A bridge of understanding

Sept. 1, 2014
Part of innovative school design means learning which innovations the community wants and needs.

Architects designing schools today face a similar set of questions as those faced by technology innovators. Do we design and construct schools that people are familiar and comfortable with? Or do we design and construct truly innovative schools that can accommodate and support teaching/learning processes of the future; some of which have yet to be developed?

Since constructing a school requires the support of the community it serves, and such support is typically influenced by the teachers, parents, students, and staff who use the school, understanding the relationship between “what is” and the vision of “what can be” is required for all stakeholders. Four simple steps can construct a bridge of understanding that leads to broad support for innovative school design.

First, collaborate and build partnerships in every phase of project conception and design. Architects need to partner with engineers that have expertise in areas such as LEED design as well as with interior design specialists with expertise in areas such as ergonomics and coloration. In a similar manner, educational leaders must form partnerships with classroom teachers and specialists who recognize the relationship between space and learning and understand the role of technology in the teaching/ learning process.

Another essential partnership is with the community. The community’s involvement in the “visioning” process is essential to gain their support. All of these partnerships must be built on trust and respect; recognizing differing perspectives helps ensure a successful project.

Second, communicate throughout the entire process. Collaboration is the art of people (often with differing opinions) coming together to share thoughts and ideas. The ability to communicate and share ideas – both visually and verbally – is of vital importance. Communicating in a variety of ways helps promote understanding and the creation of a shared vision.

Third, provide opportunities for all involved to see, feel, and touch innovation along the way. This step is especially important for teachers in the classroom who are focused on what they have and haven’t been exposed to the possibilities of what can be. Key community stakeholders need the same tactile experience, as they are likely to view school design through the lens of what their own experiences (four walls, desks in a room, teacher at the front, etc.). Virtual demonstrations or field trips that introduce new designs provide everyone with a sense that design innovation is good and that it’s working.

Finally, anticipate reticent partners along the way. Creating the buildings of tomorrow requires everyone to leave their comfort zone. This is never easy because it’s not a natural part of human behavior. Therefore, throughout the process of designing for the future, expect that virtually everyone at one point or another will express concern for leaving the old and committing to the new. Exercise patience and confront these fears using steps 1, 2, and 3.

There is never a guarantee that, even when taking these steps, the outcome will be successful. Designing and constructing schools that accommodate the teaching/learning processes while instituting change is a formidable task. But, being aware of the importance of these steps, and implementing each, will better enable one to bridge the understanding.

This column is the first in a series of four columns covering this topic. The upcoming columns will explore these four steps, from an educator’s and architect’s perspective, in constructing a ‘bridge of understanding’ leading to broad support for innovative school design.

Paul W. Erickson, AIA/NCARB/REFP, is president of ATS&R Planners/Architects/ Engineers, Minneapolis, a firm specializing in pre-K to 12 and post-secondary school planning and design.

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