The Axis Table from SICO is designed to provide flexible seating and workspaces for schools and other educational environments. Combining durability, mobility and integrated seating, the table features a heavy-duty work surface with protected edges to withstand frequent student use. Smooth-rolling, lockable casters allow staff to easily reconfigure spaces for individual activities or group collaboration, while integrated stools accommodate seated or standing-height configurations. Built-in storage hooks keep backpacks and personal belongings off the floor, reducing clutter and improving organization. Available in two- and four-stool configurations, with standard 30-inch and bistro-height 42-inch options, the Axis Table offers multiple laminate, frame and seating finishes to complement a variety of educational settings.

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By Lindsey Coulter

For decades, school design has followed a familiar formula: self-contained classrooms lined along corridors. While educational practices have evolved dramatically, many school buildings continue to reflect this decades-old model.

Architecture, planning and engineering firm SHP set out to challenge that convention with Peck Expeditionary Learning School in Greensboro, N.C. The project, completed for Guilford County Schools, was designed specifically to support the Expeditionary Learning (EL) educational model, requiring SHP to rethink nearly every assumption about how a school should function.

Education Philosophy Drives Design

Introduced in 1995, Expeditionary Learning (EL) is an educational philosophy that reimagines learning as an active, inquiry-driven and collaborative process. EL emphasizes real-world problem solving and interdisciplinary projects that encourage students to investigate, collaborate, reflect and present their work. That dynamic approach presented SHP with a unique design challenge.

鈥淓xpeditionary Learning inverts almost every default architectural assumption,鈥� said David Powell, Principal and Partner at SHP. 鈥淭he building had to become an active participant in learning and not just a passive container. You need transparency, reconfigurability and interconnected spaces that support project work.鈥�

The first step was abandoning the traditional classroom concept. SHP instead designed the 142,000-square-foot, $78.7 million school as a series of learning neighborhoods organized around an Expeditionary Learning Commons. Flexible learning studios surround these commons and connect through extensive interior glazing, operable garage doors and movable partitions. Teachers can easily combine spaces, separate groups or allow multiple classes to work together. Students remain visually connected to one another, reinforcing collaboration as a shared experience rather than an isolated classroom activity.

Designing Behavior, Not Just Buildings

The EL philosophy also complements SHP鈥檚 approach to educational planning, as the firm鈥檚 goal is to create environments that naturally encourage the behaviors educators hope to foster.

鈥淎 building supports pedagogy when the architecture makes the desired behavior the path of least resistance,鈥� Powell said. 鈥淲hen collaborating, moving outdoors, working in small groups, presenting to an audience and even learning from failure become easier than fighting the building itself, then the architecture is doing its job.鈥�

For example, instead of keeping students static and seated, the building encourages movement between collaborative spaces, presentation areas, quiet work zones and outdoor learning environments.

Multiple scales of space allow students to work independently, gather in small groups or engage larger learning communities without encountering physical barriers. The result is an environment that quietly reinforces instructional goals through architecture rather than relying solely on operational policies.

Solving for Openness Without Sacrificing Performance

Creating interconnected learning environments naturally raises noise concerns. Traditional acoustic guidelines were largely developed for enclosed classrooms with fixed walls and don鈥檛 really account for flexible EL learning environments.

鈥淏ut just as architects know how to control daylight through thoughtful placement of windows, we can control sound through careful planning, strategic adjacencies and thoughtful partition configurations,鈥� Powell explained.

Learning neighborhoods were carefully organized so that collaborative energy could coexist with focused instruction. Strategic placement of spaces, combined with movable partitions and intentional spatial relationships, allows activity to occur without creating the chaotic environment often associated with large open spaces.

Architecture That Supports Belonging

Beyond flexibility and collaboration, SHP also prioritized social-emotional learning, understanding that architecture can play a meaningful role in helping students feel connected, supported and valued 鈥� particularly in communities where educational investment has historically lagged.

Located within Greensboro鈥檚 Glenwood neighborhood, Peck Expeditionary Learning serves one of North Carolina鈥檚 most economically challenged communities, where the previous school building was constructed in 1929. For SHP, providing an innovative learning environment became a matter of educational equity.

