KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 9310: Educational Facilities
Department
Educational Leadership
Degree Title (if applicable)
EdD in Leadership for Learning
Proposed Effective Date
Fall 2011
Check one or more of the following and complete the appropriate sections:
xx New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____EDL 9310__________________
Course Title _______ Educational Facilities_______
_
Credit Hours
Three (3) credit hours
Prerequisites Admissions Doctoral Program in Leadership for
Learning
Description (or Proposed Degree Requirements)
This course examines the concepts, procedures and importance of facilities planning in
the educational process. Candidates will learn all the practical skills of facility inventory,
need assessment and evaluation. The course is intended to cover major aspects of school
facilities planning at elementary, secondary and post-secondary levels.
III.
Justification
The course is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois.
Early in 2006, Spillane rejected the commonly held notion that leadership was either the act
of a heroic individual or of several individuals who shared leadership responsibilities. In his
book, Distributed Leadership, Spillane postulates that “…leadership…is a practice…that is
the product of joint interactions of school leaders, followers and aspects of their situation
such as routines and tools” (p. 3).
The course is taught by faculty with expertise in school leadership, collaboration, and
diversity. Topics are presented in an integrated manner, such that school transformation is
seen as whole school reform initiative where performance-based practice is the hallmark
(Leithwood, Day, Sammons, Harris, & Hopkins, 2006) and the tenets of Distributed School
Leadership Practice (Spillane, 2006), therefore, are embedded within all activities.
Program design supports team building and connections among school districts (building
and system), universities, and beginning leadership candidates. This design is consistent
with the Bagwell College of Education goal of providing a collaborative framework for
developing expertise in teaching, learning, and leadership within the EdS and EdD program.
It is anticipated that participants will mirror this expectation in their future organizational
settings. Residency module activities are problem-based and assist individuals in developing
an internal focus and disposition to meet the challenges and opportunities within leadership
practice in their respective career paths and organizational settings.
Educational Facilities
This course is designed to provide candidates with knowledge of educational facility
planning process and critical issues involved in planning and administration. Candidates
will be prepared to be intelligent decision makers in managing school facility projects in
public/private schools and colleges.
IV.
Additional Information (for New Courses only)
Instructor: TBA
Text:
Earthman, G. I. (2009). Planning Educational Facilities (3rd ed). New York: Rowman
and Littlefield Education.
Prerequisites:
Admission to Doctoral Program in Leadership for Learning
Objectives:
EDL Course Objectives (KSD)
1.
2.
3.
4.
5.
6.
Candidates will recognize the effect of
educational environment on the learning
process. (K, D)
Candidates will identify the six phases of
school facilities planning. (K)
Candidates will evaluate the different
approaches to school facilities planning.
(S)
Candidates will comprehend and
implement the principles and techniques
of school facilities planning.
(K, S)
Candidates will comprehend the school
building components and their design
intent to support education. (K)
Candidates will understand the fiscal
aspects of school facility planning to
include: capital outlay program, tax
EdS/EdD
PTEU
Performance
Outcomes
1, 3
1
5
2
GLISI Leader
Roles
Operations
Leader,
Process
Improvement
Leader
Operations
Leader
Performance
Leader,
Operations
Leader
Performance
Leader,
Operations
Leader
ELCC/
PSC
Standards
BOR
Strands
2, 3
6, 8
3
8
3
3, 8
3
8
1
Operations
Leader
3
2, 8
4
Operations
Leader
3
8
support, budgeting and cost controls.
(K, S)
7.
8.
Candidates will attain knowledge of
construction laws and common cases of
school construction disputes. (K)
Candidates will demonstrate their ability
to plan educational facilities at their
levels of interest. (S)
Candidates will identify the issues
relating to school renovation and
modification.
(K, D)
10. Candidates will plan technology
application to school facilities. (D, K)
8
4, 6
9.
7
1, 2
Operations
Leader
Performance
Leader,
Operations
Leader
Performance
Leader,
Operations
Leader
Operations
Leader
3, 6
8
3
8
3
8
3
7, 8
Instructional Method
The candidates and university supervisor will use WebCT Vista for communication and course
management. Please check daily for postings, mail, and announcements. Instructional methods
may include, but are not limited to:





Problem-Based Learning
Proficiency Examination
Cooperative Learning
Document-Based Inquiry
Case Study Analysis
Method of Evaluation
Evaluation:
Attendance and Participation
School Facility Improvement Project
School Facility Inventory and Evaluation
Journal Reading
10 %
35 %
35 %
20 %
Grading:
A= 90% -100% B= 80% - 89%C= 70% - 79% F= 69% or lower
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
n/a
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EdD in Leadership for Learning
I.
