ANNAPOLIS, Md. 鈥� Gov. Larry Hogan recently announced an initiative to make a historic investment in school construction projects across the state. Gov. Hogan unveiled plans for a Building Opportunity Fund and will submit legislation during the 2019 session of the Maryland General Assembly to provide $1.9 billion in new school construction funding over five years. This proposed new funding is in addition to the $1.6 billion in public school construction funding currently included in the state鈥檚 five-year Capital Improvement Program, bringing the total proposed state investment to more than $3.5 billion over five years.

鈥淓ducation has always been our administration鈥檚 top priority and today鈥檚 announcement represents the largest investment in school construction 鈥� ever 鈥� in Maryland history,鈥� said Gov. Hogan. 鈥淚 believe very strongly that every single child in Maryland deserves access to a world-class education regardless of what neighborhood they happen to grow up in, and an important part of that is making sure that all of our students are educated in facilities that are modern, safe, and efficient which provide them with an environment that encourages growth and learning.鈥�

The new funding will come from revenue bonds funded by casino gaming revenues. The ballot referendum was approved by nearly 90 percent of Maryland voters in the November election, and will result in an additional $4.4 billion in school funding. The referendum specifies 鈥減ublic school construction and public school capital improvement鈥� as one of the targeted uses for this additional funding.

Gov. Hogan will submit the Building Opportunity Act early in the 2019 legislative session, which will provide funding to cover more than 90 percent of the projects requested by local school systems from 2020 to 2024 if enacted. The legislation will give the Maryland Stadium Authority oversight of these additional school construction funds and include accountability measures.

The new construction projects are estimated to create more than 27,000 new jobs over the five-year construction period.

The Building Opportunity Act will be closely modeled after the 21st Century School Buildings Program currently underway in Baltimore City, that is aimed at providing students with the healthy, efficient, and modern school buildings.

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BALTIMORE 鈥� State Democratic Sen.聽聽revealed a new proposal on June 12 to use $5 billion of lottery revenue to fund Maryland鈥檚 largest school districts for construction projects, making him the first gubernatorial candidate to address this issue in depth.

The聽plan, known as the BEACONS Act (Building Educational Achievement through Construction Of New Schools), focuses on the extensive backlogs of crucial construction projects needed in Maryland鈥檚 densely populated school districts. Madaleno Jr. claims this proposal is a long time coming 鈥� emphasizing the aging facilities and outdated education programs across school districts, according to the

The proposal would extend its aid to jurisdictions with more than 75,000 students, which grants Montgomery, Prince George鈥檚, Baltimore and Anne Arundel counties, as well as Baltimore City, qualification to receive funding.

Madaleno Jr. co-sponsored a bill in 2013 that funded a similar construction plan for Baltimore City public schools and said $1 billion from that bill is currently rebuilding 26 Baltimore schools, pushing the program as 鈥渁 model for the other jurisdictions of the state.鈥�

One critic of the new plan said the spare funds should be stretched across all school districts, not only the largest. While Madaleno Jr.鈥檚 Democratic opponents haven鈥檛 unveiled their education infrastructure plans, many have endorsed similar funding and have been outspoken on other education issues. This topic of education emerges as a dominant issue in the gubernatorial race, as Democratic candidates have taken aim at current Republican Gov. Larry Hogan. A 聽from June 6 found that 40 percent of likely voters disapprove of the way Gov. Hogan has handled education, while 43 percent approve.

In a聽, Prince George鈥檚 County Executive Rushern L. Baker III said he would raise state spending on school infrastructure and renovate or replace schools that are over 50 years old.

Baltimore lawyer James L. Shea said in a statement that Madaleno Jr.鈥檚 plan was 鈥渁 good idea,鈥� but also concluded that funds should not only be limited to the state鈥檚 five largest school districts, saying that kids everywhere deserve to learn in 21^st century schools.

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PINELLAS COUNTY, Fla. 鈥� JE聽Dunn聽Construction’s Tampa, Fla., office is transforming a 57-year-old career and technical education center into the first full-time technical high school for Pinellas County Schools in Florida.

The $13.2 million project at Pinellas Technical High School at聽Seminole involves the construction of a 34,335-square-foot, two-story building, with classrooms, administrative offices and kitchen and cafeteria areas. It also includes renovating 26,250 square feet of standing classroom and administration buildings as well as making site improvements to the 42-acre campus.