鈥淚 love working with clients who believe every student deserves an exceptional learning environment,鈥� Powell said.鈥淲hen a district is brave enough to move beyond traditional educational models, architecture can help create social and emotional connections that simply aren鈥檛 possible inside isolated classroom boxes.鈥�

Throughout Peck, visual openness helps students remain connected to teachers and peers, while varied learning environments allow them to find spaces that support their individual learning styles. Those seemingly small design decisions can have a big impact.

鈥淜ids learn better when they鈥檙e not in a container,鈥� Powell said. 鈥淲hen you take away those rigid boundaries and provide different kinds of learning spaces, students find the place where they learn best.鈥�

Learning From the Building After Occupancy

Unlike projects that conclude when students move in, SHP views Peck as an ongoing learning opportunity. The firm is conducting a comprehensive post-occupancy evaluation that includes interviews, surveys and building observations to better understand how students and educators are using the space.

鈥淲e didn鈥檛 want year one to simply be a feeling that the building worked,鈥� Powell said. 鈥淲e wanted it to become an actionable report that helps us improve future projects and gives the next district confidence to be brave enough to rethink what a school can be.鈥�

One of Powell鈥檚 favorite indicators of success wasn鈥檛 captured in a survey but during the school鈥檚 opening, when a young student climbed into one of the building鈥檚 circular windows, settled into the space and silently offered two enthusiastic thumbs-up.

Similarly, the school鈥檚 central courtyard, created between two building wings, has become one of the building鈥檚 most popular destinations.

鈥淭he building鈥檚 arms are wrapped around the students,鈥� Powell said. 鈥淔or children who don鈥檛 always feel safe once they leave campus, they鈥檝e discovered an outdoor place where they feel protected and connected. Watching them choose to spend time there has been one of the most rewarding parts of the project.鈥�

The SHP Approach and Difference

For SHP, the design process begins well before a floor plan takes shape. The firm鈥檚 work is rooted in listening, believing that transformational spaces are created only by taking into account the lived experiences of the people who inhabit them. Before a single line is drawn, the firm鈥檚 designers make a point of engaging with the educators, students and community members who will be using the space every day. This process is implemented into every educational project the firm undertakes; it actually earned SHP the James D. MacConnell Award in 2023.

That process is especially important for districts exploring more flexible, student-centered models of learning. Peck, for instance, was built around a pedagogy that prioritizes flexibility, student agency and belonging. Rather than layering those ideas into a conventional template, the firm identified ways to make that pedagogy visible and practical throughout the building: smaller learning communities, varied settings for collaboration and independence, and a strong relationship between the building and its external community. The result is a school that was designed to be contextually sensitive to its community, and shaped by and for the community.

This article was sponsored by SHP originally published in the . To learn more, visit .

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By VS America听

Today鈥檚 libraries, media centers and learning commons support research, instruction, collaboration, creation, reflection and connection 鈥� often within the same shared space.听

That means the physical environment has to do more, too. A successful library should support multiple ways of learning at once while remaining adaptable, welcoming and easy to navigate.听

Here are seven important considerations when designing libraries for how learning happens today.听

1. Make Information Easy to Access

Learners must be able to move freely, find resources easily and engage independently. Open shelving, clear pathways and intuitive layouts make information visible and accessible, removing barriers to learning.

Resources are integrated throughout the space, supporting both structured instruction and spontaneous discovery. Mobile storage and flexible shelving allow materials to shift with learning, keeping resources within reach as needs change throughout the day.

2. Create Space for Learning Together

People gather to discuss ideas, solve problems and build understanding together. Flexible tables, mobile seating and shared surfaces support conversation and movement, allowing multiple groups to work at once without disruption.听

As the heartbeat of the learning community, libraries support collaboration and communication. This means deliberately designing spaces where people can engage with one another, exchange ideas and learn through shared experience.听

3. Support Creation, Not Just Consumption

Today鈥檚 learners don鈥檛 just access information, they create it.听

Libraries encourage hands-on learning, from STEM exploration to prototyping and design. These environments must allow for experimentation, movement and iteration without becoming restrictive.听

When the environment supports making, the library becomes a place where ideas can move from research and discussion into something tangible.听

4. Integrate Digital Learning Naturally

Students move fluidly between physical and digital resources, often working quickly and independently. Whether it鈥檚 charging a device over lunch or taking a deep dive into database research, spaces that support short-duration work, device use and media interaction are essential.听

Access to technology, power and flexible work surfaces allows students to research, produce and interact with information in ways that reflect how learning happens today.听

5. Make Room for Quiet Study and Reflection

Reading, research and reflection often require settings that support concentration and reduce interruptions. These spaces must feel calm, comfortable and separate, while still connected to the larger environment.听

Thoughtful layouts, softened acoustics and intentional zoning help create environments where people can focus without distraction and engage in deeper thinking.听

6. Design for Choice, Comfort and Inclusion

Everyone learns in different ways, at different paces and with different needs. Providing a range of spaces, with seating and tables that adjust to accommodate everybody and can be easily rearranged to create clear, open pathways for movement allows each learner to find a place that works for them.

