20 19 Spring
DESIGN AND PRODUCT SPECIFIER Summer
YEAR-ROUND COVERAGE of the education facility market NOW 3X PER YEAR Spring (April), Summer (June) and Fall (October) editions Fall
Thought Leadership Content From Practitioners: Columns, Articles, Editorials, Research, Case Studies and AWARD WINNING SPACES! E-News and Product Trends Photo: Robert Benson Photography learningbydesign.biz 20 19 Learning By Design: Credentials
SPRING 2018
For 28 years Learning By Design has been a school and university THE PREMIER SOURCE FOR EDUCATION DESIGN INNOVATION AND EXCELLENCE leaders guide to education architecture, design, and facility knowledge. Showcasing projects, case studies, FALL 2018 G B Y D I N E S N I R G A N E L Architectural Awards OUTSTANDING G B Y Outstanding N D E PROJECT I S Project and research that exemplify how the design N I R G A N E L 2018 Showcase Grand Award Prize Grand Prize 2018 of the physical space can impact teaching,
COLLEGE/UNIVERSITY B Y N G D E I S PROVIDENCEB Y COLLEGE—ARTHURN F.I AND PATRICIA RYAN CENTER FOR BUSINESS G D E R G I N S A N programing, and academic outcomes. I STUDIESN G E R N L Providence,A RI E Honorable L SMMA Citation of Mention Excellence Photo: © Gustav Hoiland/Flagship Photo 2018 THE PREMIER SOURCE FOR EDUCATION DESIGN INNOVATION AND EXCELLENCE 2018 Jury comments: “Excellent creation of public student space and flexible classroom. This is Learning By Design tri-annually publishes a very learner centered facility, it is a truly integrated project to both the exiting building and the campus as a whole.” “Spirit of quality is expressed in education facility design compendiums drawn materiality.” “This project does what it said it was Waukee Innovation and Learning Center CannonDesign in association with INVISION going to do.” Photo: CannonDesign inAwards association with INVISION of from its own or partner national education Excellence architectural awards programs. Each “This is a very learner- centered edition brings school, university, and design facility.” professionals dozens of juried examples of the most progressive new spaces, adaptive reuse
❯❯ To learn more, see page 96. Photo: Robert Benson Photography I N G B G N Y andI N B Y or renovations of existing facilities. R D R N D A E A E E S E S WWW.LEARNINGBYDESIGN.BIZ L I SPRING 2018| L I G G 36 • LEARNING BY DESIGN N N Grand OUTSTANDINGOutstanding Prize PROJECTProject
2018 2018
B Y D N G E S I I N G R N A E
L OUTSTANDINGOutstanding I N G B Y PROJECTProject N D Y R E G B D E A N S E S I I I N G L G R N Award N G A I N B 2018 N Y E Citation of R D A E L Excellence E S Grand L I G Prize Grand Prize Honorable N 2018 CitationMention of Excellence 2018 2018
G B Y D N E S Awards I MIDDLE SCHOOL N I G R N B Y D A E E MANORN GNEW STECH MIDDLE SCHOOL I I L N G Manor, TX N R Honorable ADULT CHARTER HIGH SCHOOL A E Mention StantecL THE GOODWILL EXCEL CENTER Citation of Photo: ThomasExcellence McConnell 2018 Washington, DC Little 2018 Photo: Tim Buchman Photography Jury comments: “A great example of reclaiming underutilized space—a fundamentalThe decision AIA for sustainability.” Committee on “The facility removes hurdles that may prevent adults from earningArchitecture a diploma.” for Education has partnered with Learning By Design as a way to further disseminate best practices
MIDDLE SCHOOL in educational facility design GEORGE WAGNER MIDDLE SCHOOL ❯❯ To learn more, see page 105. Georgetown, TX to a wide audience. Through Huckabee Photo: Truitt Rogers its distribution to educational Jury comments: “This project provides demonstrated examples of institutions nationwide, their teaching and learning in constant harmony.” National Awards program “The design features spatial “This is truly a organization by broader categories such as humanities, is a resource for architects, groundbreaking design.” STEM, etc.” “Every space has purpose and Jury comments: meaning. Flexibility is part of administrators and planners “The degree of collaboration opportunities and socialization the overall expression.” spaces is high level.” that focus on 21st Century 31 “A variety of spaces support student choice and autonomy.” | WWW.LEARNINGBYDESIGN.BIZ • “The project team delivered opportunities for continuous, ❯❯ To learn more,FALL see 2018 page 69. educational practices. adaptable, flexible and meaningful educational experiences.” LEARNING BY DESIGN ❯❯ To learn more, see page 71. 38 • LEARNING BY DESIGN FALL 2018 | WWW.LEARNINGBYDESIGN.BIZ — Steven M. Shiver, AIA, LEED AP V.P., AIA-CAE Leadership Group NAC|Architecture, Seattle, WA 20 19 Audience + Market
Readers of Learning By Design Circulation By Setting and Title Learning By Design targets 50,000 education design decision Education Architects, Designers makers who share their copy on average with three additional 25% individuals—for a broader market impact of 200,000. and Consultants (12,500)
K-12 School Districts (with Each issue reaches the members of and is produced in partnership 40% with three leading education facilities association: AIA-CAE, A4LE, 1,000+ enrollment), Public & Private Superintendents/ and SCUP. Heads of Schools; Public School Board Presidents; The Association for Learning CEO’s; Facilities/Construction Environments (A4LE.org) is an association Directors; Building & Grounds of more than 4,400 professionals with Directors (20,000) one single goal – of improving the places where children learn. Membership is made up of nearly every discipline involved in the University/College Building K-12 school facility administration, planning, construction, design 15% Architects, Planners, Designers, and maintenance industry, including educational facility planners, Construction and Facilities Managers (5,200) architects, designers, educators and suppliers.
