Course Syllabus

EDAD 6530.065 School FacilitiesSpring 2016 – Monday

5:30 pm to 8:20 pmCollin Higher Ed Facility room 217

Office hours three hours before and after class and by appointment

Dr. John C. Brooks

P. O. Box 310740Denton, Texas 76203-0740

Cell 817 832-8336Email:

John.Brooks@unt.edu

Course Description: EdAd 6530 Educational Facilities, 3 hours, The planning, design, construction, maintenance and evaluation of educational facilities. The student will develop awareness and skills related to population projections, needs assessment, educational specifications, site selection, rehabilitation of buildings, maintenance and operation of educational facilities, and building evaluation surveys.

Course Objectives:The objectives of this course are designed to acquaint graduate students with the fundamental roles and responsibilities of district personnel and consultants in the planning, construction, remodeling, renovation, management, and evaluation of educational facilities.

Required Materials:

Educational Facilities by Castaldi School Maintenance & Renovation by Earthman and Lemasters

Blended Instructional Method: In our course the blended approach will use a qualitative design to answer one research question, at a time: We will be looking for patterns that exist across publically available documents that articulate best or effective practices in answering the research questions. Literature selection requirements include: publically available, reference to “best” or “effective” practices in the title or keywords, and published or institutionally sponsored resources.

Some presentations in class meetings will be centered on actual professional practitioners in a specific field of the facilities acquisition processes for the schools. Informed interviews of the presenters will be encouraged. Some travel to various construction sites, offices, and schools will be required. Other presentations may be student team driven and provided to the whole class by graphic computer presentations, with team collaboration and design of presentations for the class that addresses questions propounded to the teams by the instructor or by inquiry of the Team. Teams will maintain a Google Document through Google Drive that they create and give access to the instructor and Alese.Smith@UNT.edu

Course Requirements:

A. Readings will be assigned throughout the course. Summaries will be written by the students individually, and with group participation for various aspects of the summaries. Students are expected to have reading assignments completed prior to class. Individual Students will be assigned summaries of the Text Book for the Course and will create a Power Point Presentation of their assigned chapters which they will deliver by email to everyone in the class as well as the Instructor.

B. Class participation in all instructional activities and Google doc work is essential. Written summaries of visits with experts in the field or in class will be recorded in the Self-Evaluations.

C. Students are expected to attend class or complete assigned duties regularly. Due to the expedited nature of our Course and the reduced group meeting times a student’s absences will result in the final grade being reduced by one letter grade unless make up work is completed. Excessive absences can result in the loss of credit.

D. Students are also expected to be prompt. Cell phone numbers will be exchanged to assist in locating the class when in the field. GPS WILL BE ESSENTIAL TO FINDING US. Consistent tardiness may result in the final grade being reduced.

E. Students will be prepared for pop tests covering material from the previous week or from the. Readings and work being done.

F. As a part of the Blended aspect of the course students will complete a research paper on an assigned topic dealing with questions propounded to the groups by the instructor, architectural features, or utilization of schools’ design which enhances student learning.

G. Another Blended group report by each study group on the topic of design and construction of an effective school will be completed and presented to the class.

Performance Assessment: Performance on major tests Performance on pop tests Writing assignments – summaries of visits with and to experts in the field. Completion of a research paper on an assigned topic dealing with effective

construction practices to enhance student learning. Class participation, group participation, and attendance will also be taken into

consideration in determining grades. Getting to class is sometimes challenging when the class meets at different sites around the area. It is important that you communicate with the instructor if you are uncertain about where the class is to meet on a certain date. A good contact point will be voice mail. You may contact Dr. Brooks on his cellular phone at 817 832-8336. Also, you are encouraged to “partner” with class members to update information.

This syllabus serves as a guide for students and the professor. It may be changed at any point throughout the course by the professor.

Meeting Dates:

January 25 – Mid Winter Conference in Austin. Invitation to the UNT / Hilltop Securities Hospitality Suite. Students may attend this event free.

