By Frank Andr茅, AIA, LEED AP

In recent decades, professional sports development has shifted toward transforming underutilized land around stadiums into mixed-use entertainment districts. Projects like Ballpark Village in St. Louis and the Half Street Corridor in Washington illustrate how these developments extend the fan experience beyond game day while creating connected, year-round neighborhoods. By integrating retail, hospitality, residential and event programming, they generate sustained revenue and strengthen ties to the surrounding urban fabric.

Universities, on the other hand, have traditionally relied on more limited revenue streams: ticket sales, concessions, sponsorships and media rights concentrated around game day. With the introduction of Name, Image and Likeness (NIL) rules, which now direct a share of revenue to athletes, institutions face increasing pressure to diversify income. In response, many are turning to their own athletic districts, adapting strategies pioneered in professional sports development.

The Possibilities in Public-Private Partnerships

A key lesson lies in deal structure. Public universities often control significant land holdings around stadiums and benefit from large, loyal fan bases. However, they typically lack both the capital and the specialized development expertise to fully realize these assets. Through public-private partnerships (P3), institutions partner with developers that are experienced in entertainment retail, hospitality, housing and event venues. These P3 models allow universities to leverage long-term ground leases and brand value while shifting development risk and capital investment to private partners.

Purposeful Programming

While university-anchored districts share core principles with their professional counterparts, critical differences in governance, funding, and campus context ultimately shape how these environments are designed and programmed.

Designing successful university-anchored sports districts begins with a careful balance of programming. Unlike professional baseball, where teams host more than 80 home games a season, college football programs typically play just six or seven home games. The result is fewer peak moments and less consistent spillover into surrounding neighborhoods. These districts must therefore operate as destinations in their own right; active year-round, not just on game day.

Flexibility is key. Restaurants, for example, often carry subtle university branding but must stand on their own with distinctive concepts that appeal to both fans and locals. Outdoor spaces are equally adaptable: a central plaza might function as a casual recreation space or outdoor dining during the week but transform into a concert venue or event hub on game days and beyond. Residential and hospitality components also take on a unique role, with premium units oriented toward stadium views and VIP game-day access. Condominiums designed for dedicated fans and super-boosters can generate significant upfront capital, while also extending dwell time and deepening engagement with the district.

These dynamics are amplified at major programs, particularly among the Power Four conferences, where football crowds can exceed 100,000 attendees. The scale of these fan bases reinforces the need for environments that can expand and contract seamlessly, accommodating surges in activity while remaining vibrant at smaller scales.

Sponsorship and branding strategies also diverge from the professional model. While large-scale signage and digital media are central to revenue generation in pro sports districts, universities often take a more restrained approach. Instead, activation is driven through programming: youth camps, recruiting events, academic conferences, and media production tied to NIL initiatives and other creative event programming all contribute to a steady cadence of use. These layers of activity create a different kind of energy 鈥� less overtly commercial, but equally vital.

Developing a Design Identity

From a design perspective, the challenge is both familiar and highly specific. Many of these sites lack historic context, sitting adjacent to large, inward-focused stadiums. At the same time, they are shaped by overlapping campus and municipal guidelines and must serve a wide spectrum of users 鈥� from students and faculty to alumni, donors and local residents. Successful solutions balance these demands while grounding the project in authentic institutional and regional identity.

At the University of Tennessee in Knoxville, a site just south of Neyland Stadium presented a telling example. While the stadium dominates the immediate context, the site also opens to sweeping views of the Tennessee River to the south. The design response drew from campus design standards 鈥� materials, proportions and detailing 鈥� while referencing the industrial and mercantile heritage that once lined the riverfront. This dual approach anchored the development in both university tradition and local history, allowing taller elements, such as a condotel tower, to adopt a more contemporary expression while remaining visually tied to a lower-scale, contextually rooted base.

Ultimately, these districts succeed when design storytelling is embedded at every level. Architecture, interiors, landscape, branding, and programming must all work together to reflect the traditions, rituals and character of the school, while resonating with the broader region. Given the diversity of users, from high-end condominium owners to fans gathering before and after the game, this narrative must be both cohesive and flexible. Achieving that balance requires close collaboration across disciplines, ensuring that the district evolves into a place that feels authentic, active and enduring well beyond the stadium gates.

Frank Andr茅, AIA, LEED AP, is Principal and Design Leader at HCM.

