DESIGN AND PRODUCT SPECIFIER

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learningbydesignmagazine.com

YEAR-ROUND COVERAGE of the education facility market!

3X PER YEARSpring (April), Summer (June) and Fall (October)editions

Thought Leadership Content From Practitioners: Columns, Articles, Editorials, Research, Practice and Product Profiles, Case Studies and AWARD WINNING SPACES!

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COLLEGE/UNIVERSITY

THE NEW COMMONS AT LIFE

UNIVERSITY

Marietta, GA

Collins, Cooper, Carusi Architects, Inc.

Photo: © Katie Bricker Photography

Jury comments:

“Great care, attention to detail and creative

design measures were done to mitigate special

student population.”

“A beautiful site design with warm materials and

views.”

“Fun and lively lobby and dining areas—inside

and out.”

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Grand Prize Award

“A beautiful site design.”

Credentials2020

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MIDDLE SCHOOL

MANOR NEW TECH MIDDLE SCHOOL

Manor, TX

Stantec

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Jury comments:

“The degree of collaboration opportunities and socialization

spaces is high level.”

“A variety of spaces support student choice and autonomy.”

“The project team delivered opportunities for continuous,

adaptable, flexible and meaningful educational experiences.”

“This is truly a

groundbreaking design.”

Grand Prize Award

For 29 years Learning By Design has been a school and university leaders guide to education architecture, design, and facility

knowledge. Showcasing projects, case studies, and research that exemplify how the design of the physical space can impact teaching, programing, and academic outcomes.

Learning By Design tri-annually publishes education facility design compendiums drawn from its own or partner national education architectural awards programs. Each edition brings school, university, and design professionals dozens of juried examples of the most progressive new spaces, adaptive reuse and or renovations of existing facilities.

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ADULT CHARTER HIGH SCHOOLTHE GOODWILL EXCEL CENTER

Washington, DCLittlePhoto: Tim Buchman Photography

Jury comments:“A great example of reclaiming underutilized

space—a fundamental decision for sustainability.”

“The facility removes hurdles that may prevent

adults from earning a diploma.”

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MIDDLE SCHOOLGEORGE WAGNER MIDDLE SCHOOLGeorgetown, TXHuckabee

Photo: Truitt RogersJury comments:“This project provides demonstrated examples of teaching and learning in constant harmony.”“The design features spatial

organization by broader categories such as humanities, STEM, etc.”

“Every space has purpose and meaning. Flexibility is part of the overall expression.”

Citation of Excellence Awards

❯❯ To learn more, see page 69.

❯❯ To learn more, see page 105.

The AIA Committee on Architecture for Education has partnered with Learning By Design as a way to further disseminate best practices in educational facility design to a wide audience. Through its distribution to educational institutions nationwide, their National Awards program is a resource for architects, administrators and planners that focus on 21st Century educational practices.

— Steven M. Shiver, AIA, LEED APPast V.P., AIA-CAE Leadership Group

NAC|Architecture, Seattle, WA

S P R I N G 2 0 1 8

THE PREMIER SOURCE FOR EDUCATION DESIGN INNOVATION AND EXCELLENCE

Waukee Innovation and Learning Center

CannonDesign in association with INVISION

Photo: CannonDesign in association with INVISION

Architectural Awards

Showcase

Photo: Robert Benson Photography

Awards of

Excellence

THE PREMIER SOURCE FOR EDUCATION DESIGN INNOVATION AND EXCELLENCE

F A L L 2 0 1 8

“Learning By Design’s targeted audience is school administrators/decision-makers and designers...so, it's a way to improve industry practice as well as get in front of potential clients.”