Pinellas Technical High School (Tech High)聽is for students interested in a challenging high school experience that will prepare them for a career and college, according to the school鈥檚 . Students at Tech High participate in hands-on activities and collaborate on meaningful projects that train them to be critical thinkers and problem solvers.

As a result of this project, Tech High will better facilitate enrollment growth with its new schedule of full-day classes, with a curriculum that includes the full spectrum of courses needed to graduate from high school as well as honors and advanced placement classes. The school鈥檚 technical offerings will cover building trades and construction design technology, commercial and digital arts, electricity, nursing, veterinary assisting, and game or simulation programming.

The new facility, which will be replacing the Career Academies of聽Seminole, is expected to open August 2018.

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DELAND, Fla. 鈥� Stetson University in DeLand began construction on a $27 million expansion and renovation to its historic Carlton Union Building (CUB), with the help of Orlando, Fla.-based Williams Company Building Division. The refresh of the university鈥檚 central hub will help better serve students in the future.

The 62-year-old, two-story building will be transformed from a 52,000-square-foot to an 86,584-square-foot facility under three separate phases. The lobby, faculty and Stetson Room are all included in the remodel, according to Williams Company鈥檚 CEO Bob Lipscomb.

Last August, the first floor of the new North Wing opened with a larger bookstore, post office and copy center as well as the CUB in the HUB information desk during the first phase of the project, according to the school鈥檚 website. After the second phase opens in August 2018, the third and final phase will bring a renovated South Wing with a new Coffee Shop, Faculty Lounge and a grander South Lobby at the end of 2018. The third phase also will include renovated offices for Hancock and other staff in Campus Life and Student Success on the second floor of the South Wing.

CUB initially opened in 1956 with all original mechanical and electrical systems in place when construction began. With the building existing at the center of student activity for the campus, it鈥檚 the university鈥檚 goal to bring the building up to modern standards for all of the systems, finishes and technology. Every portion of the building will be updated and brought up to code.

These updates come with a completely new electrical system, a backup generator for the entire building, an all-new system, a new fire sprinkler system, new standing seam roof, new windows throughout, a completely new kitchen and dining area, and new bookstore.

Lipscomb explained that the biggest challenge of the project for their team so far has been working around students in the current facility while they lounge and dine.

鈥淭he entire student body of the school eats all of their meals in this building, so we are surrounded daily by students and faculty,鈥� said Lipscomb. 鈥淏efore we demolished the existing kitchen we built a complete temporary kitchen in an adjacent metal building while the new kitchen was being built.聽The temporary kitchen will be utilized for about 15 months and then removed. But we are accustomed to working in high traffic areas and have many processes in place to address safety, traffic flow and temporary relocations of departments.鈥�

The Commons dining hall and kitchen project also features an east-facing glass wall overlooking green space and a patio dining area. In addition to this, the expansion will make way for meeting rooms, a student lounge, a campus radio station and new offices for student groups.

鈥淭he CUB is our heartbeat,鈥� said Kat Thomas, associate director of Student Development and Campus Vibrance, in a statement. 鈥淚t is a place where students can find connections and know they belong throughout their experience. It is a student-owned space that will hopefully become integral to their meaning of being a Hatter.鈥�

Completion of the new CUB is expected in the fall of 2018.

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BELLE FOURCHE, S.D. 鈥� Earlier this month, the local school district of Belle Fourche convened a meeting to move forward on awarding a nearly $3 million bid for the construction of a proposed Career and Technical Education (CTE) building. The proposed structure is not only a place to train high school students in industries as diverse as welding, family and consumer science, hospitality and agriculture, it鈥檚 also representative of a trend working its way across the nation.

Presaged by what were once known as vocational or trade high schools, the Career and Technical Education movement is seeing high schools throughout the U.S. launching programs shaped specifically to provide students with contemporary career skills. This isn鈥檛 the 鈥渟hop class鈥� of yore, however, as many of these facilities contain digital fabrication laboratories, or 鈥淔ab Labs鈥� for short, that feature an array of technology such as CAD design stations and 3-D printers.

Sarah Boisvert, founder of , a non-profit associated with the MIT Fab Lab Network that helps start new makerspaces, conducts workforce and entrepreneurship training in digital fabrication, credits the job market for spurring part of the CTE trend.

鈥淎 large part of the change is driven by the need in manufacturing and high-tech [sectors] for workers skilled in 鈥榥ew collar jobs,鈥欌�� she observed.

