HCM Archives - Ů /tag/hcm/ K-12 + Higher Education Market Coverage Thu, 10 Sep 2026 16:00:06 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.5 /wp-content/uploads/2026/01/cropped-SCN_favicon-32x32.png HCM Archives - Ů /tag/hcm/ 32 32 HMC Architects’ Oliver Nicolas on Regional Trends,Deferred Maintenance andEarly Collaboration /2026/09/09/hmc-architects-oliver-nicolas-on-regional-trends-deferred-maintenance-and-early-collaboration/ Wed, 09 Sep 2026 14:31:22 +0000 /?p=55811 HMC Architectsrecently welcomedOliver Nicolastothe firm’s PreK-12 practice asPrincipal-in-Charge.

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]]> Pacific Elementary School TK-Classroom Modernization for Manhattan Beach Unified School District, designed by HCM. | Photo Credit (all): Courtesy of HMC Architects

By Lindsey Coulter

Located at Pacific Elementary School in Manhattan Beach, California, the project forms part of a broader district-wide initiative to support expanding Transitional Kindergarten (TK) programs and modernize aging early education environments
The Pacific Elementary School project is part of a district-wide initiative to support expanding Transitional Kindergarten programs and modernize aging early education environments.

HMC Architectsrecently welcomedOliver Nicolastothe firm’s PreK-12 practice asPrincipal-in-Charge.

With a dual foundation in architecture and civil engineering,Nicolasbrings more than 23 years of experience delivering impactful PreK–12, healthcare, and residential projects. He also spentsix 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.

“My background gives me a unique perspective on design and delivery,” Nicolas said. “Understanding structural engineering andavailable materials influences how I viewa space. Everything we design must be buildable, so as I design,I’malready thinking about how structural and architectural elements will be attached and how important detailing is in construction.”

Based in the firm’s Ontario, Calif.,studio, Nicolas will work closely with district clients across Southern California, ensuring strong collaboration anda seamlessclient 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.

Nicolas spoke with Ůaboutregional trends, how districts areapproachdeferred maintenance projects andhowearly collaboration can helpprevent problems later in the project lifecycle.

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

Nicolas:Renovations challenge designers because existing buildings impose strictparameters. Wemust delivereverything the client needs withinaconfined space.Ionce worked with a healthcare client todevelopa tinyADAcode-compliant single-user restroom. Due to space limitations, wecouldn’texpandandhad to find everyopportunitytomeet codewithin the tight space.Schools face thesesamechallenges,andIfind that the spaces that seem thesmallestare themost challengingto workwithin yetprovideamazing opportunities for success.

SCN:Across Southern California, what are you hearingmostfrequentlyfrom school districts about their facility needs and priorities right now?

Nicolas:Ourdistrict clients are mostconcerned aboutdeclining enrollment and howtorepurposeunderutilized or aging spaces.Schools don’twant tosellextraproperty,finding new uses for these spaceswill beone of the biggest challenges, and opportunities, forschool architectsin the near future.Districts are alsoexploringways to serve diverse community needs with workforce housing, wellness spaces, and other shared use spaces.Thisapproachraisesimportant questions aboutafter-school access,operationsand maintenance—and how to openthe campus to thewidercommunitywhilemaintainingstudent safety.

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

The project modernizes existing spaces into state-of-the-art TK and kindergarten classrooms, configuring environments optimized specifically for early learners with flexible layouts and age-appropriate design structures.
The project modernizes existing spaces into state-of-the-art TK and kindergarten classrooms, configuring environments optimized specifically for early learners.

Nicolas:Before a district focuses on repurposing underutilized or aging spaces,it shouldstart with acomprehensive,long-termfacilitiesmasterplan. The planning process shouldevaluateeach school sitein its full context, consideringexisting conditions,educational adequacy, adaptability, and total cost of ownership, rather than relying solely on a building’s age.Modernization is often a smart investment whenastructure has good bones and can be transformedto meet thedistrict’s needs. New construction should be consideredwhen the existing siteor building limitations prevent the district from achieving its goals.