The Society for College and University/College (4 year 20% & Community College) University Planning (SCUP.org) is Deans, Directors, Presidents, a community of higher education Chancellors, Business leaders responsible for the integration of planning on their campuses Managers (12,300) and for the professionals who support them. SCUP’s membership consists of more than 5,200 individuals working in higher education institutions. Members represent the areas of campus and master
planning, institutional planning, academic planning, finance and Building Better Brains budgeting, and administration who are charged with planning for the By John Noble, AIA, LEED AP future of colleges and universities and the success of their students.
Committee on The Committee on Architecture Architecture for Education for Education (CAE) is the second The Soin Early Childhood School at the Miami Valley School in Dayton, Ohio. SHP largest Knowledge Community of Leading Design, (Richard an AIA Knowledge Community Thomas, AIA LEED AP, John Noble, AIA, Michael Shoup and Brian Hilvert). the American Institute of Architects. Photo credit: Kevin Reeves The CAE 8,000+ members are architects, designers and allied
professionals. The focus of the AIA-CAE is in how to design, ver the past decade there has been a gradual, but steady, increase in the awareness of the Oearly childhood education, both at home and in schools. Through careful importance of quality build and use traditional and alternative educational, cultural learned that roughly science 90 percent and intensive of the physicalresearch developmentstudies, we have person’s brain—the brain‐cells and, perhaps more importantly, the connections between them—takes place in the first five years of life. and recreational facilities to meet the needs of students of all Furthermore, this development has proven to be impacted by of a immediate environment to a remarkable extent, with readily identifi able factors contributing to the research, we know that by using the right tools—singing, ages. Annual activities include: webinars, workshops, white more and better development. Based the on expanding vocabulary, modeling constructive behavior and conflict resolution, enabling - with the natural world —we can literally curiosity and exploration, facilitating engagement talking, papers, research, newsletters, in-person events, and active Conversely, the challenges faced by children raised without these tools are substantial build better in his book Our Kids ,and, they as are Professor self‐perpetuating. Robert Putnam Lack illustratesof brains. access to discussion boards. opportunity imposes hardships that, in turn, make it even more ficult to access opportunities. Despite a 50-year effort to eliminate the “achievement gap” through the intuitively reasonable vehicle of K–12 education, we find that it has not only dif- widened in scope, across race and geography, irrespective of urban, suburban or rural environments. not improved, but it has
6 • LEARNING BY DESIGN SPRING 2017 | WWW.LEARNINGBYDESIGN.BIZ AIA_v2.indd 6
3/9/17 7:07 PM 20 19 Learning By Design 2019 NOW Think of Learning By Design as a school and university leader’s armchair guide to architecture and design; and the most effective publication for advertising your products or service to this influential 3X audience! PER Targeted Circulation to: A&D Specifiers & Education Facility Design YEAR Purchaser Decision-Makers ■ Pre-K to 12: 20,000 ■ College/University: 17,500 ■ Architects, designers, and consultants: 12,500
Conference Distribution ■ SCUP National Convention: Seattle, WA - July 2019 ■ Association for Learning Environments: National Convention Chicago, IL - October 2019 Spring ■ ED Spaces Expo: November 2019 (April 1st) Product Spotlight Distribution TARGETED DISTRIBUTION ■ Architects & Designers: 5,000 ■ Higher Education C-Suite: 4,000 ■ K-12 Facility Decision-Makers: 13,000 1. Members of the AIA-CAE Knowledge Community, The Summer American Institute of Architects (June 1st) Committee on Architecture for Education Education Facility Design Products: 4.16.18
Learning By Design magazine brings to you exemplary products to consider for your next facility improvement project. 2. Members of the Association for Furniture & Floorcoverings Learning Environments (A4LE formerly known as CEFPI)
Fall 3. Members of SCUP, the Society (October 1st) NanaWall FoldFlat® -- for College & University Introducing FoldFlat®—a new product Shapes Series Two-in-One Rock or Roll breakthrough in the folding door industry. With StoolStool FoldFlat®, the panels fold and then pivot all the Planners. way back to stack out of and parallel to the Learniture’s Shapes Series Two-in-One Rock or opening. FoldFlat® is patent pending and is Stool brings adaptability to any learning space. available in aluminum and wood. Just as any other The curved base lets squirmy students rock while NanaWall, the FoldFlat® offers single-handed they work, and four non-locking casters make it operation and moves smoothly with little effort. easy to move throughout the classroom. The When fully open, FoldFlat® allows clear circulation base features ample storage space for 4. Attendees of the annual ED around the stacked panels. backpacks, while the pull-out plastic bin is petrfec for tablets, notebooks and pens. The polyurethane seat is a cinch to clean, and the durable steel Spaces convention. frame supports up to 225 pounds.
