By Lindsey Coulter听

The Catholic University of America鈥檚 newly completed Conway School of Nursing marks a milestone in the university鈥檚 mission to address the national nursing shortage. Designed by RAMSA (Robert A.M. Stern Architects) in collaboration with Ayers Saint Gross, and constructed by Clark Construction, the more than 102,000-square-foot facility represents a cornerstone of the university鈥檚 campus master plan and embodies the Conway School of Nursing ethos: 鈥淲here High Tech Meets High Touch.鈥�听

A Gateway Campus Hub听

The Conway School of Nursing will not only support the university鈥檚 goal of doubling enrollment in the nursing program over the next five to seven years, but it also听establishes听a new campus gateway for all students and visitors. The stately building replaces a former parking lot with a transformative academic hub that aligns with the university鈥檚 historic architecture while introducing advanced learning and sustainability features. Positioned at a prominent and highly visible site on the urban campus, the building was designed to be a new landmark, featuring a tower element that serves as both a visual and a symbolic entryway.听

Additionally, the building鈥檚 site plan and landscape design by Michael Vergason Landscape Architects and Ayers Saint Gross reinforce a cohesive campus framework. In addition to the tower feature, the exterior is defined by a cascading stair that links an upper-level student commons to the Trinity Fountain below and a north quadrangle framed by the John K. Mullen of Denver Memorial Library, Edward M. Crough Center for Architectural Studies and McCort-Ward Hall.听

On the third floor, a terrace shaded by a timber pergola offers sweeping views across campus, including vistas of the Basilica of the National Shrine of the Immaculate Conception to the west.听

Collegiate Gothic Design and Contextual Integration听

The Conway School of Nursing appropriately matches the scale and massing of neighboring buildings while embracing the Collegiate Gothic style that defines the Catholic University campus. The facility was designed to blend seamlessly with the university鈥檚 aesthetic of stone, clay roof听tiles听and bronze light fixtures.听

The building鈥檚 facade听showcases听a creative use of reclaimed granite, which was salvaged from Philadelphia鈥檚 Transfiguration of Our Lord Church, built in 1924 and demolished in 2009.听听

RAMSA developed a cost-effective precast panel system that integrated the salvaged stone into the modern building envelope. Each stone was split to create a flat face and then was adhered to custom precast concrete panels, producing a durable, modular cladding system that preserves the look of traditional hand-laid masonry. This technique transforms听the salvaged, century-old masonry into a durable, modular cladding system.听

鈥淚t was cool to see details that came from the old church 鈥� like the holes that were drilled into the stone for flagpoles,鈥� said Tony McConnell, Senior Associate with RAMSA, who led the precast effort. 鈥淲e chose to keep all those elements, so that as you walk around the building, you see these little follies you听wouldn鈥檛听expect on a brand-new facility. It feels authentic.鈥澨�听

To achieve an even higher level of authenticity and articulation, RAMSA also incorporated CNC-milled molds and rubber casting to replicate intricate stone patterns.听听

鈥淒etailing is challenging, but we detail our buildings to the nth degree,鈥� McConnell said. 鈥淲e want our traditional buildings to look like听they鈥檝e听been there for 100 years, and they need to fit into the context next to them. Poorly articulated details are a dead giveaway. Historically, precast听doesn鈥檛听like those details 鈥� it wants flat, simple things 鈥� but听we鈥檙e听seeing that it can do much more.鈥�听

The panels were then finished with traditional mortar, preserving the appearance of hand-laid stonework while听benefiting听from the efficiency, structural integrity and ease of installation offered by facade听panelization. This cost-effective fabrication and installation approach improved weather tightness and energy efficiency.听

The precast method had the听additional听benefit of making the project easier to complete on a tight urban site. As the busy main road in front of the building听couldn鈥檛听be shut down for any extended period, using precast significantly听expedited听the construction schedule and improved safety and efficiency.听听

鈥淲ith precast, we don鈥檛 have people climbing up and down scaffolding,” McConnell added. 鈥淎nytime we can reduce scaffolding, job sites are safer places.鈥�听

The creative reuse of existing materials also helped the facility achieve LEED Gold certification (it is also targeting WELL Silver), thanks to the incorporation of green roofs, stormwater management听systems听and bioretention facilities.听

Learn more about how the building blends tradition and technology while centering wellness (and fulfilling a vision that was first听established听in Catholic University鈥檚 2012 campus master plan) in the 听

Learn More

Project Name: The Catholic University of America Conway School of Nursing听

Area: 102,000 gross square feet听

Construction Cost: $62 million听

Architects: Ayers Saint Gross in collaboration with RAMSA (Robert A.M. Stern Architects)听

Landscape Architect: Michael Vergason Landscape Architects听听

Structural Engineer: Simpson听Gumpertz听& Heger听

MEP Engineer: Burdette, Koehler, Murphy & Associates听

Civil Engineer: Rummel, Klepper & Kahl听

Traffic Engineering: VHB听

Cost Estimating:听Forella听Group听

AV/IT/Security: Convergent Technologies Design Group听听

Code Consulting: GHD听

General Contractor: Clark Construction Group听

Precast Subcontractor: High Concrete Group听

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By Lindsey Coulter听

A 58,000-square-foot expansion at P.S. 87 in the Wakefield section of the Bronx is reshaping both the school鈥檚 footprint and its long-term performance. Designed by RKTB Architects for the New York City School Construction Authority (SCA), the project delivers 17 new classrooms for grades preK-5, eight special education classrooms, art and music studios, a guidance suite, and expanded administrative and medical offices.听

