITION," AND (2) "NEEDS DOCUMENTATION AND COMMUNICATION". FUNDAMENTAL ISSUES AND WORK OF THE CENTER FOR ARCHITECTURAL RESEARCH ARE PRESENTED. ISSUES ARE THE FAILURE TO RECOGNIZE HOW, WHEN, AND IN WHAT FORM THE NEED WILL BE USED. CRITERIA FORMULATION MUST BE CONSIDERED IN TERMS OF "ORIGIN TO DESTINATION." AN INITIAL QUANTUM IS DEVELOPED--"THE ACTIVITY/SPACE." THIS IS DEFINED AS AN ACTIVITY WHICH TAKES UP SPACE AND HAS A GENERALLY COMMON SET OF FACILITY IMPLICATIONS. THE FILE CABINET APPROACH TO PROGRAMING, "COMMERCE," AND "PHYSICAL AFFINITY" ARE SUCCEEDING STEPS DISCUSSED ALONG WITH POSSIBLE COMPUTER IMPLICATIONS. THIS PAPER WAS PRESENTED AT THE AIA ARCHITECT-RESEARCHERS' CONFERENCE, GATLINBURG, TENNESSEE, OCTOBER 25, 1967. (RK)

Published
1967

27. ARCHITECTURAL PROGRAMMING--STATE OF THE ART.

Author

American Inst. of Architects, Washington, DC. and EVANS, BENJAMIN H.

Abstract

IN RESPONSE TO A NEED FOR A MORE THOROUGH AND RIGOROUS STUDY AND ANALYSIS PROCESS IN ENVIRONMENTAL FUNCTIONS PRIOR TO THE DESIGN OF NEW BUILDINGS, A STUDY WAS UNDERTAKEN TO IDENTIFY THE EMERGING TECHNIQUES OF ARCHITECTURAL PROGRAMING PRACTICE. THE STUDY INCLUDED CORRESPONDENCE AND REVIEW OF PERIODICALS, QUESTIONNAIRES AND VISITATIONS, AND A WORKSHOP OF PROGRAMING. TOPICS MENTIONED WERE--(1) PROBLEMS OF COMMUNICATION AND RESPONSIBILITY, (2) SOURCES OF PROGRAMS, (3) TECHNIQUES USED, AND (4) THE DEVELOPMENT OF SPECIALISTS. TWO EXAMPLES ARE GIVEN OF AN ARCHITECTURAL FIRM AND A GROUP OF PROGRAMING CONSULTANTS. OTHER ORGANIZATIONS AND APPROACHES ARE ALSO MENTIONED. SUGGESTIONS FOR RESEARCH AND DEVELOPMENT ARE INDICATED. THIS PAPER WAS PRESENTED AT THE AIA ARCHITECT-RESEARCHERS' CONFERENCE, GATLINBURG, TENNESSEE, OCTOBER 25, 1967. (MM)

Published
1967

28. A MODEL BUILDING CODE ARTICLE ON FALLOUT SHELTERS WITH RECOMMENDATIONS FOR INCLUSION OF REQUIREMENTS FOR FALLOUT SHELTER CONSTRUCTION IN FOUR NATIONAL MODEL BUILDING CODES.

Author

American Inst. of Architects, Washington, DC., Office of Civil Defense (DOD), Washington, DC., and Graves-Hill and Associates, Architects, Lexington, KY.

Abstract

A MODEL BUILDING CODE FOR FALLOUT SHELTERS WAS DRAWN UP FOR INCLUSION IN FOUR NATIONAL MODEL BUILDING CODES. DISCUSSION IS GIVEN OF FALLOUT SHELTERS WITH RESPECT TO--(1) NUCLEAR RADIATION, (2) NATIONAL POLICIES, AND (3) COMMUNITY PLANNING. FALLOUT SHELTER REQUIREMENTS FOR SHIELDING, SPACE, VENTILATION, CONSTRUCTION, AND SERVICES SUCH AS ELECTRICAL POWER, SANITATION, WATER SUPPLY, AND STORAGE ARE LAID DOWN TO ESTABLISH OFFICIAL STANDARDS FOR THESE FACILITIES. (JT)

Published
1965

29. Does Design Make a Difference? A Conference of the AIA Committee on Architecture for Education (Scottsdale, Arizona, September 27-28, 1997).

