By Lindsey Coulter

David Schrader FAIA, A4LE Fellow, LEED AP, is managing partner of SCHRADERGROUP architecture, an HCM Studio, has spent more than three decades focused on public-interest and education projects. However, Schrader, who is also an Editorial Advisory Board member for 糖心少女 (SCN), believes it has all been very well spent.听

鈥淭he planning,听design听and construction process takes time,鈥� Schrader said.听鈥淲e听often听say听that听there鈥檚听no such thing as instant gratification in our office.鈥�听

Instead,听for Schrader听the reward comes from looking back at the culmination of a long, deliberate process, where the most gratifying moment is听finally听seeing the smiles on the faces of students, staff, and the community as they walk into听a new environment听for the first time.听听

Schrader spoke with SCN听about his design and planning process, how to unite vision and outcome, and听what鈥檚听next for modern learning environments.听

SCN:听What are the most common听disconnects听you see between institutional vision and built outcomes, and how can they be addressed earlier in the process?听

Two distinct failures often occur at the poles of facility planning:听

1. The Trend Trap: Implementing “trendy” concepts simply because they worked elsewhere. Without educator buy-in or a clear pedagogical fit, these features become wasted resources that fail to engage students.听
2. The Legacy Trap: Designing out of comfort. If the planning team doesn鈥檛 push educators to envision the “next generation” of instruction, the result is a facility that mirrors the past and lacks the tools necessary for future learning.

These extremes can be mitigated through a rigorous, thoughtful engagement strategy:听

• The “What If” Phase:听Expose all stakeholders to high-functioning examples of next-gen learning. This expands the team鈥檚 vision of what is possible.听
• Realistic Guardrails:听Collaboratively set limits based on what the academic team will听actually utilize听in their daily practice.听
• Pedagogy First:听When the academic team听establishes听clear educational goals for their tenure before the design begins, the resulting facility听isn’t听just a building鈥攊t鈥檚听a durable tool听optimized听for the future of instruction.听

SCN:听How has the integration of engineering, technology, and interdisciplinary coordination changed the way education facilities are designed and delivered?听听

The question can be听taken听two ways. One is the effect of technology on the design process, and the other is how the technologies integrated into the facility have changed the design.听

Relative to the design process, BIM models are the tools used for design. Recent integration of energy modeling, daylight analysis and building modeling software have improved the building outcome to such an extent that we know exactly what the building will look like and how it will function (from an energy use perspective). Because many of the models are now hosted on the cloud, design-team members have the ability to continually tweak their portions of the work to improve the design of the facility. Recent influences of AI plug-ins have allowed the exterior and interior views to be tweaked for a location, user and time of year, so the end users can see the facility as if it were being experienced in all seasons.听

Technologies integrated into the facility work much the same for the final built version. The integration of lighting-control systems and building-management software have allowed the buildings to continue to monitor and control their own interior settings to allow for the most efficient and cost effective use. Further audio/visual developments have improved the extent to which a building can be programmed to allow for anytime/anywhere broadcasting of media throughout the facility. 听

A recent project our offices worked on integrated technology such as this so that productions occurring on the stage might be broadcast to any room in the facility, while a lecture occurring in one of the classrooms pertinent to the instruction in other rooms could be selected and presented in those rooms, all broadcast from one space.听

SCN:听Your firm emphasizes a consensus-based planning process听鈥斕齱hat does that look like in practice when working with school districts or higher-ed clients?听听

Schrader: Our team鈥檚 unique talent lies in creating environments where community input is the cornerstone of design. We recognize that modern educators are master collaborators; our process mirrors their pedagogy. We begin by establishing a shared vocabulary of academic space, then transition into hands-on creative workshops using tactile, modular tools. This inclusive approach empowers educators, students, and administrators to co-author their future. By synthesizing the outcomes of these workshops into actionable design options, we ensure the final concept is truly built by the community for the learner.听听

See more of Schrader’s insights, including lessons learned on aligning budget constructions with increasingly complex programmatic and performance expectations, in the upcoming Design & Construction print/digital edition of 糖心少女, available in July. Subscribe today.