But the intervention extends well beyond added square footage. The project reframes the campus around universal accessibility, all-electric building听systems听and a contemporary gymnasium-auditorium, while modernizing circulation and shared spaces within the existing 1930s structure.听

鈥淢ore than an expansion, our work to address P.S. 87 is a modernization effort,鈥� said Albert Aronov, AIA, principal at RKTB and head of the firm鈥檚 academic studio. 鈥淣ow the school is equipped with elevators and new restrooms that can accommodate students,听faculty听and staff with the widest range of accessibility needs. We also introduced central air conditioning and heating for the addition, as well as听a state-of-the-art听combined gymnasium-auditorium.鈥�听

The result is a unified campus designed to meet contemporary pedagogical, performance and community expectations.听

Phasing Construction on an Active Campus听

Delivering a major addition听on听a fully occupied elementary school site in a dense residential neighborhood required precise phasing and operational coordination. Limiting disruption to instructional time 鈥� while听maintaining听life-safety and code compliance 鈥� was a central priority.听

鈥淭he biggest challenge was to complete the construction within the shortest possible timeline, in order to limit the disruptions to the work of teachers and students and any inconvenience to neighbors in this primarily residential neighborhood of Bronx, NY,鈥� Aronov said. 鈥淲e worked closely with the New York City School Construction Authority on a solution that combines a steel frame with concrete insulated panels. This approach is atypical for SCA, but they recognized its value not only because it shortened the construction timeline significantly but also because of the resulting high-performing building envelope with superior thermal performance, efficiency, and durability.鈥�听

RKTB coordinated closely with SCA鈥檚 construction management team, school听leadership听and the Department of School Facilities to map daily circulation patterns and听identify听sensitive zones.听

鈥淲orking on an active, fully occupied school facility with a goal of uninterrupted operations requires an approach centered on safety, continuity, and careful planning,鈥� Aronov said. 鈥淲hen existing exits or corridors had to be temporarily closed, the design team prepared temporary egress plans that maintain full code compliance and ensure safe, intuitive movement throughout the school during each construction phase.鈥�听

The strategy allowed the campus to function continuously while major structural and听systems听work听proceeded.听

A Contemporary System Within a Neighborhood Context听

While the structural system and envelope represent a contemporary departure from typical SCA practice, the addition was carefully calibrated to听harmonize with听the surrounding low-rise houses and apartment buildings.听

鈥淪chool buildings are the heart of the communities they serve, often used not only for instruction but for other community uses as well, so the aesthetics and interplay with neighboring properties matters a lot,鈥� Aronov said. 鈥淭o harmonize with the architectural context of houses and low-rise apartment buildings, the design solution applies a varied fa莽ade of blue, dark grey, and traditional clay red brick veneer, with setbacks to break up the massing and modulate the building profile.鈥�听

Brick veneer integrated into precast insulated panels creates visual continuity while enhancing envelope performance. Continuous floor levels听connect听the addition and original building, reinforcing a seamless interior experience for students and staff.听

Site improvements further extend the school鈥檚 community presence. A rebuilt schoolyard includes a turf field and running track, basketball court, early childhood听playground听and public sitting area. A metal canopy and flagpole mark the new main entrance at street level.听

Universal Accessibility as a Design Framework听

The modernization听addressed听accessibility comprehensively, extending improvements beyond code minimums.听

鈥淥pportunities to improve accessibility were identified both in the addition and in the existing building, which dates back to the 1930s, long before accessible was a design consideration,鈥� Aronov said. 鈥淔irst, the fully accessible street-level entrance to the expansion became the new main entrance to the entire school. Then our design ensures that the addition and existing building are connected seamlessly on every floor, creating a unified interior that anyone can access using the new elevator on the expansion side.鈥�听

New fully accessible boys,听girls听and unisex restrooms were inserted on every floor at the junction of the new and existing structures. Specialized classrooms created from former office space were designed for full accessibility, and drinking fountains and other legacy elements were upgraded.听

The gymnasium-auditorium and cafeteria 鈥� supported by听a state-of-the-art听commercial kitchen 鈥� were also designed as inclusive, shared environments capable of supporting assemblies,听performances听and community events.听

Performance Standards and All-Electric Operations听

Performance goals were shaped by SCA鈥檚 Green Schools Guide, a framework widely regarded as comparable in rigor to LEED for Schools. The concrete insulated panel fa莽ade, brick听veneer听and high-efficiency glazing contribute to a high-performing building envelope听optimized听for durability and thermal efficiency.听

鈥淪CA鈥檚 requirements for energy-efficiency and environmental sustainability are among the most stringent of any school district in the country,鈥� Aronov said. 鈥淒esigned and built for all-electric operation,听eliminating听the need for increased fossil fuel use, the addition features a dedicated central heating and cooling system. Overall, the design ensures operations and energy costs are as low as possible.鈥�听

The all-electric strategy positions the school to adapt to future decarbonization goals while providing consistent thermal comfort.听