For those unfamiliar with the parlance, a new-collar job (as the recently framed it) is one that puts less emphasis on a college pedigree and more on specialized tech skills. This growing trend in the job market dovetails with school curricula that emphasize project-based learning and the push for increased science, technology, engineering and math education popularly known by its acronym STEM.

鈥淢aking things directly as part of projects integrates STEM subjects that are needed for New Collar Jobs,鈥� said Boisvert, who points to Cleveland鈥檚 MC2 High School as an example of a school using a Fab Lab across its curriculum.

On the practical side, buildings that house the kind of technology required by a Fab Lab have special requirements. Ventilation is key when it comes to running 3-D printers, which emit fumes; likewise, CNC machines (鈥渃omputer numeric control鈥� tools used in prototyping in materials such as wood, plastics and aluminum) can produce flammable dust. Some labs will also require sound dampening and additional safety features like special enclosures and three-phase electrical wiring.

鈥淪ome of the machines can be large format, so additional space might be required, although smaller equipment can be used in Fab Labs with limited space,鈥� said Boisvert. 鈥淚n the philosophical sense, the Fab Lab needs to be accessible to the entire community, so it cannot be tucked away in the math or science department. Many schools are adding them to the library where students from across the school congregate.鈥�

CTEs are proving vital to local economies due to the so-called 鈥済reying of America鈥� as large swaths of skilled Boomer-aged workers reach retirement age.

鈥淭here is a shortage of skilled labor in the building trades,鈥� said Tom Helminen, president of Hounghton, Mich.-based Moyle Construction to the . 鈥淸It] will only worsen going forward, as much of the current labor force reaches retirement age over the next decade. It is vital to our community that we provide CTE classes in our schools for students who wish to pursue a career path in the building trades.鈥�

With more than 1,200 Fab Labs in her network alone, Boisvert believes the trend is here to stay, thanks in no small part to the Maker and DIY movements.

鈥淎 broader range of kids are showing interest in training for new-collar jobs; 3-D printing and lasers are pretty cool,鈥� she said. 鈥淧lus, these kids are digital natives, so computers are an integral part of their lives. Smartphones are ubiquitous across socioeconomic lines, making interest in digital learning natural.鈥�

Another factor driving highs school CTE programs is the fact that many offer certified professional training.

鈥淎 modern CTE program can include many things, but an emerging trend that can help students standout amongst their peers is the ability to earn industry-backed certifications,鈥� explained Danny Paulmeyer of , which provides digital marketing to the education industry. 鈥淎n industry-backed certification is created when a CTE curriculum provider and a respected industry employer create a course and a year-end exam together that provides students with a certification through the employer that proves the student’s mastery of the subject.鈥�

According to Paulmeyer, during the 2016-17 school, students earned more than 5,000 certifications from industry partners such as Southwest Airlines, which was a 190 percent increase from the previous year.

With an increased national need of new-collar workers and growing implementation of project-based learning, those in businesses related to school construction could see a steady stream of CTE buildings coming up for bid in the coming years 鈥� that is until some student figures out how to build them with a 3-D printer.

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When an academic institution embarks on a construction project 鈥� whether it鈥檚 an expansion, renovation, new building or other undertaking 鈥� the first step is choosing a construction manager (CM). After research, company interviews, cost comparisons and a final decision, you鈥檙e good to go, right? Not quite.

There鈥檚 still the matter of trade partner selection. This process is often less familiar to school administrators, and is typically handled by a CM. That said, it鈥檚 a process schools should be involved in.

Below are the top-five questions school administrators should be asking CMs ahead of trade partner selection:

What criteria are most important in trade partner selection?

Trade partners are the backbone of success for any construction project, and CMs should only select partners that have been fully vetted and interviewed. They should look for trade partners with expertise that best matches the specific trade scope, availability and capacity to perform the work; an exceptional reputation; and the right cultural fit for the school. The ultimate goal is to provide the best value; so it鈥檚 important to weigh these criteria along with overall cost.

How important is it to choose trade partners with relevant experience?

It鈥檚 essential to have trade partners with experience working on school campuses. This ensures they鈥檙e familiar with operating in academic environments and can manage the logistics of working on an occupied campus. Priority should be given to trade partners with relevant experience and it can be equally beneficial to select those that have previously worked with the CM. That familiarity results in shorter learning curves and an increased sense of safety, security and trust.

Are background checks necessary?

