By Jennette La Quire, AIA, LEED AP ID+C��

Across all grade levels,��hands-on learning is��gaining renewed momentum. As teachers and administrators��increasingly embrace experiential approaches, education is transforming into a more active,��collaborative��and dynamic process��for students. This shift is fueling a demand to��creatively and effectively��connect theoretical knowledge and practical��application��— and is��set to define 2026 and beyond.����

Nurturing Wellbeing with (and without) Technology��

Safety is the priority for all school design stakeholders. Creating a single point-of-entry, while allowing for emergency egress from various parts of the campus, is a strategic way to enhance security without installing overbearing fencing. Windows enable passive supervision and enhance the overall atmosphere. While light and healthy learning spaces are ideal, they must also be designed with potential threats in mind. Aside from window treatments, interior locks, places to duck-and-cover, and screening via shrubbery, schools are starting to install call buttons (also known as panic buttons), which can instantly alert the entire campus to an emergency. This style of broadcast system is an��additional��tool to make students feel safe without making them feel confined.

High-resolution��security cameras��are becoming increasingly common, and not just on the��exterior. High schools are experiencing an uptick of students vaping in bathrooms, setting off smoke detectors, and flushing vapes down the toilet, often leading to plumbing issues. One trending solution involves placing a high-resolution camera at the bathroom’s exterior entrance��as a deterrent,��since��they’ll��be seen entering or exiting the restroom where these incidents occur.��

Adapting to Pre-K (or TK) Inclusion��

At the elementary level, school districts are��following��funding��and policy��shifts to incorporate��transitional kindergarten (TK),��also known as pre-K,��into��both��new and��existing��buildings. The��challenge��for planners and designers is that state��policies��often require preschools to��meet��lower teacher-to-student ratios than the rest of the school,��along with��in-class restrooms��that are easy to supervise.

In��HED’s����across��the��San Francisco Bay Area, cost-effective use of existing infrastructure has been central to successful modernization efforts.For new construction, districts that have not yet received funding or mandates are proactively planning for future TK integration by including��stubbing in��plumbing and��allocating��additional��classroom space.��

Fine-Tuning Food Service��

For school districts in California (and elsewhere), the free-lunch policy instituted during the COVID-19��era has��continued.��As a result, the number of students taking advantage of accessible food has ballooned. To adapt to the��increased strain on the cafeteria space and staff, food service is shifting away from long queues of counter service to “speed lines.”��At��Palo Alto’s Gunn High School,��HED��instituted lines that move along both sides of grab-and-go, center islands. Minimal staff��members��are��required to��scan items at the end of the two lines, ensuring each student receives a well-rounded��meal��and the food service director can track the volume of items��consumed.��The trend to��streamline food service��helps��minimize��queues,��allowing��more time for children to eat,��and��measures��the impact on kitchen capacity.��

Reimagining CTE��

Career Technical Education (CTE) spaces have become��drivers��for design innovation. Gone are the days of tucking woodshop or auto mechanics in a back room. Practical, hands-on learning environments are taking center stage alongside technology, math,��science��and art instruction.��

In some cases, schools are proactively linking the contemplative and kinetic aspects of CTE,��facilitating��connectivity through all aspects of a particular career pathway. HED’s project at Santana High School��in��San Diego County, Calif.,��involved converting a formerly HVAC equipment-filled mezzanine into a viewing corridor linking the computer lab to the fabrication lab. Given this easy connection, students can work on architectural and engineering project calculations and drawings; then, they can easily move to the neighboring auto shop, fabrication lab, or electronics lab to bring their creation to life. Incorporating both the technical and hands-on aspects of that learning experience helps students get a feel for different careers, such as engineering versus construction, and gain insight into potential pathways after graduation.

Embracing the “if you can see it, you can be it” philosophy, the Grossmont Union High School District integrated a��into its campus. The facility delivers professional training and certifications for in-demand careers, such as dental assistant, vet tech, phlebotomist, EMT and nursing assistant. For younger students, it creates a sense of access and possibility.��

Read more about��CTE spaces, and��how adaptable spaces and��new technologies��can also support flexibility and sustainability,��in the��November/December Technology edition of �Ӱ�ԭ��ҕ�l.��

Jennette La Quire, AIA, LEED AP ID+C, is the��Pre-K-12 Sector Leader��at HED and a member of the �Ӱ�ԭ��ҕ�l Editorial Advisory Board.��

The post Top Pre-K-12 School Design Trends for 2026 appeared first on �Ӱ�ԭ��ҕ�l.