5. Current and past architectural firm and facility leaders of projects bestowed architectural awards from Learning By
Floor Covering Design. NF-Compass Mindful Play LVT from Shaw Contract The NF-Compass chair by VS brings it offers a large, dynamic pattern repeat all together – comfort, sleek lines, and and high contrast color blocking. The exciting colors. Flexible edges and variation in the pattern performs in rounded corners prevent uncomfortable demanding environments by 6. Academic professional pressure points when sitting. A deep- camouflaging day-to-day and long-term positioned recess in the back makes wear with ExoGuard+. transporting simple. And the chairs are easy to stack, up to 10 at a time. circulation list of K–12 and Options include armrests, upholstered seat and backrest, and more Higher Education titles contiguously updated by MCH Strategic Data and MDR.
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For information about LEARNING BY DESIGN visit: www.learningbydesign.biz 216-896-9333 [email protected] 20 19 Participating Architecture Firms
ACAI Associates, Inc. HMFH Architects, Inc. RB+B Architects, Inc. ADV ARCHITECTS LLC Hoffman Planning, Design & Renaissance Architects ARCON Associates Construction, Inc. RossTarrant Architects Bargmann Hendrie + Archetype, Holabird & Root Sandstrom Architecture Inc. Hord Coplan Macht Sapp Associates Architects BBS Architects, Landscape Huckabee SchenkelShultz Architecture Architects, & Engineers, P.C. HUNT-EAS Schmidt Associates BBT Architects ICON Schradergroup Architecture BCDM Architects Integrus Architecture SDS Architects, Inc. Becker Morgan Group, Inc. JBP Architects SEI Design Group Bernier, Carr & Associates JMA Architects SHP Leading Design Engineers, Architects and Land Kahler Slater Sillman Wright Architects Surveyors, P.C. Kahler Slater, Inc. SMMA | Symmes Maini & McKee BGR Architects, Inc. KG&D Architects, PC Associates BLDD Architects, Inc. KG+D Architects, PC SOSH Architects Boynton Williams & Associates Kingscott Spiezle Architectural Group, Inc. Bruner/Cott & Associates KSQ Architects Stafford King Wiese Architects C&S Companies KYA Design Group, Inc. Stantec CannonDesign LaBella Associates Stantec Architecture CDH Partners, Inc. Lamoureux Pagano & Associates, StruXture Architects Choate Rosemary Hall Inc. Symmes Maini & McKee Collins Cooper Carusi Architects LAN Associates Associates, Inc. CONCEPT 3 Architects, P.C. Lavallee Brensinger Architects ThenDesign Architecture, Ltd. Cordogan Clark & Associates Levin Porter Associates Inc. TMP Architecture, Inc. CR architecture + design Little TRIAD Architects CTA LS3P VCBO Architecture Design West Architects LWPB Architecture VLK Architects DLA Architects, Ltd. McCool Carlson Green VMDO Architects, P.C. DLR Group McGranahan Architects WER Architects/Planners Dull Olson Weekes - IBI Group McMillan Pazdan Smith Westlake Reed Leskosky Architects, Inc. Architecture Wight & Company Eppstein Uhen Architects MHTN Architects, Inc. Williamson Dacar Associates Esa Moody Nolan WLC Architects, Inc. EWR Architects, Inc. Mount Vernon Group Architects Wold Architects and Engineers Fanning Howey MSA Architects ZMM Architects and Engineers Foreman Architects Engineers, Inc. NAC Architecture Zyscovich Architects frk architects + engineers Naylor Wentworth Lund Architects FVHD Architect-Planners Noelker and Hull Associates
Gignac & Associates O’Connell Robertson DESIGN PRACTICE PROFILES
Gignac & Associates, LLP OHM Advisors Grimm + Parker Architects ESTABLISHED 1972 GMB Architecture + Engineering Paragon Architecture EMPLOYEES 105 LOCATIONS Goodwyn, Mills and Cawood Calverton, MD; Tysons, VA; Charlottesville, VA PBK KEY EDUCATION PROJECTS Discovery STEM Academy (Newport News, VA) 2016 Fairmont Heights High School (Hyattsville, MD) 2017 Graves-MMA JV Architects Perkins Eastman Graceland Park/O’Donnell Heights Elementary/ Middle School (Baltimore, MD) 2019 Wheaton High School (Wheaton, MD) 2016 Washington and Lee High School (Montross, VA) 2021 GreenAssociates, Inc. Perkins+Will CONTACT DETAILS Jill Burcky, VP, Director of Marketing Grimm + Parker Architects 11720 Beltsville Dr., Suite 600 Harley Ellis Devereaux Peter Gisolfi Associates Calverton, MD 20705 240.965.0722 [email protected] Harriman Pond & Company www.grimmandparker.com Grimm + Parker Architects is a leader in programming Discovery STEM Academy’s Collaborative Learning Zone (CLZ) offers spaces that are adaptable and multifunctional, and design for K–12 schools in the Mid-Atlantic promoting highly flexible learning environments. Photo: Sam Kittner region for the past 45 years. We are a nationally Hight-Jackson Associates PA Rachlin Partners renowned firm of listeners, learners and leaders for K–12 educational environments. We create spaces that inspire achievement and ignite imagination. Our schools are praised for their exciting and innovative learning environments where students are inspired, teachers energized, and communities brought together. We bring sustainable design to all our projects where the building itself becomes a teaching tool. “Learning By Design’s targeted audience is school We have completed over 230 educational facilities, which includes more than 90 elementary schools, 30 middle schools and 45 high schools. G+P believes in
creating a meaningful design that gives back to the The new Fairmont Heights High School showcases a vibrant and flexible learning environment that addresses the evolving community and one that is an appropriate reflection needs of today’s learners. Pending LEED Gold Certification. Photo: Sam Kittner administrators/decision-makers and designers...so, it's of the client’s Mission Statement and core values. We collaborate with our clients through an inclusive design process—creating inspiring environments that move our communities forward. We have won more than 200 awards, among which a way to improve industry practice as well as get in are the top three educational design awards: the Shirley Cooper Award, the Walter Taylor Award, and the James D. MacConnell Award. front of potential clients.”