Maximizing Space on Constrained Urban Sites听

Urban campuses in New York City offer little margin for horizontal expansion, placing a premium on circulation efficiency and program stacking.听

鈥淚n New York City, space is always at a premium,鈥� Aronov said. 鈥淔or school additions, which are generally between 50,000 and听60,000 square feet听in size, we consider the floor plans very carefully to ensure efficient circulation for foot traffic as well as safe and efficient operations overall.鈥�听

The P.S. 87 project builds on RKTB鈥檚 prior work at P.S. 19 in the Bronx and informs ongoing efforts at P.S. 116 in Queens, where sustainability features such as rooftop solar panels and a vegetated green roof are planned.听

At P.S. 87, the combination of expanded capacity, enhanced accessibility and improved performance听demonstrates听how targeted additions can extend the life and relevance of legacy school buildings 鈥� without compromising daily operations or community identity.听

Project Info

• Architect:听 RKTB Architects听
• Client + CM: New York City School Construction Authority听
• GC: TECHNICO听
• MEP: Shenoy Engineering听
• SE: Thornton听Thomasetti听
• Civil: Leonard J Strandberg & Associates听
• Environmental: STV Inc.听

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By Lindsey Coulter

Principal Larry Natividad, Ed.D., describes the new $225-million Compton High School as breathtaking, calling it a project that redefines the community. More than that, the sprawling new campus is part of a broader shift in how people think about the city of Compton, Calif., and its residents.

鈥淔or too long, perceptions of Compton have been shaped by outdated narratives … that fail to reflect the strength, resilience and brilliance of our community,鈥� Natividad said. 鈥淭he new Compton High School stands as a bold statement: The future of Compton is bright, innovative and full of promise.鈥�

The beautiful new 223,650-square-foot campus鈥攂rought to life by DLR Group, Swinerton Building Company and project management firm Cumming鈥攚as featured as the Facility of the Month in the as an example not only of innovative design and construction, but also progress and possibility.

糖心少女 spoke with Natividad to understand how the project has helped to rewrite the community鈥檚 narrative and create a renewed sense of pride and hope among students and educators.

SCN: How have students responded to the facility?

Natividad: The response from our scholars has been one of awe, excitement and renewed hope. Many students express that it finally feels like they are in a place that honors who they are and who they have the potential to become. The new Compton High School offers a world-class learning environment that rivals top-tier facilities anywhere in the world, and our scholars are inspired by the message that they are worthy of excellence.

Compton High School is more than just a building; it鈥檚 a symbol of what vision, perseverance, and community collaboration can achieve. In this environment, our scholars can flourish, not just academically, but emotionally and socially. We鈥檝e seen a rise in student engagement, pride, and a deeper sense of belonging.

At the same time, this transformation brings a new level of visibility and accountability. Some students have shared that it feels like 鈥渁ll eyes are on us,鈥� and that can be overwhelming. That鈥檚 why we are committed to a systems-based approach that ensures timely support, open communication, and inclusive problem-solving so every student feels heard and supported through this transition.

SCN: How has the new facility changed the educator experience?

Natividad: This is not just a change in location. It鈥檚 a transformation in how we educate, inspire, and lead. The transition from traditional classrooms to shared learning studios represents a significant mindset shift in public education. These flexible, collaborative spaces are designed to promote innovation and maximize instructional impact. With this shift comes the opportunity and responsibility for educators to rethink how space is used to support student achievement.

As we move forward, we are laser focused on academic results. Our goal is continuous improvement, with targeted outcomes that include increasing our [California Assessment of Student Performance and Progress] and math test scores in the upcoming year. We are also prioritizing growth in science performance, ensuring a well-rounded academic foundation for all students. We are also mindful that our focus is also to support and enhance the educational attainment for our special education scholars, foster and homeless youth, our English language learners.

SCN: What is your favorite aspect of the design?

Natividad: The open-air feel of the building, especially in the Academic Building, where the majority of our learning studios are located. The high ceilings and spacious walkways create an environment that feels expansive, inviting, and modern. The learning studios themselves are designed as just-in-time classrooms, where educators no longer 鈥渙wn鈥� a space individually, but collaborate and share rooms to maximize the building鈥檚 capacity and serve more scholars efficiently and effectively.

I also appreciate the thoughtful use of natural lighting. It creates a bright, comfortable atmosphere that encourages breathing room for both thought and creativity. It truly feels like a place built for learning and growth.

The Dr. Dre Performing Arts Center is another standout feature of our campus. With 901 seats, it is designed to host world-class performances and elevate our scholars鈥� experiences in the arts. Our new gymnasium, which accommodates 903 spectators, marks a major step forward in rebuilding our championship athletic program. Combined with our half Olympic-sized pool, home to our inaugural aquatics program, we are proudly positioning Compton High School to develop scholar-athletes who can become

Olympians, professionals and leaders in the global sports industry.

In addition, our state-of-the-art stadium seats 2,099 spectators and will be the proud home of our Tarbabe football program this fall.

SCN: How does the new campus build a sense of safety and community?