The post Top Pre-K-12 School Design Trends for 2026 appeared first on �Ӱ�ԭ��ҕ�l.

By Mary Ruppenthal����

Creating safe environments is the top priority when it comes to designing schools. From an architectural standpoint, addressing both physical and psychological factors when it comes to safety is vital. After all, security isn’t simply a matter of creating a safe and secure campus perimeter and single point of public entry. It’s about fostering community and placemaking, empowering ownership and promoting positive interactions—all of which serve as a foundation for student and staff safety. Effective school design practices nurture belonging, flex to adapt to evolving learning styles and, of course, establish physical security.��

Belong: Safeguarding Openness and Inclusivity

Building community starts with framing schools as student-centered spaces. By minimizing secluded and isolated areas and maximizing passively supervisable open spaces for a variety of large and small group gatherings, designers can craft places that enhance positive connections while reducing stress and anxiety. Conversely, dark corners and unsupervised spaces tend to increase the potential for bullying and disruptive behavior. Clear sightlines matter, so that teachers, staff, and students can observe or engage across adjacent spaces.��

While students need to be seen in the literal sense, they also need to feel seen. Students are less likely to slip through the cracks when their learning environment delivers options for a variety of learning styles, including smaller gathering and break-out sessions, contemplative spaces and room to gather on a larger scale. Therefore, weaving collaborative spaces of different sizes throughout the environment is key to nurturing a sense of connection.����

Architects are also finding ways to shift teacher-student interactions from purely occurring in the classroom to more organic encounters throughout the campus. For example, by building administrative offices at the back of the student union, teachers and students naturally and informally interact as teachers pass through the communal space.��

On larger campuses, the idea of creating a school within a school is gaining traction. Designing educational environments to accommodate cohorts of 250 students or less can help nurture a sense of belonging. If students feel engaged and welcome in part, through a campus’ layout that’s an important step toward building pride of place. Technical elements, like comfortable seating and warm colors, help create an inviting atmosphere. Leaning into flexible spaces is also an excellent path to supporting a strong, inclusive culture.������������

Adapt: Enhancing Flexibility for Maximizing Learning and Community��

Accommodating different learning styles requires flexibility in terms of classroom and campus configurations. For example, kinesthetic learning requires ample space for movement and collaboration, ideally with plentiful wall and even interior window space for whiteboarding and wallboarding. Without losing connection to the main classroom, break-off spaces for varying levels of small-group lessons or contemplative study require passive supervision.������

The average 960-square-foot classroom can flex in a variety of ways to meet students where they are. For example, operable partitions can help reconfigure a classroom, creating smaller spaces or opening to a larger collaborative environment. Beyond the classroom itself, glass walls and windows to common areas allow visible connections to adjoining learning and gathering spaces. In the case of indoor-outdoor layouts, a glass garage door connection could provide a supervisory link to an exterior space where louder, messier or larger projects can take place.��

At the high school level, creating a multi-use, dynamic space rather than a siloed building not only enhances efficiency, but also checks all the boxes of a safe environment: passive supervision, pride of place and interconnectedness. For example, HED’s Yerba Buena High School’s new performing and fine arts classroom and theater building completely re-envisions and revives the visual and performing arts community on the campus. The design of multipurpose classrooms and stage space (divided by an operable partition as needed), replaces what was once a stagnant and rarely used theater at the end of its useful life and will, when complete, be dynamically full of student life with space to gather throughout the day, visual and performing art classes and display, performances, and community events.����

Mary Ruppenthal is an architect and Education Market Sector leader at ��

��

The post Creating Safer Schools Through Design appeared first on �Ӱ�ԭ��ҕ�l.

The post Creating Safer Schools Through Design appeared first on �Ӱ�ԭ��ҕ�l.