Author

American Inst. of Architects, Washington, DC. and Morris, Audrey Bruchetto

Abstract

The failure of the "open classroom" concept of the 1960's has not diminished the need for researchers to continue to look at learning and teaching to better understand how educational spaces can be improved for everyone that uses them. This document summarizes presentations made at the 1997 American Institute of Architects (AIA) conference on the importance of school design to those who work and learn within them. The following topics are covered: the learning process; educational technology; storage space; space allocated to other professionals visiting schools and the general community; changes in school design brought on by educational change and facility uses; and use of natural lighting. An additional presentation examines one school's efforts in meeting the diverse needs now demanded of it. A concluding section provides a list of resources resulting from a search of the AIA library and archives that address K-12 schools and architecture. (GR)

Published
1997

30. Specialties in Educational Facilities. A Conference of the AIA Committee on Architecture for Education (Boston, Massachusetts, June 19-21, 1997).

Author

American Inst. of Architects, Washington, DC. and Rossi, John

Abstract

The American Institute of Architects convened a 1997 conference to explore the issues specific to designing specialties in educational facilities caused by educational reform's emerging methodologies and teaching philosophies. This document discusses the presenter's views of these issues in the following areas: creating engaging learning environments for a technology savvy student body; reforming educational curricula to meet 21st century job demands; planning educational facilities, performance spaces, libraries, and media learning centers that include participation from and consideration of its users; and the growing presence of new media technology into the learning environment. Final comments address how specialties in educational facilities are changing the architectural profession. (GR)

Published
1997

31. Current Trends in Libraries, Media Centers, and Performing Arts Spaces: A 1997 Slide Presentation.

Author

American Inst. of Architects, Washington, DC.

Abstract

The design of school libraries, media centers, and performing arts auditoriums are crucial to fulfilling and enhancing the need for human interaction and learning. This document presents descriptions of exemplary examples of architectural designs for these three areas as found in selected K-12 public schools across the country. Each entry is accompanied by a photograph of the area, an architect's statement of the design features, total construction costs, and the architectural firm's address and phone number. An index of the architectural firms by state is also provided. (GR)

Published
1997

32. Comprehensive Bibliography on Child Care and Preschool Design. Architecture for Education.

Author

American Inst. of Architects, Washington, DC., Wisconsin Univ., Milwaukee. Center for Architecture and Urban Planning Research., and Moore, Gary T.

Abstract

Excellence in design of child care and other preschool facilities is an emerging issue in the architectural profession. This bibliography is intended to aid architects and other designers, child-care directors, policy makers, and researchers to locate the most up-to-date and best sources of design-relevant information. The bibliography is based on the University of Wisconsin-Milwaukee Center for Architecture and Urban Planning Research database and collection of resources, which covers 15 years of research and amassed consulting services on child care center design. The database was supplemented by a call for bibliographic entries sent to members of the American Institute of Architects Committee on Architecture for Education and people involved in child care research and design. The recommended references came from Canada, Israel, Japan and the United States. The bibliography is not annotated and is not categorized. Entries include research, design examples, and other published papers and articles on the design of child care and other preschool facilities. Some topics addressed include outdoor settings, ecology, playground construction, children and space, day care centers, therapeutic environments, design patterns, child care centers, crowding, play equipment, special education facilities, and toy structure. (SD)

Published
1994

33. Performance Guidelines for Planning Community Resource Centers.

Author

American Inst. of Architects, Washington, DC. and Eberhard, John P.

Abstract

Planning guidelines for community resource centers (CRCs) are introduced by an overview of current thought and existing programs in education, information, library, communication, and social services. Criteria for locating and housing a CRC are discussed. User diagrams, space diagrams, and performance guidelines are provided for ten services which may be parts of a CRC. These include programs for preschool age, school age, and adult learners; public attractions; sociocultural activities; lending services; information and referral; group interaction; leisure browsing; and community media. Brief narratives are accompanied by illustrations, charts, and diagrams. Appendixes contain a summary of varying user needs based on user characteristics, a furnishings and equipment checklist, a physical facilities checklist, and information sources. (LS)

Published
1976

34. Environmental Education: Architecture's Role.

Author

American Inst. of Architects, Washington, DC.

Abstract

This paper provides information to public officials, state legislators, and the general public regarding the Institute's policy and initiatives on the development of environmental education legislation or regulation. It supports state legislation to establish environmental education programs at all levels of public and private education. Included are discussions of the AIA policies on environmental education, the role of the architect in environmental concerns, a discussion of the Environmental Education Act of 1970, examples of state programs and legislation, and suggestions for establishing environmental education programs in response to implementation of proposed legislation and regulations. (Author/RE)

Published
1978

35. Built Environment: Environmental Education Teaching Tools.

Author

American Inst. of Architects, Washington, DC.