—Emily Chmielewski, EDACSr. Design Researcher & Sr. Assoc., PERKINS EASTMAN

ACAI AssociatesACI Boland ArchitectsALSC ArchitectsArchitects West, Inc.Architecture for Education, Inc.Architecture, IncorporatedARCON Associates, Inc.ArrowstreetArtik Art & ArchitectureATS&R Planners/Architects/

EngineersBassetti ArchitectsBBS Architects, Landscape

Architects & Engineers, PCBBT Architects, Inc.BCDM ArchitectsBecker Morgan Group, Inc.BGR Architects, Inc.BLGY ArchitectureBLRB ArchitectsBond Architects, Inc.Boomerang DESIGNBRPHBRW ArchitectsBryant University BSA LifeStructuresBWA ArchitectsBWBRC&S CompaniesC2EACambridgeSevenCannonDesignCBTCDH Partners, Inc.CGLS Architects, Inc.Clark NexsenCMBA ArchitectsCollins Cooper Carusi

Architects, Inc.ConcordiaCordogan Clark & AssociatesCorganCR architecture + designCSDA Design GroupCTA Architects EngineersCuningham Group ArchitectureDemonica Kemper ArchitectsDES Architects + EngineersDIGroupArchitectureDLA Architects, Ltd.DLR Group DMR ArchitectsDrummey Rosane AndersonEast Texas Baptist UniveristyEppstein Uhen ArchitectsErickson McGovern Architects

ESaFanning HoweyFFKR ArchitectsFlansburgh ArchitectsFrankfurt Short Bruza (FSB)French Associatesfrk architects + engineersFVHD Architects-PlannersGenslerGFF ArchitectsGignac & AssociatesGMB Architecture +

EngineeringGoodwyn Mills and Cawood,

Inc.Gould EvansGreen|Associates

Grimm + Parker Architects

GSBS ArchitectsHaferHEDHight Jackson AssociatesHMFH Architects, Inc.Hollis + Miller ArchitectsHord Coplan Macht, Inc.House PartnersHuckabeeHughes Group ArchitectsHuitt-Zollars, Inc.ICON Architecture, Inc.Integrus ArchitectureIttner ArchitectsJack L. Gordon Architects,

P.C.JMB2 Architecture

CooperativeJoiner ArchitectsJones Whitsett Architects, Inc.Kahler SlaterKG+D Architects, PCKingscottKirksey ArchitectureLaBella Assoiates

Lamoureux Pagano Associates | Architects

LAN AssociatesLittleLS3PLSE Architects, Inc.LWPB ArchitectureMA+ Architecture, LLCMcCool Carlson GreenMcGranahan ArchitectsMcKissick Associates

ArchitectsMcMillan Pazdan Smith

ArchitectureMHTN ArchitectsMoody Nolan, Inc.Mount Vernon Group

Architects, Inc.

Murray Associates Architects, P.C.

NAC ArchitectureNexus Partners Novus ArchitectsOak Point AssociatesO’Connell RobertsonOrcutt | WinslowPacific Cornerstone ArchitectsPageParkin Architects LimitedPBK ArchitectsPepperdine UniversityPerkins Eastman Architects,

DPCPerkins Eastman DoughertyPerkins+Will, Inc.Pike - McFarland - Hall

Associates, Inc.Plunkett Raysich Architects,

LLPPondRachlin PartnersRDG Planning by DesignRenaisance Architects

Rhinebeck ArchitectureRLPS ArchitectsRMA ArchitectsRossTarrant ArchitectsRush University

SchenkelShultz ArchitectureSCHRADERGROUP

architecture, LLCSDS Architects, IncSEI Design GroupSHP Leading DesignSillman Wright ArchitectsSizeler Thompson Brown

ArchitectsSMMASmolen, Emr, Ilkovitch

ArchitectsSoL Harris/Day ArchitectureSolutions Architecture CorpSOSH ArchitectsSpellman Brady & CompanySPM Architects, Inc.SSP ArchitectsStantecStevens & WilkinsonStudio Bondy ArchitectureSWBRSymmes Maini & McKee

AssociatesTetra Tech Architects &

EngineersThenDesign Architecture TMP Architecture, Inc.TMPartnersTreanorHLTurner Duran ArchitectsVBNA, inc.VCBO ArchitectureVLK ArchitectsVMDO ArchitectsVSWC ArchitectsWarren Epstein & Associates,