Today’s teachers and students aren’t tethered to a wall by technology. Nor do they embrace a traditional, one-sided classroom. New pedagogies and learning styles — i.e., visual, kinetic, contemplative and collaborative — are shaping not only the way teachers teach, but the way we design the spaces in which education flourishes. The freedom and challenge of creating forward-thinking and effective school design involves understanding and incorporating a range of teaching styles and priorities into each reenvisioned classroom. Of course, administrators must also navigate the funding hurdles of building or renovating these spaces. As pedagogies, technologies and funding requirements evolve, here’s what’s trending in the K-12 school design landscape for 2025 and beyond.��

Flexible, Resilient Spaces��

Every corner, wall and inch of today’s classroom has the potential to be functional. Designing four-sided classrooms that allow for collaborative projects as well as individualized learning (in all its forms) requires flexibility. In terms of today’s layout, that may mean creating breakout spaces for quiet moments where students can read and focus while retaining visible connectivity for teachers to observe what’s happening in those areas. Another option to shape learning spaces differently involves clustering classrooms (while still meeting square-footage requirements) and dividing that larger space into both contemplative and collective learning environments.��

����When looking at the big picture, the focus on flexibility isn’t a short-term design commitment. Today’s buildings need to be designed so that they can be inexpensively renovated 50 years from now. To that end, today’s designers are focusing on the following:��

• Creating flexible floor plates where load-bearing walls don’t stand in the way of reconfiguring future spaces��

• Implementing HVAC and technology systems that are designed with an eye for change over time��

• Feeding the underground infrastructure and utilities to a location within the building that can be an easy point of connection and allows for future reconfiguration��

Building with resilience in mind is not only forward-thinking but also cost-effective. Often a new build is not in the budget, so designers can look to current structures to determine if the existing infrastructure can support new educational goals. To repurpose or modernize a building, we look for good bones, robust building materials and, of course, ways to flex the space, either by adding partitions or removing non-load-bearing walls. For example, HED’s redesign of Discovery Building incorporated potentially demountable interior walls among other highly adaptable elements. Given that technology paves the way for much of the evolution of learning, upgrading Wi-Fi and creating space for IT infrastructure is a key component in current and future school design.��

Leveling up the CTE Experience��

Particularly at the high school level, career technical education (CTE) is seeing a huge resurgence. At HED, we’re designing everything from robotics labs and metal, wood and autobody shops to electrician spaces and agricultural facilities. In terms of design, this resurgence doesn’t just involve the hands-on mechanics of CTE learning, but also an elevated, integrated design that allows students to hone these skills in a forward-looking setting.��

Working with one’s hands involves having technology at one’s fingertips, which means building labs that combine all of these elements. For example, a drafting lab incorporates the fundamentals of learning how to draw and design, plus a computer software component and a fabrication element. Students start with the basics, get a feel for the technology and, ultimately, their drawings come to life through 3D printing or implementation through the use of a CNC machine.��

By leveling up the CTE experience, students get real world experience in a range of areas of expertise. For example, at the , students learn not only the theory and practice of how to humanely raise animals, but also how to bring them to market.��

Embracing Sustainability and the Outdoors��

As stewards of the environment, educators and architects have a common goal of creating learning spaces that are healthy, energy efficient and sustainable. Therefore, both old-school and innovative eco-friendly design elements are trending in school buildings across the nation as we work toward net-zero, carbon neutrality and American Institute of Architects’ 2030 goals.��

On the back-to-basics side of the equation, we’re seeing tried-and-true design elements, such as a reinvention of the passive heating and cooling techniques of the past. Daylighting, in lieu of energy-heavy artificial illumination, is also making a comeback. Innovations, such as displacement ventilation, which delivers slow-velocity air in a low-to-high manner, creates healthier and more efficient ventilation than traditional HVAC systems. Photovoltaics (PVs) are being implemented into shade structures as well as rooftops, particularly in states like California where PV is required on new builds per the state code.��

In mild climates, a move toward indoor-outdoor classrooms is also gaining traction. When deliberately integrated into the learning experience, this design shift goes well beyond connecting a classroom to a patio via a garage door. These outdoor spaces, such as HED’s Jefferson Elementary School Outdoor Learning project (part of the San Francisco Unified School District), are both functional and comfortable. Depending on what’s being taught in the space, different tools and design elements, such as tables, shade, shelter from the wind or a weather-resistant whiteboard, may be part of the outdoor classroom. These spaces can also provide collaborative areas for louder and messier projects than indoor classrooms.��������

Student Wellbeing and Safety without Fences��

Students need to be able to come and go without feeling like they’re imprisoned. As architects, we are discovering ways to build safe learning spaces without just putting up bars and eliminating windows. We must ask: Can a building have a single point of entry when students are in class? Could we design windows so that there’s always visibility from an entry point? Can classroom doors be lockable from the inside? Are we able to design refuge at the rear of the classroom or underneath windows? In the landscape between classrooms, are there ways to create spaces that provide duck-and-cover shelter, such as shrubbery or benches? Thinking beyond fences is important. It’s our job to create spaces where kids feel like they can learn while also ensuring their safety.������

The Takeaway for School Decision-makers��

No matter how flexible, resilient, innovative, sustainable and safe a learning space may be, communication is the key to unlocking the best school design. When designers are given direct access to teachers, our number one job is to listen. If we can garner a clear understanding of how an educator teaches and what their goals and passions are, we can design a space that enhances the learning experience exponentially.��

For example, in conversations with a woodshop teacher about his dreams for his classroom, our team was able to tap into his desire to teach a sustainable curriculum and build a sense of community for his students outside of class time. So, with a nod to sustainability, we modernized the building while highlighting curriculum-related elements, such as putting up plexiglass over exposed wood studs or opening up the ceiling to reveal duct work and conduits. The building became a teaching tool. We also removed outdated ductwork in the mezzanine to create a cyber café where students could hang out, study and socialize. That initial conversation transformed what would have been a good space into a great learning environment.

Jennette La Quire is a principal and serves as pre-K-12 business leader at .��

The post Trends in K-12 Building Design for 2025 and Beyond appeared first on �Ӱ�ԭ��ҕ�l.

The post Trends in K-12 Building Design for 2025 and Beyond appeared first on �Ӱ�ԭ��ҕ�l.

LOS ANGELES—Developer Landmark Properties will soon be rolling out new student housing at the University of Southern California. The company recently broke ground on a 1,284-bed, 429-unit student house accommodation property called The Standard at Los Angeles. Landmark is also renovating five existing townhomes nearby that will allow for an additional 48 beds to be added to the university’s complement. The Standard is being built on the eastern side of Exposition Park, located across the street from USC.

Landmark Construction, the in-house general contractor for the developer, will be completing the construction work. HED is serving as the architect of record.

Floor plans at the Standard will range in space from studio to five-bedroom. The building will offer Wi-Fi-connected thermostats, washer and dryers in the units, as well as modern stainless-steel appliances and countertops fashioned from quartz.

The rooftop will offer a gathering space featuring a communal pool, sundeck, outdoor grilling stations and a Jumbotron—which will see much use during the sports-heavy university’s seasonal calendar. The Standard will also have a 24-hour gym, study spaces, covered parking, a mini-market and an interior courtyard.

HED is aiming for LEED Silver certification in its push for sustainable development. The Standard is expected to open for students by the fall of 2026. It is Landmark’s second property in Los Angeles following the Mark at UCLA.

“We’ve been looking for opportunities near USC for a long time, and we’re excited to be able to deliver a project of this scale to the students of USC,” said Wes Rogers, president and CEO of Landmark Properties. “The location boasts remarkable access to academics, athletics and neighborhood amenities, while the size of our site will allow us to deliver something truly unique to the market.”

The post Landmark Properties and Construction Developing New USC Housing appeared first on �Ӱ�ԭ��ҕ�l.

The post Landmark Properties and Construction Developing New USC Housing appeared first on �Ӱ�ԭ��ҕ�l.

LOS ANGELES—Landmark Properties has begun construction on The Standard at Los Angeles, located at 3900 S Figueroa St. only a few blocks south of the University of Southern California (USC) campus in Los Angeles. The firm will build a new, mid-rise apartment building with 1,236 beds across 429 units while renovating five existing townhomes comprising 48 beds. Landmark Construction, the in-house general contractor for Landmark Properties, is managing construction on The Standard at Los Angeles with an expected opening of August 2026. The architect on the project is HED.