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By Lindsey Coulter听

HMC Architects听recently welcomed听Oliver Nicolas听to听the firm鈥檚 PreK-12 practice as听Principal-in-Charge.听

With a dual foundation in architecture and civil engineering,听Nicolas听brings more than 23 years of experience delivering impactful PreK鈥�12, healthcare, and residential projects. He also spent听six years at a structural engineering firm and as a specification sales representative for a wood manufacturing company, giving him a comprehensive perspective on efficiently managing and delivering school construction projects.听听

鈥淢y background gives me a unique perspective on design and delivery,鈥� Nicolas said. 鈥淯nderstanding structural engineering and听available materials influences how I view听a space. Everything we design must be buildable, so as I design,听I鈥檓听already thinking about how structural and architectural elements will be attached and how important detailing is in construction.鈥�听

Based in the firm鈥檚 Ontario, Calif.,听studio, Nicolas will work closely with district clients across Southern California, ensuring strong collaboration and听a seamless听client experience. Drawing on more than two decades of experience guiding projects from design through construction administration and certification, he will provide strategic oversight to align project goals with client priorities throughout the project lifecycle.听

Nicolas spoke with 糖心少女听about听regional trends, how districts are听approach听deferred maintenance projects and听how听early collaboration can help听prevent problems later in the project lifecycle.听

SCN:听What makes working within an existing school building particularly challenging,听and where do you see the greatest opportunities for creative design?听

Nicolas:听Renovations challenge designers because existing buildings impose strict听parameters. We听must deliver听everything the client needs within听a听confined space.听I听once worked with a healthcare client to听develop听a tiny听ADA听code-compliant single-user restroom. Due to space limitations, we听couldn’t听expand听and听had to find every听opportunity听to听meet code听within the tight space.听Schools face these听same听challenges,听and听I听find that the spaces that seem the听smallest听are the听most challenging听to work听within yet听provide听amazing opportunities for success.听

SCN:听Across Southern California, what are you hearing听most听frequently听from school districts about their facility needs and priorities right now?听

Nicolas:听Our听district clients are most听concerned about听declining enrollment and how听to听repurpose听underutilized or aging spaces.听Schools don鈥檛听want to听sell听extra听property,听finding new uses for these spaces听will be听one of the biggest challenges, and opportunities, for听school architects听in the near future.听Districts are also听exploring听ways to serve diverse community needs with workforce housing, wellness spaces, and other shared use spaces.听This听approach听raises听important questions about听after-school access,听operations听and maintenance听鈥斕齛nd how to open听the campus to the听wider听community听while听maintaining听student safety.听听

SCN:听Many districts are balancing aging facilities and deferred maintenance with limited funding. How should districts think strategically about modernization versus new construction?听

Nicolas:听Before a district focuses on repurposing underutilized or aging spaces,听it should听start with a听comprehensive,听long-term听facilities听masterplan. The planning process should听evaluate听each school site听in its full context, considering听existing conditions,听educational adequacy, adaptability, and total cost of ownership, rather than relying solely on a building鈥檚 age.听听Modernization is often a smart investment when听a听structure has good bones and can be transformed听to meet the听district鈥檚 needs. New construction should be considered听when the existing site听or building limitations prevent the district from achieving its goals.听

SCN:听What are some of the biggest misconceptions about what can听鈥斕齩r cannot听鈥斕齜e听accomplished听within an existing school building or site?听

Nicolas:听The听biggest misconceptions about working within an听existing听space are听that听it is听expensive or听tearing it down听is easier.听However,听I鈥檝e听seen that working within an听existing听space听often costs less,听promotes听sustainability,听and听produces听magnificent learner-focused spaces. Architects听can听make something out of听anything. If听the district has a vision,听architects are savvy enough to听come up with听a solution.听When听we think creatively and look at a space in its full context,听we can听always听come up with听something听that achieves the client鈥檚 vision.听听

SCN:听With your experience on the construction and materials side, what are some of the decisions architects and districts can make earlier in the process that have the greatest impact on cost,听constructability听and schedule?听

Nicolas:听It鈥檚听important that architects and designers understand that cost escalation is a major听issue, and听we must听deliver the project sooner听rather听than later听to help clients save time and money.听It鈥檚听important to find the right balance of听the program,听materials听and construction type.听For example,听I know听building听with听wood听might present听an听up-front听savings听compared to steel.听However,听with an efficient design and construction strategy, steel can听also help听reduce听timelines and听the听overall budget.听When听we听involve听every voice听鈥斕齞istricts,听community听and builders听鈥斕齟arly in听our thought process,听we can听speed up the听process听and create a visionary project on time and within budget.听听

