From Student Support to Student Success

Mary E. Fogarty Elementary: a Case Study

[Above] The proposed didactic garden is visually connected to Esek Hopkins Middle School and allows for Service Learning activities to take place in close proximity of the school's premises.

Advanced Studio

Learning Systems: Alternate Spatial Practices

Critic Manuel Cordero-Alvarado

Spring 2020

Rhode Island School of Design, Department of Architecture

Following the articulation of a masterplan for the 43 schools that are part of the Providence Public Schools District portfolio, this project aims to propose a strategic intervention that addresses the needs of a specific school 

[Above] During the planning phase of the project, both repurposing/renovating and ex-novo construction were considered as options, identifying different on-site opportunities for these scenarios. After careful consideration of the Facility FCI for Esek Hopkins Middle School, alongside the programatic and didactic demands of the project, Proposal A (renovation of an existing classroom space and re-programming of SCLT community garden) was selected.

[Above] During the planning phase of the project, both repurposing/renovating and ex-novo construction were considered as options, identifying different on-site opportunities for these scenarios. After careful consideration of the Facility FCI for Esek Hopkins Middle School, alongside the programatic and didactic demands of the project, Proposal A (renovation of an existing classroom space and re-programming of SCLT community garden) was selected.

Phase One: Principles

 

Six core principles for the reconfiguration of educational facilities are established via master planning and FCA (facility conditions assessment) interpretation 

Phase Two: Strategic Intervention

 

The six principles are approached and tested on one pilot school, and via community engagement and data collection the success of the project is measured and reported

Phase Three: District Implementation

 

Once the project is completed on the pilot school, and its successes and shortcomings are assessed, a revised version of the project can be deployed on other similar facilities in the District

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