By Rob Thornton, President & CEO, International District Energy Association (IDEA)听

Over the last two decades, colleges and universities have done serious work on climate. Many have cut emissions, purchased renewable electricity, upgraded lighting and controls, and improved building performance. They have also set bold targets to achieve carbon neutrality by 2030, 2035 or 2040. Higher education understands its role as a laboratory for innovation and leadership.听

And yet, in facilities meetings across the country, a familiar moment is playing out. Someone puts the original decarbonization roadmap on the table and says, 鈥淲e need to revisit this.鈥�听

That鈥檚听not a failure of ambition.听It鈥檚听a reflection of campus reality. Colleges and universities are complex 鈥渕ini-cities,鈥� balancing aging infrastructure, deferred maintenance, new construction, enrollment shifts, research growth, tight capital听budgets听and a changing climate that is driving higher cooling loads and more demanding resiliency expectations. Add grid constraints and volatile energy markets, and even well-built plans can drift off schedule.

The question听isn鈥檛听whether campuses can decarbonize.听It鈥檚听whether they can do it at scale, reliably, and at a cost they can live with, while keeping students,听faculty听and patients comfortable on the hottest day of the year and the coldest night of the winter.听

That鈥檚听where district energy comes into听the conversation.听听

District energy is a shared thermal infrastructure for heating and cooling. Instead of each building owning its own boiler, chiller, cooling tower听and control strategy, a campus can serve multiple buildings from a central facility that distributes steam, hot听water听or chilled water through an underground piping network. Aggregating thermal loads is the foundation that makes decarbonization,听resilience听and campus growth easier to deliver in practice.听

District Energy鈥檚 Advantages and Opportunities听

Most campuses manage dozens, sometimes hundreds, of buildings with different vintages and uses. If each building must solve heating and cooling on its own, the result is predictable: redundant equipment, oversized capacity, scattered maintenance听risk听and replacement cycles that rarely align with the institution鈥檚 long-term carbon strategy.听听

On the cooling side, building-level chiller plants are commonly sized with 30% to 100% more capacity than a comparable district cooling solution, because each building must plan for its own peak. When you aggregate loads, peaks diversify. The system can be sized and听operated听for overall performance, not individual buildings. That translates into higher efficiency, lower peak electric听demand听and lower lifecycle cost.听

On the heating side, district energy creates optionality. A central facility can integrate multiple heat sources over time, including combined heat and power (CHP), high-efficiency boilers, electric boilers, industrial heat pumps, geothermal exchange, wastewater听heat听and waste-heat recovery from data centers. The 鈥渞ight鈥� technology can evolve as markets and policies evolve, without forcing every building to undergo a complete mechanical reinvention at the same time.听

There鈥檚听also a campus construction benefit: district energy is a real estate strategy.听

When you reduce rooftop chillers and cooling towers and shrink basement mechanical rooms, you give the institution valuable space back. That space becomes labs, classrooms, patient care, storage, amenities听or simply less congestion for maintenance staff. It also reduces noise and vibration, improves architectural听flexibility听and makes it easier to renovate historic buildings without fighting the constraints of modern HVAC equipment.听

Resilience is another differentiator. District energy systems can be designed with N+1 redundancy, multiple fuel听pathways听and thermal energy storage (chilled water,听ice听or hot water) that decouples production from use. For a campus, this strengthens the ability to ride through grid disturbances, extreme听weather听and peak pricing events while prioritizing mission-critical loads.听

Just as important, district energy can be built in phases, which aligns with how campuses are built鈥攐ne project at a time, one renewal cycle at a time, guided by a master plan. Instead of treating HVAC replacements as disconnected emergencies, district energy turns them into a coordinated capital program: plant modernization, distribution听expansion听and standardized building energy transfer stations. When planned early, this reduces rework, simplifies future tie-ins听and keeps projects moving even when a building schedule slips.听

Where District Energy Is Driving Impact听

Across the country, universities are听demonstrating听what modern district energy can achieve.听

