More Than Just a Number by braddeal

MORE THAN JUST A NUMBER DESIGNING LEARNING SPACES FOR THE MINDS OF TOMORROW ARCH 315 2019

ALTERNATIVE LEARNING

CONVENTIONAL LEARNING INTRODUCTION

EDUCATION TIME LINE

CONVENTIONAL SCHOOLS methods overcrowding student-teacher relationships standardized testing common core

16 20 22 24 26

INTERNATIONAL PISA scores educational systems time spent in school

32 34 38

U.S PUBLIC & PRIVATE public vs private 2015 ACT scores secondary education

40 42 43

PHILOSOPHIES bill gates david eggers margaret heffernan ramsey musallam

44 44 45 45

LABORATORY SCHOOLS john dewey

TABLE OF CONTENTS

APPROACHES TO EDUCATION PEDAGOGIES advancements project-based learning co-operative learning integrated learning inquiry learning STEM/technology

50 52 54 56 58 60

PHYSICAL FACTORS security crime rates security research furniture color classroom strategies nature and light air and temperature

62 64 70 72 80 82 86 88

SOCIOLOGICAL FACTORS diversity personal life impact socioeconomics

90 92 94

PSYCHOLOGICAL FACTORS student minds successful classroom bridging the gap comfortability statistics relationships disabilities amenities

96 98 100 102 104 106 108 110

SITE ANALYSIS

demographics city map crime rates topography & weather landscape site views ﬂoor to area ratio trafﬁc amenities comparative evaluation

114 116 118 120 122 124 132 134 136 138

PRECEDENT ANALYSIS precedents

142

CREDITS

| | 3

INTRODUCTION The University of Louisiana at Lafayette is forging ahead with plans of creating a new laboratory school. The purpose is to provide students with an education that relies on model teaching methods and an innovative curriculum. Conventional learning environments reveal issues of overcrowding, standardization, and lack of communication. Alternative learning environments, based internationally and within the United States, provide students with various educational opportunities. There are numerous approaches to education, each having their own pros and cons. Both sociological and psychological factors take affect on students within these settings. A newly designed laboratory school aims to provide equity, innovation, and opportunity for all Louisiana students.

| 5

CONVENTIONAL LEARNING The history of conventional learning techniques were researched. Furthermore, the issues within conventional learning environments were analyzed and laid out in order to better understand how the development of a labratory school can be a success.

TABLE OF CONTENTS

HISTORY OF CONVENTIONAL SCHOOLS IN AMERICA FROM 1600-1800

1690

John Lock: knowledge is derived through experience

1636

1635 The ﬁrst "free school" in Virginia opens. Education in the Southern colonies is more typically provided at home by parents or tutors.

Harvard College, the ﬁrst higher education institution in what is now the United States, is established in Newtowne (now Cambridge), Massachusetts.

ENVIRONMENT

1646

Classroom setting established.

1647 Mass. law of 1647: towns of 50 families or more must higher a schoolmaster to teach reading and writing.

1693

The College of William and Mary is established in Virginia. It is the second college to open in colonial America and has the distinction of being Thomas Jefferson's college.

PEDAGOGY

1600 teaching methods: mostly undeﬁned, students were usually taught or informed by parents.

Jonathan Davis, Rocky Smith, David Jones, Lindsay Lehman

1698

The ďŹ rst publicly supported library in the U.S. is established in Charles Town, South Carolina.

1727

The Ursuline Academy of New Orleans is founded. A Catholic school for girls sponsored by Sisters of the Order of Saint Ursula.

1800

Prussian Education System introduced in Prussia by Fredrick the Great.

STEM

1743

Benjamin Franklin founds the American Philosophical Society

daily.jstor.org | pbs.org | britannica.com

01 HISTORY

STANDARDIZATION OF EDUCATION IN AMERICA IN THE 19TH CENTURY

1827

1821

Boston English High School, one of the ďŹ rst public high schools in the U.S., opens.

The state of Massachusetts passes a law requiring towns of more than 500 families to have a public high school open to all students.

ENVIRONMENT

1806 A new learning method was generated by Joseph Lancaster, an English Educator, called the Lancaster Method also known as the monitorial method.

1839

1803

Horace Mann establishes Normal schools for teacher training and Common schools to educate every child.

Improvements to Education pamphlet was written by Joseph Lancaster to introduce new ways of learning.

1840

Horace Mann brought the Prussian teaching method to America.

STEM

1814

In France: the ďŹ rst photograph is taken.

1829

Invention of the typewriter

1838

Samuel Morse: invents the telegram and Morse Code.

Jonathan Davis, Rocky Smith, David Jones, Lindsay Lehman

1856

The ďŹ rst kindergarten in the U.S. is started in Watertown, Wisconsin, founded by Margarethe Schurz.

1862

Port Royal experiment started to educated newly freed African Americans after the civil war

1855

Invention of the Bunsen burner, aided advancement of scientiďŹ c experimentation

aip.org | sutori.com | eds-resources.com

1859

Charles Darwin's The Origin of Species is published on November 24, introducing his theory that species evolve through the process of natural selection.

1900

1867 The Department of Education is created in order to help states establish effective school systems.

1868

Hampton Institute established to further educate African Americans

1870

Each state determined public education requirements in each area. Common education became more popular.

The Association of American Universities is founded to promote higher standards and put U.S. universities on an equal footing with their European counterparts.

1892

The committee of Ten decided upon standardized education creating a more cohesive system.

1862

The Morrill Land Grant Act agrees to fund A&M Universities

01 HISTORY

INTRODUCTION OF NEW TECH

INFLUENCES CONVENTIONAL EDUCATION IN THE 20TH CENTURY 1905

The Carnegie Foundation for the Advancement of Teaching is founded. It is charted by an act of Congress in 1906, the same year the Foundation encouraged the adoption of a standard system for equating "seat time" (the amount of time spent in a class).

1916 1909

In order to improve high school graduation rates, the Columbus Ohio School Board authorizes the creation of junior high schools.

The Bureau of Educational Experiments is founded in New York City by Lucy Sprague Mitchell with the purpose of studying child development and children's learning.

1919

The Progressive Education Association is founded with the goal of reforming American education.

ENVIRONMENT

1926

PEDAGOGY

SAT Testing begins.

1917

The Army Alpha Beta Test was established. This test became backbone of modern standardized testing

1918

John Dewy started his progressive education reform movement.

STEM

1900

Founding of Association of American Universities

1923

Introduction of Radio to learning environment

1933

The electron microscope is invented.

1950

National Science Foundation is created after World War II.

Jonathan Davis, Rocky Smith, David Jones, Lindsay Lehman

1957 Federal troops enforce integration in Little Rock, Arkansas as the Little Rock 9 enroll at Central High School.

The smart board (interactive white board) is introduced by SMART Technologies.

Michael Hart, founder of Project Gutenberg, invents the e-Book.

1946

With thousands of veterans returning to college, The President's Commission on Higher Education is given the task of reexamining the role of colleges and universities in post-war America1946.

1991

1971

1994

1972

1959

ACT Testing Begins

Texas Instruments introduces the ﬁrst in its line of electronic hand-held calculators, the TI-2500 Data Math. TI becomes an industry leader known around the world.

1969

1954

1994

Swann vs Charlotte Mecklenburg County backs up Brown vs Board decision

Brown Vs Board of Education rules against segregated classes

1958

NASA is created to keep up with Russia in the space race.

aip.org | sutori.com | eds-resources.com

The Improving America’s Schools Act (IASA) is signed into law by President Bill Clinton on January 25th.

Michael Halliday: communicative language teaching as a method based on the linguistic theory.

1977

First personal computer with Apple’s Mac

1983

Internet introduced to the world of computer users, initially used to share and create data.

01 HISTORY

TECHNOLOGY BASED EDUCATION CONTINUES THROUGH THE 21ST CENTURY

2009

2000

the U.S. Supreme Court rules that the district's policy of allowing student-led prayer during school events violates the Establishment Clause of the First Amendment.

2004

Congress authorizes the IDEA act in 2004, a law that makes a public education available to intellectually disabled children.

Quest to Learn (Q2L), the ﬁrst school to teach primarily through game-based learning, opens in September in New York City with a class of sixth graders There are plans to add a grade each year until the school serves students in grades six through twelve.

2010

New Texas social studies curriculum standards, described by some as “ultraconservative,” spark controversy. Many fear they will affect textbooks and classrooms in other states..

ENVIRONMENT

PEDAGOGY

2004

Salman Kahn: early beginnings of Kahn Academy, learning tool.

2005

The iClicker: teaching aid tool used to allow teachers to quickly poll students

STEM

2001

The term STEM is ofﬁcially changed from SMET

2005

USA ranks among the worst countries in STEM performance.

2009

Obama Administration passes the “Educate to Innovate” Act, which will train 100,000 STEM educators by 2021.

Jonathan Davis, Rocky Smith, David Jones, Lindsay Lehman

2015 New York parents opt 150,000 kids out of standardized tests as the revolt against high-stakes testing grows.

2015 Obama signs STEM education bill into law

2019 Proposed amendment to change STEM education act to STEAM education act.

2010

The iPad: slate computer, with ability to bring together many tech for learning in a very powerful way.

daily.jstor.org | pbs.org | britannica.com

01 HISTORY

CONVENTIONAL SCHOOLS

TEACHING METHODS AND CLASSROOM ELEMENTS

CLASSROOM LAYOUTS LACK INNOVATION: Most schools look the same as schools did a century or more ago. ■ ■ ■ ■

Desks lined in rows Teacher in front lecturing the class Students learning at the same space Students expected to perform at the same level classroom in 1950

LECTURE-BASED LEARNING: This is a teaching method that doesn’t allow students to openly discuss the topic; excluding them from their own education. Most subjects beneﬁt from interactive, hands-on approaches. Because of this, many schools require studios or labs in addition to lecture.

modern classrooms

Nora Bauder

INFORMATION OVERLOAD: Information overload is when teachers give students ample amounts of random, disorganized, information. Without ﬁltering, students struggle to understand and connect the information given.

michiganradio.org

ABSENCE OF CRITICAL THINKING: Most traditional schools use a “one right approach equals one right answer” model when teaching. This teaches students that there is only one correct solution to a given problem. This can lead to problems in career success.

ABSENCE OF COLLABORATION: ■ Teaches students collaboration is bad ■ Leads to future collaboration issues in the work place

ABSENCE OF TECHNOLOGY IN CLASSROOMS: With technology students would have fast, accurate and more efﬁcient access to information and data.

TAG PROGRAMS: TAG or “Talented And Gifted” programs are used in schools to identify and single out the most advanced students and provide them with individualized learning initiatives. This is problematic in that other students aren’t getting the same attention.

01 HISTORY

FACTORS THAT CAN AFFECT STUDENT ACHIEVEMENT: ■ lighting ■ air circulation ■ class size ■ classroom layout ■ classroom temperature ■ wall colors ■ acoustics

HAS THERE BEEN AN INCREASE IN CLASS SIZE? BASED ON 680 TEACHER RESPONSES

LIGHTING: Most schools use ﬂuorescent lighting which doctors believe can have adverse effects on learning and overall health

THEY HAVE INCREASED

AIR CIRCULATION: Many schools are not up to date with their ventilation systems. 1/3 of US schools have mold, dust, and other indoor air pollutants which can lead to respiratory issues like asthma. INCREASING CLASS SIZE: The more students in a class, the less time an instructor has to address individual student issues. Larger class sizes lead to: ■ higher student struggle ■ decreased academic performance

69%

THEY REMAINED THE SAME

16%

NO ANSWER

THEY HAVE DECREASED

Nora Bauder

Class size, class layout, and the individual elements of conventional schools affect the classroom and have adverse effects on overall academic achievement and future career success.

sscserv.com

01 HISTORY

ISSUES INSIDE CONVENTIONAL CLASSROOMS OVERCROWDING AND DROPOUT RATES

OVERCROWDING: Overcrowding is one of the biggest issues in schools today. Increasing population and decreasing school funding has caused class sizes to rise. Ideally, classes should be capped at 15-20 students. However, many classrooms exceed 30 students. Overcrowding also affects: ■ grades ■ noise levels ■ discipline ■ technology ■ attention

GRADES: Because the teacher cannot have one-on-one interactions with students, the students that need the most help will continue to struggle. This leads to an overall drop in grades.

NOISE LEVELS: Louder classroom environments lead to: ■ distractions ■ difﬁculty for students to learn ■ difﬁculty for teachers to teach

DISCIPLINE: Larger classes lead to personality conﬂicts that can ultimately lead to tension and disruptive behavior.

TECHNOLOGY: Larger classrooms lead to space saving issues. There becomes not enough space to accommodate things to promote learning such as computer labs.

ATTENTION: Students tend to not pay attention in overcrowded classrooms and are instead found: ■ nodding off ■ sleeping ■ daydreaming ■ texting ■ working on something for another class

Oriana Vega, Hayden Rose

EVERY YEAR 1.2 MILLION STUDENTS DROP OUT OF HIGH SCHOOL IN THE US.

DROPOUTS: Attendance is another issue facing teacherstudent relationships; many students just are not showing up to class. In early grades, chronic absenteeism can lead to future school dropout.

7,000 A DAY

In the U.S., high school dropouts commit about 75% of crimes. The dropout rate has only fallen 3% f rom 1990 to 2010 (12.1% to 7.4%). A high school dropout will earn $200,000 less than a high school graduate over his lifetime. And almost a million dollars less than a college graduate.

thoughtco.com | dosomething.org

1 EVERY 26 SECONDS

01 HISTORY

STUDENT-TEACHER RELATIONSHIPS

IS SCHOOL REALLY A SAFE PLACE: TEACHER-STUDENT BULLYING

TEACHER-STUDENT BULLYING : Some teachers do not realize that students are people too. They have their own opinions on things and are worth being listened to and respected. Teacherstudent bullying is a result of the teacher feeling threatened by the student. Acts of bullying can be, but are not limited to: ■ publicly singling a student out for misbehavior ■ ignoring a student who is having problems learning the lesson

WHY IS THERE A STUDENT-TEACHER DISCONNECT? The disconnect within the differences between the students and teachers: ■ students want to feel in control; so they challenge authority ﬁgures ■ personality differences ■ family background ■ thought processes ■ learning styles ■ priorities ■ maturity levels ■ academic goals

EFFECTS OF TEACHERSTUDENT BULLYING : ■ lack of trust the teachers ■ complete withdrawal of the student from the teachers ■ poor student-teacher relationships ■ students lashing out and badmouthing a teacher ■ school becomes an unsafe place

IMPROVING STUDENT-TEACHER RELATIONSHIPS: Instructors should always try to show appreciation, respect, kindness and patience to students.

Oriana Vega, Hayden Rose

HOW OFTEN HAVE YOU OBSERVED A TEACHER DISPLAYING EXTREME EMOTIONAL OUTBURSTS TOWARDS A STUDENT?

HOW OFTEN HAVE YOU OBSERVED A TEACHER UNNECESSARILY EMBARRASSING A STUDENT IN FRONT OF OTHER STUDENTS OR TEACHERS?

HOW OFTEN HAVE YOU OBSERVED A TEACHER PUBLICLY SUGGESTING THAT A STUDENT IS STUPID?

never 1-2 times 3-4 times 5-9 times 10 times or more

neatoday.org | louisianabelieves.com | learningandthebrain.com

01 HISTORY

STANDARDIZED TESTS OVERUSED AND UNRELIABLE

Failures in the education system have been blamed on rising poverty levels, teacher quality, tenure policies, and, increasingly, on the pervasive use of standardized tests.

