First published in 1992, this book is about making connections that may lead towards a new professionalism, since the past several decades have given rise mainly to new kinds of specialists in the areas of programming, evaluation, and participation. The implications for such integration are far reaching, with profound future effects on the physical environment, the design professions, and the education of designers. The book is split into four sections dealing with facility programming, several forms of evaluation, participatory design, and the application of Theory Z principles. This book will be of interest to students of architecture and design.

First published in 2007, this book examines the designs of seventeen architecture and design schools and answers questions such as: How has architectural education evolved and what is its future? Are architectural schools discernible types of designs and what are their effects on those who experience them? What lessons can be learned from evaluations of recently completed school buildings and what guidance do they provide for the design of future ones? Included in the multiple approaches to evaluation are examinations of the history of architectural education and building form; typologies of school for architecture; and the systematic user evaluations of the aesthetics, function, and technology which reveal the strengths to encourage and weaknesses to avoid in future designs. While offering specific guidelines for schools of design, it also includes findings that extend beyond the walls of design schools and can be applied to everything from the interiors of educational and campus buildings to planning offices and gathering places to build communities. This book will make readers more aware of problems in architectural interiors and suggest ways to make interiors work better for the building occupants.

Housing Fit for Purpose sets out a research-focused approach to looking at the challenges facing the built environment in approaching the design, construction and management of housing. This book uses original research by the author on housing performance evaluation and distils it for built environment professionals, arguing that learning from feedback should be taking place at every stage of the housing project lifecycle, improving outcomes for end users. Drawing on active research, this book shows why and how the design, construction and management of housing can be linked to feedback and actual evidence of how people choose, and learn, to use their homes. It examines the key concepts which underlie participatory design, occupancy feedback and learning, and includes a practical primer on how to undertake housing occupancy feedback.

First published in 1978, the objective of this book is to provide an authoritative and selective overview of current, user-orientated programming methods within the field of environmental design. The 19 chapters compiled in this volume describe procedures and the information content of innovative approaches used by leading programming experts in the private and institutional sectors. Emphasis is placed on a qualitative and illustrative focus of selected approaches to environmental programming with the eventual occupants in mind. The chapter groupings are intended to reflect three major areas of professional engagement that serve the field of facility programming. The first group describe the approaches of firms or groups that were organised exclusively to provide environmental analysis and programming services. Part II is composed of chapters by authors who belong to established architectural firms with programming departments and Part III presents evidence that pertains to the supporting role of research and guidance literature from authors primarily affiliated with government agencies or supported by large organisations.

Architectural programming – the analysis of any given environment to satisfy users’ needs – has become a given prerequisite to the design process. The programming process is often a complicated one: users’ present and future needs must be identified; space allowances, often predetermined, must be considered; equipment must be accommodated; all in the most cost-effective way possible. The variety of user groups is as wide as the variety of functions architecture can shelter; moreover, the different structures and needs of clients that fall within the same use classification differs so greatly that every program presents a new challenge. You cannot, for example, use the same program for every hospital you design. In Programming the Built Environment, first published in 1985, noted architect Wolfgang F. E. Preiser has compiled a wide range of architectural programs demonstrating applications of basic principles for different client groups. This book will be of interest to students of architecture and planning.

This compelling resource, which was first published in 1993, was the first book on facility programming to design parameters and specifications over a broad range of project types. The book’s practical, how-to approach is exceedingly beneficial to professionals and students involved with a wide variety of building types – from corporate facilities, to parks, day care centres, health centres, and correctional facilities. It also covers the fine points of working with clients. The contributors provide real-world case studies, endowing the reader with the tools necessary to reap a deeper understanding and a more critical assessment of the major programming approaches today. Professional Practice in Facility Programming is a uniquely current, self-contained resource that will prove invaluable to a wide cross-section of practitioners and students.

Educators often overlook the positive impact of changing the environment of the school itself when considering how to improve the quality of education. First published in 1994, School Design shows how to create more effective schools through a design process that involves teachers, students, parents, administrators, and architects. It reveals how to create school environments that develop the whole child, instil enthusiasm for learning, and encourage positive social relationships. Readers discover how to integrate design research, design participation, and design development to optimize school settings. Using a number of case studies, detailed practical methods show how to: Link behavioural objectives to spatial needs Achieve spatial efficacy without compromising education Match children’s developmental needs to facility requirements Promote greater variety in physical facilities to accommodate various teaching and learning styles Gain more valuable feedback from teachers, parents, students, and local citizens on building performance. In response to tight school budgets, Henry Sanoff discusses how relatively minor design modifications can have a major positive effect on school performance. This path-breaking volume will provide architects, teachers, and school administrators with a wide array of insights into creating spaces that promote better learning.