By Lindsey Coulter

Dorian Maness, GGP, is a Senior Project Manager and Mechanical Engineer for the Education Division of Matern Professional Engineering in Maitland, Fla.听Focusing on听project management and mechanical systems design, Maness听delivers听innovative,听tailored听HVAC systems听that allow听students and educators to focus on learning, while giving school leaders operational peace of mind.听

鈥淪chool environments are often occupied and require continuous, rapid maintenance,鈥� Maness said. 鈥淪o, there鈥檚 a听balance to be struck between what the owner wants, what mechanical system听success听needs to meet the functionality of the school, and what the maintenance team can maintain to ensure the system operates effectively.鈥�听听

Maness joined the 糖心少女 (SCN) Editorial Advisory Board in 2025, bringing valuable听expertise听in听engineering and mechanical systems for听K-12 and higher education.听As school facilities must contend with more extreme temperatures, changing codes, shifting maintenance budgets听and听higher听performance expectations, Maness听spoke with SCN about听what it takes to design and deliver systems that work and last.听

SCN:听What鈥檚听your philosophy on balancing performance and cost in HVAC design?听

Maness:听Each project is听unique听and听it鈥檚听critical we have the right conversations to figure out what works within the framework of the project and the owner.听My philosophy breaks down to 鈥淢ake it make sense.鈥� There is a fine line between the performance听of听a system and the cost of getting that performance out of the system. Clients often approach a project with the notion that they want the highest performance system. However, there is a听[financial]听tradeoff. As an engineer and project manager,听it鈥檚听my job to understand things like budget and Life Cycle Costs to be able to have conversations with the owners or clients to guide them in a way that makes sense for their needs and the needs of their school. Sometimes听I鈥檓听able to design a听cool听high-performance system and give them the most efficient HVAC system,听which can save money over time or get tax rebates for the district. At other times, due to first costs and budget, we must design a more robust system that is more easily听maintained听and that the district is more familiar with.听听

SCN:听What innovations in mechanical system design are most promising for schools?听

Maness:听Schools are becoming more complex.听They’re听constantly听changing and听offering many听new programs听that used to be听available听only in colleges or technical schools. Mechanical equipment has become smaller and more powerful, allowing us to support various programming spaces, such as auditoriums, large gymnasiums, welding labs, automotive听labs听and robotics labs. Along with mechanical equipment, innovations in programming and BAS control have also been crucial to the advancement of how mechanical systems听operate. Adjusting to various school loads, allowing owners to see real-time alarms and failures on the equipment, are all innovations that have allowed us to change the way we design schools and give value back to the owners and clients.听

Additionally, in Florida, high temperatures and high humidity will always drive the mechanical system design in schools. Ensuring that the mechanical system has capacity to cool all spaces as required will become more challenging as the climate increasingly gets warmer or stays warmer longer. However, one trend I鈥檝e seen is mechanical equipment becoming more efficient and better at handling high humidity or high temperatures. Utilizing this equipment in newer designs will be crucial to keeping up with future demands.听

SCN:听What鈥檚听a misconception owners often have about mechanical design?听

Maness:听Owners underestimate the cost and space听required听to house mechanical systems. Most owners care听first and foremost听about how their building looks aesthetically, not about the space inside the building that no one sees. Ironically, this is the space that mechanical engineers care about the most:听the cavity above ceilings, the space on the roof, or mechanical rooms on a floor plan that no one will ever go into or see. These are the areas that house our听ductwork and听air听handlers,听chillers,听exhaust听fans听and many more pieces of mechanical equipment that are crucial to our design. Often, I hear how surprised they are about how many mechanical rooms we need on a floor plan or how much space we need outside for our chillers. This makes it crucial for us to be involved in early talks with the owner and architect when designing the footprint of a new building.听

SCN:听In what听other听ways do you collaborate with architects and planners to听optimize听student comfort?听

Maness:听I collaborate very closely with architects and planners to be sure the overarching designs maximize student comfort. While the architects design the layout of a school in respect to hallways, classrooms, gymnasiums, and more,听it鈥檚听my job to ensure that our mechanical design听maintains听the various spaces and makes them听comfortable听鈥斕齨o matter what the students are doing. The same type of mechanical system that serves a classroom听wouldn鈥檛听be useful in a gymnasium or a cafeteria. Ensuring that these different areas of a school have the听appropriate mechanical听design is our most important job. Working closely with architects and planners is critical, and we communicate extensively about the spaces we need for all these different areas to ensure we can fit our equipment and have enough space above the ceiling for our larger ductwork.听