(NCLB) NO CHILD LEFT BEHIND ACT: Standardized test have been in America since the mid-1800s. But in 2002, this NCLB mandated that annual testing must take place in each state. As a result of this mass standardized testing US world rankings in math, science and reading have decreased between 2000-2015. ■ math: 18th to 40th ■ science: 14th to 25th ■ reading: 15th to 24th

ISSUES WITH STANDARDIZED TESTING: ■ inaccurately measures a students knowledge ■ only evaluates a narrow range of achievement ■ interrupts the ﬂow of learning ■ takes up 15 hours of time ; not counting training and preparation ■ is not adaptable to diversity; language and disability barriers ■ limits time teaching art, music, and physical education

LANGUAGE AND DISABILITY BARRIERS: ■ unfair to students unfamiliar with American cultural conventions ■ unfair to students with disabilities ■ unfair to non-English speaking students

WHY? A test with 50 multiple choice questions cannot accurately measure the knowledge and skill a student possesses in a particular subject matter. RESULTS: ■ teach-to-the-test instructing approach ■ failure in the education system

Oriana Vega, Hayden Rose

ARE â&#x20AC;&#x153;ONE-SIZE -FITS-ALL-TESTâ&#x20AC;? DEVELOPMENTALLY INAPPROPRIATE? Percentage of Teachers Who Think Standardized Test are Inappropriate

PARCC Test Smarter Balance Test Other state test

A study published by Brookings Institution in 2001 showed that 5080% of year-over-year test score fluctuation were temporary and had nothing to do with long term changes in learning. As of 2016, the average student takes 112 mandatory standardized tests before graduating high school. That averages to 8 test a year.

thoughtco.com | ncte.org | edweek.org

80%

70%

65%

77% of elementary school teachers and 75% of middle school teachers were more likely to say test were not appropriate While 58% of high school teachers said they were inappropriate.

01 HISTORY

COMMON CORE

INTRODUCING STANDARDIZATION

COMMON standards are common/ uniform across all grades and states

WHAT IS COMMON CORE? Launched in 2009 as a state-led program, the Common Core Standards focus is to ensure the education of children and to prepare them for adulthood and a successful career.

CORE math and english language arts are the only core subjects to be addressed

STATE state standards are to be developed and implemented

STANDARDS address standards only, not curricula

ELA (ENGLISH LANGUAGE ARTS) The standards establish guidelines for English language arts (ELA) as well as for literacy in history, science, and technical subjects. Students must learn to read, write, speak, listen, and use language effectively in a variety of content areas.

MATHEMATICS The mathematics program is designed to follow the teachings of William Schmidt and Richard Houang. Not only does it stress conceptual understanding of key ideas, but is also stresses organizing principles such as place value and the laws of arithmetic to structure those ideas. This follows the system of using the â&#x20AC;&#x153;sequence of topics and performances.â&#x20AC;?

Rachel Smith

STATES IN THE US THAT HAVE ADOPTED COMMON CORE

WHO USES COMMON CORE? Forty-one states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have adopted the Common Core State Standards shown in the map below.

S IC AT M HE AT M

Adopted Not adopted

ALASKA corestandards.com

01 HISTORY

COMMON CORE

SUPPORT CONTINUOUSLY DECLINES The Common Core Education has been in constant decline for support since 2014.

TEACHER SUPPORT FOR COMMON CORE OVER 3-YEAR SPAND STRONGLY OPPOSE

SOMEWHAT OPPOSE

UNDECIDED

SOMEWHAT SUPPORT

STRONGLY SUPPORT

2012

2013

2014

2015

Opposition to the Common Core Standard has increased substantially f rom 26% in 2014 to 41% in 2016. Rachel Smith

LIMITATIONS OF COMMON CORE: ■ standardized testing ■ socioeconomic discrimination ■ lack of content ■ “one-size-ﬁts-all” courses ■ no improvement in test scores

STANDARDIZED TESTING: Standardized testing is used to compare student’s scores across the board. The assessment however does not measure a student’s true skills.

instituteforlearning.com

SOCIOECONOMIC DISCRIMINATION: The common core program discriminates socioeconomically. The city limits for school enrollment does not give equal opportunities to learn

LACK OF CONTENT: Courses lack context to the classroom. The courses taught do not give real world meaning for students to understand why learning is important.

“ONE-SIZE-FITS-ALL” COURSES: Common core creates courses for one type of student in mind, however students learn in many different ways, which restricts learning processes.

NO IMPROVEMENT IN TEST SCORES: The program was put in place to raise testing scores, but in fact the scores have decreased throughout the years of using common core.

01 HISTORY

ALTERNATIVE LEARNING Other than labratory schools, various types of learning environments were researched on an international level, along with the United States. Both public and private institution types were analyzed. The philosophies behind alternative learning approaches are laid out in order to give clarity towards the lab school teaching method.

INTERNATIONAL EDUCATION 2015-2016 PISA RANKINGS

PISA (Program for International Student Assessment) tests 15 year olds worldwide on Math, Reading and Science every 3 years. Countries are ranked by average academic performance. SINGAPORE: Singapore is ranked ﬁrst with an overall average score of 551.7. Singapore ranked ﬁrst across the board in Math, Reading, and Science.

HONG KONG: Hong Kong is ranked second with an overall average score of 532.7. MATH

READING

SCIENCE

JAPAN: Japan is ranked third with an overall average score of 528.7.

Miranda Sharp

UNITED STATES: The US is ranked 31st with an overall average score of 487.7.

oecd.org

02 ALTERNATIVE LEARNING

TRENDS OF THE 3 TOP RANKED COUNTRIES EDUCATION SYSTEMS

SINGAPORE 551.7

Mandatory

Optional

PRESCHOOL 3 years (ages 3-6)

SECONDARY SCHOOL 5 years (ages 12-17)

TEACHING METHODS: TEACH LESS LEARN MORE: Encourages teachers to focus on quality of work instead of quantity. ACADEMY OF SINGAPOREAN TEACHERS: Inspires teachers to engage in continual learning and ensures professional learning for teachers.

PRIMARY SCHOOL 5 years (ages 7-12)

POST-SECONDARY Pre-University 2-3 years University 3-4 years

STP (SINGAPOREAN TEACHING PRACTICE): ■ Understanding students and learning ■ Understanding teaching ■ Singaporean curriculum philosophy ■ Understanding subject matter and goals KWL: What I Know, Want to Know, and Have Learned

Mandatory Optional i l

Miranda Sharp

HONG KONG 532.7

Mandatory

Optional

PRESCHOOL 6 years (ages 6-12)

JUNIOR SECONDARY 3 years (ages 12-15)

SENIOR SECONDARY 3 years (ages 15-18)

UNIVERSITY 4 years

TEACHING METHODS: HKDSE 3-3-4 Scheme

HKDSE (HONG KONG DIPLOMA OF SECONDARY EDUCATION): This education system was adapted by Hong Kong in 2009. It ensures that once a student ﬁnishes Senior Secondary school, they will receive a diploma enabling them to apply to university. 3-3-4 SCHEME: This system was adopted along with HKDSE in 2009. It just means that students will spend 3 years in Junior Secondary, 3 years in Senior Secondary, and ﬁnally 4 years in university.

Mandatory Optional

borgenproject.org | moe.gov.sg | internations.org

02 ALTERNATIVE LEARNING

JAPAN 528.7

Mandatory

Optional

ELEMENTARY SCHOOL 6 years (ages 6-13)

HIGH SCHOOL 3 years (ages 16-18)

TEACHING METHODS: LESSON STUDY: Month long conference where teachers come together and discuss how to make a lesson plan. KIKAN-SHIDO: Meaning: teaching between desk. Children try to solve the given problem on their own while the teacher walks around asking them about their thought process.

JUNIOR HIGH SCHOOL 3 years (ages 13-16)

UNIVERSITY 4 years

Miranda Sharp

UNITED STATES 487.7

Mandatory

Optional

PRESCHOOL 2 years (ages 2-3)

ELEMENTARY SCHOOL 5 years (ages 6-11)

HIGH SCHOOL 4 years (ages 14-18)

KINDERGARTEN 2 years (ages 4-5)

MIDDLE SCHOOL 3 years (ages 11-14)

UNIVERSITY 4 years

science.byu.edu

02 ALTERNATIVE LEARNING

TRENDS OF THE 3 TOP RANKED COUNTRIES TIME SPENT IN SCHOOL 2016-2017

HOURS SPENT IN CLASS

5.5 6

WEEKS OF SUMMER

HON NG N G KON KONG

210 JAPAN

UNITED ST TATES

United States

193 Singapore re

Singapore ore

g 190 Hong Kong

Hong Kong g

es 180 United States

Japan

6.8 Japan 7.5

DAYS SPENT IN SCHOOL

Singapor ore

Miranda Sharp

The United States is spending too much time outside of school and too little time in school. They are the second country of the 4 to have the longest school days, but the goal is to make use of the time. â&#x20AC;&#x153;...more important than the amount of time students spend in class is how that time is spent.â&#x20AC;?

SOLUTION: The lab schools will ensure the time spent in class is engaging and mentally stimulating.

ncee.org

02 ALTERNATIVE LEARNING

ALTERNATIVES TO CONVENTIONAL SCHOOLS IN THE U.S. CHARACTERISTICS OF DIFFERENT PUBLIC AND PRIVATE SCHOOLS

AVERAGE CLASS SIZE: 27 STUDENTS

TYPES OF PUBLIC SCHOOLS

CHARTER SCHOOLS: ■ ■ ■ ■

Freedom to design classrooms Contract of high standard Flexible Curriculum Increased autonomy

State Funding Private Donations 40

MAGNET SCHOOLS: ■

■ ■

Students with different backgrounds with shared interest Better equip classrooms Highly specialized teaching

Additional State Funding Private Donations

ONLINE SCHOOLS: ■ ■ ■ ■

Flexible Schedule No Social Interactions Personal Learning Pace Improved relationship with instructors

TRADITIONAL SCHOOLS: ■ ■ ■ ■

State Funding Private Donations

Greater sense of community Variety of educational choices Availability to every student Offers more extra-curriculum and academic opportunities.

State Funding

Seth Ith, Tyler Kersh

AVERAGE CLASS SIZE: 19 STUDENTS

TYPES OF PRIVATE SCHOOLS

BOARDING SCHOOLS: ■ ■ ■ ■

Food and Lodging Deeper relationships Seek High Education Speciﬁc Field Education

$18,000-$52,000 per Semester

RELIGIOUS SCHOOLS: ■ ■ ■

Religious Affiliation Everyday Exposure Specific Religious Affiliation

$9,000-$14,000 per Semester

rasmussen.edu | gilmour.org | thepsychologist.bps.org.uk

COLLEGE-PREPARATORY SCHOOLS: ■ Prepares Students for colleges ■ Students will attend university ■ Earning college hours ■ Exposing students to majors ■ Standards for Admissions

LANGUAGE-IMMERSION SCHOOLS: ■ Immersing students in second language ■ Bilingual teachers ■ Helping students in transition to English

$20,000-$46,000 per Semester

$17,000-$35,000 per Semester

MONTESSORI SCHOOLS: ■ ■ ■ ■

Student’s individuality Child-centered Students question and experience Teachers stay with students

$6,000-$15,000 per Semester

02 ALTERNATIVE LEARNING

STANDARDIZED TESTING SCORES

PRIVATE SCHOOLS OUTPERFORM PUBLIC SCHOOLS (2015 ACT) Private Schools Public School

ENGLISH

READING

MATH

21 SCIENCE

Seth Ith, Tyler Kersh

POST-SECONDARY EDUCATION

PRIVATE SCHOOL STUDENTS ARE MORE LIKELY TO ACHIEVE A HIGHER EDUCATION

95.8%

of Private School Students

70.9% of Public School Students

A 2016 study by CAPE shows the percentage of 20,000 students who enrolled into postsecondary education

capenet.org | thoughtco.com | publiccharters.org

02 ALTERNATIVE LEARNING

ALTERNATIVE PHILOSOPHIES EDUCATION INNOVATORS

BILL GATES Improving Teachers

“Everyone needs a coach.” BUT... Teachers today get very little feedback

The countries with the best educations have systems to help improve teachers. Teachers should be able to observe master teachers/ have teacher study groups Gates foundation surveys students and teachers in classrooms for self improvement

DAVID EGGERS Building Relationships

One on one with students is important and can cause rapid improvement.

Started tutoring center that partnered with a school to help improve writing

Students able to get personal help with professional in the ﬁeld.

Have classrooms designed away from lecture based and instead into a smaller environment able to push one on one learning

Chris Yanko

MARGARET HEFFERNAN Conﬂict Helps

blog.ted.com | ted.com

RAMSEY MUSALLAM Change The Way We Teach

Conﬂict drives great thinking. “Openness alone cannot drive change.”

As a chemistry teacher focuses on three rules in his teachings

Echo chambers don’t help. Need to resist the natural urge to ﬁnd people like ourselves

“Curiosity comes ﬁrst” Students questions are windows to great instruction

Being prepared to change your mind and evolve the way you think

“Embrace the mess” Embrace the process of the trail and error

Need to require students to defend their ideas and design environments to challenge students

“Practice reﬂection” Revising what works in order to give students best possible learning.

02 ALTERNATIVE LEARNING

THE ROLE OF JOHN DEWEY

IN THE ADVANCEMENT OF EDUCATION

JOHN DEWEY: A scholar who believed in learning by doing and saw that conventional schools were lacking in many aspects that encouraged growth in knowledge. LAB SCHOOLS: In 1894, Dewey established the University of Chicago Laboratory School in efforts to transform the education system in America. His progressive approach to experimental education led to many advances in teaching methods in the classroom.

dull classroom environment standardized learning

lack of innovation

ISSUES WITH EDUCATION

lack of relationships

lack of teacher training dull material

Erin Eubanks

integrated learning

inquiry learning

INFLUEN

project-based learning

LAB SCHOOLS

co-operative learning

collaboration

HN DE

communication

EDUCATION ALTERNATIVES

online schools

magnet schools

plato.stanford.edu | biography.com

charter schools private schools

02 ALTERNATIVE LEARNING

APPROACHES TO EDUCATION The approaches to education were researched through the pedagogy methods, the physical considerations, the sociological factors, and the psychological factors that affect how the education systems operate.

ADVANCEMENTS TO CONVENTIONAL PEDAGOGIES HOW WE SOLVE THE ISSUES OF CONVENTIONAL LEARNING

PROJECT BASED LEARNING Method of teaching that utilizes multi-faceted projects as a central organizing strategy for educating students.

CO-OPERATIVE LEARNING Teaching strategy which aims to create small teams of students to utilize a variety of learning activities to improve their understanding of a subject.

INQUIRY LEARNING Form of active learning that starts by posing questions, problems, or scenarios.

INTEGRATED LEARNING Method of learning that combines multiple disciplines which focus on a theme or problem.

STEM/TECHNOLOGY Science, technology, engineering and mathematics. STEM education strives to prepare students for a technological future.