The translucent photovoltaic entrance canopy at the New Net Zero Graceland Park/O’Donnell Heights Elementary/ Emily Chmielewski, EDAC Middle School welcomes students and faculty and shows how the building is collecting energy from the sun. Rendering: Grimm + Parker Architects Sr. Design Researcher & Sr. Assoc., PERKINS EASTMAN 62 • LEARNING BY DESIGN SUMMER 2018 | WWW.LEARNINGBYDESIGN.BIZ 20 19 Sponsored Content
n partnership ith the project architect, lab designer, and storage lighthouse schools in and over the course of five to six years, sys solution manufacturer a complex analyzation of the re uired tools and tematically permitted change of the storage tools and space resources resources as conducted resulting in a plan that included the mill as they ere able to receive feedbac and gage the impact of ne ly or supplier that reduced the impact of storage solutions by . envisioned products supporting agile learning environments. The early This effectively enabled classrooms to occupy space that once as schools just focused on the modification of des s and chairs and later classrooms ithout sacrificing the function or uality of the envi to all tools, most recently focusing on the transformation of storage in ronments. the form of grade level storage to solutions that support teaching and ey to the success of this transformation as maximizing and learning in the classroom. organizing space. ach set of resources as organized in specific trays altimore ounty chools championed the ert ood T high sized for that component. verything had its place, as positioned, capacity storage and mobile tray solutions housed in all units and a d an e A s labeled and color coded. ue to the fact that each lab as organized mobile carts ithin grade level storage as ell as ithin classroom ducators and architects ali e are challenged today to find and stored in specific trays and accompanying tray inserts ith the environments. This ne storage design frees up as much as storage space ithin the classroom to accommodate and sup re uired resources and housed ithin the rac s of the cabinetry, the more space in each classroom over traditional solutions, benefiting port for next generation pedagogy, self directed learners, and experiment material preparation time as virtually eliminated. The students and teachers exponentially. The ne storage carts and trays staff as then able to relin uish the prep room concept and space by allo access to materials for both group and individual projects. This complex thin ers. oncepts li e Ma erspaces, ollaborative earning, nnovation aboratories, and other tactual teaching practices are utilizing trays to house specific content re uired for individual labs. empo ers the students to help prepare for and help ith clean up expanding. emoving anti uated storage solutions creates an oppor At on ent tu rt c oo o t e cre e rt an for the next project. The teachers can be freed up to spend more time tunity to put in place ne “system based storage solutions” that assist rancisco, A the challenge as transforming historic residential facilitating and engaging ith students instead of having to do all the educators in rethin ing the organizational structures ithin class mansions into modern learning spaces including flexible and agile set up and cleanup themselves. altimore ounty schools recently Getting and holding rooms, labs, and collaborative spaces. environments. The administrative team recognized that in order to implemented ert ood s uni ue torsystem tier approach this fall tilization of systematic, effective, safe and innovative modular support the learning spaces, an astute attention to the housing of the hen opening three of their ne schools. attention requires, in part, an storage solutions solve many needs. omponents are extremely tools and resources in contrast to anti uated fixed storage solutions ere re uired. n the effort to reduce the impact on student space, o Can e ll e C ange mobile and diverse in the ide range of agile solutions, hich enable approach to learning spaces the end user to create as ell as maintain a self organized environ concepts began emerging to share resources and discover multifunc f e truly desire to initiate then successfully sustain change in the ment. se of “system based storage” ultimately supports educators in tional tools to support the end users. ne teacher commented, “ rior creation of “agile” learning environments, it is imperativethat etakes re into consideration the creation of change allo ing teachers and students to adapt their to the ne classroom design, my room as set up rather traditionally imagine anti uated solutions and incorporate effective “system based behaviors to align ith current pedagogy, thus sustaining this change. ith individual des s placed in small groups. torage as either hid storage solutions” that ill maintain organizationboth of all educational the brain and the body. den in fixed cabinets attached to the alls, or on shelves in a small resources. o ing or ard al in closet. ecause things eren t visible it as easy to forget hat materials had and here they ere. o , sharing ith my teaching D A S II F C S chools and colleges need to have systematic and purposeful stor When we need to activate our arousal, moving our partner has been onderful. The attached to ers in the shared closet C age solutions that ill allo the end user to self organize, dispense, bodies is the key. Although we may have learned otherwise in tradi- allo for better organization and function of teaching tools supplies store, secure and collect the ide assortment and extremely long list tional school settings, sitting still sabotages our ability to concentrate. and gives us the opportunity to share materials more easily.” Numerous studies have proven that movement boosts attention by of items that ill surface in every classroom. n the next generations INNO pumping oxygen and fresh blood through the brain and triggering of educational environments, standard cabinetry and adjustable shelv ver time eoff e antis, irector of hysical lants trategic esign acilitator, and his team systematically transformed one or t o the release of enhancing hormones. While the physical and emotional ing solutions ill only hinder these environments by restricting the benefits of movement are well established, neuroscience has proven mobility and flexibility of the environment s furniture solutions and classrooms at a time focusing on all attributes of space here possible, do n to the smallest of details. The result of this or as the orga it also enhances cognition. Settings that incorporate opportunities for movement—whether a stand-up study session or a walking brain- nization of the re uired tools and