SCN: What project taught you the most about energy-smart system design?听

Maness:听Whether听it鈥檚听elementary,听middle听or high school, the first question is always about costs. Since most schools are听supported by taxpayer dollars, cost savings and energy savings are always the first topics with owners.听In my experience, high-school projects present the most opportunity to听utilize听high-energy saving designs because they are larger and have more diverse student programming; kitchens, culinary labs, chemistry labs, auditoriums, and gymnasiums are all high-energy use spaces. These unique spaces create opportunities such as Bi-Polar听Ionization or听Demand Control Ventilation, which are energy-saving designs that help to reduce energy and life cycle costs over time.听

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

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By Lindsey Coulter

With more than 20 years of architectural experience,听Aaron Jobson, AIA, ALEP, CEO and President听at听Quattrocchi Kwok Architects听(QKA), has worked听with听numerous school facilities across all grade levels and school types. From facilities听master听planning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the 糖心少女 Editorial Advisory Board.

A founding member of the School Energy Coalition (SEC),听Jobson is also a legislative advocate for energy efficiency measures affecting schools and a leading voice on sustainability. He has written听about Building Information Modeling, sustainable design, community engagement, designing for wellness, and in 2015听was certified as an Accredited Learning Environments Planner (ALEP) by the Association for Learning Environments (A4LE).听

When asked what excites him about the future of K-12 and higher education design, Jobson shared a broad vision of progress. “Teaching is continuing to evolve, and I am excited to see how we can evolve the design of learning environments alongside it,” he said. “At the same time, we are learning more about how the physical environment affects the brain, which will continue to influence design.

Jobson spoke with 糖心少女 about finding new design strategies to connect classrooms to nature, to support teachers and students’ well-being and mental health, and why he’s expanded his view of design to include advocacy and policy.

SCN: With more than 20 years in practice, what experiences most shaped your path into school design and firm leadership?听 听

Jobson: My architectural journey has been deeply influenced by engaging with, learning from, and understanding the perspectives of educators, including my wife and many members of my family. Understanding their experiences has shaped how I think to design spaces. Over two decades of collaborating with educators on various projects has provided me with a broad understanding of how learning and facilities interact. Together, these have informed a deep level of empathy, appreciation, and respect for the work these professionals do, which informs how I approach the design of school facilities. Our goal with every project is to help educators better serve their students and communities. Some of my most impactful and rewarding experiences are when we get the opportunity to hear from students and teachers who are using the facilities we designed and how our work has听impacted听their educational experience.听听听

SCN: How has working across all grade levels鈥攆rom听Pre-K听to higher education鈥� influenced your design approach?听听听听听

Jobson: Working across many grade levels and schools in different communities has provided me with a deep understanding of the breadth of challenges that educators face and how school facilities can support them. This work has helped me understand that each school environment is unique and that the best projects start with actively listening to and learning from teachers and community members.听听听

SCN: As a founding member of the School Energy Coalition, what gaps in policy or practice compelled you to get involved?听听听

Jobson: Schools are a unique set of energy users, differing from residential or commercial users, which have听particular challenges听and opportunities. Energy laws and programs often听failed听to address the specific needs and requirements of schools. In part, we started the School Energy Coalition (SEC) to provide a voice for schools and their needs in the California state government.听听听听

SCN: How do you see the architect鈥檚 role evolving in legislative advocacy for energy efficiency in schools?听 听

Jobson: Architects offer valuable听real world听examples of energy efficiency policy, including the costs and challenges of implementation. Over the past decade or so, the landscape of sustainable design, energy efficiency and regulation has changed a lot. Many older strategies focused on energy efficiency are being replaced by听newer approaches听focusing on decarbonization and renewable energy generation and storage. Architects can also help听identify听regulatory roadblocks that make it harder to implement energy efficiency changes.听听听听

SCN: How has your definition of 鈥済ood school design鈥� evolved over time?听听听

Jobson: In general, my definition of听good design听has always been spaces that are beautiful and functional. Over time, I have learned more about the technical aspects of how the quality of space impacts learning through factors such as acoustics, air quality, etc. These factors have become an important aspect of how I think about functional design and what makes a well-designed learning environment.听听听

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By Lindsey Coulter听

糖心少女听(SCN)听was excited to welcome听Tieg Murray听to听the听2026听Editorial Advisory Board.听As听Vice President of Market Strategy and Creative Services for Skanska USA Building,听Murray听leads strategic planning to strengthen market differentiation across core sectors, including education. Over the last 19 years at Skanska, Murray has advanced from Marketing Coordinator to senior leadership roles, driving growth strategies for higher education, K-12,听science听and technology.听听

In her time at Skanska,听Murray has seen a lot of evolution across the听education and research world听鈥� and听believes that higher听education听is听in a moment of real transformation.听