Hunter Rowe

g in

- Collaboration

- Hands-on interactions

- Group work

- Real-world application

earning ed L rat

- Small group discussion

g te In

Co-Operativ eL ea rn

ct Based Learn e j in g o Pr

- Multi-disciplinary

Studentcentered - Student engagement

- Combines subject

- Studentsâ&#x20AC;&#x2122; interdependence

- Multi-disciplinary

- Problem-solving skills

ui ry

lo gy

- Critical thinking

researchgate.net | resourceforrethinking.org

Le arn

ing

M STE

h ec T /

03 APPROACHES TO EDUCATION

PROJECT BASED LEARNING

REVITALIZES INTELLECTUAL AND EMOTIONAL DEVELOPMENT

■ ■

PROBLEMS IN CONVENTIONAL SCHOOLS Absence of real-world problems No room for interpersonal skill development No choice of materials taught One-way communication from instructor to students

Digba Katchia

SOLUTIONS AND INTEGRATIONS IN LAB SCHOOLS ■ Real-world projects develop problemsolving skills ■ Demonstrate capabilities by performing activities ■ Interest-based selection of project ■ Two-way communication from instructor to students

edutopia.org | verywellfamily.com | elearningindustry.com | study.com | thoughtco.com

03 APPROACHES TO EDUCATION

CO-OPERATIVE LEARNING

IS A FORM OF LEARNING THROUGH COLLABORATION

■ ■

■

PROBLEMS IN CONVENTIONAL SCHOOLS Lack of collaboration in the classroom Lack of student interest in course materials Overload and disconnection of information

Hunter Rowe

SOLUTIONS AND INTEGRATIONS IN LAB SCHOOLS ■ Students work in groups to accomplish learning goals, ■ Competition among groups to keep students engaged ■ Group work creates a direct correlation between materials and the tasks they are assigned

researchgate.net | resourceforrethinking.org | edutopia.org

03 APPROACHES TO EDUCATION

INTEGRATED LEARNING

BREAKS EDUCATIONAL BARRIERS

■ ■

■

PROBLEMS IN CONVENTIONAL SCHOOLS Doesn’t engage every learning style Outdated teacher training does not adapt teachers for a developing society Doesn’t equip students with all of the skills and abilities necessary for future development

Sherpatrick Washington

SOLUTIONS AND INTEGRATIONS IN LAB SCHOOLS ■ implementation of learning styles through activities that make connections between disciplines ■ Instructors learn to develop and test new methods of teaching through interdisciplinary work with students ■ Interrelated activities that develop cognitive abilities such as real world problems to analyze and work through

bibliocommons.com | getwalkabout.com | babycenter.com | gonoodle.com

03 APPROACHES TO EDUCATION

INQUIRY LEARNING

IS DESIGNED FOR POSING QUESTIONS, PROBLEMS OR SCENARIOS

■ ■

■

PROBLEMS IN CONVENTIONAL SCHOOLS decrease in testing performance lack of focus on different learning styles weak decision making and public speaking skills

Morgan Currie

SOLUTIONS AND INTEGRATIONS IN LAB SCHOOLS ■ the role of the teacher is critical for connecting the curriculum to the line of inquiry ■ open-ended question structure allows for multiple approaches to learning ■ teachers must accommodate for all students skill sets ■ prepare students for problem-solving and decision making

wabisabilearning.com

03 APPROACHES TO EDUCATION

STEM & TECHNOLOGY

ARE A GATEWAY INTO AN INNOVATIVE FUTURE

■

■ ■

■

PROBLEMS IN CONVENTIONAL SCHOOLS Unprepared for college science and math courses Struggle with lecture based learning Lack of opportunities for young girls to explore STEM in schoool Neglect of the arts in learning and STEM

Jack North

SOLUTIONS AND INTEGRATIONS IN LAB SCHOOLS ■ Math and science proﬁciency begins with the instructor. Teachers must carefully plan, execute and improve their lessons to engage all students ■ STEM programs teach through hands-onexperience which beneﬁts the tactile, visual and auditory learners alike ■ STEAM is being implemented to combine the arts and languages with traditional STEM courses. ■ This allows students to make connections between the subjects

edtechmagazine.com | idtech.com | invent.org

03 APPROACHES TO EDUCATION

PHYSICAL FACTORS

SECURITY MEASURES IN SCHOOLS THE AFFLICTIVE JOURNEY TOWARDS SAFETY School policy has been evolving for decades, sometimes in reaction to major incidents of school violence, sometimes in response to societal changes and trends in the area of public safety. More recently, states and individual districts have, to some extent, been turning away from policies that allow unfettered use of consequences that lead to students’ absence from school.

2004 Congress approves a version of the Individuals with Disabilities Education Act that requires, for the ﬁrst time, every state to monitor the discipline of students with disabilities by race and ethnicity.

2001 The No Child Left Behind Act passes late that year, calling on states to identify “persistently dangerous schools” and allow students attending them to transfer elsewhere.

2005 Sixteen-year-old Jeff Weise shoots and kills a teacher, a security guard, and ﬁve students at Red Lake High School on the Red Lake reservation in northern Minnesota and then kills himself.

Joshua Colvin

2006 A 32-year-old milk truck driver, Charles Carl Roberts IV, lays siege to a oneroom Amish schoolhouse in Lancaster County, Pa., shooting and killing ﬁve girls, ages 7 through 13, before killing himself.

2008 The American Psychological Association’s Zero Tolerance Task Force concludes that “ultimately, an examination of the evidence shows that zero-tolerance policies as implemented have failed to achieve the goals of an effective system of school security

2007 Derrion Albert is murdered near Christian Fenger Academy High School in Chicago. The killing prompts visits from former Chicago schools chief-turned-U.S. Education Secretary Arne Duncan and Attorney General Eric Holder.

edweek.org | mprnews.org

2012 A gunman shoots his way into Sandy Hook Elementary in the Newtown, Conn., school district, killing 20 1st graders and six members of the school staff, including the principal and school psychologist, before killing himself.

03 APPROACHES TO EDUCATION

CRIME RATES OF UNITED STATES

REVEAL THAT CRIME IS DOMINATE IN THE SOUTHERN STATES TWO SIDES OF CRIME The analysis of crime in the United States is generally split into two broad categories, violent crime and property crime, with property crimes being the more dominant of the two.

ASSAULT -810 ,82 5

ROBBER Y-3 19, 35 6 RAPE-1

M UR D

35, 75 5

PROPERTY CRIMES Property crime, or nonviolent crime, is currently the biggest criminal issue plaguing the nation by far.

,284 -17

THEFT-5,5 19,10 7 BURGLA

RY1,4 01 ,84 0

THE NUMBER OF VIOLENT CRIMES REPORTED IN 2018

VIOLENT CRIMES Violent crimes in the United States have increased and decreased over the past years in all categories with the end result being a growth in innovative security.

THE NUMBER OF PROPERTY CRIMES REPORTED IN 2018

Joshua Colvin

STATES WITH THE HIGHEST CRIME RATES

TENNESSEE ARIZONA

NEW MEXICO

ARKANSAS

LOUISIANA

UNITED STATES has a strong crime rate as a nation but dominating in the southern states with Louisiana leading the pack.

neighborhoodscout.com

03 APPROACHES TO EDUCATION

CRIME RATES OF LOUISIANA SHOW THE DANGEROUS CITIES TWO SIDES OF CRIME Louisianaâ&#x20AC;&#x2122;s violent crime rate is 52.9 percent higher than the national median, and the property crime rate is 27.7 percent higher. Louisiana has a similar proportional makeup of crimes by type to the national median.

ASSAULT -18,2

ROBBER Y-5 ,35 8 RAPE-1 ,86 7

MURD E

58 R-

PROPERTY CRIME Chances of an individual becoming a victim of property crime is 1 in 30.

THEFT-112

BURGLA

,485

RY34

,26 5

THE NUMBER OF VIOLENT CRIMES REPORTED IN 2018

VIOLENT CRIME Chances of an individual becoming a victim of violent crime is 1 in 180.

THE NUMBER OF PROPERTY CRIMES REPORTED IN 2018

Joshua Colvin

AREAS IN LOUISIANA WITH THE LARGEST AMOUNT OF CRIME

WEST MONROE/MONROE SHREVEPORT/BOSSIER CITY

ALEXANDRIA

NEW ORLEANS/BATON ROUGE

LAFAYETTE

LOUISIANA Has some of the worst crime areas in the country, with Monroe being rated #1 in 2018 and Lafayette falling in that top 100.

neighborhoodscout.com | ktbs.com

03 APPROACHES TO EDUCATION

CRIME RATES OF LAFAYETTE PARISH

REVEAL MAJOR CONCERNS IN REGARDS TO A SCHOOL LOCATION TWO SIDES OF CRIME Lafayette Parish has one of the highest crime rates in America compared to all communities of all sizes. Within Louisiana, more than 88% of the communities have a lower crime rate than Lafayette Parish does.

ASSAULT -517

ROBBER Y-17 7

RAPE24

MUR DE 22 R-

PROPERTY CRIME Chances of an individual becoming a victim of violent crime is 1 in 121.

THEFT-4

,714

BURGLA RY1,0 51

THE NUMBER OF VIOLENT CRIMES REPORTED IN 2018

VIOLENT CRIME Chances of an individual becoming a victim of violent crime is 1 in 171.

THE NUMBER OF PROPERTY CRIMES REPORTED IN 2018

Joshua Colvin

AREAS IN LAFAYETTE PARISH WITH THE LARGEST AMOUNT OF CRIME

NE EVANGELINE TRWY/MUDD AVE WALKER RD/AMBASSADOR CAFFERY PARK

E SIMCOE ST./E PINHOOK RD

CAMERON ST / AMB CAFFERY PKY

ULL

JOHNSTON ST/E UNIVERSITY AVE

LAFAYETTE PARISH Sits in the later half of the top 100 dangerous areas in the US, with the main areas of crime being near the University of Louisiana at Lafayette and downtown spaces.

neighborhoodscout.com | ktbs.comW

03 APPROACHES TO EDUCATION

SECURITY RESEARCH

CLARIFIES THE PROGRESSION OF SCHOOLS THAT IMPLEMENT SECURITY MEASURES ANALYSIS OF RESEARCH Over the past several years, school security has been a hot topic in the world of education to the point where one would rarely see a school with no security measures. Seen in the graphs below, the most popular school security measures include: a code of student conduct, visitor sign-in, staff supervision in halls, and security cameras.

94%

VISITOR S IGN

90%

STAFF S

VISITOR

UP ER VI S

87%

82%

2015

RIT Y

RAS ME CA

PERCENTAGES OF SCHOOLS IMPLEMENTING POPULAR SECURITY MEASURES IN 2017

SECU

RAS

2017

STAFF S

89%

SIGN

UC T

UP ER VI SI O

ME CA

83%

95%

SECU RIT Y

87%

CODE OF CON D

CODE OF CON DU CT

PERCENTAGES OF SCHOOLS IMPLEMENTING POPULAR SECURITY MEASURES IN 2015

Joshua Colvin

CODE OF

96%

CON DU CT

VISITOR SIGN

CODE OF

CON D

95% VISITOR

SIGN

UC T

95% STAFF S UP ER

UP ER VI SI

O N

SECU RIT Y

88%

R AS

2011

76%

ME CA

R AS ME CA

2013

STAFF S

N O

90%

93% VI SI

76%

PERCENTAGES OF SCHOOLS IMPLEMENTING POPULAR SECURITY MEASURES IN 2013

statista.com

PERCENTAGES OF SCHOOLS IMPLEMENTING POPULAR SECURITY MEASURES IN 2011

03 APPROACHES TO EDUCATION

FLEXIBLE LEARNING SPACE ARRANGEMENTS REQUIRE A VARIETY OF FURNITURE FURNITURE AND LEARNING Furniture in a learning environment is a vital part of styles of learning and lesson plans. Different desk and seating varieties help accommodate learning preferences and provide a ďŹ&#x201A;exible way to change a classroom layout. Seating options allow students to have a preference according to their attention spans.

INDIVIDUAL LEARNING The traditional individual desks are most ideal for students who tend to prefer individual work and learning over group work. Additional walls and elements to create a more enclosed space help students who prefer individual learning to have a private space to work.

COCOON SEATING A cocoon seating option is built into a book case. The cocoon like seating makes a more private study or reading area for individual students.

SPLIT TOP DESK The split top desk features an elevating desk that can be used for drafting or comfortability when writing. It also has a built in for a computer and monitor.

Kendle Shipp

DESK PARTITION Desks with optional partitions can be used when students prefer to do work individually or in a more private space.

SPHERE CHAIR A sphere chair with a cushioned back makes for a more intimate space for reading or studing. The fabric backing helps to drown out surrounding noises for a more secluded feel.

architectmagazine.com | bcilibraries.com | smithsystem.com | pinterest.com

03 APPROACHES TO EDUCATION

GROUP LEARNING Group work is an essential element in laboratory schools. Students are challenged and encouraged to work together on projects and assignments. Having group seating options in the classroom helps promote collaborative student led learning.

SMITH SYSTEM TABLE These versatile tables are to be grouped, lined up, or used as individual work spaces for ďŹ&#x201A;exibility in the classroom. They also feature rolling wheels to promote ďŹ&#x201A;exibility.

HALF-MOON TABLE This table is ideal for an intimate group space. It has a half-moon shape for an instructor to tend to a smaller group of students.

Kendle Shipp

MOD SERIES CHAIRS This couch-like seating arrangement is designed to come together as one large piece for group discussion or smaller individual parts for a more intimate learning experience.

MEDIA TABLE A group table with a usable built in screen is ideal for collaborative learning spaces. It also features outlet plugs in the center of the table for convenient power sources.

architectmagazine.com | smithsystem.com | academiafurniture.com | ki.com

03 APPROACHES TO EDUCATION

COMFORTABLE SEATING Some students who have troubles sitting still or paying attention will gravitate towards a more comfortable seating option. Offering couches, standing desks and tables, and yoga balls for seats help kids that tend to be more ďŹ dgety be more comfortable than sitting in a traditional desk.

ALPHABET CHAIR The alphabet chair is a student chair that sheds the back structure for comfortable and ďŹ&#x201A;exible seating, a handle for easy moving, and stacking capabilities for storage.

STANDING DESKS Standing desks are ideal for children who feel more energetic and restless when sitting at a traditional desk. This desk allows them to feel more free.

Kendle Shipp

BEAN BAG CHAIRS Bean bag chairs are ideal for students who prefer a more comfortable space to read or study. These are also ideal for the classroom because they are easy and light weight to move.

STABILITY BALLS Yoga balls as desk chairs help children who have trouble sitting still have the option to move around at their desks without being disruptive to other students.

ROCKING STOOL These stools can be stacked or taken apart for different height stools. They also have a rounded bottom for rocking and can be ďŹ&#x201A;ipped over for a static seating option.

architectmagazine.com | houseme.com | weareteachers.com

03 APPROACHES TO EDUCATION

FLEXIBLE CLASSROOM ELEMENTS Incorporating multiple teaching styles is detrimental to laboratory schools. Providing teachers with elements such as moving white/chalkboards, rolling chairs, movable bookcases, and half walls help make diverse learning environments more achievable.

GO MOBILE GLASS-BOARDS The Go Mobile Glass-boards are a colorful and more ﬂexible version of movable dry erase boards. These glass-boards are available in a variety of colors and measure at 40”x70” for room division when paired together.

PIROUETTE TABLE The Pirouette Table makes classroom storage a breeze with a rotating table top that folds up for storage, and ﬂattens for when it is in use. It also features rolling wheels for easy moving.

Kendle Shipp

LAYER DESK The Layer Desk is a collaborative learning teacherâ&#x20AC;&#x2122;s desk and lectern on wheels featuring desk storage making it more convenient for rearranging classrooms and minimizing classroom teacher storage.

MONOLINK CHAIR The Monolink chair is used for seating arrangements such as assemblies, lectures, and performances. The chairs feature a linking system to keep the chairs uniformly in rows.

GO JUICE TABLE A wheeled chair that features USB and electrical outlets make the need for wall outlets lessened.

architectmagazine.com

03 APPROACHES TO EDUCATION

COLOR PSYCHOLOGY

SHOULD BE PAIRED WITH LEARNING EXPERIENCES COLOR PSYCHOLOGY Color is an inseparable part of our day. We experience color through emotion, productivity, communication, and learning. Secondary colors (colors made by the mixing of red, yellow, or blue) combine the energies of the primary colors.

Red promotes feelings of energy or threat depending on the intensity in conjunction to repetitive or detailed tasks

Orange and peach tones work well in athletic facilities, drama, media centers, and cafeterias. These colors also pair well with a cool color palette to prevent over stimulating.