SCN:听How can architects improve collaboration among districts, contractors,听engineers听and other project partners early enough to prevent problems later in the project lifecycle?听

Nicolas:听At HMC Architects,听we engage clients听and partners in听a听multi-day听immersive design process.听During the day,听we host interactive workshops听and brainstorming sessions听with听all interest holders.听After hours,听our听design team听works on听a听preliminary听design based on听these conversations. We听reconvene with the full team听to听refine the design.听This approach听allows us to resolve听issues that often take weeks or months to settle in a week or less.听When we bring听everyone together听early,听we听see听the听best solutions to problems,听identify听previously unrecognized听opportunities, and allow听everyone to see the project develop in real听time.听听

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By Lindsey Coulter听

School design has entered a new era. While conversations once centered on flexible classrooms, daylighting and collaborative spaces, today’s education planners are asking a more fundamental question: how does the environment itself influence learning?听

For Erika Ashauer, ALEP, EDAC, Human Experience Research Lead with the Denver office of HCM, the answer begins with understanding how people of all ages think,听feel听and move through space. With a background in cognitive science,听neuroscience听and evidence-based design, Ashauer works alongside architects,听educators听and other project stakeholders to translate research into practical design strategies that support attention, emotional regulation,听belonging听and long-term student success.听

鈥淚’ve always been fascinated by how children learn and develop,鈥� Ashauer said. 鈥淚f we can create environments that help students feel safe,听supported听and ready to grow 鈥� and help educators do their best work 鈥� that has a lasting impact. Helping create happier kids and healthier learning experiences is something听I’m听incredibly proud to be part of.鈥�听

For districts investing in new schools,听renovations听and modernization projects, Ashauer believes the greatest opportunity听isn’t听simply creating more flexible buildings;听it’s听creating environments that are intentionally designed around the people who use them every day.听

“Design and school culture have to work together,鈥� Ashauer added. 鈥淲e can create movement spaces, sensory rooms or restorative environments, but if school policies don’t support students using them, they won’t achieve their intended purpose.鈥�听

Ashauer, who will share more of her research and insights at the 糖心少女 Design & Construction Symposium in Denver Aug. 5, spoke with the publication about why human experience research is becoming an increasingly common听component听of PK-12 school design and procurement.听

SCN: Your role is still fairly unique within architecture firms.听Is this becoming a larger field?听

Ashauer: It’s definitely growing.听Six or seven years ago, I听wasn’t听even sure there were other people doing this work. Today there are more professionals working in design research across education, senior听living听and other sectors.听We’re听building a community that shares research and best practices while helping move the profession forward.听

[Clients] may not know what to call it yet, but听they’re听absolutely asking the questions. More RFPs include language around student engagement,听belonging听and human experience. Those ideas are becoming expectations rather than nice-to-have features.听

SCN: You describe schools as “active regulatory environments.”听What does that mean?听

Ashauer: We used to think of schools as containers where learning happened.听That’s just听not true. From the moment a student arrives on campus,听they’re听unconsciously assessing whether they feel safe,听welcome听and ready to learn.听

A four-year-old experiences that journey very differently than a high school student or a fifth grader with special needs. Design influences those experiences through spatial sequencing, visibility, acoustics,听comfort听and countless other factors. Our goal is to reduce unnecessary cognitive stress so students can spend more energy learning, taking academic听risks听and building relationships instead of simply navigating the environment.听

SCN: Does your research apply to renovations as much as new construction?听

Ashauer: Absolutely. Renovations often require even greater intentionality because every investment matters. Before deciding what to change, we听have to听ask why听we’re听renovating, who听we’re听serving听and how students听actually use听the building. Understanding those answers helps prioritize where design dollars will have the greatest impact.听

SCN:听You’ve听also talked about the concept of 鈥渆mbodied learning environments.鈥� How is that different from terms like 鈥渟tudent-centered鈥� or 鈥渇lexible learning鈥�?听

Ashauer: Embodied learning recognizes that learning happens through the body as much as through the brain. Our brains constantly process sensory information. If students are spending energy dealing with glare, noise, visual听clutter听or uncomfortable temperatures,听they’re听using cognitive resources that could otherwise support learning.听Essentially, we听don’t听think with just our brains 鈥� we think through our entire bodies.听Good design听acknowledges that.听

