By Lindsey Coulter

David Schrader FAIA, A4LE Fellow, LEED AP, is managing partner of SCHRADERGROUP architecture, has spent more than three decades focused on public-interest and education projects. However, Schrader, who is also an Editorial Advisory Board member for ���سԹ� (SCN), believes it has all been very well spent.��

“The planning,��design��and construction process takes time,” Schrader said.��“We��often��say��that��there’s��no such thing as instant gratification in our office.”��

Instead,��for Schrader��the reward comes from looking back at the culmination of a long, deliberate process, where the most gratifying moment is��finally��seeing the smiles on the faces of students, staff, and the community as they walk into��a new environment��for the first time.����

Schrader spoke with SCN��about his design and planning process, how to unite vision and outcome, and��what’s��next for modern learning environments.��

SCN:��What are the most common��disconnects��you see between institutional vision and built outcomes, and how can they be addressed earlier in the process?��

Two distinct failures often occur at the poles of facility planning:��

1. The Trend Trap:Implementing “trendy” concepts simply because they worked elsewhere. Without educator buy-in or a clear pedagogical fit, these features become wasted resources that��fail to��engage students.��
2. The LegacyTrap:��Designing out of comfort. If the planning team��doesn’t��push educators to envision the “next generation” of instruction, the result is a facility that mirrors the past and lacks the tools necessary for future learning.

These extremes can be mitigated through a rigorous, thoughtful engagement strategy:��

• The “What If” Phase:��Expose all stakeholders to high-functioning examples of next-gen learning. This expands the team’s vision of what is possible.��
• Realistic Guardrails:��Collaboratively set limits based on what the academic team will��actually utilize��in their daily practice.��
• Pedagogy First:��When the academic team��establishes��clear educational goals for their tenure before the design begins, the resulting facility��isn’t��just a building—it’s��a durable tool��optimized��for the future of instruction.��

SCN:��How has the integration of engineering, technology, and interdisciplinary coordination changed the way education facilities are designed and delivered?����

The question can be��taken��two ways. One is the effect of technology on the design process, and the other is how the technologies integrated into the facility have changed the design.��

Relative to the design process, BIM models are the tools used for design. Recent integration of energy modeling, daylight analysis and building modeling software have improved the building outcome to such an extent that we know exactly what the building will look like and how it will function (from an energy use perspective). Because many of the models are now hosted on the cloud, design-team members have the ability to continually tweak their portions of the work to improve the design of the facility. Recent influences of AI plug-ins have allowed the exterior and interior views to be tweaked for a location, user and time of year, so the end users can see the facility as if it were being experienced in all seasons.��

Technologies integrated into the facility work much the same for the final built version. The integration of lighting-control systems and building-management software have allowed the buildings to continue to monitor and control their own interior settings to allow for the most efficient and cost effective use. Further audio/visual developments have improved the extent to which a building can be programmed to allow for anytime/anywhere broadcasting of media throughout the facility. ��

A recent project our offices worked on integrated technology such as this so that productions occurring on the stage might be broadcast to any room in the facility, while a lecture occurring in one of the classrooms pertinent to the instruction in other rooms could be selected and presented in those rooms, all broadcast from one space.��

SCN:��Your firm emphasizes a consensus-based planning process��—��what does that look like in practice when working with school districts or higher-ed clients?����

Schrader: Our team’s unique talent lies in creating environments where community input is the cornerstone of design. We recognize that modern educators are master collaborators; our process mirrors their pedagogy. We begin by establishing a shared vocabulary of academic space, then transition into hands-on creative workshops using tactile, modular tools. This inclusive approach empowers educators, students, and administrators to co-author their future. By synthesizing the outcomes of these workshops into actionable design options, we ensure the final concept is truly built by the community for the learner.����

See more of Schrader’s insights, including lessons learned on aligning budget constructions with increasingly complex programmatic and performance expectations, in the upcoming Design & Construction print/digital edition of ���سԹ�, available in July. Subscribe today.

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By Elizabeth Link����

The new 77,000-square-foot, two-story Myrtle Grove Elementary School in Pensacola, Fla., serves PreK through fifth-grade students with 29 contemporary classrooms, a STEM lab, and outdoor learning spaces. The design celebrates the school’s history, while providing state-of-the-art educational technologies. Rather than erasing the past, the architectural approach transformed historical elements from the original 1939 building into meaningful design features, which��required an in-depth process design and construction.

Honoring 150 years of educational legacy in Escambia County, the new school needed to solve three distinct challenges: honor the school’s legacy in the community, bring state-of-the-art learning environments to the county, and be seamlessly built on the same site as the existing school on an active campus. ��

What started as a single-phase project evolved into multiple phases during the programming stage, as studies and evolving stakeholder needs determined that more of the campus and facilities required replacement than originally anticipated. The only structure from the original school that the project team retained was the library/media center, which had been built in the 1990s and was still in good condition.��

For Escambia County Public Schools, keeping the campus intact during construction was paramount. With two campus buildings no longer fully functional, the DAG Architects team began by creating a new master plan for the site that included acquiring 20 relocatable classroom buildings to be utilized during construction. The DAG team also renovated a separate existing building onsite to temporarily house the school’s administration department. As certain facilities, including a music and art building and an eight-classroom building, had to remain functional, a single-phase approach wasn’t possible. Instead, the design team opted for a phased approach to the project which offered many benefits, including: ��

• Minimal Operational Disruption — Phased construction allowed the school to remain open and operational (with minimal interruptions) by strategically sequencing tasks so specific areas remain accessible and functional throughout the project construction.��
• Lower Risk Management — Each new construction phase built on the previous phase, making the overall construction process more manageable, as it was easier to source materials and labor. This reduced the likelihood of costly delays or complications.
• Flexibility to Adapt — Completing initial phases allowed stakeholders to provide feedback that informed subsequent stages, such as increasing the scope of the project. It also helped to mitigate possible challenges in the design, though this required increased diligence to the project and site. ��

