KANSAS CITY, Mo. — Construction has reached a key milestone on the Northland Workforce Development Center, as JE Dunn Construction and project partners recently celebrated the topping out of the new facility. The event marked the placement of the final structural steel beam for the project, signaling��significant progress��on the 145,000-square-foot, two-story building designed to expand access to career and technical education across the Northland region.��

Prior to the��beam’s��installation, attendees��participated��in a traditional beam-signing ceremony, adding their names and messages to a steel beam bearing project and partner logos. The moment underscored the collaboration among the Platte County R-3 School District, partner school districts, project��stakeholders��and the broader community in advancing a shared workforce development vision.��

“This project is about creating opportunities and pathways for the next generation of skilled professionals in our region,” said Brad Hokanson, Project Executive at JE Dunn Construction. “Reaching the topping out milestone is a testament to the collaboration between the district, design team, and trade partners who are bringing this innovative learning environment to life.”��

The Northland Workforce Development Center is designed to support programs in skilled trades, manufacturing, health��sciences��and human services. Once complete, the facility will expand the capacity of Northland Career Center and its partners, serving both high school students and adult learners seeking industry-aligned training and credentials.��

Planned program spaces include flexible labs and classrooms, hands-on training��environments��and technology-rich areas that reflect real-world workplace conditions. Located in the Northland region of Kansas City, the project is progressing on schedule, with substantial completion targeted in 2027 and a summer opening��anticipated��following the structural milestone.��

“With support from the State of Missouri, local municipalities, businesses and industries, individual investors, and community foundations, we are making a long-term investment in the success of our students and the future of our region,” said Brian Noller, Executive Director of Business Services and NWDC Campaign Lead at Platte County School District. “The Northland Workforce Development Center will open doors to high-demand career opportunities, strengthen employers across the Kansas City area, and help ensure our community remains competitive for years to come.”��

JE Dunn is serving as construction manager for the project, working in partnership with the school district and design firm Clark & Enersen. The project team has emphasized safety, schedule��adherence��and coordination throughout construction, while��maintaining��communication with stakeholders and minimizing disruption to nearby facilities.��

The Northland Workforce Development Center��represents��a regional investment in workforce readiness, aligning educational infrastructure with evolving industry needs and supporting long-term economic development in the Kansas City area.��

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By��Eric��Jay��Toll

Career readiness education is implemented through multiple methodologies, increasingly adopted by��numerous��school districts, particularly within states such as Arizona. These approaches may include academies that integrate traditional core curricula with career-oriented instruction, as well as Career and Technical Education (CTE), which deliver specialized technical��education and certifications��aligned with specific trades or professions. The associated campuses and facilities are purposefully designed to equip students with educational experiences that prepare them for future careers.��

Each unique educational setting is customized to align with��particular industries,��occupations��or career trajectories,��necessitating��facilities that enable educators to effectively prepare students for their intended professions.��

“There are more diverse learning pathways available today than ever before,”��said��Tyler Shupe,��senior��director��of��Education Services��at McCarthy Building Companies��in Phoenix.������

Shupe works with school districts on behalf of McCarthy. He sees districts recognizing��that��career focused��education��is��of��growing��interest��to��communities,��students��and employers.��Responding to the��call,��they��are��customizing��learning spaces, whether��by��renovating an existing campus, expanding it, or building��entirely new facilities.��

��Shupe��has��led��several of these��education��projects in the Greater Phoenix area. Two��of these��include the��currently under construction��Agua Fria Union High School District’s��(AFHSD)��new��Hilltop School for the Arts and Theater��campus in Litchfield Park, Arizona,��and the��recently completed��Northeast��Campus expansion��of��Western Maricopa Education Center, known as West-MEC, in��North��Phoenix.��

Designing Schools to Mirror the Workplace

A career- or arts-focused curriculum changes how the school must be designed compared with a traditional comprehensive high school, according to Shupe. The intention is to��create learning spaces that replicate the working environment.��

“Most academies and CTE spaces require not only a classroom for learning, but also a hands-on learning space,” Shupe explained.��“Students get time in the classroom and time learning by doing, and every program has its own classroom, lab, and space designed just for it.”����

In addition to the arts and CTE, academy high schools are being built or expanded to include current technology facilities for technology, manufacturing, healthcare��and��trades��education, and other specialized careers that might not require a four-year college degree for career starts.��

For West-MEC, McCarthy��recently��expanded its CTE for welding and advanced manufacturing. At Hilltop, the new $75 million campus��blends��both��high-tech��high school��classrooms with��facilities��for literary, visual, performing and media/digital arts programs. Undertaking such tasks goes beyond design and building.��

“Across our district, I’ve seen how specialty learning environments truly change the way students connect with their education,” said��Mark Yslas, Superintendent for��AFHSD.��“Whether��it’s��hands-on career programs, advanced academics, or real-world learning experiences, these spaces are built around our students’ interests and goals. By creating environments that reflect industry, innovation, and creativity,��we’re��helping ensure our students graduate prepared for whatever path they choose.”��

Community Partnerships Shape Campus Development

Developing a specialized high school program requires strong collaboration with the community. For��AFHSD, the Hilltop project presented��challenges, which��is��common��for initiatives that have a focused purpose. The campus is��being built��on��the site of��a historic��estate, with an application underway for listing on the National Register of Historic Places.��As the highest point in the city,��The��Hilltop is physically prominent and serves as a central feature in the District’s Academies of the Southwest transformation.������

“The historic estate residences remain on-site and are in the process of being transformed into museum spaces,”��Shupe said,��as he numbered off all the stakeholders in this project beyond just the high school district administration, teachers and interested parents.��“The��property is owned by the City of Litchfield Park and leased to��AFHSD,��to��expand arts opportunities for students and residents alike,��an example of strong community partnerships��in action.”��

Aligning Education with Regional Workforce Demand

West-MEC has an entirely��different set��of collaborators. The Phoenix area has become��the��Silicon Desert. Taiwan-based TSMC is building one of the largest chip fabrication plants in the world. With it, Greater Phoenix is seeing extensive industrial��development,����and��electric-vehicle and associated parts manufacturing. With the volume of new businesses, there is an insatiable demand for well-trained future employees.��

“West MEC establishes industry advisory committees for each program,” Shupe explained. “These committees guide the district on emerging skills and priorities for student learning. West MEC then equips students with the certifications they need to transition directly into the workforce upon graduation.”��

Built at the district’s Northeast Campus, the $13.5 million project totals��16,500 square feet��of advanced manufacturing floor space, complete with a clean room and industry-standard equipment. Also included is an electric vehicle bay that they outfitted to create a next-generation teaching facility for EV technology.��

“Our programs are built in partnership with the community and industries we serve,” said West-MEC Superintendent Dr. Scott Spurgeon. “That collaboration ensures West-MEC students are��trained on current technology and workforce expectations, strengthening both individual career pathways and our regional economy.”��

Experience and Coordination Drive Successful Outcomes

CTE curriculum and facilities��isn’t��something new for McCarthy. Shupe said that the construction company has partnered with West-MEC��over the last fifteen years��on three other campuses and many other school districts on a variety of��other CTE programs��and spaces.��

“We understand the importance��of hearing from��industry leaders��and working closely with the district and��our design partners��to provide��a��highly productive��learning environment that’s state-of-the-art,” he said.��“We bring our��expertise��in��school construction to these projects and��work through a process that��incorporates feedback along with best practices to achieve the goals of the district and its��stakeholders.��We’re��all focused on student success, which makes these projects particularly rewarding.”����

Building today’s��career-oriented��learning��campuses,��renovating��or expanding an existing facility requires unique experience, from understanding project��objectives��and��collaborating with the community, to knowing how to build a successful school.��

“We learn as much��about��the project as we can, the needs of the client, and how the building is going to be used,”��said��Shupe. “Every program is unique, and we start by understanding what needs to go into that space.��“The effort involves a higher degree of coordination than what’s needed for conventional construction projects.”��

Eric Jay Toll��is��a freelance writer and Communications Manager for the city of Phoenix Community and Economic Development Department.��

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By Lindsey Coulter��

At a Glance: Metro Tech High School Renovation ��

• Scope and Timeline: Multi-phased modernization project including 150,000+ square feet of renovations and a new 22,500-square-foot competition gymnasium, set for completion before the 2027–2028 school year.��
• Design and Construction Team: Led by DLR Group (design) and McCarthy Building Companies Inc. (construction), with input from students, district leaders, and local industry experts.��
• Career and Technical Education Focus: Modernized facilities for 20 CTE programs, including nursing, cosmetology, floral design, and childcare, designed to support real-world training and future career readiness.��
• Campus Enhancements: New sports fields, theater space, administrative offices, crosswalks, paved walkways, and infrastructure upgrades including cooling towers and underground mechanical systems.��
• Student Involvement: Active learning opportunities during construction through PXU’s ACE Mentorship and CTE programs, with tours and hands-on experiences integrated into the renovation process.��

PHOENIX — Construction is underway at Metro Tech High School as the Phoenix Union High School District (PXU) embarks on a comprehensive, multi-phased renovation and expansion aimed at redefining career and technical education (CTE) in Arizona.��

Designed by DLR Group and built by McCarthy Building Companies Inc., the transformation will enhance all 20 of Metro Tech’s CTE programs with cutting-edge facilities, new construction and more than 150,000 square feet of renovations. A new 22,500-square-foot competition gymnasium, upgraded sports fields, and a complete reimagining of the campus layout are central components of the overhaul, scheduled for completion before the 2027-2028 school year.��

“We are extremely excited for the future of Metro Tech High School,” said PXU Superintendent Thea Andrade in a statement. “With the overwhelming public support behind our bond funding this project, we will offer the next generation of PXU students the best possible educational experience.”��

DLR Group’s campus design emphasizes student experience and accessibility, with a focus on pedestrian-friendly improvements such as new crosswalks and paved pathways. The design also incorporates adaptive reuse principles, preserving historical elements of the original West High School campus, which dates back to 1947.��

“This renovation shifts what’s possible for our students in real, tangible ways,” said Metro Tech Principal Shawna Wright in a statement. “We’re not just updating walls and equipment; we’re building collaborative spaces that will give students the skills they need to exceed in jobs we have not even imagined yet.”��

The campus-wide modernization includes targeted updates to key CTE program spaces, such as floral design, nursing assisting, cosmetology and childcare. These updated environments will be designed to meet program-specific needs and technological requirements. A new campus entrance will also welcome students and visitors with upgraded administrative offices and room for future expansion.��

Additional features of the project include a new white box theater for school and community events, new baseball, soccer, and softball fields, and enhanced infrastructure including additional parking, expanded bus stalls, new cooling towers and a full overhaul of the underground mechanical piping system.��

“This project is about more than construction – it’s about building once-in-a-lifetime learning opportunities for students on this campus,” said McCarthy Project Director Tyler Shupe in a statement. “We’re proud to create a campus that reflects the ambition and skill of Metro Tech’s students, bringing them alongside us through the process. Phoenix Union’s incredible commitment to training and developing the next generation of skilled trade workers, medical professionals and other vital careers is clear from the transformative vision of this project.”��

As part of that vision, students from Metro Tech and other PXU schools will be actively engaged in the construction process. McCarthy will provide real-world learning experiences through site tours and mentorship opportunities aligned with Metro Tech’s ACE (Architecture, Construction, Engineering) Mentorship program and CTE coursework in construction and electrical trades.��

“Metro Tech High School has been a cornerstone of the Phoenix community for years and we are excited to work with PXU and MT leaders to develop a design that will expand educational opportunities for students and show the community the amazing programs they provide,” said David Schmidt, principal and architect with DLR Group, in a statement.��

Serving more than 1,800 students on a 35-acre campus, Metro Tech is one of 23 schools in PXU, one of the largest high school districts in the U.S. The renovation continues a century-long collaboration between PXU and DLR Group.��

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February marks , bringing awareness to the benefits that CTE offers to students and the opportunities it presents to schools and workforce partners. An estimated are currently enrolled in CTE programs nationwide, where they can acquire training in a variety of trades and earn certifications that offer immediate employment opportunities upon graduation. At the same time, helping students develop skills that are relevant to the careers and industries in their regions can help employers address labor shortages.����

Among recent successful and impactful CTE projects are the Game Development and Design School in North Texas’ Burleson Independent School District (ISD); in Park City, Utah; and the in Houston’s Alief ISD.��

“CTE projects are exciting because they allow (designers) to break away from traditional educational design and create spaces that push the envelope to a new dimension,” said Brandon Ross, AIA, LEED AP, managing partner at the Houston office of national architecture firm . “These spaces add a layer of real-world impact by giving school districts the opportunity to incorporate industry-grade equipment and hands-on learning experiences. The challenge of balancing students’ educational needs with industry standards keeps the design process fresh and innovative.”��

Ross and PBK design CTE centers (including the Alief Center for Advanced Careers) nationwide that mimic the actual workplace, providing students with real-world experience that traditional classroom settings can’t offer. To recognize National CTE Month and the valuable role CTE learning and spaces play in schools and communities, ���سԹ� spoke with Ross about designing CTE spaces that can bridge the gap between what students learn in classrooms and the skills required in the workplace.����

SCN: Give that CTE facilities generally include a diversity of spaces, needs, equipment and functions, how do you approach the design/programming process?������

Ross: CTE spaces are more than just classrooms—they are incubators for innovation, skill development, and real-world experience. Designing these facilities with flexibility, industry alignment, and student success in mind ensures that they remain valuable for years to come.��

Unlike traditional K-12 projects, CTE facilities require a wider spectrum of input and engagement from additional user groups to make sure the spaces align with local workforce needs. Collaborating with industry professionals, educators and students in the community is a crucial part of the design process because CTE projects need to prioritize flexible and adaptable spaces that can accommodate multiple uses over time.��

SCN: Do CTE facilities require a different approach when it comes to designing for safety and security?��

Ross: We approach safety and security quite differently for CTE projects because they will see transient visitors due to the community and public access to the programs in these facilities. We create layouts that promote visibility and reduce blind spots. Since these buildings often contain specialized equipment and hazardous materials, we incorporate clear zoning and controlled access points to enhance supervision. Fire safety, ventilation and emergency shutoff systems are also integrated in CTE projects to mitigate the common risks associated with technical training spaces.��

SCN: In places where students are studying careers and trades of the future, how can clients and design teams plan these spaces with future expansion, new technologies and flexibility in mind?������

Ross: This is the most difficult part of designing CTE centers: It’s all about planning for the unpredictable. It’s important to prioritize modular and adaptable spaces that can be easily reconfigured as industry needs evolve. PBK incorporates open lab areas and flexible infrastructure that allow for the seamless integration of emerging technologies. These design strategies ensure that schools can adjust their programs for years to come.��

SCN: What are some other common challenges related to developing CTE spaces?��

Ross: The sheer amount of materials and equipment that come with building CTE spaces can be challenging. CTE centers need more air conditioning circulation and the learning environments themselves must be spread out for safety. There will be a variety of spaces, some small (like a science lab) and others large (like a welding classroom). This variance in volume creates potential structural challenges. Meticulous planning and pulling in industry leaders are key to combating these problems.��

SCN: Do CTE spaces naturally lend themselves to sustainability and efficiency efforts?��

Ross: CTE spaces often present unique opportunities for sustainability. Many programs focus on green technologies, renewable energy and efficient building systems—allowing students to learn about sustainability hands-on. ���سԹ� like solar panels, rainwater harvesting and energy-efficient HVAC systems reduce operational costs and serve as educational tools for students studying these industries.��

SCN: How can CTE spaces help uplift entire communities and not just students? Are they generally good investments for school districts?��

Ross: CTE centers are an opportunity for everyone in the community to interact. Many CTE centers offer community access to resources such as job training programs and industry certifications—not only having an impact beyond students but also making them valuable investments for school districts. These programs also create direct pathways to employment, in turn, addressing labor shortages and strengthening the local economy. ��

SCN: Are there any funding strategies, programs or mechanisms that can help schools defray CTE project costs?��

Ross: Partnering with industry leaders is the best way to cut costs for CTE projects. Whether it’s through the donation of physical equipment or donation of time, CTE centers become cost-efficient when they collaborate with the local community. From an automotive group gifting used cars and parts to workforce leaders coming into the classroom and teaching the students themselves, industry support is one of the most influential mechanisms that can help schools defray CTE projects. ��

SCN: Do you anticipate that CTE projects will become more common at the high school level?��

Ross: The appeal of CTE programs is growing rapidly as schools recognize the need to prepare students for in-demand careers. The path to success is not limited to going to a traditional four-year college anymore. I think we will see more communities create space for CTE opportunities reflecting their regional need for labor. There is a strong probability many districts will increasingly offer CTE programs at the high school level to provide students with early exposure to career pathways. As the workforce evolves, CTE spaces will continue to play a crucial role in bridging the gap between what students learn in the classroom and the skills required in the workplace.��

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PRAIRILAND, Texas—General contractor Harrison, Walker & Harper has broken ground on a $5.5-million career and technical education (CTE) center for the Prairiland Independent School District, which will replace the school’s half-century-old agriculture education building. HWH is also working on an $11.6 million, 46,000-square-foot multipurpose building for the district, which will allow the district to at last boast an indoor practice facility.

HWH is working in concert with architecture and engineering firm Parkhill on realizing such amenities in the training facility as a 40-yard turf and endzone, batting cages, offices, and equipment storage areas. In addition, the building will also serve as a home for the school’s band and youth sports programs—and host various regional sporting events.

Meanwhile, the 21,000-square-foot CTE center will feature classrooms devoted specifically to such fields as consumer sciences, floral design, veterinary tech and agriculture. The building will also host simulated hospital and doctor’s offices so that students can work with real medical equipment in a clinical setting. A greenhouse, woodshop and metal shop will also be on hand for students to undertake practical education.

HWH, founded in 1887, has nearly $2 billion in educational-related construction work to its portfolio, including a recent $21.3-million sports practice edifice for Melissa ISD.

Jared Kinabrew, president of HWH, said that his firm will work to fulfill the district’s hopes for its future educational programs at the CTE.

“Soon, Prairiland ISD students will have access to the latest necessary tools and resources to compete with students nationwide on the field, in the classroom and in the job market,” he remarked.

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UPPER MARLBORO, Md.—Suitland High School, which opened in 1951, is being given a new campus. Tuner-Corenic Construction is working with Cox Graae + Spack Architects on a 344,000-square-foot educational building that will encompass a high school as well as the school’s Center for Visual and Performing Arts (CVPA) and Career Technical Education (CTE) programs. When completed, the new Suitland school will have an enrollment of over 2,500.

The $335-million project is proceeding in three phases, commencing now and estimated to go through 2026. During the buildout, Suitland’s CTE programs will be located to nearby Crossland High School.

As part of the project, Turner-Corenic and Cox Graae + Spark are ensuring community involvement in the form of scholarships, student mentoring and internships, and outreach to the school’s alumni community. Furthermore, the general contractor is working to ensure minority-owned businesses are given a stake in the school project.

In a recent statement released by the district, PGCPS CEO Dr. Monica Goldson said that Suitland’s alumni of the CVPA have gone on to performing arts careers themselves, and thus it was crucial to give their arts program a modern home.

“It is time that Suitland has a school building that can keep up with the breadth of our students’ dreams,” Goldson said.

Prince George’s County Public Schools is the second-largest school district in the state—and also has some of the oldest school buildings in Maryland.�� Accordingly, PGCPS is constructing 10 new schools and modernizing many of its older facilities as well.

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FORT COLLINS, Colo.—The Centennial State’s Yuma School District announced that local design-build firm the Neenan Company completed nearly 85,000 square feet of renovation to its educational spaces.

At Yuma High School, Neenan—which commenced work in June 2020—upgraded over 42,000 square feet of existing space and added an additional 18,000-square-foot wing as well as a 12,465-square-foot gymnasium. Yuma High School’s new wing will feature the Career Technical Education (CTE) program, as well as space for the robotics club and the woodworking and metal shops. The design allows for each school subject to have its own “hub space.”�� Additionally, a modern main school entrance was fashioned and the entire electrical security system and HVAC systems replaced.

A second K-8 school within the district now features an upgraded bus loop and student dropoff area, as well as a new kitchen and renovations to 11,000 square feet of educational space.

“This project reflects the core of what we aim to achieve with Neenan’s education-focused design-build expertise: delivering schools that give educators and students a foundation to thrive,” David Kurtz, senior architect at the Neenan Company, said in a recent statement. “With the efficiencies generated from our design-build process, we were able to expand the project’s scope and ultimately deliver greater value to Yuma School District, all amid the challenging demands placed on both education and project jobsites throughout the past two years.”