SCN: How does that philosophy influence听designing听for neurodiversity?听

Ashauer: One of the biggest lessons from neuroscience is that there really听isn’t听a “typical” learner. Every person’s cognitive needs change over time through age, stress, injury,听illness听or life experiences. Rather than听designing for听one type of student, we should create environments that offer layers of choice and support. Those decisions听benefit听students who identify as neurodiverse, but they also improve learning for everyone.听

SCN: Does that expand the traditional definition of accessibility?听

Ashauer: Very much so. Physical accessibility听remains听incredibly important, but accessibility also includes sensory,听cognitive听and emotional experiences. The more we understand how people听actually move听through and experience buildings, the better we can design environments that allow everyone to听participate听fully.听

Read more in the Design & Construction Issue of 糖心少女, available now.听

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By Lindsey Coulter

The 糖心少女 Design + Construction Symposium brought education leaders, architects, designers, contractors, developers and facilities professionals together Aug. 5 at Denver鈥檚 historic Tivoli Turnhalle to examine how evolving needs are reshaping the design and delivery of K-12 and higher education environments.听

Held on the Auraria Campus, the event focused on project-driven discussions around student belonging, school safety, community engagement, mass timber, urban听development听and the increasingly compressed construction schedules facing school districts. The symposium was designed to move beyond broad industry trends and examine real projects and lessons that can be applied to future work.听

Designing for Belonging听

The program opened with a keynote from Dr. Drew Coleman, Chief of Schools for Jeffco Public Schools, who challenged attendees to consider the relationship between school environments, student听experience听and educational outcomes.听

Coleman鈥檚 presentation, 鈥淏uilding Belonging: Designing Schools Where Students Feel Safe Enough to Learn and Prepared Enough to Lead,鈥� examined how the physical environment can either support or hinder student success. His perspective connected education leadership, school听culture听and the built environment, reinforcing the symposium鈥檚 emphasis on designing schools around the needs of the people who use them.听

The keynote was followed by a district-level perspective from Micah Ali, president of Compton Unified School District. Ali discussed the development of Compton High School and the importance of trust,听continuity听and community partnerships in delivering major educational facilities projects.听

Born and raised in Compton, Ali played a foundational role in the development of听the high听school and has extensive experience in land use, development and partnerships aimed at expanding opportunities for students.听He also is helping guide the district’s upcoming Centennial and Dominguez Hills High School projects.听听

The discussion illustrated a broader theme that ran throughout the symposium: successful school construction is not simply about delivering a building, but about creating facilities that reflect community priorities and support long-term educational goals.听

Beyond Safety and Security听

The morning continued with a design panel examining how safety, security,听belonging听and well-being can coexist in school environments.听

Panelists听Erika Ashauer, Human Experience Research Lead for HCM鈥檚 PK-12 Studio; Joel Williams, Studio Director at QKA; Guy Grace, vice chair of the Partner Alliance for Safer Schools; and Pat Tackney, Security & Architectural Sales Consultant for McGrory Glass Systems,听expanded the traditional definition of school safety beyond access control and security hardware. Panelists considered how visibility, privacy, supervision,听comfort听and a sense of belonging can influence the experience of students and staff.听

The discussion reflected a broader shift in school design toward environments that address both physical safety and the emotional and social conditions that help students learn.听

Summit House Provides a Case Study in Innovation听

After a networking break, the symposium shifted from K-12 schools to higher education and student听housing听with a case study听on听Metropolitan State University of Denver鈥檚 Summit House.听

Presented by听Martha Nelson, Director of Planning, Design and Construction for MSU Denver; Ben Diaz, Senior Development Manager for Columbia Ventures; Macy Huffaker, Project Architect with SAR+ Architects; Ryan Marshall 鈥� Superintendent at PCL Construction,听the听session, moderated by Leone Dick, Chief of Staff to the Vice President of Administration at MSU Denver,听explored the planning,听design听and delivery of MSU Denver鈥檚 first residence hall.听

Summit House听represents听a significant milestone for the university and for Colorado construction. The 12-story student residence is being delivered using mass timber and is positioned to become the tallest mass-timber structure in the state. The project also incorporates an urban construction environment and a public-private delivery model. (糖心少女)听

Rather than focusing on mass timber as a standalone innovation, the presentation examined the combination of decisions and partnerships听required听to make the project possible. Those included material听selection, planning,听logistics,听development听and construction delivery.听