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The architecture firm 听鈥斕齱ith听offices听in Santa Rosa, Calif.,听and Oakland,听Calif. 鈥斕齬ecently advanced听it鈥檚听2030 vision by听establishing听an office in Castle Rock, Colo.听The听nearly 80-person听firm now has three employees in Colorado听supporting听projects across the company and听as they听look to build a strategic pipeline of opportunities in听the region.听Led by Studio Director Joel听Williams,听AIA,听LEED AP, ALEP,听the team also includes听Project听Designers Joseph Puyot and Spencer Robinson.听

Williams joined听QKA in 2020听and听has more than 18 years of experience in education design, from听small classroom renovations to large-scale campus master planning projects. With a leadership听style rooted in collaboration and听communication,听he will build on his established client and听partner relationships to grow QKA鈥檚 presence in the Rocky Mountains.听听

“This听expansion is a natural extension of our community-minded work in听California and听offers great听opportunities to build our talent pipeline in a听highly desirable听region to live and work,鈥� Williams said.听

Williams, who will also share his insights at the 糖心少女 (SCN)听Design & Construction Symposium听in August, spoke recently with SCN to explain why Colorado is a compelling market for K-12 design, and how architecture can help schools do more with limited resources.听

SCN:听Colorado has seen significant growth and voter support for school bonds. How do you see those market conditions shaping the next generation of school design in the state?听

Williams:听Colorado voters approved听nearly听$6 billion听in new school bond funding in the 2024 election cycle, with听additional听measures听anticipated听on the 2026 ballot. That sustained community investment reflects the same conviction听we鈥檝e听seen across the Bay Area: that well-designed schools are worth funding, and that communities will听back听that commitment at the ballot box.听

The policy landscape is similarly aligned. Evolving energy codes in both states are driving demand for schools that prioritize efficiency, renewable generation, and reduced fossil fuel reliance. Sustainability strategies that were once aspirational鈥攄aylighting, natural ventilation, solar generation, stormwater management鈥攁re now baseline expectations in both markets. The frontier of the conversation has moved upstream, from operational energy use to the embodied carbon inherent in the materials and processes听required听to build and renovate in the first place.听听

The key distinction between the two markets is demographic. California enrollment is听largely stable听or slightly declining, while Colorado鈥檚 population growth is driving enrollment increases and expanding housing development across the region. That translates into demand for both new campuses and significant modernization of existing ones.听

SCN:听Many districts are balancing enrollment growth, aging infrastructure, and budget pressure. How can architecture help schools do more with limited resources?听

Williams:听There is no universal answer to the gap between funding and听need听that every public school district faces. Sometimes a creative renovation is the right investment; sometimes demolition and replacement of an aging facility is the better long-term decision. What matters is that the solution fits the place.听

In every case, the goal is the same: buildings that meet today鈥檚 needs while听remaining听adaptable, and that incorporate systems district facilities staff can听actually operate听and maintain effectively. Architecture helps schools do more with limited resources when听it鈥檚听rigorous about long-term cost of ownership, not just first cost鈥攁nd when听it鈥檚听honest about which investments will still be paying dividends in 20 or 30 years.听

SCN:听Colorado districts vary widely鈥攆rom fast-growing suburban systems to rural communities. How should education design adapt to听very different听local needs rather than relying on one-size-fits-all solutions?听

Williams:听Every project starts with active listening. Before we reach for a solution, we work to understand what a particular district, campus, and community actually听need. We have decades of experience in school design, but we focus more on bringing that听expertise听to creatively respond to a client鈥檚 goals than on telling them what they should think. The best designs respond to the constraints that make a school community and site unique鈥攏ot necessarily those with the largest footprint or the biggest budgets. Across a state as varied as Colorado, that posture听isn鈥檛听optional;听it鈥檚听the only approach that works.听

SCN:听You bring听nearly听20听years of education design experience. What are the biggest shifts听you鈥檝e听seen in learning environments over that time, and how will those lessons influence your Colorado work?听

Williams:听The biggest shifts听haven鈥檛听been in classroom layout or building configuration;听they鈥檝e听come from the systems, technology, and construction methods that make schools work听over time. As I mentioned previously, this is听apparent听in the shift in priorities听regarding听sustainability strategies. As certain strategies become the baseline, we can move to听focusing听more on concerns like embodied carbon.听听

That whole-lifecycle thinking, developed through years of California work, is a direct asset as Colorado districts make long-term infrastructure decisions. Our Colorado presence听isn鈥檛听designed to function as a stand-alone regional office; the vision is a distributed studio model鈥攐ne firm,听operating听across multiple geographies, carrying the same design standards, technical rigor, and culture that have defined QKA for four decades. For Colorado districts, that means access not just to a local team, but to the full depth of QKA鈥檚 institutional knowledge, built project by project, district by district, over 40 years.听

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By Lindsey Coulter

With more than 20 years of architectural experience,听Aaron Jobson, AIA, ALEP, CEO and President听at听Quattrocchi Kwok Architects听(QKA), has worked听with听numerous school facilities across all grade levels and school types. From facilities听master听planning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the 糖心少女 Editorial Advisory Board.