Architects, Inc.WER Architects/PlannersWight & CompanyWilliamson Dacar Associates,

Inc.wlc architectsWold Architects and EngineersWoolpertWRA ArchitectsZiegler Cooper ArchitectsZimmerman Architectural

StudiosZMM Architects & EngineersZyscovich Architects

2020

PartiCiPatingarChiteCture FirMs

2020 Credentials

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C O M B I N E D - L E V E L S C H O O L | N E W C O N S T R U C T I O N / A D D I T I O N |

M A K E R S P A C E

Ciongioli Center for Innovation

West Newton, MA

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CBT 110 Canal St.

Boston, MA 02114

cbtarchitects.com

Emily Cotter

617/262-4354

DESIGN TEAM

Shawmut Design and Construction, Contractor

Zaurie Zimmerman Associates, OPM

CBT, Architect & Interior Designer

Paul Viccica, CBT Principal in Charge

OWNER/CLIENT

The Fessenden School

West Newton, MA 02465

Mike Grossman, Chief Operations Officer

617/928-8863

KEY STATS

Grades Served: Pre-K–9

Capacity of Students/Occupants: 60

Size of Site: 41 acres

Gross Area of Bldg./Space: 2,400 gsf

Space per Student: 40 sq. ft.

Completion Date: 9/1/2016

PHOTOGRAPHY: ROBERT BENSON PHOTOGRAPHY

The Fessenden School is

a Pre-K–9 day and boarding

school that sought to realign

the focus of their academic

programming to encourage and

accommodate project-based

learning across all curricula. In

step with this new pedagogical

initiative, school administrators

enlisted the help of CBT to

create a vibrant, flexible,

and transparent makerspace

embedded within the center

of campus that would become

a part of the school’s core

curriculum and create a culture

of critical thinking.

Emerging from an underused

courtyard at the heart of

campus, adjacent to the 5,000

sq. ft. Wheeler Library and

visible from all parts of the main

building, the Ciongoli Center

for Innovation introduces a

common space that benefits

all grades in a flexibly furnished, open-studio

environment for all types of curricula and

creative thinking projects. The new space

wholly embraces the school’s perspective on

STEAM (science, technology, engineering arts,

and mathematics) and the value of discovery

through technology and innovation,

even at the earliest levels. A creative DIY

environment that fosters independent

learning, the Center for Innovation

exposes future engineers and innovators

across all disciplines to hands-on

problem solving thanks to a great range

of tools, machines, technology, and

pedagogical encouragement.

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, NCARBPresident, Renaissance Architects, Oklahoma City, OK

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C O M B I N E D - L E V E L S C H O O L | N E W C O N S T R U C T I O N / A D D I T I O N |

E N T I R E S C H O O L / C A M P U S B U I L D I N G Rushford-Peterson New Early Childhood/K-12 School Rushford, MN

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ATS&R Planners/Architects/Engineers 8501 Golden Valley Rd., Ste. 300 Minneapolis, MN 55427 atsr.com

Dean Beeninga, AIA/NCARB/LEED-AP/REFP 763-545-3731

DESIGN TEAM Dean Beeninga, AIA/NCARB/LEED-AP/REFP,

Principal-In-Charge Sarah Fox, NCARB, Project Designer Kara Rise, IIDA/LEED-AP/ID+C, Interior Designer Blayne Parkos, P.E., Mechanical Engineer OWNER/CLIENT Rushford-Peterson Schools Rushford, MN

Chuck Ehler, Superintendent 507/864-7785 KEY STATS Grades Served: PreK–12 Capacity of Students/Occupants: 650 Size of Site: 9 acres Gross Area of Bldg./Space: 175,000 gsf Space per Student: 269 sq. ft. Cost per Student: $52,572Square Foot Cost: $195.27 Project Cost: $34,172,301 Completion Date: 8/1/2017 PHOTOGRAPHY: COREY GAFFER PHOTOGRAPHY

In 2007, flooding in the City of Rushford caused extensive damage to the public school. After extensive discussion regarding project scope and the mechanisms of funding, in 2015, Rushford-Peterson Schools passed a $38 million referendum to replace the destroyed school with a new PreK–12 school. The school was built on a site already owned by the school district, adjacent to their athletic fields. Only nine of the 16 acres were suitable for construction, so design efficiency was essential. An additional challenge was to design

four distinct schools into one, compact 175,000 square foot building that consists of early childhood, elementary, middle and high school.