The Conference can be viewed at www.tasanet.org > midwinter

Students may go to the conference for a registration fee of $75.00

Alternative to attendance will be the completion of a paper detailing “Meritorious School Architecture”

February 1 – CHEC 217 Orientation – Research Group assignments Two groups formed and google doc areas assigned Team One is under Tramy Tran and has all the women in the class Team Two is under Michael Minyard and has all the men in the class. – Discussion of the Facilities Acquisition Process - Discussion of Sources of Information – Discussion of meeting schedules – Other topics

February 8 –

February 15 – School Attorney – Bob Luna: 214 521-8000

4411 North Central Expressway * Dallas, Texas 75205

February 22 – Pogue General Contractor / Huckabee Architects - 1512 Bray Central Dr. Suite 300 * McKinney, Texas 75069

February 29 – Hilltop Securities - Jeff Robert – Bonding for School Construction 214 695-7404

March 7 – at CHEC 217 – Demographer – Bob Templeton: 817 251-0052

bob@Tdemographics.com

*Spring Break – March 14 – 20*

March 21 – Research Teams work

March 28 – Frisco Construction

April 4 – Presentation of Research Teams and individual papers

April 11- Presentation of individual reports

May 9 - FINAL EXAM -- Finish papers, projects.

Elements of the School Facility and Environment

Each student will be assigned a topic from the list below, which will become the focus of their research of the literature. The elements that you research should be studied as they affect the learning of students and also the costs associated with their application. The report should discern between the different learning styles of students and the age of the students. The curriculum should be addressed, as well. You will distill your research into an eight to ten page report which will be footnoted and include a bibliography. The paper will follow APA style format.

Potential Topics for Research (this is not an exhaustive list)

1. Smart School Design2. Repurposing Space 3. Site selection4. Geotechnical – Environmental – Material Testing5. Leased Spaces for Schools6. Colors in the environment7. Noise, Acoustics, Music8. Indoor Air Quality (IAQ)– Aromas- Ionization9. Hydration, Humidity, - Water quality and quantity for students10. Ergonomics (furniture, space planning etc.…)

11. Lighting, Natural lighting, windows12. Heating, Ventilating, & Air Conditioning – Temperature – Oxygenation (medical

research on optimum brain function)13. Electronic Equipment – Internet Connections, compressed copper, fiber optics, wireless,

the future.14. Custodial services, Beautification, Site Plantings 15. Remodeling Historic Buildings: What Must We Do16. Peripheral Stimuli: Bulletin Boards, Chalk Boards, Marker Boards, Electronic Marketing,

Electronic and Digital Technology in the teaching environment17. Environmental Health Problems, Asthma, Viral, Bacteriologic.18. Total School Building Design Elements - Classroom Size19. Traffic & Safety Concerns20. Ingress & Egress Concerns - safety, security, esthetics21. After Hours Programs – Community Schools Movement22. Governmental Partnerships in Facility use.23. School Size, Class Size24. Building Age Quality and Aesthetics25. High Performing School Campus26. National Clearinghouse for Educational Facilities

UNT POLICY STATEMENTS

The Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Teacher Education and Administration Departmental Policy Statements

ACCOMODATION AND ACCESSThe Department of Teacher Education & Administration is committed to full academic access for all qualified students, including those with disabilities. In keeping with this commitment and in order to facilitate equality of educational access, faculty members in the department will make reasonable accommodations for qualified students with a disability, such as appropriate adjustments to the classroom environment and the teaching, testing, or learning methodologies when doing so does not fundamentally alter the course.

If you have a disability, it is your responsibility to obtain verifying information from the Office of Disability Accommodation (ODA) and to inform me of your need for an accommodation. Requests for accommodation must be given to me no later than the first week of classes for students registered with the ODA as of the beginning of the current semester.  If you register with the ODA after the first week of classes, your accommodation requests will be considered after this deadline.

Grades assigned before an accommodation is provided will not be changed. Information about how to obtain academic accommodations can be found in UNT Policy 18.1.14, at http:/www.unt.edu/oda and by visiting the ODA in Room 321 of the University Union. You also may call the ODA at 940.565.4323.