Overcoming Project Challenges��

The biggest challenge involved unknown conditions such as locating existing utilities and establishing water, sewer, fire and telecommunications connections to the temporary campus. Additionally, all power had to be rerouted in a manner that allowed the team to demolish buildings while still maintaining campus functionality. To further complicate the project, for a period in the construction process, all existing, temporary, and new systems had to function together, requiring careful coordination of fire alarm and telecommunications switches. ��

Additionally, because buildings were being demolished at different times, the project team had to carefully stage access while students were on campus. Intense scrutiny of the site was required, and the project team strictly adhered to safety requirements, such as installing double fences and closing off the temporary campus to maintain student safety. ��

When Phase I was completed, students and administrators moved into the newly constructed building. Currently, all temporary classrooms, buildings, and walkways are being removed, making way for future additions on the campus. ��

Developing the Design Philosophy��

As a true neighborhood school, the project needed to preserve Myrtle Grove Elementary’s significance in the community. Rather than replicating the previous building’s appearance; the design team chose to provide something special to reinforce the school’s long history and its connection to the community.

DAG researched historic schools throughout Pensacola for inspiration, seeking to restore traditional elements that have been lost over time. The design ultimately incorporated traditional gables, red brick, brick patterning and white trim. All exterior surfaces feature real brick to give the building a timeless quality, while the interior uses elements such as terrazzo flooring, patterned tile and clay masonry that allude to its history. ��

Some elements of the school were even salvaged for use in the new facility. The decision as to which historic elements would be preserved was driven by stakeholders, including the school’s previous principal, who (during past interior upgrades) had saved the old wooden doors from the cafeteria. These became the doors to the balcony in the new building. Additionally, the wooden stage planks became a conference table and the historic cafeteria doors frame views from an upper balcony that overlooks the modern cafetorium.

Similarly, DAG salvaged bricks and the old school letters from the demolished buildings and incorporated them as a feature of the main stairway in the new facility, mimicking an “entryway” to the exterior. Adjacent to this reconstructed wall is a two-story photographic mural containing photos spanning decades. The combination of elements creates an almost museum-like atmosphere. While this project is not a reconstruction, the building attempts to convey the same feeling as passing through the old school building. This solidifies space as a true member of the community, a place where generations of students will learn, grow, and maintain the legacy of Myrtle Grove Elementary School.

Phase II is set to be completed in 2027, which will add 16,000 square feet of multipurpose spaces for arts and physical education.

Elizabeth Link is Communication Manager for DAG Architects.

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By Lindsey Coulter��

In Boston’s Nubian Square, the new home of Franklin Cummings Tech reflects a fundamental shift in how the institution delivers technical education. The project expresses the college’s mission through architecture, aligning physical space with evolving workforce demands, student��needs��and institutional identity.��

Designed by Studio G Architects, with��collaborating architect��STUDIO ENÉE,��the approximately $75 million,��68,000-square-foot facility replaces a significantly larger legacy campus while expanding programmatic capability, advancing sustainability goals and reshaping the student experience. The result is a highly efficient, purpose-built environment that reflects both the realities of urban development and the future of technical education.��

Bringing the project to life��required��a highly iterative, collaborative process spanning years, leadership��transitions��and shifting institutional priorities. From site��selection��through programming, design and construction, each phase required careful coordination, producing a building that functions not only as a place of learning, but as a teaching tool itself.��

Site Selection as Strategic Foundation��

The Franklin Cummings Tech campus welcomed its first students in January, but the path to opening day began with a��nearly four-year��programming and planning effort, beginning with��identifying��the right site—an approach rooted in access,��equity��and alignment with the college’s mission.��

“We were initially hired��for��site selection and programming,” said Gail Sullivan, managing principal and founder of Studio G Architects. “The school needed to be in the city of Boston and located near public transportation.”��

Given Boston’s density and real estate constraints, finding a suitable parcel proved challenging. However, when a site on Harrison Avenue became available, the decision came quickly.��

“We went and saw the site and within 24 hours the offer was made,” Sullivan said. “It was a unanimous, fairly instantaneous decision.”��

The location placed the institution directly within the community it serves, strengthening accessibility for students and embedding the college within the fabric of Nubian Square. The move also contributes to the neighborhood’s ongoing revitalization, reinforcing the institution’s role as both an educational and civic anchor.��

Programming Through Change and Constraint��

While site��selection��was swift, programming proved more complex. The design process unfolded amid leadership transitions, financial��constraints��and evolving academic priorities.��Studio G��Architects��began by interviewing all department leaders, but balancing the distinct needs of each program presented inherent challenges, particularly as the college worked to align its offerings with emerging workforce demands. At the same time, financial realities required a significant reduction in overall building size.��

“We shrank the facility from��104,000 square feet��to��70,000 square feet��because cost was a big factor,” Sullivan said.��

Despite the reduced footprint, the new building��ultimately delivers��greater efficiency and functionality than its predecessor.��

“The previous facility had a lot of wasted space,” said Marvin Loiseau, Ed.D., Chief Academic��Officer��and Dean of Academic and Student Affairs for Franklin Cummings Tech. “Constructing��a purpose-built space really allowed us to be efficient.��Everything is placed purposefully and strategically so that we can ensure that��we’re��supporting our students.”��

At the same time, the institution’s academic direction continued to evolve,��prompting��design��adjustments.��

