1 FELLOWSHIP SUBMISSION | THE AMERICAN INSTITUTE OF ARCHITECTS
NOMINEE | Rich Connell AIA
OBJECT TWO | PRACTICE, FOCUS ON INDEPENDENT K-12 EDUCATION NOMINEE’S ASSIGNED CHAPTER | CONNECTICUT AIA AFFILIATION | MEMBER FOR 31 YEARS NOMINEE WORK HISTORY | 36 YEARS WITH THE S/L/A/M COLLABORATIVE NOMINEE PROFESSIONAL ROLE | PRINCIPAL, INDEPENDENT SCHOOL PRACTICE LEADER NOMINEE EDUCATION | BACHELOR OF ARCHITECTURE, RHODE ISLAND SCHOOL OF DESIGN 2 FELLOWSHIP SUBMISSION | THE AMERICAN INSTITUTE OF ARCHITECTS
October 14, 2016
Mary Katherine Lanzillotta, FAIA, Chair, 2017 Jury of Fellows The American Institute of Architects 1775 New York Avenue, NW Washington, DC 20006
RE: Fellowship Application: Rich Connell, AIA
Dear Ms. Lanzillotta, FAIA, Chair and Members of the Jury :
I am honored to sponsor Rich Connell for Fellowship in the AIA. As both a student and former teacher in a private school setting, Rich has a profound understanding of the impact the social and physical environment of an independent school education has on young students. He has used his background to support the heritage and tradition of more than 35 such schools around the country.
Rich has developed and led a robust Independent Education Studio for our firm. He established an organized planning and programming methodology that focuses on the individual client’s campus. His project solutions build on the special sense of place that are essential in the formation of a student’s future sense of integrity and responsibility to the community. His personal connection with his clients is best exemplified by the many repeat commissions for institutions where he works.
His work in the planning and programming of innovative and pedagogically enriching spaces looks to maximize the impact of architecture in the lives of young students. He has lectured on a variety of educational subjects including the library of the future and trends in residential life.
Rich’s demonstrated leadership in creating places that serve young people also translated into his service as a trustee at one school, a member of an advisory council at another, a director of the Connecticut Architecture Foundation and the State of Connecticut IDP Coordinator for more than 10 years. He has also contributed to the advancement of the profession through his leadership at AIA Connecticut and his current role on the AIA Strategic Council. His personal and professional dedication brings credit to the Institute and exemplifies the values of a Fellow.
Sincerely,
CT | GA | MA | NY 80 Glastonbury Blvd Glastonbury, CT 06033 860.657.8077 James McManus, FAIA www.slamcoll.com Chairman Emeritus Rich Connell, AIA 3 SECTION 1 SUMMARY
SUMMARY STATEMENT Through planning and design of facilities for independent PreK-12 schools, Rich Connell has developed a national practice focused on innovative user engagement resulting in transformative educational environments that are mission-driven, celebrate learning and foster community.
SUMMARY OF ACHIEVEMENTS practice was focused primarily on boarding schools support. In many cases, his approach has resulted Throughout his career, Rich Connell has immersed in Connecticut. He began to see that the firm’s in a long-term planning relationship where Rich has himself in Independent K-12 schools. Located across expertise would have a positive impact on schools continued to inform campus planning decisions. the country, and around the world, they represent a beyond the local region and inspiring the firm to unique aspect of the educational continuum. Providing expand its practice west and south. This required Creating Mission-Driven Facilities a strong mission-driven approach to learning for both a deeper understanding of day schools, which Rich Rich has a strong portfolio of completed projects; day and boarding students, they often blend the undertook as he looked to bring the positive qualities many of which were born from campus master best elements of a public school education with the of the boarding school campuses to the day school plans. It is within the project that his full vision is campus environment and facilities of a small college. It environments. He eventually took over the leadership realized for educational environments. He has been is within this niche that Rich has found his professional of the firm’s Independent Education Studio practice engaged throughout the years on virtually every type calling and has truly excelled. where he has provided guidance and shared his of independent school facility including those for expertise with others throughout the firm. To date, academics, arts, athletics, campus life and residential. Beginning with Independent Schools SLAM has done projects at over 50 independent He has stayed on the forefront of facility innovation, Rich began his involvement with independent schools as schools, of which Rich has led the effort at over 35 creating projects that embody the mission at each a boarding student during high school. Upon graduating schools, while having influence on all of the others. school. college with a degree in architecture, he began working as a teacher for his alma mater, Avon Old Farms School, Illuminating the Future of Giving Back while concurrently pursuing his architectural career Independent School Campuses Rich has expanded his knowledge of independent in master planning and design of independent school Rich has had a major focus on campus master schools by being a trustee at one school and on facilities at the firm, The S/L/A/M Collaborative (SLAM), planning. He has developed a very strong process a national advisory council at another. He always and has remained with for the last 36 years. He continued that allows independent schools to blend mission, welcomes working with students, which he considers this dual focus for 10 years, giving him unparalleled strategic plan, existing facilities, current needs and his real clients, and has mentored many who have perspective, an understanding of how facilities can truly future aspirations into master plans that are realistic chosen architecture as their career. be mission-driven, and forming his initial thoughts about and achievable. He is always very engaged with the how well planned campuses and designed facilities could entire community at each school. Rich’s trademark Rich Connell has devoted his career to the advancement enhance the independent school experience. approach is his attention to benchmarking facilities in of facilities for independent education and the results order to ensure they are appropriately sized. Schools have had a significant impact on students, faculty, Developing a National Practice often credit these metrics as being instrumental in administrators, trustees, parents, alums and donors at Initially, Rich worked closely with his mentors at SLAM validating the master plan and providing the impetus independent schools across the country. on independent school projects. At the time, the for its implementation, especially related to donor Rich Connell, AIA 4 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Avon Old Farms School Avon Old Farms School Avon Old Farms School Campus Master Plan & Update Ordway Science & Beatson Performing Avon, CT Technology Center Arts Center Avon, CT Avon, CT Role | Principal-In-Charge, Programmer, Planner Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Principal Completion | 2000 & 2014 Architect, Programmer Architect, Programmer Scope | First Campus Master Plan Completion | 2002 Completion | 2008 in decades for this Grades 9-12 Scope | 25,000 SF Science and Scope | 25,000 SF Performing all-boy’s boarding and day school Technology Center that united Arts Center that provided a multi- that addressed critical needs for and expanded these programs function meeting and performance academics, arts and athletics with with a focus on project-based venue as well as choral and subsequent update that expanded learning within a building that instrumental instructional space the original plan to encompass complemented the original that responded architecturally to library, academic support, student architecture and scale of this its historic surroundings on the housing and dining. historically significant independent campus’ Village Green. school campus.
Avon Old Farms School The Bolles School Chase Collegiate School Brown House Reconstruction Girls Dorm and Dining Facility Campus Master Plan & Update Avon, CT Jacksonville, FL Waterbury, CT
Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Architect, Programmer Architect, Programmer Programmer, Planner Completion | 2008 Completion | Design 2013, Awaits Completion | 2005 & 2008 Scope | 18,000 SF Dorm, replaced Funding Scope | Campus Master Plan at due to a major fire in the original Scope | 36,300 SF Girls Dorm this 440 student Pre-Kindergarten building that provided a new and All-School Dining Facility through Grade 12 day school with layout with enhanced student for this 780 student upper a focus on providing an expanded rooms, common spaces and faculty school that provided home-like upper school with learning spaces apartments that created the best student accommodations with focused on an interactive project- residential life configuration and ample common spaces, easy based pedagogy, new visual and atmosphere on campus. access to faculty apartments, and performing arts facility, and an complemented the Mediterranean expanded athletic center. Revival style of the existing campus. Rich Connell, AIA 5 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Chase Collegiate School Colby-Sawyer College Colby-Sawyer College Upper School Expansion Campus Master Plan Ware Campus Center Waterbury, CT New London, NH New London, NH
Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Planner Role | Principal-In-Charge Architect, Programmer Completion | 2012 Completion | 2013 Completion | 2008 Scope | Campus Master Plan Scope | Substantial renovation Scope | 22,000 SF Upper School for this dynamic and innovative and 14,000 SF addition to the Addition and renovation of the liberal arts and sciences college existing campus center to provide existing 17,000 SF building that that allowed for growth to expanded dining, serving and accommodated a growth in 1,500 students with additional kitchen space, while also providing enrollment and provided flexible academic, arts, student center, additional student activity and classrooms and commons in residential space and campus site classroom space that will energize support of project-based learning improvements at what essentially the facility throughout the day, within a building that celebrated feels like a larger independent evenings and weekends. sustainability. school.
