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Introduction to SCHOOL FACILITIES |
Continuing Administrative Licensure Program |
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MANAGEMENT AND PLANNING |
University of Oregon |
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Fred Tepfer http://darkwing.uoregon.edu/~ftepfer/ |
Phil McCullum 125A DELTA/Education Office: 346-0804 Fax: 346-5174 pmccullu@oregon.uoregon.edu
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version update notes - input form for rating various activities: tour new school under construction, tour existng school, targetted exercises in existing school.
updated as of: April 10, 2003
Warning: this syllabus is updated periodically.
Please check back for updates.
Time and Location
April 11, 4:00 to 8:00, 151 Education, University of Oregon, 151 Education
April 12, 8:00 to 4:00, Cottage Grove High School, Cottage Grove, Oregon, after
lunch at the new Cottage Grove High School
Because time is short and the subject broad, classes will being on time and
end on time. Please let me know in advance
if you can't attend or will be late.
Follow-up class for one additional credit
Later this spring, I will offer a one day symposium in an advanced facilities issue, details to be announced in class.
Introduction
This course is about the interaction of facilities and learning in K-12 education.
We will cover basic facilities issues at the building level as well as district-wide
issues related to facilities development and planning. You will learnfundamental
facilities management concepts and processes to ensure that you know how to
manage buildings and grounds and know where to turn for more information, and
you will also have a basic understanding of how to plan for major capital projects.
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Standard to be met Provide the concepts and tools for administrators to effectively and independently manage building facilities and services. Indicators: At the end of this class, each student must:
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Format
The fields of facilities planning, facilities management, and architecture are very broad. Needless to say, it would be a challenge to meaningfully cover them in these few hours, so we will also include self-directed learning in specific areas of interest to you as an individual.
In class, we will begin with general strategies and approaches, apply them in case-study situations, team exercises, and discussions, and then give each of you the opportunity to try these approaches on your own. The specific subjects we will focus on as a group will be issues that you express interest in, as well as some others of fundamental importance. These issues may include management techniques, strategic planning approaches, building assessment, energy issues, technology in schools, community development, educational specifications, contracts, and many others.
Pre-course requirements
Complete the following before the first class session. If that is not possible due to late registration or commitments at work, please discuss this with me as soon as possible via e-mail or in person.
Course requirements
Self-directed learning: web and text
1. Optional but very useful and enjoyable reading: How Buildings Learn, S. Brand, chapters 1 through Chapter 5 (pp. 1 through 71). The rest of the book is excellent, so keep reading if you want, but this selection makes the important points. This book is in many libraries and is often available used. I highly recommend it for anyone involved in facilities planning and management. Although written for a general audience (so it's not as pedantic as what you'd expect from, say, Jossey-Bass), it presents fundamental insights about the lives of our buildings.
2. Because it is impossible to cover the breadth of issues that you will confront in your work, you are required to read a series of introductory web-based papers and hyperlinks to other sources in a number of specific subject areas. These readings form a structured electronic library with a table of contents at http://darkwing.uoregon.edu/~ftepfer/SchlFacilities/ReadingTOC.html.
For this CAL institute I'm requiring eight total readings, or fourteen if you choose additional readings instead of a project. The articles are grouped into three broad categories, and reading the introductory article in each category is required. Beyond these three articles, you are free to choose the rest.
Please send me, either electronically or on paper:
- a list of all of the articles that you read (extras are
fine), and
- a response paragraph
or paragraphs (twenty to thirty lines of text) for at least three of the articles.
In each response paragraph, please briefly indicate what (if anything) in your
current situation or background relates to the information in the paper you
just read. Please also list at least one question related to or provoked by
the material.
Articles that are physically on my site have an optional input form for responding electronically, either by typing it in or by copying and pasting from a word processing program. It's just there for your convenience. Regular e-mail or paper are just as acceptable. Articles linked from my site don't have this feature. You may also encounter some links which no longer work correctly, simply because the world changes faster than I can keep up with.
In addition to the material in the reading, I can make available a number of articles and other materials on these and other subjects by request. The web site reading also includes an extensive annotated bibliography for your use in the future.
Please note that although the list of the subjects covered in this year’s reading will be available about March 1, at the above link, I'll continue to add more materials. This site will also remais available as reference in the future, so feel free to encourage anyone to use it.
Project
In this short project, you will have the opportunity to put into practice the skills and knowledge that you are acquiring. The assignment is to take a facilities problem or issue, preferably but not necessarily a real problem in a real school building, and describe the steps you would take to find creative solutions. You might consider including the following steps:
It is NOT necessary to solve this problem, or even to offer solutions.
Alternate Project
If you prefer, you can replace the project with four additional reading and four additional response papers.
Writing standards
I expect professional work from education professionals. This means correct spelling and grammar, clear diagrams and photographs, and clear presentation. These factors will affect my evaluation of your work. This doesn't mean that high-tech is preferred, but that clarity of presentation is definitely encouraged.
Help and "office hours"
If you need accommodation for a special need, if you have a problem, or if you want to discuss an idea for a project, please feel free to either talk to me by phone, by e-mail, by letter, or in person. Because of the nature of my jobs, formal office hours really don't work, but I 'm happy to meet with you at your convenience if you request a meeting by e-mail (preferred) or phone. If you have a disability which requires special help, feel free to discuss it with me or with the Counselor for Students with Disabilities (Steve Pickett, 346-1155).
INTRO
Warm-up
Syllabus
Trends affecting education in Oregon
Issues
Tour
[break]
FACILITIES INTRO:
Facilities
management and operations
some conceptual models & examples
case study
End
• Specific subject areas (about 45 to 90 minutes each) selected from issues list, possibly including:
April 12 part 2: Project Planning & Development: administrative, design, and technical issues
Columbus School video
Strategic Facilities Planning: reprise
New middle school case
Lighting / energy / sustainability
Building organization workshop
Bond Development
School siting / bond case
Tour new school
recap, review, and evaluation