“We’ve been looking for opportunities near USC for a long time and we’re excited to be able to deliver a project of this scale to the students of USC,” said Wes Rogers, President and CEO of Landmark Properties. “The location boasts remarkable access to academics, athletics and neighborhood amenities while the size of our site will allow us to deliver something truly unique to the market.”

Situated at the east side of the 160-acre Exposition Park – boasting world-class museums, educational and sport and entertainment venues such as the Los Angeles Memorial Coliseum and BMO Stadium – The Standard at Los Angeles will include a mix of floorplans ranging from studios to five-bedroom floorplans. Residences at The Standard at Los Angeles will be fully wired for high-speed internet. Every unit will feature luxury vinyl tile flooring, Wi-Fi-enabled thermostats, private baths and in-unit washer/dryers as well as gourmet kitchens with ample cabinet space, stainless steel appliances and quartz countertops.

The amenity package at The Standard at Los Angeles will be one of the largest by square footage in Landmark’s portfolio, including over 60,000 square feet of interior and exterior amenity space. On the rooftop, residents have access to a resort-style outdoor pool area with a sun deck, Jumbotron and outdoor grilling stations. The expansive clubhouse spaces will be anchored by the rooftop clubroom adjoining the 24-hour fitness center with an on-demand yoga/fitness studio. In addition to multiple study lounges throughout the interior space, The Standard at Los Angeles will give the students opportunity to unwind or study al fresco in an interior courtyard with various seating areas and a micro-market for grab-n-go dining convenience. Covered garage parking will also be available to residents.�� The project will be designed to LEED Silver standards as a part of Landmark’s overall commitment to sustainable development.

The Standard at Los Angeles is Landmark Properties’ second community in Los Angeles. The firm’s first foray into the Los Angeles market, The Mark at Los Angeles, serves the University of California Los Angeles campus.

The post Luxe New Student Housing Community Breaks Ground Near USC appeared first on �Ӱ�ԭ��ҕ�l.

The post Luxe New Student Housing Community Breaks Ground Near USC appeared first on �Ӱ�ԭ��ҕ�l.

The way societies deliver education has evolved over generations to accommodate emerging student needs and support new learning methods. School buildings must evolve as well, not solely to facilitate learning but also to create a positive impact on students and the broader community. Schools are critical because, as Winston Churchill said, “We shape our buildings; thereafter they shape us.”

As school buildings take shape, they send a message to educators, students and the surrounding community. In a real sense, schools are value statements, communicating where decision-makers are investing and how they account for today’s needs while planning for the future. Here’s a closer look at three school building trends to watch in the years ahead.

Trend 1: Schools as Community Hubs

Schools are a community within a community. A growing school building trend implicitly recognizes this by creating spaces that serve as community hubs. With the right approach, these schools can strengthen bonds within the school community and assist whole families to enrich the larger community.

For example, research shows clear links between socioeconomic status and academic achievement, and that student stress about family finances can be distracting and demoralizing. Schools can serve as helpful resources through spaces that connect families with services or facilities that de-emphasize income disparity.

One campus was recently modernized to create a secure single-entry point, a safety feature now standard in newer schools, and to add a building that combines school administration offices with a separate but adjoined family center. This thoughtful approach gives school personnel a control point for campus visitors and provides a welcoming space where families can access health resources and services such as English as a second language instruction.

Another school borrowed a city planning idea to create a walkable, multifunctional space for students, teachers and families to create closer community ties. The building incorporates shared copying facilities to encourage student-teacher interactions and a food court-style cafeteria area where all students pay with identical school-issued cards to reduce the stigma for students receiving free lunches.

The new space keeps students on campus for lunch, eliminating what used to be a socioeconomic status marker. The school also features a parent resource center that is set up like a retail environment where families in need can access food and clothing. Intentional approaches like this create a more cohesive on-campus community while benefiting the larger community at the same time.

