By Henry Weinberg, AIA, LEED AP BD+C, and Laura Rushfeldt, AIA, LEED AP

Humans have an innate desire to connect with nature, yet we spend��nearly 90 percent��of our lives indoors. In academic settings, where students learn,��live��and socialize, this disconnect can have real consequences for focus, mental��health��and well-being. Mass timber construction offers a powerful way to bring the warmth,��texture��and psychological benefits of nature indoors, while also advancing sustainability goals and, in many cases, matching or outperforming traditional steel construction on cost.����

A growing body of research shows that biophilic design, the integration of natural elements, particularly wood, into the built environment can improve cognitive performance, creativity and mood while reducing stress and fatigue. Spaces that incorporate visible wood elements are consistently perceived as warmer and more welcoming, fostering social interaction and a stronger sense of belonging. For higher education institutions focused on student wellness and community-building, these qualities are increasingly viewed as essential.��

CBT Architects is applying these principles at��Cornell University’s Maplewood Graduate Housing Phase II, a new off-campus residential community designed to house 800 graduate students. At the center of the project is a freestanding��Community Center, referred to as the Clubhouse, conceived as the social and programmatic “heart” of the development. Entirely constructed from mass timber, the pavilion-style building��demonstrates��how biophilia, sustainability and cost responsibility can align.��

The 11,000-square-foot, single-story Clubhouse will��consolidate��wellness and community programs into a single central location, becoming a highly visible show point and social hub for leisure and connection.����A floor-to-ceiling window wall wraps the public areas and reinforces the project’s strong indoor-outdoor connections by offering unobstructed views of the surrounding landscape and flooding the interior with daylight.��Adjacent to��the building, a generous spill-out terrace supports��indoor-outdoor��dining,��events��and daily relaxation—further strengthening the connection between architecture and nature.��

The Biophilic Advantage of Mass Timber��

Utilizing approximately��84 cubic meters��of mass timber, including glue-laminated (glu-lam) columns and beams and cross-laminated timber (CLT) ceiling panels, the fully exposed structural elements allow occupants to experience the material directly, visually,��spatially��and emotionally.��

This exposure is key to maximizing biophilic��benefit. Unlike steel, which typically requires layers of fireproofing and finish materials, mass timber can remain visible, allowing its natural grain,��color��and texture to define the interior character. The result is a simpler, thinner assembly made up of fewer materials, reducing embodied carbon while enhancing aesthetic impact.��

By centralizing both community programming and mass timber construction into the Clubhouse, the design��consolidates��benefits for all residents. Rather than spreading timber features thinly across multiple buildings, the project achieves maximum impact with a focused investment, creating a shared social hub where biophilic design is experienced daily.��

Rethinking the Cost Conversation��

One of the most persistent misconceptions about mass timber is cost. While early projects carried premiums tied to perceived risk and uncertainty around emerging building systems, as well as limited supply, market conditions have shifted rapidly. As more manufacturers come online and design teams gain experience, mass timber is increasingly achieving cost��parity with, and in some cases outperforming, traditional steel construction.��

At Maplewood, the design and construction team conducted side-by-side cost analyses of steel and mass timber structural systems at multiple design milestones. The results consistently showed comparable material and construction costs. Several factors influenced this��outcome-.����

First, the Clubhouse’s modest scale made it less efficient for steel fabrication shops, while mass timber providers, particularly those��seeking��to expand in the Northeast, were eager to deliver a highly visible, proven project. Competitive bidding at one pricing milestone showed mass timber coming in lower than steel.��

Second,��designing for��mass timber from day one allowed the team to��optimize��the building around material efficiencies. As a single-story, Type V structure with a��relatively small��footprint, the building does not��require��a fire-rated ceiling assembly. This enabled the use of 3-ply CLT panels instead of thicker 5- or 7-ply assemblies, reducing material volume and cost.��

Third, efficient structural spans further streamlined construction. Glu-lam elements are spaced at 15 feet on center, allowing simple one-way spanning without the need for deeper primary framing elements such as girders. This structural clarity simplified mechanical distribution, reduced coordination complexity, and supported faster installation—delivering schedule efficiencies alongside cost control.��

Finally, pricing stability played a role. Steel costs are historically volatile, influenced by global demand,��tariffs��and energy prices. Mass timber pricing, by comparison, has tended to be steadier, offering owners greater predictability during design and procurement.��

Henry Weinberg, AIA, LEED AP BD+C, is an Associate Principal at CBT Architects.