resources in less space that resulted therefore ill only suppress collaboration, engagement and creativity. storm—refresh the mind as well as the body. To clarify, e need to be certain that e do not simply “replace” or in change as to ho students and staff utilized space. Another staff “replicate” the anti uated box that as truly not or ing. t is impor member sums up the transformations not only in space but in stu Spacial strategies for nurturing student attention tant to remember that educational design continues to shift from the dent agency. “The classroom storage offers the Getting and holding attention requires, in part, an approach to Israeli College embraces new places for active E RE “traditional” to a ide variety of pedagogical styles and e need to have teachers and students clear access to materials learning spaces that takes into consideration both the brain and the learning body. Here are some sound strategies for nurturing attention, based Dr. Shimon Amar, president of Ohalo College, a teachers’ college in appropriate solutions in place sustaining the or that is constantly as the bins are labeled. An additional boost on research at colleges and universities by the Steelcase WorkSpace Katzrin, Israel, agrees that the traditional approach to teaching is not evolving. The products not only need to mirror the or but also sup has been the student agency that these chang es have brought to my students. ach student Futures team: delivering results. “Students are not coming ready to do the work that port the or in a transparent ay. they are intended to do. The traditional teaching approach is too artifi- has a dra er ith his name on it here all his cial. It’s an environment that is not at all similar to what they will be in,” C allenges Implemen ing E e i e S orage or boo s and phonics supplies are stored An active Amar says. Each classroom works on a stand-alone basis or in combination e o n c oo onolulu, in as in need of additional and easily accessible. lassroom supplies are learning ecosystem equally supports and incorporates pedagogy, By introducing new active learning classrooms and teaching peda- with other rooms. Classes often move from one small classroom science space on their campus but did not have the resources for labeled, and students can be independent technology and space. gogies at Ohalo, Amar and his staff are preparing a new generation of where, for example, the focus is problem-based learning, to anoth- hen they need to get an item.” er room with a media-scape setting for small group collaborations. ne construction. The science department as occupying an entire Flexible instructors, and ultimately their students, for tomorrow’s classroom. At In a large classroom, the transitions all happen inside the space second floor ing, s . ft. The ing contained a total of “tra At the t more ounty c oo s learning environments allow instructors and students to quickly the same time, these dynamic new learning spaces are attracting students to Ohalo, one of more than two dozen teacher training colleges in Israel. and the flow is very organic. “You are not moving from one class- ditional” science rooms. The school s goal as to create a total of altimore, M a multi year space design adjust their learning spaces to the work at hand. transformation program including addressing The classroom, Amar says, must be dynamic, mobile and fast-chang- room to another. You stay in the space and decide when to move ne ly renovated agile science classrooms ithin this same footprint. Avoid fixed and unmovable student physically, intellectually, emotionally to another space, and it’s issues of storage as implemented. ith over ing, “a place where things can be changed immediately and be adapted Approximately of the entire floor as occupied by non classroom learning spaces. to the learning and to the outcome of what you want from the learning.” continuous. When it is continuous like that it means it’s evolving, individual schools in the district, change storage and it had to be absorbed into the ne spaces. ince the sci Dr. Aviva Dan, one of the first Ohalo faculty members to teach in and once it’s evolving you arrive to a higher level of competency,” had to evolve in a more traditional yet scal ences re uire a lot of resources, the surface of every classroom as Give students the ability to adjust their learning environment to the new classrooms, says it’s been a challenge to evolve from traditional says Amar. completely filled ith materials, projects, tools and resources. able path. The district began ith original the needs of the moment. teaching methods, but embraces the chance to influence young instruc- Soon after the classrooms opened, Ohalo hosted a conference Con ent and Stuart all, Schools o the Sacred eart, San Francisco tors. “We’re educating a new generation, helping our students deal with for educators from colleges and universities in the region. Amar RPDS, Jackson ille, Florida the challenges of the modern world, the demands of a highly dynamic fielded initial questions and concerns about the new spaces. “We 2 • LEARNING BY DESIGN 2018 | WWW.LEARNINGBYDESIGN.BIZ LEARNING BY DESIGN 2018 | WWW.LEARNINGBYDESIGN.BIZ . Design classrooms • 2 with multiple stages, content displays and society.” heard some criticisms of our learning spaces: ‘It’s not scalable. You mobile seating that allows students to focus their attention wher- One large classroom at Ohalo regularly hosts a class of more than 100 can’t implement the technology. It’s not a real classroom.’ ever needed. students led by three instructors. The room never stays in one layout for “But soon we had a lot of demand for visits to see them. Two Formal learning is just one part long; reconfiguring the furniture happens regularly. For most of the class or three months after that, we heard about other schools creating of the total experience; students’ learning needs and behaviors time, students work in small teams or one-on-one to tackle projects or classrooms like ours. Now everyone wants to learn from us—what fluctuate significantly beyond the classroom. A range of spaces that hold group discussions. we did and how we did it. This is really going to change teaching.” are flexible and offer choices assures they can select the best places Smaller classrooms are flexible and mobile enough to accommodate If we change teaching, we to match varying needs for individual focus, informal collaboration both active learning pedagogies and more traditional lecture formats, not can change learning. LBD and social learning. only to support more types of courses but also to allow other teachers not familiar with active learning to make a gradual transition to it.