COURSE: EDL 9310 Educational Facilities
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Required Text:
Earthman, G. I. (2009). Planning Educational Facilities (3rd ed). New York: Rowman and
Littlefield Education.
Supplemental Readings:
Readings as assigned
V.
COURSE CATALOG DESCRIPTION
This course examines the concepts, procedures and importance of facilities planning in
the educational process. Candidates will learn all the practical skills of facility inventory,
need assessment and evaluation. The course is intended to cover major aspects of school
facilities planning at elementary, secondary and post-secondary levels.
VI.
JUSTIFICATION
The course is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois.
Early in 2006, Spillane rejected the commonly held notion that leadership was either the act
of a heroic
individual or of several individuals who shared leadership responsibilities. In his book,
Distributed Leadership, Spillane postulates that “…leadership…is a practice…that is the
product of joint interactions of school leaders, followers and aspects of their situation such
as routines and tools” (p. 3).
The course is taught by faculty with expertise in school leadership, collaboration, and
diversity. Topics are presented in an integrated manner, such that school transformation is
seen as whole school reform initiative where performance-based practice is the hallmark
(Leithwood, Day, Sammons, Harris, & Hopkins, 2006) and the tenets of Distributed School
Leadership Practice (Spillane, 2006), therefore, are embedded within all activities.
Program design supports team building and connections among school districts (building
and system), universities, and beginning leadership candidates. This design is consistent
with the Bagwell College of Education goal of providing a collaborative framework for
developing expertise in teaching, learning, and leadership within the EdS and EdD program.
It is anticipated that participants will mirror this expectation in their future organizational
settings. Residency module activities are problem-based and assist individuals in developing
an internal focus and disposition to meet the challenges and opportunities within leadership
practice in their respective career paths and organizational settings.
Educational Facilities
This course is designed to provide candidates with knowledge of educational facility
planning process and critical issues involved in planning and administration. Candidates
will be prepared to be intelligent decision makers in managing school facility projects in
public/private schools and colleges.
VII.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching, Learning & Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must
embrace the notion that teaching and learning are entwined and that only through the
implementation of validated practices can all students construct meaning and reach high
levels of learning. In that way, candidates at the doctoral level develop into leaders for
learning and facilitators of the teaching and learning process. Finally, the PTEU
recognizes values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Use of Technology: Technology Standards for Educators are required by the
Professional Standards Commission. Telecommunication and information technologies
will be integrated throughout the program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for
Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media. They will master use of productivity tools, such as
multimedia facilities, local-net and Internet, and they will develop the confidence to
design multimedia instructional materials, and create WWW resources.
The students will be linked through WebCT Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the doctoral program. The members of each
cohort will be linked in a similar way as they move through the program. The emerging
technologies will be utilized with the parallel expectation that participants demonstrate a
high degree of technological literacy in retrieving and sharing information and resources
Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Doctorate of
Education program in the Bagwell College of Education reflect the unique aspects of this
degree. Collaboratively developed by faculty from across the university and in
consultation with community/school partners, these outcomes and proficiencies delineate
the high expectations we have for graduates who will be Leaders for Learning. Clearly,
the proficiencies reflect the complex nature of student learning in advanced degree
programs leading to a terminal degree. Consequently, many of the proficiencies listed
below incorporate aspects of knowledge, skills and dispositions within a single
proficiency. These proficiencies are clearly linked to our conceptual framework, The
Collaborative Development of Expertise in Teaching, Learning and Leadership.
VIII. GOALS, OBJECTIVES AND PTEU PERFORMANCE
OUTCOMES:
The Professional Teacher Education Unit prepares school leaders who understand
their disciplines and principles of pedagogy, who reflect on their practice, and
who apply these understandings to making decisions that foster the success of all
learners. As a result of the satisfactory fulfillment of the requirements of these
courses, participants will demonstrate outcomes that embody the constructs of
DSLP, the ten BOR Performance Strands, the ELCC standards, the PSC
standards, and the roles recommended by Georgia’s Leadership Institute for
School Improvement (GLICI). As this course is outcomes-driven, successful
individuals must provide evidence of meeting the following complementary
PTEU EdS/EdD Performance Outcomes:
1. Fosters an organizational culture that facilitates development of a shared
vision, school improvement and increased learning for all students.
2. Implements sustainable educational change and process improvement
3. Creates 21st century learning environments that advance best practices in
curriculum, instruction, and assessment.
4. Engages in applied research that supports data-driven planning and decision
making for the improvement of schools and learning.