Laura Rushfeldt, AIA, LEED AP, is an Associate Principal at CBT Architects.

Read more and see additional project images in the 2026 Higher Education issue of ������Ů.

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• UNC-Chapel Hill’s Board of Trustees selected Ayers Saint Gross to lead the master planning process for the Carolina North campus expansion.��
• The��selection��comes as UNC launches a new stakeholder advisory committee intended to provide public-facing feedback on access,��innovation��and community integration.��
• UNC says the advisory committee will meet in public forums every two months and is advisory only, with no decision-making authority.��
• Carolina North is planned as a 230-acre “live, work, play and learning” district on��University-owned land along Martin Luther King Jr. Boulevard.��

CHAPEL HILL, N.C. — In May, UNC-Chapel Hill made progress��on its Carolina North campus expansion project, naming a stakeholder advisory committee and selecting a master��plan��designer��to help shape the project’s layout,��infrastructure��and phased development.��

The University announced the creation of the Carolina North Stakeholder Advisory Committee, a group of representatives from the University, community,��alumni��and students charged with providing feedback on how the 230-acre expansion aligns access,��innovation��and community integration,��.��

“Carolina North is a generational opportunity to build on our mission, our values and our responsibility to serve the state of North Carolina,” Chancellor Lee H. Roberts said,��.��

UNC said the committee will meet in public forums every two months and��emphasized��the group is advisory only and does not have decision-making authority.��Two days after the committee announcement, the UNC Board of Trustees unanimously selected Ayers Saint Gross, a Maryland-based firm, as the master plan designer for Carolina North after reviewing 17 proposals.��

Vice Chancellor for Finance and Operations Nate Knuffman told trustees the firm showed “strong alignment” with the University’s request for qualifications and will help develop a land-use plan for the site,��.��

The firm’s scope includes a traffic impact analysis, drainage study, concept plans for utilities and sustainability benchmarks, with the master planning process expected to take 12 to 14 months. UNC previously worked with Ayers Saint Gross on the University’s 2019 physical master plan.��

On the Carolina North��project��website, UNC describes the project as its largest campus expansion since its founding, covering��230 acres��of “live, work, play and learning” spaces. The planned first phase includes shared spaces for learning and community, research and bioengineering facilities, student and family housing, and retail,��dining��and entertainment.��

This article is based on reporting originally published by UNC-Chapel Hill on May 12, 2026; reporting originally published by Chapelboro.com on May 14, 2026; and project details published on the Carolina North website.��

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By Evelyn Long

School playgrounds and indoor play spaces are increasingly expected to do more than support recreation. These environments now represent an opportunity to strengthen inclusion, emotional regulation and social development for students with diverse sensory needs. Among the design variables receiving more attention, color placement stands out as one of the most adaptable and underused tools.��

For neurodivergent students, sensory processing can influence how they experience movement, social��interaction��and environmental stimulation. Strategic color use can reduce overwhelm, support��transitions��and encourage more confident play.��

Why Color Matters in Neurodivergent Play Environments��

Sensory experiences significantly affect neurodivergent students’ comfort and engagement in school settings. According to a 2022 population-based study supported by the Centers for Disease Control and Prevention,����who��participated��demonstrated documented sensory features, underscoring how environmental stimuli can shape day-to-day experiences. These differences may include heightened sensitivity to visual input, difficulty filtering��distractions��or a stronger need for predictable surroundings.��

For example, autistic children may respond to colors differently based on how they perceive visual stimuli, with many����than others. As for children with ADHD,��,��and intense lighting can create discomfort for those with sensory sensitivities. Color can influence mood,��behavior��and learning in interior environments, so thoughtful��selection��is important when designing spaces for their needs.��

Using Color to Create Predictable Zones��

One of the most effective strategies involves assigning colors to different activity zones. Rather than applying bright shades evenly across an entire playground, designers can use distinct palettes to communicate function.��

Colors such as red,��orange��and yellow are often associated with��, while blue,��green��and purple tend to create a calmer, more soothing atmosphere.��

Thus, different palettes may be more effective depending on the intended function of a space. Brighter, warmer shades are often better suited for active or social environments,��whereas��cooler tones may work best in areas designed to encourage rest,��focus��or emotional regulation.��

A child moving from a stimulating activity to a calming area may recognize the transition through color changes before signage or adult prompts are necessary. Indoor sensory rooms often use this principle by visually separating active,��tactile��and calming areas through coordinated finishes and wall treatments.��

At Our Lady of Confidence School — a Pennsylvania K-12 school serving students with intellectual disabilities and autism spectrum disorder (ASD) — Fun & Function created a hybrid sensory room intentionally designed to balance calming experiences with opportunities for movement and energy release. The planning process considered how visual elements and room organization would serve a wide age range without overwhelming students.��

Surfacing as a Design Tool, Not Just a Safety Requirement��

Playground surfacing often enters conversations through the lens of fall protection and Americans with Disabilities Act compliance. However, for neurodivergent-inclusive design, surfacing color can serve an��additional��behavioral purpose. Poured-in-place rubber systems may help visually define pathways, waiting��areas��or sensory-friendly zones.��

A challenge for many project teams is that standard surfacing manufacturers often limit available palettes, making it difficult to align color placement with neurodivergent design goals. This becomes especially relevant when schools want to avoid visually chaotic environments while still��maintaining��playfulness.����

An example worth noting is No Fault Surfaces’ color mixer resource, which allows designers to experiment with custom color surfacing materials for playgrounds rather than relying exclusively on standard presets. For schools��seeking��more precise control over visual environments, tools like this can support early-stage planning of quieter color gradients, transition��zones��or visually intuitive pathways without requiring major structural interventions.��

Supporting Navigation Through Color Cues��

Color placement can also reduce friction in how students navigate shared spaces. For neurodivergent children who struggle with transitions or executive functioning, visual cues embedded in flooring and equipment may reinforce movement patterns without relying heavily on verbal instruction.����

Some schools and inclusive playground projects have experimented with colored ground markings to��indicate��movement sequences, waiting��positions��or social gathering areas.��At specialist school Acorn Park School that serves students with ASD, KOMPAN redesigned the outdoor play environment to create clearer sensory organization and predictable activity zones.��

Signage throughout each zone helps explain which equipment encourages high-energy movement and which is intended for calmer, sensory-supportive experiences. These visual guides also��benefit��caregivers and therapists who may be less familiar with the role different play activities have in sensory development.��

Designing for Inclusion Through Intentional Color Choices��

As school facilities evolve toward more inclusive models, color placement is moving from being an aesthetic afterthought to a strategic design decision. The strongest outcomes tend to��emerge��when color is tied to functions like guiding transitions, reinforcing predictability, softening sensory��load��and helping students better understand how to engage with a space. Whether through custom color surfacing materials for playgrounds, surfacing, zoning or navigation cues, smart color placement can make play feel more intuitive,��accessible��and meaningful for a broader range of learners.��

Evelyn Long is a commercial interior design writer with specialized��expertise��in accessible, ADA-friendly spaces and designing environments that support mental health and��inclusivity.��

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EL PASO, Texas — Students at The University of Texas at El Paso (UTEP) will soon live in a state-of-the-art residence hall equipped with a fitness center and brand-new dining facility near the center of campus. University officials recently broke ground on a new $102 million complex, named Miner Crossing, that will provide a much-needed expansion of UTEP’s on-campus housing.��

“This will be a traditional freshman dorm with an integrated dining hall at a reasonable price for our students and their families,” said UTEP President Heather Wilson in a statement. “With more and more students applying to UTEP from beyond West Texas, we need to expand our on-campus housing.”��

The new 155,500-square-foot facility will add approximately 507 new beds in single and double occupancy rooms. The five-story residence hall will be��located��on the north side of the track at Kidd Field.��

The complex includes a new 22,000-square-foot dining room with seating for 400 guests, serving more than 1,400 meals per day. It will be equipped with a full kitchen, bakery, allergen-free zone, pizza��oven��and office spaces for staff. Students will have the��option��to choose from 11 food stations, including a salad bar, deli, grill, pizza��station��and ice cream bar.��

Study rooms and open study nooks will be��located��throughout the building, as well as a first-floor amenity space with a gaming area, living room,��a multi-purpose space and a mailroom. A 1,350-square-foot fitness center will include a mixture of cardio equipment and free weights.��

The exterior of the building will reflect UTEP’s distinctive Bhutanese architectural style, complemented by native Chihuahuan desert plant landscaping designed by Ten Eyck Landscape Architects. The firm is also behind the decorative courtyard and breezeway that will sit on the south side of the building, connecting the housing facility to Kidd Field.��

The building was designed by Ayers Saint Gross and is being built by Sundt Construction.����

“This new housing option will allow students to be fully integrated with campus life,” said Catie McCorry-Andalis, Ed.D., Vice President of Student Affairs, in a statement. “Students can easily access the track for exercise; the Union for additional dining options; and classes.”��

Construction will take about two��years��and the dorm will be complete and available for students in the Fall 2028 semester. UTEP has 1,000 beds on campus currently and has had a waiting list for housing for the last four years.��

The project team also includes Project Control and PC Sports��and Mijares Mora Architects Inc.��

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By Elizabeth Link����

The new 77,000-square-foot, two-story Myrtle Grove Elementary School in Pensacola, Fla., serves PreK through fifth-grade students with 29 contemporary classrooms, a STEM lab, and outdoor learning spaces. The design celebrates the school’s history, while providing state-of-the-art educational technologies. Rather than erasing the past, the architectural approach transformed historical elements from the original 1939 building into meaningful design features, which��required an in-depth process design and construction.

Honoring 150 years of educational legacy in Escambia County, the new school needed to solve three distinct challenges: honor the school’s legacy in the community, bring state-of-the-art learning environments to the county, and be seamlessly built on the same site as the existing school on an active campus. ��

What started as a single-phase project evolved into multiple phases during the programming stage, as studies and evolving stakeholder needs determined that more of the campus and facilities required replacement than originally anticipated. The only structure from the original school that the project team retained was the library/media center, which had been built in the 1990s and was still in good condition.��

For Escambia County Public Schools, keeping the campus intact during construction was paramount. With two campus buildings no longer fully functional, the DAG Architects team began by creating a new master plan for the site that included acquiring 20 relocatable classroom buildings to be utilized during construction. The DAG team also renovated a separate existing building onsite to temporarily house the school’s administration department. As certain facilities, including a music and art building and an eight-classroom building, had to remain functional, a single-phase approach wasn’t possible. Instead, the design team opted for a phased approach to the project which offered many benefits, including: ��

• Minimal Operational Disruption — Phased construction allowed the school to remain open and operational (with minimal interruptions) by strategically sequencing tasks so specific areas remain accessible and functional throughout the project construction.��
• Lower Risk Management — Each new construction phase built on the previous phase, making the overall construction process more manageable, as it was easier to source materials and labor. This reduced the likelihood of costly delays or complications.
• Flexibility to Adapt — Completing initial phases allowed stakeholders to provide feedback that informed subsequent stages, such as increasing the scope of the project. It also helped to mitigate possible challenges in the design, though this required increased diligence to the project and site. ��

Overcoming Project Challenges��

The biggest challenge involved unknown conditions such as locating existing utilities and establishing water, sewer, fire and telecommunications connections to the temporary campus. Additionally, all power had to be rerouted in a manner that allowed the team to demolish buildings while still maintaining campus functionality. To further complicate the project, for a period in the construction process, all existing, temporary, and new systems had to function together, requiring careful coordination of fire alarm and telecommunications switches. ��

Additionally, because buildings were being demolished at different times, the project team had to carefully stage access while students were on campus. Intense scrutiny of the site was required, and the project team strictly adhered to safety requirements, such as installing double fences and closing off the temporary campus to maintain student safety. ��

When Phase I was completed, students and administrators moved into the newly constructed building. Currently, all temporary classrooms, buildings, and walkways are being removed, making way for future additions on the campus. ��

Developing the Design Philosophy��

As a true neighborhood school, the project needed to preserve Myrtle Grove Elementary’s significance in the community. Rather than replicating the previous building’s appearance; the design team chose to provide something special to reinforce the school’s long history and its connection to the community.