Colby-Sawyer College Cushing Academy Cushing Academy Fine and Performing Arts Campus Master Plan & Update New Academic Building Center Ashburnham, MA Ashburnham, MA New London, NH Role | Principal-In-Charge, Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Programmer, Planner Architect, Programmer Programmer Completion | 2002 & 2008 Completion | 2005 Completion | 2017 Phase 1 Scope | Campus Master Plan for Scope | 48,000 SF Academic Scope | This 60,000 SF Fine and this 400 student Grades 9-12 Center that addressed a variety of Performing Arts Center will unify boarding and day school that needs on campus as the home for the instructional, performance addressed the need for mission- math and science, performing arts, and exhibit spaces essential to driven academic space, indoor as well as athletic space, creating the arts program utilizing a design athletic space and outdoor a truly dynamic multidisciplinary approach that will allow the fields, and student housing, facility, while establishing a strong facility to be built in phases as while creating a stronger, more dialogue with the other major funding becomes available with pedestrian oriented, campus academic building on campus. the first phase currently under setting; with subsequent update. construction that contains art studios, a blackbox theater and gallery. Rich Connell, AIA 6 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Cushing Academy Eastern Connecticut State Escola Graduada de Sao Paulo Learning Commons University Campus Master Plan Ashburnham, MA Fine Arts Instructional Center Sao Paulo, Brazil Willimantic, CT Role | Principal-In-Charge, Principal Role | Programmer, Planner Architect Role | Project Manager Completion | 1995 Completion | 2010 Completion | 2016 Scope | Campus Master Plan at Scope | Transformation of Scope | In association with William this 1,100 student Pre-Kindergarten the existing 15,500 SF Library Rawn Associates, 119,000 SF facility through Grade 12 American into an innovative, “bookless” that houses the entire fine arts program day school that identified Learning Center that received for the campus, including three improvements and expansion of broad attention and ultimate performance venues, performing arts facilities for academics, arts, library acclaim within the independent rehearsal spaces, visual arts studios, and athletics on a very tight, school community as an effective general purpose classrooms and faculty secure urban campus. approach to combine print and offices as well as an Art Gallery that digital media on campus. takes the expertise from independent schools to higher education.
The Ethel Walker School Fay School Fay School Campus Master Plan Campus Master Plan Village Dorms Simsbury, CT Southborough, MA Southborough, MA
Role | Principal-In-Charge, Role | Principal-In-Charge, Role | Principal-In-Charge, Principal Programmer, Planner Programmer, Planner Architect, Programmer Completion | 2005 Completion | 2006 Completion | 2009 Scope | Campus Master Plan that Scope | Campus Master Plan at Scope | Two 14,100 SF Dorms that addressed a desire to increase this 475 student Pre-Kindergarten redefine the residential experience enrollment while providing thru Grade 9 day and junior for middle school students at improved facilities for the middle boarding school that allowed for this 475 student day and junior school, athletics and student expanding enrollment, provided boarding school by creating age- housing for this 184 student, for a new primary school, dorms, appropriate, nurturing, home-like Grades 6-12 all girls boarding and wellness center, student center, environments in response to their day school. arts center and expanded athletics, mission to educate the whole child. as well as a new campus entrance. Rich Connell, AIA 7 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Fay School The Forman School Friends Academy Primary School Campus Master Plan Campus Master Plan & Update Southborough, MA Litchfield, CT Locust Valley, NY
Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Role | Principal-In-Charge, Architect, Programmer Programmer, Planner Programmer, Planner Completion | 2011 Completion | 2010 Completion | 2006 & 2015 Scope | 32,200 SF Primary School Scope | Campus Master Plan Scope | Campus Master Plan at that adds Pre-Kindergarten and for this 170 student Grades 9-12 this 775 student Pre-Kindergarten Kindergarten, accommodates an boarding and day school with a through Grade 12 day school with expanded enrollment in Grades focus on students with learning the initial plan focused on lower 1 and 2, while redefining the differences that provided a STEM school, athletics and campus site educational program to focus on Center, enhanced academic space, improvements, while the update student inquiry and multi-sensory a new quad of student housing , addressed the middle school, an learning. expanded arts and athletics space upper school STEM center and and campus site improvements. creating a learning commons.
Friends Academy Friends Academy The Green Vale School Lower School Renovation Middle School Renovation & Campus Master Plan Locust Valley, NY Addition Old Brookville, NY Locust Valley, NY Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Architect, Programmer Role | Principal-In-Charge, Principal Programmer, Planner Completion | 2010 Architect, Programmer Completion | 2016 Scope | 28,800 SF Lower School Completion | 2016 Scope | Campus Master Plan that that was completely reconfigured Scope | 24,900 SF Middle School created a new STEAM Center for and renovated to create mission- consisting of the complete the middle school as a hallmark driven classrooms, science lab, renovation of the existing building facility on campus, enhancements breakout spaces, art and music and an addition for added learning to the lower school, dining and studios for 200 students while space and new main entry that administrative spaces as well as also adjusting the exterior image embraced a collaborative project- interactive outdoor classroom to be more compatible with the based pedagogy with a variety of area for this 445 student Pre- existing campus. shared collaborative zones beyond Kindergarten through Grade 8 day the classrooms. school. Rich Connell, AIA 8 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
The Green Vale School Miss Hall’s School The Hotchkiss School STEAM Center Campus Master Plan Griswold Science Center Old Brookville, NY Pittsfield, MA Lakeville, CT
Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Role | Project Manager Architect, Programmer Programmer, Planner Completion | 1999 Completion | In Progress Completion | 2009 Scope | 33,000 SF complete Scope | 58,000 SF STEAM Center Scope | Campus Master Plan for renovation and 19,000 SF addition created through renovations this 195 student all-girls boarding Science Center at this 600 and additions that looks to and day school that was focused student Grades 9-12 predominately integrate science, technology, on academic facilities, especially in boarding school that provided engineering, arts and math support of STEM, arts expansion, a a variety of specialty science in a manner that encourages new athletics center and additional labs, significant project space interdisciplinary exploration and faculty housing in a way that for individual student long term collaboration, while also improving enhanced the Olmsted designed experimentation and science on the architecture of the original campus. display. buildings.
Kent School Kent School Kent School Campus Master Plan Update Campus Consolidation Dickinson Science Center Kent, CT Kent, CT Kent, CT
Role | Programmer, Planner Role | Project Manager Role | Project Manager Completion | 1999 Completion | 1992 Completion | 1998 Scope | Campus Master Plan Scope | Over 100,000 SF of new Scope | 38,300 SF combination Update for this 550 student construction and renovation that renovation and expansion of the boarding and day school that involved closing one campus and Science Center that provided a built upon the projects completed consolidating the school on the transformed facility with labs for during the previous campus limited area historic valley campus specialty sciences, project space consolidation to address the with new facilities carefully woven and a new exterior image in a arts, athletics, student housing into the existing campus fabric. project that was also construction, and the library as well as further managed by the firm. enhancements to the campus. Rich Connell, AIA 9 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Kimball Union Academy King School The Lexington School Athletic Center Campus Master Plan Campus Master Plan & Update Meriden, NH Stamford, CT Lexington, KY
Role | Principal-In-Charge Role | Principal-In-Charge, Role | Principal-In-Charge, Completion | 2016 Phase 1 Programmer, Planner Programmer, Planner Scope | 31,900 SF expansion and Completion | In Progress Completion | 2000 & 2016 12,300 SF renovation to create a Scope | Campus Master Plan for Scope | Campus Master Plan Health and Wellness Center with this 650 student Pre-Kindergarten that accommodated a potential courts, fitness center and lockers through Grade 12 day school enrollment increase, while for this 345 student Grades 9-12 that addressed the need for a providing renovated and new boarding and day school that will replacement lower school; a new facilities that reflected a change to centralize and enhance indoor innovation center, athletic center a project-based pedagogy, while athletic facilities, while creating a and student center; as well as also strengthening the campus new focal point hub on campus. renovations to existing facilities layout; with subsequent update for and a variety of campus site this 600 student Pre-K through improvements. Grade 8 day school.
The Lexington School The Loomis Chaffee School The Loomis Chaffee School Lower School Wing Campus Master Plan & Update Carter Hall Dorm Lexington, KY Windsor, CT Windsor, CT
Role | Principal-In-Charge, Principal Role | Principal-In-Charge for Role | Project Manager, Architect, Programmer Update, Programmer, Planner Programmer Completion | 2004 Completion | 1984 & 1995 Completion | 1986 Scope | 35,800 SF Lower School Scope | Campus Master Plan for Scope | 23,000 SF Dorm that was Wing that replaced existing this 700 student Grades 9-12 the first new dorm on campus that classrooms with a new facility that boarding and day school that began to explore the incorporation supported the desired change to focused on academic, arts, athletics of more home-like qualities and a project-based pedagogy with and student housing space, while a more appropriate approach robust collaborative areas as an increasing the number of boarding to faculty housing than had early independent school adopter students and providing clarity to traditionally been provided. of this approach. the existing campus organization through the establishment of a new quad. Rich Connell, AIA 10 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
The Loomis Chaffee School The Loomis Chaffee School Louisville Collegiate School School Center Richmond Arts Center Campus Master Plan Windsor, CT Windsor, CT Louisville, KY
Role | Project Manager, Programmer Role | Project Manager, Role | Principal-In-Charge, Completion | 1986 Programmer Programmer, Planner Scope | 38,200 SF substantial Completion | 1992 Completion | 2000 renovations and additions for Scope | 21,000 SF Visual Arts Scope | Campus Master Plan for dining and student activities, Center that provided discipline this Pre-Kindergarten through including a major lobby, servery, specific art studios, classrooms, a Grade 12 day school that reconfigured kitchen, additional major gallery and the inclusion of accommodated an expansion of seating, expanded bookstore, a visiting artist’s apartment and the upper school, performing arts, lounge, game room and student studio space to add that dimension library, athletics and dining, while activity offices, while enhancing to the educational program. organizing the disjointed campus the architecture and creating a on a tight site within a sensitive major amphitheater. historic district.