“New programs in wind-turbine maintenance and solar installation were introduced midway through the process,” Sullivan said. “So, we had to revisit the program to adapt to new needs. It was a multilayered process.”��

These shifts underscore the dynamic nature of modern technical education, where facilities must remain adaptable to changing industry demands and student pathways.��

Designing for Flexibility and Utilization��

With a smaller footprint came an increased emphasis on maximizing every square foot.��

“If you’re shrinking your��space by��that much, you have got to create a lot of flexibility,” Sullivan said. “You have to guarantee that every space is used through the whole day and into the evening.”��

To achieve this, the design��eliminates��traditional single-use spaces such as a dedicated auditorium and reduces the number of private faculty offices. Instead, it introduces��well-appointed hoteling spaces for educators and teaching��environments that can shift based on need.��

A key example is the second-floor learning space, where operable partitions and a large movable glass wall system allow three classrooms to combine��with The Commons��into a single space accommodating up to��500��people. This approach provides the functionality of a large assembly space without sacrificing daily usability.��

Flexibility also extends to informal and student-centered spaces, addressing a critical gap��identified��in the��previous��facility.��

“In the previous building, there really wasn’t student-centered space, but here there are dedicated areas for students:��study commons, meeting rooms or places to just hang out,”��Loiseau��added. “It gives them flexibility and a sense of ownership.”��

Read more and see additional project images in the 2026 Higher Education Issue of ���سԹ�.

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By Ryan Strandquest, Kory Bush and Michael Metz����

Across the country, K-12 school districts are navigating a tough, familiar equation: aging buildings, rising utility costs and intense pressure to stretch every tax dollar. HVAC systems, particularly central energy plants, often sit at the center of that challenge. They’re essential, expensive to maintain and easy to postpone until problems become emergencies. At the national level, the ��each year on energy, making it the second-largest expense after salaries.����

In Flagler County, Fla., an opportunity arose to treat HVAC modernization not as a one-off capital project, but as a replicable, district-wide strategy that can serve as a blueprint for other districts. By modernizing central energy plants at two high schools (Flagler Palm Coast High School and Matanzas High School), the county is reducing long-term operating costs while securing substantial financial support through utility rebates and available federal incentives.��

The most important takeaway for other districts is that — with the right planning, documentation and collaboration — central-plant modernization can deliver meaningful returns without “breaking the budget.” In many cases, districts could see financial benefits ranging from $500,000 to $1.2 million, depending on project scope, timing, and eligibility for rebates and energy tax credits. Those benefits can scale, but they can also move in the opposite direction if incentive rules change or programs sunset before a project is placed in service.����

Start with a Systemwide Lens ��

Too often, districts are forced into reactive decisions: replace a failing chiller here, patch controls there, and hope the system holds together��for a few more��years. Instead, Flagler Schools and Matern Professional Engineering took a system-wide approach,��starting with feasibility assessments and campus evaluations to��identify��solutions that were both economical and maintenance-friendly.��

At Flagler Palm Coast High School, the modernized central energy plant came online in December 2025 and is projected to save the district more than 213,000 kilowatt-hours annually. Importantly, the project also earned a $293,000��Power Company (FPL)��energy rebate that helps offset costs and accelerate ROI,��bringing the return on investment to under five years when paired with rebates.��

At Matanzas High School, the modernization effort is currently underway and is more complex due to coinciding construction projects on campus. Completion is set for August 2026. Even with that complexity, the district applied the same disciplined planning approach, looking hard at what could be reused, what could be elevated and where targeted expansion would outperform full replacement.��

That��decision of��diligence��mattered.��By��reusing and elevating existing infrastructure at Flagler Palm Coast High School and expanding the plant at Matanzas, the district saved more than $1 million in construction costs.��

Value Engineering Doesn’t Mean Value Cutting��

Budget pressure is real,��especially with the lingering effects of tariffs and COVID-era cost escalations. The lesson��for��any district is that��value engineering works best when��guided by performance goals��and����long��term lifecycle��rational.��

On the Flagler Palm Coast project, the teams made several practical value-engineering decisions to protect the project’s intent while controlling costs. For example, the team cut nonessential elements while pursuing direct equipment purchases and early procurement strategies to reduce exposure to market volatility. The team also carefully worked through “keep vs. replace” decisions to avoid spending money on upgrades that wouldn’t materially improve performance or maintenance outcomes.��

These are the kinds of choices that add up, especially at scale across a district, state and national portfolio.��

Incentives Can Be Transformative

Utility rebates and federal incentives can improve project economics, but they��come��with��documentation��requirements. District leaders should go into modernization projects assuming that documentation is a core workstream.��

For Florida Power & Light (FPL) rebates, documentation��may include��a��8760-load study, a model that accounts for performance every hour��across a span of 12 months, and��commissioning documentation, including a commissioning letter��signed and sealed by a professional engineer.��

For energy tax credits available under programs tied to the��, specifically,��the��Clean Electricity Investment Tax Credit��(26 U.S. Code §48E), documentation and compliance expectations can extend to contractor practices,��such as requirements connected to Davis-Bacon wages and U.S.-made materials thresholds. Those factors influence decisions as early as design and procurement.��In addition, many��IRA-related credits��include��prevailing wage��and apprenticeship requirements;��meeting those labor standards can significantly increase the value of the credit.����

There’s��also a time dimension. Current policy includes a program sunset��in 2035, but districts should be realistic about the uncertainty of future extensions, as��many have seen with the 179D tax credit landscape. The practical message: if incentives are part of the ROI story, districts should move with urgency, not assumption.��The IRA created��new opportunities for tax-exempt entities, including school��districts, through elective pay (also called “direct pay”), which allows eligible entities to receive a payment equal to the value of certain clean energy tax credits if requirements are met.����

A Simple Three-Phase Playbook Other Districts Can Follow��

A three-phase approach can help districts replicate results while minimizing risk.��

First,��conduct a feasibility assessment��with an engineer.��Before committing to major upgrades, districts should verify that the project makes sense financially and operationally,��identify��rebate and incentive pathways, and��establish��an ROI model that stakeholders can stand behind.

