Presenting ibi group’s global Educational practice

IBI Learning+ Our Firm

Defining the cities of tomorrow. We are a global team of dedicated and experienced architects, engineers, planners, designers, and technology professionals who share a common desire – to help our clients create livable, sustainable, and advanced urban environments.

IBI Learning+ is a branch of IBI Group, a multi-disciplinary firm From high-rises to industrial buildings, schools to state-of- offering services in architecture, urban planning, transportation the-art hospitals, transit stations to highways, airports to and systems technology. The integration of these disciplines allows us to create comprehensive teaching and learning environments. toll systems, bike lanes to parks, we design every aspect Our firm was established in 1972 and has provided educational of a truly integrated city for people to live, work, and play. architecture services for more than 40 years. IBI Learning+ has a dedicated team of architects, educational facility planners, design Our collaborative and combined approach focuses not only thinkers and researchers across 70+ global offices specializing on creating the best solutions today, but also determining in all aspects of educational design including; research, master planning, programming, planning, renovations and new buildings. the right solutions for tomorrow. We believe cities in the future must be designed with intelligent systems, sustainable buildings, efficient infrastructure, and a human touch.

IBI – Defining the cities of tomorrow.

Education expertise...... 5 1 Developing Education Strategies...... 7 2 Creating Education Environments...... 11 3 shaping Smart Cities and Resilient Communities...... 27 4 driving design innovation – think...... 33 5 Realizing Your Vision...... 39

2 3 We are focused on the learner The learner is central to the education process and IBI Group recognizes and honors the shift to individualized learning methods. Our designs and approach reflect this movement, being flexible and adaptable. Individuals are making their own choices in how they learn and our designs encourage opportunities for learning beyond the classroom, as we believe it is a seamless process which extends into the community at large.

Education Expertise

Our vision is to create holistic educational environments which are designed for the individual

We are engaged within the community learner, as well as being wholly integrated and engaged within their surrounding communities IBI Group’s commitment to the design of highly effective education and campuses. communities reaches beyond the office. We see our work as an integral part of the greater regions we live in and are deeply invested IBI Group is a collective of thought leaders and practices who are in creating environments that allow learners to thrive and continue the designing the future of the evolving learning environment. We are learning process beyond their education experience. able to draw upon our global experience and research, providing a truly multi-faceted perspective on education design.

The next generation of learning environments is being formed by challenging the traditional school organization, roles of teachers, learning activities of students, parent/community relationships and expectations for access to technology. The design must support the concept of students as global learners, which includes creating spaces that promote the intentional positioning of people within flexible and supportive facilities. We believe meaningful learning is interactive, with students residing in a more connected universe that goes beyond simple skill-building. Students need to learn the skills critical to navigating and succeeding in the new socio- economic landscape where change is the byword.

IBI Group supports this process of contextual and relational learning through our pursuit of designing facilities and campuses for the next generation of learners to thrive.

WE ARE DRIVING DESIGN INNOVATION – THiNK Our international reputation for thought leadership is underpinned by a strong design research ethos that is supported by the work of IBI THiNK. THiNK is responsible for encouraging, capturing, and developing the intellectual capital vested in IBI Group’s projects, people, and processes.

4 5 We support the realization of your vision Predesign and analysis are important components in creating a basis for your future buildings and campuses. These reports justify the school’s needs to the community and create accountability. IBI Group has analytic, technical and creative skills which assist our clients formulate successful long term plans. IBI Learning+ Developing Education Strategies

Our vision is to create and deliver the best possible education future.

Planning the physical learning environment is a dynamic process reflecting shifts in mission, users, activities and facility needs. We recognize there are new trends that influence space, such as encouragement of collaboration, the changing nature of research, partnerships with business, team projects, and new ways of integrating technology – and these trends will continue to evolve. 1 Translation of our client’s goals into reality requires defining the who, what, where and how much of the design. This requires careful listening, a thoughtful ordering of priorities and testing against the realities of institutional policies, existing space and budgetary plans. Our approach utilizes review of existing We connect curriculum and building design material, analysis of current space, interviews and general The transformation of the teaching process into a more individ- discussion workshops. Our goal is informed decision-making, ualized and integrated process, as well as the incorporation of new based on a shared understanding of the potentials of a site, technologies necessitates the need for flexible spaces. IBI Group existing buildings, space use and future needs, alternative has been at the forefront of this paradigm shift, designing adaptive concepts and aspirational goals. spaces which move with the instructor and learner, creating a next generation learning environment. We believe environmental stewardship is integral to quality design. To achieve this we must pay equal respect to people, the environment and bottom line – and have as a goal learning environments that are kind to the environment, a joy for their occupants and affordable to their owners. Sustainable design strategies developed in early collaboration offer the greatest opportunity for synergistic decisions based on a project’s We embrace technology in the learning process specific requirements. IBI Group is a diverse practice and we have the knowledge base and capacity to integrate technology into the fabric of an education facility at the very beginning of design. As the trend in the learning process moves to a more fluid and technically-focused method, IBI Group understands the need for our clients to have technologically connected buildings and campuses. Technology is not only a tool for the learner, but rather an opportunity for them to become actively engaged in the learning process. IBI Learning+ Developing Healthcare Strategies