Louisville Collegiate School Marist School Marist School Upper School & Athletic Center Campus Master Plan Ivy Street Center & St. Peter Louisville, KY Atlanta, GA Chanel Atlanta, GA Role | Principal-In-Charge, Principal Role | Programmer, Planner Architect, Programmer Completion | 2007 Role | Programmer, Planner Completion | 2004 Scope | Campus Master Plan Completion | 2016 Scope | Substantial renovation that accommodated a potential Scope | 55,000 SF Academic (30,000 SF) and expansion enrollment increase, while and Athletics Building as well (48,000 SF) for an Upper it addressed the significant as 80,000 SF of renovated School and Athletic Center that renovation and expansion of space that transformed the provided a mission-driven design academic space, additional dining educational space on campus response, while accommodating a and athletic facilities, as well as with mission-driven, innovative modest enrollment increase with the incorporation of an adjacent and technologically rich learning an architectural style that has parcel into the campus for this environments. received acclaim within the historic 1,080-student, Grades 7-12 day neighborhood. school. Rich Connell, AIA 11 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Miss Hall’s School The New School The New School Main Building Campus Master Plan Academic Building & Innovation Pittsfield, MA Fayetteville, AR Center Fayetteville, AR Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Architect, Programmer, Planner Programmer, Planner Role | Principal-In-Charge, Principal Completion | 2014 Completion | 2015 Architect, Programmer Scope | 82,800 SF renovation of Scope | Campus Master Plan Completion | In Progress the primary building on campus for the expansion of this 360 Scope | Design of 62,000 SF as incorporating classrooms, library, student Nursery through Grade Phase 1 of campus expansion to dining and dorm rooms in order 7 day school to add Grades 8-12 initially support Grades 8-12 with a to address life safety concerns for a potential enrollment of new Academic Center, Innovation while also enhancing the interiors 810 students that incorporated a Center and Partial Athletic Center, throughout in a manner that new campus vision and a robust while establishing the new campus emulated the original historic project-based curriculum. organization and allowing for an architecture. additional future 63,000 SF.
The Out-of-Door Academy Oregon Episcopal School Pine Crest School Campus Master Plan & Updates Campus Master Plan Campus Master Plan Sarasota, FL Portland, OR Ft. Lauderdale, FL
Role | Principal-In-Charge, Role | Principal-In-Charge, Role | Principal-In-Charge, Programmer, Planner Programmer, Planner Programmer, Planner Completion | 2005, 2007, 2012, Completion | 2013 Completion | 2015 2015 Scope | Campus Master Plan that Scope | Campus Master Plan for Scope | Campus Master Plan and provided clarity to the existing both campuses of this 2,600 Updates for this 600 student campus organization, while it student Pre-Kindergarten through Pre-Kindergarten through Grade added replacement lower school Grade 12 day school that provided 12 day school on two campuses and dormitories, an arts and design a strong campus organization with that accommodated a potential center, expanded athletic center replacement lower school, an growth to 800 students, while it and other components for this 840 innovation center, an arts center addressed academic, arts, library, student Pre-Kindergarten through and welcome center at one campus athletics and administrative space Grade 12 day and boarding school. and arts center at the other on both campuses. campus. Rich Connell, AIA 12 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Portledge School The Rocky Hill School South Kent School Campus Master Plan Campus Master Plan Campus Master Plan Locust Valley, NY East Greenwich, RI South Kent, CT
Role | Principal-In-Charge, Role | Principal-In-Charge, Role | Principal-In-Charge, Programmer, Planner Programmer, Planner Programmer, Planner Completion | 2008 Completion | 1999 Completion | 2008 Scope | Campus Master Plan for Scope | Campus Master Plan for Scope | Campus Master Plan this 400 student Pre-Nursery this 350 student Pre-Kindergarten for this 150 student Grades 9-12 through Grade 12 day school that through Grade 12 day school that primarily boarding school that created a new quad and clarified established a new upper school, expanded academic space, added the campus organization that was while enhancing the lower school, a new dining/student center as a anchored with a new upper school dining and refining site circulation hub of campus life as well as an and renovations for a new library/ as well as allowing for a future athletic center, replaced dorms and dining and performing arts center; performing arts center. renovated space for the arts. as well as a new athletic center.
St. Andrew’s School St. Andrew’s School The Stanwich School Campus Master Plan Cady House Addition & New Campus Plan Barrington, RI Renovation Greenwich, CT Barrington, RI Role | Principal-In-Charge, Role | Principal-In-Charge, Programmer, Planner Role | Principal-In-Charge, Programmer Completion | 2008 Programmer, Planner Completion | In Progress Scope | Campus Master Plan for Completion | 2012 Scope | Design for a major campus this 250 student Grades 3-12 day Scope | 11,800 SF Dorm addition expansion for this Pre-Kindergarten and boarding school that replaced and renovation that transformed through Grade 12 day school existing houses being used as a traditional dorm into a modified with a target enrollment of 600 dorms with purpose-built dorms, suite configuration that is a students that included a new expanded the student center and new approach for independent 122,500 SF Upper School, 47,100 dining, and added an indoor pool, schools creating a more home-like SF (renovation and significant while reinforcing the pedestrian atmosphere that also provided a expansion) Lower School, athletic core campus. shingle-style residential exterior. fields and other campus amenities. Rich Connell, AIA 13 SECTION 2 ACCOMPLISHMENTS
2.1 SIGNIFICANT WORK
Tuxedo Park School St. Timothy’s School St. Timothy’s School Academics and Athletics Wing Dixon Hall Commons and Redlands Cafe Tuxedo Park, NY Stevenson, MD Stevenson, MD
Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Principal Role | Principal-In-Charge, Principal Architect, Programmer Architect, Programmer Architect, Programmer Completion | 2004 Completion | 2013 Completion | 2014 Scope | 24,000 SF Academics and Scope | 18,000 SF renovation Scope | 8,100 SF Dining and Café Athletics Wing and 11,100 SF of and 18,500 SF expansion of that created a space that can be related renovations at this 190 the primary academic building effectively used throughout the student Pre-Kindergarten through that provided a mission-driven day and evening for students and Grade 9 day school that involved solution that created flexible, faculty with a design that creates a a historically significant existing technologically rich and user visual beacon reinforcing its role as building designed by Carrere & defined learning environments for a major hub on campus. Hastings to provide additional this 150 student Grades 9-12 all- classrooms and a gym. girls boarding and day school.