SCN:What are some of the biggest misconceptions about what can—or cannot—beaccomplishedwithin an existing school building or site?

Nicolas:Thebiggest misconceptions about working within anexistingspace arethatit isexpensive ortearing it downis easier.However,I’veseen that working within anexistingspaceoften costs less,promotessustainability,andproducesmagnificent learner-focused spaces. Architectscanmake something out ofanything. Ifthe district has a vision,architects are savvy enough tocome up witha solution.Whenwe think creatively and look at a space in its full context,we canalwayscome up withsomethingthat achieves the client’s vision.

SCN: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,constructabilityand schedule?

Nicolas:It’simportant that architects and designers understand that cost escalation is a majorissue, andwe mustdeliver the project soonerratherthan laterto help clients save time and money.It’simportant to find the right balance ofthe program,materialsand construction type.For example,I knowbuildingwithwoodmight presentanup-frontsavingscompared to steel.However,with an efficient design and construction strategy, steel canalso helpreducetimelines andtheoverall budget.Whenweinvolveevery voice—districts,communityand builders—early inour thought process,we canspeed up theprocessand create a visionary project on time and within budget.

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

Nicolas:At HMC Architects,we engage clientsand partners inamulti-dayimmersive design process.During the day,we host interactive workshopsand brainstorming sessionswithall interest holders.After hours,ourdesign teamworks onapreliminarydesign based onthese conversations. Wereconvene with the full teamtorefine the design.This approachallows us to resolveissues that often take weeks or months to settle in a week or less.When we bringeveryone togetherearly,weseethebest solutions to problems,identifypreviously unrecognizedopportunities, and alloweveryone to see the project develop in realtime.

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]]> The Science Behind Better School Design /2026/08/26/the-science-behind-better-school-design/ Wed, 26 Aug 2026 15:43:59 +0000 /?p=55676 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?

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]]> The Greeley West High School replacement facility, designed by HCM, was designed to feel safe, intriguingand inclusive.| Photo Credit (all): Courtesy of HCM Architects

By Lindsey Coulter

Post-occupancy survey data showed that perceptions of student safety moved above the national average for positive responses, increase positive responses on school climate, school fit, family engagement, social awareness, emotional regulation and self-efficacy
Post-occupancy survey data showed that perceptions of student safety moved above the national average for positive responses, increase positive responses on school climate, school fit, family engagement, social awareness, emotional regulation and self-efficacy

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?

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,feeland move through space. With a background in cognitive science,neuroscienceand evidence-based design, Ashauer works alongside architects,educatorsand other project stakeholders to translate research into practical design strategies that support attention, emotional regulation,belongingand long-term student success.

“I’ve always been fascinated by how children learn and develop,” Ashauer said. “If we can create environments that help students feel safe,supportedand ready to grow — and help educators do their best work — that has a lasting impact. Helping create happier kids and healthier learning experiences is somethingI’mincredibly proud to be part of.”

For districts investing in new schools,renovationsand modernization projects, Ashauer believes the greatest opportunityisn’tsimply creating more flexible buildings;it’screating environments that are intentionally designed around the people who use them every day.

“Design and school culture have to work together,” Ashauer added. “We 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.”

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

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

Ashauer: It’s definitely growing.Six or seven years ago, Iwasn’teven sure there were other people doing this work. Today there are more professionals working in design research across education, seniorlivingand other sectors.We’rebuilding a community that shares research and best practices while helping move the profession forward.

[Clients] may not know what to call it yet, butthey’reabsolutely asking the questions. More RFPs include language around student engagement,belongingand human experience. Those ideas are becoming expectations rather than nice-to-have features.

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

Ashauer: We used to think of schools as containers where learning happened.That’s justnot true. From the moment a student arrives on campus,they’reunconsciously assessing whether they feel safe,welcomeand ready to learn.

