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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The term “hybrid learning” may induce a sense of panic, recalling a time when students were reintegrating into a post-pandemic world, juggling virtual and in-person learning. During that time, we learned many lessons about the opportunities and challenges that hybrid learning affords. Education systems are starting to embrace the benefits, redefining hybrid learning to empower students to craft their educational journeys.�� ��

Further, the shift from lecture-based to project-based learning can involve facility-focused experiences or externally focused activities where students are immersed in hands-on, real-world scenarios. These “hybrid” solutions suggest the next generation of unique facilities.��������

We asked several building and district leaders to share their thoughts on the future of “hybrid learning.”��

Internal Hybrid Learning

Internalized hybrid learning was the focus of design at the recently completed Upper Merion Area High School in King of Prussia, Pa.��

“Upper Merion Area High School’s hybrid learning framework is predicated on the understanding that the needs of today’s learners transcend the conventional four-walled classroom,” said Principal Jonathan Bauer. “This model, characterized by ‘anytime, anywhere learning,’ integrates diverse instructional methodologies, encompassing both flexible physical spaces and virtual platforms, to cultivate students’ critical thinking, collaborative acumen, creative expression, and communication skills.”��

The SCHRADERGROUP design team was challenged to create a facility that supported “anytime, anywhere learning” through the built environment as well as through the technology and employed several strategies in support of the district’s mission:��

Large Gathering Commons��

Central gathering areas should encourage interaction and engagement among students and the public throughout the day, including before and after school and on evenings and weekends. Learning Commons provide vibrant, adaptable environments that support both academic and social needs. These non-structured “hybrid” environments encourage students to explore and develop ideas in diverse settings.������

An intentional mixture of commons spaces within academic and community areas promotes dynamic use of the facility and fosters a sense of community. Careful compartmentalization controls movement and access ensuring that areas can function independently while remaining part of the whole.��

Upper Merion’s Central Building Commons accommodates multiple functions, including dining, a learning resource area and access to academic spaces. The commons area connects to physical education, athletic and performing arts spaces, serving as pre- and post-function spaces during evening and weekends. Well-designed commons breathe life into traditionally underutilized spaces, demonstrating their versatility.����

Diversity of Space Types��

Few professions require employees to work in isolation; teamwork is essential for preparing learners for a world that demands collaborative problem solving. Educators emphasize the three R’s: rigor, relevance and relationships. Collaboration is vital to furthering these attributes for a successful learning experience.��

Today’s hybrid environments require multiple space types to support multimodal learning, characterized by flexibility through movable walls and furniture that allow students to shape space to adapt to their needs.��

Upper Merion Area High School offers traditional learning studios organized around a STEAM-based core, featuring genius bars, learning stairs and individualized breakout areas. This multifunctional space is designed to prepare students for the workplace.��

Transparency��

Transparency is central to the facility’s design, enhancing visual connection between various learning activities. Organized by department, each curricular area has access to a variety of small and large group rooms and workstations, integrated with technology, to engage students in individual and team-based projects. Perimeter learning studios are visually connected to breakout areas with ample glass panels. The academic wing is linked vertically by a 3-story learning stair, encouraging the cross-pollination of learning activities.����

Instructional Planning Areas��

The redefined hybrid experience benefits not only students but also instructors. Teachers engage in diverse activities across multiple shared venues, moving beyond the isolation of traditional “owned” classrooms. Instead, they are immersed in collaborative hubs that mirror modern workplace designs, featuring kitchenettes, conference spaces and comfortable facilities. These Instructional Planning Areas are strategically located throughout the academic wing, allowing instructors to model positive behaviors for students.��

Technology��

Upper Merion Area High School’s technology infrastructure enables “anytime, anywhere learning” by facilitating communication and broadcasting throughout the entire facility via a fully integrated audio-visual system. Instructors can teach multiple classes from a single learning studio, students can broadcast from the video production studio or performing arts spaces to various parts of the facility, and individuals can participate in online college courses seamlessly.��

External Hybrid Learning

When engaged in capacity and program discussions, Marc Bertrando, Ed.D, superintendent of schools at the Garnet Valley School District in Delaware County, Pa., suggested that high school no longer needs to be confined within four walls.����

“The modern student moves seamlessly between in-person collaboration, virtual instruction, career and technical experiences, and real-world internships,” Bertrando said. “Hybrid learning is not just about combining online and face-to-face instruction—it’s about rethinking time, space, and access to education.����

Bertrando added that personalized learning is built on flexibility and that students should have greater control over the time, place, pace and space in which they learn.����

“As schools embrace later start times, asynchronous opportunities, and a shift away from rigid seat-time requirements, we are preparing students for the dynamic, flexible world they will enter after graduation,” Bertrando said. “The high school experience must mirror the evolving demands of the workforce, fostering independence, adaptability and a personalized approach to learning that meets students where they are.”��

Sue A. Mariani, Ed.D., superintendent of Duquesne City School District Superintendent a similar academic future, noting that hybrid learning is no longer confined to the blend of virtual and in-person instruction; it is about redefining how and where students engage with content, collaborate, and demonstrate mastery. For example, through innovative programs like the World of Work initiative, Duquesne City School District aims to transform high school learning by offering students opportunities for internships and externships.����

“With the possibility of half the student body engaging in work-study or off-site externship experiences, students gain hands-on, real-world exposure to their chosen fields while still maintaining a connection to academic rigor,” Mariani said. “This approach allows students to apply classroom learning in dynamic work settings, helping them build the skills necessary for future success.”��

Mariani added that the model ensures that students are not only prepared academically but are also equipped with the practical skills, professional networks, and confidence needed to thrive in the workforce. Personalized learning pathways through hybrid instruction and work-based learning prepare students for the demands of the future job market, ensuring that they are not just college-ready, but career-ready as well.��

External hybrid learning seeks to create memorable and meaningful experiences that encourage students to make connections on multiple levels. By providing opportunities to link learning to real-life scenarios, student engagement and enthusiasm are enhanced. Leveraging proximity to local businesses and industries—as well as integrating them into the learning process—creates mutually beneficial outcomes. These partnerships can break down traditional learning barriers, cultivating a passion for lifelong learning.����

When learning can happen anywhere, the role of the school building may change significantly. Many students will engage in hands-on practice through work-study or off-site apprenticeships, reducing seat demand. Imagine K-12 education adopting the “flipped” classroom model from higher education, where reading assignments and lectures are done as homework. In-person learning is reserved for discussion, exploration and simulation, positioning teachers as facilitators rather than knowledge sources. Purposeful work will require purposeful space, but much less of it, reducing the need for general classrooms. Flexible and adaptable spaces will be crucial. Flipped classrooms and externships together may lead to smaller facilities, while delivering higher quality education.��

David L. Schrader, FAIA, A4LE Fellow, LEED AP, is managing partner of SCHRADERGROUP and a member of the ���سԹ� Editorial Advisory Board.��

Jennifer Grafton is the K-12 market segment leader for SCHRADERGROUP and has more than 25 years of experience in the industry designing educational environments.��

This article was originally published in the March/April 2025 digital edition of ���سԹ�.

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