Second,��execute with��the contractor and document along the way. Construction success isn’t just installing equipment correctly; it’s also ensuring the right protocols, records, and verification steps are in place to support rebate submissions, commissioning and long-term performance tracking.

Third, bring in��a��qualified tax consultant. If federal incentives are part of the financial plan, districts should engage a licensed CPA or experienced tax professional early enough to ensure that procurement, contracting and documentation align with eligibility requirements. This is especially important because elective pay claims require IRS pre-filing registration and are tied to tax filing timelines.

The Bigger Outcome: Better Learning Environments and Better Stewardship��

Central energy-plant modernization isn’t just an energy story; it’s a stewardship story. The savings and rebates not only reduce utility bills, but they also create flexibility for districts to support staffing, reinvest in capital improvements, and deliver better environments for students and educators. Public school districts everywhere are grappling with the same pressures. The experience of Flagler County shows that with collaboration, disciplined planning, and a strategy that treats incentives as part of the project, HVAC modernization can become a repeatable blueprint for districts across the country.��

Ryan Strandquest, LEED AP, is the President of Matern Professional Engineering. Kory Bush is the Director of Plant Services at Flagler County Public Schools. Michael Metz is a Plant Services Supervisor at Flagler County Public Schools.��

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By Petra��Sucher��

SchoolBondFinder��specializes in tracking K-12 capital project bonds across the nation. The platform monitors school district bond initiatives across key stages, providing stakeholders with crucial data on project scope, financing, and voter outcomes. In March,��SchoolBondFinder��shared first-quarter updates and referendum insights for the 2025 and��2026 election��cycles.��

The research team is actively updating��the platform with the latest election results with a “boots on the ground” approach. Most updates for referendum votes are reflected within 24 to��72 hours��of��passage.����

Read more for��an in-depth look at April and May results, highlighting essential insights for the 2026 K-12 bond market.��

An Overview of April Elections��

For��April��a majority of elections occurred on April 7.��Approximately��80%��of the bonds (120 out of 150) passed,��whereas��30��failed. The total value for both passed and failed bonds amounts to��$4B.����Most��districts focused on infrastructure and safety. Missouri and Oklahoma were the most active states this month. Missouri had��64��bonds��and Oklahoma had��39��bonds.����

Key Districts:��

Wayzata, Minn.��($450,000,000):��

• Scope:��New construction of a��public��elementary��school and a middle school,��as��well��as��classroom and lab additions at the high school,��kitchen��and cafeteria��expansions,��and gymnasium additions.��
• Status:��Passed��

Tulsa, Okla.��($276,000,000):��

• Scope:��Extensive renovations��to an existing public school,��including new classrooms, kitchens, ADA compliance upgrades, HVAC��systems��and roofing across multiple sites.��
• Status:��Passed��

Howard-Suamico, Wis.��(147,000,000)��

• Scope:��New classroom additions and gymnasiums at three elementary schools,��plus Career and Technical Education��labs and��performing-arts��spaces at the high school.��
• Status:��Passed

Dallas Independent School District Passes $6.2 Billion in Bonds ��

On May 2, voters approved��92��of��118��propositions for a passage rate of��78%, which is consistent with national trends. Many Texas school districts had multiple propositions on the ballot. In Texas 10 out of 26 failed, most having to do with athletic propositions.��

Dallas��Independent School District��passed��its��bond package worth��$6.2 billion, the��largest in Texas history.��Proposition A��will fund new construction to replace 26 schools and��expand��existing schools, adding classrooms to��eliminate��portables.��It will also��fund efforts to:��

• Renovate��and modernize every campus across the district��

• Remove the district’s 700 remaining portable classrooms��

• Enhance safety and security at all campuses��

• Upgrade school furniture, student technology, and transportation, including new school buses��

• Improve physical education facilities and repair swimming pools��

The bond package��will be broken up into��four propositions to ensure transparency and flexibility. This bond package will leave a generational mark not just for the funding amount, but for the scope of the��project.��

Movement in Michigan,��Ohio��and Montana��

There were��79��propositions on the ballot for May 5, most in��Michigan, Ohio, and Montana with a mix of bonds and levies. For reference,��a school bond election is a bond issue used by a public school district, typically to finance a building project or other capital project. These measures are placed on the ballot by district school boards to be approved or defeated by the voting public or taxing authority.��A��levy is a short-term, local property tax passed by the voters of a school district that generates revenue for the district to fund programs and services that the state does not fund. Levies are used mostly for operational expenditures.����

In total,��43��propositions with a value of��$2��billion��passed��on May 5,��whereas��36��propositions worth��$1.6��billion��failed. The number of bonds passed��represents��a passage rate of just 54%, lagging historic national trends.����

A recent trend��observed��by��SchoolBondFinder��researchers this year involves districts requesting earned income tax levies to fund construction projects,��either by itself or combined with another funding source like a bond.��Researchers��typically see this for operating levies, but districts in the State of Ohio asking for this to accommodate their construction needs is new.��Districts may��attempt��to attract older voters by��utilizing��earned income tax levies, as these measures do not��impact��that demographic in the same way increasing property taxes do.��There were three earned income tax levies on the ballot this month in��Ohio��and all three failed.��

Other May Bond Decisions��

Voters considered��16��total propositions during this election cycle, resulting in��six��passing and��10��failing.��Bonds were approved in Mississippi, Massachusetts, Nebraska (2 districts),��Minnesota��and West Virginia. With most of the propositions focused on new construction.��

• Passed Amount: Totaling $498,285,000��
• Failed Amount: Totaling $342,648,950��

There��were��a total of��127��propositions that went to vote��on May 19. Of those,��113��passed for��a passage rate of��88%. The majority of those on the ballot occurred in New York.��A total of��94��bonds��passed, totaling over��$1��billion��in New York.��

Factors Influencing District Priority Shifts��

In addition to the well-known challenges of declining enrollment and district operational difficulties, several other factors are at play��school consolidations,��expiration��of Cares Act funding, voter resistance to specific measures��and a��downward trend in birth rates.��These changes suggest districts may be pivoting priorities to better serve local needs and moving away from projects fueled by federal programs.����

Key Focus Areas for Passed Bonds��

Despite these challenges, passed bonds are still showing��strong support��for key focus areas, such as specialty areas,��HVAC systems, athletic facilities, instructional spaces, and electrical��and��lighting upgrades.

SchoolBondFinder��is��currently tracking roughly��$49��billion��of opportunities, with many of��the organization’s��Watchlist items having no money attached yet.��Researchers��are tracking��more than��1,726��bonds as of May 22.��Elections��in June and August are around the corner and will be featured alongside��the��2026 Q2 updates and researcher insights��this summer.

Petra Sucher is the Marketing Engagement & Analytics Manager for .

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��By Maggie Marlin, IIDA��

The COVID-19 pandemic forced higher education to answer an uncomfortable question: if the classroom is the only place that matters, why bother with a campus at all?��

Universities responded by completely rethinking what makes physical space valuable. The answer��isn’t��more��classrooms:��it’s��everything around them. Walk into a new college building today and the spaces between classes command as much design attention as the lecture halls. Faculty from different departments share collaborative spaces. Students work alongside industry partners in innovation labs. Libraries have evolved into social infrastructure,��where��connection matters as much as collection.����

This shift��isn’t��just about amenities. As technology reshapes how knowledge gets transmitted and artificial intelligence handles more of the rote work of education, education design is doubling down on what can’t be automated: human connection, hands-on collaboration and the kind of creative thinking that only happens when people come together in physical space.��

According to��Gensler’s��,��released earlier this year,��education is undergoing a fundamental transformation��that’s��reshaping not just how students learn, but how entire learning environments are conceived and built. Three major trends are driving this evolution, and��they’re��already visible in projects across the country.��

Learning Without Lanes��

The first big shift? Learning is no longer linear, and neither is the campus.��

Students today��aren’t��just earning degrees;��they’re��collecting skills. They might spend mornings in traditional lectures and afternoons in apprenticeship programs with campus industry partners, pause their degree to launch a venture, then return for an executive MBA a decade later. Education has become modular, customizable,��and continuous, which means campus spaces need to evolve into flexible ecosystems that can support everything from micro-credentials to business incubators to lifelong learning hubs.��

Western Kentucky University’s��Gordon Ford College of Business at Amy and David Chandler Hall��illustrates��this approach.��The building��consolidates��resources including academic advising, peer tutoring, financial aid guidance��and��even a ‘Suited for Success Closet’ where students can borrow business attire for interviews.��It’s��designed to support students wherever they are in their journey, whether��they’re��navigating their first semester��as a��first-generation��student��or preparing to pivot careers mid-degree.��

On the first floor,��the trading lab��displays real-time stock market changes through Bloomberg Technology terminals, giving students access to professional-grade financial analytics typically reserved for working professionals. Sales classrooms��include set-ups of��real-world environments��that��students��might��encounter��when making a sales pitch,��blurring��the line between academic exercise and professional practice. The most forward-thinking element might be the simulation lab, which uses augmented and virtual reality for marketing strategy exploration. The floor is deliberately furniture-free, allowing for��fully immersive AR and VR experiences.��It’s��a space designed not for how students learn today, but for how��they’ll��need to learn tomorrow, and return to��learn��again years from now.��

Western Kentucky also��demonstrates��this principle through strategic design choices: core��objectives��included creating��spaces so��students��would��linger before��and after scheduled classes, accommodating everything from traditional��undergrads��to professionals pursuing executive education, with spaces that stay flexible enough to evolve alongside industry needs.��

What AI Can’t Replicate��

If campuses��can’t��compete with AI on information delivery, they need to own what technology��can’t��touch: collaboration, community,��and creativity.��Libraries, incubators, makerspaces,��and other campus “third spaces” are being reimagined to prioritize hands-on, project-based��and team-driven work. The social experience of learning becomes��a��competitive advantage.��

This is where projects like Western Kentucky’s Commons at Helm Library come into play. The facility transformed a 1930s building that once housed the university gymnasium into a new intellectual hub at the historic academic heart of campus. The Commons combines social spaces, including food service venues that accommodate 900 guests, with library and student support services.��It’s��designed to serve both campus-based and commuter students, creating a destination that pulls people in rather than just providing study carrels.��

The project has earned��numerous��awards, including the IIDA/American Library Association Library Interior Design Award and Best in Show, precisely because it understands that the future library is less about book storage and more about human connection.��

Purdue University’s Mitch Daniels School of Business, scheduled for completion in 2027, also usestilizes��this philosophy. The building integrates business, technology,��and engineering classrooms and labs with advising offices, flexible collaboration areas,��and an auditorium for campus-wide conferences and events. Recognizing that the high-traffic site lacked green space, the design team added a courtyard for outdoor breaks and events. At night, the glazed facade will glow with activity,��telegraphing��the innovative combination of spaces within and framing��the School of Business as a forward–��looking and vibrant community.��

With a future-forward outlook, the building includes a full prototyping and engineering lab where students can merge technical and business skills in real-world developmePnt scenarios. It offers spaces students might encounter in corporate workplace environments, preparing them not just with knowledge but with the collaborative muscle memory they’ll need in their careers.��

Read more in the Higher Education Issue of ���سԹ�.