Abstract

Designed to direct the teacher to a variety of teaching and learning resources relating to the man-made environment, this document provides annotated lists of resources in several sections. The section on student reading resources lists literature written for the student and relates to various aspects of the built environment: social, technical, and historic. The section on student picture books lists documents intended for technical use or use by advanced students. A section provides teacher reading resources for use in learning more about the built environment. The section on activity and lesson planning resources provides a list of sources for classroom activities. A section on other print resources suggests local resources such as governmental agencies which may provide materials relating to the built environment. A section provides sources of educational games and kits for classroom activities on city and regional planning. Filmstrips on the built environment and the community are provided in another section. A final section lists films on a wide variety of subjects relating to man-made structures. (RE)

Published
1975

36. Built Environment Guidebook: How to Conduct Environmental Education Workshops for Teachers & Architects.

Author

American Inst. of Architects, Washington, DC.

Abstract

This guidebook presents five workshops designed to help train architects to function as resource people for built environment education. These workshops, which were held in 1975 and 1976, are intended as models. Each of them may be followed in its entirety, or ideas may be chosen from some of the workshops presented to create a different kind of workshop. Detailed descriptions of format, activities, and materials are included. An introductory section of objectives and planning is also presented. (BB)

Published
1977

37. Activities in the Schools: A Snapshot Energy Seminar (Washington, DC, December 8-9, 1975).

Author

American Inst. of Architects, Washington, DC. and Searl, Linda

Abstract

Presented is a summary of a meeting of architects, college faculty, and government personnel convened to discuss the incorporation of energy conscious design considerations into college architectural programs. These seminar proceedings contain the text of the keynote address and summaries of 13 workshops and 2 panel presentations. Topics addressed include teaching methods, government research programs, design approaches, alternative energy technologies, and curriculum development. Listed in an appendix are descriptions of energy-related college architecture courses and research projects. (WB)

Published
1975

38. Basics of Solar Heating & Hot Water Systems.

Author

American Inst. of Architects, Washington, DC.

Abstract

In presenting the basics of solar heating and hot water systems, this publication is organized from the general to the specific. It begins by presenting functional and operational descriptions of solar heating and domestic hot water systems, outlining the basic concepts and terminology. This is followed by a description of solar energy utilization that traces the principles of solar energy from climate to radiation gain to solar collection. Finally, the manner in which solar components can be organized into solar heating and hot water systems is discussed including: collector-storage arrangements, storage distribution arrangements, domestic hot water preheating types, and specific system components. (Author/BB)

Published
1978

39. The Sourcebook. Learning by Design.

Author

American Inst. of Architects, Washington, DC., Hershey, John T., and Hershey, Kirk Emerson

Abstract

Developed as one part of the "Learning by Design" environmental education program, this compilation of resource information and materials serves as a guide to current environmental education projects, curriculum materials, books, people and organizations. Designed as a system rather than a one-time publication, the information in this document will be updated annually through a subscription service. The preface describes the relationship between architects and environmental education, the role of the American Institute of Architects (AIA), and the entire "Learning by Design" program. Part I, "Models", examines seven exemplary environmental education programs. Each entry includes basic features, program description, historical development, and sample activities. The "Resources" section contains descriptions, representative illustrations and sample activities (when appropriate) for 29 commercially available publications. Part III, "Bibliography," lists 36 annotated entries. The last section, "Networks," provides a listing of people and organizations currently involved in environmental education. Forms are provided for making suggestions for future entries for each of the sections. (DC)

Published
1981

40. School Design--State of the Art.

Author

American Inst. of Architects, Washington, DC. and Brubaker, C. William

Abstract

Text and small black and white photographs reproduced in this booklet outline a slide presentation of the significant design directions that influence the character of school facilities. The locations and names of the schools and the architectural firms accompany the pictures. Energy conservation factors are illustrated by schools of passive or active solar design, by earth sheltered designs, and by heat exchangers and sky lighting. The arrangements of buildings include campus and house plan schools, educational parks, and compact schools that have flexible space. Interior space design directions can be found in student streets, malls, commons, and atriums. "High tech" schools, constructed with contemporary industrial materials, create a new environment. Attention is also given to schools of a specialized nature such as magnet, community, career education, and special schools. Structural features are highlighted by earthquake code replacements and innovations such as air structures. Additions and renovations have recycled buildings for educational use, and also the reverse: surplus school space has been converted to serve new purposes. The location of schools is also featured by urban schools, environmental concerns, and regional characteristics. Finally, some new buildings are designed for possible future uses other than education. (MLF)