5. Builds collaborative relationships, teams and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embraces diversity by demonstrating intercultural literacy and global
understanding.
7. Facilitates professional learning and development that enhance and improve
professional practice and productivity.
8. Exercises professionalism and ethical practice.
http://www.gapsc.com/Rules/Current/EducatorPreparation/index.asp
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
EDL Course Objectives (KSD)
11. Candidates will recognize the effect of
educational environment on the learning
process. (K, D)
12. Candidates will identify the six phases of
school facilities planning. (K)
13. Candidates will evaluate the different
approaches to school facilities planning.
(S)
14. Candidates will comprehend and
implement the principles and techniques
of school facilities planning.
(K, S)
15. Candidates will comprehend the school
building components and their design
intent to support education. (K)
16. Candidates will understand the fiscal
aspects of school facility planning to
include: capital outlay program, tax
support, budgeting and cost controls.
(K, S)
17. Candidates will attain knowledge of
construction laws and common cases of
EdS/EdD
PTEU
Performance
Outcomes
1, 3
1
5
2
GLISI Leader
Roles
Operations
Leader,
Process
Improvement
Leader
Operations
Leader
Performance
Leader,
Operations
Leader
Performance
Leader,
Operations
Leader
ELCC/
PSC
Standards
BOR
Strands
2, 3
6, 8
3
8
3
3, 8
3
8
1
Operations
Leader
3
2, 8
4
Operations
Leader
3
8
8
Operations
3, 6
8
school construction disputes. (K)
18. Candidates will demonstrate their ability
to plan educational facilities at their
levels of interest. (S)
19. Candidates will identify the issues
relating to school renovation and
modification.
(K, D)
20. Candidates will plan technology
application to school facilities. (D, K)
IX.
4, 6
7
1, 2
Leader
Performance
Leader,
Operations
Leader
Performance
Leader,
Operations
Leader
Operations
Leader
3
8
3
8
3
7, 8
COURSE REQUIREMENTS AND ASSIGNMENTS:
Instructional Methodology:
The candidates and university supervisor will use WebCT Vista for communication and course
management. Please check daily for postings, mail, and announcements. Instructional methods
may include, but are not limited to:





Problem-Based Learning
Proficiency Examination
Cooperative Learning
Document-Based Inquiry
Case Study Analysis
Required Activities:
Activity
Description
Objective
Attendance and Participation
Attend all class meetings and actively participate in
class activities
1 through 10
Journal Reading
Read two pieces of instructor approved manuscripts
relating to school facilities. Complete a two page
report for each manuscript briefing its contents and
providing reader’s reflection on reading
1 through 10
School Facility Inventory and
Evaluation
Using the Inventory and Evaluation form provided by
the instructor and basing on the school you are
presently working, conduct a school facility inventory
and evaluation. Make a recommendation to the school
board as to what needs to be improved to the facility
in terms of space needs and facility upkeep in the next
five years.
Based on the needs of your school, identify a facility
improvement project for implementation. In project
development, the following items need to be included
for consideration: needs assessment, justifications,
detailed facility planning, relevance to educational
programs, fiscal resources, personnel involvement,
procedure of approval, and timeline for
implementation.
1, 3, 5, 9, and
10
School Facility Improvement Project
2, 4, 6, 7, and 8
X.
EVALUATION AND GRADING:
Evaluation:
Attendance and Participation
School Facility Improvement Project
School Facility Inventory and Evaluation
Journal Reading
Grading:
A= 90% -100%
B= 80% - 89%
10 %
35 %
35 %
20 %
C= 70% - 79%
F= 69% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. All work submitted that requires
documentation should follow APA format. Manuscripts must be proof read to ensure accuracy
in spelling, punctuation, and grammar. Rubrics will be shared with candidates as a means of
establishing an understanding of expectation of graduate study in the BCOE and at KSU.
Every effort will be made by the instructor to be fair and equitable in the assignment of grades
through multiple processes noted above. In the final analysis, the assigned grade will be based
on the best professional judgment of instructor.
XI.
TENTATIVE COURSE OUTLINE
Date
Activity
Week 1 Course Overview
Week 2 Educational Environment and the Learning
Process
Week 3 Educational Planning Approaches
Week 4 Phases of School Facility Planning
Week 5 Techniques of School Facility Planning
Week 6 Principles of School Facility Planning
Week 7 School Facility Systems and Educational
Efficiency
Week 8 Financing School Construction Projects
Week 9 Budget and Cost Control of School Construction
Week 10 Administration of School Construction Projects
Week 11
Week 12
Week 13
Week 14
Week 15
Legal Aspects of School Facility Planning
School Renovation and Modification
Special Features of School Facilities
Facility Planning: Special Considerations
Application of technology in school facility
planning.