Collaboration Strategies

Successful learning environments are based in a collaborative approach, in which our clients and consultants are active members of the team, we communicate effectively and build consensus. This communication across disciplines requires a common understanding of the information, issues and ideas. Communication tools, whether they are drawings or numbers or other illustrative material, make the information accessible and help facilitate discussion and decisions. At the foundation of our approach are the following strategies:

++ Selecting the best communication tool for the audience, and the message. Diagrams, renderings, statistics, models and sketches each have a place in communicating ideas and information, and

IBI Group Group IBI in shaping decisions. A model or mock-up of a key space in the planning phase can help with decisions of size, features and systems.

++ Discussing the project issues in a workshop format is a highly effective tool for sharing our findings, incorporating feedback from the client and team, and making decisions.

++ Assisting clients to secure funding for future project with visual and written material. A small project or early-action item can set the stage for a future comprehensive approach.

++ Creating written and illustrative design guidelines that will preserve agreed-upon concepts if/when a project proceeds. Each guideline must explain a goal, outline the core requirement, and still allow needed adaptation and design expression.

++ Utilizing technology as a powerful tool in understanding and advancing complex situations. Building Information Modeling (BIM) can document existing building conditions pre-design, especially when paired with laser scanning/mapping. Videos and virtual fly-throughs can help develop concepts.

++ Remembering that a visual image is usually a strong, compelling story-teller.

8 9 IBI Learning+ Creating Education Environments

IBI Group has built a reputation for taking grassroots ideas and building innovative facilities that strike a delicate balance between aesthetics and purpose.

Our firm’s extensive portfolio covers all aspects of the learning continuum including early learning, primary and secondary education, college and university education, and specialized and non-traditional learning environments. Our experience ranges from small to the large projects, in both public and private sector settings.

We respond positively and pro-actively to the design challenges of 2 every project, listening to our client’s views and using our extensive expertise to inform and refine their ideas. We use an integrated design model, and work closely with artists, engineers, specialty consultants and industry manufacturers to create intelligent high quality design.

IBI Group celebrates international, national and regional diversity. Our international presence allows our knowledge leaders to share experiences and ideas that are both unique to a client as well as solutions that are universal in application. Cross-sector design experience, gleaned across our four key disciplines; architecture, transportation, master planning and intelligent systems, enables our clients to benefit from state-of-the-art design that delivers innovative and holistic projects. IBI Learning+ Creating Education Environments 1 Gladstone center for children and families, Gladstone, Oregon, USA – Dull Olson Weekes – IBI Group Architects, Inc. 2 grace England early childhood and PRE-K center, Houston, texas, USA – Bay – IBI Group Architects Green Project 3 The Abraham Joshua Heschel school, new York, New York, USA – IBI Group ∙ GRUZEN SAMTON Green Project

Early Learning Environments

1 Early learning is critical to both success in school and to the development of the values and capabilities that ultimately make good citizens. As part of a commitment to the very fabric of our society, it is imperative that children begin their learning experience within a positive context. An active, engaging learning environment has the ability to foster the desire to become a lifelong learner and to be excited about what the future can bring.

Young children, in particular, learn best in a student-centered environment where they are surrounded with inviting, hands-on, brains-on materials. We must offer them a rich mix of learning activities that draws on all of their senses, moves their bodies and

IBI Group Group IBI 2 captures their imagination. Children need social interaction and play

2 3 at least as much as they need academic instruction. The design of the building separates the pre-kindergarten and early 2 childhood programs into six small learning communities. Each of these Grace England Early Childhood and pre-k center communities was designed to exhibit Houston, Texas, USA a separate ecosystem including the arctic, ocean, desert, mountain, forest, The new facility houses administration, library, clinic, assessment and plains. CHPS Verified Project. center, parent center, ancillary spaces, early childhood classrooms, and pre-kindergarten classrooms. Enrollment draws students from surrounding Klein Elementary School campuses and neighborhoods and serves 1000 early childhood and pre-kindergarten students per day.

Six learning communities are grouped around a central library and activity area. Natural light was provided within each pre-kindergarten 3 classroom and the library. The administration and reception areas were designed at the front of the facility for convenient access by both the public and internal users.