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By Evelyn Long

School hallways often resemble rush-hour highways during class changes. Students bottleneck at stairwells and cluster near popular classrooms while other corridors sit empty. Many administrators interpret this congestion as a behavioral problem. However, the root cause often lies in the building’s design. ��

When architectural planning incorporates strategic wayfinding systems, particularly color-based zoning, schools can guide movement patterns naturally and reduce mayhem without��additional��staff intervention.��

From Chaos to Clarity��With��Architectural Wayfinding��

Wayfinding extends far beyond directional arrows and room��number��plaques. It��represents��a comprehensive design discipline focused on creating intuitive spatial navigation. For best results, it should be integrated from the design phase, but retrofitting color zoning can also work.����

The most successful wayfinding becomes invisible to users. When people navigate a space without conscious effort or confusion, the system has achieved its purpose. Teachers and administrators can spend less time directing disoriented students, and children can experience less stressful movement around their school. Effective techniques also streamline visitor flow during events like parent conferences and open houses.��

Designing for Flow��With��the Principles of Color-Based Navigation��

Cognitive research confirms color’s power to act as a navigational tool. Studies��demonstrate��that people in color-coded environments����when��locating��destinations. Color also����and strengthens spatial orientation within complex buildings.��

Age-appropriate color selection matters significantly in school design. Young children are more likely to remember primary colors rather than complex hues like turquoise, which blends blue and green. Clear, distinct colors create stronger mental associations for developing minds.��

Designers can also manipulate spatial��perception��through strategic color application. Painting the shorter end walls of a long corridor in warmer tones creates visual balance and��,��making��the space feel less tunnel-like and more proportional. Students are naturally drawn to the warmer spaces rather than lingering in the blander hallway.��

Specific color applications can address different functional zones throughout a school:��

• Play areas:��Warm,��vibrant��and energetic colors create��appropriate atmospheres��for recreation and physical activity.��
• Year or subject zones:��Distinct color schemes delineate different grade levels or academic departments, helping students quickly��identify��their designated spaces.��
• High-traffic areas:��Lighter colors or neutral tones in busy environments like cafeterias reduce visual overwhelm and create calmer atmospheres.��
• Teaching rooms:��Painting the instructor’s��wall��a deeper shade directs attention forward and creates a natural focal point.��
• Corridors:��Color-coding doors and entryways by their specific zones��helps��students��identify��correct destinations. Painting waiting areas outside classrooms in matching zone colors psychologically discourages lingering for students who belong elsewhere while directing them toward��appropriate locations.��

Enhancing Safety and Ensuring Accessibility��

Clear navigational paths directly��impact��student safety by reducing congestion in high-traffic areas and ensuring efficient egress during emergencies.��

Accessibility compliance adds another critical dimension to wayfinding design. Under the Americans with Disabilities Act, functional elevators����educational facilities. Color zoning around elevators helps students quickly��locate��these essential access points.��

Strategic painting choices can prevent congestion near elevators and other high-traffic areas. Using move-on colors or floor patterns that direct movement away from elevator lobbies prevents clustering. These visual cues guide students naturally without verbal instruction or staff intervention.��

Color Zoning in Action — Two Real-World School Designs��

Two international schools��demonstrate��how color-based wayfinding becomes an��integral part of the architecture��rather than superficial decoration.��

��in Greenland assigns each building a unique color paired with an animal theme drawn from Greenlandic fauna. This dual-coding system creates strong identity markers that young students recognize easily. Red linoleum flooring unifies all��common areas��throughout the campus,��establishing��visual continuity while individual building colors��maintain��distinct identities. The combination allows students to understand both their specific location and their position within the larger campus structure.��

��in Moscow��faced a different challenge when integrating new construction with existing buildings. Designers created a color-coded address system that assigned unique hues to different blocks, effectively unifying��the space��across old and new architecture. This system transformed what could have been a confusing maze into a legible campus where classroom locations become intuitive.����

Many schools can��identify��where overcrowding occurs and even��understand��why bottlenecks form. However, implementation strategies often��remain��unclear. Some institutions recognize potential solutions, such as��,��but lack methods to encourage behavioral change. Color zoning provides��the��concrete implementation tool that bridges the gap between problem identification and practical��solution.��

Building the Future of Intuitive School Design��

Research-backed color zoning strategies demonstrate that architects and designers can create environments where movement flows naturally without constant supervision. Functional color can shape behavior, support accessibility and improve the daily experience for everyone who navigates the building. When educational facilities incorporate color zoning and wayfinding principles from the initial planning stages, they can create more efficient and welcoming spaces.

Evelyn Long is a commercial interior design writer with specialized��expertise��in accessible, ADA-friendly spaces and designing environments that support mental health and��inclusivity.��

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By Lindsey Coulter

The University of Missouri–Kansas City continues advancing several major construction and renovation projects across campus, with work underway on academic, student-support and administrative facilities tied to the university’s strategic goals.