A founding member of the School Energy Coalition (SEC),听Jobson is also a legislative advocate for energy efficiency measures affecting schools and a leading voice on sustainability. He has written听about Building Information Modeling, sustainable design, community engagement, designing for wellness, and in 2015听was certified as an Accredited Learning Environments Planner (ALEP) by the Association for Learning Environments (A4LE).听

When asked what excites him about the future of K-12 and higher education design, Jobson shared a broad vision of progress. “Teaching is continuing to evolve, and I am excited to see how we can evolve the design of learning environments alongside it,” he said. “At the same time, we are learning more about how the physical environment affects the brain, which will continue to influence design.

Jobson spoke with 糖心少女 about finding new design strategies to connect classrooms to nature, to support teachers and students’ well-being and mental health, and why he’s expanded his view of design to include advocacy and policy.

SCN: With more than 20 years in practice, what experiences most shaped your path into school design and firm leadership?听 听

Jobson: My architectural journey has been deeply influenced by engaging with, learning from, and understanding the perspectives of educators, including my wife and many members of my family. Understanding their experiences has shaped how I think to design spaces. Over two decades of collaborating with educators on various projects has provided me with a broad understanding of how learning and facilities interact. Together, these have informed a deep level of empathy, appreciation, and respect for the work these professionals do, which informs how I approach the design of school facilities. Our goal with every project is to help educators better serve their students and communities. Some of my most impactful and rewarding experiences are when we get the opportunity to hear from students and teachers who are using the facilities we designed and how our work has听impacted听their educational experience.听听听

SCN: How has working across all grade levels鈥攆rom听Pre-K听to higher education鈥� influenced your design approach?听听听听听

Jobson: Working across many grade levels and schools in different communities has provided me with a deep understanding of the breadth of challenges that educators face and how school facilities can support them. This work has helped me understand that each school environment is unique and that the best projects start with actively listening to and learning from teachers and community members.听听听

SCN: As a founding member of the School Energy Coalition, what gaps in policy or practice compelled you to get involved?听听听

Jobson: Schools are a unique set of energy users, differing from residential or commercial users, which have听particular challenges听and opportunities. Energy laws and programs often听failed听to address the specific needs and requirements of schools. In part, we started the School Energy Coalition (SEC) to provide a voice for schools and their needs in the California state government.听听听听

SCN: How do you see the architect鈥檚 role evolving in legislative advocacy for energy efficiency in schools?听 听

Jobson: Architects offer valuable听real world听examples of energy efficiency policy, including the costs and challenges of implementation. Over the past decade or so, the landscape of sustainable design, energy efficiency and regulation has changed a lot. Many older strategies focused on energy efficiency are being replaced by听newer approaches听focusing on decarbonization and renewable energy generation and storage. Architects can also help听identify听regulatory roadblocks that make it harder to implement energy efficiency changes.听听听听

SCN: How has your definition of 鈥済ood school design鈥� evolved over time?听听听

Jobson: In general, my definition of听good design听has always been spaces that are beautiful and functional. Over time, I have learned more about the technical aspects of how the quality of space impacts learning through factors such as acoustics, air quality, etc. These factors have become an important aspect of how I think about functional design and what makes a well-designed learning environment.听听听

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Marylee Mercy,听AIA, NCARB, ALEP, project manager with听Boston-based Studio G Architects, has spent nearly 20 years planning and managing educational spaces. A longtime advocate for inclusivity, accessibility and diversity within the educational design sector, Mercy was recently named president of the New England Chapter of Association for Learning Environments (A4LE).听The position gives Mercy an ideal platform to drive progress in the education design industry. 听

With her professional听focus on neurodiversity, she sees physical environments as a tool to enhance student success, engagement, and collaboration with staff and community. Using her extensive experience and strategic leadership style, Mercy hopes to grow A4LE鈥檚 membership while sparking collaboration with fellow organizations to create impactful connections.听

As she embarks on her new leadership role, Mercy spoke with 糖心少女 about her professional journey, her goals for the A4LE New England chapter and upcoming school design trends.听

SCN: What led you to focus on designing education spaces? 听

Mercy: I didn鈥檛 set out with a plan to specialize in education spaces鈥攊t was more that the work found me, and once I was in it, I never wanted to leave. Early in my career, I worked on a few school projects, and I was struck by how deeply meaningful they were. Schools impact entire communities, shape young minds and thus our future, and create environments where kids begin to discover their own potential. Once I discovered I could play a role in making those spaces better, more inspiring and more supportive of all learners, I knew I was exactly where I wanted to be.听