When it comes to construction on school campuses, safety should always be the No. 1 priority. As such, academic clients (especially K-12) are urged to require background checks when not already required by law 鈥� even if workers may not have direct contact with students. Ultimately, background checks are a low-cost risk mitigation tool that builds in another layer of safety for the school community. If schools don鈥檛 take the lead on a background check process, CMs should implement a process in which trade partners manage the background checks of their own employees. In this scenario, CMs should include in contractual agreements that trade partners need to provide proof of passed background checks prior to working on site.

How will the project team limit disruptions and ensure campus safety?

To minimize campus disruption during construction, it鈥檚 important to have processes in place, create open lines of communication and ensure all workers are easily identifiable.

• • Processes
    Before construction begins, create isolated parking and entry points. This limits worker contact with students and faculty, and minimizes overall disruption. Add another layer by staggering construction start and finish times to align with school opening and dismissal. When construction activity begins before school, vehicle traffic won鈥檛 interfere with normal school traffic.
    
    Lastly, enforcing a strict sign-in/sign-out process that is safeguarded by the CM鈥檚 superintendent is another key safety recommendation. In case of an emergency, the superintendent has a complete count of all people on site.

• • Communication
    The Critical Path Method (CPM) schedule is a great tool and visual to manage myriad project details and provides the school with a granular look at what to expect during construction. All activities and adjustments should be proactively communicated to eliminate surprises.
    
    Weekly meetings with key project stakeholders are also crucial to forming open lines of communication. Facilitated by the CM, the goal of the meetings is to discuss the project and provide updates or changes. Regular meetings ensure that all stakeholders are on the same page and up-to-date on the project鈥檚 progress.

• • Wearables
    Next, think about making trade partners identifiable to students and faculty. Especially in today鈥檚 world, it鈥檚 extremely important that students and faculty are aware of who has been cleared to be on campus. One of the easiest ways to do this is through wearables and other visual identifiers.
    
    In addition to traditional identifiers such as high-visibility vests, jackets and T-shirts, provide hardhat stickers to workers who have completed a mandatory safety orientation. Without participating in the orientation, workers cannot receive a sticker or set foot on site. Finally, lanyard and badging systems can be used to authorize access to certain areas of the campus. This is vital within occupied buildings where workers are not separated from school activities by a construction fence.

Do trade partners carry their own insurance?

As a key risk mitigation tool, the CM should make sure that trade partners have appropriate insurance to safeguard the school from any liability. This is done by carefully evaluating insurance limits on key items such as worker鈥檚 compensation, liability, and umbrella coverage and proper indemnification.

Trade partners should be prohibited from the construction site until they have provided proof of insurance and signed a contract that complies with the school鈥檚 requirements.

Marc Ciaramitaro is director of field operations at Windover Construction. For additional information, call 978-526-9410, visit the company website at or email info@windover.com.

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Energy Institute High School originally opened in 2013 as the first magnet school in the country to offer a school-wide energy theme, according to project architect VLK Architects, with three Texas offices in Houston, Fort Worth and El Paso. The school emphasizes project-based learning, an educational concept that helps students to hone their critical thinking, collaboration and communication skills by having them work collaboratively with peers rather than independently. Specifically, students focus on one of three pathways: geosciences, alternative energy and offshore technology. The school aims to integrate updated technology in learning, to help students develop 21st century skills through project-based learning and to expose students to the energy industry.

鈥淥ur goal is to graduate a different kind of kid in a very different type of building,鈥� said Energy Institute High School Principal Lori Lambropoulos in a statement.

The new Energy Institute will span approximately 110,000 square feet and will accommodate 800 students. A central courtyard will feature cascading stairs and a trellis visible from the front entry. These areas will be surrounded by three main, multi-level buildings with flexible student workspaces and a high degree of transparency throughout classrooms and corridors. Planning for the new school began in 2013 and the design phase was completed in 2015.

鈥淲e are very excited for this new concept facility,鈥� said Tim Kunz, senior associate and project director at VLK Architects鈥� Houston office, in a statement. 鈥淚t will include a majority of science and technology labs since this building鈥檚 layout is based on the students鈥� Project Based Learning education.鈥�

Other highlights from the ceremony included student-engineered robots tasked with formally breaking ground at the site and the group signing of one of the project鈥檚 metal beam. The beam will help form the frame of the new building and will remain an important part of the school structure.

The new Energy Institute will be located in Houston鈥檚 Third Ward, just west of downtown, and is expected to become a vital part of the surrounding community.

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