Client Klein independent SCHOOL DISTRICT Role architect/interior designer Scope/Size 65,000 sq ft Status Completed Firm(S) Bay – IBI Group Architects

12 13 IBI Learning+ Creating Education Environments 1 The Abraham Joshua Heschel school, new York, LED poles track consumption of New York, USA – IBI Group ∙ GRUZEN SAMTON Green Project natural resources. The school ach- 2 LAYTON PRIMARY SCHOOL, BLACKPOOL, England, UK ieved an actual EUI of 33.9 kBTU/ 3 Trillium Creek Primary School, West Linn, Oregon, USA – SF for the first year of operation. Dull Olson Weekes – IBI Group Architects, Inc. Green Project; Award Winner 4 Lord Kitchener Elementary School, Vancouver, British Columbia, Canada – IBI/HB Architects Green Project

Primary Learning Environments

Primary learning environments should present opportunities to engage the learner in meaningful and effective place-based education. Environments designed for this developmental age period create a place for kids to experience excitement in their school day with age appropriate learning components integrated within the environment to inspire curiosity for life long learning. Design solutions encouraging nature play, open spaces, bright colors, environmental stewardship, outdoor connections, and personal spaces support and enhance the primary age learning experience.

3 photo by M ichael Sherman

IBI Group Group IBI 3 4 Trillium Creek Primary School 3 West Linn, Oregon, USA

The award-winning Trillium Creek School was inspired by one student who announced during a design charrette, “I want to be the captain of my own learning”. That notion was used as a basis to identify features and design techniques that emphasize that the building is student centered. Interior spaces are designed to intentionally blur the edges, supporting collaboration, utilizing floor space for transitions and connecting students throughout the building to the center of the school and inquiry – the library. Collaborative learning neighborhoods emerge from these open and flexible porches, supporting partnerships

2 and a sense of community between students and teachers. Intentional spaces and furnishings throughout the building provide independent 1 learning spaces and areas for small group work. Similarly, the slide that connects students from the second to first floor balances students’ desire to have alternative stimulating components of the building.

Client West Linn-Wilsonville School District Role planners/architect/interior designer Scope/Size 68,000 sq ft Status completed Firm(S) Dull Olson Weekes – IBI Group Architects, Inc.

14 Primary learning environments 15 IBI Learning+ Creating Education Environments 1 Ian Mikardo high school, England, uk Green Project 2 San Jacinto college, science addition – central campus, San Jacinto, texas, USA – Bay – IBI Group Architects 3 Marie Clarac high school, Montreal, Quebec, Canada – Groupe IBI – MMBA 4 ARCADIA FASHION RETAIL ACADEMY, London, England, UK Award Winner 5 Sandy High School, Sandy, Oregon, USA – Dull Olson Weekes – IBI Group Architects, Inc. Green Project; Award Winner 6 the Horace Mann school, Riverdale, new York, USA – IBI Group ∙ GRUZEN SAMTON Award Winner

Secondary Learning Environments 3 4 As adolescents prepare for adulthood, secondary schools should

The facility is LEED® Gold Certified and features an energy efficient support greater engagement in community and promote future building envelope, high performance glazing, heat recovery chiller, stewardship. Our secondary learning environments create strong active chilled beam system, and displacement ventilation. connections between schools and their larger communities. Design that conveys the spirit of a neighborhood, township or region is essential to pride of place. Our portfolio is distinguished by schools with flexible spaces that adapt to a changing world; an organization of space and buildings that create learning campuses; and specialized spaces that provide resources for the student body and community at large.

IBI Group Group IBI 5

Sandy High School Sandy, Oregon, USA

Sandy High School is a new “smart” school for 1,800 students in Sandy, Oregon, east of Portland. The school is designed in the ‘Sandy Style’, a local code that celebrates elements of Cascadian architecture popular circa 1915–1940. The use of technology in the delivery of education is apparent throughout the campus, from multiple computer labs, distance learning spaces, state-of-the-art onsite broadcasting, and auditorium facilities to full wireless data coverage. The school district’s environmental stewardship includes a solar hot water pre-

5 heat system, green roofs and design elements to help reduce storm water treatment. A partnership with the local power utility resulted 1 2 6 in an on-site generator sized for both the school and the greater community. The monitoring of school energy use is also shared with students and parents.

Client Oregon trail school district Role Planners/Architect/Interior Designer Scope/Size 310,000 sq ft Status completed Firm(S) Dull Olson Weekes – IBI Group Architects, Inc.