20 • LEARNING BY DESIGN FALL 2015 | WWW.LEARNINGBYDESIGN.BIZ LEARNING BY DESIGN FALL 2015 | WWW.LEARNINGBYDESIGN.BIZ • 21 Learning by Design’s sponsored content/native advertising option allows marketers to speak directly to readers in print and digital format that can to be shared/further leveraged across your marketing-communications-sales platforms.
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® SILVER Award Winner Enhanced ezH2O Bottle A E A E Distinction Awards program. All Participants will be E
A
Filling Station A Creation Station E A E E A The Elkay ezH2O® Bottle Filling Station delivers a clean, quick Modular, easy to assemble, building block style workstation and water bottle fill and enhances sustainability by minimizing storage solutions for Makerspaces of any size or shape. 91546_KI_Ruckus_IntroAD_LBD_v2.indd 1 included in the magazine’s Product Awards Gallery and dependency on disposable plastic bottles. Developed in collaboration with teachers’ input. We consulted with Elkay® enhanced ezH2O® filtered bottle fillers help educational space transition specialists and educators to develop a product that facilities provide a safe and healthy water environment for students meets the demands of today’s makerspaces. and faculty alike by: • PRODUCTPromoting DISTINCTION healthy habits AWARDS for students by encouraging drinking Ease of assembly: A “universal connector” allows users to assemble more water and less consumption of sweetened, sugary beverages. the entire unit with only one piece of hardware and one tool. This will be featured in a special Learning By • Offering cleaner, healthier drinking water to all with use of makes groupings easy and intuitive to assemble. WaterSentry® filters that are NSF/ANSI 53 certified to reduce lead. Adjustability: The parts-centric approach allows users to easily 7 • Providing a positive environmental impact by minimizing plastic move and adjust the unit’s pieces to fit the demands of the space. bottle waste in the environment. Expandable: Users can start with just a few pieces, and add on to • Providing economical and operational efficiencies; less dependence on existing units as their needs grow and change. purchasing bottled water and features that allow for energy savings. Mobile: Groupings are sold with casters and glides so users can 8/3/18 11:14 AM Design e-Product Spotlight sent choose what moves and what stays still. Jury Comments: “Elkay has improved upon its already successful bottle filling station. This bottle filling stations Jury Comments: “STEM and STEAM, as well as active and encourage students and teachers to use reusable containers project-based learning, are key drivers of K-12 education. and drink more water throughout the day. As students and Makerspaces are often where students take these subjects and teachers are more active in the classroom, which encourages pedagogy and apply them. This product is easy-to-assemble concurrently with the magazine’s cognitive function, they require more hydration. Elkay listened and reconfigure as required for different types of projects and to facilities staff when addressing maintenance concerns study. It is versatile and flexible and appears durable. For past 5 (replacement of filters) and energy use. The Green Ticker is a projects, I have been required to specify the equipment that unique way to educate students, teachers, and the public about will go in the Makerspace but have had trouble specifying the plastic consumption (or lack thereof in this case).” corresponding furniture. This system solves that problem.” issuance. Three products will be named 6 Elkay Manufacturing School Outfitters Oak Brook, IL Cincinnati, OH www.elkay.com/ezh2o www.schooloutfitters.com SALES CONTRACTS AND INSERTION our Gold, Silver and Bronze award (800) 834-4816 (800) 260-2776 LEARNING BY DESIGN SUMMER 2018 | WWW.LEARNINGBYDESIGN.BIZ • 55 ORDERS/MATERIALS winners and will receive bonus editorial coverage in the Learning By Design 8 Email to: [email protected]
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Juice™ Mobile Power Inspire LVT NeverFade® Façade Summit Lounge Seating magazine and website. Juice Mobile Power delivers a Geometric forms, bold brights, Restoration Coatings Well-proportioned, curved Designquest Media, LLC flexible, cost-effective way to and color blocking encourage Water-based, low-VOC façade lounge chairs with a clean- turn one outlet into a safe, DC active and reflective moments in restoration coating systems out in two comfortable sizes. power source for the entire Shaw Contract’s Inspire LVT. that provide the durability of a Options include: self-returning classroom. factory finish in a field-applied or 360° swivel bases, steel or Shaw Contract product. Comes with a 15-year solid wood legs, casters, arm Rates: $800 / first entry; $640 each Bretford Manufacturing Cartersville, GA warranty on color performance. caps. Franklin Park, IL www.shawcontract.com 30559 Pinetree Road, #210 www.bretford.com APV Engineered Coatings Integra Seating (800) 521-9614 Akron, Ohio Walworth, WI www.apvcoatings.com www.integraseating.com additional entry (800) 772-3452 (800) 235-0234
LEARNING BY DESIGN SUMMER 2018 WWW.LEARNINGBYDESIGN.BIZ • 57 Cleveland, OH 44124 | Phone: 216.896.9333 LBD-ENews Product Spotlight ($800/3x; $700/6x) Take part in our bi-monthly e-blast focused on education design products. Reach our complete e-newsletter readership. Limited to the 1st 8 buyers (Feb, April, June, Aug, Oct, Nov) Purchase all 6 & receive one (1) free three (3) month learningbydesign.biz banner ad. 20 19 Editorial Calendar
Spring: April 2019 Architectural Awards Showcase – Instructional Spaces for STEM, Interior Design Focus, Collaboration Spaces, Professional Insights
Final space deadline: February 4, 2019 Materials deadline: February 22, 2019
Summer: June 2019 SCUP Excellence Awards; K–12 Design and Planning, Community Colleges; Design Practices
Final space deadline: March 29, 2019 Materials deadline: April 22, 2019 SCUP National Convention Distribution
