By Lindsey Coulter

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

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

Education Philosophy Drives Design

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

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

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

Designing Behavior, Not Just Buildings

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

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

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

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

Solving for Openness Without Sacrificing Performance

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

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

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

Architecture That Supports Belonging

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

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

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

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

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

Learning From the Building After Occupancy

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

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

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

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

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

The SHP Approach and Difference

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

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

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

The post A School Without Boundaries: How Architecture Can Become an Active Participant in Education appeared first on 糖心少女.

The post A School Without Boundaries: How Architecture Can Become an Active Participant in Education appeared first on 糖心少女.

By Allison McKenzie and Todd Thackery

Over the last two decades, the A/E/C industry has seen safety and security become critical design priorities for K鈥�12 school buildings. With this shift, architects and designers are faced with a pressing challenge: Creating educational environments that are safe, secure and functional, without turning campuses into bleak and intimidating fortresses.

While physical design strategies for emergency prevention鈥攖hink open sightlines, layered perimeter security, and reinforced doors and windows鈥攁re essential components of school safety, these measures alone are not enough. As architects, we must also consider how thoughtful design choices can protect inhabitants from active threats and facilitate effective communication in the event of a serious emergency or security breach, while simultaneously supporting the wellbeing of students and staff.

Thoughtful Design Ensures Emergency Preparedness

The best way to prepare your school against threats? Prevent them from getting into the building in the first place with comprehensive access control. The new standard in U.S. schools is a single, secure point of entry for the public, with all other exterior doors remaining locked from the outside. A secure vestibule with intercoms or camera systems at that main entrance should funnel visitors into the main office for vetting before they can enter the building proper. Front offices can be strategically located at this entrance with windows overlooking approaching paths, parking, and drop-off zones, giving administrators direct line of sight to observe anyone coming onto campus. If a bad actor manages to enter this area, electronic locks on these doors can be engaged remotely to prevent further intrusion.

Preventing an intruder鈥檚 entry to a school will always be a top design priority鈥攂ut if a threat gains access to the building, it鈥檚 important to understand how internal design can passively deter or slow down that threat. Administrative offices and community spaces (like libraries or cafeterias) are often placed near the entrance, while classroom wings are set deeper inside or on higher floors. This zoning creates a buffer between the entrance and student learning areas; it also allows schools to welcome community use of certain areas after hours without exposing the entire school to potential intruders.

Separating students from threat

Compartmentalization is another key tactic that can save lives in an emergency. Hallways and building sections can be separated by fire doors or security doors that close during lockdowns to compartmentalize the building and contain a threat. This type of compartmentalization has the added benefit of creating smaller 鈥渘eighborhoods鈥� within a large school, which can make large buildings feel smaller and more comfortable for young students. New designs often incorporate multiple exits from each learning neighborhood, enabling students to escape the building without backtracking toward a danger point, if necessary.

Doors

To protect students if an intruder does attack, new schools are using target-hardening elements in a discreet way. Classroom doors are one such focus; modern designs require classroom doors that lock from the inside (often via thumb-turn or remote mechanism) so teachers can secure rooms quickly without stepping into the hall. Many districts have retrofitted older doors with magnetic or electronic locks for quick lockdown capability. These strategies must be carefully balanced, though, with the need for students to be able to quickly and easily exit the building in other emergency situations, such as fires.

Solid-core or bullet-resistant doors and frames are also becoming increasingly common for classrooms and offices, coupled with ballistic film or laminated glass on windows to slow down forced entry. In addition, design best practices now recommend that each classroom have a 鈥渟hadow zone,鈥� or safe corner out of the line of sight of door windows to increase protection when students are required to shelter in place.

Training

Beyond the necessary physical safeguards, comprehensive training is an equally critical element of emergency preparedness. All staff should be included in active shooter training, which should be as realistic as possible; local first responders will ideally work with school staff members in active shooter role-playing that will allow them to create a mental database of appropriate actions in a crisis. Additionally, multiple staff members should know where to locate and how to use emergency medical bags in the event of serious injuries.

Maintaining a welcoming learning environment

Importantly, all of these strategies must be balanced with design decisions that make the building feel safe and welcoming. After all, a school can have secure doors and sightlines without losing the warmth, joy and creativity that define a learning space. Elements such as soft and natural materials (e.g., wood, warm fabrics), natural lighting and calming colors can all create a more comfortable, less institutional atmosphere. Spaces like small nooks, extended learning areas or even areas of diverse seating options within a larger space provide students with choice in how and where to engage with the building and others, giving them an important sense of autonomy. Meanwhile, visible and easily accessible support services (counseling and wellness centers) can encourage students to seek help early and address conflicts or mental health issues before they escalate to safety threats.

Read more about the value of clear and efficient communication in the event of a quickly evolving emergency, advanced security systems and more in the .

Allison McKenzie is vice president and director of Environmental Responsibility for SHP. Todd Thackery is senior vice president of SHP.

The post Integrating Safety and Security into the School Structure appeared first on 糖心少女.

The post Integrating Safety and Security into the School Structure appeared first on 糖心少女.

When there鈥檚 a steady flow of educators visiting a school to learn about a specific program that鈥檚 flourishing there, you know there鈥檚 something special going on. That鈥檚 exactly the case with the Synnovation Lab at Sycamore High School outside of Cincinnati. It鈥檚 a one-of-a-kind space designed specifically to facilitate personalized, project-based learning. Requests for tours are so frequent that I have jokingly suggested that the school should install a turnstile.

The Synnovation Lab鈥攁 portmanteau blending 鈥淪ycamore鈥� and 鈥渋nnovation鈥濃�攐ccupies what was formerly the school鈥檚 theater. The space is uber-flexible, providing areas for solo work as well as room for small- and large-group activities and presentations.