16 17 IBI Learning+ Creating Education Environments 1 Croydon college, London, England, UK The College’s mission was to create a new facility that exemplified the energy 2 Cornell university, human ecology building, Ithaca, New York, of research and study that transpired within its walls. The project was awarded USA – IBI Group ∙ GRUZEN SAMTON Green Project LEED® Platinum certification by the US Green Building Council. 3 Columbia university, Lenfest residence hall, New York, new York, USA – IBI Group ∙ GRUZEN SAMTON Award Winner 4 Algonquin College, Robert C. Gillett Student Commons, Ottawa, Ontario, Canada – IBI Group in association with Teeple Architects Green Project; Award Winner 5 university of Oxford, oxford, England, UK – IBI Group in association with make architects Award Winner College and University Environments 2

1 At the heart of colleges and universities are communities of learners engaged in the collection, dissemination and creation of knowledge. A rich multitude of teaching, research, study, social, residential, recreation, performance and outdoor environments support diverse missions. IBI Group’s thought leaders honor the traditions of higher education while tackling the challenges of new emerging trends.

Our research group, IBI THiNK, is collaborating with major institutions on “4 Labs 4 Cities”, a global evidence based research project. Through signature architecture, environmental leadership, research and a smart technology practice we are rethinking today’s campuses. IBI Group Group IBI

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Cornell University, College of Human Ecology Ithaca, New York, USA

The project is comprised of three main components: a parking garage, a three-story academic/laboratory building, and a commons linking the new facility to existing college buildings, all linked seamlessly into the topography and to adjacent facilities. The project is highly visible and marks a fresh beginning for the College of Human Ecology. The garage is set into a severe slope and is clad in local stone to ground it to the landscape. The top of the garage plinth is the main terrace level

3 connecting the new academic/laboratory building to the commons and to the adjacent buildings and landscape. Perched on this plinth, 4 5 the new facility provides flexible spaces for cutting-edge teaching and research. Social areas are integrated into the plan to encourage cross-departmental dialogue.

Client state university construction fund Role planners/architect/interior designer Scope/Size 89,000 sq ft Status Completed 2011 Firm(S) IBI group ∙ Gruzen Samton

18 19 IBI Learning+ Creating Education Environments 1 Anne darling special education facility, San Jose, California, USA – IBI Group Architecture Planning Award Winner 2 Snohomish Aquatic Center, Snohomish, Washington, USA – Dull Olson Weekes – IBI Group Architects, Inc. 3 LANSDOWNE SECURE CHILDREN’S HOME, EAST SUSSEX, England, UK 4 San Jacinto college, science and allied health addition, San Jacinto, texas, USA – Bay – IBI Group Architects 5 Montebello applied technology center, Montebello, California, USA Green Project; Award Winner Specialized and Non-Traditional Learning Environments 2

1 Specialized and alternative learning environments provide hands on experiential learning. These environments may be alternatives to traditional schools or supplemental to traditional classroom learning. The focus is on active student participation in environments that engage students in problem solving and skill building. Vocational laboratories, business incubator space, mock courtrooms and nursing facilities, and learning environments related to museums, zoos, parks, colleges, research laboratories and business centers all contribute to the new educational landscape.

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5 5 Using funding available for career technical education, we created this state-of-the-art facility with five tech- Montebello Applied Technology Center Montebello, California, USA nical academies for the Montebello Unified School District. Each academy is designed as a stand-alone educational unit organized to maximize collaboration Montebello is an alternative to the District’s traditional high schools; and engaged learning. it’s designed to resemble a research and development facility, exploiting the structure itself as a teaching tool. The five academies surround a central outdoor common space where the school community can interact. A dedicated WiFi network ensures that students have access to laptop computers in all academy spaces, including the learning hubs and non-teaching spaces. Energy

3 efficient components include daylight sensor-operated lighting systems, highly efficient mechanical and electrical systems, and the 3 infrastructure for a 200-foot solar panel. Permeable pavers, on-site storm water retention, drought tolerant planting, and low-use water fixtures contribute to substantial water savings.

Client Montebello unified school district Role architect/programmer/interior designer Scope/Size 68,828 sq ft Status completed Firm(S) IBI group

20 21 IBI Learning+ Creating Education Environments 1 Gladstone high School, Applied Science and Technology Center, Gladstone, Oregon, USA – Dull Olson Weekes – IBI Group Architects, Inc. 2 Canby Applied Technology Center, Canby, Oregon, USA – Dull Olson Weekes – IBI Group Architects, Inc. Award Winner 3 San Jacinto College, Applied health and Science Building, San Jacinto, Texas, USA – Bay – IBI Group Architects 4 Ridgeview high School, Redmond, Oregon, USA – Dull Olson Weekes – IBI Group Architects, Inc. 5 Jersey Village High School, Jersey Village, texas, USA – Bay – IBI Group Architects STEM/STEAM and Maker Space learning environments 2

1 Science, Technology, Engineering & Mathematics (STEM) and Science, Technology, Engineering, Art & Mathematics (STEAM) facilities must be designed for the next generation learner in mind. STEM/STEAM education is experiential and project-based with the enhanced need for more collaborative and flexible spaces. With 16 of the 20 largest projected growth occupations being STEM-related in the next decade, it has become increasingly important to create institutions of learning that nurture interactive engagement and group problem solving in order to better prepare students for future careers. This also includes the integration of maker spaces within educational institutions. These community-focused spaces offer a shared area with a variety of tools and resources to create manufactured goods.