7. Plan for Community

From daily use to larger gatherings, these spaces support a wide range of activities, serving individuals, groups and the broader community. They must adapt easily between focused work, informal interaction and shared experiences.听

Open layouts and flexible furniture allow spaces to shift throughout the day, supporting both individual use and group engagement. Areas can accommodate presentations, collaborative work or community events without requiring permanent changes to the space.听

At VS, we design furniture that helps libraries create purposeful spaces, where each area supports a different way of learning.听

This article was sponsored by VS America, Inc., a manufacturer of educational furniture for K-12 schools, colleges and libraries. Focused on best practices for educational facilities worldwide, VS develops adaptable, ergonomic and sustainable furniture solutions which allow for the creation of agile learning environments. For more information, visit .听

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By Catherine Dalton, AIA, RID, LEED AP BD+C

When elementary and middle schools in the Seagoville, Texas, area began experiencing overcrowding, the Dallas Independent School District (Dallas ISD) faced a familiar dilemma: build more classrooms or rethink the system creating the pressure.

The district chose the latter.

Educational innovation is often associated with new programs, emerging technologies or specialized learning environments. Yet some of the most impactful innovations occur when planning, policy and design are intentionally aligned to solve complex challenges.

The resulting Seagoville PK-8 Campus Magnet Model demonstrates how districts can create long-term solutions that extend far beyond building another school. By aligning facility planning, enrollment strategy, and educational programming, Dallas ISD addressed overcrowding while expanding educational opportunities and supporting future community growth.

Framing the Challenge

As the second-largest school district in Texas, Dallas ISD serves more than 134,000 students and roughly 21,000 professional staff across 228 schools, including 135 elementary schools, 35 middle schools, 36 high schools and 22 multi-level schools.

As enrollment projections climbed, elementary and middle schools within the Seagoville feeder pattern began experiencing capacity challenges. At the same time, district leaders recognized another opportunity: expanding access to school choice programming in a region that historically had fewer magnet options than other parts of the district.

Rather than viewing these as separate challenges, Dallas ISD asked a broader question: how could one project simultaneously address overcrowding, expand educational opportunity and support long-term community growth?

Looking Beyond Capacity

Overcrowding is often treated as a space problem. Typical responses may involve adding classrooms, installing portable buildings, adjusting attendance boundaries or constructing another campus. While these solutions can provide immediate relief, they do not always address the underlying system that is driving enrollment pressures.

The most successful districts recognize that capacity planning should not happen in isolation. Facility decisions influence enrollment patterns. Enrollment policies influence access. Grade configurations influence student experience. Community demographics influence all of the above.

When these decisions are considered together, new possibilities emerge. For Dallas ISD, that meant rethinking not only where students would learn, but how the district could create a more flexible and resilient educational model for the future.

The Power of the PK-8 Model

The district ultimately selected a PK-8 configuration to relieve enrollment pressure across multiple grade bands simultaneously. The value of the model extends beyond capacity management.

Districts across the country have increasingly explored PK-8 configurations for their ability to improve continuity, reduce transitional disruptions and provide greater operational flexibility.

From a student perspective, a PK-8 campus provides continuity during critical developmental years, reducing transitions and fostering stronger relationships among students, staff and families. From a district perspective, it creates greater flexibility for managing growth across elementary and middle-school grades. From a community perspective, it strengthens identity and connection by allowing families to remain within a single learning environment for a longer period of time.

Most importantly, the building becomes a tool for implementing a broader vision.

The new Seagoville PK-8 is a 118,000-square-foot, two-story campus designed to serve 800 students from Pre-K through eighth grade. The school includes STEM, language and makerspaces; science laboratories; fine-arts programs; collaborative learning environments; and flexible instructional spaces that support a wide range of educational experiences.

When Enrollment Strategy Becomes a Planning Tool

One of the most innovative aspects of the project is that the solution extends beyond the building itself.