The case study also gave attendees a closer look at the increasingly complex role of construction teams working in dense urban environments and managing innovative structural systems.听

Racing the Summer Construction Clock听

The symposium concluded its formal program with a panel focused on one of the most persistent challenges in K-12 construction: delivering projects within the limited summer construction window.听

Moderated by Chuck Amos, CEO of听SchoolBondFinder, the panel featured David J. Henderson,听Deputy听Chief of听Operations for Cherry Creek School District, and Justin Sinnott,听Vice听President of听Corporate听Operations at Erickson-Hall.听

Dubbed 鈥淭he Summer Sprint,鈥� the discussion听addressed听planning, coordination, risk听management听and project delivery during the period when schools are vacant but must be ready for students when the new academic year begins.听

Henderson brought more than 25 years of K-12 construction and听facilities听leadership to the discussion, including oversight of approximately听2 million square feet听of capital improvement,听construction听and renovation projects across Colorado school districts.听Sinnott contributed experience in project planning, execution, risk management and operational efficiency.听

The panel underscored how compressed schedules are placing greater emphasis on early planning,听coordination听and delivery strategies that can reduce risk while听maintaining听quality.听

The topic also reflected broader pressures facing districts nationwide. 糖心少女 recently examined the 鈥淪ummer Sprint鈥� as an increasingly demanding period in which districts must complete everything from HVAC replacements and classroom renovations to larger capital projects before students return.听

From Conversation to Job Site听

Attendees also听had the opportunity to take the听morning鈥檚听discussion into the field with an exclusive tour of MSU Denver鈥檚 Summit House.听

The tour provided a firsthand look at the mass-timber residence hall and connected the project鈥檚 planning and delivery discussion with its physical construction. According to 糖心少女, the project听represents听the intersection of student housing demand, urban development, innovative听materials听and alternative approaches to project delivery.听

Across its sessions, the symposium emphasized a common challenge facing both K-12 and higher education: making increasingly complex capital investments serve long-term institutional and community goals.听

From Coleman鈥檚 examination of belonging to Ali鈥檚 discussion of community trust, the design panel鈥檚 exploration of safety and well-being, Summit House鈥檚 innovative delivery and the final panel鈥檚 focus on compressed construction schedules, the event demonstrated that the future of educational construction will require collaboration across disciplines.听

Rather than treating design, construction, operations and educational outcomes as separate considerations, the symposium brought those perspectives together around a shared question:听How can the industry create schools and campuses that are not only built successfully, but equipped to serve the people and communities who depend on them?听

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Ashauer joins HCM with a background in applied research, learning sciences, ethnographic inquiry and evidence-based design. She has spent her career embedding research directly into design workflows, translating insights about attention, regulation, memory, and social context into actionable strategies to drive more intentional, aligned, human-integrated outcomes. Her recent work includes pre- and post-occupancy studies, participatory design facilitation, multilingual community engagement, and the creation of research to design frameworks that enhance practice-wide accountability and shared understanding.

鈥淓rika brings a rare combination of cognitive neuroscience rigor and human experience perspective to impact and improve the design of our PK-12 spaces,鈥� said Adele Willson, PK-12 Studio Leader, in a statement. 鈥淗er approach not only deepens our research capabilities but strengthens our ability to create environments that truly support the cognitive, emotional, and social needs of learners and educators.鈥�

Ashauer holds a bachelor’s degree in cognitive science, neuroscience and psychology from the University of California, San Diego. She is an Accredited Learning Environment Planner (ALEP), holds Evidence-Based Design Accreditation and Certification (EDAC) and is certified in Emotional Intelligence Coaching.

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Lebo brings more than 14 years of experience working on projects for public and private PK-12 schools, universities and community colleges in North Carolina. Her subject matter expertise spans school master planning, programming, design implementation, quality control and construction administration. She recently served as a Project Manager leading the team for the Carrington Hall Renewal project for the University of North Carolina at Chapel Hill鈥檚 School of Nursing, and also has experience with Durham Public Schools, Wake County Public Schools, the YMCA of the Triangle and GRACE Christian School.听

鈥淎nne鈥檚 background in higher education and K-12 schools makes her an outstanding addition to our team,鈥� said Adele Willson, Market Sector Leader at HCM, in an announcement. 鈥淪he brings a dynamic approach that will benefit both our clients and our staff.鈥�听

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