Instructional Building Design for University Facilities

Introduction: Enrollment Growth and Facility Demand

Over the last several years, institutions of higher education have been facing considerable challenges. The total number of enrollments is increasing while, at the same time, institutions must build new facilities to keep up with demand. Evidence of this can be seen in a study conducted by the National Center for Education Statistics, which reported: "Enrollment in degree-granting institutions increased by 37% between 2000 and 2010, from 15.3 million to 21.0 million. Much of it was in full-time enrollment; the number of full-time students rose 45%, while the number of part-time students rose 26%. During the same time period, the number of females rose 39%, whilst the number of males rose 35%. These increases can be affected both by population growth and by rising rates of enrollment. Between 2000 and 2010, the number of 18- to 24-year-olds increased from 27.3 million to 30.7 million, an increase of 12%, and the percentage of 18- to 24-year-olds enrolled in college rose from 35% in 2000 to 41% in 2010. In addition to enrollment in accredited 2-year colleges, 4-year colleges, and universities were 539,000 students who attended non-degree-granting, Title IV eligible postsecondary institutions." ("Fast Facts," 2012)

For their facilities, this means that space must be utilized effectively. Determining how this can be achieved requires focusing on the ways these institutions can receive the most from their buildings and how facilities can be designed to function for many years. This will be accomplished by examining resources within the five components from Lombardozzi and addressing major concerns such as safety, functionality, and future improvements. Together, these elements will offer specific insights into how to make the most use of facilities and take into account important variables in the design process. (Carpenter, 1997; Newman, 2013)

This building project will focus on using an existing structure and adapting it to handle more people and functions. This means there must be an emphasis on a number of areas. The most notable include:

Building Project Overview and Design Priorities

If these variables are taken into consideration, the facility will be able to meet the current and future needs of the university. This will result in lower costs and more effective use of resources. (Carpenter, 1997; Newman, 2013)

Lombardozzi believed that an educational environment is continually adapting and evolving, based upon the unique challenges everyone faces. To deal with them and more effectively utilize the learning space requires focusing on five components: resources and tools, relationships and networks, formal training and education, work-based programs and practices, and job action and reflection. (Lombardozzi, 2012)

Resources and tools examines the study and reference materials that will be needed. The most notable are knowledge management systems, online databases, job aids, study resources, video casts and podcasts, procedure and technical manuals, and electronic performance support. These areas are important because they examine what resources are required and how to effectively plan their utilization by various stakeholders. For the new facility, this ensures it can meet everyone's needs during the process. (Lombardozzi, 2012)

Lombardozzi's Five Components for Learning Environments

Relationships and networks focuses on developing strong interpersonal bonds. This is accomplished by taking a number of variables into consideration, including expert directors, peer support systems, conferences and professional meetings, communities of practice, collaborative online resources, and professional networks. This helps to ensure that the new facility takes into account the needs of various stakeholders and that their current and potential concerns are addressed. (Lombardozzi, 2012)

Formal training and education considers the kinds of classes that will be taught in the building. To make the most use of the facility, there must be a focus on e-learning, webinars, classroom training, e-briefings, certificate and certification licensing programs, seminars, and self-study programs. These areas will address all of the university's needs by allowing a broad range of courses to be taught inside the new facility. (Lombardozzi, 2012)

Work-based programs and practices looks at the different activities that will determine who uses the building and for what purposes. During this process, there is a focus on action learning programs, internships and on-the-job training, communication activities, supervisor support, and training and coaching. These areas illustrate other potential uses of the facility and the kinds of support that will be required. (Lombardozzi, 2012)

Job action and reflection studies the various activities and how they will impact stakeholders. It focuses on collaboration, experimentation, hands-on learning, and self-monitoring and analysis of outcomes. This helps to determine whether the facility is addressing all stakeholder needs and where improvements can be made. (Lombardozzi, 2012)

When designing any kind of learning environment, it is imperative to take these different variables into account. Doing so will help reduce cost overruns, effectively utilize space, facilities, and resources, and enable the university to function more efficiently. Many of these ideas could be used in other projects to more effectively design spaces that meet the school's current and future needs. (Lombardozzi, 2012; Carpenter, 1997; Newman, 2013)

When designing any kind of building, the issues of safety, functionality, and future improvements are major concerns that must be taken into consideration. For the university, this means addressing current needs and continuing to adjust as those needs evolve, ensuring that the school utilizes its resources most effectively and at the lowest cost. (Carpenter, 1997; Newman, 2013)