By prioritizing enrollment opportunities for students living closest to the campus, Dallas ISD created a direct mechanism for relieving pressure on surrounding schools. At the same time, remaining capacity is available through the school鈥檚 magnet model, expanding access to innovative programming for students across the district.

Rather than treating enrollment as an administrative exercise, the district used it as a strategic planning tool.

This approach accomplishes multiple objectives simultaneously:

• Relieves overcrowding in neighboring schools
• Expands access to school choice opportunities
• Increases educational access within the local community
• Preserves district-wide magnet enrollment options
• Supports long-term enrollment flexibility

Too often, enrollment policy and facilities planning are discussed independently. In reality, they are most effective when designed together.

A Campus Rooted in Place

What makes Seagoville PK-8 unique is the way the project leverages its site as an educational asset.

Located on a 100-acre, shared educational campus alongside an existing middle school and high school, the new school sits within one of the last remaining post-oak reserves in the city of Dallas. Rather than treating the natural environment as a constraint, the project team viewed it as an opportunity to enhance learning.

Educational walking trails, outdoor learning environments and ecosystem-based studies transform the site into a teaching tool. Students can engage directly with natural systems, exploring environmental science, ecology and stewardship through hands-on experiences connected to the campus landscape.

The result is a learning environment where education extends beyond the classroom walls and where the site itself becomes part of the curriculum.

The approach reinforces a broader lesson: effective educational planning extends beyond buildings and enrollment counts to include how students experience and engage with their environment.

The Importance of Early Alignment

Projects like Seagoville do not succeed because of a building alone. They succeed because district leadership, planning teams, designers and construction partners align around a shared vision early in the process.

One of the most valuable aspects of this effort is the willingness to evaluate educational goals, operational realities, enrollment strategy and facility planning simultaneously rather than sequentially. Difficult conversations occurred early, when decisions could still meaningfully influence outcomes.

That alignment helped avoid a common challenge in school planning: solving today鈥檚 problem in a way that creates tomorrow鈥檚 constraint.

Designing Opportunity

The lessons from Seagoville also extend well beyond a single project. As communities continue to grow and educational needs evolve, school leaders will increasingly face questions about capacity, access, equity and long-term adaptability.

The answer may not always be another classroom, addition or boundary adjustment. Sometimes the answer involves building smarter systems.

Seagoville demonstrates that the most effective school investments are not simply measured by square footage or seat counts. They are measured by a district鈥檚 ability to create opportunity, adapt to growth and position students for long-term success.

By aligning educational programming, enrollment strategy, campus planning and facility design, Dallas ISD transformed an overcrowding challenge into an opportunity to expand access, strengthen community connections and create a learning environment designed for future generations.

Catherine Dalton, AIA, RID, LEED AP BD+C, is the K-12 Market Leader at KAI Enterprises.

This article was originally published in the .

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By Laurence Holland

For nearly all of The Harvard Crimson鈥檚 150-year history as a student newspaper, it reported news in the same way: through a daily print edition produced in the basement of its headquarters at 14 Plympton Street in Cambridge, Mass. When the COVID-19 pandemic arrived in early 2020, however, it prompted the newspaper to shift its publishing online and ushered in a permanent operational transformation.

As a result, The Crimson鈥檚 headquarters no longer sufficiently supported its operations. Most notably, idle printing presses and other dated technologies occupied a significant amount of floor space at the expense of other programmatic needs.

Adapting to A New Culture of Collaboration

In 2024, the Toronto- and Cambridge-based KPMB undertook a renovation to support this new way of working, restart a culture of in-person collaboration and prepare students for the professional world of journalism 鈥� the state of which was significantly different when the building was last updated more than 30 years ago.

Fulfilling these ambitions required reconfiguring the building, and the crux of the puzzle was the basement press room. By removing all but one printing press module (which remains as a symbol of the newspaper鈥檚 past), the press room has been reimagined as a flexible workspace that relieves pressure on the newsroom during busy production nights. Durable and movable tables and chairs enable it to host large board gatherings and serve as the organization鈥檚 event space.

Nearby, a new multimedia suite for video and podcast recording in the basement supports the newspaper鈥檚 efforts to keep pace with the industry鈥檚 shift towards multimedia journalism, where reporters are increasingly in front of the microphone or camera. Although the recording studio is emblematic of The Crimson鈥檚 move to a digital-first publishing model, the space itself is envisioned as flexible infrastructure that can be fitted out and updated according to the organization鈥檚 evolving needs.