Cornell University built a global reference project with Lake Source Cooling, using cold deep lake water to meet a large share of campus cooling needs, reducing electricity听consumption听and avoiding traditional refrigerants. Cornell is now advancing Earth Source Heat, a deep geothermal initiative designed to meet most annual heating demand and sharply reduce reliance on fossil fuels. The lesson is clear: start with an innovative anchor project, then build the next layer.听

Princeton University is converting its campus from steam to hot water, improving distribution听efficiency听and supporting lower-temperature听operation. Its TIGER and CUB projects are designed to integrate heat pumps and geo-exchange, paired with renewable power resources and microgrid capability.听Converting听an entire campus is not quick, but Princeton shows how a multi-year program stays coherent when each phase ties back to a long-term thermal strategy.听

The University of Virginia highlights a complementary truth: efficiency and district energy are partners, not competitors. UVA has delivered significant reductions through sustained building-efficiency efforts (controls, retro-commissioning, targeted retrofits) and upgrades to central facilities. The result is听smaller,听smarter loads served more efficiently and cost-effectively.听

Read four key lessons for campus leaders and project teams in the Higher Education Edition of 糖心少女.

Rob Thornton has served as President & CEO of the International District Energy Association (IDEA) since 2000. With听nearly four听decades听in听district energy, he works with campus and city leaders to advance efficient, resilient, low-carbon thermal infrastructure.听

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Loosveldt鈥檚 work听spans higher education听and听civic听work听for public and听private clients. An early adopter of alternative delivery methods, she has become a leader in Progressive Design-Build delivery. Her work is grounded in place and focused on creating meaningful benefits for students,听clients听and communities.听

Loosveldt鈥檚听milestone projects include the听,听听and the CCC Natural Resources Center of Excellence.听Additional听work includes the听听project, Central Washington University鈥檚 Multicultural Center and听, which opens this summer.听听

Within听Opsis, she has been instrumental in creating opportunities for professional growth and a welcoming, inclusive workplace culture for all staff.听She听has also been an active advocate for sustainability initiatives and a driving force behind the evolution of听firm鈥檚听mentorship program.听

听鈥淲e鈥檙e听thrilled to welcome Lauren to our principal group. Her ability to connect with clients and AEC partners has already made her an important contributor to the growth of our practice and the evolution of our studio,鈥� shared听Opsis听Principal Paul Kinley听in a statement. 鈥淪he brings a supportive, collaborative approach to her work, and we are excited to see her continue shaping听Opsis鈥檚听future.鈥�听

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By Mark Schoeman, AIA, and Lee Salin, FAIA

There鈥檚 the old saying that a failure to plan is a plan to fail. It鈥檚 a perspective we know well in the A/E/C industry, clients included. We can鈥檛 successfully design building solutions if we don鈥檛 define and understand the needs these solutions aim to address, which is why master planning is such a vital task in the overall process of managing facilities.

As we consider the state of education in America today, it鈥檚 clear that we are at an inflection point as educators are buffeted by multiple challenges. There are the lingering impacts of COVID-19, and the lessons learned to improve future pandemic responses to better support students, teachers, families and administrators. There is also the impact of technology on students鈥� socialemotional health and learning skills, which not only encompasses artificial intelligence but smartphones and social media, too.

To these factors, we can add ongoing ideological debates on how education is offered to students on a systemic basis, with the debate on voucher programs and 鈥渟chool choice鈥� being one of several flashpoints. And there鈥檚 more, of course. The question facing educators, then, is how do all these factors cohere into a pedagogical vision for the day-to-day student experience rooted in schools鈥� built environments?

To answer, it鈥檚 worth considering the ways in which master planning, enhanced by strategic visioning, can go beyond material thinking to serve K-12 districts as a cultural tool for navigating change.