Natividad: Safety is our number one priority. A secure and disciplined environment is the foundation of a vibrant learning community; one where scholars can thrive and pursue their futures with confidence. Our campus is equipped with more than163 cameras and state-of-the-art surveillance tools that monitor activity 24/7. This technology allows us to trace movement from multiple angles and investigate potential threats swiftly and effectively.

A safe campus isn鈥檛 just about protection; it鈥檚 about creating the conditions where students and staff feel supported, valued and empowered to succeed. Our new Compton High School embodies that vision. Through intentional investment in our scholars and facilities, we are building a strong sense of community and belonging. Our students know they deserve the very best educational experience in the world. With access to modern learning studios, student conference rooms, and global connectivity through live-streaming classrooms that reflect real-world industry settings, our scholars are immersed in an environment that boldly tells them that their education matters.

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Klein听Cain High School, which made its debut in Houston last August, was long in the making.

Its story begins in 2008 when the Klein Independent School District realized it needed a new 9-12 high school (its fifth) to address the demographic growth within the community. At that time, the district did a selection process through a design competition that was won by locally headquartered PBK Architects. But then the recession hit, demographic growth plateaued and the project was shelved until 2012.

While oftentimes pausing a major project like this can pose a challenge, this time it worked out in the school district鈥檚 favor, according to Ian Powell, partner with PBK Architects. During that time, a major shift in the ways teaching and learning occurred was happening, as schools moved away from instructional-based learning to more independent learning methods that require more flexible, open spaces.

The project came to fruition in February 2015 when construction broke ground, with locally based Satterfield & Pontikes Construction Inc. serving as the construction manager at-risk. The result: A school that combines flexibility and transparency for next-generation learning while simultaneously addressing school security needs and prepping the complex for natural disasters just like Hurricane Harvey that hit five days after its opening.

Collaboration Is Key

One of the district鈥檚 criteria in the original design competition was to create a facility that reflected the heritage of the community, paying homage to the German immigrants who settled here in the mid-1850s. As such, the exterior of the building reflects traditional German architecture, with the听steeply pitched听gable metal roof at听the entry,听the subdivided exterior听window听configuration, the patterning of听exterior brick masonry and听the听use of cast stone, according to Powell.

While that exterior element stayed the same between the 2008 and 2012 timeframe, the district wanted to do something completely different with the interiors when the project was greenlit again in 2012. 鈥淭he district staff decided to make the inside much more transparent, open, collaborative and connected,鈥� Powell said. 鈥淭he school building is divided into six smaller learning communities (SLCs) that each have more transparency to classrooms and more openness.鈥�

Each of the SLCs consist of about 20 to 24 classrooms, two collaboration spaces, a decentralized administrative/counseling suite and other support spaces, according to Powell. Classrooms are grouped听around a larger open space that is centrally located within each SLC, and a linear, flexible space for smaller groups听is located at the听end of each SLC听adjacent a circulation path. These spaces provide opportunity for teacher-dependent听and independent听activities, and are听equally beneficial for听study and听project-based activities that foster interaction and听collaborative efforts within听student听teams.

The design of the classrooms equally takes on a more collaborative approach using an L-shaped layout. 鈥淥ne of the concepts that the Klein administrators wanted to break the mold of was the traditional classroom, by changing the 鈥榖ox鈥� to more of an L-shaped classroom so that there are different zones in the classroom,鈥� Powell said. 鈥淭eacher-dependent and teacher-independent instruction can occur as well as differentiated instruction (that involves all different kinds of instruction, not just the degrees of teacher dependency).鈥�

That means students can use the space however they see fit, whether that be working collaboratively in groups, with or without a teacher鈥檚 participation, or working independently. Moveable glass partitions open up into the adjacent collaboration spaces for even greater flexibility. The majority of classrooms feature exterior windows that bring natural daylight into the space, while every classroom includes high transom windows that look onto adjacent circulation spaces. Both uses of windows help reduce the need for artificial lighting.

The high school teaching staff was a product of this environment, according to Powell. In fact, the school selected teaching staff that could accommodate the varying types of instructional settings, addressing any initial concerns as to if this classroom type and style would fit the nature of the individuals doing the instruction.

鈥淭hey even did a post-occupancy survey, and greater than 75 percent were more pleased with this instructional space than the previous box-shaped space they had been in before,鈥� Powell said.

Yet another example of the open design is the Learning Commons (or modern-day library), with a majority of its front being transparent and even having front walls that open up into the main corridor, dubbed 鈥淢ain Street,鈥� according to Powell. High ceilings and varied lighting adds to the open feel. And even private group study areas, such as the Think Tank, are lined with glass walls for better transparency.

Because the school district is very familiar with using data in decision-making, the design team surveyed both students and teachers at the four other high schools in the district early on in the design process. 鈥淭hey reinforced the choice to be intentional with the [design elements], including the transparency, openness, configuration of the classrooms, natural light in most of the classrooms and even the fronting of the Learning Commons right off the main circulation corridor,鈥� Powell said. 鈥淎ll of these were thoughts we had, but the feedback we got was positive from both teachers and students.鈥�

Of course, security was also top of mind for the new school. The main entrance features a safety vestibule, which has hardware that locks down if or when there is some form of a human threat. The school also has surveillance. While school district administrators are invested in designing schools that are more open and inviting, they have some provisioning related to safety and security that balances the need for the entrance to feel warm and open but also be able to be zoned off at the event of an emergency, according to Powell. He added that he can鈥檛 share some of those provisions to ensure the security strategies at the school remain confidential.