SCN: What continues to excite you about education projects?听

Mercy: Schools are dynamic, evolving spaces, and we are at a moment in time when there are many scientific discoveries being made about how humans learn, enabling us to implement them into our school designs. Every project presents a new puzzle, balancing pedagogy, budget, community priorities, and the ever-changing needs of students and educators. I love the challenge of designing spaces that are joyful and inspiring, but also functional and future ready. The best part of each project is visiting a completed project and seeing kids fully immersed in the space, full of the joy of learning. It will never get old.听

SCN: Have you worked on any recent projects that integrate flexibility, hybridity or biophilic design principles?鈥�

Mercy: Every project we do incorporates strong biophilic elements, from extensive natural daylighting to the use of natural materials and organic shapes that create a sense of calm and connection to nature. These design choices aren鈥檛 just about aesthetics; they have a real impact on student well-being, focus and overall learning outcomes. These spaces are also designed for the administrators and educators to have a great working environment, leading to better satisfaction and retention.听听

I鈥檓 currently working on a Pre-K-2 elementary that is incorporating a wheelchair-accessible learning stair imbedded into the Media Center. A ramp goes through a tunnel with a variety of sensory experiences, leading up to a broad platform with books, cozy seating, plenty of natural light and a view of a large projection screen. The structure encourages play and exploration, making it flexible, engaging and serving multiple purposes throughout the school day. It fosters collaboration, movement and social interaction, while also being a space for quiet individual learning when needed.听听

SCN: In your A4LE New England Chapter leadership role, how do you hope to influence or advance education design in the region? What are your goals and priorities for your tenure?鈥�

Mercy: My top priority is to strengthen the educational design community of New England. The more ideas we are exposed to, the stronger our designs and the better the schools. This means focusing on school tours, webinars and networking events to build connections. 听

Our chapter is also focused on reaching out to school districts to give them a chance to see modern educational facilities in person. Just in Massachusetts, at any given time, there are dozens of projects that are just starting out, deep into design or construction, or recently completed, and many more [districts that are] looking into the process of updating a school. Some of these districts haven鈥檛 built a school in many decades, and the individuals who participated are no longer in office. It can be a daunting experience, made even more difficult by not having a clear picture of the outcome.听

A4LE should be a resource for anyone connected to education, and our chapter鈥檚 goal is to strengthen the conversation around innovative and equitable learning environments. Schools should be places where every learner thrives, and that means designing with inclusivity, flexibility and sustainability in mind.听

Through A4LE, I hope to amplify best practices, spark new ideas, and ensure that education design continues evolving in ways that truly serve students, teachers and communities.听

SCN: How has participating in A4LE helped in your own development as a designer of education spaces?鈥�

Mercy: A4LE has been invaluable. I joined in order to become an Accredited Learning Environment Planner (ALEP) to complement my knowledge and school design skills. The ALEP program teaches about the psychology and science of learning, and best practices for space planning and working with communities. A4LE has given me opportunities to learn from some of the best minds in the field, stay ahead of emerging trends, and collaborate with people who challenge and inspire me. It has reinforced my belief that designing schools is never just about architecture鈥攊t’s about community, social impact and shaping our future.听

SCN: What are some of the next big interior design trends in the education space?鈥�

Mercy: The past decade has seen emphasis on sustainability, flexibility, health and wellness, and 21st century learning. These concepts have moved past trends and have become a necessity in school design. Next, I believe we are going to see a much stronger focus on designing for neurodiversity. Across the country, nearly a quarter of students receive some sort of support services for a broad variety of needs, including motor skills, learning disabilities such as dyslexia or dyspraxia, behavioral challenges, ADHD and autism as well as English language [acquisition]. Designing with neurodiverse learners in mind isn鈥檛 just beneficial for some students; it creates a better learning environment for everyone. Any student can benefit from a small, quiet learning area, such as someone who needs a bit of extra help with a math lesson. Incorporating sensory-inclusive environments and Universal Design for Learning and celebrating differences will bring school design to the next level.听

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February marks , bringing awareness to the benefits that CTE offers to students and the opportunities it presents to schools and workforce partners. An estimated are currently enrolled in CTE programs nationwide, where they can acquire training in a variety of trades and earn certifications that offer immediate employment opportunities upon graduation. At the same time, helping students develop skills that are relevant to the careers and industries in their regions can help employers address labor shortages.听听

Among recent successful and impactful CTE projects are the Game Development and Design School in North Texas鈥� Burleson Independent School District (ISD); in Park City, Utah; and the in Houston鈥檚 Alief ISD.听