The College of Education does not discriminate on the basis of disability in the recruitment and employment of faculty and staff, the operation of any of its programs and activities, as specified by federal laws and regulations. Copies of the College of Education ADA Compliance Document are available in the Dean’s Office, Matthews Hall 214. Dr. James Laney is the contact person for the Department of Teacher Education and Administration.

CHEATING AND PLAGIARISM POLICYThe UNT Code of Student Conduct and Discipline provides penalties for misconduct by students, including academic dishonesty. Academic dishonesty includes cheating and plagiarism. The term “cheating” includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; and (3) the acquisition, without permission, of tests or academic material belonging to a faculty or staff member of the university. The term “plagiarism” includes, but is not limited to, the use of the published or unpublished work of another person, by paraphrase or direct quotation, without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. If a student engages in academic dishonesty related to this class, the student will receive a failing grade on the test or assignment and a failing grade in the course. In addition, the case will be referred to the Dean of Students for appropriate disciplinary action. COLLECTION OF STUDENT WORK SAMPLES POLICYIn order to monitor students’ achievement and improve its instructional programs, the Department of Teacher Education and Administration collects random, anonymous student work samples to be analyzed by internal and external reviewers.

EAGLE CONNECTAll students should activate and regularly check their Eagle Connect (email) account. Eagle Connect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via Eagle Connect. For information about Eagle Connect, including how to activate an account and how to have Eagle Connect forwarded to another address, visit http://eagleconnect.unt.edu/.

ETHICAL BEHAVIOR AND CODE OF ETHICSThe Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code HtmlResAnchor www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

NATIONAL COUNCIL FOR THE ACCREDITATION OF TEACHER EDUCATION (NCATE)UNT is an NCATE-accredited institution. The educator as an agent of engaged learning” summarizes the conceptual framework of UNT’s basic and advanced programs. The program of educator preparation at UNT is based on the following key concepts: (1) content and curricular knowledge, (2) knowledge of teaching and assessment, (3) promotion of equity for all learners, (4) encouragement of diversity, (5) professional communication, and (6) engaged professional learning.

TK20Some courses require an assignment that must be uploaded and graded in the UNT TK20 Assessment System. All students in such courses must purchase access to TK20. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20. Announcements regarding training on use of the TK20 system will also be posted on this website.

PROGRAM AREA POLICY STATEMENTS

COMPREHENSIVE ARTS PROGRAM POLICYThe Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

TECHNOLOGY INTEGRATION POLICYThe Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

The Student Evaluation of Teaching Effectiveness (SETE) is a requirement for all organized classes at UNT. This short survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class.

ONLINE COURSE ACCESS AND NAVIGATION

Access and Log In InformationThe online portions of this course were developed and will be facilitated utilizing the University of North Texas’ Learning Management System, Blackboard Learn. Access the course at https://learn.unt.eduYou will need your EUID and password to log in to the course. If you don't know your EUID or have forgotten your password, please go to: http://ams.unt.edu.

Student ResourcesYou have access to these resources:

Locate the “UNT Helpdesk” tab at the top of the Blackboard Learn window, which provides links to student resources of technical information and instruction, and how to contact the Help Desk for assistance.

If you're new to online courses or unfamiliar with the learning management tools, go to the Blackboard Learn Student Orientation. It is recommended that you become familiar with the tools and tutorials within the Orientation to better equip you for participating in the course.

See short how-to videos at Blackboard Learn’s On Demand Learning Center for Students .

Student Academic Support ServicesLinks to all of these services can be found on the Academic Support tab at the top of your course site.

UNT Portalhttp://my.unt.edu

UNT Blackboard Learn Student Resources and Technical Support http://www.unt.edu/helpdesk/

Academic Resource CenterBuy textbooks and supplies, access academic catalogs and programs http://www.unt.edu/academics.htm

Center for Student Rights and ResponsibilitiesCode of Student Conduct along with other useful links.