The vibrancy of yellow works well in creative centered rooms such as art classrooms and language classrooms. The vibrancy of yellow helps promote a creative mind.

Kendle Shipp

Purple is used as an attention grabbing color. It combines the energy of red and the concentration of blue to make an eye catching color.

Blue tones go well in science and math based classrooms. Blue tones are proven to help lower heart rate and allows for concentration.

Greens are good for counseling centers, libraries, history, and social studies classrooms. The color green also has the calming properties of blue and creativity from yellow.

colorobjects.com | color-meanings.com

COLOR IN CLASSROOMS Children in preschool and elementary schools prefer warmer color palettes to help promote a sense of calmness and curiosity. High school and postsecondary students prefer a cool tone color pallet. Cool tones tend to promote focus and help studying and concentration

03 APPROACHES TO EDUCATION

CLASSROOM STRATEGIES

VARY BY SUBJECT: MATH AND SCIENCE

COLOR Color coded furniture and stations are best to indicate different learning spaces. Blue is best associated with science and math based classrooms.

ARRANGEMENTS Science and experiment classrooms should have group desks that all face towards an instructorâ&#x20AC;&#x2122;s station and angled for the best student views

GROUP SEATING Science- based classrooms should have group tables for collaborative work and spaces for experiments.

Kendle Shipp

DESKS Math classrooms work well with individualized seating for the option of individual focus. Traditional desks are also able to be grouped for group learning.

COLOR Blue goes well with math for calming properties and purple is used for important attentiongrabbing details.

ARRANGEMENTS Math based classrooms work well with stadium style seating facing an instructor or white board. stadium seating allows for individual and small group work.

architectmagazine.com | mynewlab.com

03 APPROACHES TO EDUCATION

CLASSROOM STRATEGIES

VARY BY SUBJECT: READING/SOCIAL STUDIES AND CREATIVE SPACES

COLOR Green tones work best for indicating social studies and English learning spaces.

SEATING A “U” or stadium seating arrangement works best in English or social studies based lectures for group reading and Socratic seminar based lessons.

INDIVIDUAL SEATING Comfortable seating options should be implemented in these learning environments for compromising for individual focus preferences.

Kendle Shipp

SEATING Large tables with plenty of room for individual space for creating and a lifting top make for a multifunctional work space. Storage for supplies and work in the desk are ideal for material convenience.

COLOR Yellow pairs well with creative spaces while orange pairs well with drama centered learning environments.

CRITIQUE SPACE A space for students and teachers to review work together is ideal in an art classroom. A place to congregate and display work for a collaborative learning space is needed.

architectmagazine.com | share-projects.com | pinterest.com

03 APPROACHES TO EDUCATION

THE AFFECTS OF NATURE & LIGHT ON THE CLASSROOM ENVIRONMENT PLANT LIFE

MENTAL BENEFITS Can increase memory retention by 20%. Can reduce feelings of stress and tension by up to 37%, can reduce experiences of anger by up to 44%, natural views and aspects reduce symptoms of ADD and ADHD, and helps to promote creative thinking by 15%.

HEALTH BENEFITS Remove chemicals such as Benzene, Trichloroethane, and Formaldehyde and help to lower Systolic Blood Pressure.

SOCIAL BENEFITS Plants strengthen relationships between students as they promote teamwork and collaboration.

Alex Hoff pauir, Joshua Colvin

LIGHTING WINDOWS Vertical orientation means they selectively admit sunlight and diffuse daylight at different times during the day and year.

CLERESTORY WINDOWS High, vertically placed windows that allow a more diffused lighting to a room. These walls are placed to reďŹ&#x201A;ect indirect light to interior areas, reduces shadows.

SKYLIGHTS/ROOF CANONS Skylights are used in the daylighting design of residential and commercial buildings. Creates directional light.

SAWTOOTH ROOF Reduces the summer skylight problem, but allows the warm interior air to rise and meet the exterior roof glass in cold temperature.

phsgreenleaf.co.ukl | childrenandnature.org | ncbi.nlm.nih.gov | antonialoweinteriors.com

AFFECTS ON MENTAL STATE Helps prevent depression, improves student circadian rhythm, increases creative exploration, improves work satisfaction by 73%. Natural light boosts vitamin D. AFFECTS ON EDUCATION Natural Light helps children learn 20-26% faster, improves test scores 5-18%, heightens attentiveness in classrooms, has shown to improve overall cognitive development, improves organizational commitment 54%, and reduces off-task behavior.

03 APPROACHES TO EDUCATION

AIR & TEMPERATURE

AFFECT STUDENT GRADES

AFFECTS OF ROOM TEMPERATURE The ideal learning temperature is 70-78 degrees Fahrenheit. Uncomfortable conditions have resulted in a drop in test scores and can increase irritability and acts of aggression or irritation.

61 degrees F

72 degrees F

80 degrees F

HIGH INDOOR TEMPERATURES REDUCE COGNITIVE PERFORMANCE

TEST SCORE

+.2 0 -.2 -.4 -.6

Test Score 76%

Test Score 90%

Test Score 72%

-.8 64.4

71.6

75.2 78.8 82.4

89.6

DEGREES FAHRENHEIT

Alex Hoff pauir

INDOOR POLLUTION DEATHS

STROKE 34%

POLLUTION The way we ventilate our workspaces varies from natural air ﬂow to mechanical systems. Both techniques have issues with pollution and are hinged on the occupants who use it depending on temperature and pollution.

LUNG CANCER 6% ACUTE LOWER COPD RESPIRATORY 22% INFECTIONS 12%

HEALTH ISSUES ■ Sick Building Syndrome ■ Low levels of oxygen may lead to shortness of breath, fatigue, and severe headaches ■ Poor ventilation enhances the spread of transmittable airborne diseases and viruses ■ Can enhance the stress of the buildings occupants

ISCHEMIC HEART DISEASE 26%

epa.gpv | wolvertonenviromental.com | issuu.com

VENTILATION ISSUES & AFFECTS ■ Natural ventilation reduces Carbon Dioxide levels ■ Poor air quality from HVAC systems leads to pollution ■ Pollutants from mechanical systems cause health issues ■ Natural ventilation can cause health issues due to outdoor pollutants ■ Poor ventilation can lead to temperature control issues ■ Ventilation that over preforms leads to poor air quality ■ Poor ventilation can cause a serious drop in productivity

03 APPROACHES TO EDUCATION

SOCIOLOGICAL FACTORS DIVERSITY IN THE CLASSROOM

DEFINING DIVERSITY Every student, regardless of background, brings original ideas and unique experiences to the table. The term “diversity” covers a wide range of characteristics; race, ethnicity, gender, sexual orientation, socio-economic status, ability, age, religious belief, or political conviction all play a part in the identity of an individual.

PERCENTAGE DISTRIBUTION OF K-12 PUBLIC SCHOOL STUDENTS BY RACE/ETHNICITY

26 15

PERCENTAGE

5 1

1 29

Fall 2000

49 61

Fall 2015

Fall 2027*

SCHOOL YEAR

White

Asian/Paciﬁc Islander

Black

American Indian/ Alaska Native

Hispanic

Two or more races

*Projected percentage based on previous studies and general trend

Danai Metoyer

THE STATISTICS: A MAJORITY MINORITY Diversity is at an all-time high in the United States today. As of 2014, Black, Hispanic, Asian, and Native American children made up the majority of the 50 million students in public schools. With this, must come a more accommodating style of teaching, being that each group of students’ background may vary.

CURRENT DIVERSITY CHALLENGES ■ Children separate themselves with others who aren’t like them ■ More than 80% of the educational workforce is white ■ Classrooms with many students of different learning speeds and comprehension levels ■ Diversity is not addressed in some classrooms since it is often seen as a sensitive subject ■ Preschool access, racial disparities in student discipline, and stark achievement gaps show black and Hispanic students far behind their white and Asian peers

BENEFITS OF DIVERSITY IN THE CLASSROOM ■ Teaches students to appreciate different perspectives ■ Challenges students to be considering of other groups ■ Prepares students for real-world encounters ■ Having teachers of color increases performance

MAKING ACCOMMODATIONS ■ Curriculum that speaks from a wide range of voices ■ Group projects that require breaking out of boundaries ■ Be willing to address inequalities

web.uri.edu | nces.ed.gov

03 APPROACHES TO EDUCATION

SOCIOLOGICAL EFFECTS ON EDUCATION IMPACT OF PERSONAL LIFE ON KIDS IN SCHOOL LEARNING DISABILITIES Learning disabilities affect more than 10% of the student population today, about 2-3 children per classroom. These children are 31% more likely to be bullied, 3x as likely to drop out, and 2x more likely to grow up to become jobless adults when they are not provided with the right support needed to succeed in their education. Ensuring that teachers are aware of these disabilities and provided the necessary tools and learning spaces makes it easier and more comfortable for learning to take place.

LEARNING AND ATTENTION ISSUES BY THE NUMBERS

OTHER SPECIFIC LEARNING DISABILITY

EMOTIONAL DISTURBANCE

INTELLECTUAL DISABILITY

AUTISM

VARIOUS HEALTH IMPAIRMENT

SPEECH OR LANGUAGE IMPAIRMENT

Sarah Carmouche

GENDER AND SEXUALITY LGBTQ+ face more bullying than any other demographic. The bullying is more likely to be ignored or mishandled by faculty and staff. Some teachers feel uncomfortable talking to their students about gender and sexual orientation due to personal beliefs about what is and isn’t appropriate. This has led many educators being incapable of providing safe and inclusive learning environments. New studies have also found that children raised by same-sex couples have better standardized test scores and are 7x more likely to graduate from high school than kids from different-sex parent families.

FAMILY STRUCTURE A child’s home can have a major impact on their school performance and ability to focus in class. Children of divorce are 2x more likely to drop out of school. Family structures also play a role in GPA, standardized test scores, and enrollment/completion of college.

FAMILY STRUCTURES OF CHILDREN WHO RECEIVED MOSTLY A’S IN SCHOOL

SINGLE DIVORCED PARENT FAMILY

ALWAYS SINGLE PARENT FAMILY

INTACT MARRIED FAMILY

MARRIED STEP-FAMILY

COHABITATING FAMILY INTACT COHABITATING FAMILY

FAMILY STRUCTURES OF CHILDREN WHO REPEATED A GRADE IN SCHOOL TWO BIOLOGICAL OR ADOPTIVE PARENTS

Only 20.8% of students reported having been taught an LGBTQ+ inclusive curriculum. OTHER

LGBTQ+ kids are 5x more likely to be bullied than their non-LGBTQ+ peers. MOTHER ONLY

edutopia.org | washingtonpost.com | understood.org | ifstudies.org

STEPPARENTS

03 APPROACHES TO EDUCATION

SOCIOECONOMICS

SCHOOL PROGRAM FUNDING AFTER-SCHOOL FUNDING TO SERVE STUDENTS Along with diversity and other factors, socioeconomics also plays a huge roll in every learning environment. With this, after-school programs provide a lifeline for families and communities across the nation. They act as a safe and supervised space for kids to engage in creative educational activities with caring adults and mentors. An effective after-school program can turn aimless hours into productive learning time. That’s a big beneﬁt for kids with learning and attention issues. If the afterschool program isn’t run by the school district or a facility nearby, children can get to know different kids than those they see at school. An effective after-school programs help students catch up in class and gain conﬁdence, administrators say, and offer extracurricular opportunities in a secure, supervised environment.

BACKGROUND Students go to class with a variety of experiences, ﬁnancial status, and skills. As our country addresses challenging economic times, the odds of a student from an economically disadvantaged background enrolling is substantially high. ■ ■ ■ ■ ■

Stay positive and focus on what can be done Advocate for impoverished students Take action Show the path Apply the trauma-informed approach-Build partnerships

Larry Bridgewater

SUPPORT SYSTEM San Diego Uniﬁed, which manages its own 21st Century funds, offers academic support including tutoring, credit recovery classes and college tours, said Lisa McDonnell, program supervisor for the grant program. It also pays for team sports, including off-season soccer and basketball, and activities such as art, dance, music, cooking, cyber security, computer gaming and anime.

They can also choose from a menu of other activities geared toward speciﬁc interests. In Cougar University’s Farm to Table club, agriculture and culinary art students work together to grow and prepare healthy food.

“If they need extended help in math, we offer that,” said program coordinator Jud Bordman, noting that most of the tutors are credentialed teachers. “For any subject, we offer additional tutoring after school that is a much lower (student to teacher) ratio than in class…. The program helps us provide extended core instruction for our kids.”

“After-school programs address the needs of the whole child, including the all-important soft skills, such as critical thinking, communication, teamwork and creativity, which industry leaders tell us are crucial in the workplace,” Velásquez wrote in his op-ed.

chicagotribune.com | education.cu-portland.edu

03 APPROACHES TO EDUCATION

DEFINING HOW THE STUDENT MIND WORKS IS ESSENTIAL FOR DESIGNING LEARNING SPACES

GROWTH MINDSET Studentsâ&#x20AC;&#x2122; beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.

PRIOR KNOWLEDGE What students already know affects the way they learn new material.

LIMITS OF STAGE THEORIES Cognitive development and learning are not limited by general stages of development.

FACILITATING CONTEXT Learning is based on context, so generalizing learning to new contexts is not spontaneous, but rather needs to be facilitated.

Mallori LaCour

psychlearningcurve.org

SELF REGULATION Studentsâ&#x20AC;&#x2122; self-regulation assists in learning and self-regulatory skills can be taught.

CREATIVITY Student creativity can be fostered and embraced in the classroom.

PRACTICE Acquiring long-term knowledge and skill is largely dependent on practice.

FEEDBACK Clear, explanatory and timely feedback to students is important for learning.

03 APPROACHES TO EDUCATION

WHAT AFFECTS THE WAY STUDENTS LEARN

IS CRUCIAL TO HAVING A SUCCESSFUL CLASSROOM ENVIRONMENT

Students who have this mindset know that intelligence is malleable and success is related to effort level.

Students add to their existing knowledge and correct misconceptions or errors in existing knowledge.

Helps students understand how their beliefs about intelligence can inï¬&#x201A;uence their own academic success.

Prior knowledge can be used to help students incorporate background knowledge and draw connections between units during the course.

Mallori LaCour

psychlearningcurve.org

Facilitate learning by designing instruction that utilizes scaffolding, differentiation and mixed ability grouping.

Student growth and deeper learning are developed when instructors help students transfer learning from one context to another.

Give advanced students a chance to work with others who challenge them.

Have students use their understanding of a particular unit to generate potential solutions for real-world problems.

03 APPROACHES TO EDUCATION

CONTINUING TO BRIDGE THE GAP BETWEEN STUDENT AND TEACHER UNDERSTANDING IS IMPORTANT

100

Students focusing on being attentive, organization, selfcontrol, planning and memory strategies improve learning and engagement.

Structure assignments to increase creativity and ideas for how to model creative problem solving.

Highlighting learning targets, use of classroom calendars, and breaking tasks into manageable components are examples of how to help students with self regulation.

Creativity can be taught, nurtured and increased.

Mallori LaCour

Issue formative assessment frequently through practice problems, activities and sample tests.

This principle highlights the importance of instructor responses.

Practice tests should include open-ended questions that require both the retrieval of existing knowledge and the challenge of applying that information to new situations or context.

Indicates the best manner in which to deliver feedback to students in order to maintain or increase motivation to learn.

Consider all elements in the classroom.

psychlearningcurve.org

03 APPROACHES TO EDUCATION

101

A VARIETY OF STRATEGIES ARE REQUIRED

TO HELP STUDENTS FEEL COMFORTABLE IN THE CLASSROOM

DECORATE A classroom that is more personalized will be more inviting and let the students feel more intrigued to enter.