Getting to the 鈥榃hy鈥�

Fundamentally, it鈥檚 about the rationale for undertaking a master plan 鈥� the underlying 鈥渨hy.鈥� At a minimum, master plans are meant to take a holistic look at facilities on a campus, or across a district, and contextualize specific needs (e.g. for deferred maintenance repairs, major modernizations and new structures) with timelines and funding. Yet we can go beyond thinking primarily in terms of facilities by engaging with, and incorporating, other elements, such as Education Specifications. Since these are where a district articulates its pedagogical thinking, these documents provide essential insights into the overall educational experience 鈥� teaching methods and tools, student engagement approaches and guidelines for evaluating student success in achieving learning objectives.

When it comes to thinking about how to teach given changing circumstances (e.g. the aforementioned pandemic impacts, technology and broader political environment), time spent developing (or updating) educational specifications and strategic plans 鈥� before beginning the master planning process can support more sophisticated results.

Rather than looking at facility improvements in isolation or in purely reactive terms, (e.g. what needs to be fixed in response to immediate needs), master planning efforts informed by clearly articulated and actionable pedagogical visions can define rich and multi-faceted improvements with long-term benefits. For example, if a classroom鈥檚 audiovisual technology is out of date, rather than simply upgrading to the latest equipment the master plan could consider the district鈥檚 hybrid learning strategy and how students can maintain the continuity of their learning experience in a variety of circumstances, whether at home or in the classroom.

The contextual and strategic approach to master planning can offer an added benefit, particularly when looking to apply pedagogical innovations to the many spaces that comprise a school. As effective master plans consider where buildings are placed, there鈥檚 an opportunity to understand why they relate to each other in the way they do 鈥� and judge whether this relationship really does serve the desired student learning experience. Furthermore, looking at how the parts of a campus come together allows for exploring underused areas in a building or campus, the interstitial spaces, to activate them in a way that further enhances the learning experience in line with pedagogical goals.

For example, a courtyard corner used for little more than seating could be enhanced with a garden planter to support STEM education in biology. Or an empty/utilitarian space within a circulation path could be supplied with seating, a whiteboard, and a Smart TV to become an interactive 鈥渃uriosity space鈥� for student project work and outside-the-classroom teacher interactions. Finally, viewing the various elements of a campus as a 鈥渘etwork鈥� supports more robust thinking about challenges related to wayfinding, safety and security.

Another consideration involves understanding a campus鈥� history and culture. First, this allows a school to continue to express and celebrate its identity and role in the community (e.g. through joint-ventures and after-hours programming). Second, this allows for understanding the history of changes in the campus and their impacts, positive and negative. Embedding a historical understanding of a campus (or multiple campuses) into the master plan can provide additional context for decisions made regarding future improvements.

Planning in Practice

So how should a district approach creating a richer, more multifaceted master plan that is more adaptable and resilient in the face of change? Crucially, it鈥檚 important to emphasize conversations with district staff, teachers, parents, and students to understand what their hopes and expectations are related to the learning experience. The goal is to explore more than just needs, but overall goals, constraints and opportunities 鈥� the 鈥渂ig picture鈥� of how students grow and develop throughout their academic journey. We can build on this deeper understanding by paying attention to thinking expressed in strategic documents such as Education Specifications 鈥� does it reflect not only a district鈥檚 current thinking about the learning experience but also strive to address projected evolutions, and disruptions due to technology and broader social context? Does it purposefully incorporate adaptability and resilience?

Whether updating an existing education specifications or starting fresh, prior to master planning it becomes all the more worthwhile to conduct strategic visioning that develops a clear and holistic 鈥減icture鈥� of the learning experience spanning past experience, current practice and potential future improvements. When all the above are combined, the outcome 鈥� a roadmap for navigating change 鈥� strengthens district leaders鈥� ability to respond to both immediate and longer-term challenges facing their students, teachers and communities.

Mark Schoeman, AIA, DBIA, is Design Principal at ABA Studios. Lee Salin, FAIA, is President and Managing Principal at ABA Studios.

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By Ulysses 鈥淯ly鈥� Navarrete

For nearly three decades, the Association of Latino Administrators and Superintendents (ALAS) has been the national home for Latino education leaders: the superintendents, administrators and rising leaders who wake up every day thinking about how to serve the more than 14 million Latino students in America’s public schools.