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Gladstone High school, Applied science and Technology Center Gladstone, Oregon, USA

Designed to support project-based instruction and learning, the new Applied Science and Technology Center at Gladstone High School provides an inquisitive, productive, and reflective learning environment. Through intentional design decisions, instructional and project spaces provide flexibility and use natural light and interior glass to create an open and airy learning environment. Collaboration and connection is promoted through the use of interior glass and shared spaces. An exterior rain garden and bioswale provide on-site water detention, along 3 with extended learning opportunities outside of the traditional classroom. Partnerships have been developed with local community and technical college programs to extend the high school program to a higher level.

Client Gladstone School District Role architect/programmer/interior designer Scope/Size 20,000 sq ft Status completed Firm(S) Dull Olson Weekes – IBI Group Architects, Inc.

22 23 Cornell university, human ecology building Ithaca, New York, USA IBI group  Gruzen Samton

24 25 IBI Learning+ Shaping Smart Cities and Resilient Communities

IBI Group’s Education Practice embraces the use of technology to connect buildings, devices, students, teachers and the community; to provide efficient, effective, safe and sustainable environments. As part of the broader IBI Group Smart Cities initiative, we use our multidisciplinary subject matter experts to design Smart Schools that share data and information with public safety, transportation, and utilities, as well as, the students, parents and the community at large. 3 LEARNING TOOLS The most profound way that technology is changing the learning environment is in the pedagogy, or the science and art, of the delivery of education itself. Widespread digital media has led a migration from traditional textbook teaching to a much more differentiated form of instruction.

SUSTAINABILITY Effective use of technology is also an important aspect in helping schools achieve goals in sustainable design, such as obtaining LEED® certification and constructing net-zero buildings. For school systems that are constantly trying to reduce operating costs, remote management and monitoring of the utilization of electricity, water, gas and other utilities has become fairly common practice.

SAFETY SYSTEMS A Smart School in a Smart City can take CCTV and Building Access Control Systems to the next level by allowing teachers to discretely indicate security concerns and provide video and audio of the situation to both school security and public safety. In the Smart City, video from anywhere on the campus can be sent directly in real-time to police, fire and emergency personnel. IBI Learning+ Shaping Smart Cities and Resilient Communities 1 rosa parks school, Community Campus at New Columbia, Portland, OREGON, USA – Dull Olson Weekes – IBI Group Architects, Inc. Green Project; Award Winner 2 blackpool gateway academy, blackpool, England, UK 3 California state university, science laboratory building, wing b, Los Angeles, California, USA – IBI Group In Joint Venture with Bernards Construction 4 Bournemouth university, techno booth, Bournemouth, England, UK Technology on campus and in the classroom

Our multidisciplinary approach to educational facility design incorp- orates technological advances in the original visioning, planning and conceptual phases of the building design process. Continual coordination between our building designers and our technical subject matter experts throughout the design process, ensures that the technology is not treated as an afterthought, but rather is weaved into the fabric of the building from the beginning. This supports flexible, modular, expandable and reconfigurable buildings that can accommodate today’s technologies,

Laboratory controls is integrated with the building automation to run while minimizing cost and impact to migrating to tomorrow’s advances. all mechanical systems as efficiently as possible. Lighting controls The use of performance metrics and Business Intelligence instruments, use occupancy sensors and time-of-day programming to maximize energy conservation while providing for a safe environment. gives educators more tools to quickly analyze students’ progress, while

IBI Group Group IBI 1 3 many of the more advanced tools go even further to recommend content

2 3 4 and lesson materials that best meet that students’ individual learning style and progress, thus enabling the more personalized and differentiated learning path.

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California State University, Science Laboratory Building, Wing B Los Angeles, California, USA

The new replacement Science Laboratory Building is a four-story, 95,000 sq ft facility comprised of biological science laboratories, a dean’s suite, a 200 fixed-seat lecture hall, support spaces, and a large roof-top assembly deck that has a telescope viewing pad. During the design process, our team converted the bridging documents to implement the new 2007 California Building Code. We also provided for optimum HVAC design for program and sustainable design goals.