鈥淣ot only does the transformation of a number of previously underutilized spaces allow us to better accommodate a staff of roughly 400 students, but the building supports our work in many ways it could not before,鈥� says President of the newspaper E. Matteo Diaz. 鈥淭he multimedia suite has already enabled us to relaunch our podcast and develop new video content.鈥�

Futureproofing Through Restraint

For a student-run organization with a limited budget, futureproofing was best achieved through restraint. Rather than creating spaces that risked becoming outdated in the future, the renovation prioritized simplifying layouts and focusing on the basics of technology, such as providing many electrical outlets and TVs with HDMI and casting capabilities, rather than hardwiring technology into the structure. It was crucial that the building be capable of adapting to future and unforeseen needs without reopening the walls.

The ground floor, which houses the main newsroom and supporting spaces, was also renovated to prioritize fluidity. Historically, each section of the newspaper occupied its own office, but the organization鈥檚 leadership asked for a less siloed working structure and a greater volume of meeting rooms with improved acoustical privacy. For a news organization, this was not only a matter of concentration, but about the vital importance of preserving the anonymity of sources.

Flexibility and Expansion

Today, the newsroom is ringed by a series of glass-enclosed meeting rooms and small booths scaled for private phone calls, while a mix of formal office furniture and casual seating options support the flexibility afforded by laptop-based work. Overall, the renovation has expanded open work areas by nearly 30% and meeting spaces by 65%.

According to Diaz, replacing small team-specific offices with larger conference rooms has fostered unity across the staff.

The redesign has also improved comfort and wellbeing, creating a more inviting destination for students to work and socialize. The newsroom historically suffered from a lack of natural light. In response, the new meeting rooms feature glass dividing walls to enable daylight to filter into the center of the newsroom. Targeted mechanical upgrades have also allowed for more fine-grained control of building systems for improved occupant comfort.

The most notable piece of new architecture is a 300-square-foot pavilion enclosing a portion of a rooftop terrace, which enables barrier-free access to the second floor and historic ceremonial meeting space, known as the Sanctum, for the first time. While the design team initially explored inserting a second elevator to service the building, doing so would have consumed significant usable floor space. Instead, this new enclosure has enabled a continuous accessible path of travel from the existing elevator into the Sanctum, which has been revived as a place for quiet contemplative work and intimate meetings now that it鈥檚 no longer required to serve as the de facto party venue.

The Impact on Operations

How impactful can a renovation defined by restraint be? Since its completion, the building has seen an increase in daily use, with staff spending more time working and socializing on-site. Newspaper leadership also credits the modernized facility with improving their ability to recruit new members.

鈥淭he renovation of 14 Plympton St. has been invaluable for The Crimson,鈥� says Diaz. 鈥淚n just a few months, we have felt the difference that the renovated building makes, and we are incredibly grateful to have a space that will so well equip the next generation of Crimson editors to meet journalism鈥檚 digital-first future.鈥�

Laurence Holland is an associate at KPMB, an architecture and design practice based in Toronto, Ontario and Cambridge, Mass. Prior to becoming an architect, Holland studied philosophy at Harvard College, where he was an editor at The Harvard Crimson for four years.

This article was originally published in the .

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By Susan Haigh

It鈥檚 not unusual for architects to work closely with a handful of client representatives throughout a construction project. But when designing a 27,000-square-foot addition to the Brooklyn STEAM Center, a career and technical education hub, New York-based architecture, planning and interior design firm Spacesmith invited dozens of high school students into the design process.

During a series of design charrettes, 12 to 15 high school juniors and seniors representing the center鈥檚 various career pathways gathered with architects to share ideas and help shape the project. Later, as construction progressed, students in the STEAM Center鈥檚 Construction Technology program toured the site about once a month to get an up-close look at how the building was taking shape.

鈥淭his was an experiment for us,鈥� said Alexandra Korestki, Senior Associate at Spacesmith. 鈥淗aving so many more voices in the room, sometimes with wildly different or conflicting opinions, there was the worry about how can we deliver for all of them? How do we make sure that no one walks away disappointed?鈥�

Korestki credits Brooklyn STEAM鈥檚 leadership with making the collaborative approach possible.