Office of Disability AccommodationODA exists to prevent discrimination on the basis of disability and to help students reach a higher level of independence

Counseling and Testing ServicesCTS provides counseling services to the UNT community, as well as testing services such as admissions testing, computer-based testing, and career and other testing.

UNT Library Information for Off-Campus Usehttp://www.library.unt.edu/services/facilities-and-systems/campus-access

Online TutoringChat in real time, mark-up your paper using drawing tools, and edit the text of your paper with the tutor’s help

The Learning Center Support ProgramsVarious program links provided to enhance the student experience.

Supplemental InstructionProgram for every student, not just for students who are struggling.

UNT Writing LabOffers free writing tutoring to all UNT students, undergraduate and graduate.

Computer Labs General access computer lab information (including locations and hours of operation)

http://www.gacl.unt.edu/ Succeed at UNT

How to be a successful student information

TECHNICAL REQUIREMENTS AND ASSISTANCE

The following information has been provided to assist you in preparation for the technological aspect of the course.

UIT Help Desk http://www.unt.edu/helpdesk/index.htmHardware and software necessary to use Bb Learn http://www.unt.edu/helpdesk/bblearn/Browser requirements http://kb.blackboard.com/pages/viewpage.action?

pageId=84639794Computer and Internet Literacy http://clt.odu.edu/oso/index.php?src=pe_comp_litHeadset/Microphone (for synchronous chats) Word Processor [Other related hardware or software necessary for the course]

Minimum Technical Skills NeededExamples include the following:Navigating and using basic tools of Blackboard Learn Using email and attaching documents Creating and submitting files in commonly-used word processing program formatsCopying and pasting text between applications

STUDENT TECHNICAL SUPPORT

The University of North Texas UIT Student Helpdesk provides student technical support in the use of Blackboard and supported resources. The student help desk may be reached at:

Email helpdesk@unt.edu Phone 940.565-2324In Person Sage Hall, Room 130Hours Monday-Thursday8am-midnight

Friday 8am-8pmSaturday 9am-5pSunday 8am-midnight

IMPORTANT NOTICE FOR F-1 STUDENTS TAKING DISTANCE EDCUATION COURSES

Federal RegulationTo read detailed Immigration and Customs Enforcement regulations for F-1 students taking online courses, please go to the Electronic Code of Federal Regulations website at http://www.oea.gov/index.php/links/electronic-code-of-federal-regulations. The specific portion concerning distance education courses is located at "Title 8 CFR 214.2 Paragraph (f) (6) (i) (G)” and can be found buried within this document: http://www.gpo.gov/fdsys/pkg/CFR-2012-title8-vol1/xml/CFR-2012-title8-vol1-sec214-2.xml The paragraph reads:

(G) For F–1 students enrolled in classes for credit or classroom hours, no more than the equivalent of one class or three credits per session, term, semester, trimester, or quarter may be counted toward the full course of study requirement if the class is taken on-line or through distance education and does not require the student's physical attendance for classes, examination or other purposes integral to completion of the class. An online or distance education course is a course that is offered principally through the use of television, audio, or computer transmission including open broadcast, closed circuit, cable, microwave, or satellite, audio conferencing, or computer conferencing. If the F–1

student's course of study is in a language study program, no on-line or distance education classes may be considered to count toward a student's full course of study requirement.

University of North Texas Compliance

To comply with immigration regulations, an F-1 visa holder within the United States may need to engage in an on-campus experiential component for this course. This component (which must be approved in advance by the instructor) can include activities such as taking an on-campus exam, participating in an on-campus lecture or lab activity, or other on-campus experience integral to the completion of this course.If such an on-campus activity is required, it is the student’s responsibility to do the following:(1) Submit a written request to the instructor for an on-campus experiential component within one week of the start of the course.(2) Ensure that the activity on campus takes place and the instructor documents it in writing with a notice sent to the International Student and Scholar Services Office. ISSS has a form available that you may use for this purpose.Because the decision may have serious immigration consequences, if an F-1 student is unsure about his or her need to participate in an on-campus experiential component for this course, s/he should contact the UNT International Student and Scholar Services Office (telephone 940-565-2195 or email internationaladvising@unt.edu) to get clarification before the one-week deadline.