It was important to create functional common spaces that work for all age groups: the student dining commons, circulation, gymnasium, and auditorium. Building Zoning access was also implemented for common areas to be open

for community and evening events while securing other parts of the school. The continuous flow of large exterior

windows creates a continuous panoramic view of the natural landscaped beauty of

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H I G H S C H O O L | P R O J E C T I N P R O G R E S S | S T E M O R S T E A M F A C I L I T Y

Hayward High School STEAM BuildingHayward, CA

CSDA Design Group475 Sansome St., Ste. 800San Francisco, CA 94111csdadesigngroup.comZachary Goodman, AIA, LEED AP415/693-9800

DESIGN TEAMBKF Engineers, Civil EngineerWRT Planning + Design, Landscape ArchitectMurphy, Burr, Curry Inc., Structural EngineerIntegral Group, MEP Engineer

OWNER/CLIENTHayward Unified School DistrictHayward, CADr. Matt Wayne, Superintendent510/784-2600

KEY STATSGrades Served: 9–12Capacity of Students/Occupants: 524 Size of Site: 1.2 acresGross Area of Bldg./Space: 21,500 gsfSpace per Student: 41 sq. ft.Cost per Student: $28,626Square Foot Cost: $698 Project Cost: $15,000,000 Completion Date: 8/26/2019Sustainability Rating Status: LEED Gold, CHPS

RENDERING: ROBERT BECKER

In November of 2014, the City of Hayward passed Measure L, which provided $229 million for Hayward Unified School District improvements including the design and construction of new STEAM buildings on three high school campuses: Hayward High School, Tennyson High School & Mt. Eden High School. STEAM, which is an acronym for science, technology, engineering, art and math, supports an interdisciplinary project-based curriculum, which these new buildings will house.

The building is designed to be a teaching tool where the interconnectivity of curriculum is reflected in the design. Building systems are exposed and celebrated and art is found in the materials and systems rather than applied.

The STEAM buildings provide eight Learning Spaces and two Science Labs organized around the double height Maker Space and Demonstration Lobby where projects are tested, realized and presented to the cohort. The classrooms are designed to be flexible, allowing for a variety of learning styles and teaching methodologies. Breakout rooms and alcoves provide spaces for small group collaboration and self-directed learning. Outdoor learning areas include a maker space patio, orchard, garden and areas for group work and individual contemplation. The building will be LEED Gold and Net-Zero ready.

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H I G H S C H O O L | R E N O V A T I O N / A D A P T I V E R E U S E / R E S T O R A T I O N |

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Natrona County High School

Casper, WY

Bassetti Architects 71 Columbia St., Ste. 500

Seattle, WA 98104 bassettiarch.com Lorne McConachie, FAIA 206/340-9500 DESIGN TEAM Amundsen Associates, Associate Architect

PCS Structural Solutions (Associate Engineer),

Structural Engineer WLC Engineering + Surveying, Civil Engineer

WSP Group, Mechanical and Electrical Engineers

(Associate Engineer) OWNER/CLIENT Natrona County School District

Casper, WY Dennis Bay, Executive Director of Business Services

307/253-5317 KEY STATS Grades Served: 9–12 Capacity of Students/Occupants: 1,800

Size of Site: 22.5 acres Gross Area of Bldg./Space: 282,000 gsf

Space per Student: 156 sq. ft.

Cost per Student: $53,888 Square Foot Cost: $343.97

Project Cost: $97,000,000 Completion Date: 1/31/2018

PHOTOGRAPHY: FRED FUHRMEISTER (1, 2); JEFF AMRAM (3-5)

Originally designed to house Casper

College and Natrona County High School

(NC), this Collegiate Gothic building was

the first center of education in Wyoming.