To read the entire article, check out the May/June issue of .

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Students participating in the Students in Academically Gifted Education (SAGE) program within the North Kansas City School District must have an IQ of 128 and above. Ever since the program鈥檚 inception in 1974, it has given these academically gifted students a curriculum that further develops their already advanced skills. Because programming was previously held at varying locations, the district鈥檚 approximately 950 SAGE students had been participating in the SAGE program at designated schools 鈥� until now.

The Northland Innovation Campus 鈥� often referred to as the SAGE Center 鈥� in Gladstone, Mo., (a suburb of Kansas City, Mo.) provides a truly innovative space that helps foster the exceptional skills of all 950 SAGE students that come to the facility from 26 schools on a one-day-a-week rotation. The facility pushes the boundaries of education design and serves as a permanent home for the 12 students in third, fourth and fifth grades who participate in the Program for Exceptionally Gifted Students (PEGS) and who have an IQ of at least 140.

鈥淭he goal of the SAGE Center was to bring students together so that they could be supported with their like peers, allowing them to talk on the same level and be challenged on their high-achieving levels,鈥� said Dr. Danelle Marsden, principal of gifted programs at the SAGE Center. 鈥淓ach of the kids is unique and has special needs, so we wanted to foster their uniqueness and develop their individuality. Many students struggle with figuring out where they belong and who they are as individuals, so we want them to work in a student-centered environment specifically designed to meet their needs.鈥�

The SAGE Center鈥檚 curriculum uses a STEM approach, emphasizing math and science in a technology-rich space that allows students to research and create, while also supporting the students鈥� emotional needs by emphasizing individualized learning as well as how to work with others. Because some students are afraid to fail, the program also encourages the idea that 鈥渇ailure is an option鈥� and can in fact stand for something else entirely such as 鈥渇irst attempt in learning,鈥� Marsden said.

That student-centered approach set the stage for the entire project, which ended up mimicking the planning of a contemporary office space more than a traditional educational space. The studio-esque design features very few walls and no specified classrooms in an effort to prepare students for the real world, with a multipurpose hall, learning stairs, studios, outdoor classrooms, video production rooms and lab spaces replacing the traditional school layout.

From Flintstones to Jetsons

The SAGE Center was an interior fit-out project that essentially takes up 3.5 floors of a five-story building originally built as a blank slate. It鈥檚 a collaboration of several parties, including the city of Gladstone, North Kansas City School District and Northwest Missouri State, which happens to occupy the top floor of the building.

The project was accomplished in two phases. Completed in August 2016, the first phase included the K-5 portion of the project, for which Chicago-based Perkins+Will served as the design architect, locally based Hoefer Wysocki Architects served as the architect of record and locally based McCownGordon Construction served as the general contractor. The second phase was completed last summer by Hoefer Wysocki, which essentially used the same principles from the K-5 portion and applied it to a middle school portion. All said and done, the K-5 program takes up the first two floors with the middle school taking up floors three and half of the fourth floor.

鈥淭he driver of the project was the superintendent of the school district who has since moved on, but at the time, he wanted to do something really innovative and create a space that pushed people out of their boundaries and beyond their preconceived ideas of classrooms and what school space should be for these kids to be more in line with the progressive program,鈥� said Julie Michiels, AIA, senior project designer, associate principal for Perkins+Will. 鈥淗e wanted to make sure it wasn鈥檛 just a replication of what they were already doing but looked at creating something that will really be flexible enough to last for generations to come.鈥�

To accommodate this 鈥渟chool of the future,鈥� Michiels said the design team came up with a Flintstones-to-Jetsons analogy at the get-go, essentially asking the client to rank the project鈥檚 innovativeness on a scale that went from a 鈥淔lintstones鈥�-era traditional design to a 鈥淛etsons鈥�-era future-thinking design. 鈥淎t the beginning, we asked them to plot where they were, and they were closer to the Flintstones,鈥� Michiels said. 鈥淲e kept using that as a measure throughout the project, asking them if we were getting closer to the Jetsons.鈥�

In the end, even the Jetsons themselves would have been impressed with the innovations involved in the center. For instance, the school wanted an open design 鈥� more similar to that of a contemporary office 鈥� that broke away from the traditional walling off of students in designated classrooms. Even the teachers opted to do away with assigned desks in an effort to allow for more observation and idea sharing.

Michiels said that the teachers and staff were excited that the design would allow kids to be more self-directed because these particular students need access to spaces and tools that are unavailable in a traditional classroom. That includes space for flying drones, teaching students coding skills,听a student-run green screen broadcast studio as well as a maker lab.

鈥淚t鈥檚 a very open-minded program,鈥� Michiels said. 鈥淚f teachers are giving instructions, they鈥檙e generally giving a framework to operate within, not necessarily saying that the students 鈥榟ave to do it鈥� this way, so we wanted the space to serve as a framework that could guide activities without being overly prescriptive about it.鈥�

The Design

Two key design elements were flexibility and visual access. At SAGE, students only spend 5 percent of their time listening to lectures, while the rest of the time is split between doing project-based learning, collaborative group studies and independent studies 鈥� all of which require a wide range of learning environments. Wide stairwells create space for chance encounters, while an outdoor patio gives students the chance to learn in an open-air environment. Miniature grandstand seating, built-in nooks and flexible furniture only add to the flexibility.