102

PLAY INTRODUCTORY GAMES Have students introduce themselves to the class by saying their name and one thing such as an embarrassing moment, their biggest dream for the future, their happiest memory, the most interesting place theyâ&#x20AC;&#x2122;ve visited, etc.

EMBRACE CREATIVITY Allow students to create artwork for your walls or give them time throughout the day to indulge in arts and crafts.

CLASSROOM PARTNERSHIPS Have students introduce themselves to a partner, and then have each student introduce their partner to the class. This method helps take the pressure/spotlight off the speaker.

CLEAN INTERIOR AIR Keep the dust bunnies away and attempt to let new air in at every opportunity. It will keep your classroom lively.

Mallori LaCour

VARY TEACHING METHODS Mix up the type of teaching you are using daily whether that be hands on, technology based, typical lecture, etc. It will keep students intrigued and interested to learn.

BE OPEN ENDED WITH STUDENTS Inconsistency in word, behavior, or action is confusing to students and will deeply affect their trust in you. Don’t bring tension and unhappiness to your classroom.

education.cu-portland.edu | blog.esllibrary.com | smartclassroommanagement.com

MAINTAIN TIDINESS An attractive room environment speaks volumes about how you value respect, work habits, and expected behavior. When they enter your classroom they should feel as if they’re walking into a world that makes sense.

BE MINDFUL OF STUDENT’S EMOTIONS Few students do well in a tension-ﬁlled classroom, but those with difﬁcult lives outside of school have a particularly rough time—often shutting down, staring off into space, or engaging in serious misbehavior. Make your classroom a pleasant environment.

HAVE A CLASSROOM PET Hamsters, bunnies, and aquarium ﬁsh teach us so much about behavior, diet, and socialization. Pets also fuel children’s natural fascination with animals, so they naturally enhance the classroom environment.

03 APPROACHES TO EDUCATION

103

STATISTICS PROVE STUDENTS DO NOT FEEL VALUED IN THEIR SCHOOL

In a survey of 66,000 students in grades 6-12 this eye opening information was uncovered. SCHOOL HELPED COPE WITH HOME LIFE

44%

THEY WERE A VALUED MEMBER OF SCHOOL COMMUNITY

46%

THEIR VOICE WAS IMPORTANT TO THE SCHOOL

47%

GOALS OF THE SCHOOL WERE EXPRESSED TO THEM

50%

% OF STUDENTS THAT FELT...

104

Mallori LaCour

51%

52%

THEIR TEACHER WOULD CARE IF THEY WERE ABSENT

TEACHERS WERE WILLING TO LEARN FROM THEM

60%

THEY WERE PROUD OF THEIR SCHOOL

66%

COMFORTABLE ASKING QUESTIONS IN THEIR CLASSES Help percentages rise and understand there is vast room for improvement.

blogs.edweek.org

03 APPROACHES TO EDUCATION

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RELATIONSHIPS THROUGHOUT THE SCHOOL SYSTEM HAVE TO COINCIDE IN ORDER FOR EVERYONE TO GAIN THE BENEFITS

SCHOOL TO TEACHER The school has to provide teachers with the training and resources they need to implement high quality project based learning. Teacher preparation programs are necessary so the workforce is equipped with the correct mindset.

106

TEACHER Teachers should collaborate with other teachers to create an authentic learning experience. Teachers should share effective classroom strategies and ďŹ ne tune their lesson plans based off the previous experience others have had.

Sydney Deville

TEACHER TO STUDENT Teachers should communicate what is expected of students early.

STUDENT Students get to build communication skills in the classroom with teachers and classmates.

Teachers should listen to student feedback and use it to adjust instruction.

Students get accustomed to working with others & being team players.

Teachers provide support and empathy.

Students get to hone in on presentation skills and other social skills that will be useful in the working world.

Teachers facilitate thinking, growth, and engagement.

gettingsmart.com | carrollschool.org | citl.illinois.edu

03 APPROACHES TO EDUCATION

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UNDERSTANDING HOW DISABILITIES AFFECT

THE MIND IS IMPORTANT FOR UNDERSTANDING WHAT STUDENTS NEED ACCOMODATIONS Psychological issues in special needs children are sometimes a result of feelings of seclusion and other times feelings of needing to be secluded. The accommodations listed below are intended by lab schools to serve as a tool to help improve the emotional state and quality of life for the child.

Facilitate tactile learning and bring unity into the classroom.

108

Reevaluating the seating charts in todayâ&#x20AC;&#x2122;s school system could bring a more productive learning environment for all students.

Kelsey Binkley

Bring the arts and music back into the school system. This could be used as a calming technique or simply an outlet for children to calm themselves.

journals.sagepub.com

Offer a quiet space for not only autistic, ADD, and ADHD children to go, but for all children to have a place to decompress.

03 APPROACHES TO EDUCATION

109

MANY DIFFERENT AMENITIES EXIST

TO HELP SPECIAL NEEDS CHILDREN WITH THEIR EDUCATION

POTENTIAL AMENITIES: Daily outlines, Sensory tools, Quiet Corner, Alternate Media

PSYCHOLOGICAL BENEFITS: Stress relief and order from chaos.

110

Collaborative relationship, Assign Groups, Arrange Successful Experiences

Audio taped text, Brailled paper, Tactile Learning, Verbal Description

Knowing they are not alone in their struggles.

Can gain more control of environment and self in relation to it.

Kelsey Binkley

Sign language, CART (Communication, Access, Real Time Learning), ALD (Assistive Listening Devices)

Reduces the anxiety associated with keeping up with the conversation.

Special Seating, Suitable Augmentation canes, Gross and motor focus, Specialized chairs

Audio tapes, Allow breaks, Preferential seating, Encourage response, Testing Adjustments

Allowing them to participate in the classroom and not feel secluded.

Reiterates the fact that this ability has nothing to do with the childâ&#x20AC;&#x2122;s intelligence.

SOLUTION: Create products and methods that are applicable to students with and without disabilities. Inclusion and comfortability are the keys.

journals.sagepub.com

03 APPROACHES TO EDUCATION

111

SITE ANALYSIS Two sites were considered for the development of a laboratory school. Various physical conditions and zoning laws of the surrounding areas were analyzed. Around the sites, the amenities, crime rates, trafďŹ c, topography, and weather were researched. Both sites were selected as locations for further development.

DEMOGRAPHICS OF LAFAYETTE, LA

SHOW THE DOMINANT RACE AND LANGUAGE BARRIERS THE CITY IS CULTURALLY DIVERSE AND IS CONSIDERED TO BE THE CENTER OF CAJUN AND CREOLE CULTURE.

LOCATION Lafayette is a city located in the southwest region of the state of Louisiana. It is part of Lafayette Parish, located along the Vermilion River.

4TH

POPULATION The city has the 4th largest population of the state, with recent estimates showing that 129,626 people reside within the city (2018 record). Lafayette is the 222nd largest city in the United States. Density: 2,371 people/sq. mile

ECONOMY The cityâ&#x20AC;&#x2122;s modern economy revolves around manufacturing and fabrication.

LAFAYETTE

114

49.01% 50.99%

GENDER Ratio: 93.1 men to 100 women

Katelyn Reynolds

87%

63.5%

ENGLISH

WHITE

INCOME LEVELS BASED ON EDUCATIONAL ATTAINMENT The median income for a household in the city was $35,996, and the median income for a family was $47,783. Males had a median income of $37,729 versus $23,606 for females. About 11.6% of families and 16.3% of the population were below the poverty line, including 18.3% of those under the age of 18 and 14.5% of those age 65 and over. By providing a laboratory school resource to this community, it would gain the chance of bettering their future income opportunities after obtaining an education.

OVERALL

LESS THAN HIGH SCHOOL SOME HIGH SCHOOL COLLEGE GRAD

BACHELORS DEGREE

GRADUATE DEGREE

$60,000

$40,000

$20,000

31.7% BLACK OR AFRICAN AMERICAN

% OF POPULATION

13.2%

14.4% 21.6% 25.3%

25.5%

SPANISH

4% FRENCH/ OTHER

LANGUAGES SPOKEN Within the city of Lafayette, English is the predominate language spoken. The French language is a common dialect of Louisiana, especially Cajun French.

worldpopulationreview.com | towncharts.com

4.8% ASIAN/OTHER

CULTURE Lafayette is a culturally diverse city with a predominant population of white, including creole race. The racial makeup of the city includes a variety of backgrounds. It is common in Lafayette to come from two or more races.

04 SITE ANALYSIS

115

CITY MAP OF LAFAYETTE, LA

LAYS OUT THE EXPANSION OF ACADEMIC BUILDINGS CITY LIMITS Immediately off of Interstate 10 and Highway 167, the city of Lafayette offers a unique footprint for itâ&#x20AC;&#x2122;s citizens. Within this map, major points of interest and roads are pointed out. Highlighted in teal, are the schools located inside and outside of the city limits, including the University of Louisiana at Lafayette.

HIGHWAY 167 INTERSTATE 10

ULL CAJUNDOME

300 ST. JULIEN 300 30 300 0 ST ST. JULI JUL JULIEN LIEN EN

ULL CAMPUS

539 GIRARD PARK

VERMILION RIVER

= Lafayette City Limits = Schools in Lafayette

116

Clark Malchow, Katelyn Reynolds

Within the fabric of Lafayette, the University of Louisiana at Lafayette serves as a public research university. This institution has the second largest enrollment within the Louisiana college system. Home to Ragin’ Cajuns, the University serves as one of America’s top tier green landscapes to provide havens for wildlife, additionally serving the community as hands-on experience for students and city goers.

EDUCATION BLDG.

30 3 300 00 0 0 ST. ST JULIEN J JULI ULI 300 ST.EN JULIEN

EDUCATION EDUC EDU ED E DUC D DU UC U CATIO ATIIO AT ON BLDG. BLDG B DG DG. G..

ULL UL LL L L CAMPUS CA CAMP C CAM AMP AM A MPUS US

ULL CAMPUS 539 5 39 GIRA GIRARD RA AR RD P PARK ARK RK K 539 53 39 GIRA GIRARD RARD R PARK RD PAR ARK RK RK

539 GIRARD PARK

snazzymaps.com

04 SITE ANALYSIS

117

CRIME RATES OF LAFAYETTE

REVEAL THE HARSH CONDITIONS NEAR THE SITES Lafayette, LA has a higher crime rate then most cities in the United States. Most crime is concentrated in neighborhoods surrounding the city center, which includes the areas in which the St. Julien site sits.

Worse

AT MAP EAT E HE H

ULL CAMPUS

300 ST. JULIEN

539 GIRARD PARK

Better

Property Crime Chances You have a 1 in 21 chance to become a victim of a property crime in Lafayette, a worse rate than Louisianaâ&#x20AC;&#x2122;s 1 in 30.

118

Alex Magee, Katelyn Reynolds

6065 89%

PROPERTY CRIMES REPORTED ANNUALLY

OF THE TOTAL AMOUNT REPORTED CRIMES

740 VIOLENT CRIMES REPORTED ANNUALLY

11%

47.81

CRIME SPREAD

2.37

(A) Out of the 6805 annual crimes reported in the city, 89% of them are property crimes. The other 11% being violent crimes.

8.29

OF ANNUAL TOTAL

ANNUAL CRIME COMPARISON

24 2.37 4.3

(B) Property Crimes reported in Lafayette are higher across the board than the national average with a rate of 47.81 per 1000. This is split up to 37 for theft, 8.29 for burglary and 2.37 for motor vehicle theft

= Lafayette 17

= United States = Theft = Burglary

Per 1000 Residents neighborhoodscout.com

= Auto Theft

04 SITE ANALYSIS

119

TOPOGRAPHY AND WEATHER VARY BETWEEN SITE LOCATION ANNUAL WEATHER By analyzing the local annual weather patterns, each site can have speciﬁc micro climates, which can affect future building opportunities. TOPOGRAPHY Each site holds its own identity, with 300 St. Julien northwest of the Vermilion River, resulting in drier ground conditions. On the southeast, 539 Girard Park is located adjacent to the Vermilion River’s delta, holding lower quality ground conditions and poorer soil to build upon.

ULL CAMPUS

300 ST. JULIEN

SOIL QUALITY

According to location and topography, the soil quality of each site can be derived. 539 Girard Park is composed of mainly moderate limitation soil, while 300 St. Julien is almost entirely composed of little to no soil limitations.

120

539 GIRARD PARK

Clark Malchow, Katelyn Reynolds

6.7 75

RAINFALL The city of Lafayette, Louisiana was surveyed in 2018 for the average monthly rainfall that occurred within the city limits. Overall, the yearly rainfall averaged out to 57.3”, while the United States average is 38” a year.

DAYLIGHT/SUNSHINE As seen below, the annual average of sunny days has been accounted for, alongside the amount of hours that the sun is seen every month. As for units, the quantitative data is measured by hours.

5.6 6

5.5 5

5.4

4 5 4.7

4.5

4.35

4.25

4.1

3.9 3.4

JAN

FEB

MAR

APR

Daylight Hours

MAY

JUN

JUL

AUG

SEP

OCT

NOV

DEC

AUG

SEP

OCT

NOV

DEC

Sunshine Hours

12 10 8 6 4 2 0

JAN

AVERAGE TEMPERATURE Seen below are the average monthly high and low temperatures within the city limits of Lafayette, LA in 2018. The temperature is measured in degrees Fahrenheit and is indicated by color, showing both high and low temperatures. AVERAGE UV INDEX As for measuring the sun’s strength at speciﬁc times, Lafayette has the highest levels of sun exposure in the summer months, and the lowest exposure in the winter months. worldpopulationreview.com | weather-us.com | weatherspark.com

FEB

MAR

APR

High Temp (F)

MAY

Low Temp (F) 79

64 43

JAN

FEB

72 57

JUN

JUL

89 82

MAR

APR

MAY

JUN 11

JUL

AUG

SEP

OCT

NOV

DEC

10 9

9 8

7 6 5

JAN

FEB

MAR

APR

MAY

JUN

JUL

AUG

SEP

OCT

NOV

DEC

04 SITE ANALYSIS

121

300 ST. JULIEN AVE.

IS A FLAT, RESIDENTIALLY LOCATED SITE AREA: 312412.32 sq/ft. ACREAGE: 7.217 acres STREET FRONTAGE: 750 ft. 300 ST. JULIEN AVE. LANDSCAPE Examining both the micro climate conditions and sunlight charts, the residentially located 300 St. Julien Ave. site receives more sunlight exposure due to its lack of trees and vegetation, alongside more direct rainfall when conditions are present.

N SCA S CA ALE LE LE: E: 0’ 0’

122

SSCA SCALE SCALE S LE: L E:: E 0’’ 0

15 50’ 50 0’’ 0

300’ 30 0’’ 0

Clark Malchow

539 GIRARD PARK AVE.

IS A WET AND SHADY SITE LOCATION AREA: 106809.12 sq/ft. ACREAGE: 2.452 acres STREET FRONTAGE: 575 ft. 539 GIRARD PARK DR. LANDSCAPE The Girard Park adjacent site is widely populated with trees and local vegetation, alongside a drainage ditch running north to south. These wetter and more shady micro climate conditions result in more direct rainfall when conditions are present.

N SCA SCALE: ALE E 0’ 0’

maps.google.com

150 50’ 0’’ 0

300’ 30

04 SITE ANALYSIS

123

300 ST. JULIEN VIEWS

SHOW OPEN BUILDING OPPORTUNITIES AERIAL VIEW The below aerial view shows St. Julien in its contextual element of the neighborhood that it is nestled inside of. The residential zone is perfect for a quiet, laid back landscape that would well suit a school campus, additionally offering a safe location for children and parents to travel in and around. #1

N 124

Hevin Stroud, Clark Malchow, Katelyn Reynolds

SURROUNDING SITE By more thoroughly examining St. Julien, the viewer observes a ďŹ&#x201A;at, plain, treeless site that has very little to offer as far as view-points. Image #1 offers a closer view of the existing parking lot that is on the western side of the plot of land. View #2 is immediately off of St. Julien Ave., placing us more eastward within the neighborhood. Additionally, it is important to see that there is no existing sidewalk on the site, not allowing existing residents in the area any type of walkability within the neighborhood.