Client California state university Role planners/architect/interior designer Scope/Size 95,000 sq ft Status Completed Firm(S) IBI group in joint venture with Bernards construction

28 29 IBI Learning+ Shaping Smart Cities and Resilient Communities 1 alpine high school no. 12, Alpine, California, USA 2 Agnes Scott college, landscape master plan, Decatur, Georgia, USA – CRJA – IBI Group 3 Outremont campus, master plan, Montreal, Quebec, Canada – CHBA – Groupe IBI Green Project; Award Winner 4 Guildford COLLEGE OF FURTHER and HIGHER EDUCATION, Guildford, England, UK 5 gateway college, Leicester, England, UK Green Project; Award Winner Sustainability and Intelligent Systems 2 4

1 5 We are committed to both the economic and environmental sustain- ability of our education projects. Our goal is to achieve the highest possible LEED®/BREEAM scores and ensure that our projects provide good quality learning environments. Our integrated approach to the design process brings together people who can create comprehensive strategies that incorporate all the elements that enhance sustainability and promote smart growth.

In the coming years, sustainable buildings in years to come will be supported by a framework of intelligent campuses and communities. Systems will manage not only the technology of one building, but also the operation of the services delivered to the building, assuring both

IBI Group Group IBI the quality and efficiency of those services.

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Outremont campus, Master plan Montreal, Quebec, Canada

Implementing a university campus on the site of Outremont’s railroad yard addressed issues linked to the development of a new teaching pole, the requalification of a derelict land, the reduction of urban heat islands, and the management of group movements and active transportation.

The landscaping program and the technical issues required highly inventive solutions. The green promenade became the campus signature. Though inserted into the urban fabric, it reflects the image of the university on the mountain. Proactive and audacious, our multidisciplinary team targeted a soon-to-be recognized standard, LEED®-ND which encourages the transformation of challenging sites such as Outremont’s railroad yard.

Client university of Montreal Role planners Status completed Firm(S) CHBA – Groupe IBI The university wanted a LEED®-NC certification for its buildings. With our contribution, the client proceeded ® 30 one step further and added the LEED -ND certification. 31 Sense sensitive design Over the last decade, THiNK has been researching and developing design tools and guidance based on the way the body perceives and responds to sensory stimuli within our environment. These tools have enabled us to design spaces more incisively, focusing on key design issues that include – but are not limited to – physiological and psychological effects of colour, light, sound, touch, smell and the IBI Learning+ passage of time. Driving Design Innovation – THiNK

Our international reputation for thought leadership is underpinned by a strong design research

School workshops ethos that is supported by the work of IBI THiNK. THiNK is responsible for encouraging, capturing, IBI THiNK has developed a template for sensory workshops with and developing the intellectual capital vested in IBI Group’s projects, people, and processes. children and teachers that captures their feedback in a sensory audit. Once their needs have been analyzed, designers can offer solutions Inspired by the desire to create successful environments to the problems with simple ‘design interventions’ like basic fixtures centred on the learner, the work of THiNK highlights the and fittings or the implementation of sensory aids such as calming significant link between research and practice. Its activities sounds and scents. encompass innovations in planning, product and furniture design, 4 improvements in environmental design, as well as explaining, through collated evidence and experience, the impact of the built environment on the human condition. Sharing this knowledge with our clients and partners through formal networks, advice, and guidance is an essential element of THiNK.

With a reputation for innovation, THiNK has predicated the firm’s knowledge and understanding of the sensory impact of the built environment on the building user. This knowledge, grounded in research, is then applied to design solutions. As well as supporting our academic and industry partners, THiNK initiates its own research, funding pilot studies to collate first-hand evidence to help improve the quality, efficiency, and sustainability of the built environment.

A learning environment is a complex place, and we are still a long way from understanding exactly how it can affect our ability to learn. One thing is true though, effective learning environments are more likely to be created when professionals from the fields ‘Active and alert’ learning of building, design and learning work together and when expert We know that people are best prepared to learn when they are knowledge is shared and disseminated. The challenge for teachers fully engaged. The challenge for teachers and designers is to and designers is to create learning environments that enhance the create school environments that encourage this state of being and emotional and intellectual receptiveness of learners. enhance the emotional and intellectual receptiveness of learners. In collaboration with research institutions IBI THiNK have explored the impact of sensory interventions within the classroom environment such as auditory and olfactory stimuli. IBI Learning+ DRIVING DESIGN INNOVATION – THiNK 1 extract from the study 2 Layton primary school, blackpool, Lancashire, UK 3 blackpool gateway academy, Lancashire, UK 4 st. john’s Church of England (CE) primary school, sevenoaks, Kent, UK

Primary school classroom research

In collaboration with Salford University, facilitated by the support of Blackpool Local Authority, THiNK explored if school building design has demonstrable impacts on the learning rates of students in primary schools. This pilot study extends our understanding of the impact of the built environment on learning.

