The purpose of this research was to study the selection of architectural firms for 1997 and 1998 Indiana school construction projects of two million dollars or more. The study reported rankings for architectural selection criteria. Additionally, the study analyzed architectural selection procedures, architectural fees, the degree of respondent satisfaction with architectural services and the finished product, and the amount of inclusiveness in the selection.State records were used to identify the projects approved during the two-year period. Additional data were collected for 81% of the projects via surveys completed by superintendents or their designees.Major findings reported in the study include the following:1. Fees paid to architects ranged from 3.2% to 12.9% of construction costs, with the mean fee being 5.7%.2. In approximately 60% of the projects studied, respondents reported using an inclusive selection procedure for employing an architect.3. Slightly less than one-third of the projects (29%) used a direct selection procedure that precluded the use of a selection committee or the consideration of more than one firm.4. The two most frequently named selection criteria were experience in designing schools and reputation for completing projects within budget.5. The only variable found to have a significant association with the amount of fee paid was satisfaction with architectural services. Respondents in the low-fee category identified the highly satisfied response more than was expected.Outcomes suggest that a considerable number of school officials in the state did not adhere to the accepted best practices concerning competitive selection and the use of inclusive selection committees. The considerable variance in fees paid to architects was not explained by district size, district wealth, the nature of the construction project, or by the selection procedure used.Additional research was recommended in the following areas: (a) replication of the study in other states, (b) qualitative studies of superintendent attitudes about selection criteria and selection committee membership, (c) criteria for setting architectural fees, and (d) factors contributing to superintendent satisfaction. In addition, Indiana policymakers were encouraged to require local school districts to use competitive selection procedures. / Department of Educational Leadership

This creative project encompasses two major parts: an historic context study, and a survey of extant one-room or one-teacher schools in a four county region of East Central Indiana. The historic context study looks into the early school laws in Indiana that promoted, and established a state-wide system of free public education. More specifically, the history focuses on the laws and social factors that led to the rise and fall of the one-room or one-teacher school as the primary source of education for Indiana children. The history of the rise and fall of the one-room schoolhouse in Indiana can be divided into three major eras: the pioneer period between 1787 and 1851; the golden era of one-room schoolhouse education from 1851 to 1907; and, the final demise of the one-teacher school as an institution as consolidation of schools became popular.The purpose of the first half of the project is to create a context for the remaining one-room schoolhouses listed in the inventory that makes up the second half of the creative project. The pictorial inventory lists and provides basic historical information on extant one-room and one-teacher schoolhouses in the Indiana counties of Delaware, Grant, Henry, and Jay. Currently there are approximately 78 one-room schoolhouses still in standing in the four counties. This number is a small percentage of the well over 400 one-room and one-teacher schoolhouses that dotted the four counties at the turn-of-the-century.These two parts together create a document that promotes awareness of a disappearing rural resource. The project also provides a stepping stone for future research into the history of education in Indiana, and the specific rural schools which helped to build the Indiana school system. / Department of Architecture

The primary purpose of this study was to determine the use of CM for Indiana school construction projects and the perceived level of superintendents' satisfaction with the performance of CM. More specifically, the following issues were analyzed: (a) of the projects costing two million dollars or more, what percentage used CM in the years 1994 and 1995 compared to the previous two years; (b) to determine if a relationship exists related to the geographical location and enrollment of a school corporation and the decision to use CM; (c) to determine if a relationship exists related to the cost of a project and the decision to use CM; (d) to determine method and amount of CM compensation related to construction cost; (e) to determine superintendents' perceived level of satisfaction with the use of CM; (f) to determine superintendents' perceptions regarding the efficiency and effectiveness of CM.A descriptive survey research procedure was used in this study. The survey instrument was developed by the author following input from a panel of experts. The population of this study was superintendents of Indiana school corporations with school construction projects costing two million dollars or more during the years of 1994 and 1995. Data were collected during March and April 1997. A total of 38 superintendents were identified for the study and a total of 32 usable surveys were returned and analyzed.The findings indicated: (a) more than half of the school construction projects used CM; (b) suburban and rural school districts reported using CM for their projects more often than other geographic classifications; (c) 50% of the superintendents surveyed indicated enrollments of 5,000 or more students; (d) no significant findings were reported for school construction costs and use of CM; (e) nearly two thirds of the superintendents surveyed reported paying a flat fee for CM services; (f) more than 70% of the superintendents surveyed reported the use of CM achieved expected levels of effectiveness and efficiency; (g) more than 70% of the superintendents surveyed reported being at least satisfied with the performance of CM services. In addition, the study offers recommendations for practice and further research. / Department of Educational Leadership