Published
1982

41. The Search for Shelter.

Author

American Inst. of Architects, Washington, DC. and Greer, Nora Richter

Abstract

This report describes the response of the American Institute of Architects' Housing Committee to the homeless crisis in the United States. Based on information shared at two conferences held by the Committee in 1985, this publication examines the question of how to provide secure, dignified shelter for those with little financial resources. It includes a foreword, preface, and eight sections. Section 1, "Urban Nomads," surveys the dimensions of the homeless situation. Section 2, "Paths to Homelessness," discusses societal factors that have contributed to the problem. Section 3, "A Safe Haven," reviews available and desirable kinds of housing. Section 4, "Dignified Shelter," examines criteria for design and service aspects of shelters for the homeless. Section 5, "The Right to Shelter," explores community and government response to the needs of the homeless. Section 6, "Who's Responsible," calls on architects to involve themselves in the creation of shelter. Section 7, "Crucial Choices," contends that American society must commit itself to the care of its disabled and homeless. Section 8, "Case Studies," describes design and services of 33 shelters for the homeless in the following categories: (1) emergency shelters; (2) special needs-transitional shelters; and (3) long-term housing. Each case study includes project descriptions and such information as project size, costs, and information on architects and sponsors. A 25-item bibliography is appended. (AF)

Published
1986

42. The Creation of Shelter.

Author

American Inst. of Architects, Washington, DC. and Greer, Nora Richter

Abstract

The American Institute of Architects (AIA) became involved in the problem of homelessness through the establishment of the Search for Shelter program, a collaboration with several other architectural organizations. The program, led by the AIA Housing Committee, sought solutions to the housing crisis through a series of workshops held around the country in 1987. This report gathers various responses from these first workshops. The first part of the report, comprised of 27 case studies, presents projects, solutions, and strategies resulting from these workshops, including: emergency shelter; transitional shelter; single room occupancy (SRO) units; other long-term housing; rural, low-cost housing; housing for the mentally ill; other special housing; an area-wide survey of shelter needs; a campaign to raise public awareness; a community center for the homeless; criteria to determine where to expand shelter facilities; a design competition. Each case study includes project descriptions, contacts, and sponsors and participants. The second part of the report on the creation of shelter, includes the following sections: (1) "No Place to Call Home"; (2) "Partnerships for Housing"; (3) "The Search for Shelter;" (4) "Low-Cost Housing Redefined"; and (5) "A Commitment to Caring." A bibliography of 26 references is appended, as well as case studies indexes by city and subject. (AF)

Published
1988

43. State Requirements Survey for School Construction, K-12. Revised 1987.

Author

American Inst. of Architects, Washington, DC.

Abstract

This report is a comparative analysis of K-12 school planning and design criteria. A state-by-state survey was conducted to evaluate the degree of state government involvement and the differences in each state. A questionnaire sought information on funding, state planning requirements, site and building sizes, pupil/teacher ratios, building design requirements, and contruction requirements. All states were contacted and all responded except three. Lacking response from a state, the committee members then developed the necessary information. The information conforms exactly to the practices, rules, and/or policies of each state. In addition, each state was requested to complete a survey regarding rules and regulation requirements for asbestos in schools. A table of asbestos information for each state and a list of respondents are appended. (SI)

Published
1987

44. Program/Planning. [Brief No.] 4.

Author

American Inst. of Architects, Washington, DC. and Ingalls, Wilbur R.

Abstract

This report is one of a series of briefs prepared by the American Institute of Architects National Committee on Architecture for Education addressing ways and means of reducing costs in the design and delivery of educational facilities. Specifically, this report is a useful guide to understanding the relationships between educational philosophy and facility construction. The discussion focuses on the following topics: (1) planning comprehensively for educational facilities; (2) analyzing community educational needs; (3) projecting educational program requisites on the basis of community needs; (4) outlining long-range planning; (5) explaining the fit among educational programs, specifications, philosophy, method, and architecture; (6) explaining the fit between program and educational specifications in space needs and relations; (7) identifying the importance of design perspective; and (8) summarizing past and future trends in educational facilities planning and design. (JAM)

Published
1986

45. Designing Schools with Maintenance in Mind. [Brief No.] 6.

Author

American Inst. of Architects, Washington, DC. and Dunwoody, Thomas J.