The pilot study has provided promising results indicating that the classroom environment has a significant impact on academic progress. Initial findings highlight six of ten key factors which are related to both design and use of the classroom. Most of these could equally relate to refurbishment projects and new build, resolving existing problems with limited available budgets.

IBI Group Group IBI 1 Interpreting the findings in terms of the design process and the 1 considerations at different stages will help designers and schools alike. This interpretation by IBI THiNK forms the basis of a toolkit to support design decisions throughout a project, as well as help teachers understand how to make the most of the space at their disposal.

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34 35 IBI Learning+ DRIVING DESIGN INNOVATION – THiNK 1 Cornell university, human ecology building, Ithaca, New York, USA – IBI Group ∙ GRUZEN SAMTON Green Project 2 BC cancer research centre, Vancouver, British Columbia, Canada – IBI/HB Architects In Joint venture with Henriquez Partners Architects Green Project 3 extract from the study 4 university of oxford, molecular pathology institute, Oxford, England, UK 5 University of Oxford, old road campus research building, oxford, England, UK – in association with make architects Award Winner 6 extract from the study 4 labs 4 cities university research 2

1 2 Science facilities are substantial investments for Higher Education institutions. They are places that support teaching and learning at the highest level as well as enable scientific advancement. IBI THiNK has developed a comparative study to better understand the impact of the buildings provided to support this process in order that our design teams as well as our clients have an evidence base to refer to before investing large sums of money on construction.

4 Labs 4 Cities is a comparative analysis of four high-end Research & Development laboratory facilities in four different cities. The benefit of an international sample is an opportunity to draw out international similarities and differences. Science is international and

IBI Group Group IBI 5 an international comparison will benefit the study. The purpose of

5 this comparison of four contemporary higher education laboratory buildings is to start to remedy this lack of information. The data presented will inform potential clients and allow them to evaluate their future investment decisions.

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36 37 IBI Learning+ Realizing Your Vision

Our mission at IBI Group is not only to design the best learning environments possible, but to ensure that these designs are turned into reality. We work diligently to make this happen, partnering with clients from initial planning through project delivery and occupancy.

IBI Group’s professionals in architecture, interior design, master planning and landscape architecture; transportation, transit, traffic engineering and software development; structural, mechanical and electrical engineering; channels a diverse background of talents and resources into a comprehensive vision for the owner 5 and closely collaborates with the construction team. The pursuit for best value, timely delivery and quality of cons- truction for next generation learning environments has led many governing agencies and private organizations to look for new and more efficient and effective means of project delivery. IBI Group has extensive experience with traditional and alternative delivery methods working successfully with collaborative teams to deliver state of the art learning environments.

A Delivery Method may only be a means-to-an-end, but it is important if we are to create the learning environments to which we aspire. Our success in delivering exceptional learning env- ironments is based, in part, on an in depth understanding of the delivery methods available and assisting owners in selecting the most appropriate delivery method for attaining the given projects objectives. IBI Learning+ Realizing Your Vision 1 Babylon Elementary School, Babylon, new York, USA – IBI Group ∙ GRUZEN SAMTON Award Winner 2 San Jacinto College, North Campus, San Jacinto, Texas, USA – Bay – IBI Group Architects 3 central Islip elementary school, Central Islip, new York, USA – IBI Group ∙ GRUZEN SAMTON 4 la vernia junior/senior high school, la vernia, texas, USA – Bay – IBI Group Architects 5 Dalton School, New York, New York, USA – IBI Group ∙ GRUZEN SAMTON Project Delivery 2 4

1 5 IBI Group’s integrated practice is well suited for the collaborative nature of alternative delivery methods for educational projects such as Construction Management: Agency CM or CM-at-Risk, Design- Build: Full Service Design or Bridging Design only, Multi-Prime, Public-Private Partnerships (P3).

We are equally versed in the more traditional design-bid-build methods such as Competitive Sealed Proposals, Stipulated Sum Bids, the European System of Bid Award.