Constructed between 1924 and 1927, the

building is listed on the National Register of

Historic Places. NC’s ties to the community

run deep. Although the need to revitalize

and modernize the school was universally

agreed upon, maintaining the school’s historic

elegance was imperative. The renovation

and additions transformed the landmark

school into a vibrant 21st century learning

environment serving the academic, physical,

and social well-being of students and staff,

while enhancing the building’s presence within

the community.The design takes its inspiration from the

District’s Guiding Principles: a culture of

empowerment, inventive learning settings,

collaborative learning environments, a

memorable campus, and meaningful

community partnerships. The revitalized

school, both historic and new, is organized

around four career academies focusing

on a wide variety of teaching and learning

pathways including direct institutional,

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Design Tech High School at Oracle

Redwood City, CA

DES Architects + Engineers

399 Bradford St.

Redwood City, CA 94063

des-ae.com

C. Thomas Gilman, AIA, LEED AP

650/364-6453

DESIGN TEAM

DES Architects + Engineers, Landscape Architect

DES Architects + Engineers, Structural Engineer

BKF, Civil Engineer

XL Construction, General Contractor

OWNER/CLIENT

Design Tech High School

Redwood City, CA

Dr. Ken Montgomery, Executive Director

KEY STATS

Grades Served: 9–12 grades

Capacity of Students/Occupants: 550

Size of Site: 4.2 acres

Gross Area of Bldg./Space: 64,000 gsf

Space per Student: 116 sq. ft.

Completion Date: 1/2/2018

Sustainability Rating Status: LEED for School Gold

PHOTOGRAPHY: JEREMY BITTERMAN

Located in Silicon Valley,

San Mateo Union High

School District (SMUHSD)

is experiencing dramatic

enrollment growth. Founded in

2014 as the District’s seventh

high school, Design Tech High

School (d.tech) was created to

offer an alternative education

approach while helping to

address the District’s enrollment

challenges.

After occupying makeshift

facilities for years, the high

school now has a specialized

building rooted in the school’s

experiential learning model

and hacker culture. A core thread of the

curriculum is a four-year Design Lab course

that focuses on real-world problems.

Responding to this, the new school is

centered around an expansive, two-level

maker space that functions as the heart

of the school. Not only central to the plan,

the expansive maker space is also boldly

emphasized in the building form highlighting

the school’s mission.

With a long sinuous site carved by the

Bay’s tidal waters, the building footprint was

constrained to an extremely narrow space,

averaging less than 80 feet in width. Taking

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Circulation of Learning By Design

Learning By Design targets 50,000 education design decision makers who share their copy on average with three additional individuals—for a broader market impact of 200,000.

Each issue reaches the members of and is produced in partnership with three leading education facilities association: AIA-CAE, A4LE, AUID, and SCUP.

The Committee on Architecture for Education (CAE) is the second largest Knowledge Community of the American Institute of Architects. The CAE

8,000+ members are architects, designers and allied professionals. The focus of the AIA-CAE is in how to design, build and use traditional and alternative educational, cultural and recreational facilities to meet the needs of students of all ages. Annual activities include: webinars, workshops, white papers, research, newsletters, in-person events, and active discussion boards.

The Association of University Interior Designer (AUID) is a non-profit association of practicing

interior designers at higher education institutions. AUID members are empathic individuals passionate about making a positive impact on the human experience. They help create the spaces in which students and faculty will cultivate lifelong friendships, champion new causes, exceed the human potential, meet their soul mate, develop a love for teaching, celebrate individual and group accomplishments, and get healthy. With over 115+ members nationwide, AUID provides a network and resource to engage in the sharing of information, discussion of issues, solution of problems, and the management of interior design at institutions of higher education.