DAG researched historic schools throughout Pensacola for inspiration, seeking to restore traditional elements that have been lost over time. The design ultimately incorporated traditional gables, red brick, brick patterning and white trim. All exterior surfaces feature real brick to give the building a timeless quality, while the interior uses elements such as terrazzo flooring, patterned tile and clay masonry that allude to its history. ��

Some elements of the school were even salvaged for use in the new facility. The decision as to which historic elements would be preserved was driven by stakeholders, including the school’s previous principal, who (during past interior upgrades) had saved the old wooden doors from the cafeteria. These became the doors to the balcony in the new building. Additionally, the wooden stage planks became a conference table and the historic cafeteria doors frame views from an upper balcony that overlooks the modern cafetorium.

Similarly, DAG salvaged bricks and the old school letters from the demolished buildings and incorporated them as a feature of the main stairway in the new facility, mimicking an “entryway” to the exterior. Adjacent to this reconstructed wall is a two-story photographic mural containing photos spanning decades. The combination of elements creates an almost museum-like atmosphere. While this project is not a reconstruction, the building attempts to convey the same feeling as passing through the old school building. This solidifies space as a true member of the community, a place where generations of students will learn, grow, and maintain the legacy of Myrtle Grove Elementary School.

Phase II is set to be completed in 2027, which will add 16,000 square feet of multipurpose spaces for arts and physical education.

Elizabeth Link is Communication Manager for DAG Architects.

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By Lindsey Coulter��

In Boston’s Nubian Square, the new home of Franklin Cummings Tech reflects a fundamental shift in how the institution delivers technical education. The project expresses the college’s mission through architecture, aligning physical space with evolving workforce demands, student��needs��and institutional identity.��

Designed by Studio G Architects, with��collaborating architect��STUDIO ENÉE,��the approximately $75 million,��68,000-square-foot facility replaces a significantly larger legacy campus while expanding programmatic capability, advancing sustainability goals and reshaping the student experience. The result is a highly efficient, purpose-built environment that reflects both the realities of urban development and the future of technical education.��

Bringing the project to life��required��a highly iterative, collaborative process spanning years, leadership��transitions��and shifting institutional priorities. From site��selection��through programming, design and construction, each phase required careful coordination, producing a building that functions not only as a place of learning, but as a teaching tool itself.��

Site Selection as Strategic Foundation��

The Franklin Cummings Tech campus welcomed its first students in January, but the path to opening day began with a��nearly four-year��programming and planning effort, beginning with��identifying��the right site—an approach rooted in access,��equity��and alignment with the college’s mission.��

“We were initially hired��for��site selection and programming,” said Gail Sullivan, managing principal and founder of Studio G Architects. “The school needed to be in the city of Boston and located near public transportation.”��

Given Boston’s density and real estate constraints, finding a suitable parcel proved challenging. However, when a site on Harrison Avenue became available, the decision came quickly.��

“We went and saw the site and within 24 hours the offer was made,” Sullivan said. “It was a unanimous, fairly instantaneous decision.”��

The location placed the institution directly within the community it serves, strengthening accessibility for students and embedding the college within the fabric of Nubian Square. The move also contributes to the neighborhood’s ongoing revitalization, reinforcing the institution’s role as both an educational and civic anchor.��

Programming Through Change and Constraint��

While site��selection��was swift, programming proved more complex. The design process unfolded amid leadership transitions, financial��constraints��and evolving academic priorities.��Studio G��Architects��began by interviewing all department leaders, but balancing the distinct needs of each program presented inherent challenges, particularly as the college worked to align its offerings with emerging workforce demands. At the same time, financial realities required a significant reduction in overall building size.��

“We shrank the facility from��104,000 square feet��to��70,000 square feet��because cost was a big factor,” Sullivan said.��

Despite the reduced footprint, the new building��ultimately delivers��greater efficiency and functionality than its predecessor.��

“The previous facility had a lot of wasted space,” said Marvin Loiseau, Ed.D., Chief Academic��Officer��and Dean of Academic and Student Affairs for Franklin Cummings Tech. “Constructing��a purpose-built space really allowed us to be efficient.��Everything is placed purposefully and strategically so that we can ensure that��we’re��supporting our students.”��

At the same time, the institution’s academic direction continued to evolve,��prompting��design��adjustments.��

“New programs in wind-turbine maintenance and solar installation were introduced midway through the process,” Sullivan said. “So, we had to revisit the program to adapt to new needs. It was a multilayered process.”��

These shifts underscore the dynamic nature of modern technical education, where facilities must remain adaptable to changing industry demands and student pathways.��

Designing for Flexibility and Utilization��

With a smaller footprint came an increased emphasis on maximizing every square foot.��

“If you’re shrinking your��space by��that much, you have got to create a lot of flexibility,” Sullivan said. “You have to guarantee that every space is used through the whole day and into the evening.”��

To achieve this, the design��eliminates��traditional single-use spaces such as a dedicated auditorium and reduces the number of private faculty offices. Instead, it introduces��well-appointed hoteling spaces for educators and teaching��environments that can shift based on need.��

A key example is the second-floor learning space, where operable partitions and a large movable glass wall system allow three classrooms to combine��with The Commons��into a single space accommodating up to��500��people. This approach provides the functionality of a large assembly space without sacrificing daily usability.��

Flexibility also extends to informal and student-centered spaces, addressing a critical gap��identified��in the��previous��facility.��

“In the previous building, there really wasn’t student-centered space, but here there are dedicated areas for students:��study commons, meeting rooms or places to just hang out,”��Loiseau��added. “It gives them flexibility and a sense of ownership.”��

Read more and see additional project images in the 2026 Higher Education Issue of ������Ů.

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THORNTON, Colo. — Adams 12 Five Star Schools celebrated the official groundbreaking for the new Thornton High School on Tuesday, May 19, marking a major milestone in the district’s voter-approved 2024 bond program and the future of one of the district’s longest-standing high school communities.��

“Today’s groundbreaking is about honoring history, while looking ahead to new chapters,” said Thornton High School Principal Charles Arellano, a Thornton High alumnus, according to a statement from the district. “The new Thornton High School will create new opportunities for students and staff and will also carry over the pride, the relationships and the rich traditions that make the school so special.”��

The new Thornton High School is one of the core projects included in the district’s 2024 bond, which was approved by voters to support investments in schools throughout the district.��

Construction begins this month and will be completed in phases, allowing Thornton High School to continue serving students while the new building is constructed. The first wing of the new school is scheduled to open in summer 2028. The second wing is scheduled to be completed in winter 2029, with the completed building ready for students in fall 2030.��

The project will replace the existing Thornton High School with a modern learning environment designed to support current and future students while honoring the school’s history and deep community ties. Student leaders from Thornton Elementary, a Thornton High feeder school, also��participated��in the ceremony,��representing��future Trojans who could be among the first students to attend the fully completed new school.��

On the project website, Treanor noted that the design team listened closely to what project stakeholders loved, hoped for and felt was missing from the current Thornton High School facility. That feedback ultimately shaped the design. ��

“What’s��emerged is not just a school but a cultural hub: a welcoming, inclusive space that honors tradition and fosters innovation,” the firm said.��“Together,��we’re��creating a place of pride that honors the school’s rich heritage and paves the way for a bold, bright future.”��

From open, light-filled spaces that invite collaboration to��features��that promote academic growth, student confidence,��accessibility��and wellness, the new THS is designed to support the whole student.����

The design was intentionally developed to support��six��core��career and technical education (CTE)��pathways:����

1. Advanced Manufacturing
2. Media Arts and Entertainment
3. Computer Science and Digital Technology��
4. Culinary and Consumer Science
5. Business and Entrepreneurship
6. Interpretation and Translation Services

These��educational pathways��are��woven into the layout, creating opportunities for��hands-on learning spaces where students explore real-world skills and discover their passions, according to Treanor.��The new curriculum is designed to accommodate the full spectrum of students who attend THS, including those��seeking��to build skills and enter the workforce��immediately��after graduation, as well as students planning to pursue higher education.����

The project team also includes Accenture and Adolfson & Peterson Construction.��

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• CESD’s new campus will feature a combined 86,000 square feet of learning space that celebrates Biltmore Prep’s dual immersion learning model��

• Through a phased approach, the campus will remain fully operational during construction of new buildings.��

• The project is scheduled to be completed in Winter 2027, with students transitioning to new classrooms in time for the 2027-2028 school year.��

PHOENIX��— Creighton Elementary School District (Creighton) recently broke ground on a comprehensive campus replacement project for Biltmore Preparatory Academy in Phoenix, which will provide entirely new infrastructure to accommodate increased student populations and modernized, collaborative learning. Designed by SPS+ Architects and being constructed by McCarthy Building Companies, Inc. (McCarthy), the project��aims to celebrate the unique biliterate learning culture and rich history of the Biltmore Prep community through a redefined campus design.��

District leaders described the��project��(Creighton’s first-ever active campus rebuild)��as��a historic milestone for��the��community.����

“Our priority is ensuring that our students��remain safely engaged in their learning without missing a beat, even as a brand-new future rises right beside them,” the district shared in a statement.��“We��aren’t��just building classrooms; we are creating a space that celebrates our rich, biliterate culture and mirrors the vibrancy of the Latin American heritages we honor every day.”��

Biltmore Prep’s reimagined campus will��include a��brand-new administration and cafeteria building, and a two-story elementary classroom building with modernized K-5 classrooms. With its dual immersion teaching model, where students transition from English to Spanish learning throughout the week, every space has been thoughtfully designed with color and texture tied to the language of instruction. Students will associate the physical learning environment with the learning content.��

The two-story middle school building will house all sixth through eighth grade classes, featuring��a state-of-the-art media and learning center, hands-on STEM labs,��a maker��space, and dedicated rooms for music and the arts. The crown jewel is a ‘learning stair’ — a large amphitheater-style staircase designed to provide flexible reading spaces, group��work��and collaboration for students.��

Each building will feature distinct, vibrant collaboration spaces, equipped with flexible seating to encourage students to engage in bilingual conversations and create opportunities for inspiration and creativity within these multicultural areas.��

Tying it all together, the campus will make��great use��of its existing multipurpose gymnasium (built in 2019) as a central hub for play and gathering throughout construction. All four buildings will frame a stunning central courtyard anchored by a larger outdoor learning stair as a key architectural feature, cascading from the second story of the elementary building into the courtyard. This feature will provide opportunities for outdoor classes, student performances, assemblies, and parent-teacher events.��

“The Creighton District started the project with a lofty goal, to go beyond the surface and embody biliteracy at a deeper level, in materials, spatial relations and site planning,” said Morgan Ellis, K-12��Director at SPS+ Architects. “As an architect, these are the projects we dream of.”��

The project��will also embrace opportunities to engage with students and staff in both Spanish and English,��as all communication and signage surrounding the project will be conducted in both languages.��

“McCarthy has had the honor of walking these halls, supporting this campus, and being a part of this community for years, and we are excited about this next chapter for BPA,”��said Project Director Paul Kubik.��“Every time we take on a campus rebuild, we have the privilege of becoming ingrained into the school’s culture, and that runs especially deep here.”��

With the project scheduled to complete around November 2027, the newly reimagined Biltmore Prep will celebrate the long-standing culture of the community while expanding the school’s capacity from��nearly 500��students and 60 staff to��roughly 750��students and 75 staff.��

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By Lindsey Coulter

The University of Missouri–Kansas City continues advancing several major construction and renovation projects across campus, with work underway on academic, student-support and administrative facilities tied to the university’s strategic goals.

Current projects include the Healthcare Delivery and Innovation Building at 25th and Charlotte��streets��and renovations to the Atterbury Student Success Center.��Additional��projects expected to begin construction this year include the expansion of the Conservatory’s Olson Performing Arts Center and renovations to the UMKC Administrative Center.����

Healthcare Delivery and Innovation Building��

The 160,000-square-foot Healthcare Delivery and Innovation Building��remains��the largest capital improvement project in UMKC history.����

According to the university, the project reached a major��milestone��Sept. 17 when crews placed the final structural beam after a signing ceremony involving elected officials, university leadership, students,��faculty��and staff.����

Construction crews are continuing interior and exterior work throughout the facility. Interior wall framing is progressing, while drywall installation, piping insulation and overhead��mechanical,��electrical, plumbing and fire-protection systems continue advancing. Exterior work includes completion of penthouse metal panels, curtain wall installation,��roofing��and remaining fire-hydrant connections.����

The building is expected to open in 2027.����

Atterbury Student Success Center��

Renovations at the Atterbury Student Success Center began in May 2025 and are expected to conclude in summer 2026.����

The university reported that walls and ceilings are��nearly fully��installed, while carpet installation, painting and finish work are underway. Construction at the building’s north entry is expected to continue into the first part of summer.����

Once complete, the renovated facility will house Admissions, the UMKC School of Graduate Studies, the Center for Transfer Students and Adult Learners, Roo Advising, Career Services, University��College��and International Student Affairs. Plans also include a Welcome Center with a two-story atrium intended to host prospective students and their families.����

Career Services programming will also expand to include a Professional Wardrobe Studio, providing students with access to professional clothing options and interview headshots. UMKC Central and the Financial Wellness Center will��relocate��from the Administrative Center into the renovated building as part of the project.����

Olson Performing Arts Center Expansion��

UMKC Chancellor Mauli Agrawal announced during the 2025 State of the University that the Olson Performing Arts Center expansion is expected to break ground in 2026.����

The 35,000-square-foot addition will add performance and rehearsal spaces on the east side of the building extending toward Volker Boulevard.����

University officials said the project will increase performance, classroom and collaboration opportunities for students and the Kansas City community. The first phase of construction is estimated at $35 million and includes a large music ensemble performance and rehearsal space, two dance rehearsal rooms, support space for the dance program and a new accessible black box performance venue.����

According to the university, the black box addition will help create a “theatre district” alongside White Recital Hall, Spencer��Theatre��and the McIlrath Lobby.����

The second phase will renovate existing facilities, including White Recital Hall, to create��additional��classroom and theatre space as well as expanded student collaboration areas.��

UMKC Administrative Center Renovation��

Renovations to the UMKC Administrative Center are expected to begin in late spring and conclude in winter 2027.����

The project will focus on the building’s front exterior and first floor, including accessibility improvements such as removing stairs in the entryway and lobby and adding accessible parking spaces.����

Interior renovations include a refreshed lobby and new reception desk. As part of the changes, UMKC Central will��relocate��to the Atterbury Student Success Center, while its former Administrative Center space will become an alumni reception area and office suite for the UMKC Foundation.����

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MILPITAS, Calif. — Milpitas Unified School District has broken ground on Phase III of its Milpitas Innovation Campus, starting the final construction stage of a multi-phase learning and career training hub in Milpitas.����

District and project leaders said the last phase will add dedicated facilities for workforce development and early childhood education research, building on campus components that opened in fall 2023 and fall 2024.����

Phase III is planned to deliver two separate buildings: a 9,000-square-foot Workforce Development Center and a 3,500-square-foot Early Childhood Education Research Center, according to QKA.����

MUSD Superintendent Cheryl Jordan pointed to the campus’s broader impact, saying, “The multi-year development of this project at the intersection of global Silicon Valley has allowed us to see the benefits these facilities and programs are already bringing to our students, residents and businesses.”��

Jordan also described the role of the final phase within the overall campus plan: “Phase Three is the cornerstone of the MUSD Innovation Campus as it provides our industry, governance, community organizations and educators with a place to convene in partnership for work-based learning and durable skills development for career and life.”��

QKA said the Workforce Development Center will include meeting rooms, offices, conference rooms, a cafe,��kitchen��and lobby. The meeting rooms are designed to be reconfigured using operable partitions to create larger gathering space for conferences and��MUSD��Board of Education meetings. The kitchen is planned to open to a covered outdoor dining area��adjacent to��the campus’s existing main quad.����

The Early Childhood Education Research Center is described as having two classrooms with restrooms, along with breakout and administrative spaces.����

QKA President Aaron Jobson said the team emphasized flexibility across age groups and subject areas, noting the goal was to create “adaptable learning environments” that can support “a wide range of subjects and industries.”����

Project partners include QKA as designer for all phases, Blach Construction as builder and TBK Construction Management as construction manager.����

The release also notes sustainability measures such as designing toward Collaborative for High Performance Schools (CHPS) certification, using renewable power from MUSD’s existing photovoltaic system, and incorporating energy-efficient lighting, all-electric mechanical systems, stormwater��catchment��and water-efficient landscaping.����

Funding for the $90 million,��nearly 100,000-square-foot��Innovation Campus is attributed to the 2018 Bond Measure AA and California state-matching grants, with Phase��III��expected to complete in��summer 2027.����

This article is based on a press release originally published by Quattrocchi Kwok Architects on April 28, 2026.����

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