Fall: October 2019 Learning By Design Education Environment Awards; Education Design Research; FF&E, Product Innovation
Final space deadline: July 26, 2019 Materials deadline: August 16, 2019 Bonus: ED Spaces & A4LE Show Attendee Bag Distribution
Committee on tors such as Chris Lehmann, Pamela Moran, Tony Wagner, and Architecture for Education Bo Adams have contributed to our understanding of what our kids need and how the traditional educational systems need to adapt an AIA Knowledge Community to better support students’ learning needs. Jaime Casap, Google’s Education Evangelist, often states that we should no longer ask stu- dents what they want to be when they grow up. Rather, we should ask them what problems they want to solve and what tools they need to solve those problems. This approach requires a fundamen- tal mind-shift when thinking about the role of educators, but it is Rethinking the American missing a vital component to full realization in schools today. We must ask how spaces can be designed to support the research, dis- High School: A Pedagogy, covery, and ideation required to solve these problems and encour- Design, and Community age new learning approaches. XQ SuperSchools Competition Partnership In September 2015, Laurene Powell Jobs and Russlyn Ali launched By Karina Ruiz, AIA, LEED AP BD+C the XQ SuperSchools Competition (https://xqsuperschool.org/) to rethink high schools. While this effort was largely a competition about school models, it also provided an opportunity to explore the igh schools across America have remained largely various ways in which design intersects with teaching and learn- unchanged for nearly a century. Students move from class- ing to create inspiring and innovative school communities. The XQ Hroom to classroom along double-loaded corridors, sit in SuperSchools Competition recognized such schools as Delaware desks arranged in rows, and listen to teachers lecture from the front Design Lab HS and New Orleans’s New Harmony High where of the class. We are, however, beginning to witness a changing tide design and learning converge to propel innovation, exploration, in the design of American high schools. Today’s students will enter and problem seeking among students. For more information on the a world that demands agile minds, collaborative approaches, and incredible XQ projects, check out Steven Bingler’s article, “A New self-directed entrepreneurship. Current events also signal the need Generation of Places and Spaces for Learning” (Learning By Design, for more connected high school communities, where students feel Spring 2017, p. 22). seen, heard, and understood. These school communities are based the school’s Reggio Emilia education philosophy on a sense of shared accountability between students and adults. Success Stories demanded that classrooms be ample, flexible, and Science & Math Institute, (Tacoma, WA). In communities where have a strong connection to nature. This prompted Educators’ Perspective design and pedagogy are working in close alignment with one Francis Zera, courtesy of McGranahan Architects In recent years, there have been—and continue to be—radical shifts another, we often see that a heightened sense of community is cre- the team to maximize natural daylight and views to in the way we approach education. Leading educational innova- ated. Nowhere has this been more evident than at the Science & rooms. As anyone who has designed a school the outdoors. Instead of narrow hallways, classrooms Math Institute (SAMI) in Tacoma, Washington. understands, this was a bold choice and one that are connected by common spaces that can be used as A public high school located on the site of the was rooted in a commitment to the partnership breakout and activity spaces, effectively extending the 700-acre Point Defiance Park and zoo, SAMI pro- between their educational and cultural model classroom. Each hallway ends with a view to the out- vides daily opportunities for students to engage in and the physical design of the building. doors and porch-like spaces to access the outdoors. experiential learning opportunities that cultivate Natrona County School District (Casper, OES’ inquiry-based pedagogy also made maximizing their unique needs and passions. The core values WY). While there are a growing number of indi- the use of natural materials a project goal. Studies of community, empathy, thinking, and balance vidual examples of schools embracing the design, provide the framework through which students pedagogy, and culture connection, large-scale, have shown that natural materials have been known develop their learning goals. systemic change has proven more challenging. to lower stress levels and improve student focus. The When afforded the opportunity to build a new One such example of a district striving to make interiors are lined with wood detailing and finishes, facility to support SAMI’s environmental science this link is Natrona County School District in especially custom classroom entries, which are con- program, McGranahan Architects designed their Casper, Wyoming. Its Pathways Innovation structed out of high-quality wood doors and case- Environmental Learning Center to directly reflect Center (PIC), opened in 2016, brings together work. Much of the open-web wood truss structure is the school’s unique pedagogical approach. The 11th- and 12th-grade students across the district exposed to view. new facility features learning studios that open to engage in hands-on learning opportunities directly to shared learning areas and community that encourage creativity and insightful dialogue The angled configuration of the common spaces spaces. To emphasize their approach that learning focused on advanced technology. In addition, provided an opportunity to use open-web wood truss and connecting that learning to its unique sur- the building includes Roosevelt High School, a systems that were each custom-designed to span the roundings, the