The school also wanted to encourage curiosity in its students, so the design team used an open layout to create visual access for students to see what other students, older or younger, are doing as well as to see the trees and ravine outside, connecting them to nature. It also wanted the space itself to be a teaching tool, according to Michiels. 鈥淲e wanted students to wonder what a material is or see something out the window that can be used in a science project,鈥� she said. 鈥淲e often questioned if we could frame things in a different way for the students that led us to creating a lot of flexibility and visual access.鈥�

To read the entire article, check out the March/April issue of .

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University of California, Davis (UC Davis) Health will change the way nursing schools operate, with an innovative new education building for the Betty Irene Moore School of Nursing at UC Davis that begs students to ask questions, solve problems and simply practice what it鈥檚 like to care for people.

Completed this past summer and officially opened in October, the 70,000-square-foot Betty Irene Moore Hall is the ideal home to what is essentially a new school for the university. A $100 million donation from the Gordon and Betty Moore Foundation, the nation鈥檚 largest grant for nursing education, allowed the school to launch in 2009. And since launching, it has grown to include five different programs, with a student body of about 300 that will soon surpass 400 in the next few years. While borrowing space from the School of Medicine has served the nursing school well for the past decade, it was time for it to build its own space, according to Heather M. Young, founding dean of the nursing school.

San Francisco-based WRNS Studio teamed up with national construction firm McCarthy Building Companies Inc. under a design-build delivery methodology that helped the project stay on schedule and within its $38 million budget. Timothy Albiani, McCarthy鈥檚 project director for the project, emphasized that the delivery method was also rewarding in that the design-build team saw the project through from early programming to the final outcome of the top-rate educational building.

The school had a very clear vision for the project from the start. Young said that there were nearly 100 people involved, including several subcommittees to discuss everything from technology needs to facility issues. Together, faculty and staff created an 800-page specification document that guided the project through design and resulted in less than 1 percent change orders throughout the construction process.

鈥淭his project is really cutting edge,鈥� Albiani added. 鈥淭his whole building is about learning and the next wave of graduate students being educated to become better nurses and healthcare leaders. In fact, that鈥檚 the school鈥檚 entire purpose. Betty Irene Moore experienced treatment challenges during a hospital stay and made a personal commitment to expand nursing education to ensure nurses of the future had the most up-to-date training and skills. We really hit a home run, and we believe the School of Nursing got what they wanted to a tee. I think they asked for something they weren鈥檛 sure could be delivered, and with this building, they are able to push the envelope on progressive education further than they thought.鈥�

In fact, Albiani thinks the school could change the approach to health education overall. 鈥淭hey鈥檙e changing the way a professional degree should be taught,鈥� he said.

Nursing a New Education Approach

Veering away from the traditional lecture approach to education, the nursing school sought to engage students more actively from the get-go, and this new building only furthers that goal.

Specifically, the school wanted the capacity to do simulation, Young said. This ability to physically practice what it鈥檚 like to care for people is brought to life by either high-fidelity mannequins or patients who are live actors hired by the school to act as if they have a certain health condition. Students can get firsthand practice on clinical skills and bedside manner in a variety of simulation environments. They include the inpatient eight-bed 鈥渉ospital ward,鈥� task and anatomy skills labs, a 15-room primary care clinic and a one-bedroom apartment home health simulation suite that allows students to practice giving care in different residential spaces such as a bedroom, bathroom or kitchen. A lot of the practice is also recorded on video, so students can debrief and learn from what they see.

鈥淚t鈥檚 very different than lecturing because students get to use classroom time to have in-depth case discussions or practice in simulation,鈥� Young emphasized. 鈥淭he way [the building] is laid out is very different from a traditional education building.鈥�

鈥淸The building] probably doesn鈥檛 compare to many, if any, other nursing facilities,鈥� said Kevin Black, McCarthy鈥檚 project manager for the project. 鈥淭he larger classrooms are set up to be interactive with students engaging and interfacing with each other, while instructors move throughout the space; it doesn鈥檛 have the traditional podium up front with auditorium-style seating.鈥�

Another thing that was really important to the university was that they wanted to use the circulation corridors efficiently. Edward Kim, WRNS project manager associate, emphasized the design team鈥檚 focus on 鈥渢he third place.鈥� Since students are no longer just commuting between the classroom and home, they need a 鈥減lace鈥� to study either individually or collaboratively with a group. Two of the main building program elements consist of active learning classrooms and skill or simulation labs. But equally as important to the university was the learning commons, the space between the classrooms and labs. The 鈥渓earning commons鈥� was programmed and designed to create a place where students can study and collaborate between classroom sessions.

鈥淲hen talking about this 鈥榯hird place,鈥� we have conceptually identified it as 鈥楾he Guts鈥� of the nursing school,鈥� Kim said. 鈥淥n the first, second and third floors, interconnected learning commons are treated with a bamboo wood wall that curves and bends to create different size alcoves for studying or collaborating. The third-floor learning commons has a window looking directly into the simulation lab, so there are even options to learn as a spectator while other classes are in session.鈥�

The learning commons weaves throughout to continue both classroom and clinical learning. 鈥淧ropeller tables鈥� are strategically placed throughout these areas designed to encourage engaged learning and create an atmosphere where new ideas are discussed, debated and remembered.