St. Timothy’s School The Williston Winchester Thurston School Fine Arts and Student Center Northampton School Campus Master Plan Stevenson, MD Campus Master Plan & Update Pittsburgh, PA Easthampton, MA Role | Principal-In-Charge, Role | Principal-In-Charge, Programmer, Planner Role | Principal-In-Charge, Programmer, Planner Completion | In Progress Programmer, Planner Completion | In Progress Scope | Design of renovations Completion | 2001 & 2005 Scope | Campus Master Plan at the and additions to the school’s arts Scope | Campus Master Plan for city campus of this 580 student facility to create a 28,000 SF new this 650 student Grades 7-12 Pre-Kindergarten through Grade home for vocal, instrumental, boarding and day school that 12 day school that looks to create dance, theater and visual arts, addressed the need to expand a more cohesive campus with including an art gallery, while also academic space and student innovative learning environments, a creating a student center that will housing and created two new clearer identification between the engage the entire campus with quads, one academic within divisions, and an expansion of the a variety of spaces in support of the core campus and the other upper school with flexible, project- student activities. residential within an existing based space. residential neighborhood. Rich Connell, AIA 14 SECTION 2 ACCOMPLISHMENTS
2.2 SIGNIFICANT AWARDS, HONORS AND RECOGNITION
AIA Project Awards 2002 | Connecticut Associated Builders and Contractors Industry Awards and Recognition Excellence in Construction Award | Avon Old Farms 2009 | AIA Committee on Architecture for School, Ordway Science & Technology Center 2013 | Associated General Contractors of Education, Facility Design Awards Role | Principal-In-Charge, Principal Architect, Connecticut, Industry Recognition Awards AIA Citation Award | Avon Old Farms School, Programmer Designer of the Year | Rich was honored for his Beatson Performing Arts Center contributions to the design and construction Role | Principal-In-Charge, Principal Architect, 2000 | Associated General Contractors of industry, including his commitment creating Programmer Connecticut innovative and enriched educational environments. Build Connecticut Award | The Hotchkiss School, Other Project Awards Griswold Science Center 2015 | Avon Old Farms School Role | Project Manager Alumni Spotlight | Rich was recognized for his 2015 | American School & University Architectural career and commitment to the School throughout Portfolio 1993 | Associated Builders and Contractors the years. Outstanding Design | St. Timothy’s School, Dixon Hall Certificate of Merit | Kent School, Campus Role | Principal-In-Charge, Principal Architect, Consolidation Programmer Role | Project Manager
2015 | American School & University Architectural 1993 | American School & University Architectural Portfolio Portfolio Outstanding Design | Marist School, Ivy Street Center Citation for Design Excellence | Kent School, Campus Role | Programmer, Planner, Principal Architect Consolidation Role | Project Manager 2005 | American Society of Landscape Architects, CT Chapter 1990 | American School & University Architectural Honor Award | Louisville Collegiate School, Upper Portfolio School & Athletic Center Citation for Design Excellence | The Loomis Chaffee Role | Principal-In-Charge, Principal Architect, School, Student Center Programmer Role | Project Manager, Programmer
2005 | Louisville Historical League Future Landmark Award | Louisville Collegiate School, Upper School & Athletic Center Role | Principal-In-Charge, Principal Architect, Programmer Rich Connell, AIA 15 SECTION 2 ACCOMPLISHMENTS
2.3 SIGNIFICANT PUBLICATIONS, SPEAKING ENGAGEMENTS, TEACHING AND GIVING BACK
Publications American Institute of Architects, Connecticut Chapter Teaching Avon, CT | June 12, 2012 2015 | American School & University “Theodate Pope Riddle and the Architecture of American Institute of Architects, Connecticut Chapter Award Winning Architectural Portfolio | Theodate Pope Riddle” Lecturer for Architectural Registration Exam: St. Timothy’s School, Dixon Hall By | Richard T. Connell, AIA Building Design & Construction Systems Message | Theodate Pope Riddle, one of 1992 to Present 2009 | Architecture Week | September 23 Connecticut’s first woman architects, founded Rich is a strong advocate for architectural registration AIA Education Awards | Avon Old Farms School, and designed Avon Old Farms in the 1920s with a and has presented and enhanced this seminar over Beatson Performing Arts Center holistic approach to architecture and education that the years in support of this process. By Architecture Week Staff combined a progressive educational pedagogy within a campus designed in the English arts and crafts style; Avon Old Farms School Speaking Engagements resulting in varying initial successes, but establishing Instructor of Photography and Architecture a strong legacy for the future. September 1979 through June 1980 (Full-time); Traditional Building Conference September 1980 through June 1989 (Part-time) New Haven, CT | July 19, 2016 The Association of Boarding Schools (TABS) This experience brought Rich an invaluable “Traditional Building Materials at Ninety: Masonry, Conference perspective on the faculty side of the educational Timber and Tiles” Boston, MA | December 3, 2011 equation at independent schools. It has also added By | Richard T. Connell, AIA | Sara Nelson, AIA | Tab “Is It a Library If It Doesn’t Have Any Books?” to his credibility and helped enable effective design Colbert By | Richard T. Connell, AIA | James Tracy - Cushing conversations with faculty on his projects. Message | The architecture of Avon Old Farms School, Academy | Tracy Herzer - SLAM the process of historic restoration of the original Message | The conversion of the library at Cushing buildings, the integration of 21st century educational Academy into the first digital library for an upper approaches within the historic buildings, and the school, the great success of the completed space addition of new buildings on this architecturally that has students accessing print and digital media sensitive campus. at record levels in what has become the most highly utilized campus collaborative space, as well as the Sandy Hook Advisory Commission lessons learned. Hartford, CT | February 15, 2013 “Safe School Environments” The Association of Boarding Schools (TABS) By | Richard T. Connell, AIA | Glenn Gollenberg, AIA Conference | James LaPosta, FAIA | Randall Luther, AIA | Richard Baltimore, MD | December 5, 2008 Munday, AIA “Building a Greener, Better Dorm” Message | While the tragedy at Sandy Hook By | Richard T. Connell, AIA | Andrew Long - Fay Elementary School encouraged the State of School Connecticut to consider design recommendations for Message | Realizing a vision for smaller, greener existing and new construction to create safer facilities, and mission-focused dorms at Fay School through the goal is to do so in a way that actually enhances the a collaborative design process that created home- educational experience through a focus on learning, like student spaces, family-size faculty apartments, while addressing situational awareness, physical interactive transition space and a host of environment and enhanced protection. environmentally-sensitive features. Rich Connell, AIA 16 SECTION 2 ACCOMPLISHMENTS
2.3 SIGNIFICANT PUBLICATIONS, SPEAKING ENGAGEMENTS, TEACHING AND GIVING BACK
Giving Back to the Institute American Institute of Architects, Connecticut Chapter Avon Old Farms School, Avon, CT Connecticut State Coordinator, Intern Development Pro-Bono Work, Veterans Tribute American Institute of Architects Program 2012 to 2016 Member 1992-2004 Rich organized and ran a design competition for 31 Years As a primary resource for interns preparing for licensure, a veterans tribute in honor of alums who served Rich was engaged in the process during the initial years their country in war and in peace, including American Institute of Architects of its implementation in Connecticut. selection of the winning entry, design refinements New England Regional Representative, Strategic and with a construction budget of $200,000, Council Giving Back to the Industry the coordination of executing the project through 2015 to Present construction. Rich was elected to serve as one of New England’s Connecticut Architecture Foundation two regional representatives to the Strategic Member, Board of Directors Oxford Academy, Westbrook, CT Council, where he has been an active participant in 2011 to Present Member, Board of Trustees; Chair, Buildings and study groups and discussions as part of this new The Connecticut Architecture Foundation awards Grounds Committee forum at the Institute. scholarships to architectural students as well as supports 2014 to Present special projects that raise public awareness of architecture As an active member of the Board, Rich has been American Institute of Architects, New England and the built environment. Rich is an active participant on involved with governance and strategic planning Chapter the Board including their major yearly fundraising event. issues, including the creation of a Campus Master Member, Board of Directors Plan and implementation of facility improvement 2011-2012, 2015 to Present Various Educational Institutions projects focused on enhancing student life. Rich works with the leadership of the various Career Day, Professional Practice Participant New England Chapters to bring their voice to the 1980 to Present Oxford Academy, Westbrook, CT Strategic Council. Throughout his career, Rich has been a resource for students Pro-Bono Work, Campus Master Plan interested in pursuing a career in architecture. He advised 2014 to 2016 American Institute of Architects, Connecticut students when he was a faculty member at Avon Old Farms In order to help the school identify a vision for Chapter School; ongoing sessions for The University of Hartford, the future of campus facilities, Rich prepared a Member, Board of Directors Avon Old Farms School, The Ethel Walker School and local campus master plan with a focus on improvements 2009-2014 high school students; as well as more recently mentoring of to residential life as well as a new campus center Secretary, Board of Directors individual students at Avon Old Farms School. He is thrilled with a flexible performance and meeting venue. 2010 that a number of these individuals have become the next Vice President, Board of Directors generation of practicing architects. Giving Back to the Community 2011 President, Board of Directors Giving Back to Independent Education Boy Scouts of America, Troop 540, Glastonbury, 2012 CT During Rich’s tenure on the Board, he was engaged Avon Old Farms School, Avon, CT Assistant Scoutmaster in a variety of initiatives including support of the Member, National Council (Advisory Board) 2010 to Present adoption process for new State Building Codes, 31 Years Rich is responsible for engaging new boys into the legislation related to establishing a statute of 2008 to Present Scouting program, a regular participant in troop limitation for State projects, and a new member- Rich is part of this select group who serve as informed activities, and is also an avid backpacker. focused website. ambassadors and an effective resource for the exchange and implementation of ideas focused on the School’s mission. Rich Connell, AIA 17 SECTION 3 EXHIBITS