Inside the Synnovation Lab, core content teachers and their assistants coach 100 students through self-led lessons and projects. There are no schedules and no bells. Each student progresses through the day at his or her own pace.

First opened in the fall of 2018, the Synnovation Lab became an instant hit among teachers and students alike. The teachers enjoy focusing on specialized content and providing individualized instruction to degrees that just aren鈥檛 possible, or practical, in traditional classroom settings. For their part, the students who opt into the program report feeling more empowered and taking a greater interest in their education. And why wouldn鈥檛 they? They get to anchor their studies in topics that naturally intrigue and motivate them.

The Birth of a Bold Idea

The most devoted advocate and champion for the Synnovation Lab was Dr. Ashley Warren, the assistant principal at Sycamore High School. I remember her telling me about some of the amazing work鈥攃onducting science experiments, writing scholarly articles and more鈥攖hat she and her colleagues witnessed some students doing after school and that had nothing to do with a particular class. This academically rich work was entirely driven by students鈥� personal interests and passion projects. Dr. Warren and her colleagues also noticed that some of their students needed a bit more flexibility on timing. If given just another 10 minutes to finish a quiz, for instance, or another week to complete a major project, these students would often absolutely nail the assignment.

Dr. Warren and her colleagues came to see that the structured, bell-driven nature of traditional learning was masking the true abilities and talents of some students. These educators found themselves asking such questions as: Why can鈥檛 academically relevant work tied to personal passions happen within school versus outside of it? Why can鈥檛 some students operate on a less structured schedule? Why must learning be as it mostly has been for a century or more?

Hence, the idea for the Synnovation Lab was born.

Dr. Warren鈥檚 passion for this project was a joy to witness. As was the way Sycamore Community Schools鈥� superintendent, Frank Forsthoefel, its school board and other educators rallied behind the concept. It certainly helped that the district had already embraced some personalized learning approaches and had already invested in building a robust tech infrastructure to accommodate the greater digital demands of this educational approach.

This collective enthusiasm, which was truly contagious, really energized me and my team. We sought to design a remarkable learning space befitting the bold vision and bottomless energy behind it.

A Space Worthy of Its Name

A concept as interesting as the Synnovation Lab deserved a space as equally innovative. Architecturally speaking, however, this was a challenge. The program was going to be based in what was then a 7,000-square-foot theater, so my team and I had to contend with sloped floors, a raised stage and no windows. It certainly wasn鈥檛 the blank slate with which we architects prefer to work.

There were two foundational principles behind our Synnovation Lab design. The first was interaction. After all, the practice of personalized learning leans so heavily on the 鈥渕agic鈥� that happens between and among students and teachers. (It鈥檚 telling that during the COVID-19 school-at-home period, Dr. Warren said that she and her fellow Synnovation Lab teachers had no problems communicating effectively and efficiently with their students since they were already accustomed to doing so long before the pandemic hit.)

Our second design principle was flexibility. Personalized learning inherently requires malleable spaces that can morph to meet the needs of various learners in any particular moment. The Synnovation Lab鈥檚 design needed to accommodate solo, quiet work for, say, reading and research, as well as more active, collaborative work for making and experimenting.

With these two principles as our guide, we designed the following features into the Synnovation Lab:

• High-top mobile tables and stools for task-focused work, whether online or off;
• Casual, reconfigurable soft seating and lounge furniture that offers respite from more task-focused learning;
• Work benches and lab space for hands-on learning;
• A section of auditorium seating for one-to-many presentations, allowing students to share the fruits of their efforts as well as hone their public speaking skills; and
• Tiered, informal seating supporting a variety of points-of-view for small group discussions and presentations.

Since independent, project-based learning requires significant tech infrastructure, we designed the Synnovation Lab to accommodate:

• Universal high-speed connectivity;
• An extensive and wide variety of power supplies to support everything from personal computers to lab equipment;
• Displays of all sorts, including touch screens and mobile screens; and
• A blanket audio system, including targeted voice enhancement.

The initial investment in transforming the theater into the Synnovation Lab was about $300,000, which we and the district deemed quite reasonable given the size of the space and the scope of the transformation. An additional $500,000 in future improvements were later identified in a comprehensive, district-wide Facilities Master Plan that garnered overwhelming voter support last year.

鈥淔ailing Forward鈥� & Other Life Lessons

The Synnovation Lab is just what it鈥檚 advertised to be飩綼 lab. Personalized learning is still relatively new when considered in relation to the traditional education approach, which in some respects has remained largely unchanged for a century. There鈥檚 still plenty for educators to figure out and refine.

This is exactly why Dr. Warren often refers to the Synnovation Lab as a start-up. As she put it to me: 鈥淧ersonalized education is all about giving students what they need, but this raises questions and challenges regarding how, exactly, you come to know what each student needs.鈥�

She often says that the Synnovation Lab is, like a start-up, all about iteration and experimentation鈥攚hat she calls 鈥渇ailing forward鈥濃�攇uided by best practices and the voice of experience. 鈥淲e鈥檙e transparent with the kids that we鈥檙e trying something new, that some things will work and others won鈥檛鈥攁nd that鈥檚 OK.鈥�

That鈥檚 a valuable lesson in and of itself.

Charlie Jahnigen, AIA, LEED AP, is vice president, architecture at SHP, a firm renowned for designing exceptional places for learning, working and gathering.

Editor鈥檚 Note: This feature story first appeared in the of 糖心少女.

The post Personalized Learning Meets Start-Up Mentality in the Synnovation Lab: appeared first on 糖心少女.

The post Personalized Learning Meets Start-Up Mentality in the Synnovation Lab: appeared first on 糖心少女.