Lovesmith, Deanna M. (2009-05). AREAS OF KNOWLEDGE NEEDED BY SUPERINTENDENTS AND ARCHITECTS TO ENHANCE THEIR COLLABORATION IN THE SCHOOL DESIGN PROCESS. Doctoral Dissertation. Thesis uri icon

abstract

  • The purpose of the study was to identify perceptions of the contributions made by superintendents and architects respectively when programming a new school. Areas of collaboration were determined by a qualitative analysis of the responses of superintendents and architects to questions regarding their perceptions of areas to discuss when collaborating in the designing of a new school. Ninety-four Texas superintendents and forty-six architects participated in the survey. Major research findings from this study addressed the areas of knowledge needed to enhance the collaboration process. Budget is the driving force within the collaboration between superintendents and architects when designing a school. The superintendent is the key communicator in the design process. Architects are the individuals most concerned with using the instructional delivery methods used by teachers to guide the design process. Three main areas to address when designing a school to support student safety are accessibility, surveillance and visibility. Instructional specialists, specifically at the district-level, are often not included as a part of the facilities committee. Superintendents obtain knowledge and the skill to collaborate with architects on a school design process through on-the-job experience. Recommendations are made to further enhance the collaboration. Superintendents and architects need to view budgets as a way to prioritize needs rather than to limit possibilities when designing a school. Superintendents must continue to be aware that they are the lead communicator in the school design process and must continue to work to effectively communicate their district?s and community?s needs, expectations, and vision. Superintendents must be prepared to communicate instructional delivery methods and expectations to architects when designing a school. Superintendents and architects need to consider accessibility, camera surveillance, and visibility when designing a school to support student safety. Facilities committees should include district level curriculum experts as part of the school design process, as these individuals are knowledgeable of the district?s instructional vision. It is important for superintendents who are designing a school project to have prior experience in participating in the design process, or to collaborate with other superintendents with experience to guide and assist them in the process.
  • The purpose of the study was to identify perceptions of the contributions made
    by superintendents and architects respectively when programming a new school.
    Areas of collaboration were determined by a qualitative analysis of the responses
    of superintendents and architects to questions regarding their perceptions of areas to
    discuss when collaborating in the designing of a new school. Ninety-four Texas
    superintendents and forty-six architects participated in the survey.
    Major research findings from this study addressed the areas of knowledge needed
    to enhance the collaboration process. Budget is the driving force within the collaboration
    between superintendents and architects when designing a school. The superintendent is
    the key communicator in the design process. Architects are the individuals most
    concerned with using the instructional delivery methods used by teachers to guide the
    design process. Three main areas to address when designing a school to support student
    safety are accessibility, surveillance and visibility. Instructional specialists, specifically at the district-level, are often not included as a part of the facilities committee.
    Superintendents obtain knowledge and the skill to collaborate with architects on a school
    design process through on-the-job experience.
    Recommendations are made to further enhance the collaboration.
    Superintendents and architects need to view budgets as a way to prioritize needs rather
    than to limit possibilities when designing a school. Superintendents must continue to be
    aware that they are the lead communicator in the school design process and must
    continue to work to effectively communicate their district?s and community?s needs,
    expectations, and vision. Superintendents must be prepared to communicate instructional
    delivery methods and expectations to architects when designing a school.
    Superintendents and architects need to consider accessibility, camera
    surveillance, and visibility when designing a school to support student safety. Facilities
    committees should include district level curriculum experts as part of the school design
    process, as these individuals are knowledgeable of the district?s instructional vision. It is
    important for superintendents who are designing a school project to have prior
    experience in participating in the design process, or to collaborate with other
    superintendents with experience to guide and assist them in the process.

publication date

  • May 2009