Trend 2: Wellness at The Forefront

Wellness is a huge focus for schools in the COVID-19 era, which is why biophilic spaces are moving to the head of the class. As an Education Today article on biophilic design notes, classrooms that feature natural light and organic material can improve creativity, cognitive function and academic outcomes and are scientifically proven to enhance health, well-being and learning in new school buildings and existing space renovations. Studies on biophilic design have found positive impact on our physiological health and well-being; further studies are being conducted on the potential economic and financial benefits as well.

We’ll continue to see schools find ways to enhance connection with nature both inside and outside. This includes using more natural materials, enhancing views to the outdoors, and increasing outdoor learning spaces.�� When feasible, access to outdoor instruction and recreation areas is extremely beneficial for students. Adding features like building overhangs that provide shade can give students an opportunity to get some fresh air and learn in an outdoor setting.

Other strategies for incorporating wellness can also include quiet spaces inside that can be used for respite and flexible spaces that can support small or large gatherings. This trend grew post-pandemic as students returned to busy schools after spending time learning at home in solitude. Creating designated spaces both indoors and outdoors where students can get away from crowds and recharge helps improve overall wellness.

Trend 3: Expanding CTE Programs

Another building trend to watch is space that supports career and technical education (CTE) programs. A U.S. Department of Education study found that, eight years after graduation, students who participated in CTE programs in high school had higher median incomes than those who didn’t focus on CTE.

Spaces for technical education have unique elements to support the convergence of research, hands on learning and teaching. These include labs, innovation hubs, workshops and more. Many of these programs focus heavily on student success and instructor interaction which require flexible, modularized spaces and furnishings that can adapt for small and large group instruction.

But CTE programs are a building challenge for schools because spaces where students are trained in fields like robotics or advanced communication technology — or where the next generation of healthcare workers learn — typically require an upfront investment for infrastructure to provide necessities like connectivity, air compression, hydraulics and program specific inclusions.

Creating CTE spaces doesn’t have to be expensive for the schools. With career education becoming a focus for many districts, state governments and foundations, there are often opportunities to apply for grants to fund these specialized classrooms. To utilize this funding fully, CTE classrooms should be designed with an open concept that allows for a variety of technical training to take place.

When planning CTE spaces, it’s important to keep in mind that schools built in the 2020s will support training for careers that don’t yet exist, so it’s imperative to build in flexibility. Open building concepts are highly adaptable, as are spaces that provide flexible infrastructure, so it’s worthwhile to think through how spaces can be readapted in the years to come — it’s an investment in future flexibility.

Trending Up: Schools That Create a Positive Impact

A throughline that connects all three trends is that an investment in schools is a statement that a district values its students and their families and has an eye on the future. By investing in new buildings or renovations, schools have an opportunity to show students that the space is for them. Centering community connection, wellness and technical education will have a positive impact on learning outcomes and student experience for years to come.

Mary Ruppenthal is Associate Principal, Market Sector, for HED.

The post Three School Building Trends That Are Setting the Curve appeared first on �Ӱ�ԭ��ҕ�l.

The post Three School Building Trends That Are Setting the Curve appeared first on �Ӱ�ԭ��ҕ�l.

SANTA MONICA, Calif.—General contracting firm McCarthy Building Companies has finished construction work on the new Discovery Building at Santa Monica High School. The three-story, 280,000-square-foot structure adds a host of new amenities to SAMOHI, as the school is referred to by locals.

As designed by HED and Moore Ruble Yudell, the $133 million building re-envisions SAMOHI’s North Campus. The architects collectively designed the facility as an “open building,” featuring an open-column grid, a raised floor and non-load-bearing walls; the design is meant to improve “circulation” throughout the campus.

In addition to its 43 classrooms, the Discovery Building features computer labs, indoor and outdoor dining options, an Olympic-size swimming pool, rooftop garden, as well as facilities for “medically fragile” students. Parking for 300 cars is also provided.

Furthermore, ample trees and landscaping design on the exterior provide shaded areas for outdoor study as well as meetings between students and teachers. The design also features outdoor classrooms such as the rooftop hydroponic garden and other science-oriented areas. Moveable glass walls can also be utilized to make the various learning spaces more flexible.