#2 earth.google.com

04 SITE ANALYSIS

125

539 GIRARD PARK

NESTED INSIDE OF ITS RESIDENTIAL FABRIC

#2#2

#2 126

Hevin Stroud, Clark Malchow, Katelyn Reynolds

SURROUNDING SIGHTS #1 - Looking northwest on St. Julien Ave., the surrounding context of the neighborhood is further revealed, allowing a deeper sense of place for the site. #2 - On the intersection of St. Julien and St. George, there is a dead end street of houses and more residentially zoned property. #3 - Heading southwest on St. Julien, a doctor’s ofﬁce manifests itself, alongside multiple parking lots. #4 - Lastly, the three story brick building is an off branch of the nearby hospitals within the area. This residentially located outpatient doctor’s ofﬁce is little to no concern for the seven plus acre site location for the potential school.

#4 earth.google.com

04 SITE ANALYSIS

127

539 GIRARD PARK VIEWS

SHOW THE EXISTING LANDSCAPE OPPORTUNITIES #2

#2 128

Hevin Stroud, Clark Malchow, Katelyn Reynolds

## 22

#1 #1

AERIAL VIEWS In examining the Girard Park site from varying angles, the view-ports are very different in offering differing surroundings. View #1 offers a deeper understanding of the lush vegetation that encompasses the site. View #2 depicts the Southern Surgical Hospital that is across the street from the potential schoolâ&#x20AC;&#x2122;s location, posing a potential noise threat to the development of a school zone.

#1 #1

# #22

earth.google.com

04 SITE ANALYSIS

129

539 GIRARD PARK

AND ITS ADJOINING TERRITORIES

# 2

SURROUNDING SIGHTS #1 - Northeast view on Girard Street depicting Girard Park on the left of the image. #2 - North perspective looking directly at Girard Park and the possibility of bridging the site with the public park. #3 - On the intersection of Hospital Drive and Girard Park Drive, the intersection is potentially busy due to the neighboring hospital for a school zone. #4 - Looking southwest, the hospital is in the direct view-port of the potential school zone, posing a busy and noisy location. #5 - At the southeast corner of the site is the hospital parking garage, alongside some out-parcel medical ofďŹ ces adjacent to the main hospital.

130

#2 Hevin Stroud, Clark Malchow, Katelyn Reynolds

#5 earth.google.com

04 SITE ANALYSIS

131

SITE-WIDE FLOOR TO AREA RATIO DIAGRAMS

PROVIDE THE CONTEXT FOR BUILDING SIZES FLOOR TO AREA RATIO The ratio of a building’s total ﬂoor area, to the size of the piece of land upon which it is built, describes the potential in what can be constructed on the speciﬁc plot of land. ZONING Both sites in proximity to the University of Louisiana at Lafayette are simultaneously considered to be R-2 Residential plots of land. This examination also spotlights the proximity of each site to the education building on the nearby campus, drawing attention to the fact that the two facilities would function in tandem.

300 ST. JULIEN AVE. ONE STORY FLOOR TO AREA RATIO

300 ST. JULIEN AVE. TWO STORY FLOOR TO AREA RATIO 132

Sam Campbell, Clark Malchow, Katelyn Reynolds

RESTRICTIONS The purpose of R-2, multifamily residential district zoning is to provide for medium to high density housing in multi-family structures. Development standards include a minimum lot size of 10,000 square feet, a maximum height of 20 feet, a minimum area per dwelling unit of 2,500 square feet, and minimum front, side, and back yard sizes of 25 yards. If a school were to be developed within this fabric, it would be crucial to adhere to these codes, alongside the contextual idea of the building ďŹ tting in the area. 539 GIRARD PARK AVE. ONE STORY FLOOR TO AREA RATIO

539 GIRARD PARK AVE. TWO STORY FLOOR TO AREA RATIO arcgis.com

04 SITE ANALYSIS

133

VEHICLE TRAFFIC ANALYSIS

COMMUNICATES HEAVIER TRAFFIC IN THE AFTERNOONS 00 AM T 7::0 FIIC AT AFFI RAF TR CA

ST .

ST .L

ULL CAMPUS

. ST

LE W IS

IV ER

LV D .

A V E.

ST .

SP IT AL

= Heavy Trafﬁc = Light Trafﬁc

134

LE OL SC

. RD

539 GIRARD PARK HO

W ES TP IN EH OO

CO O

LI DG

ST .

A RD

PA R

. VD BL

E. AV

ST .M

M CK IN LE Y

.J ST

N TO NS

ST .

300 ST. JULIEN

J CA

CONDITIONS Traffic is slightly heavier around 3 PM, rather than early in the morning. By adding a school to the Julien site, the residential traffic will be light in the mornings and will progress during the time the school releases students. The school population will increase the traffic on the main roads leading into neighborhoods. On Girard, building a school within the site will be a little more crowded when it comes to traffic. The site is surrounded by busier streets and is located closer to the downtown area.

P 00 PM T 3:0 C AT FIC FI AFFI AF TRAF TR CA

ST .

ST .L

ULL CAMPUS

LE W IS

LV D .

IV ER

A V E.

ST .

539 GIRARD PARK

R. KD W ES TP IN EH OO

CO O

LI D

ST .

IR A

GI RA

PA R

PA RK

. VD BL

E. AV

DO UN

M CK IN LE Y

.J ST

J CA

N TO NS

ST .M

. ST

ST .

300 ST. JULIEN

SP IT AL

OL SC

portico.mygisonline.com

. RD

04 SITE ANALYSIS

135

AMENITIES

PROVIDE EACH SITE WITH PROS AND CONS 300 ST. JULIEN AVE.

ST .

NEARBY AMENITIES While its proximity to Lafayette Fire Department may produce an issue with noise pollution from ďŹ re engines, it also supplies an added level of safety due to its closeness to the site. The surrounding amenities are spread out equally which shows that the site is prime real estate for the advancement of a school development.

ST .L

.J ST

LV D .

E. AV

L CO

DO UN

. RD

J CA

N TO NS

. ST

E . VD BL

= .25 & .5 mile radius

ST .M

= Fire Station - 1 R

= Bank/ATM - 4

= Medical Resource - 5

O A

K V IE W

LV D .

= Gas Station - 2

= Food/Grocery - 12

136

Garrett Knox, Hevin Stroud, Kasey Tinnerello, Katelyn Reynolds

539 GIRARD PARK DR.

PA RK

= .25 & .5 mile radius GE

= Bank/ATM - 6

OK EH O W ES TP IN

ST .

GI RA RD .

LI DG

CO O

SP IT AL

LV D .

CI R PA RD A HO

OL SC

ST .

DR .

LE W IS

G IR

NEARBY AMENITIES There is a lot less facilities to the north and west of this site than there is to the south and east. This conclusion proves that the side facing towards the university would be a more appealing view as it is less crowded.

ST .M

. RD

= Medical Resource - 3

= Gas Station - 3

= Food/Grocery -11

snazzymaps.com; maps.google.com

04 SITE ANALYSIS

137

COMPARATIVE EVALUATION OF THE POTENTIAL SITES SIMILARITIES & ASSUMPTIONS The sites are diverse within what qualities they each hold. Both sites have open zoning. TrafďŹ c around the sites is moderate in the mornings, and heavier in the afternoons.

CRIME RATES

SOIL

LANDSCAPE

Hard

JULIEN

Little cover from sun and rain Good for sports/rec.

Soft

GIRARD

Limited open space Shade provided

138

Garrett Knox, Katelyn Reynolds

SPACE

315,000 sq. ft. Plenty of room for parking and outdoor space

TRAFFIC

Nearby residential trafﬁc throughout the day Education building is closer

Have to make the school 2 ﬂoors to have plenty of parking and outdoor spaces

AMENITIES

Restaurants are mostly fast food, specialty clinics, closer to gas station

Have to walk through the neighborhood

750ft of road frontage

Around 110,000 sq. ft.

WALKABILITY

Moderate trafﬁc all day from commercial area Park leads to campus

Nicer sit down restaurants, large hospital, higher quality amenities due to being near downtown

CONCLUSIONS Julien is not as safe, has an open site, harder soil, lots of room for outdoor recreation, nearby residential trafﬁc, no sidewalks, and quick-eats nearby. Girard is a little safer, has lots of vegetation, softer soil, not as much space on the site, all day commercial trafﬁc, sidewalks to campus, nicer local amenities. Overall, there are pros and cons to each of the proposed site locations. neighborhoodscout.com | maps.google.com | portico.mygisonline.com

04 SITE ANALYSIS

139

PRECEDENT ANALYSIS Precedents are used to create a researched database of past, current and ongoing projects, to provide inspiration for creating future projects related to Labratory Schools in Lafayette, Louisiana.

HENDERSON COUNTY SCHOOL HENDERSONVILLE, NORTH CAROLINA BARNHILL CONTRACTING COMPANY (2017) The common area with double height ceilings and a large, prominent curtain-wall draws in much of the light for the main space, correlating good design tactics for the University of Louisiana at Lafayette potential lab school.

142

Noura Bader

barnhillcontracting.com

05 PRECEDENTS

143

ABBOT DOWNING SCHOOL CONCORD, NEW HAMPSHIRE HMFH ARCHITECTS (2012) Multi-functional classroom spaces and collaborative learning areas within the Abbot Downing feature colorful wall accents alongside large, expansive classroom sections that can be divided into sections using partition walls, adding a sense of variety and privacy within the educational areas.

144

Noura Bader

archinect.com

05 PRECEDENTS

145

PALEY PARK

NEW YORK CITY, NEW YORK ZION & BREEN (1967) A biophillic design has been interpreted within Paley Park, creating a calming and creative environment for inhabitants. The lush green walls stimulate intellectuals, compared to the dull, monotoned walls that we associate many schools with these days. Green space within the classrooms and public spaces of the University of Louisiana at Lafayetteâ&#x20AC;&#x2122;s laboratory school would only promote the main campusâ&#x20AC;&#x2122;s nationally renown green spaces and safe havens for wildlife.

146

Brantley Bariola

archdaily.com

05 PRECEDENTS

147

VIOLIN MUSEUM AND AUDITORIUM CREMONA, ITALY ARKPABI / GIORGIOPAULâ&#x20AC;&#x2122;LE MICHELE BIANCHI (2013) The organic design within the auditorium creates a unique space that immerses the audience in a publicly intimate space that serves as an engaging and experiential space. Just like in the Violin Museum and Auditorium, the potential lab school should have large, spacious areas that serve as public meeting areas that compel participators to engage in activities and productions.

148

Brantley Bariola

archdaily.com

05 PRECEDENTS

149

SCHOOLGARDEN OF ROOSENDAL ROOSENDAAL, THE NETHERLANDS AD KIL & RO KOSTER (2017) The Schoolgarden of Roosendal operates off of the ideology that children need various times each day to play and become themselves within their ages, offering outdoor spaces and indoor spaces for children to expel their energy and develop social skills. By providing an alternative to the wellknown, conventional playground, children can have fun during recess times, alongside the times of learning.

150

Kelsey Binkley

earchitect.com

05 PRECEDENTS

151

ELITE ENGLISH TRAINING SCHOOL BEIJING, CHINA B.L.U.E. ARCHITECTURE STUDIO (2017) Looking at traditional libraries through a different lens, this Chinese training schoolâ&#x20AC;&#x2122;s library facilities offer separated spaces for studying, reading, and even individual research. Creating private spaces like these for a lab school would be vital, because no matter what age the audiences may be, independent learning areas are vital to the development of a school and its many assets.

152

Kelsey Binkley

archdaily.com

05 PRECEDENTS

153

AUSTIN COMMUNITY COLLEGE SAN GABRIEL CAMPUS LEANDER, TEXAS SMITHGROUP (2018) The building offers a wide range of materials, all of which provide a closer tie to the site and context the building sits inside of. The lab school at The University of Louisiana at Lafayette needs to include materials that not only tie the building to the context it is built in, but also materials that evoke a sense of belonging to the audience for who it is built for: the children and teachers.

154

Larry Bridgewater

archdaily.com

05 PRECEDENTS

155

Råå DAY CARE CENTER Råå, SWEEDEN DORTE MANDRUP ARKITEKTER (2013) Four group rooms within the daycare center identify themselves to the facade as gables of a ﬁsherman house. Additionally, these gables are linked by large windows within the facade and roof that create a close context with the surrounding landscape. A unity with the landscape is vital to great architectre, including the future lab school, where the site must relate to the building.

156

Larry Bridgewater

archdaily.com

05 PRECEDENTS

157

EDGARDS CREEK SECONDARY COLLEGE VICTORIA, AUSTRALIA BRAND ARCHITECTS (2018) Edgards Creek High School in Australia utilizes open design which connects internal and external spaces within the campus fabric. Emphasizing technology and community involvement as well, the high school offers a great philanthropy and even connection, which the Lafayette lab school should develop as well, tying the school to the community and vice versa.

158

Sam Campbell

archdaily.com

05 PRECEDENTS

159

BRADESCO FOUNDATION SCHOOL SAO PAOLO, BRAZIL SHIEH ARQUITETOS (2017) The Bradesco Foundation School meets the challenge of building a vertical educational building structure, which in return, creates a hierarchy of spaces. Just like in one of the potential sites, building vertically may be the solution to utilizing and working with a smaller site location in the construction of the laboratory school.

160

Sam Campbell

archdaily.com

05 PRECEDENTS

161

ANNIE PURL ELEMENTARY SCHOOL GEORGETOWN, TEXAS HUCKABEE (2017) Annie Purl Elementary School is an excellent precedent for lab school education because of its integration of natural light into typical and atypical classroom settings. With outdoor learning spaces, large, open windows, and colorful collaboration areas, Annie Purl creates bright and inviting spaces that promote learning throughout the campus.

162

Sarah Carmouche

huckabee.inc.com

05 PRECEDENTS

163

SHIRLEY HALL MIDDLE SCHOOL WEATHERFORD, TEXAS HUCKABEE (2017) Shirley Hall Middle School brings learning outdoors with comfortable seating integrated into the exterior landscape of the school. Combine this with group collaboration zones accessible to all students, Shirley Hall invites and encourages learning in and out of the classroom.

164

Sarah Carmouche

huckabee.inc.com

05 PRECEDENTS

165

STRAWBERRY VALE

VICTORIA, BRITISH COLUMBIA PATKEAU ARCHITECTS (1995) Patkeau Architects designs a fundamental building that includes an architectural form inspired by environmental knowledge that allows to focus on natural forces. Natural lighting, broad windows, and multiple rooms condensed into open areas, aspire the intimate connection to nature and the environment. Just like in the future lab school plans to construct large learning spaces, there must be large amounts of natural light supplies to the areas in which people inhabit, alongside the idea that the building shares an intimate space with the location and its landscape.

166

Joshua Colvin

archdaily.com

05 PRECEDENTS

167

SILVERLAND MIDDLE SCHOOL FERNLEY, NEVADA TATE SYNDER KIMSEY (2010) Silverland Middle School was constructed as a part of a new educational campus to push the limitations of modern learning from the local school district. Serving as a landmark for the city and community, the University of Louisiana at Lafayette lab school should serve the community as well as a role model school that bridges the gap between students and community.