Week 16 Roles of Educators in School Facility planning
Assignment Due
Journal Reading
School facility inventory
and evaluation
School Facility
Improvement Project
XII.
POLICIES
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above. The development of an appreciation of diversity as a
core organizational value and its use as a resource will give direction to the activities of the
doctoral seminar and of the whole doctoral program. Consideration will be given to diversity in
developing the membership of the cohorts in the interest of ensuring that the collaborative
cohort experience contributes to the development of such personal and organizational core
values.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have
violated these guidelines will be subject to disciplinary action consistent with university policy.
For example, plagiarism or other violations of the University’s Academic Honesty policies
could result in a grade of “ F” in the course and a formal hearing before the Judiciary
Committee.
Papers should be a synthesis of information reported in your own words and with proper
documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class/Seminars: Part of your success in this course is related to providing peer reviews
and feedback to your colleagues regarding course assignments; participating and interacting in
course activities; collaborating and working equitably with colleagues; and treating colleagues
and the professor with respect both in and out of class. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor/supervisor is another measure of
your professionalism. Please be prepared by bringing all materials and readings to meetings and
seminars. All readings assignments must be completed prior to meetings and seminars. We
depend on one another to ask pertinent and insightful questions.
Professionalism also includes appropriate audience behaviors during lectures and presentations.
When someone is speaking to the group or making a presentation, professionals do not engage in
conversations or other distracting behaviors that detract from the audiences’ attention to the
speaker.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor/supervisor in advance or as soon as possible after the
emergency event.
Using technology during class/seminar (laptops, cell phones, etc.) to check personal e-mail or
engage in activities not associated with course content is not acceptable and will likely result in a
reduction of course participation points. Engaging in personal conversations while
professor/supervisor or groups are presenting is not acceptable and will likely result in a
reduction of class participation points. A break will be provided for snacks and personal use of
technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
Castaldi, B. (1994). Educational facilities: Planning, modernization, and management. (4th Ed.) Boston, MA:
Allyn and Bacon.
Chan, T. C. (1997). An evaluation of the participatory planning approach to school facility planning. Paper
presented to the Annual Conference of the International Society for Educational Planning at
Philadelphia, PA, October, 1997.
Chan, T. C. (2009). Do portable classrooms impact teaching and learning. Journal of Educational
Administration, 47(3), 290-304.
Chan, T. C., & Richardson, M. (2005). Ins and outs of school facility management. Lanham, MD: Scarecrow
Education.
Council of Educational Facility Planners. (1994). Guide for planning educational facilities. (Revised Edition.)
Columbus, OH: The Council.
Herman, J. J. (1995). Effective school facilities. Lancaster, PA.: Technomic.
Leithwood, K., Day, D., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school
leadership. What it is and how it influences pupil learning. (Research Report 800).
University of Nottingham.
Merritt, E. T., Beaudin, J. A., Myler, P. A., Davis, D. M., & Oja, R. S. (2004) The middle school of
the future. Lanham, MD: Scarecrow Education.
Merritt, E. T., Beaudin, J. A., & Sells, J. A. (2004) The high school of the future. Lanham, MD:
Scarecrow Education.
Merritt, E. T., Beaudin, J. A., Sells, J. A., & Oja, R. S. (2004) The elementary school of the future.
Lanham, MD: Scarecrow Education.
Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
Stapleton, D. (2001). Differences between the school climate in old and new buildings:
Perceptions of parents, staff, and students. Unpublished doctoral dissertation, Georgia
Southern University, Statesboro, GA.
Tanner, C. K. (2009). Implementation of President Barak Obama’s agenda on planning school
infrastructure. Paper presented at the 2009 Annual Conference of the International
Society of Educational Planning, Savannah, GA.
Tanner, C. K., & Lackney, J. A. (2006). Educational facilities planning. Boston, MA: Allyn and
Bacon.
Williams, A. J. (2002). The impact of class size reduction on school facility planning in
the State of Georgia. Unpublished doctoral dissertation, Georgia Southern University,
Statesboro, GA.
Websites:
http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.1427855/k.FAA3/Welcome_to_
the_Center_for_Public_Education.htm (The Center for Public Education)
http://www.doe.k12.ga.us/pea_board.aspx?PageReq=PEABoardRules (Georgia State Education
Rules and Policies)
http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdfhttp:///www.doe.k12.ga.us
(Georgia Department of Education)