Our hypothesis, which stated: "Levels of self-reported satisfaction with the design of the school environment will correlate to perceived levels of lighting, temperature and ventilation." was generally confirmed through the responses we received in our survey of students and teachers at Ash Creek Intermediate School.

Students and teachers responded favorably to the overall design of the school. According to perceived lower than optimum levels for environmental quality parameters (see results for light, temperature and air quality), the "grade" of the school's design also lowered. This is keenly demonstrated by the comparison of responses for the north pod, whose occupants gave a better grade overall, than the occupants of the south pod.

Our responses from teachers showed that that the components of the lighting system which were automatic, i.e. occupancy sensors, are in greatest need of modification. Students and teachers generally reported being disturbed by the automatic switching of electric lights, and a majority of teachers responded that greater control would be advantageous.

The surprising results of darkness and coolness in the south pods is a result that needs further study. Because we did not take measurements in light, temperature and air quality and compare these to ASHRAE standards, we have no hard data to which we can compare the perceptions of students and teachers. Yet we may suppose that the specific shading and lighting components designed for each pod and window orientation are affecting the conditions within the classroom (see the case study on glazing and shading done by other students in this seminar).

Students generally ranked design favorably based on activities centered in those locations they chose (see results for "favorite place"); teachers included their evaluation of the spatial and architectural qualities in their evaluation of favorite locations.

In developing the survey, we encountered issues of wording and formatting. Especially difficult in survey writing is avoiding bias and negative responses through the design of survey questions. This is an issue that face all who prepare surveys, and we might have removed greater bias by introducing choices in a horizontal, rather than a vertical, format. Also, it was important to maintain a shorter survey length, and to minimize the number of open-ended questions. Much more information might be gathered from students and teachers had we asked about more specific classroom conditions, i.e.issues such as glare and uneveness of light.

In a conversation with G.Z. Brown, who consulted on the daylighting of this project, it was noted that the perception of light levels in classrooms might be affected by moving from the more bright hallways into the perceptibly darker classrooms, and that the adjustment to this difference in levels affects overall perception of light. It is also important to consider the unevenness of light discovered by the case study on "light in the classroom" as a factor determining perception of light quality.

Future research in perception of environmental quality at Ash Creek should include the measurement temperature, light and air quality and comparison to ASHRAE standards in each of the classrooms surveyed for a more concrete comparison of perception and actual levels. Future research might also take place in summer, when environmental parameters weigh more heavily on the side of bright light and heat. The students and teachers may demonstrate a response to the passive cooling system designed for Ash Creek. Especially pertinent for study would be temperature and light quality.

We learned was that automation of environmental control systems, especially lighting, is not necessarily perceived as better. Control and the ability to modify environmental conditions is an important aspect of design. BOORA Architects created a thoughtful environment for the students and teachers at Ash Creek, and their evaluation reflects this positively. With the addition of some modifications to increase control over classroom conditions, Ash Creek students and teachers will likely rave even more about the wonderful environment at their new school.