Reimagined

Autor/in	Kennedy, Mike
Titel	Reimagined
Quelle	In: American School & University, 82 (2010) 10, S.16-21 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-0945
Schlagwörter	School Construction; Interior Space; Financial Support; Educational Facilities Design; Budgets; Educational Finance; Recycling; Educational Facilities Improvement; School Buildings; Charter Schools; New Jersey; New York + Suchen Sie Ihr Suchwort? Schulbau; Innenraum; Finanzielle Förderung; Finanzhaushalt; Bildungsfonds; School building; Schulgebäude; Charter school; Charter-Schule
Abstract	For many schools and universities, constructing a new facility isn't always a viable option. The envisioned facility may be too costly for a school system struggling with budget deficits. Maybe administrators can't find enough land in the right area to accommodate the type of facility needed. In some cases, the residents and businesses surrounding a potential education construction site don't want the perceived noise and traffic headaches that might come with a new facility. Just like car buyers who decide the better deals for them are at the used car lot, many schools and universities are recognizing the feasibility and benefits of adaptive reuse--acquiring existing buildings and reimagining them as educational spaces. The advantages of finding an existing facility to adapt for a school are clear. From an environmental context, adaptive reuse is recycling on a grand scale. Extending the useful life of materials and equipment back in an existing facility means a school or university will use fewer resources than constructing a new facility. Adaptive reuse also can provide economic benefits. With a structure already in place, education institutions gain a head start that can save on construction costs and the time it takes to get a project ready to welcome students and staff. Transforming an unused facility into a visible, publicly embraced asset can help revive economically struggling neighborhoods. Adaptive reuse projects that are seen as a boost to the community as a whole often may garner political support that helps school officials navigate through bureaucracy and also may be able to attract outside financial support. This is especially true when the building in question is one that already holds historical significance for a neighborhood. But not every building is an appropriate setting for an education institution. A facility, especially one that has been underused or vacant, may have renovation requirements so great that they negate the benefits of adapting an existing facility. An older building may have conditions that were not considered problems when it was constructed, but that are now viewed as troublesome (e.g., the presence of asbestos or lead paint). Some potentially budget-busting problems with a building's infrastructure may not be detected until well after a renovation has begun. A building's size, the way the interior space is laid out, and how effectively it can be divided into classrooms and other educational spaces will determine whether a facility is desirable as a school setting. Even if a building's interior passes muster for educational purposes, it will have trouble succeeding as a school if it is situated in the wrong place. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10