鈥淪tudents鈥� needs are shifting,听and breakthroughs in science, medicine and technology are happening faster than ever,鈥� Murray said.听鈥淏eing part of a team that helps campuses adapt to those changes has made the work deeply meaningful for me.听We鈥檙e听not just constructing buildings.听We鈥檙e听shaping environments that will support the next generation of students,听researchers听and innovators.鈥�听

SCN spoke with Murry about the evolution of science and research facilities, future听trends听and big projects on the horizon.听

SCN:听What first drew you to the education听sector, and听what鈥檚听kept you听invested听over time?听听

Murray:听I鈥檓听drawn to university projects and their ability to shape听the听student听experience and influence the future.听That interest has grown into a real passion for university science facilities听鈥斕齮heir complexity, precision听and the incredible innovation that听happens within those spaces听鈥斕齧ake them my favorite project听type that听Skanska听delivers.听Higher听ed campuses have听a听unique听energy.听They鈥檙e听places where ideas take听shape听and communities thrive. Knowing Skanska is trusted to build spaces that will directly support the next generation of researchers, educators and students is what keeps me invested and inspired in the work every day.听

SCN:听Science and research environments have evolved rapidly in recent years.听What鈥檚听been the most significant shift since you began working in this space?听听

One of the biggest shifts听is听the evolution of听science and research environments.听Labs were听traditionally built around a single听discipline听with very defined boundaries. Today听… science buildings are intentionally interdisciplinary, more technologically driven and built with flexibility at their core.听They鈥檙e听designed to support rapid change, encourage听collaboration听and adapt to research needs we听can鈥檛听even predict.听Watching听this听evolution听makes听the work more exciting听and more challenging.听It鈥檚听reinforced just how critical thoughtful planning and true industry听expertise听have become.听

SCN:听Looking ahead, how do you see education environments听鈥斕齪articularly science and STEM spaces听鈥斕齨eeding to adapt?听听

Over the next five to听10听years, science and STEM environments will need to become even more flexible and听forward-looking. Research is evolving too quickly for buildings to be tied to a single purpose, which makes adaptability essential.听We鈥檙e听seeing a strong shift toward spaces that can be reconfigured with ease, support emerging听technologies听and encourage collaboration across disciplines. Open labs, shared听equipment听and听purpose-built听collaboration areas are no longer听鈥渘ice to have鈥澨齠eatures.听They鈥檙e听becoming fundamental to how innovation and learning take place on campuses.听

At the same time, institutions are facing increasing pressure to听operate听more efficiently and more responsibly. Sustainability,听resilience,听and performance are now central considerations in planning and delivering new facilities. Universities are working hard to reduce energy use and manage听long-term听operating costs, all听while supporting听highly complex听research programs.听Skanska is helping campuses meet these demands by delivering high-performing, resilient facilities听that support听cutting-edge听research听while lowering energy consumption and lifecycle听costs.听

SCN:听What projects are you听excited to see come to fruition?听听

On the East Coast,听I鈥檓听proud of听what鈥檚听ahead听for听Simmons University with the new Living Learning Center听in Boston听and at the University of Virginia with the Paul and Diane Manning Institute of Biotechnology听in听Charlottesville. These are the kinds of facilities that will open doors for students听and create听richer learning experiences,听while听giving researchers the spaces they need to push discovery forward.听听

On the West Coast,听in Seattle,听the University of Washington鈥檚 Magnuson Health Sciences T-Wing Renovation is听a great example听of听how听we鈥檙e听helping institutions breathe new life into older facilities so they can keep pace with rapidly evolving scientific needs. Seeing an aging building transformed into a place that supports modern research is听exciting and听rewarding.听

In the听K-12 world, projects like the Beaverton High School Modernization听in Oregon, Rye Ranch Elementary听in Florida,听and the new Arlington High School听in听Massachusetts,听remind me why this work matters so much. These schools will shape the daily experience of younger students,听giving them safe, inspiring,听future听ready spaces where they can learn and grow.听

Ultimately, across听all these regions and project types, what excites me most is how each facility will directly support student success, research advancement, and community impact, and how Skanska continues to be a trusted partner in shaping the future of education.听听

Watch for more insights from Murray and other Editorial Advisory Board members听throughout the year.听

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Campus safety could not be a timelier topic, from elementary school and high school to college and university campuses. Larger issues like gun control will take time to address as students arrive on college campuses. Underlying and growing in parallel on our campuses is stress among students that have seen the unthinkable happen time and time again, continuing to feel unsafe and needing safety in every way. They crave clarity, predictability and peace. They need well-being.