“I’m so proud that with all the challenges that came with continuing construction amid the pandemic that we were able to finish this project on time for the fall 2021 school year,” Nathan Huntley, senior project manager with McCarthy Building Companies, said in a statement emailed to �Ӱ�ԭ��ҕ�l. “All the hard work and effort that we had put into bringing the new Discovery Building to life was worth it when we saw the excitement on all the students’ faces seeing their brand-new building on their first day of school on campus in over a year and a half.”

John Dale, principal with HED, added that his firm worked with faculty and students to more precisely design the learning spaces they needed—as well as how they should be arrayed.

“One of the things that brings this campus to life is the juxtaposition of body, mind and spirit in the Discovery Building,” Dale said. “This was designed using Open Building principles. It will be altered and changed and owned by different groups of people at different times and reflecting different needs.”

Added James Mary O’Connor, principal at Moore Ruble Yudell:

“Really good architecture has a learning moment. It’s an educational tool in itself. We weren’t looking for an iconic building and fixed image of something. It was much looser … we were interested in asking, how could the building itself grow?”

“The open concept of the building was to foster collaboration for the students and teachers,” added Huntley of McCarthy. “Since the school year started we can see that the elements of the building are really being used in that way—creating a comfortable learning environment for the SAMOHI community, which is very fulfilling for us as a project team.”

“For many buildings, the best day is opening day,” agreed O’Connor. “But the best day for the building will be ongoing … it will change and transform over time.”

The post McCarthy Wraps Discovery Building at Santa Monica High School appeared first on �Ӱ�ԭ��ҕ�l.

The post McCarthy Wraps Discovery Building at Santa Monica High School appeared first on �Ӱ�ԭ��ҕ�l.

BRADFORD, Pa.—The University of Pittsburgh at Bradford campus (also known as Pitt-Bradford) recently broke ground on the 39,000-square-foot Engineering & Information Technologies Building, which will be devoted to science, technology, engineering and mathematics (STEM) courses. The STEM building is the first new academic building at the Bradford campus in 20 years.

The new standalone facility will be home to departments in mechanical engineering technology, energy engineering technology, computer information technology and energy sciences. The building will also feature engineering labs and shops, a data center, classrooms, faculty offices as well as educational and staff support spaces.

Architecture and engineering firm HED designed the new building and is working with architect of record and construction administrator LGA Partners. Rycon Construction, which has several offices in and around Pittsburgh, will serve as general contractor.

The designers’ master plan ensures that building elements open out toward a two-story collaborative center so as to increase team building, interpersonal interactions and allow for greater visibility. Furthermore, this centralized common area fosters a team-based learning model that school administrators have felt has been missing from the Brandford campus. The new quad features a faculty office area that effectively floats above a glass-encased first floor area.

Energy efficiency was taken into account as the designers incorporated glass to allow in maximum natural light.

“This is a really exciting development for Pitt-Bradford,” Rick Esch, interim president of the campus, said in a recent statement. “It is the first academic building that the campus has built in two decades, and it’s going to provide a state-of-the-art home for our computer information systems and technology program, energy science and technology students, and two new engineering technology programs.”

HED principal Chris Vogelheim said that collaborating on a project like this brings the various principles to previously unforeseen conclusions as they work out the logistical issues.

“The close collaboration between the owner and the design team enabled the creation of a building that will transform the campus,” Vogelheim said. “This is a signature building with a big mission to positively impact the region’s economic development through creating an inspirational place for engineering on this campus.”

The $17.69 million project is scheduled to finish construction late next year.

Pitt-Bradford was founded in 1963 and offers over 40 majors and 50 minors and certifications. The campus sits on 470 acres about 150 miles northeast of Pittsburgh.

“This is a signature building with a mission to positively impact the region’s economic development,” added Vogelheim.

The post New STEM Building Construction Gets Underway at Pitt-Bradford appeared first on �Ӱ�ԭ��ҕ�l.

The post New STEM Building Construction Gets Underway at Pitt-Bradford appeared first on �Ӱ�ԭ��ҕ�l.