Abstract

This report is one of a series of briefs prepared by the American Institute of Architects National Committee on Architecture for Education addressing ways and means of reducing costs in the design and delivery of educational facilities. Specifically, this report discusses the advantages of designing with maintenance in mind, presents maintenance-saving alternatives, and suggests design possibilities that exemplify the concern for maintenance. The project specifications covered include: general requirements; sitework; concrete; masonry; metals; wood; moisture protection; doors, windows, and hardware; interior finishes; and mechanical and electric. (JAM)

Published
1988

46. 1982-1983 Update. The Sourcebook. Learning by Design.

Author

American Inst. of Architects, Washington, DC., Hershey, John T., and Hershey, Kirk Emerson

Abstract

This update of the "Learning by Design" Sourcebook expands the previous compilation of resource information and materials on environmental education projects, curriculum materials, books, people, and organizations. It, like the original sourcebook, is divided into four sections: (1) models--presenting basic features, descriptions, and historical development of and sample activities from exemplary environmental education programs; (2) resources--containing descriptions, representative illustrations, and sample activities from commercially available publications; (3) bibliography--containing annotated entries on various topics; and (4) networks--presenting lists of people/organizations involved in environmental education. Additions to the models, resources, and bibliography sections, and a completely new network section are provided, together with instructions on how to incorporate them into the existing sourcebook. Four additional models, 10 additional resources (and a new index for this section, reflecting the addition of these items), additional bibliography pages, and a completely new network section (replacing the current section) are included. Forms for making suggestions for future entries for each of the sections are also included. (JN)

Published
1983

47. School Building Architectural Directory, 1986.

Author

American Association of School Administrators, Arlington, VA. and American Inst. of Architects, Washington, DC.

Abstract

For the past 37 years, the American Association of School Administrators (AASA) and the American Institute of Architects (AIA) have sponsored a competition to recognize outstanding achievements in the field of educational facility planning and design. This book represents the 1986 exhibition of school architecture as displayed at the 118th convention of the AASA. Featured in the publication are 2 special awards, 6 citation winners, and 21 additional entries. Information provided for each facility includes school name and location, architect, superintendent, grades served, size of site, student capacity, area of building, cost of construction, and completion date. Black and white photographs illustrate all the facilities, and brief comments by the jury accomapny the award and citation recipients. (MLF)

Published
1986

48. Comprehensive Architectural Services--General Principles and Practice.

Author

American Inst. of Architects, Washington, DC. and Hunt, William Dudley

Abstract

A basic primer of comprehensive architectural services has been compiled for use by architects who wish to expand the range of services offered to clients. The titles of the six major parts describe the topic content--(1) The New Role of the Architect, (2) Principles of Comprehensive Architectural Services, (3) The Architect and His Client, (4) Promotional Services, (5) Project Analysis Services, and (6) Related and Supporting Services. The individual discussions range from the organization of the architectural office to professional fees and site analysis. (TC)

Published
1965

49. Environmental Education. Second Edition.

Author

American Inst. of Architects, Washington, DC. and Pratt, James

Abstract

The purpose of the AIA-COPE group in this compendium is to unite the teaching and design professions in their effort to educate for environmental awareness. Part one includes suggestions to architects, landscape architects, civil engineers, urban and regional planners, and ecologists for working with primary and secondary schools, self education, program planning, and long term local projects. An annotated directory of current projects lists AIA projects and programs, and state and community projects. The second part contains: 1) a summary of the association goals for environmental education, and 2) a guide to projects, kits, resource books for the student and teacher, periodicals, films and filmstrips. This part also has a section describing some instructional materials according to: concept and emphasis, materials, use, and origin. A classified index of both the projects and the materials is included. The information in this resource guide is current as of March, 1970. The loose-leaf format facilitates intended updating and expansion. Loan copies are available through members of the American Institute of Architects, and local and regional offices. (VLW)

Published
1970

50. Built Environment: A Teacher Introduction to Environmental Education.

Author

American Inst. of Architects, Washington, DC.

Abstract

This environmental education teacher's guide focuses on the "built environment" or everything people have imposed on the natural physical environment. The guide provides objectives and a broad definition of environmental education, sample activities, suggestions for local consultants and resources, and an annotated list of both printed and audiovisual materials. Three general teaching approaches are recommended: (1) the observing, thinking, and discovery approach; (2) the theoretical problem approach where students make environmental decisions of hypothetical situations; and (3) the "real world" situation approach where students examine real problems which confront their community. Sample activities follow the three general approaches and include activities on local community environment, personal space, classroom environment, field trips, how the built environment influences feelings and senses, mapping, and measuring exercises. The guide seeks to prepare students for their present and future roles as users and shapers of the built environment. (Author/DE)

Published
1974

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