168

Joshua Colvin

archdaily.com

05 PRECEDENTS

169

SCHOOL OF THE FUTURE FINLAND

VERSTAS ARCHITECTS (2016) Through the use of six variations in windows, patterns, colors, and more, the school inﬂuences children to learn and collaborate with each other. This ideology of the “school of the future” can also propel the idea of the lab school at Louisiana at Lafayette, by allowing us as designers to create spaces that are designed for interpersonal communication.

170

Jordyn Cooper

inhabitat.com

05 PRECEDENTS

171

MILL BROOK PRIMARY SCHOOL CONCORD, NEW HAMPSHIRE HMFH ARCHITECTS (2012) The Mill Brook Primary School offers a learning corridor that includes many various viewing areas that easily access both teacher and student parties. Spaces like these should be mirrored in the lab schoolâ&#x20AC;&#x2122;s blueprint, alongside the ideals that are contained within the primary school as well.

172

Jordyn Cooper

archinect.com | archdaily.com

05 PRECEDENTS

173

ROCKFORD PUBLIC SCHOOL ROCKFORD, ILLINOIS CANNONDESIGN (2018) Rockford Public Schoolâ&#x20AC;&#x2122;s purpose was to be designed around the students and staff who inhabit the space. The school was not designed as a traditional school, showing architectural ideas that are centered around functionality and form. These classroom ideals must be advertised to, not only for the development of a good environs, but also to establish a healthy place for children to learn inside and out of.

174

Morgan Currie

archdaily.com

05 PRECEDENTS

175

FREEMANS BAY PRIMARY SCHOOL AUCKLAND, NEW ZEALAND RTA STUDIO (2018) With Freeman Bay Schoolâ&#x20AC;&#x2122;s design, students are able to experience multiple atmospheres, alongside the many design characteristics developed by interior architects. These designated interiors not only stimulate the inhabitants, but also develop well behaved principles that can lay out blueprints for other schools like the ULL lab school.

176

Morgan Currie

archdaily.com

05 PRECEDENTS

177

SANDY HOOK ELEMENTARY SANDY HOOK, CONNECTICUT SVIGALS + PARTNERS (2018) Built over the course of nearly two years on the same ground where the tragic shooting took place, the new references created by the design teams develop a “home away form home” atmosphere that allows students and teachers a safe space to educate. Structure is developed through the building being developed on a sunken in landscape that connects both the earth and the built environment. This tie to the Earth and the laid back atmosphere is crucial to the development of the University of Louisiana at Lafayette’s lab school, providing educators and pupils a safe space for the day.

178

Jonathan Davis

curbed.com

05 PRECEDENTS

179

ERIKA MANN

BERLIN, GERMANY DIE BAUPILOTEN (2007) Baupiloten designed the building’s interior for allday use with the ideology that the learning environment doesn’t just include the classroom, but the surrounding spaces like the hallways, ofﬁces, and even main areas. In their redesign, the hallways were made to suit modern educational concepts of a “rhythmic” learning atmosphere, thereby serving the current need for communal areas of varied use. This use of space and its purpose should be considered in the development of the potential lab school’s footprint and how inhabitants will interact with each other and their teachers.

180

Jonathan Davis

hecoolhunter.net

05 PRECEDENTS

181

MONTESSORI SCHOOL: ESTUDIO TRANSVERSAL ANTIOQUIA, CAMBODIA ESTUDIO TRANSVERSAL (2018) Public spaces as educational environments are introduced in the Montessori schoolâ&#x20AC;&#x2122;s walls through dynamic usage of materials and the breaking down of walls that may be seen in conventional schools across the Unites States. By pulling students closer in larger spaces allowing interpersonal communication, there is a certain aesthetic to the re-evaluation of teaching.

182

Sydney DeVille

architectsagainsthomelessness.com

05 PRECEDENTS

183

ELENAOR PALMER PRIMARY SCHOOL SCIENCE LAB LONDON, ENGLAND AY ARCHITECTS (2018) Eleanor Palmer Primary School introduces students to immense amounts of natural light sources. These light sources not only boost student psychology throughout the school, but also boosts work and productivity. This psychology should be used in The University of Louisiana at Lafayette’s lab school construction because of the beneﬁciary properties it holds at the end of every day.

184

Sydney DeVille

archdaily.com

05 PRECEDENTS

185

MAPLE STREET PRESCHOOL BROOKLYN, NEW YORK BARKER FREEMAN DESIGN OFFICES (2017) Maple Street Preschool implements large pocket doors to allow its three interconnected classrooms to be opened up to each other. Divisible classrooms such as these result in the ability for us to manipulate these spaces for both students and teachers to utilize.

i dont like u

186

Erin Eubanks

archdaily.com | 4mativ.com

05 PRECEDENTS

187

LISHIN ELEMENTARY SCHOOL LIBRARY TAICHUNG CITY, TAIWAN TALI DESIGN (2018) The architects of the Lishin Elementary School Library not only created a unique and inviting entrance space, but also achieved a unique library space with multiple reading nooks and bookshelves that line the walls of the entrance. These nooks and spaces for literature can be thought about for the ULL laboratory school for the multipurpose factor of using the room for different functions.

188

Erin Eubanks

archdaily.com

05 PRECEDENTS

189

CHERRY CREST ELEMENTARY BELLEVUE, WASHINGTON NAC ARCHITECTURE (2017) Cherry Crest Elementary represents a project constructed heavily off of the phenomenology of nature and its dominance within the built environment. By taking advantage of the natural world around us, the ULL lab school can adopt the idea to let in natural light and nature within the walls of its construction.

190

Alex Hoff pauir

dezeen.com

05 PRECEDENTS

191

PAUL CHEVALLIER SCHOOL FRANCE

TECHTONIQUES ARCHITECTS (2016) This French precedent implements green spaces within the built school, increasing the amount of natural material around the students. The ideology of meshing both natural and constructed environments within the public sector of the school system can boost psychology and even oxygen levels within the design.

192

Alex Hoff pauir

archdaily.com

05 PRECEDENTS

193

YANGLIU COUNTY COMMUNITY PRIMARY SCHOOL HANGZHOU ZHEJANG, CHINA GAD (2018) The vibrant primary school enables outdoor learning and a indoor circular corridor to form a contiguous activity platform. This system of construction allows inhabitants the ability to feel unconstrained within the school, alongside the fact that studentsâ&#x20AC;&#x2122; curiosity and creativity is boosted within the school.

194

Seth Ith

dezeen.com

05 PRECEDENTS

195

FLEMINGTON PRIMARY SCHOOL

FLEMINGTON, AUSTRALIA MADDISON ARCHITECTS MADDISON ARCHITECTS (2011) Flemington provides a ï¬&#x201A;exible classroom linked to outdoor decks, window seats, and balconies to create a variety of environments. These design decisions are to the differing environments allow students and teachers a differing approach for every space and built environment.

196

Seth Ith

archdaily.com

05 PRECEDENTS

197

LAKE WILDERNESS ELEMENTARY SCHOOL MAPLE VALLEY, WASHINGTON TCF Architects (2017) First ďŹ&#x201A;oor spaces within the elementary school provide a proper precedent for the ULL learning lab school and its potential built spaces. The school is divided into four main spaces, each allotting students and teachers spaces to practice lessons, experiments, and even playground time all within the same cohesive built environment.

198

Chelsea Johnson

archdaily.com

05 PRECEDENTS

199

ROSANNA GOLF LINKS PRIMARY SCHOOL VICTORIA, AUSTRALIA BRAND ARCHITECTS (2018) Rosanna Golf Links School consists of multiple buildings across the campus, an approach that is both timeless and renovated to ﬁt the culture it was built for. Central locations are derived for the students and faculty, providing spaces for collaboration and research. Spaces such as these would be beneﬁciary to The University of Louisiana at Lafayette’s lab school for students and administration to combine work and research efforts.

200

Chelsea Johnson

dezeen.com

05 PRECEDENTS

201

KB PRIMARY AND SECONDARY SCHOOL NAGASAKI, JAPAN HININOSEKKEI (2019) The Japanese precedent of KB Primary and Secondary School is a prime example for an elementary school precedent relating to the design advancements for ULL’s laboratory school design competition. The varying shapes and sizes of the designed spaces on the school’s campus allow a unique perspective of how to inhabit the space, alongside the addition of custom built furniture to highlight the architectural construction.

202

David Jones

archdaily.com

05 PRECEDENTS

203

EDISON HIGH SCHOOL ACADEMIC BUILDING FRESNO, CALIFORNIA DARDEN ARCHITECTS (2018) Darden Architects sets an extremely high standard for the new century of educational spaces within its deign of Edison High. The colorful palate alongside the thoughtful use of skylights and windows ﬂood the spaces with yellow color, both indirectly and directly. The thoughtful use of color and light must be a priority within the lab school’s design in order for a cohesive environmental psychological perspective.

204

David Jones

arch2o.com

05 PRECEDENTS

205

STUDENT CLUB OF HEYUAN SENIOR HIGH SCHOOL HEYUAN, GUANGDONG, CHINA YUANSIM ARCHITECTS (2018) The Student Club of Heyuan is designed to be an adaptable, ﬂexible space with little to no classroom desk space and wall space. This ideology of “less is more” gives the school its multipurpose value, allowing students and educators the ability to have a more free school lifestyle. These barriers that have been broken down should be considered within a lab school’s construction to increase the collaborative area.

206

Digba Katchia

archdaily.com

05 PRECEDENTS

207

OUR LADY OF THE ASSUMPION CATHOLIC PRIMARY SCHOOL NORTH STRATHFIELD, AUSTRALIA BYN (2019) Australian precedent, Our Lady of The Assumption Catholic School, uses timber as the main material of choice, giving the school a ﬁnish that connects the interior to nature. This psychology effects the interior spaces, inﬂuencing learning processes and productivity. These principles should be admired in the construction of the ULL lab school and the ideology that bringing the outside in constructs a positive interior space.

208

Digba Katchia

archdaily.com

05 PRECEDENTS

209

AYB MIDDLE SCHOOL YEREVAN, ARMENIA STORAKET STUDIOS (2018) Architectural purpose and design is created through the utilization of collaborative space design and the study of multifunctional educational environments throughout the design of the AYB Middle School. The 21st century friendly built environment takes into consideration the studentâ&#x20AC;&#x2122;s and teacherâ&#x20AC;&#x2122;s needs of collaborative spaces, alongside the design of private spaces as well.

210

Matt Kelly

archdaily.com

05 PRECEDENTS

211

MOSFELLSBAER PREPERATORY HIGH SCHOOL MOSFELLSBAER, ICELAND A2F ARKITEKAR (2014) Incorporating the natural landscape into the design of the building, this precedent uses diagonal lines as a grid to produce ramps and walkways throughout the site and campus blueprint. The ideology of making a grid and utilizing spaces for daily use could be adopted in The University of Louisiana at Lafayetteâ&#x20AC;&#x2122;s lab school plans, especially with the two potential sites and their differing properties.

212

Tyler Kersh

archdaily.com

05 PRECEDENTS

213

BRIGHTWORKS SCHOOL SAN FRANCISCO, CALIFORNIA 450 ARCHITECTS (2011) Brightworks focuses on collaborative, hands-on experimental learning for all of its students. Due to the hands-on nature of the learning environment, there is minimal initial build-out of the leased warehouse space. This being noted, the focus on collaborative ideas and lessons would be vital to the development to the ULL learning lab school.

214

Tyler Kersh

450architects.com | sfbrightworks.org

05 PRECEDENTS

215

JINGSHAN SCHOOL LIBRARY HUI-YIN DESIGN AND RESEARCH HUI-YIN DESIGN AND RESEARCH (2019) Slight elevationial differences make the Jingshan School Library noteworthy for its multi-leveled main space. The development of separate spaces is deﬁned by the use of differing materials that offsets the built environment and how inhabitants interact within. Studying the subdivisions of the library can translate to the micro-rooms we as designers can create within the University of Louisiana at Lafayette’s lab school.

216

Garrett Knox

archdaily.com

05 PRECEDENTS

217

CARNEGIE MELLON UNIVERSITY SORRELS LIBRARY RENOVATIO PITTSBURGH, PA GBBN (2017) Wood throughout the school is heavily used as a material that derives a psychological property that is warm and productive. Studying the materiality allows designers to adapt to the inhabitants and their work habits.

218

Garrett Knox

archdaily.com

05 PRECEDENTS

219

WOODLAND ELEMENTARY SCHOOL MILFORD, MASSACHUSETTS HMHF Architects (2016) The architects took into consideration many psychological and physical considerations throughout the school, as should we as the designers. Their example shows using different colors to evoke different mindsets and providing the kids with a connection to nature on the exterior.

220

Mallori LaCour

archdaily.com | arch2o.com

05 PRECEDENTS

221

CARTER G. WOODSON EDUCATION COMPLEX DILLWYN, VIRGINIA VMDO Architects (2012) VMDO created multiple innovative spaces allowing children to be introduced to many different environments. These transitional learning spaces are key factors to the design of an original school like the ULL lab school where both college and elementary levels intermingle within a built space.

222

Mallori LaCour

centerforactivedesign.org | vmdo.com

05 PRECEDENTS

223

YANGZHONG FOREIGN LANGUAGE SCHOOL JIANGSU SHENG, CHINA PERFORM DESIGN STUDIO (2019) Yangzhong Foreign Language School is constructed in plan as an irregular shaped polygon which reduces the building’s footprint and works with the site’s per-existing shape. The

green ideology that the architect used is an important factor not only to sustainability, but also to reduce the carbon footprint of the entire building.

224

Lindsay Lehman

archdaily.com

05 PRECEDENTS

225

WILKES ELEMENTARY SCHOOL BAINBRIDGE ISLAND, WASHINGTON MAHLUM ARCHITECTS (2014) Wilkes Elementary is a lower level school built to comprehend the ideas that students and teachers need interactive spaces that cater to their needs and gathering areas. These baseline principles can be tied to the development of ULL’s lab school and the ideology that places can be developed within the site’s parameters.

226

Lindsay Lehman

archdaily.com

05 PRECEDENTS

227

Ă&#x2DC;RESTAD GYMNASIUM COPENHAGEN, DENMARK 3XN ARCHITECTS (2007) With traditional classrooms modeled after prehistoric ideals, there is a revolution where walls are being replaced within the form of the school as large public spaces, where students and teachers are able to collaborate in common spaces.

228

Alex Magee

archdaily.com

05 PRECEDENTS

229

ELS COLORS KINDERGARTEN BARCELONA, SPAIN RCR ARCHITECTES (2002) The perspectives of children versus those of adults differs, however with the construction of the ELS Kindergarten and how it is constructed with small wall space and experiential room spaces, meshes the two views into one main viewpoint.

230

Alex Magee

archdaily.com

05 PRECEDENTS

231

PARIS LAB SCHOOL PARIS, FRANCE PASCALE HAAG + PARTNERS (2018-PRESENT) Lab School Paris is an innovative, bilingual, inclusive, secular, and ecologically responsible school aimed to support children in all aspects of their learning experience. This newly constructed program can mirror the laboratory school for the University of Louisiana Lafayette and the potential to add on a phase two regarding higher grade levels, similar to the Lab Schoolâ&#x20AC;&#x2122;s agenda.

232

Clark Malchow

labschoolcom | facebook.com

05 PRECEDENTS

233

FANNY EDEL FALK LABORATORY SCHOOL PITTSBURGH, PENNSYLVANIA ORIGINAL BUILDING: JANSSEN + COCKEN (1931) EXPANSION: PERKINS EASTMAN (2009) Educational theory at Falk School conceives of the school as a center of inquiry where learning takes place at every level. This sense of student inclusion with the design of the building is vital to the construction of the Lafayette Lab school and how students will interact with the 21st century facilities.

234

Clark Malchow

falkschool.pitt.edu

05 PRECEDENTS

235

BRAEMAR COLLEGE MIDDLE SCHOOL MOUNT MACEDON, AUSTRALIA HAYBALL (2018) The Braemar College Middle School acts as a step into the creative direction of developing a 21st century deďŹ nition of radicalized middle school ideology. With many open areas for a variety of activities, the school is versatile in its capabilities.