3. EXHIBITS
Independent School Practice Fay School Growth Through Campus Master Planning Primary School Graphics Credit: The S/L/A/M Collaborative Southborough, MA Photo Credit: Robert Benson Photography 1 6
Avon Old Farms School The Lexington School Ordway Science & Technology Center Lower School Wing Avon, CT Lexington, KY Photo Credit: Woodruff / Brown Photography Photo Credit: Woodruff / Brown Photography 2 7
Avon Old Farms School Louisville Collegiate School Beatson Performing Arts Center Upper School and Athletic Center Avon, CT Louisville, KY Photo Credit: Avon Old Farms School Photo Credit: Woodruff / Brown Photography 3 8
Cushing Academy Marist School Curry Academic Center Ivy Street Center and St. Peter Chanel Ashburnham, MA Atlanta, GA Photo Credit: Woodruff / Brown Photography Photo Credit: Alain Jaramillo 4 9
Fay School St. Timothy’s School Village Dorms Dixon Hall Southborough, MA Stevenson, MD Photo Credit: Robert Benson Photography Photo Credit: Alain Jaramillo 5 10 Rich Connell, AIA 18 SECTION 3 EXHIBITS
EXHIBIT 1 INDEPENDENT SCHOOL PRACTICE GROWTH THROUGH CAMPUS MASTER PLANNING
ARCHITECTURE FIRM OF RECORD | OUTCOME | boarding and day, as well as geographic region to provide The S/L/A/M Collaborative The success of the master planning process has been master planning that would be informed by this diversity, evidenced by the ability of the resulting plans to but celebrate the unique qualities of each independent DESIGN FIRM | The S/L/A/M Collaborative achieve the desired outcomes, the most important of school. This involves his full-emersion approach and his which were realistic plans that have supported each deep understanding of the key drivers at each institution COMPLETION DATE | Ongoing independent school’s mission. It has involved illuminating and guide them through the planning process. the future, where a long-term vision was established ROLE OF NOMINEE | that was mission-driven, allowed short-term initiatives Mission-Driven, Outcomes Based Process Principal-In-Charge, Principal Architect, Programmer, to be accomplished within a clear framework of campus Rich has refined the process involved in campus master Master Planner organization, achieved the highest and best use of often planning so that it has a very strong independent school finite existing land and building resources, enhanced the focus in terms of being driven by each school’s mission SYNOPSIS | campus setting to reflect each school’s unique brand, and and strategic plan, while looking to capture clear desired Campus Master Planning has been an integral part left room for undefined future initiatives. Ultimately, the outcomes. While this process is orchestrated in steps of the firm’s independent school practice and the process invested each school in the result, with a clear that cover existing conditions and needs assessment and vehicle that has expanded the geographic footprint methodology and momentum to start implementation. master planning, it always begins by reaching consensus of its client base from regional to national. In many in terms of understanding, and in some cases helping to ways, the process developed for master planning has NOMINEE’S CONTRIBUTION | further define each school’s base parameters related to been as important as the resulting plans. It has been As the firm’s Independent Education Practice Leader, Rich mission and strategic planning direction. He then works an extremely effective means to further bond school has led campus master planning assignments at over 25 of with each school to identify the real outcomes that the communities, created shared visions for the future, the over 35 schools with which he has been engaged on campus master plan and its process need to achieve to be and established the momentum that has turned key projects, while overseeing an independent school practice really successful. This goes beyond just doing the master components of each plan into reality. that has been involved with over 50 schools, nationally. plan, but looking for ways to kick-start the identified In many cases, this master planning expertise has evolved projects or using the process to further bond a school CHALLENGE | into long-term relationships where the initial plan has community. Implement an approach to campus master planning been followed by subsequent periodic updates. While that addresses the unique missions, ethos and the firm may or may not have done the actual projects Collaborative, Inclusive Engagement realities of independent schools that serve students identified in the plan, these schools look to Rich to help Rich encourages the full participation of the various in Pre-Kindergarten through Grade 12. This includes them define their next campus initiatives. His leadership of constituencies at each school in the master planning the variables of boarding and day; lower, middle and this process includes: process. He understands the importance of each school upper schools (usually on the same campus with becoming fully vested in the resulting plan in order to the need to share common facilities); and engaging a Geographically Robust and Diverse Practice enable its implementation. To achieve this, he uses a very variety of constituencies, including students, faculty, Independent schools were first started in the northeast interactive workshop process. Participants are engaged administrators, trustees, parents, alums and donors. with a predominance of boarding schools serving Grades 9 in a variety of targeted activities such as prioritization These schools are often more akin to small college through 12. Through time, these spread across the country exercises during the discussion of programming objectives campuses than their public school counterparts. Yet, to some extent as boarding schools, but predominately to rearranging component chiclets during discussions on they are also places, due to the younger ages involved, as day schools that expanded their enrollment to serve planning schemes. Rich really enjoys student involvement where the focus is on the fundamental education of students in Pre-Kindergarten through Grade 12. In order based on his past experience as an independent school the whole student – mind, body and spirit – in a way to enhance the firm’s practice and provide a broader teacher. Students are, after all, the real client and he looks where creating nurturing campus communities is of perspective to his clients, Rich embraced the challenges to work through student government to have them weigh paramount importance. presented by the difference between grade configuration, in on various initiatives being considered and to include them in the planning committees whenever possible. Rich Connell, AIA 19 SECTION 3 EXHIBITS
EXHIBIT 1 INDEPENDENT SCHOOL PRACTICE GROWTH THROUGH CAMPUS MASTER PLANNING
Analytics and Benchmarking DECLARATION OF RESPONSIBILITY | One of the hallmarks of Rich’s programming process I have personal knowledge of the nominee’s Oregon is the use of analytics and benchmarking space responsibility for the exhibit listed above. usage. This is a methodology of helping to ensure That responsibility included that the space being proposed at each school is right sized for the projected needs. As the primary project under direction of nominee building block, he looks at usage of learning spaces New York based on a variety of metrics, including schedule, Pennsylvania class size and faculty assignment. Given the small Maryland CT size of many schools and the related intimate class 21 Steven W. Ansel, AIA Kentucky sizes, he looks to find the right blend of number Chairman, The S/L/A/M Collaborative and size of spaces. He has also developed guide Arkansas Georgia Florida ranges for space usage at independent schools in the myriad of functional space categories including San Paulo academics, arts, athletics, student housing, student support and administrative. This is a very unique tool in the industry that allows him to help each school quickly evaluate their existing space and validate decisions on the addition of new space.
Walking In Their Shoes Throughout his career, Rich has strived to constantly increase his perspective on independent schools in terms of their history, their position in today’s educational continuum, and the prospects for the role that they will play well into the future. This started with his experience as a boarding student, continued with his involvement as an independent school faculty member for ten years, his service as an active alumni class agent, participation on a national advisory council at one school which functions as a think tank for where the school is headed, and the fiduciary responsibility of being on the board of trustees at another school. It has allowed him to converse at a variety of levels with true credibility, which has been acknowledged as a very strong attribute by many of his clients. At the same time, he is appreciated for the way in which he assimilates into the unique culture of each independent school. Rich Connell, AIA 20 SECTION 3 EXHIBITS
EXHIBIT 2 AVON OLD FARMS SCHOOL, ORDWAY SCIENCE & TECHNOLOGY CENTER AVON, CT
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative MISSION STATEMENT | COMPLETION DATE | 2002 Avon Old Farms school strives to be the best college preparatory school for boys ROLE OF NOMINEE | by cultivating young men of integrity, who Principal-In-Charge, Principal Architect, Programmer honor wisdom, justice, inclusion, service and the pursuit of truth. Rich Connell, AIA 21 SECTION 3 EXHIBITS
EXHIBIT 2 AVON OLD FARMS SCHOOL, ORDWAY SCIENCE & TECHNOLOGY CENTER AVON, CT
