Evaluation Process

All of the projects were reviewed in light of six national design principles developed by the U.S. Department of Education, and endorsed by the American Institute of Architects, the Council of Educational Facilities Planners International (CEFPI), and others.

The first principle calls for learning environments that enhance teaching and learning and accommodate the needs of all learners. This principle follows research that supports the idea of students creating rather than re-creating knowledge; students doing rather than just receiving information; and students solving problems through more cooperative, project-based, interdisciplinary learning with an emphasis on learning styles, multiple intelligences, and the special needs of each student.

The second principle emphasizes the need for schools to serve as centers of the community by accommodating community use after hours and on weekends. Additionally, schools should serve as centers of lifelong learning and provide the community access to theater arts, recreation, and technology.

The third principle suggests that school designs should result from a planning and design process involving all stakeholders, including educators, parents, students, and community representatives-respecting differences in age, culture, and gender.

The fourth principle addresses the need to provide for adequate health, safety, and security through more appropriate school and classroom populations; by addressing all safety and environmental codes; maintaining healthy indoor environments, and through careful planning to minimize safety obstacles.

The fifth principle suggests that school designs should make effective use of all available resources, resulting in the creation of facility and landscape designs that serve as “three dimensional textbooks.” Designs should maximize the use of technology, community resources and, where possible, re-use existing facilities to preserve natural and historic environments.

The sixth principle calls for the design of learning environments that allow for flexibility and adaptability to changing needs. Planning should incorporate flexible designs and adaptable systems to accommodate what is not yet known. Additionally, ongoing evaluations of master plans and educational specifications should be conducted at least every five years.

Also included in the mix-and considered as part of the evaluation process-were Post Occupancy Evaluations (POEs), submitted with a few projects. A POE is an assessment of a facility’s performance to determine whether or not it is functioning as intended. Juror Jeffrey Lackney expands on the process in the POE section.