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,comfortand countless other factors. Our goal is to reduce unnecessary cognitive stress so students can spend more energy learning, taking academicrisksand building relationships instead of simply navigating the environment.

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

Ashauer: Absolutely. Renovations often require even greater intentionality because every investment matters. Before deciding what to change, wehave toask whywe’rerenovating, whowe’reservingand how studentsactually usethe building. Understanding those answers helps prioritize where design dollars will have the greatest impact.

SCN:You’vealso talked about the concept of “embodied learning environments.” How is that different from terms like “student-centered” or “flexible learning”?

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, visualclutteror uncomfortable temperatures,they’reusing cognitive resources that could otherwise support learning.Essentially, wedon’tthink with just our brains — we think through our entire bodies.Good designacknowledges that.

SCN: How does that philosophy influencedesigningfor neurodiversity?

Ashauer: One of the biggest lessons from neuroscience is that there reallyisn’ta “typical” learner. Every person’s cognitive needs change over time through age, stress, injury,illnessor life experiences. Rather thandesigning forone type of student, we should create environments that offer layers of choice and support. Those decisionsbenefitstudents who identify as neurodiverse, but they also improve learning for everyone.

SCN: Does that expand the traditional definition of accessibility?

Ashauer: Very much so. Physical accessibilityremainsincredibly important, but accessibility also includes sensory,cognitiveand emotional experiences. The more we understand how peopleactually movethrough and experience buildings, the better we can design environments that allow everyone toparticipatefully.

Read more in the Design & Construction Issue of Ů, available now.

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]]> Design + Construction Symposium Tackles Real Challenges with Real Solutions /2026/08/11/design-construction-symposium-tackles-real-challenges-with-real-solutions/ Tue, 11 Aug 2026 18:55:44 +0000 /?p=55582 The Ů Design + Construction Symposium brought education leaders, architects, designers, contractors, developers and facilities professionals together Aug. 5 at Denver’s historic Tivoli Turnhalle to examine how evolving needs are reshaping the design and delivery of K-12 and higher education environments.

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]]> Moderated by Chuck Amos, CEO ofSchoolBondFinder, the panel featured David J. Henderson,DeputyChief ofOperations for Cherry Creek School District, and Justin Sinnott,VicePresident ofCorporateOperations at Erickson-Hall.
Panelists Erika Ashauer, Human Experience Research Lead for HCM’s 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, expanded the traditional definition of school safety beyond access control and security hardware.
Panelists Erika Ashauer, Human Experience Research Lead for HCM’s 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, expanded the traditional definition of school safety beyond access control and security hardware.

By Lindsey Coulter

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

Held on the Auraria Campus, the event focused on project-driven discussions around student belonging, school safety, community engagement, mass timber, urbandevelopmentand 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.

Designing for Belonging

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, studentexperienceand educational outcomes.

Coleman’s presentation, “Building Belonging: Designing Schools Where Students Feel Safe Enough to Learn and Prepared Enough to Lead,” examined how the physical environment can either support or hinder student success. His perspective connected education leadership, schoolcultureand the built environment, reinforcing the symposium’s emphasis on designing schools around the needs of the people who use them.

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,continuityand community partnerships in delivering major educational facilities projects.

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

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.

Beyond Safety and Security

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

PanelistsErika Ashauer, Human Experience Research Lead for HCM’s 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,expanded the traditional definition of school safety beyond access control and security hardware. Panelists considered how visibility, privacy, supervision,comfortand a sense of belonging can influence the experience of students and staff.

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.

Summit House Provides a Case Study in Innovation

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

After a networking break, the symposium shifted from K-12 schools to higher education and studenthousingwith a case studyonMetropolitan State University of Denver’s Summit House.