We often collaborate with clients, developers, program managers and contractors delivering practical and workable solutions to complex problems. Factors affecting which Delivery Method is IBI Group Group IBI best suited to the individual Project should take into account the 3 following criteria, which will influence the “best value” decision:

++ Facility’s staff experience and capabilities to manage the delivery process

++ Level of facility’s control of ‘process’ desired (i.e. vs. end product)

++ Openness to alternative delivery methods (including board policies)

++ Level of community and/or local business participation

++ Time/schedule/phasing constraints

++ Size and complexity of the project(s)

++ Project budget and funding allocation/ sources/timing

++ Level of acceptable legal and financial risks; statutory authority for public bidding alternatives

40 41 IBI Learning+ Realizing Your Vision 1 Varndean SIXTH FORM COLLEGE, SUSSEX, ENGLAND, UK 2 Housman Elementary School, HOUSTON, Texas, USA – Bay – IBI Group Architects 3 bond referendum example 4 central Islip High School and reed junior high school, Central Islip, new York, USA – IBI Group ∙ GRUZEN SAMTON 5 Gloucester city elementary/middle school, Glouchester City, new jersey, USA – IBI Group ∙ GRUZEN SAMTON

BOND REFERENDUM and Fundraising SUPPORT 4

4 An effective bond campaign or fundraising effort provides the basis for a successful construction project. We offer pre-bond, pre-referendum and early planning services that support our clients’ visions through a participatory process incorporating the interests of diverse stakeholders. This involves community planning and visioning exercises designed to build project support, development/review of technical information such as building evaluations and cost estimates to assist decision making, and the development of compelling visual and written materials that illustrate the program. Our inclusive and community-based approach contributes to the momentum needed to pass a bond or solicit the necessary donations for a privately funded project.

IBI Group Group IBI 1

4 2 Central Islip Public Schools Central Islip, New York, USA

IBI Group ∙ Gruzen Samton produced feasibility studies for the development of bond referenda for four Long Island school districts. As a result of these successful bond campaigns, more than $120 million in capital projects were approved. The studies were instrumental in the Working with the Central Islip School District and district project manager over two campaigns’ success and the firm contributed significantly to renovating decades, our firm provided planning and and modernizing facilities identified in the each of the four districts, architectural support, which resulted in two including the Central Islip Public Schools. Our team also performed successful bond referenda. an energy conservation study in connection with the NYSERDA energy incentives program. We included in our designs energy efficiency 3 5 measures, such as envelope improvements in windows and roofs, natural ventilation, high efficiency lighting, and the means for efficient and considered connections to existing building systems.

Client central islip school district Role planner/architect/interior designer Scope/Size $61 million Status Completed Firm(S) IBI group ∙ Gruzen samton

42 43 IBI Learning+ Realizing Your Vision 1 rosa parks school, community campus at new Columbia, Portland, Oregon, USA – Dull Olson Weekes – IBI Group Architects, Inc. Green Project; Award Winner 2 PS No. 3 Elementary School, Clifton, New Jersey, USA – IBI Group ∙ GRUZEN SAMTON 3 San Jacinto College, South Campus, San Jacinto, Texas, USA – Bay – IBI Group Architects 4 Rennell elementary school, Cypress, texas, USA – Bay – IBI Group Architects

Procurement strategies

1 In realizing your vision, IBI Group identifies potential community Rosa Parks School is Portland Public partnerships, inter-local agency and municipal agreements, grant School’s first “green” development. funding, and possible governmental incentives to leverage the Partners could have spent $34 million available shared community resources. We ultimately identify to develop their projects individually. By working together, sharing space, the best strategy for funding and collaborating with available and aligning programs, the Campus community resources to create a learning facility asset greater than was developed for $17 million. the single purpose school facilities of the past. Delivering the best learning environment utilizing the project delivery strategies that provide the best opportunity of accomplishing your vision.

1

IBI Group Group IBI 2 Rosa parks school,

3 4 community campus at New Columbia Portland, Oregon, USA

The Community Campus at New Columbia is a mixed-use partnership project located in the recently reconstructed New Columbia, the largest low-income housing revitalization project in Oregon history. The project was conceived as a Public Private Partnership (P3) including a new K-6 school, Boys & Girls Club, and a revitalized Parks & Recreation Community Center, on land donated by the Housing Authority of Portland. The community campus concept, and a new way of addressing the needs of the whole child. Simple design characteristics like a welcoming entry, a friendly front office, and spaces for professional collaboration were combined with Small Learning Communities (SLCs), creating a small school atmosphere to promote great academic and personal success.

Client Portland Public Schools, Boys & Girls Club, Housing Authority of Portland Role Design and Contracting Documents/implementation/ construction phase architects Scope/Size $17 million/67,000 sq FT Status completed Firm(S) Dull Olson Weekes – IBI Group Architects, Inc.

44 45 Defining the cities of tomorrow www.ibigroup.com er 2014 2014 b er Septem | i ng+ IBI Learn IBI ucational practice | al Ed b s glo i group’ b enting i s pre | i group b IBI Group is a globally integrated architecture, planning, engineering, and technology firm. i