design team and the district agreed comprehensive, alternative high school program. varied lengths. The truss systems in the ceiling above ©Astula/Raul J. Garcia, courtesy of Cuningham Group Architecture, Inc. to reduce the required number of traditional Strong industry and community partnerships in the hallways also provided pathways for mechanical, classrooms to ensure educators and students were four college- and career-focused learning strands allow students to ture, manufacturing, engineering, health and human services, busi- electrical and plumbing (MEP) distribution, which living their mission by using informal learning explore their interests in an academy model. ness, agriculture and natural resources. The building is designed would have not been possible in typical post-and- environments and the park itself as their class- Programs include creative arts, communications, design, architec- to put this lab-style learning on display. The link between PIC and Francis Zera, courtesy of McGranahan Architects beam construction. The design and installation of the 6 • LEARNING BY DESIGN FALL 2018 | WWW.LEARNINGBYDESIGN.BIZ LEARNING BY DESIGN FALL 2018 | WWW.LEARNINGBYDESIGN.BIZ • 7 MEP systems had to be closely coordinated to avoid conflicts with structural elements. To minimize visual clutter and highlight the structure, a ceiling was installed in portions of the CREATING commons areas to conceal systems such as ductwork and wiring. The densely-spaced open-web trusses gogy and inspires creative learning. The design team chose wood to are left exposed in the classroom spaces, creating a wood slat ceiling construct the school not only for its environmental benefits and natu- effect oriented toward the windows to allow the ceiling to feel high. ral materiality, but when compared to other structural materials it was The visual expression of the structure in the classrooms is used as an DYNAMIC LEARNING the most cost-effective building material for a project of this scale. educational resource, fostering creative thought and inquiry. Similar The new 45,000-square-foot academic building marks an exciting to how a fly tower is used in theater, the teachers have used the wood new project on the campus, where most of the buildings were con- trusses for classroom activities and hanging project work. structed half a century ago. It is home to Pre-Kindergarten through SPACES WITH WOOD 5th-grade students, and includes a library, dining hall, large flexible A Contextual Response to the Site classrooms, dedicated group collaboration spaces, state-of-the-art sci- As the architect, we utilize a place-based design approach that led IN OREGON ence labs, art studios, gathering and performance space, administra- the team to consider the building’s appearance as a representation tion spaces for the school, and ample access to the outdoors. Hands- of the school’s values as well as the beautiful surrounding campus, on learning methods brought forth by the school are enhanced by a which includes a significant forested area to the east and wetlands to By Stefee Knudsen, AIA, LEED AP BD+C, hen the Oregon Episcopal School (OES) wanted to create design that embraces the connection to nature as a teaching tool. the north. The building exterior is clad in a cedar board and batten a new lower school for its campus, they desired a new and Alex Zelaya, RA, LEED AP BD+C The primary structure of the mid-rise building is wood frame, system, recalling the bark-like texture of the surrounding conifer- Wbuilding that would create healthy, resilient learning spac- with framed walls and open web joists in the floor and roof. Walls ous trees. This cladding technique, which is common to buildings es that inspire students to engage with the building. OES faculty and were prefabricated, which were constructed on the ground quickly throughout Oregon, was designed to create a variegated texture that leadership wanted to shift their teaching process toward more active and craned into place. Other structural components included glulam is as organic as nature, yet structured and stimulating. Different bat- learning; it was this desire to evolve their pedagogy that ultimately led and LVL beams. The structure proved to be efficient during erec- ten widths and depths were chosen to create a unique pattern of to the construction of the new school. Active learning—using more tion, allowing the team to deliver the project within the construction light and shadow. A semi-solid stain allows the wood grain to shine inquiry-based techniques, critical- and design-thinking skills, and schedule. through and overall nestles the building into its site. The Western incorporating ever-evolving technology—was becoming increasingly Red Cedar material, native to the Pacific Northwest, was sourced difficult in their classrooms built for traditional hierarchy and modali- Pedagogy-Derived Design Solutions from regional suppliers and manufacturers, which reduced the impact ties. The concept for the building emerged directly out of the school’s from transportation of the material and provided a regional economic The New Lower School at OES achieved the school’s vision for a inquiry-based pedagogy. Rather than conventional classrooms with benefit to rural timber communities. flexible, open learning environment that accommodates their peda- aligned rows of desks and double-loaded hallways connecting them, learningbydesign.biz 22 • LEARNING BY DESIGN FALL 2018 | WWW.LEARNINGBYDESIGN.BIZ LEARNING BY DESIGN FALL 2018 | WWW.LEARNINGBYDESIGN.BIZ • 23 20 19 Print + Digital Ad Specs
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Our firm works with schools to positively impact the education of each student through the design of learning environments. We participate in Learning By Design and its National Awards program to share our experiences with our peers and to gain inspiration from their expertise. — Socrates Lazaridis, AIA, NCARB President, Renaissance Architects, Oklahoma City, OK