The organization’s mission is simple: to develop, connect, and empower the leaders who will close opportunity gaps for Latino youth, wherever those students sit in a classroom.

Through its flagship leadership programs like the Superintendents Leadership Academy (SLA), the National Principals Leadership Academy (NPLA), and the newest Central Office Administration Academy (COAA), ALAS has built, and continues to build, a pipeline of leaders who understand that not only does representation in the front office matter, so does everything a student experiences on the way to that office, including the building itself.

That is where a partnership between ALAS and 糖心少女 comes in, and why it matters right now.

Too often, conversations about educational equity stop at curriculum, staffing and funding formulas. While these are all critical issues, the physical spaces where Latino students actually learn go unexamined. The research tells a consistent story: students are less likely to learn and thrive in buildings with poor air quality, overcrowded rooms, and outdated labs and libraries. That burden isn’t shared equally.

A vast majority of Latino students attend schools in districts with the oldest facilities and the smallest capital budgets. Districts where bond measures fail more often, where deferred maintenance piles up for decades, and where the gap between what a building offers and what a child deserves keeps widening.

ALAS members lead many of these districts. They are the superintendents standing in front of school boards making the case for a new roof instead of a new gym, the administrators walking reporters through buildings with intermittent air conditioning, the leaders trying to explain that a modern career tech wing isn’t a luxury; it is the difference between a student graduating ready for a skilled trade or falling through the cracks. They know, better than almost anyone, that facilities policy is equity policy.

A partnership with 糖心少女 means our collective voice can now be amplified to help shape how architects, planners and school boards set construction priorities that address our Latino students. It means that ALAS members gain a trusted, expert voice on what quality construction and design should look like, and how to fight for it. Once decision makers see that leaking roofs in a majority Latino-serving district are not simply line items, rather, they are potential barriers toward bridging the achievement gap then priorities can start to change.

Our students deserve a sense of belonging shaped daily by knowing that the building in which they learn in says loudly and clearly that they are not an afterthought, they are seen and they matter!

We at ALAS are not construction experts, but we are the experts on what Latino students and the leaders who serve them need and we know that better buildings and better leadership have to move forward together. This is a story worth telling, together.

Ulysses 鈥淯ly鈥� Navarrete is the Executive Director of the Association of Latino Administrators and Superintendents (ALAS).

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By Carol Stolt

Higher education is changing fast, and learning spaces must keep pace. As technology, pedagogy听and mental听health awareness reshape how students learn,听designing for听neurodiversity has become essential鈥攏ot optional. The question is no longer whether to accommodate听different needs, but how to create environments where every student can thrive.

Many institutions are finding that what supports neurodiverse learners鈥攁daptable lighting, varied听seating听and better acoustics鈥攊mproves learning for everyone. By combining empathy, flexibility听and technology, colleges can strengthen equity, comfort听and belonging while preparing for听what鈥檚听next.听

From Accommodation to Empowerment

Traditional classrooms were built for uniformity: fixed layouts, identical听desks听and one teaching model for everyone. But learning has never been one-size-fits-all. Neurodiverse students鈥攊ncluding those with ADHD, autism,听dyslexia听and anxiety鈥攑rocess information听differently, and听designing for听that range听benefits听all learners.听

Empathetic design starts with listening. Understanding how students respond to light, sound,听temperature听and space helps create environments that support focus and calm.听Even small听shifts鈥攕uch as dimmable lighting, localized temperature control听or seating that allows movement or enclosure鈥攃an significantly improve engagement. What once听required听鈥渟pecial accommodations鈥� becomes a shared benefit that reinforces a sense of belonging.听

When designers collaborate closely with faculty and students, empathy yields practical solutions that elevate access to empowerment.听