Evaluation Instrument

Name: ________________________Final Grade: __________Spring Term 2016 Ed.Ad.6530 School Facilities

Directions: Each student will make a record of what he/she learns from each class and the assignments by the dates from the syllabus. Make a self-assessment for each class and in the space provided and on the form below, Use a letter grade format for each day of class. You may expand this document as you add your notes to the document. You will be called upon to send the document by email to the instructor and everyone in the class after each Tuesday class.

January 25Self-assessment _____

February 1Self-assessment _____

February 8Self-assessment _____

February 15Self-assessment _____

February 22Self-assessment _____

February 29Self-assessment _____

March 7Self-assessment _____

March 21Self-assessment _____

March 28Self-assessment _____

April 4Self-assessment _____

April 11Self-assessment _____

April 18Self-assessment _____

April 25Self-assessment _____

May 2Self-assessment _____

May 9Self-assessment __FINAL__

Name_____________

True Statements, The Veritas ProjectAdministration is achieved by leaders that do the following: 1. Persevere & 2. Seek, find and use the truth. The following examples are always true statements for the person making them, add to this list each day. In Roman mythology, Veritas (meaning truth) was the Goddess of Truth, a daughter of Saturn and the mother of Virtue.

1. I live.2. I am not alone.3. I am not as young as I once was.4. I live among others.5. My life affects others.6. My life is finite on earth and in this form.7. ___________________________8. ___________________________9. ___________________________10. ___________________________11. ___________________________12. ___________________________13. ___________________________14. ___________________________15. ___________________________16. ___________________________17. ___________________________18. ___________________________19. ___________________________20. ___________________________21. ___________________________22. ___________________________23. ___________________________24. ___________________________25. ___________________________26. ___________________________27. ___________________________28. __________________________29. __________________________30. __________________________

Candidates will meet all of the standards defined by the National Policy Board for Education Administration for “Advanced Programs in Education Leadership”. The Standards are as follows:

Educational Leadership Constituents Council (ELCC) Standards for Advanced Programs in Educational Leadership

Standard 1: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a district vision of learning supported by the school community. Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Standard 4: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Standard 7: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

Alternative Assignments

Assignment #1 Using the information contained at this web site: National Clearinghouse for Educational Facilities www.edufacilities.org , Define a high performing school campus in terms of architectural treatments:

Assignment #2 Using “Bond Aid” (from the Texas School Public Relations Association) and other resources, design a bond passage effort for your school district, complete with strategies: committees, Graphics, Speaker’s Bureaus, Laws affecting the Board and Administration’s comments, Election Order, Bond Passage Budget (where from: sources), Long range plan….. more……

Assignment #3 Using Environments for Learning by Jensen as a starting point, define Architectural elements that enhance Learning and Motivation of the student in the school facility. Find definitions and explanations for the following:

What is a SMART school How can a classroom environment be improved without financial support? What is non-conscious learning? How is the brain impacted by dehydration? Which plants are best for oxygenating the air? What’s better for learning, desks and chairs in rows or in groups of four? Why? Why is it important to change the environment often? How can the environment assist in getting students more alert and eager to learn? How can the environment help to “calm down” distracted learners?

Assignment #4 Define a SMART school and SMART city development, discuss in a ten page paper the concepts inheriant in the SMART school development movement. Reflect on how this corresponds with Burgess’s Concentric Zone Model.

Assignment #5 What are the 11 sections of the Architect’s contract and why does each need to be in the contract? Who else needs to be under contract to the Board of Trustees?

Assignment #6 Using the Texas Center for Educational Research’s publication:

“Sizing Up The Schools” write a paper that expounds your personal philosophy with regard to large schools versus small schools in attaining the goals of the schools.

Assignment #7 Write a paper contrasts the positive and negative reasons for placing students in a Charter School from the position of the following groups:

parents, regular ISD adminitrators, Charter School Administrators Tax payers Legislators