SYNOPSIS | with science, through the incorporation in the DECLARATION OF RESPONSIBILITY | A 25,000 SF Science and Technology Center at this design of features, including significant historic I have personal knowledge of the nominee’s all-boys school of 450 boarding and day students documents that trace the path of scientific responsibility for the exhibit listed above. that unites and expands this academic program in discovery, antique science equipment, and a two- That responsibility included a mission-driven facility that emulates the original story Foucault pendulum, in concert with current English Arts and Crafts inspired historic campus access to information by touch screen technology. project under direction of nominee designed in the 1920s by Theodate Pope Riddle. Architecturally, the building is positioned on the edge of the historic campus where it presents a low, CHALLENGE | one-story façade to the balance of the School and The original science center dated to the 1920s provides a dialogue with an adjacent original campus Steven W. Ansel, AIA with space that no longer met the academic needs building through the use of similar scale, massing Chairman, The S/L/A/M Collaborative of today’s students and lacked the integration of and materials. The building then cascades down technology. The mission of the School’s science the hill creating light-filled labs on three-stories. A program is “first, to promote and sustain natural tower form, reminiscent of the historic tower at the curiosity in the many areas of science to which a entrance of the campus, but in this instance filled student is exposed in his daily life, and second, to with windows, creates a beacon for science and develop, the student’s ability to explore, discover, technology that can be seen from the core campus. and investigate some of the fundamental truths of The Headmaster has noted that “the science center nature”. To do so required educational environments is an inspiration, combining beauty and high tech that accommodated the needs of a variety of teaching labs in one building that makes you want scientific disciplines, while also allowing for a focus to go back to school”. on project-based learning. In addition, the proposed site was immediately adjacent to a low-scale historic NOMINEE’S CONTRIBUTION | building, which required a sensitive architectural This is the first of a number of building projects on response. campus that Rich has led. He helped the School achieve their vision of a facility that would be in OUTCOME | sync with the mission of the science program, The Science and Technology Center was identified while respecting the historic architecture of the during the Campus Master Plan. This included original campus. This began during the Campus developing the program and conceptual layout for Master Plan and continued throughout the building a facility that would embrace the School’s science design process as he helped to hone the result mission with a variety of labs, project labs, tech into a facility that, in a very appropriate quiet way, labs and support spaces. As the first new academic complimented the original campus architecture, building to be added to the campus since the 1920s, while in a very exciting way, enhanced the the resulting facility provides instructional space educational experience. that enhances the learning experience, supports specialty sciences, encompasses robust technology, AWARDS RECEIVED | and provides access to outdoor opportunities; all 2002 Connecticut Associated Builders and with an eye towards flexibility for the future. The Contractors; Excellence in Construction Award building also engages students more informally Rich Connell, AIA 22 SECTION 3 EXHIBITS
EXHIBIT 3 AVON OLD FARMS SCHOOL, BEATSON PERFORMING ARTS CENTER AVON, CT
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative
COMPLETION DATE | 2008
ROLE OF NOMINEE | Principal-In-Charge, Principal Architect, Programmer Rich Connell, AIA 23 SECTION 3 EXHIBITS
EXHIBIT 3 AVON OLD FARMS SCHOOL, BEATSON PERFORMING ARTS CENTER AVON, CT
SYNOPSIS | dormers and slate roof, complements the original DECLARATION OF RESPONSIBILITY | A 25,000 SF Performing Arts Center with campus architecture. The interior spaces provide an I have personal knowledge of the nominee’s instructional space and performance venue at this ease of flow between this building and the adjacent responsibility for the exhibit listed above. all-boys school of 450 boarding and day students student center, a signature performance venue, and That responsibility included that also serves as an all-school assembly space in a full complement of group rehearsal and individual an architectural style that complements the original practice spaces that has allowed the program to project under direction of nominee historic campus designed in an English Arts and grow exponentially. In awarding the project a Citation Crafts, Cotswold inspired aesthetic by Theodate Pope as part of the 2009 AIA Committee on Architecture Riddle in the 1920s. for Education Facility Design Awards, the jury noted “by providing a place to both practice and perform Steven W. Ansel, AIA as well as host students, families and visitors, the Chairman, The S/L/A/M Collaborative CHALLENGE | structure has become a vibrant campus icon”. In The original historic campus did not have any considering the end result, the School has stated purpose-built choral and instrumental instructional that it “is a spectacular structure both in form and or performance space with the needs being only function and is undoubtedly one of the top music partially met in substandard facilities. This program facilities among all New England’s schools, strongly was clearly seen as an important component in the reinforcing Avon’s mission to promote intellectual, School’s mission of “cultivating young men” as it creative and emotional growth, and encourage self- looked to expand the performing arts offerings in discovery in the young Men of Avon”. response to student demand. In addition, an all- school assembly space was needed that would also NOMINEE’S CONTRIBUTION | have the right scale for the younger performers. Rich was a very strong advocate for this project, Adding new construction to the campus was also both as part of the Campus Master Plan and during challenging given the design strength of the historic the facility’s design. In developing the program, he campus fabric. encouraged the School to create a performance venue that would be used daily as well as forward-thinking OUTCOME | rehearsal and practice space that would allow for The Performing Arts Center was first conceived the needs of vocalists and instrumentalists, as the during the Campus Master Plan, including both program expanded in the future. He helped establish programming as well as identifying the most the building’s organizational concept and analyzed the appropriate location on this intimate campus for historic campus architecture in a way that informed what would become one of the School’s largest the exterior massing and detail. new facilities. The performance venue for 500, is a very effective space, functionally and acoustically, for the variety of school functions as well as an AWARDS RECEIVED | attractive hall for outside performers. The resulting 2009 AIA Committee on Architecture for Education facility takes a commanding but respectful position Facility Design Awards; Citation on the School’s Village Green across from historic buildings. A strong tower form establishes the PUBLICATIONS | main entrance and along with the use of cast stone, Architecture Week; September 23, 2009 Rich Connell, AIA 24 SECTION 3 EXHIBITS
EXHIBIT 4 CUSHING ACADEMY, CURRY ACADEMIC CENTER ASHBURNHAM, MA
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative MISSION STATEMENT | COMPLETION DATE | 2005 In a community that is academically and culturally diverse, we challenge each ROLE OF NOMINEE | individual, support excellence in every aspect Principal-In-Charge, Principal Architect, Programmer of the learning process, and promote active participation in all areas of life and learning. Rich Connell, AIA 25 SECTION 3 EXHIBITS
EXHIBIT 4 CUSHING ACADEMY, CURRY ACADEMIC CENTER ASHBURNHAM, MA
SYNOPSIS | buildings and connects to a small pedestrian bridge DECLARATION OF RESPONSIBILITY | A 48,000 SF Academic Center that meets a at the building’s entrance on the second floor that I have personal knowledge of the nominee’s variety of educational needs on campus as the helps mitigate the grade differential on the hillside responsibility for the exhibit listed above. home for math and science, instructional and while having students enter the building on the mid That responsibility included practice space for performing arts as well as level. The interior is zoned with the taller volume locker rooms associated with the adjacent premier performing arts spaces on the lower level along project under direction of nominee athletic field on campus, creating a truly dynamic with the athletic locker rooms. The main spaces for multidisciplinary facility where students and faculty choral and instrumental, dance and drama are flexible converge for many reasons. studios that also allow for small performances and are supplemented with a variety of practice spaces, Steven W. Ansel, AIA CHALLENGE | including a MIDI electronic music lab. The main and Chairman, The S/L/A/M Collaborative The Campus Master Plan identified a clear upper levels contain the various science labs, project direction to replace the existing outdated science labs for longer term experimentation, math classrooms labs; combine those labs with math and technology and seminar rooms, as well as departmental faculty instructional spaces in support of STEM; add offices where teachers are also encouraged to rehearsal and informal performance space for collaborate. The programmed spaces throughout the choral and instrumental music, dance, and drama; building are linked by a series of gathering alcoves for as well as varsity level locker rooms for football; informal student and student/faculty interaction. all within the same facility. It was essential to not only accommodate these disparate functions but NOMINEE’S CONTRIBUTION | to look for ways to capitalize on bringing them all Rich’s efforts began with the Campus Master Plan together. In addition, the identified site would shift where he worked on the program and initial concepts the campus academic core to allow it to be more for the building. He then worked very closely with pedestrian friendly but it had the challenge of a the client and design team to create a solution that hillside with a 50 foot grade differential between not only addressed the functional requirements but the existing Main Building (which contained achieved the vision of creating a building with a spirit the major existing academic facilities) and the of collaboration that would formally and informally proposed new building. advance 21st century learning. The result is mission- driven to “support excellence in every aspect of the OUTCOME | learning process”. The new Academic Center creatively and effectively combined a variety of functions under one roof in a methodology that addressed many of Cushing’s most pressing space needs, while creating collaborative learning environments and spaces where students and faculty could informally gather. Its placement on campus strengthens the campus academic core by creating an informal relationship with the Main Building and Learning Commons on the uphill side. A strong pedestrian walk was created that links the Rich Connell, AIA 26 SECTION 3 EXHIBITS
EXHIBIT 5 FAY SCHOOL, VILLAGE DORMS SOUTHBOROUGH, MA
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative MISSION STATEMENT | COMPLETION DATE | 2009 To educate the whole child to his / her fullest potential in preparation for a ROLE OF NOMINEE | productive and fulfilled life. Principal-In-Charge, Principal Architect, Programmer Rich Connell, AIA 27 SECTION 3 EXHIBITS
EXHIBIT 5 FAY SCHOOL, VILLAGE DORMS SOUTHBOROUGH, MA