Designing for听Diverse Needs Without One-Size-Fits-All Solutions

The first challenge is flexibility. What supports one learner may distract another, so the goal is to provide choices. Adjustable lighting, zoned temperature听control听and a range of seating鈥攆rom firm and soft to standing-height鈥攈elp students find what best supports focus. Soft, enveloping seating can also improve comfort and attention for some learners.听

Acoustics matter just as much. Thoughtful use of microphones, speakers听and sound-absorbing materials ensures everyone鈥攐nsite or online鈥攃an听participate听fully. The best solutions feel seamless: inclusive by design, not added later.听

Still, physical comfort and flexibility are only part of the equation. Technology now plays an equally听important role听in shaping inclusive learning experiences.听

Supporting the Integration of Emerging Technologies

Artificial intelligence (AI), immersive learning, and hybrid teaching are reshaping the academic experience, making technology integration foundational. AI can personalize instruction, offering meaningful support for neurodiverse students who may be less comfortable speaking up in class.听

Designers can prepare with resilient infrastructure鈥攁mple power, flexible desk space, and modular layouts鈥攁long with cameras, monitors, and innovative AV systems that support hybrid learning and keep remote students engaged.听

Just as important, technology should strengthen human connection, not replace it. The best classrooms pair digital capability with people-centered design, supporting focus, comfort听and belonging as tools听evolve.听

Breaking Down Stigma and Building Belonging

Design is as psychological as it is physical. Spaces that normalize difference reduce stigma and strengthen community. Circadian-rhythm lighting can support mood and well-being, especially for students with anxiety or sensory sensitivities. Acoustic zoning reduces distractions, and shaded windows help limit glare that disrupts focus.听

These strategies support both student well-being and recruitment. Today鈥檚 learners expect responsive, inclusive environments, and institutions that fall behind risk losing them to those that invest. More campuses are measuring success not only by outcomes, but by belonging鈥攔ecognizing that inclusive design improves engagement, retention, and mental health.听

But inclusion alone听isn鈥檛听enough; higher education must also keep pace with the rapid changes reshaping how students learn.听

Keeping Pace with Rapid Change

Technology moves fast鈥攁nd so do expectations. Today鈥檚 students are digitally native and expect connectivity,听adaptability听and seamless hybrid learning. At the same time, new teaching models demand spaces that can shift quickly from collaboration to immersive, hands-on work without disruption.听

To stay ahead, institutions must plan five to ten years forward, investing in flexible infrastructure that can absorb change. Classrooms designed to adapt can integrate emerging tools鈥攍ike augmented reality and AI tutors鈥攚ithout costly renovations.听

The urgency is听apparent: universities that听fail to听modernize risk outdated facilities and听reduced听appeal to a generation seeking connection,听purpose听and innovation.听

Key Takeaways听

• Flexibility听first.听Varied furniture, adjustable听lighting听and thermal control empower focus and comfort.听
• Technology听ready.听AI-driven personalization and immersive tools demand robust, adaptable infrastructure.听
• Empathy matters.听Design that listens and removes barriers fosters dignity and belonging.听
• Future-proof now.听Investing in adaptable frameworks protects against obsolescence.听
• Well-being wins.听Environments that support calm and connection improve retention and mental health.听

A New Standard for Learning

The future of higher education depends on spaces as dynamic as the students who use them. Designing with neurodiversity in mind听isn鈥檛听accommodation鈥攊t鈥檚听a commitment to equity,听innovation听and growth. The best classrooms will balance technology with humanity, using AI to personalize learning while design supports comfort and belonging.听

With modest upgrades鈥攄immable LEDs, flexible听furniture听and acoustic balance鈥攃olleges can transform traditional rooms into inclusive, future-ready environments. As leaders plan campus investments, the message is clear:听designing for听inclusion is designing for the future.听

In an era of rapid change, the institutions that lead will be those that treat inclusive design not as a checkbox, but as the standard for how learning should feel鈥攁daptive, empowering听and for everyone.听

Carol Stolt, Allied ASID, WELL AP, is Design Principal with FGM Architects. She can be reached at 630.574.8701 or carolstolt@fgmarchitects.com.