鈥淐TE projects are exciting because they allow (designers) to break away from traditional educational design and create spaces that push the envelope to a new dimension,鈥� said Brandon Ross, AIA, LEED AP, managing partner at the Houston office of national architecture firm . 鈥淭hese spaces add a layer of real-world impact by giving school districts the opportunity to incorporate industry-grade equipment and hands-on learning experiences. The challenge of balancing students鈥� educational needs with industry standards keeps the design process fresh and innovative.鈥�听

Ross and PBK design CTE centers (including the Alief Center for Advanced Careers) nationwide that mimic the actual workplace, providing students with real-world experience that traditional classroom settings can’t offer. To recognize National CTE Month and the valuable role CTE learning and spaces play in schools and communities, 糖心少女 spoke with Ross about designing CTE spaces that can bridge the gap between what students learn in classrooms and the skills required in the workplace.听听

SCN: Give that CTE facilities generally include a diversity of spaces, needs, equipment and functions, how do you approach the design/programming process?听听听

Ross: CTE spaces are more than just classrooms鈥攖hey are incubators for innovation, skill development, and real-world experience. Designing these facilities with flexibility, industry alignment, and student success in mind ensures that they remain valuable for years to come.听

Unlike traditional K-12 projects, CTE facilities require a wider spectrum of input and engagement from additional user groups to make sure the spaces align with local workforce needs. Collaborating with industry professionals, educators and students in the community is a crucial part of the design process because CTE projects need to prioritize flexible and adaptable spaces that can accommodate multiple uses over time.听

SCN: Do CTE facilities require a different approach when it comes to designing for safety and security?听

Ross: We approach safety and security quite differently for CTE projects because they will see transient visitors due to the community and public access to the programs in these facilities. We create layouts that promote visibility and reduce blind spots. Since these buildings often contain specialized equipment and hazardous materials, we incorporate clear zoning and controlled access points to enhance supervision. Fire safety, ventilation and emergency shutoff systems are also integrated in CTE projects to mitigate the common risks associated with technical training spaces.听

SCN: In places where students are studying careers and trades of the future, how can clients and design teams plan these spaces with future expansion, new technologies and flexibility in mind?听听听

Ross: This is the most difficult part of designing CTE centers: It’s all about planning for the unpredictable. It鈥檚 important to prioritize modular and adaptable spaces that can be easily reconfigured as industry needs evolve. PBK incorporates open lab areas and flexible infrastructure that allow for the seamless integration of emerging technologies. These design strategies ensure that schools can adjust their programs for years to come.听

SCN: What are some other common challenges related to developing CTE spaces?听

Ross: The sheer amount of materials and equipment that come with building CTE spaces can be challenging. CTE centers need more air conditioning circulation and the learning environments themselves must be spread out for safety. There will be a variety of spaces, some small (like a science lab) and others large (like a welding classroom). This variance in volume creates potential structural challenges. Meticulous planning and pulling in industry leaders are key to combating these problems.听

SCN: Do CTE spaces naturally lend themselves to sustainability and efficiency efforts?听

Ross: CTE spaces often present unique opportunities for sustainability. Many programs focus on green technologies, renewable energy and efficient building systems鈥攁llowing students to learn about sustainability hands-on. 糖心少女 like solar panels, rainwater harvesting and energy-efficient HVAC systems reduce operational costs and serve as educational tools for students studying these industries.听

SCN: How can CTE spaces help uplift entire communities and not just students? Are they generally good investments for school districts?听

Ross: CTE centers are an opportunity for everyone in the community to interact. Many CTE centers offer community access to resources such as job training programs and industry certifications鈥攏ot only having an impact beyond students but also making them valuable investments for school districts. These programs also create direct pathways to employment, in turn, addressing labor shortages and strengthening the local economy. 听

SCN: Are there any funding strategies, programs or mechanisms that can help schools defray CTE project costs?听

Ross: Partnering with industry leaders is the best way to cut costs for CTE projects. Whether it’s through the donation of physical equipment or donation of time, CTE centers become cost-efficient when they collaborate with the local community. From an automotive group gifting used cars and parts to workforce leaders coming into the classroom and teaching the students themselves, industry support is one of the most influential mechanisms that can help schools defray CTE projects. 听

SCN: Do you anticipate that CTE projects will become more common at the high school level?听

Ross: The appeal of CTE programs is growing rapidly as schools recognize the need to prepare students for in-demand careers. The path to success is not limited to going to a traditional four-year college anymore. I think we will see more communities create space for CTE opportunities reflecting their regional need for labor. There is a strong probability many districts will increasingly offer CTE programs at the high school level to provide students with early exposure to career pathways. As the workforce evolves, CTE spaces will continue to play a crucial role in bridging the gap between what students learn in the classroom and the skills required in the workplace.听

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