Current projects include the Healthcare Delivery and Innovation Building at 25th and Charlotte��streets��and renovations to the Atterbury Student Success Center.��Additional��projects expected to begin construction this year include the expansion of the Conservatory’s Olson Performing Arts Center and renovations to the UMKC Administrative Center.����

Healthcare Delivery and Innovation Building��

The 160,000-square-foot Healthcare Delivery and Innovation Building��remains��the largest capital improvement project in UMKC history.����

According to the university, the project reached a major��milestone��Sept. 17 when crews placed the final structural beam after a signing ceremony involving elected officials, university leadership, students,��faculty��and staff.����

Construction crews are continuing interior and exterior work throughout the facility. Interior wall framing is progressing, while drywall installation, piping insulation and overhead��mechanical,��electrical, plumbing and fire-protection systems continue advancing. Exterior work includes completion of penthouse metal panels, curtain wall installation,��roofing��and remaining fire-hydrant connections.����

The building is expected to open in 2027.����

Atterbury Student Success Center��

Renovations at the Atterbury Student Success Center began in May 2025 and are expected to conclude in summer 2026.����

The university reported that walls and ceilings are��nearly fully��installed, while carpet installation, painting and finish work are underway. Construction at the building’s north entry is expected to continue into the first part of summer.����

Once complete, the renovated facility will house Admissions, the UMKC School of Graduate Studies, the Center for Transfer Students and Adult Learners, Roo Advising, Career Services, University��College��and International Student Affairs. Plans also include a Welcome Center with a two-story atrium intended to host prospective students and their families.����

Career Services programming will also expand to include a Professional Wardrobe Studio, providing students with access to professional clothing options and interview headshots. UMKC Central and the Financial Wellness Center will��relocate��from the Administrative Center into the renovated building as part of the project.����

Olson Performing Arts Center Expansion��

UMKC Chancellor Mauli Agrawal announced during the 2025 State of the University that the Olson Performing Arts Center expansion is expected to break ground in 2026.����

The 35,000-square-foot addition will add performance and rehearsal spaces on the east side of the building extending toward Volker Boulevard.����

University officials said the project will increase performance, classroom and collaboration opportunities for students and the Kansas City community. The first phase of construction is estimated at $35 million and includes a large music ensemble performance and rehearsal space, two dance rehearsal rooms, support space for the dance program and a new accessible black box performance venue.����

According to the university, the black box addition will help create a “theatre district” alongside White Recital Hall, Spencer��Theatre��and the McIlrath Lobby.����

The second phase will renovate existing facilities, including White Recital Hall, to create��additional��classroom and theatre space as well as expanded student collaboration areas.��

UMKC Administrative Center Renovation��

Renovations to the UMKC Administrative Center are expected to begin in late spring and conclude in winter 2027.����

The project will focus on the building’s front exterior and first floor, including accessibility improvements such as removing stairs in the entryway and lobby and adding accessible parking spaces.����

Interior renovations include a refreshed lobby and new reception desk. As part of the changes, UMKC Central will��relocate��to the Atterbury Student Success Center, while its former Administrative Center space will become an alumni reception area and office suite for the UMKC Foundation.����

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By Sarah Clow

As student housing is a growing part of the higher education design and construction conversation,�����سԹ� attended the Bisnow San Diego Student Housing & Higher Education Conference on May 13. The event brought together developers, university administrators, architects, and construction leaders, with a focus on balancing growth with affordability and changing��needs and��expecations��regarding��student experience. Across the board,��panelists��agreed that��institutions are rethinking��the traditional student housing model, and for many students next-generation housing options are��non-negotiable.��

Building For All — Balancing Housing Growth with Affordability��

There is a growing��student housing crisis in San Diego, where most universities can only guarantee housing for first- and second-year students. Panelists��were��candid about the structural barriers to building more attainable housing — and financing topped the list. When asked to��identify��the biggest hurdle — financing, land,��or approvals —��nearly every��panelist��pointed to��financing but also pointed��to strategies��for bringing costs down. Chief among them: increasing density.����

Adding more beds to existing builds helps spread construction costs across more units, improving the economics of a project without sacrificing quality. Delivery methods also came up as a key lever, with progressive design-build highlighted as an effective tool for faster, more cost-efficient delivery.��

Panelists��noted a��distinct��shift in how institutions are thinking about the relationship between unit size and community space. Square footage per student is shrinking, while investment in recreation and amenity spaces is growing — a deliberate strategy to push students toward shared community while also keeping per-bed costs down. When asked��about must-have��amenities for higher education projects, panelists pointed to outdoor programmatic space and collaborative, community-focused interiors as essential.��

Speakers included:��Hemlata Jhaveri, Senior Associate Vice Chancellor at UC San Diego; Bob Schulz, University Architect and Associate VP of Real Estate at SDSU; Abbie Hawkins, VP of Development at The Michaels Organization; Lindsey Sielaff, Operations Manager at Hensel Phelps; Richard King, Principal at Gensler; and Lisa Norombaba, Executive Director of Wesley House.��

Panel 2: From Dorms to Destination — Redefining the Student Living Experience

Today’s students��value��quality over quantity, and the��student housing��industry is responding.��

The ongoing��shift toward wellness-focused design��is��bringing spas, fitness centers, relaxation spaces, and mental health-supportive environments��into student housing. Interestingly,��these offerings��are no longer��considered��amenities —��they’re��expectations. Panelists noted that younger students are willing to trade square footage for higher-quality finishes and thoughtful design, a trend that is reshaping unit mix strategies toward smaller one- and two-bedroom configurations.��

Landscape and outdoor space took center stage, particularly in the Southern California context. Panelists from McCullough Landscape Architecture emphasized the growing importance of connection to nature, flexible outdoor��programming��and visibility — both for community building and for safety. Transparency and sightlines in outdoor spaces were called out as important design tools for creating environments where students feel secure.��

However, the panel pushed back on trend-chasing in amenity design. For example,��rather than��including a��golf simulator��—��a shiny��amenity that��doesn’t��hold long-term value��—��panelists��emphasized��creating genuine “third spaces” for socialization: areas that��aren’t��over-programmed, allowing students to use them organically.��

Walkability and bike-ability also��emerged��as a priority, with several panelists��advocating for��pedestrian-focused campus design as a means of supporting both student health and affordability by reducing transportation costs.��

The panel also highlighted an interesting tension in the market: while many developers are moving toward smaller bed counts and higher-end amenities to attract students willing to pay a premium, San Diego Community College District is taking a different approach — building higher-density housing with fewer amenities to maximize access for lower-income students. Both strategies reflect the breadth of need in the market.��

On the technology and security front, panelists pointed to smart package and food delivery lockers as an increasingly expected feature — a practical response to the realities of how students live today.��

Finally, the Southern California advantage was hard to ignore. The indoor-outdoor lifestyle is a genuine differentiator in design, and solar energy adoption is accelerating. Core Spaces highlighted a project near UCSD where rooftop and parking structure solar arrays are expected to cover��the majority of��the building’s energy costs — a compelling case for sustainability as both a��values��play and a financial one.��

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By Rob Filary, AIA

Across the country, Transitional Kindergarten is moving from pilot to policy, from niche offering to a foundational layer of public education. As districts expand access, a practical question comes into focus: where do four-year-olds fit within systems built for older children?��

The answer is beginning to reshape the physical environment of schools in ways both subtle and consequential. Transitional Kindergarten is not a program that can simply be absorbed into existing classrooms. It asks for spaces tailored to a different stage of development, where independence is��emerging��but not yet assumed, and where the first experience of school can shape a child’s long-term relationship to learning.��

Design, in this context, becomes less about accommodation and more about calibration.��

A Different Kind of Classroom����

Traditional elementary classrooms are organized around independence and routine. Transitional Kindergarten��operates��on a more fluid threshold. Students are learning how to be at school, and the environment plays��a central role��in that transition.��

Classrooms are larger, more��flexible��and intentionally zoned. Distinct areas for quiet reading, active play, group instruction, and sensory exploration allow students to move between modes of learning with clarity. Fixtures,��storage��and visual cues are scaled to a child’s perspective, supporting autonomy without overwhelming choice. In-class restrooms reduce disruption and reinforce independence, while material shifts from soft flooring to durable surfaces support a range of activities throughout the day.��

These intentional adjustments shape how students navigate space, build��confidence��and begin to understand the rhythms of school.��

The Architecture of a First Experience��

For many families, Transitional Kindergarten marks a child’s first sustained interaction with the school system. Design decisions at the campus level carry weight beyond the classroom.��

Locating Transitional Kindergarten classrooms near the front of campus, with direct access to drop-off zones, can ease daily routines and reduce stress for caregivers and children alike. What appears to be a logistical decision becomes part of a family’s sense of trust and belonging.

Within the classroom, access to daylight, views to nature, and controlled sensory input support focus and emotional regulation. Just beyond it, outdoor environments extend this experience in more physical, immediate ways.��

Outdoor Transitional Kindergarten play yards do more than providing a space recess by functioning as a dynamic extension of the classroom where learning becomes physical,��sensory��and directly connected to the surrounding environment. A well-designed outdoor space carries the same intentionality as its indoor counterpart, supporting exploration,��discovery��and skill-building across developmental domains.��

These environments play a critical role in social and emotional development. Open-ended areas invite collaboration, negotiation, and problem-solving, as children learn to navigate shared spaces and group activity. The ability to move freely and make choices fosters independence,��confidence��and self-regulation which are skills that underpin long-term academic readiness.��

Support for the student’s physical development is embedded in the landscape itself. Climbing elements, varied terrain, and adaptable materials support coordination, spatial awareness, and both fine and gross motor skills. At this stage, movement is fundamental to well-rounded learning.��

Thoughtful outdoor classrooms also reflect a broader commitment to inclusivity. Shaded areas, quiet nooks, sensory gardens, and flexible play features create multiple points of entry, allowing all students to engage in ways that align with their individual needs and comfort. Designing a yard with these elements in mind provides even the youngest students with an environment that broadens the definition of learning while��remaining��legible and supportive to every child.��

Here, play is not separate from learning but one of its primary vehicles.��

Fitting into the Larger Whole��

As Transitional Kindergarten expands, its integration into existing campuses becomes a strategic exercise. These classrooms do not��operate��in isolation but instead influence circulation,��supervision��and daily operations across the site.��

Proximity to kindergarten can support developmental continuity, while a degree of separation helps��maintain��an appropriate scale��for younger students. Many schools are beginning to cluster early learning environments into dedicated zones, creating a “school within a school” that balances connection with protection.��

Operational patterns shift as well. Drop-off and pick-up routines change when families��accompany��younger children. Supervision lines, restroom access, and security measures must account for different behaviors and needs. Even the orientation of windows and outdoor spaces contributes to a sense of safety and enclosure.��

These considerations extend beyond design in the narrow sense and shape how the campus functions over the course of the day.��

A Foundation with Lasting Impact��

Well-designed Transitional Kindergarten spaces help students understand where they are, what is expected, and how to move through the school day with growing confidence. They offer families clarity and reassurance and give educators environments that support a range of teaching approaches.��

As districts continue to invest in these programs, the question is no longer whether Transitional Kindergarten belongs on the elementary campus, but how its presence can strengthen it for everyone.��

By getting it right early, schools can reduce friction for families, support educators more effectively, and create environments aligned with how young children learn and develop. A stronger start for students and a more responsive campus begins with treating the first step into education as a moment worth designing with care.����

Rob Filary, AIA, is an Education Sector Leader at��.

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

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