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Transitioning from his previous role as an Architect and Sustainable Design Leader, Hemsath brings expertise in high-performance design to the position. He will guide project teams from early concept through construction, deeply integrating energy performance, carbon reduction, material health, and wellness strategies into all project types. Furthermore, Hemsath will oversee the firm’s complex third-party certification efforts, bringing deep technical leadership to LEED, WELL, Fitwel, Passive House and Living Building Challenge pursuits.

A core focus of his new role will be advancing BVH鈥檚 commitment to major industry benchmarks, including the AIA 2030 commitment and the AIA Materials Pledge. By standardizing integration of the AIA framework for design excellence, internal performance modeling protocols and establishing firm-wide QA/QC standards for sustainable design, Hemsath will elevate BVH’s technical delivery and enhance design excellence.

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• UC Berkeley, the Innovative Genomics Institute,听Bakar听Labs听and Turner Construction听marked听the groundbreaking of the IGI-Bakar Labs building听on July 1.听
• The project will add laboratory,听research听and collaboration space for genomics researchers and emerging biotechnology companies.听
• The building is planned as a cornerstone of Berkeley鈥檚 Innovation Zone and will support CRISPR-based research and life science startups.听
• The July 1 announcement听identifies听Weiss/Manfredi as lead design architect and DGA as executive architect.

BERKELEY, Calif. 鈥斕齌he University of California,听Berkeley听(UC Berkeley)听has broken ground on the Innovative Genomics Institute-Bakar Labs building,听advancing a major life sciences project intended to connect academic research,听entrepreneurship听and biotechnology growth.听

The facility, designed by lead architect Weiss/Manfredi and executive architect DGA will provide laboratory, research and collaboration space for the Innovative Genomics Institute and Bakar Labs, supporting genome engineering research and companies moving from incubation into larger-scale operations.听

The groundbreaking brought together听builder听Turner听Construction as well as representatives from听UC Berkeley, the Innovative Genomics Institute, Bakar Labs,听project听partners,听researchers听and community leader听to celebrate the听significant milestone for one of the Bay Area鈥檚 major life sciences developments.听

鈥淭his groundbreaking is a celebration of partnership,鈥� said Manu Garg,听Project听Executive for Turner, according to听. 鈥淧rojects of this significance are only possible when owners, designers, builders, researchers, and community stakeholders come together around a common vision. We are honored to work alongside UC Berkeley, the Innovative Genomics Institute, Bakar Labs, and the entire project team to help create a facility that will empower the next generation of scientific breakthroughs.鈥�听

The building is expected to become part of Berkeley鈥檚 Innovation Zone and further strengthen the city鈥檚 role in biotechnology and climate-focused research. Turner said the project reflects years of planning and collaboration among UC Berkeley, IGI, Bakar Labs, philanthropic supporters, architects Weiss/Manfredi and DGA, engineers,听consultants听and construction partners.听

When complete, the new building will support IGI鈥檚 genomics research and Bakar Labs鈥� network of emerging biotechnology companies. Turner said the facility will expand capacity for CRISPR-based research while creating infrastructure for life science startups moving from early-stage incubation to growth.听

鈥淭his is a pivotal moment for genome engineering around the world, and the IGI and UC Berkeley are at the leading edge,鈥� said Jennifer Doudna, founder of IGI and Nobel laureate, according to听. 鈥淭his new building is an exciting opportunity to grow the longtime partnership between the IGI and Bakar Labs, and to show the power of combining impact-driven research and entrepreneurship in one space.鈥�听

For Berkeley, Turner said the project听represents听an investment in innovation, economic听development听and opportunity by creating space where researchers, entrepreneurs and emerging biotech companies can collaborate in听close proximity.听

Turner said the facility is intended to help discoveries made in Berkeley continue to grow and scale within the city. The groundbreaking marks the start of construction on a project positioned to support scientists, entrepreneurs and innovators working on research and technologies with broad potential impact.听

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