鈥淲e wanted a place to invite people to connect, to spark the ability to have interesting conversations,鈥� Young said. 鈥淎ll of our common spaces 鈥� corridors and lobbies 鈥� we wanted to be learning commons. So, the building was designed with places to sit and plug in a laptop and connect. It invites that kind of engagement; for instance, the walls are writable. We wanted a building that encouraged collaboration because we value that.鈥�

To read the entire article, check out the January/February issue of .

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The Missouri Innovation Campus (MIC) in Lee鈥檚 Summit, Mo., isn鈥檛 just a building. It鈥檚 a program that鈥檚 changing the way students experience education and prepare themselves for the workplace.

The partnership between Lee鈥檚 Summit R-7 School District, Metropolitan Community College and the University of Central Missouri (UCM) brings together high school and college students into one space, housing the MIC program, Summit Technology Academy (STA) and University of Central Missouri-Lee鈥檚 Summit, an off-site campus for UCM.

Students can start the MIC program their junior year of high school by attending STA, a program that offers students dual-credit classes that prepare them for careers in engineering, computer science, healthcare and multimedia. During the time it takes students to complete high school, they will have earned an associate鈥檚 degree from Metropolitan Community College, interned at a local business and then can finish their four-year bachelor鈥檚 degree from UCM just two years after they graduate high school.

The MIC program also integrates students into the community by requiring them to complete three years of paid internships with companies based in the Greater Kansas City Metropolitan Area. Not only does this help alleviate the costs of education, but it also helps prepare students for the working world. In total, there are 500 metropolitan students in STA, 1,000 students in UCM and approximately 100 MIC students amongst them.

鈥淭he goal of the MIC is two-fold: to meet workforce demand for top technology-talented students and to eliminate massive college debt by reducing the time to degree completion,鈥� said STA Principal Elaine Metcalf.

A new building for MIC was completed in time for the 2017-2018 school year. Before the new building was built, MIC was spread across two locations. Now, students have access to all the technologies they could want or dream up. In fact, the new campus was built with flexibility in mind to accommodate future technologies and curriculums.

鈥淭his building is designed to meet the needs of the Kansas City marketplace, and it鈥檚 always going to change,鈥� said Kevin Greischar, AIA, principal for DLR Group. 鈥淎s the marketplace and local industry evolve, so will this building. There are walls that are permanent, walls that are built for 10 years and ones that could come down tomorrow if need be.鈥�

MIC held a grand-opening ceremony for its new home on Sept. 5. This debut date was also perfect timing to show off the new facility to attendees at the national EDspaces trade show, held in Kansas City, Mo., from Oct. 24-27, at which 糖心少女 was in attendance.

Problem Solving Is Key

From the outside, the 135,000-square-foot building features sleek aluminum sheathing and an industrial-style finish that matches the interior that is spread across two levels, featuring high ceilings and lots of windows to bring in natural light. The design was a collaboration between DLR Group as the architect of record and Gould Evans as design partner, with McCownGordon Construction serving as general contractor on the project. All three companies have offices in the Kansas City area.

The $30 million facility features 60 classrooms as well as shared spaces designed to welcome students from both STA and UCM as well as ones that are designated to specific programs: networking, engineering, medical, bio medical, graphics, hospitality and cybersecurity. Most of these spaces have moveable panels so that spaces can be combined or separated as needed. The furniture 鈥� most of which is on wheels 鈥� also encourages flexibility and movement.

鈥淭his building is probably the most specific we have been involved with, where the curriculum defined the physical space and adjacencies,鈥� Greischar said. 鈥淭he staff was already teaching in ways that a building like this would let them do but in a building that wasn鈥檛 designed for it. Instructors and learners will only flourish in this environment.鈥�

The building was designed to have what Greischar called a 鈥淢ain Street,鈥� with neighborhoods that include a front and back porch that get a bit quieter as students make their way down the neighborhood corridor. Because the facility is designed to prepare students for the workforce, it really feels more like a Google- or Facebook-type tech office space than a college. The traditional high school environment is completely gone, with a more open concept so that classrooms are not closed off. Classrooms bleed into the hallways and vice versa allowing learning and teaching to occur everywhere.

鈥淭he real difference is that teachers give students a problem to solve, and then ask the students to solve it with the available tools,鈥� Greischar said. 鈥淎 big part of the educational experience at MIC involves collaboration and this idea that 鈥榶ou win as a team.鈥� The idea was to create an environment where students could go to solve problems instead of spaces where they could go to have their heads filled with lecture-style learning.鈥�

Another aspect that Greischar said the design team had to consider was creating a space that encouraged a level of trust between parents and teachers that students could manage themselves and their own time, especially since some students at the school are only in high school and are working around college-age students. While the students typically work apart from one another, there are times when they work together, especially when MIC brings in a lecturer or other guest speaker.

One such space that truly deviates from the traditional high school setup is the upper-level lounge area with an outside terrace. It was originally conceived to be a library, but instead, it provides a place for students to plug-in and eat or chill out before starting their schoolwork.