OCEANSIDE, Calif.—Architecture and engineering company HED is partnering with California-based general contractor C.W. Driver to realize a new science building for San Diego County’s MiraCosta Community College District (MCCD). The design-build project will update and expand the district’s biotech teaching capabilities with 24,000 square feet of dedicated STEM instructional space that is tailored for 21st century instruction.

The $37.4 million MiraCosta Community College Chemistry and Biotech building will feature a bevy of chemistry laboratories, classrooms and other science support areas. The building will also provide a new home for MCCD’s biotech program as it continues to expand and offer a baccalaureate degree.

The new biotech building will be part of MCCD’s Science, Technology, Engineering, and Mathematics (STEM) quad and plaza, which sits on the northeastern part of the college’s campus in Oceanside.

C.W. Driver and HED are working jointly to ensure that the chemistry and biotech building blends seamlessly into the Southern California architectural aesthetic that is part of San Diego County’s aesthetic. Accordingly, it will be a structure that is strong but also will shine in the ample sunlight of the local climate. A “big roof” will offer an outdoor area for events that is both shaded from the sun as well as protected in case of rain—and also offers a transition from outdoor to indoor space as the visitor approaches and steps under the roof’s shadow.

The exterior elements include porches of various widths, both covered and uncovered, as well as some that are screened in. Such spaces will serve as relaxation and meeting environments. These areas will also connect students and staff to the building, as well as offer an exterior element meant to open up the visitor’s experience of the larger campus environment.

The new facility will serve to advance MCCD’s STEM curriculum, and it will offer the latest technological innovations for use in classrooms, laboratories and various other learning spaces as well.

In a recent statement, Jennette La Quire, principal and project leader with HED, said that the facility’s “science on display” approach will serve to stimulate student interest in the new construction while “sharing aspects of the Chemistry and Biotech programs with visitors as well.”

“Large windows and continuous circulation routes allow easy circulation around the building without disturbing classes and labs,” said La Quire.

“This new facility is an investment beyond just MCCD’s campus as their STEM graduates go on to create positive impact in their communities,” added Andy Feth, project executive with C.W. Driver. “The HED and C.W. Driver teams are pleased to be part of creating this valuable new hub for that advancement.”

The MiraCosta Community College District has served northern San Diego County for 80 years. Nearly 20,000 students are currently enrolled across more than 70 of its learning disciplines.

The post San Diego Area Community College Moves Ahead on Biotech Building appeared first on �Ӱ�ԭ��ҕ�l.

The post San Diego Area Community College Moves Ahead on Biotech Building appeared first on �Ӱ�ԭ��ҕ�l.

SPRING WATER, Calif.—Grossmont Union High School District’s Monte Vista High School has recently expanded its campus complement thanks to the opening of the Monte Vista High School Event Center and Student Services Building. The multi-use facility was envisioned to support students and faculty, as well as to be a place where performances and community events can also take place. Adjacent outdoor areas also give students a place to meet up and converse.

The campus’s new facility was designed by architect HED, with construction management provided by Balfour Beatty. The event center and student hub cost $14.1 million and entails nearly 19,000 square feet of usable space. The money came from funds set aside by Proposition U and Measure BB.

The building was meant to be energy-efficient, and to take advantage of San Diego County’s ample natural sunlight. Accordingly, the building’s windows feature dual-pane, low-E (low emissivity) glass that allows in sunlight while filtering out harmful ultraviolet and infrared light. Furthermore, high-efficiency plumbing has been installed to minimize the amount of water that could potentially be wasted. Furthermore, a “cool roof” absorbs less heat than a more traditional roof would.

In addition to the performance space itself, designed in the style of an outdoor amphitheatre, the building also boasts a student support services center where students can get their questions answered as well as interact with campus staff. The student support services center features conference and break rooms, the student store, offices for principals and assistant principals, security, storage and nurses offices.

The building was also designed in such a way that views of the nearby San Miguel Mountain would not be obscured.

The addition is meant to fashion a new “gateway” for Monte Vista High School, and also serve as a connector between the school’s upper and lower campuses.

The post San Diego County High School Adds Event Center appeared first on �Ӱ�ԭ��ҕ�l.

The post San Diego County High School Adds Event Center appeared first on �Ӱ�ԭ��ҕ�l.