鈥淯ltimately, having the students present for the discussions about project challenges and constraints, getting insight into all the factors that go into project decisions, not only helped get the buy-in from the rest of the student population, but also gave them a sense of ownership and responsibility for the space, even when some of their ideas from the charrette couldn鈥檛 be implemented,鈥� she said.

Designing with Students

Student input ultimately shaped key elements of the design. Early plans called for a single large common area that would serve as a gathering place for breaks and student events. But discussions during a pair of design charrettes, where students brainstormed and sketched ideas for their ideal space, convinced the design team that students and staff needed a variety of places to recharge rather than one central gathering area.

Those conversations revealed several recurring themes, including safety, representation, nature, joy and rest.

鈥淭hey described a need for quieter, calmer, low-stimulus areas to take a break when they鈥檙e overwhelmed or stressed from academic pressures,鈥� Korestki said.

In response, the design team was intentional about matching colors and textures with the scale and purpose of each space. Small 鈥渇ocus nooks鈥� 鈥� semiprivate niches at the ends of corridors, away from busy foot traffic but still within sight of staff 鈥� were designed with darker, monochromatic palettes intended to create a calming atmosphere. A lounge for small groups and the commons for larger gatherings, meanwhile, feature brighter colors and materials meant to encourage creativity and collaboration, she said.

Students continued meeting with the design team throughout the process, giving them an opportunity to see how their ideas evolved from sketches into finished spaces.

Empowering Students and Staff

At Brooklyn STEAM, which is located at the Brooklyn Navy Yard 鈥� a 300-acre industrial waterfront campus in Brooklyn, N.Y., that鈥檚 home to more than 550 businesses 鈥� students are treated and trusted as young professionals. Spacesmith leaned into that philosophy, giving students and instructors as much control as possible over their environment.

鈥淓verything is modular and easily movable, so the classrooms and common space can be reconfigured to suit daily needs,鈥� Korestki said.

Curved sofas in the commons can be arranged into 鈥渃oncave modules鈥� that encourage conversation or 鈥渃onvex modules鈥� that create more private seating areas facing away from others.

鈥淗aving choices and some control over how [the sofas] exist in the environment fosters that sense of ownership and some control and responsibility for the space that they might not have in a typical high school,鈥� she said.

The center鈥檚 addition opened in October 2025. Designed between July 2023 and May 2024, the project includes new classrooms, shops, lounge areas and administrative space. The expansion is anchored by an entry wall that features the school鈥檚 logo and tool-inspired motifs.

The expansion houses six career pathways: HVAC climate control systems, game design, industrial product realization, manufacturing, live production technology and audio engineering. Students enrolled at Brooklyn STEAM Center split their time between their traditional high schools, where they take academic courses such as math and English, and the STEAM Center, where they receive hands-on technical training.

Enrollment is expected to double to 600 students with the expansion, part of New York City Public Schools鈥� goal of preparing 100,000 students for market-aligned careers by 2030.

鈥淭his center connects our students to life-changing opportunities, and we are so grateful that this expansion will allow more students to gain these experiences,鈥� said former NYC Schools Chancellor Melissa Aviles-Ramos when the addition opened in October 2025.

Founded in 2017, the STEAM Center offers courses co-designed with industry partners, including many Brooklyn Navy Yard tenants. Students also participate in paid internships, site visits and other work-based learning opportunities with businesses across the campus.

鈥淏y placing education within our innovation ecosystem, we create the conditions for students to see themselves in the jobs of tomorrow and as a result see remarkable outcomes for students,鈥� said Lindsay Greene, President and Chief Executive Officer of the Brooklyn Navy Yard.

This article was featured as the Facility Showcase in the . To learn more about how the new facility was designed to be flexible for evolving programming, .

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Locally based DLR Group designed a 13,600-square-foot addition and 6,000-square-foot modernization, tripling the size of both the culinary classroom space and on-site Oak Café. 糖心少女 spoke with DLR Group Designer Chris Brown about the project and what it means for American River College students.

Q: What was the project’s primary goal?

Brown: The existing teaching facility was small and inadequate, restricting student enrollment and creating a wait list for classes. It also included The Oak Café, a four-star fine-dining establishment serviced by culinary students and only open for lunch, which had a bakery display case by the entrance. The café was turning away as many as 200 diners a month and the bakery was selling out every day. Storage also was an issue; catering equipment was stored in Tuff Sheds and shipping containers.