鈥淭he new space promotes and facilitates very intentional ways to help students practice the professional skills that are needed to be successful in the workplace,鈥� Metcalf said. 鈥淎lso, the flexibility and openness of the design supports a changing curriculum of the next-generation workforce.鈥�

To read the entire article, check out the November/December issue of .

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RIVERSIDE, Calif. 鈥� Riverside Community College District (RCCD) officially joined the Riverside community last summer when it opened a performing arts building and culinary arts school in downtown in time for the 2016-17 school year. Its new Coil School for the Arts (CSA) and Culinary Arts Academy and District Offices (CAADO) blend in with the city鈥檚 historic Centennial Plaza, which is also home to the Center for Social Justice and Civil Liberties that was rehabilitated in 2012.

The location of the two facilities provides more opportunities for RCCD students to engage with the community in a more hands-on approach that better trains them for the professional world. Irvine, Calif.-based LPA Inc. served as the architect on the project, while locally based Tilden-Coil Constructors Inc. served as the general contractor.

鈥淭he main goal was to design an educational and cultural hub at the heart of downtown Riverside,鈥� said Franco Brown, associate/design director for LPA Inc. 鈥淏y moving key programs such as the School of Music and the Culinary Arts Academy 鈥榦ff-campus,鈥� the district brought the arts to the local community while benefiting from the exposure and synergies created.鈥�

鈥淭he development of a comprehensive block in downtown with programs that have patrons and members of the public allowed the college district to move these programs into the community spotlight,鈥� added Chris Carlson, chief of staff and facilities development at RCCD. 鈥淓ach facility is designed to advance the programs; the former locations were inadequate for the current and future program development to help students preparing for the workforce in these areas.鈥�

Culinary Arts Academy & District Offices

At 60,000 square feet, CAADO was the larger portion of the project. It features a demonstration kitchen and a restaurant open to the public with a vegetated rooftop deck for special events and performances that give students practical experience while also allowing the community to host celebrations.

鈥淭he previously secluded Culinary Arts Academy has now taken a center-stage location in downtown Riverside,鈥� Brown said. 鈥淭he program offers students an education in the different specialties of the culinary arts (including ice carving) with the vital experience of a real-world restaurant. The new facility gives students the traditional hands-on approach complemented with distance learning and access to online archival material produced in the demonstration kitchen.鈥�

Unlike most traditional culinary art facilities, the CAADO building takes advantage of its prominent location, with all of the kitchens and a bakery situated on the building perimeter, facing the street, according to Brown. In contrast, the demonstration kitchen was located in the center of the layout to control light and the digital technology for recording and broadcasting sessions. In fact, this space was designed to be more like a television set than a traditional classroom. Last but not least, the project is centered around a 120-seat restaurant located on the corner that is open to the public. A glass tower element serves as a beacon at nighttime and connects the restaurant to the rooftop deck.

鈥淯sing glass 鈥榩ortals,鈥� we let the activities inside be 鈥榙isplayed鈥� to pedestrians and people driving by,鈥� Brown said.

Having these activities on display attracts community engagement, and specifically the demonstration kitchen and rooftop terrace allow the district to advance and change the curriculum in ways they were unable to before, according to Carlson. He added that another key part of the CAADO building is that it brings all the district鈥檚 offices into one location instead of keeping them in the four separate locations that previously housed them.

Coil School of the Arts

As the new home for the Riverside City College music program, the CSA building also takes the spotlight (pun intended) in the community with its 450-seat concert hall and performance stage, primarily driven by acoustics to achieve uncompromising sound quality, according to Brown. The building also includes classrooms, practice rooms, a choral room, band room, orchestra room, a piano lab and a high-technology recording studio.

鈥淭he concert hall itself was conceived as a music instrument, applying the same principle of the resonance chamber found in many string instruments to achieve a three-second reverberation time for choir performances,鈥� Brown said. 鈥淪ound absorptive panels, mechanized perimeter drapery and a moveable stage cloud can all be configured to cater to the large variety of music genres offered by the school program.鈥�

A combination of new and proven technology was used throughout the building, Brown added. The 33 practice rooms were physically isolated from the adjacent concert hall using hanging stud walls and a floating concrete slab to avoid any sound interference. For the concert hall, a latticework of LED lights creates what Brown called a 鈥渧isual boundary鈥� for the space while allowing the sound through. Even a digital menu of multiple light patterns was programmed in to give users the ability to select the right atmosphere for each performance.

Due to a code height limitation, the service space at catwalk level had to integrate the structural, mechanical, electrical, rigging, fire-suppressing and lighting systems in a constrained space, according to Brown. During the design development, LPA鈥檚 integrated design team used BIM software technology to achieve this complex system coordination, something that a decade ago would have been nearly impossible.

鈥淗aving a music performance hall, recording studio and triple the number of practice rooms is a game changer, and so is having a home for all performances versus moving from venue to venue,鈥� said Carlson. 鈥淭his has been a huge success for them, with community and professional engagement. The Riverside Philharmonic even moved its performance venue from the Fox Performing Arts Center to the Coil School for the Arts, providing more opportunities for students.鈥�

To read the entire article, check out the September/October issue of .

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