Added Yuma School District Superintendent Dianna Chrisman: “Seeing our vision come to life is rewarding beyond words. Every single student in our district, plus those in the decades to come, will benefit from this project.”

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BELLE FOURCHE, S.D. — Earlier this month, the local school district of Belle Fourche convened a meeting to move forward on awarding a nearly $3 million bid for the construction of a proposed Career and Technical Education (CTE) building. The proposed structure is not only a place to train high school students in industries as diverse as welding, family and consumer science, hospitality and agriculture, it’s also representative of a trend working its way across the nation.

Presaged by what were once known as vocational or trade high schools, the Career and Technical Education movement is seeing high schools throughout the U.S. launching programs shaped specifically to provide students with contemporary career skills. This isn’t the “shop class” of yore, however, as many of these facilities contain digital fabrication laboratories, or “Fab Labs” for short, that feature an array of technology such as CAD design stations and 3-D printers.

Sarah Boisvert, founder of , a non-profit associated with the MIT Fab Lab Network that helps start new makerspaces, conducts workforce and entrepreneurship training in digital fabrication, credits the job market for spurring part of the CTE trend.

“A large part of the change is driven by the need in manufacturing and high-tech [sectors] for workers skilled in ‘new collar jobs,’” she observed.

For those unfamiliar with the parlance, a new-collar job (as the recently framed it) is one that puts less emphasis on a college pedigree and more on specialized tech skills. This growing trend in the job market dovetails with school curricula that emphasize project-based learning and the push for increased science, technology, engineering and math education popularly known by its acronym STEM.

“Making things directly as part of projects integrates STEM subjects that are needed for New Collar Jobs,” said Boisvert, who points to Cleveland’s MC2 High School as an example of a school using a Fab Lab across its curriculum.

On the practical side, buildings that house the kind of technology required by a Fab Lab have special requirements. Ventilation is key when it comes to running 3-D printers, which emit fumes; likewise, CNC machines (“computer numeric control” tools used in prototyping in materials such as wood, plastics and aluminum) can produce flammable dust. Some labs will also require sound dampening and additional safety features like special enclosures and three-phase electrical wiring.

“Some of the machines can be large format, so additional space might be required, although smaller equipment can be used in Fab Labs with limited space,” said Boisvert. “In the philosophical sense, the Fab Lab needs to be accessible to the entire community, so it cannot be tucked away in the math or science department. Many schools are adding them to the library where students from across the school congregate.”

CTEs are proving vital to local economies due to the so-called “greying of America” as large swaths of skilled Boomer-aged workers reach retirement age.

“There is a shortage of skilled labor in the building trades,” said Tom Helminen, president of Hounghton, Mich.-based Moyle Construction to the . “[It] will only worsen going forward, as much of the current labor force reaches retirement age over the next decade. It is vital to our community that we provide CTE classes in our schools for students who wish to pursue a career path in the building trades.”

With more than 1,200 Fab Labs in her network alone, Boisvert believes the trend is here to stay, thanks in no small part to the Maker and DIY movements.

“A broader range of kids are showing interest in training for new-collar jobs; 3-D printing and lasers are pretty cool,” she said. “Plus, these kids are digital natives, so computers are an integral part of their lives. Smartphones are ubiquitous across socioeconomic lines, making interest in digital learning natural.”

Another factor driving highs school CTE programs is the fact that many offer certified professional training.

“A modern CTE program can include many things, but an emerging trend that can help students standout amongst their peers is the ability to earn industry-backed certifications,” explained Danny Paulmeyer of , which provides digital marketing to the education industry. “An industry-backed certification is created when a CTE curriculum provider and a respected industry employer create a course and a year-end exam together that provides students with a certification through the employer that proves the student’s mastery of the subject.”

According to Paulmeyer, during the 2016-17 school, students earned more than 5,000 certifications from industry partners such as Southwest Airlines, which was a 190 percent increase from the previous year.

With an increased national need of new-collar workers and growing implementation of project-based learning, those in businesses related to school construction could see a steady stream of CTE buildings coming up for bid in the coming years — that is until some student figures out how to build them with a 3-D printer.

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