This 13,600-square-foot addition and 6,000-square-foot modernization triples the size of both the academic components of the program and the dining capacity for The Oak Café. The expanded Oak Café and addition of the retail bakery improves the dining experience for visitors and strengthens the school’s commitment of service to the community. The design creates an environment that fosters authentic, real-world learning experiences and enriches the lives of the student body and the community. It promotes student-instructor-community interaction and collaboration, reinforcing the value that future leaders of the restaurant industry bring to our community.

Q: How will the new addition and modernization enhance the student experience?

Brown: Students in this program are already in high demand in the local workforce, and this project will only enhance their culinary experience. Efficient layout of spaces, which includes state-of-the-art equipment recommended and used in the industry, provides students with more real-world education and training. The Culinary Arts and Hospitality Management program is self-sustaining through revenue generated by the café, bakery and catering businesses, eliminating the need for students to pay any additional lab fees. Interconnected lab spaces and transparency into the labs allows students and visitors to observe the action, which encourages collaboration in the learning process.

Q: What are some of the project’s key design elements?

Brown: Oak Tree Design Concept — With the four-star Oak Café previously in an obscure location behind an existing building, this concept creates a clear entry statement and destination point for visitors. The entry and lobby design, inspired by an oak tree, takes the abstract form of a tree trunk that branches out into the other areas of the building. The floor and walls reflect growth rings of an oak tree.
Programmatic Efficiency — The floor plan maximizes academic programs and fosters interactive learning. The main kitchen in the middle of the building increases functionality and gives direct access to the café dining room, four kitchen labs and a joint-use ware washing and storage area. Learning and public spaces are connected, encouraging interaction between the public and students.
Campus Gateway — Located prominently on campus, the new building is the main gateway onto campus. It is a beacon to the community and unifies the culinary building and the fine arts complex. The exterior reflects a similar palette of color, materials, scale and mass as the surrounding buildings, and gives a strong identity to the campus while blending harmoniously into the context.

Q: How was new technology integrated in the facility?

Brown: The high-tech spaces for instructor-student interaction resemble the real-world working conditions of the industry, with state-of-the-art equipment recommended by community partners. Video equipment in the demonstration kitchen allows students and visitors to observe the action up close on screen.

Q: How is this project different from those you’ve completed in the past?

Brown: The amount of community involvement, including donors and alums, was extensive. They played a key role in promoting the program through fundraisers such as Forks and Corks. The idea of creating a place that produces top local chefs and bakers is very satisfying, especially when you can go to the Oak Café and sample their cuisine.

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糖心少女 spoke about the key components driving today’s higher-education design with four industry leaders: Jeff Larsen, AIA, principal, MVE + Partners; B.K. Boley, senior principal, ADD Inc., now with Stantec; David Short, AIA, principal, KSQ Architects; and Jeffrey Fenimore, AIA, principal, national higher education sector leader, DLR Group.

Q: What are some of the biggest drivers in school design today?

Larsen: In student housing design, rising costs of over 6 percent escalation on the West Coast is a driver for compact development. That means building at higher densities and decreasing average unit sizes. A key component in making density successful is mixed-use. Whenever we can, we promote the integration of amenities and services into the envelope of the building. The added benefit of this is that it gets the students out of their rooms and connects them socially.

Boley: Short- and long-term energy efficiency and sustainability are strong drivers but are coupled with great strides in space efficiency through the creation of very flexible but highly used areas that can be a social lounge, project team room, informal classroom or group activity space.

Short: Budget is always a significant driver, particularly as many public universities have seen their state funding drop significantly in the years following the Great Recession. Many states are gradually upping their commitment to higher education funding, but most remain below pre-recession funding numbers. Universities are also acknowledging the importance of non-academic social spaces, such as student unions, so spaces where kids can enjoy a “campus living room” are becoming more important.

Fenimore: Student recruitment continues to be a primary driver as higher-educational institutions seek ways to attract top talent. Student housing, wellness centers, dining halls and other student life facilities are some of the more typical facilities because they impact and appeal to a broad array of students. Students expect these facilities to match the quality and amenity level they find in market-rate housing, local restaurants and fitness centers. These facilities are often featured on student recruitment tours and, even with the rising costs of tuition and housing, new facilities are highly appealing to incoming students.

Make sure to check out the March/April issue of 糖心少女 for the complete Design Roundtable.

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