Presented byMartha 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 – Superintendent at PCL Construction,thesession, moderated by Leone Dick, Chief of Staff to the Vice President of Administration at MSU Denver,explored the planning,designand delivery of MSU Denver’s first residence hall.

Summit Houserepresentsa 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. (Ů)

Rather than focusing on mass timber as a standalone innovation, the presentation examined the combination of decisions and partnershipsrequiredto make the project possible. Those included materialselection, planning,logistics,developmentand construction delivery.

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.

Racing the Summer Construction Clock

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.
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.

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.

Moderated by Chuck Amos, CEO ofSchoolBondFinder, the panel featured David J. Henderson,DeputyChief ofOperations for Cherry Creek School District, and Justin Sinnott,VicePresident ofCorporateOperations at Erickson-Hall.

Dubbed “The Summer Sprint,” the discussionaddressedplanning, coordination, riskmanagementand project delivery during the period when schools are vacant but must be ready for students when the new academic year begins.

Henderson brought more than 25 years of K-12 construction andfacilitiesleadership to the discussion, including oversight of approximately2 million square feetof capital improvement,constructionand renovation projects across Colorado school districts.Sinnott contributed experience in project planning, execution, risk management and operational efficiency.

The panel underscored how compressed schedules are placing greater emphasis on early planning,coordinationand delivery strategies that can reduce risk whilemaintainingquality.

The topic also reflected broader pressures facing districts nationwide. Ů recently examined the “Summer Sprint” as an increasingly demanding period in which districts must complete everything from HVAC replacements and classroom renovations to larger capital projects before students return.

From Conversation to Job Site

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

Attendees alsohad the opportunity to take themorning’sdiscussion into the field with an exclusive tour of MSU Denver’s Summit House.

The tour provided a firsthand look at the mass-timber residence hall and connected the project’s planning and delivery discussion with its physical construction. According to Ů, the projectrepresentsthe intersection of student housing demand, urban development, innovativematerialsand alternative approaches to project delivery.

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.

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

Rather than treating design, construction, operations and educational outcomes as separate considerations, the symposium brought those perspectives together around a shared question: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?

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]]> Erika Ashauer Joins HCM PK-12 Studio /2026/04/16/erika-ashauer-joins-hcm-pk-12-studio/ Thu, 16 Apr 2026 17:46:26 +0000 /?p=54892 HCM has added Erika Ashauer, ALEP, EDAC as a Human Experience Research Lead in the firm’s PK-12 studio, bringing deep expertise at the intersection of cognitive science, design research and PK-12 educational environments.

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]]> HCM has added Erika Ashauer, ALEP, EDAC, as a Human Experience Research Lead in the firm’s PK-12 studio, bringing deep expertise at the intersection of cognitive science, design research and PK-12 educational environments.

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.

“Erika brings a rare combination of cognitive neuroscience rigor and human experience perspective to impact and improve the design of our PK-12 spaces,” said Adele Willson, PK-12 Studio Leader, in a statement. “Her 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.”

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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]]> Hord Coplan Macht Welcomes Anne Lebo to PK-12 Team /2025/12/09/hord-coplan-macht-welcomes-anne-lebo-to-pk-12-team/ Tue, 09 Dec 2025 15:47:40 +0000 /?p=54428 Anne Lebo, AIA, WELL AP, LEED AP BD+C, recently joined Hord Coplan Macht (HCM) as a Senior Associate in the firm’s PK-12 market sector.

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]]> Anne Lebo, AIA, WELL AP, LEED AP BD+C, recently joined Hord Coplan Macht (HCM) as a Senior Associate in the firm’s PK-12 market sector.

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’s School of Nursing, and also has experience with Durham Public Schools, Wake County Public Schools, the YMCA of the Triangle and GRACE Christian School.

“Anne’s background in higher education and K-12 schools makes her an outstanding addition to our team,” said Adele Willson, Market Sector Leader at HCM, in an announcement. “She brings a dynamic approach that will benefit both our clients and our staff.”

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