SYNOPSIS | parents, while respecting the privacy of each. DECLARATION OF RESPONSIBILITY | Two new dorms (14,100 SF each) that redefine the Students enter from the green side into a large I have personal knowledge of the nominee’s residential experience for middle school students at this common room that feels like a family room at responsibility for the exhibit listed above. 475 student day and junior boarding school by creating home and is open to both floors of the building. A That responsibility included age-appropriate, nurturing, home-like environments in small cluster of student rooms on each floor has response to their mission “to educate the whole child”, integral, residential style bathrooms and other project under direction of nominee while providing a stronger relationship between the amenities. The faculty apartments are two-story students and their dorm parents. townhouses in the center of each building that connect to the student spaces through a den, a CHALLENGE | space which students are encouraged to use in Steven W. Ansel, AIA Boarding schools have a unique responsibility defined by order to engage them in the family lives of their Chairman, The S/L/A/M Collaborative “in loco parentis”, Latin for “in place of the parents”, that dorm parents, truly embracing “in loco parentis”. reflects an obligation that is woven into each school’s The apartments open to the opposite side of each mission. Add to this the special needs of boarding building with access to private outdoor areas and students between the ages of 11 and 14; formative years their cars. These buildings were also LEED™ Gold, in so many ways. Fay School had previously addressed with sustainable features on display where the their student housing in the traditional approach of larger Director of Residential Life noted that they were buildings with limited amenities and smaller, isolated “not simply designed to be more efficient and have faculty apartments. This model was no longer in support less environmental impact, but will also become of their mission and the desire was to create replacement an organic teaching tool that will help foster a housing that would not only achieve mission alignment, mindfulness of living responsibly”. but would help retain Fay as a leader in junior boarding school education. NOMINEE’S CONTRIBUTION | Rich helped turn Fay’s vision into reality. This OUTCOME | began with the Campus Master Plan through the The concept of redefining student housing creation and validation of the program and major began with the Campus Master Plan. This plan involvement with the establishment of the overall established a new residential village that would campus plan. During the design of the dorms, he allow for these first two dorms to be set into an engaged the users, including students, in a design overall design for a student-centered village of process that helped refine the approach, layout five dorms. Each dorm was positioned to actively and details for the project. The result has made engage a village green while providing a clearly a significant enhancement to residential life on defined pedestrian “main street” connection to the campus and has helped maintain Fay’s leadership balance of campus. Programmatically, the decision position within junior boarding schools. was made to reduce the number of students under each roof, while also increasing the number of faculty units so that each dorm accommodates 16 students and three faculty families; a trend- setting ratio. In many ways, they were conceived as cottages where students lived with their dorm Rich Connell, AIA 28 SECTION 3 EXHIBITS
EXHIBIT 6 FAY SCHOOL, PRIMARY SCHOOL SOUTHBOROUGH, MA
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative
COMPLETION DATE | 2011
ROLE OF NOMINEE | Principal-In-Charge, Principal Architect, Programmer Rich Connell, AIA 29 SECTION 3 EXHIBITS
EXHIBIT 6 FAY SCHOOL, PRIMARY SCHOOL SOUTHBOROUGH, MA
SYNOPSIS | and vision for the design. The plan is organized DECLARATION OF RESPONSIBILITY | A 32,200 SF Primary School that adds Pre-Kindergarten around the commons, which serves as the main I have personal knowledge of the nominee’s and Kindergarten, accommodates an expanded gathering space for students and as an interior responsibility for the exhibit listed above. enrollment in Grades 1 and 2, while redefining the Town Green. The corridors become Main Street, That responsibility included educational program to focus on student inquiry and with student flow choreographed to maximize multi-sensory learning with the design of integrated learning opportunities along the way and project under direction of nominee exterior and interior learning environments that support places for informal small group gatherings. The a discovery-based pedagogy. individual classrooms are sized to allow for future flexibility with faculty workspaces that encourage CHALLENGE | collaboration. There is a strong connection Steven W. Ansel, AIA This project was a bold step for Fay School. Within between the interior and exterior spaces with the Chairman, The S/L/A/M Collaborative the local market, they were looking to add Pre- building shaped in a way to cradle the play and Kindergarten and Kindergarten as well as expand discovery areas providing protection and a more Grades 1 and 2 in a geographical area that already intimate environment for the youngest students. had good educational choices. This was seen as an Architecturally, the massing uses traditional New essential move to expand their day student feeder England elements, such as the red barn, to break population for Grades 3 through 8, but it needed to be down the scale of the building and relate it to done with a building that would support a refinement the size of the students, and the architecture of in teaching methodology, be child friendly and create the adjacent neighborhood. The use of traditional excitement about learning. materials and blocks of color create a cohesive collage that reinforces the overall design concept. OUTCOME | The program and location of the Primary School NOMINEE’S CONTRIBUTION | were established during the Campus Master Rich began working with Fay School in the Plan. The program looked to give flexibility for establishment of the building program, placement the future, especially as Fay School grew into and overall conceptual design during the Campus the new grades. From a planning perspective, Master Plan. As the project turned into building the building was pulled slightly away from the design, he worked closely with Fay’s educational existing core campus to give these students their consultant, users and the design team to realize own sense of place, while retaining connections a building that not only met the goals and to other facilities, especially as second graders aspirations for the project, but has become a would look to transition to the core campus. model primary school. The subsequent building design was informed by an extensive consideration of the educational program, especially for the new Pre-Kindergarten and Kindergarten students, and how spaces could complement and enhance this approach. The new facility is designed around the concept of a New England village. The existing 1850’s house on the site provided the architectural inspiration Rich Connell, AIA 30 SECTION 3 EXHIBITS
EXHIBIT 7 THE LEXINGTON SCHOOL, LOWER SCHOOL WING LEXINGTON, KY
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative MISSION STATEMENT | COMPLETION DATE | 2004 The mission of The Lexington School is to provide an education of the highest quality to students in preschool through middle school. In a ROLE OF NOMINEE | structured, nurturing environment, The Lexington School seeks to instill Principal-In-Charge, Principal Architect, Programmer integrity, a life-long enthusiasm for learning, and a strong work ethic. Rich Connell, AIA 31 SECTION 3 EXHIBITS
EXHIBIT 7 THE LEXINGTON SCHOOL, LOWER SCHOOL WING LEXINGTON, KY
SYNOPSIS | level of flexibility to allow some classrooms to shift DECLARATION OF RESPONSIBILITY | A 35,800 SF Lower School Wing for this 600 student between grades to address the normal enrollment I have personal knowledge of the nominee’s Pre-Kindergarten through Grade 8 day school that fluctuations that are inherent with day schools. They responsibility for the exhibit listed above. replaced existing classrooms with a new facility that also leverage the adjacent corridor spaces to get That responsibility included supported the desired change to a project-based better use of these areas during the class day and pedagogy, became an early independent school the configuration allows these collaborative spaces project under direction of nominee adopter of this approach, and created a campus image to receive abundant natural light, something that the reflective of the architecture of the Bluegrass. original building lacked. On the exterior, the massing pays homage to the area’s Federal and Green Revival CHALLENGE | architectural forms and elements with a nod to the Steven W. Ansel, AIA The existing facilities at The Lexington School dated horse farm stables that are prevalent in Lexington. Chairman, The S/L/A/M Collaborative to the 1950s and were no longer in support of the The traditional stone columns, natural Kentucky School’s mission, with an increased focus on project- stone base, and rusticated brick complete the visual based learning, were challenged in accommodating composition. The design sends a strong message to today’s technology, and presented a tired image to the local community on the vibrancy of the School and the local community. The School was also interested its educational program. in accommodating a modest enrollment increase, while dovetailing this facility within the vision for NOMINEE’S CONTRIBUTION | overall campus development required for the potential Rich established the program during the Campus additional students in the future. Master Plan as well as the concepts behind creating the collaborative educational space. He OUTCOME | worked closely with the faculty during the building Beginning with a Campus Master Plan, a bold vision design to test ideas and ensure the success of for the campus was established. The New Lower the individual spaces right down to the individual School Wing was the first building to be realized. The details. He was also instrumental in supporting program and overall organization of the redesigned the faculty in convincing the School’s trustees that campus were established during the Campus Master building the additional common space for each Plan. This included benchmarking space at comparable grade in support of project-based learning was an schools and working closely with the faculty to appropriate move. visualize how the new space could support their project-based approach and other collaborative activities. The new Lower School Wing uses a bold curve to set it apart from the existing facility but it also defines a new campus green and sets the stage for future projects as the Master Plan is fully realized. The interior plan has two floors of grade clusters, each with a complement of classrooms and a large common space that allows for grade level activities and special projects and in support of creating a “nurturing environment”. These clusters were designed with a Rich Connell, AIA 32 SECTION 3 EXHIBITS
EXHIBIT 8 LOUISVILLE COLLEGIATE SCHOOL, UPPER SCHOOL AND ATHLETIC CENTER LOUISVILLE, KY
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative MISSION STATEMENT | COMPLETION DATE | 2004 Louisville Collegiate School inspires academic excellence, extraordinary ROLE OF NOMINEE | character and global citizenship. Principal-In-Charge, Principal Architect, Programmer Rich Connell, AIA 33 SECTION 3 EXHIBITS
EXHIBIT 8 LOUISVILLE COLLEGIATE SCHOOL, UPPER SCHOOL AND ATHLETIC CENTER LOUISVILLE, KY