This study was to develop an instrument for the collection of data relative to construction of public school buildings for the state of Indiana. The number of totally new public schools for which construction contracts were let in Indiana between January 1, 1966 and December 31, 1968 was to be determined. A third purpose of the study was to identify selected predominate physical components used in the construction of school buildings included in the study. A final purpose was to determine the percentage range of expenditures for each of the selected contracts relative to the total cost of the individual facility, as well as the total cost of construction of school buildings included in the study.Procedures and MethodologyThe research design used in this study included the following procedures: (1) determining the totally new public school construction projects; (2) preparation and refinement of the data gathering instrument; (3) data gathering activities; and (4) treatment of data.Public school construction projects for totally new structures for which construction contracts were let in Indiana between January 1, 1966 and December 31, 1968 were included in the study. A printed questionnaire was mailed to school superintendents in which such a construction project was located. The population consisted of 113 facilities of which responses were received concerning 106 or 9308 per cent. A percentage range of selected contract costs was computed for each individual facility and a frequency tabulation was made on the most often used selected physical component.FindingsOf the 106 buildings included in the study 69 or 65,09 per cent were one story construction. Seventy-four or 69.81 per cent used a steel framing system, 100 or 94°33 per cent used brick exterior walls, 38 or 35,84 per cent used unit ventilators for heating and cooling, 67 or 63.2 per cent had cooling to some extent, 58 or 54.71 per cent used natural gas for heat energy, 65 or 61.32 per cent used carpeting on less than 50 per cent of the floor surface, and 52 or 49.05 per cent used non-load bearing walls as interior partitions. The predominate selected physical component was computed for classified buildings based on grades housed.The percentage range of the general contract cost ranged from a low of 40.92 per cent to a high of 70.97 per cent of the total cost of the individual facilities. The percentage range for the mechanical contract was from a low of 7.25 per cent to a high of 25.61 per cent of the total cost of the individual facility. The percentage range of the electrical contract was from 5.1 per cent to 20.69 per cent and the architect's commission percentage range was from 2.11 per cent to a high of 6.92 per cent of the total cost of the individual facility. Other cost findings were presented in the study.Conclusions1. The great range of construction costs indicates many school administrators lack time, training, and experience to serve effectively as coordinators for planning outstanding and economical school plants.2. A significant number of school facilities included in the study were designed in such a manner as to virtually eliminate flexibility.3. A significant number of elementary schools failed to incorporate environmental comfort features, such as carpeting and air conditioning.4. The fees for legal services rendered in connection with construction of school facilities varied greatly.5. The sale of general obligation bonds was an inadequate method of financing school construction in Indiana.6. If school districts are going to realize a reduction in the amount of the total obligation incurred in financing school construction costs the state of Indiana must provide additional funds for financing school construction.

This project researches the history of a demolished building and its material that was later salvaged to formulate suggestions for reuse and interpretation within a new structure. The specific case examined was Indianapolis's Oscar C. McCulloch School No. Five demolished in 1986. The architectural glazed terra cotta was rescued from the wreckage and is the focus of this study.This creative project traces the historical and architectural significance of School No. Five, including a discussion on the general history of terra cotta, its use and manufacturing and construction techniques, and how it specifically applies to School No. Five.Next the salvaged terra cotta from School No. Five were assessed in an eight step process. The results of the assessment show the type and extent of deterioration observed on each piece, including a discussion on the various causes of deterioration, general repair, conservation techniques, and finally specific recommendations for the salvaged terra cotta. The project concludes with several design options and interpretations of the reconstructed facade of School No. Five. / Department of Architecture

