(Georgia Institute of Technology, 2005-02-10)
Pati, Debajyoti
Post-occupancy evaluations represent an important missed opportunity. While POEs are often used to inform design guides, and to support facility management, they are seldom used to support design decision-making. While there are several technical, methodological, and cultural impediments to the ongoing use of POE results in design, characteristics of POE data and data structure is an important, and often overlooked, impediment. Some evaluators have attempted to resolve this problem by involving actively as consultants in design teams or involving users, such as Placemaking or Process Architecture. Recent advances in conceptual data modeling provide another strategy to interface POE findings and design decision-making. This thesis uses EXPRESS modeling language to develop a conceptual data structure for POE data, and integrate POE data with as-built building descriptions. While this effort has the potential to develop an improved way to structure POE data and make it more useful, it is also an extension of ISO-STEP. This study develops a data structure based on post-occupancy evaluations of state and federal trial courtrooms conducted by the researcher. Thirty-one courtrooms were evaluated, resulting in usable data from 93 courtroom users in 26 courtrooms. An EXPRESS-G schema was developed and was translated into a relational database for holding data and running queries. The investigator illustrated a range of query-generated outcomes to support decision-making during design and design review. Such outcomes include exploring existing courtrooms, comprehending the types of design decisions implemented across federal and state courtrooms, identifying design decisions that have been rated favorably or otherwise by courtroom users, rating design decisions based on evaluation data from existing courtrooms, and predicting a designed environments supportiveness to task performance. Further, multivariate analysis of the POE data provides the first scientific investigation of courtrooms as work settings. Finally, eight key performance indicators of courtrooms were developed based on the POE data.
(Georgia Institute of Technology, 2004-01-07)
Bosch, Sheila Jones
Many school facilities in the United States are old, out-of-date, poorly maintained, and lack specific design elements that are likely to enhance teaching, learning, behavior, and other desirable outcomes. This study proposed that one reason why previous research regarding the effects of the physical school environment on educational outcomes has had little impact on the quality of schools is because there is a lack of knowledge about these relationships. A multi-method approach was used to solicit information from educators and researchers familiar with school facility effects literature to develop a set of research priorities to guide future research. In Phase I, a literature analysis provided important physical and outcome variables to seed brainstorming lists used in following phases of the research and provided the basis for a gap analysis to identify unavailable information. A concept mapping methodology was utilized in Phase II to solicit feedback from a group of seventeen experienced educators who were asked to brainstorm a list of measures of student, school, or school district success, sort their final list of more than 100 items into categories that made sense to them, and rate each item regarding how important it is to monitor or otherwise track. Using a Delphi method, a series of four questionnaires was given to a group of experienced researchers who developed a list of physical variables plausibly related to educational outcomes, rated the importance of those items, developed hypotheses that included top-rated physical variables and top-rated outcome variables (i.e., measures of success rated by educators), and then selected from those hypotheses several that became the basis of the recommended research priorities for the field. These research priorities propose investigations of the relationships between a set of physical variables (including the provision of team work stations and faculty collaborative spaces, well-designed circulation spaces, spaces for quiet reflection, adaptable seating, daylighting in classrooms, and overall maintenance and building quality) and a variety of educational outcomes (e.g., achievement, behavior, satisfaction, affective performance).