236

Danai Metoyer

arch2o.com

05 PRECEDENTS

237

THE MUNKEHAARD SCHOOL DYSSEGåRD, DENMARK DORTE MANDRUP ARKITEKTER (2009) The Munkegaard School is a representation of educational architecture with an innovative sense of educational architecture. Students and teachers are able to interact with their built surroundings through the designed spaces, alluding to the University of Louisiana at Lafayette’s potential built environment and what needs to be considered before the construction.

238

Danai Metoyer

archdaily.com

05 PRECEDENTS

239

WEST-SIDE SCHOOL SEATTLE, WASHINGTON SKL Architects (2017)

West-side School is one of the most energyefficient schools in the pacific northwest. Featuring skylights and various window features, the school alludes to energy efficient heating and cooling as well to reduce its footprint. The sustainable footprint that the architects were trying to achieve set up a positive precedent for the ULL design competition and the idea that the community should make the building living and healthy for the environs.

240

Jack North

archdaily.com

05 PRECEDENTS

241

FENIX

PORTO ALEGRE, BRAZIL Arquitetura Nacional (2018) The format and use of materials of Fenix creates an informal atmosphere which helps disconnect students from the competitive nature of a college preparatory course. These set design ideas were followed to utilize the psychological principles necessary to create a positive environment for education.

242

Jack North

archdaily.com

05 PRECEDENTS

243

ZACHRY ENGINEERING EDUCATION COMPLEX COLLEGE STATION, TEXAS ASG ARCHITECTS (2016) The expansive instructional labs are key in designing a new laboratory school in Lafayette. Instead of desks, Zachry has learning studios with technology worktables containing wireless connectivity and multi-device screen sharing. The rooftop of Zachry features a green terrace, which is perfect for studying, meeting, and relaxing.

244

Katelyn Reynolds

theeagle.com | engineering.tamu.edu | asg-architects.com

05 PRECEDENTS

245

EMERSON COLLEGE LOS ANGELES, CALIFORNIA MORPHOSIS ARCHITECTS (2014) The building’s aim is to be a catalyst for positive urban development. The campus includes the creation of video conferencing technology. In designing a lab school for Lafayette, classrooms based around technology and screens will help students learn more efﬁciently. The center’s program includes a ground ﬂoor cafe, classrooms, and outdoor terraces. As a LEED Gold rating, the building offers advanced green building initiatives including window contacts to facilitate natural ventilation and operable sunshades.

246

Katelyn Reynolds

morphosis.com | arcspace.com

05 PRECEDENTS

247

LABYRINTH SCHOOL MORAVIA, CZECH REPUBLIC PINSKI LASOVSKY JOHANSSON (2018) This is the ﬁrst lab school in the Czech Republic that balances traditional learning styles with relevant projects intermingled within the city’s developments. This tie to the community should be further evaluated to follow as a model for the ULL school.

248

Hayden Rose

labyrinthschool.edu

05 PRECEDENTS

249

GREENWOOD LAB SCHOOL SCIENCE SCHOLARS SpringďŹ eld, MISSOURI BRP Architects (2019) This project is related to our design for large multi-purpose open rooms and that the school can be used for more grades then just elementary. The design of age appropriate spaces and environments is vital to the formality of the buildingâ&#x20AC;&#x2122;s construction and how architects and interiors develop the spaces.

250

Hayden Rose

brparc.com

05 PRECEDENTS

251

OUR LADY OF THE SOUTHERN CROSS PRIMARY SCHOOL TAYLOR HILLS, AUSTRALIA BALSASSO CORTESSE ARCHITECTS (2014) Personalized learning, peer-to-peer collaborative learning and team teaching all inï¬&#x201A;uenced the architectural design of physical learning spaces. The embedding of technology in the learning space allows students and instructors to challenge the idea of modern learning, producing a school that pioneers the movement for a more developed future for education.

252

Hunter Rowe

archdaily.com

05 PRECEDENTS

253

TIMBER SCHOOL KHUMO, FINLAND ALT ARCHITECTS (2018) Within the Timber School, there are no actual corridors in the building, where all the passages are functional and furnished spaces for informal studying. This collaborative environment for students and educators shows designers what the ULL lab school needs to look like: functional and collaborative.

254

Hunter Rowe

archdaily.com

05 PRECEDENTS

255

CONDIT ELEMENTARY BELLAIRE, TEXAS VLK ARCHITECTS (2016) Condit Elementary is a perfect precedent for future lab schools due to its “ribbon” design solution. The interior structures are ribbon bands of color designed to represent education as the ribbon that ties the community together. This design being implemented inside of The University of Louisiana at Lafayette’s lab school would not only advertise the interior to tell a story, but also pose as an aesthetic property as well to the development of the structure.

256

Miranda Sharp

texasschoolarchitecture.org | vlkarchitects.com

05 PRECEDENTS

257

RICHARD J. LEE ELEMENTARY COPPELL, TEXAS STANTEC (2015) Richard J. Lee Elementary was created with 3 goals in mind: to reduce limitations and inspire innovation, celebrate fun and authentic learning experiences through sustainable practices, and create collaboration, connection, and active learning. The school uses a community approach to learning, so all “learners” (students) and “designers” (teachers) know each other on a personal level. These are several innovative aspects that the lab school could implement.

258

Miranda Sharp

texasschoolarchitecture.org | stantec.com

05 PRECEDENTS

259

ST. JOSEPHS NUDGEE COLLEGE AUSTRALIA M3ARCHITECTURE (2013) The library located on St Josephs College combines technology and traditional library elements to create an innovative space. Featuring small multi-media rooms and spaces for research, lab school designs would beneďŹ t form this large, collaborative public space precedent.

260

Kendle Shipp

nudgee.com

05 PRECEDENTS

261

RODEPH SHOLOM SCHOOL PLAYDECKS NEW YORK, NEW YORK MURPHY, BURNHAM, & BUTTRICK (2018) Created is an outdoor and indoor play space that spans over two stories of a middle school to provide an interactive play area outside while keeping the children in close proximity. This design property would beneďŹ t on busy road or land conditions.

262

Kendle Shipp

archdaily.com

05 PRECEDENTS

263

LAMAR URBAN STATION LAKEWOOD, COLORADO COLORADO - BUILDING WORKSHOP (2017) Lamar Urban Station Classroom creates a learning environment that combines nature. The structure uses an open ďŹ&#x201A;oor plan with one observation desk. This allows an area for observation learning, while still having the ability to have individual learning, due to the open space to allow for more furniture. Following the free design plan and exterior learning space, The University of Louisiana at Lafayette should implement an are like so within its main site plan.

264

Rachel Smith

minnetonkaschools.org

05 PRECEDENTS

265

PATTAYA REDEMPTORIST SCHOOL FOR THE BLIND PATTAYA, THAILAND CREATIVE CREWS ARCHITECTURE (2009) The classroom shows a learning area where the main form of education is interacting. Children learn hands on, and this environment creates the perfect curiosity for students to explore and desire to learn. Each mind is different, and each creative ï¬&#x201A;ow is just as complex, so designing a classroom with the sole function as personalizing your own creative outlet is beautiful.

266

Rachel Smith

creativecrews.com

05 PRECEDENTS

267

GREEN SCHOOL BALI BALI, INDONESIA PT DESIGN BOOM (2012) The Green School in Bali incorporates nature into childrenâ&#x20AC;&#x2122;s learning routine, which not only beautifully introduces the outdoors to an unusual place, but also creates comfortable dialogue through intimate spaces. The University laboratory school would beneďŹ t form such incorporations because of the close relationship the college and community has with restoring and protecting the local wildlife and habitats.

268

Rocky Smith

greenschool.org

05 PRECEDENTS

269

KINKAID LEARNING CENTER HOUSTON, TEXAS KIRKSEY ARCHITECTURE (2019) The Kinkaid School integrates dry-erase boards throughout the school to encourage the sharing of ideas and aid in problem-solving. This speciďŹ c design decision creates a solution to lack of board space in many antiquated school spaces within their classrooms, allowing students and teachers appropriate amounts of room for instruction.

270

Rocky Smith

kinkaid.org

05 PRECEDENTS

271

GLöMSTA SCHOOL HUDDINGE, SWEDEN ÅSA R. MACHAD (2018) Glömsta School, or the Forgotten school, was built to accommodate a child’s unique needs. It does not rely on general education methods or a one size ﬁts all curriculum. The school is not just a place to learn but a place for children to live. The school attempts to seamlessly transition school life and home life together, using less traditional classrooms, built with a large outdoor area with access to natural land to enhance the outdoor space.

272

Wyatt Strange

byggaskola.se

05 PRECEDENTS

273

CHICAGO BOTANIC GARDEN, REGENSTEIN LEARNING CAMPUS CHICAGO, ILLINOIS JACOBS / RYAN ASSOCIATES (2015) The learning campus at Chicago Botanic Garden’s is designed to educated people of all ages in the ﬁeld of horticulture. The gardens accomplish this through their learning center made up of several indoor and outdoor classrooms with a curriculum based around nature. Horticulture electives and classes should be a consideration for ULL’s learning lab.

274

Wyatt Strange

chicagobotanic.org

05 PRECEDENTS

275

VITTRA TELEFONPLAN

HAGERSTEN, STOCKHOLM, SWEDEN ROSAN BOSCH (2012) Rosan Bosch Architects designed to break the limitations of the modern classroom of the world. As seen through their lack of traditional setting, Vittra does not believe in standard classes and the school vision is to create an environment of individual development and living cultural work through challenging environments. The main areas featured are ’the watering hole’, ’the show-off’, ’the cave’, ’the campﬁre’, and ’the laboratory’.

276

Hevin Stroud

rosanbosch.com

05 PRECEDENTS

277

FAMILY BOX BEIJING, CHINA SAKO ARCHITECTS (2011) The innovative design of the school contains ďŹ fteen different classrooms and activities. The separation of the classrooms allow the students to have a variation of stimulating spaces. The colorful, bright lighting, and white walls inspire a happy and cheerful atmosphere for the children, as it would be a well developed design decision for Lafayetteâ&#x20AC;&#x2122;s laboratory school to adopt.

278

Hevin Stroud

archdaily.com

05 PRECEDENTS

279

THE LAB SCHOOL OF WASHINGTON, DC WASHINGTON, DC GLANSTER ARCHITECTS (2011) With student experience and hands-on learning as the primary driver, artsbased lab school serves as the formative pathway for students across all academic subjects. Positive psychology as the critical mindset is at the core of the school, where in the development of an original school, there should be a set motto to follow and set for all students and teachers to follow and exhume as well.

280

Kasey Tinnerello

labschool.org

05 PRECEDENTS

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UCLA LAB SCHOOL LOS ANGELES, CA RICHARD NEUTRA (1968) Neutra creates a teaching and learning environment that supports all student identities while also building a community of caring learners guided by safe school norms. The diversity of families, teachers, and staff enhances and enriches the learning environment, providing opportunities for childrenâ&#x20AC;&#x2122;s growth, and helps conduct research and develop curricula that are relevant for a wide variety of schools.

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Kasey Tinnerello

labschool.ucla.edu

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NANYANG PRIMARY SCHOOL

SINGAPORE Studio 55 (2015)

Bold colors are immediately seen when approaching Singapore based primary school precedent. These colors communicate an exciting environment which stimulate students to learn within the schoolâ&#x20AC;&#x2122;s walls, inside and out. The unique palate and structure is an immaculate idea that should be developed within the design of The University of Louisiana at Lafayetteâ&#x20AC;&#x2122;s lab school. The development of an original design will not only contribute to the community, but also to the educational community and all the lives it will educate.

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Oriana Vega

livinspaces.net

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NUEVA SCHOOL

SAN MATEO, CALIFORNIA LEDDY MEYTUM STACY ARCHITECTS (2011) The Nuevea School provides an innovative educational space which integrates an ecological design to inspire this centuryâ&#x20AC;&#x2122;s students. Flexible classrooms, high tech laboratories, and a connection with natural spaces, both in the ground level patio and on the second level terrace, allow a successful plan that allows students the ability to collaborate in spaces , inside and out.

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Oriana Vega

hermanmiller.com | world-architects.com

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KHAN LABORATORY SCHOOL MOUNTAIN VIEW, CALIFORNIA DANISH KURANI (2017) The spaces shown are dynamic with interactive equipment and building components, providing the correct instruments and equipment for students to successfully collaborate and share ideas within the classroom setting. These ideals can be established within The University of Louisiana at Lafayetteâ&#x20AC;&#x2122;s lab school and how it may cater to those technological advances that encourage students for more comprehensive research.

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Sherpatrick Washington

kurain.us | khanlabschool.org

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SPEYER LEGACY SCHOOL NEW YORK, NEW YORK DAVIS BRODY BOND ARCHITECTS (2015) These spaces are representative of The University of Louisiana at Lafayetteâ&#x20AC;&#x2122;s advocation for an environment of connectivity and collaboration among students and individuals of authority. The Speyer Legacy School conveys openness, expressiveness, and a harmony of amenities which all successfully relates to the core form of the building and how its design is successful for both students and instructors.

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Sherpatrick Washington

interiordesign.net | vimeo.com

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CHUON CHUON KIM 2 KINDERGARTEN HO CHI MINH CITY, VIETNAM KIENTRUC O (2018) The Chuon Chuon Kim 2 Kindergarten, constructed by KIENTRUC O, was built in a way to push its students curiosity. With the playful tone and color, the school also brings a calmness that makes students comfortable enough to be their most creative.

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Chris Yanko

archdaily.com

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HIGHGATE PRIMARY SCHOOL HIGHGATE, AUSTRALIA IREDALE PENDEROSN (2018) Highgate Primary School architect Iredale Penderson and his team of architects served a mission to construct a lab school within the Australian context of school mold breaking. With many multi purpose spaces and scales, Highgate allows for students to learn through a variety of different experiences.

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Chris Yanko

arch2o.com

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ARCH 315 2019 Brantley Bariola Sarah Carmouche Joshua Colvin Jordyn Cooper Morgan Currie Sydney Deville Erin Eubanks Kelsey Binkley Matthew Kelly Tyler Kersh Mallori Lacour Clark Malchow Jack North

Katelyn Reynolds Rocky Smith Rachel Smith Wyatt Strange Sher Washington Chris Yanko Noura Bader Larry Bridgewater Sam Cambell Jonathan Davis Alex Hoffpauir Setheara Ith Chelsea Johnson

David Jones Garrett Knox Lindsay Lehman William Magee Danai Metoyer Hayden Rose Hunter Rowe Miranda Sharp Kendle Shipp Hevin Stroud Kasey Tinnerello Oriana Vega Brad Deal Will Doss

The Noun Project Artists Adnen Kadri Adrien Coquet Alena anbileru adaleru Andrejs Kirma David Gladis David Wong Delwar Hossain Dewadesign Dmitry Baranovskiy endang ďŹ rmansyah Falsalovers Gan Khoon Lay Graphic Tigers Gregor Cresnar

Gustav Salomonsson ibrandify Icon 54 IconGeek Icon Lauk Iconomania Lemon Liu Leonardo Schneider Lucas Helle Luis Prado Made by Made Magicon Maxicons

monkik Mourad Mokrane NATAPON CHANTABUTR Oksana Latysheva Pablo Priyanka Saifurrija SBTS Scott Lewis Shastry Symbolon tezar tantular Tuk Tuk Design

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More Than Just A Number: Designing Learning Spaces For Tomorrow envisions a world where students are no longer subjected to strict regulation or shaped to be ďŹ gures on a monotonous grid. Rather, students will break from this grid and surge into liberated innovation.