Last year, I covered ways to improve safety through design strategies like Crime Prevention through Environmental Design (CPTED). But we can expand this toolkit in other ways, taking a view on campus safety of broader dimensions. Studies dating back to 2001 show well-being design strategies reduced mental fatigue, hostility and outbursts of anger. In one study 鈥� titled 鈥淓nvironment and Crime in the Inner City: Does Vegetation Reduce Crime?鈥� 鈥� greener buildings resulted in 52 percent fewer felonies, with 7 to 8 percent linked to increased access to nature, which is also strongly tied to increased calm, ability to focus, reduced absence and greatly improved school retention rates. Stress inhibits situational awareness, the conscious observance of one鈥檚 surroundings that alerts to health and safety threats, and we miss leakage, the term for the hints disturbed people leave that forewarn catastrophic behavior.

Environmental Stressors

Environmental stressors affect our bodies without our knowledge or volition, constantly affecting our well-being. New understanding of our physiological and psychological relationship with our environment applied to campus planning, design and architecture can improve daily experience, well-being and support individual resiliency. At our disposal are:

鈥� Experience Design, the process of identifying, designing, delivering and maintaining meaningful experiences over time;

鈥� Biophilic Design, the process of design that stems from understanding the inherent human inclination to affiliate with nature; and

鈥� Multi-Sensory Design, the process of design based on the application of scientific study of sensory perception and its effect on well-being.

These strategies contribute to the Settings Approach to design.

Settings Approach

The term Settings Approach refers to health and well-being stemming from the settings of daily life. As discussed by Dr. Mark Dooris, leader of the United Kingdom鈥檚 Healthy Universities Model and Framework Project and a founding contributor to the Okanagan Charter, this holistic model is concerned with making the actual places where people spend their time 鈥� the physical reality of our campuses 鈥� supportive of well-being.

The Settings Approach is at the core of the Okanagan Charter. It was created in 2015 by more than 380 researchers, practitioners, administrators, students and policy makers from 45 countries, including representatives from the World Health Organization; Pan American Health Organization; and the United Nations Educational, Scientific and Cultural Organization on the territory of the Okanagan Nation in Kelowna, Canada. The charter is being adopted by increasing numbers of institutions nationally, setting a commitment and process for well-being on all campuses.

The charter includes two Calls to Action 鈥� embed health into all aspects of campus culture, across administration, operations and academic mandates, and lead health promotion action and collaboration locally and globally. Four sub-goals pertain particularly to physical planning, design and maintenance of campus facilities, landscape and infrastructure.

鈥� Include health, well-being and sustainability in all planning and decision-making of campuses and communities, with practices integrated and coordinated across all campus programs.

鈥� Identify opportunities to study and support health and well-being as well as sustainability and resilience, in built and natural academic and learning environments.

鈥� Proactively and intentionally create empowered, connected and resilient campus communities.

鈥� Use cross-cutting approaches to embed understanding and commitment to health, well-being and sustainability in every aspect of campus life, thereby providing both healthful experience and habits that students will carry into life after graduation.

Two of the charter鈥檚 key principles directly address school construction and infrastructure: a focus on settings and whole system approaches and emphasis on comprehensive, campus-wide approaches to development and implementation plans for campus communities.

What More Can We Do?

First and foremost, central to the charter is defying silos and working with campus colleagues who may have only participated peripherally or incidentally in the development of campus facilities and master plans in the past. The National Association of Student Personnel Administrators (NASPA) has been at the forefront of educating student life administrators to the Settings Approach and aspects of campus planning and design that affect well-being. Get to know the student life administrators at your institution. Engage them in the development of new projects beyond the cursory initial focus groups. They want to be your partner and will be there to monitor success through the life of the facility.

Don鈥檛 wait for a major project to begin. A great success story from Simon Fraser University (SFU) in Vancouver, an early adopter of the Okanagan Charter, started with a simple renovation of a tired study area completed in-house by Facilities Services. Together, Rosie Dhaliwal, acting associate director of Health Promotion, and Marcos Olindan from Facilities Services began to expand the typical process, engaging students in deeper, more meaningful and continuous ways and focusing on features that improve the social, mental and physical health and well-being of space users.

The renewed area was so successful that the process was repeated many times in other areas throughout SFU鈥檚 Academic Quadrangle. Principles for Enhancing Well-Being Through Physical Spaces at SFU, guidelines developed from these projects, are now part of SFU鈥檚 Healthy Campus Community initiative, and are used in tandem with existing design procedures and standards such as WELL Building Standard, Whole Building Design Guide, LEED and CPTED.

Students are standing up, demanding greater response to campus safety. We are all on a learning curve, but with a more comprehensive attitude, we have tools and strategies available to meet this challenge.

Celine Larkin, AIA, LEED AP, is an architect, urban designer and campus planner with a passion for improving educational settings, currently focused on research into Gen Z and strategies that increase well-being and learning in all built environments. Formerly head of Urban Design/Master Planning at HGA Architects, Engineers + Planners and Gensler Los Angeles, she now consults internationally, based in Doha, Qatar.

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