UEF Intro page 1 Committee Reports:
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Julia Nugent
Robert Kirkbride
Steve Temming
Joyce Lee
G. Rogers Cooper
Tom Anderson
Clifford Diaz
James Sullivan
Mary Dietz
Oral Selkridge
Pam Loeffelman
Clyde Douglas
In sharp contrast to the story told by statistics, many individual urban schools are rising above the weight of their own problems. They demonstrate that imagination, determination and vision can overcome situations that normally would be predictors of failure. Talking about the two-tiered educational system – one for the haves and the other for the have-nots, the Philadelphia Inquirer presents an improbable case of the City’s Spring Garden Elementary School. The school draws its poor and mostly African American students from a "tough housing project, a nearby homeless shelter and a drug rehab center." Yet, Spring Garden’s "fifth graders scored on a statewide test as well as students at several suburban schools that have little poverty." Spring Garden has strong ties to the neighborhood, a stable teaching staff and an active volunteer parents group. A school facility could easily be designed around the success of Spring Garden and other urban schools. Let these success stories drive the educational and facility program. It is a strong case for moving away from "standards" and "prototypes" in facility design. When it comes to communities, each one is special and there are no shortcuts to the "community school."
Ed Kirkbride Honored
The main inspiration behind UEF and its founder Ed Kirkbride was presented two important
awards at CEFPI’s International Conference. The first award presented to Ed was the
NE Region Distinguished Service Award in recognition of his excellent service to the
Council during his tenure as NE Region President.
The second award presented to Ed was the prestigious CEFPI
President’s Service Award. One individual from the organization is recognized each
year by the past, present and future International Presidents for outstanding service to
the organization and its mission. In accepting the President’s award, Ed reminded the
assembled professionals to serve their real clients – the children. He emphasized his
concern that all children regardless of their race or income level should be entitled to
an equitable education. Ed also noted that global solutions for the 21st
century must be tailored to the needs of the burgeoning multi-cultural populations of many
large school systems
| "If one
school can succeed under the worst conditions, with the neediest children, how can others
be permitted to fail?" Editor's of Education Week |
Membership Information
UEF has no membership dues – everyone who has something to contribute
is free to join. All members of CEFPI (Council of Educational Facility Planners
International) are automatically included as voting members of UEF. To become a CEFPI
member, please call (602) 948-2337 or visit the Website at www.cefpi.com
| About Schoolhouse Journal Editor: Prakash Nair, R.A. Production Asst.: Bettie Futrell Schoolhouse Journal, is the official quarterly publication of UEF21-NE. Look for our next issue in January 1999. You may contribute articles or send suggestions for improvement to pnair@nycsca.org or eek@bee.net. 325 Norwood Road Downingtown, PA 19335 Phone: (610) 873-1560 Fax: (610) 518-0395 |
Henry Arce
Mathew Jelacic
Alfred Ng
Breaking Ranks & School BuildingsBreaking Ranks: Changing an American Institution, a report by NASSP in partnership with the Carnegie Foundation, deals with the revolutionary changes in leadership, teaching and learning that must occur to fully prepare high school students for the 21st century. From a school building’s standpoint, the six themes of Breaking Ranks can be translated thus:
Personalization: This starts with student "houses" no greater than 600, but preferably as small as 400. Houses provide each student with their own work and storage space. Casual spaces wired for technology are provided which facilitate discussions between students and adult advocates. Various learning environments and instructional media accommodate individual learning styles.
Coherency: Interdisciplinary learning replaces the old discipline-based departments. For example, the industrial arts shop is retrofitted to support technology modules. Faculty spaces are designed to encourage collaboration needed to build curriculum models. The entire building encourages real-world, hands-on learning.
Time: The building is used year round and for extended day and weekend programs. Travel time is minimized while informal interaction is maximized.
Technology: Software is integrated into the curriculum using simple, cost-effective and forward-looking solutions. Technology infrastructure is flexible enough to accommodate rapid change. All learning spaces will permit data access.
Professional Development: Each faculty member has data and telephone access. The design facilitates group planning meetings. Learning and conferencing facilities for training are available. Faculty areas encourage interaction and concentration. Family and community members are provided with space to work with students.
Leadership: Administrators are provided with personal space. Spaces are provided for student, parent and business leadership conferences. The building’s layout and decor enhance the school’s leadership image.
This material summarizes an article by Ed Kirkbride which appeared in the May/June Issue of The High School Magazine. For the complete article or more information about Breaking Ranks, please contact Ed Kirkbride at : (610) 873-1560 or eek@bee.net.
| International
Symposium Planned in concert with OECD and AIA Plans are now being firmed up to
conduct an International UEF Symposium in October 1999 as a pre-conference event to
CEFPI’s 76th International Conference at Baltimore. Yale Stenzler, Executive
Director, State of the Maryland, Public Schools Construction Program, will chair the
International Symposium. The planning committee includes: Ellen Czaplewski, AIA, Walter
Kunz, AIA, Ed Kirkbride, REFP, Richard Yelland from OECD (Paris), Bruce Jilk, AIA, Yale
Stenzler and Prakash Nair, R.A. |
Geothermal Energy Heating Up!
Sustainable buildings and environmentally friendly energy systems for urban schools are
areas that UEF will be looking at closely. In this context, the geothermal alternative
provides some key benefits over conventional fossil fuel systems and deserves special
consideration.
"GeoExchange heating and cooling (also referred to as geothermal or ground source)
uses heat pump technology and underground pipes to transfer heat to and from the earth to
the building. Hundreds of schools that use GeoExchange systems have found that this
renewable, Earth-friendly energy source generates considerable savings and comfort,
typically $3.50 worth of energy for every dollar spent."
Source: GeoExchange Information Center:http://www.ghpc.org
For an interesting school case study, check out the Neff Elementary School project built in Lancaster, Pennsylvania. More information on this and other projects can be found at the above web site or call David E. Anstrand, at the Manheim Township School District (717) 560-3095.