SYNOPSIS | urban street corner. The parking was relocated more DECLARATION OF RESPONSIBILITY | Substantial renovation (30,000 SF) and expansion central to the site with a historic inspired pergola I have personal knowledge of the nominee’s (48,000 SF) for an Upper School and Athletic Center being used to shield the parking from the street, responsibility for the exhibit listed above. that provided a mission-driven design response, while also reinforcing the street edge. The new Upper That responsibility included while accommodating a modest enrollment increase School addition was designed to allow the existing of 600 students for this Pre-Kindergarten through building to remain in place during construction and project under direction of nominee Grade 12 coed day school in the historic Highlands then the functions were flipped, facilitating the neighborhood of Louisville. renovation of the existing building. New classrooms and science lab were added, along with essential CHALLENGE | common space for student and faculty interaction. Steven W. Ansel, AIA When SLAM was first engaged by Louisville Collegiate, Architecturally, the original Upper School was Chairman, The S/L/A/M Collaborative the tone in the School’s neighborhood was one of transformed into a contextual Georgian building that conflict with a feeling that the best solution might received rave reviews in the neighborhood and a local actually be to leave the campus, which had been preservation award. The integration of the campus occupied since the 1920s and move to the suburbs. landscape development with the architecture also The campus was also a tale of two architectural styles, received a CT ASLA Award. In the end, Collegiate not the neighborhood compatible original Georgian and only remained in the neighborhood, but was able to the less sympathetic work of the 1970s. To compound grow and prosper as an urban school. this, the Upper School no longer provided the space needed to support the educational mission, the site NOMINEE’S CONTRIBUTION | within the residential neighborhood was finite, and the Rich was intimately involved in all aspects of School needed to increase enrollment. this project, beginning with programming and planning during the Campus Master Plan and OUTCOME | through its implementation. He worked closely Initiated with a Campus Master Plan, the Upper with the School’s various constituents, the School and Gymnasia project built upon the unique neighborhood, and local officials to help make qualities of the original campus, were inspired this project a reality. In the process, he helped by and embraced the School’s mission and vision mend the relationship between the School and for the future, and firmly reinforced the School’s the neighborhood, with the resulting campus presence in the neighborhood. The project was also development being recognized as a highlight within a catalyst in creating support for a major capital the community. campaign, improving local community relations, and ultimately enabling the goal of enrollment stability AWARDS RECIEVED | and growth. The tight site and insensitive positioning 2005 Louisville Historical League, Future Landmark of the 1970’s construction actually provided the Award opportunity to solve a number of the campus issues. 2005 American Society of Landscape Architects, A barren parking lot at a key corner, where a more CT Chapter, Honor Award contextual building once stood, was infilled with new construction to provide the necessary additional educational and athletic space, while creating a strong Rich Connell, AIA 34 SECTION 3 EXHIBITS
EXHIBIT 9 MARIST SCHOOL, IVY STREET CENTER AND ST. PETER CHANEL ATLANTA, GA
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative MISSION STATEMENT | COMPLETION DATE | 2016 The mission of Marist School is to form the whole person… advanced through communal ROLE OF NOMINEE | pursuit of excellence in academic, religious, extra- Programmer, Planner curricular, leadership, and service programs.. Rich Connell, AIA 35 SECTION 3 EXHIBITS
EXHIBIT 9 MARIST SCHOOL, IVY STREET CENTER AND ST. PETER CHANEL ATLANTA, GA
SYNOPSIS | leveraging these spaces to meet the educational DECLARATION OF RESPONSIBILITY | A new academic building (55,000 SF) and substantial needs and saving on the number of new classrooms I have personal knowledge of the nominee’s renovation (80,000 SF) of the primary academic that needed to be added on campus. The original responsibility for the exhibit listed above. facilities, providing a mission-driven solution that building also had an unenclosed first floor which That responsibility included incorporates innovative, technologically rich learning was originally utilized as an open space for drill environments for this 1,080-student, Grades 7 through exercises when the School had a cadet program. nominee’s firm executed project 12 coed day school. The renovation captured part of this space as a unique dining area with large operable doors CHALLENGE | allowing it to be essentially covered outdoor After five decades of inwardly focused buildings with space in good weather, increasing the desire to Steven W. Ansel, AIA limited openness and connection to their surroundings, connect more with the outdoors. It has become a Chairman, The S/L/A/M Collaborative Marist sought facilities through a combination of hub on campus for a variety of uses throughout new construction and renovation that would be the day. The project was implemented in a number more extroverted and transparent, while meeting the of construction phases in order to allow the needs of the evolving pedagogy, and expressing the existing, and progressively added or renovated School’s missions of community service, respect for space to meet the educational needs during its the environment and development of the well-rounded implementation. person. NOMINEE’S CONTRIBUTION | OUTCOME | Rich worked closely with the users in the In a process that defined the new academic development of the programming and planning building and related renovations through a Campus associated with the Campus Master Plan and, Master Plan, the resulting Ivy Street Center is a as a design consultant, with the team providing three-story, eco-friendly building with a mix of direction on the implementation of the new and classrooms, collaborative spaces, faculty offices renovated academic facilities. and expanded athletic facilities, creating a true 21st century multidisciplinary educational facility. Large pivoting walls open up the classrooms into the adjacent multi-function breakout and collaborative areas with access to small group rooms, allowing for a variety of learning spaces in support of the academic program. At St. Peter Chanel, the complete renovation provides enhanced classrooms and science labs on three floors. The classroom design takes what were small spaces and capitalizes on otherwise ineffectively used corners with angled walls for organizing technology and a variety of furniture configurations in support of a more project- based collaborative curriculum, thus effectively Rich Connell, AIA 2013 36 SECTION 3 EXHIBITS
EXHIBIT 10 ST. TIMOTHY’S SCHOOL, DIXON HALL STEVENSON, MD
ARCHITECTURE FIRM OF RECORD | The S/L/A/M Collaborative
DESIGN FIRM | The S/L/A/M Collaborative MISSION STATEMENT | COMPLETION DATE | 2013 St. Timothy’s instills a passion for learning and is committed to the formation of character, spiritual growth, social responsibility, and a ROLE OF NOMINEE | respect for diversity. Such commitments are the hallmarks of our Principal-In-Charge, Principal Architect, Programmer heritage; they illuminate our motto and guide our lives together. Rich Connell, AIA 37 SECTION 3 EXHIBITS
EXHIBIT 10 ST. TIMOTHY’S SCHOOL, DIXON HALL STEVENSON, MD
SYNOPSIS | options that encourage collaboration and allow for a DECLARATION OF RESPONSIBILITY | Substantial renovation (18,000 SF) and expansion variety of teaching styles. The result is a comfortable I have personal knowledge of the nominee’s (18,500 SF) of the primary academic building that environment for students to collaborate and prosper responsibility for the exhibit listed above. provided a mission-driven solution that created within this nurturing academic community. There are That responsibility included flexible, technologically rich and user defined already quantifiable results in terms of the impact learning environments in support of the International that this well-conceived and executed educational project under direction of nominee Baccalaureate diploma program for a 150-student, space has had on the learning process at St. Timothy’s, Grades 9 through 12 girls’ boarding and day school. for both faculty and students. The exterior blends the balance of the campus with the stone facades CHALLENGE | of Carter House, the historic main building, while Steven W. Ansel, AIA The existing building, dating from the 1960s, no longer creating a moon gate entrance symbolizing inclusion Chairman, The S/L/A/M Collaborative successfully supported St. Timothy’s mission or the and reflection and a copula that houses the School’s current project-based pedagogy, due to small and original bell; creating the new center for learning outdated classrooms, science labs and a library. The on campus. The exterior amphitheater is used for project also had a very tight budget and the need to graduation and other major functions. The budget and phase construction to allow the existing academic construction phasing requirements were also achieved. program to be delivered during its implementation. NOMINEE’S CONTRIBUTION | OUTCOME | Rich worked very closely with the users to initially St. Timothy’s embarked on a design process that establish a space program that would identify ways resulted in a facility which they have called truly to best align space with the requirements of the transformational, not only to the existing building International Baccalaureate requirements, look at but also in the ability of the completed project to options for maximizing the use of the existing and enhance the learning process. The solution provides new space to respond to the budget and phasing new appropriately sized classrooms and science concerns, and immerse them in the balance of the labs, a world languages and culture center, a center design and construction process. for learning and teaching, a small lecture hall for faculty and student presentations, and a library with a variety of seating options for individual and group study. These spaces go well beyond the traditional classroom environments, with special attention to the interstitial spaces between the instructional spaces where students and faculty interact throughout the academic day. The transformation of this facility was enhanced through the use of technology which allowed to fully enable the School’s iPad program. These technology resources have elevated teaching, particularly in STEM, to new levels and have also been a driving force for innovation. Furnishing options incorporate Harkness™ Tables and flexible seating Rich Connell, AIA 38 SECTION 4 REFERENCE LETTERS
4.1 REFERENCE LIST
James R. Foster, FAIA 12992 Green Road West Fork, AR 72774
Martin Powell, AIA, President The Design Alliance Architects 915 Henry W. Oliver Building 535 Smithfield Street Pittsburgh, PA 15222
Daniel L. Weston, AIA 81 Oakland Road Southington, CT 06489
Philip H. Cerrone, III, AIA Philip H. Cerrone Architect 421 Meadow Street Fairfield, CT 06824
Elizabeth Petry, AIA University of Hartford 200 Bloomfield Avenue West Hartford, CT 06117
Kenneth LaRocque, Headmaster Avon Old Farms School 500 Old Farms Road Avon, CT 06001
Philip B. Cocchiola, Head of School The Oxford Academy 1393 Boston Post Road Westbrook, CT 06498