This thesis has presented a comprehensive study on the abandonment of historic school buildings by the Indianapolis Public Schools system from 1970 to 1997. During this period, IPS closed or demolished sixty-four city schools representing nearly fifty-three percent of all Indianapolis public schools in 1970. The principal reason behind the facility closings was a dramatic decline in student enrollment beginning in 1967, but rapidly accelerating after 1970.Several factors contributed to this fall in public school rolls: lower birth rates, the unified government system (Unigov) that merged Indianapolis and Marion County administrative functions, and highway construction and urban renewal projects that cleared large areas of residential neighborhoods. The most significant factor, however, was court mandated integration of Indianapolis public schools in 1970, which led many white families to flee the IPS district and eventually resulted in one way, cross-district busing in 1981.The approaches adopted by Indianapolis Public School officials and the school board between 1970 and 1997, in response to the loss of student population, demonstrates an evolution of policy concerning historic school buildings in the city's inventory. During the early rounds of large scale closings, 1972-1975 and 1980-1981, IPS authorities specifically targeted older schools for closing. This policy changed during the last period of closings, 1995-1997, as some consideration was placed in closing decisions on school buildings' historic and architectural significance.Indianapolis Public School procedures governing the sale of surplus schools also went through a transformation between 1970 and 1997. Until recently, IPS was little concerned about the intended use of former schools by potential buyers. As a result, many historic school buildings were lost due to neglect or outright demolition. In 1997, however, Indianapolis school officials began to take responsibility for ensuring that historic schools leaving IPS's stewardship be preserved. / Department of Architecture

The purposes of this study were: (1) to study the conditions that influenced the construction of early rural schoolhouses in Indiana, (2) to examine how emerging concerns for sanitation and student health surfaced from the construction of early rural schoolhouses, and (3) to provide a data base for individuals who desire to do further research on school buildings and their historic preservation. The research concentrated on the period of 1875 to .1915. Special attention was given to conditions that led to the passage of the Sanitary Schoolhouse Act of 1911.Results revealed that early schoolhouses often were constructed as little more than shelters. Virtually no consideration was given to either educational processes or the health and safety of occupants. As a result, water and other design and care of water and sewage systems resulted insanitary factors became major concerns. The inadequate serious health concerns for students and teachers. These concerns contributed to the passage of laws that eventually led to: (1) the abandonment of early rural schoolhouses, and (2) the construction of more sophisticated structures often designed by professional architects.This study also revealed that some of those early schoolhouses that survived have been converted to residential, business, or civic purposes. Photographs of such buildings in Boone, Hamilton, Hancock, Hendricks, Henry, Madison, and Tipton counties in Indiana are included in the thesis. They provide evidence that preservation is a means with which these buildings can continue to serve a useful existence.There is historical value in understanding conditions that led to the rise and fall of early rural school buildings. Collectively, data about the construction and sanitary conditions provide insights into rural culture, expand an appreciation of the uniqueness of design for these buildings, and enhance the importance and desirability of preserving these structures. The net product of this thesis is to provide a view of the construction of buildings in central Indiana of this period. / Department of Architecture

The general purpose of this study was to determine whether deregulation in Indiana via Public Law 25-1995 has had an adverse effect on either quantity or adequacy of new school construction. Data for projects approved during the three years preceding deregulation (1992-1994) were compared with data for projects approved during the three years following deregulation (1996-1998).Data for the projects were obtained from state agencies. They included the number of projects approved, the cost of each project, the size of each project, and school district enrollment, and the assessed valuation of each school district in each of the years studied. Major findings included: (a) The annual average number of approved projects prior to deregulation was 14 and the annual average following deregulation was 13. (b) The size of approved elementary level projects did not change following deregulation (it remained at 138 square feet per student). The size of approved middle level projects decreased from 196 square feet per student to 170 square feet per student after deregulation (a 14% decrease), and the size of middle schools became less uniform. The size of approved high school projects decreased from 230 square feet per student to 209 square feet per student after deregulation (a 9% decrease). (c) The average cost per square foot of approved elementary school projects declined from $113 to $109, and the average cost per square foot of approved high school projects declined from $119 to $107 after deregulation. The average cost per square foot of approved middle level projects increased from $105 to $110. (d) School district wealth did not have a significant effect on either the quantity of projects or the size of projects. (e) School district size did not have a significant effect on either the quantity of projects or the size of projects.Recommendations include additional long-term studies to address not only the effects of deregulation on school facilities, but also the effects of deregulation on educational programming. / Department of Educational Leadership