Circulation By Setting and Title

Education Architects, Designers and Consultants (12,500)

K-12 School Districts (with 1,000+ enrollment), Public & Private Superintendents/Heads of Schools; Public School Board Presidents; CEO’s; Facilities/Construction Directors; Building & Grounds Directors (20,000)

University/College Building Architects, Planners, Designers, Construction and Facilities Managers (5,200)

University/College (4 year & Community College) Deans, Directors, Presidents, Chancellors, Business Managers (12,300)

25%

40%

15%

20%

Committee on Architecture for Educationan AIA Knowledge Community

The Association for Learning Environments (A4LE.org) is an association of more than

4,400 professionals with one single goal – of improving the places where children learn. Membership is made up of nearly every discipline involved in the K-12 school facility administration, planning, construction, design and maintenance industry, including educational facility planners, architects, designers, educators and suppliers.

The Society for College and University Planning (SCUP.org) is

a community of higher education leaders responsible for the integration of planning on their campuses 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 budgeting, and administration who are charged with planning for the future of colleges and universities and the success of their students.

2020 audienCe + Market

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

audience!

1. Members of the AIA-CAE Knowledge Community, The American Institute of Architects Committee on Architecture for Education

2. Members of the Association for Learning Environments (A4LE formerly known as CEFPI)

3. Members of SCUP, the Society for College & University Planners.

4. Members of AUID, the Association of University Interior Designers.

5. Attendees of the annual ED Spaces convention.

6. Current and past architectural firm and facility leaders of projects bestowed architectural awards from Learning By Design.

7. Academic professional circulation list of K–12 and Higher Education titles contiguously updated by MDR education, a division of Dun & Bradstreet, Inc..

Targeted Circulation to: A&D Specifiers & Education Facility Design Purchaser Decision-Makers■ Pre-K to 12: 20,000■ College/University: 17,500■ Architects, designers, and consultants: 12,500

Conference Distribution■ SCUP National Convention: July 2020, Cleveland, OH■ Association for Learning Environments, LearningScapes National Convention, October 28-31, San Antonio, TX■ ED Spaces Expo: November 2020, Charlotte, NC

Product Spotlight Distribution■ Architects & Designers: 5,000■ Higher Education C-Suite: 4,000■ K-12 Facility Decision-Makers: 13,000

TARGETED DISTRIBUTION

3X PER

YEAR

Spring(April 1st)

Summer(June 1st)

Fall(October 1st)

Education Facility Design Products: 4.16.18

Learning By Design magazine brings to you exemplary productsto consider for your next facility improvement project.

Furniture & Floorcoverings

NanaWall FoldFlatNanaWall FoldFlat® - - Introducing FoldFlat®—a new product

breakthrough in the folding door industry. With

FoldFlat®, the panels fold and then pivot all the

way back to stack out of and parallel to the

opening. FoldFlat® is patent pending and is

available in aluminum and wood. Just as any other

NanaWall, the FoldFlat® offers single-handed

operation and moves smoothly with little effort.

When fully open, FoldFlat® allows clear circulation

around the stacked panels.

Shapes Series Two-in-One Rock or RollShapes Series Two-in-One Rock or RollStoolStool Learniture’s Shapes Series Two-in-One Rock or

Stool brings adaptability to any learning space.

The curved base lets squirmy students rock while

they work, and four non-locking casters make it

easy to move throughout the classroom. The

base features ample storage space for

backpacks, while the pull-out plastic bin is perfect

for tablets, notebooks and pens. The polyurethane

seat is a cinch to clean, and the durable steel

frame supports up to 225 pounds.

NF-Compass

The NF-Compass chair by VS brings itall together – comfort, sleek lines, andexciting colors. Flexible edges androunded corners prevent uncomfortablepressure points when sitting. A deep-positioned recess in the back makestransporting simple. And the chairs areeasy to stack, up to 10 at a time.Options include armrests, upholsteredseat and backrest, and more

Floor CoveringFloor Covering

Mindful Play LVT from Shaw Contractoffers a large, dynamic pattern repeatand high contrast color blocking. Thevariation in the pattern performs indemanding environments bycamouflaging day-to-day and long-termwear with ExoGuard+.

New Design ThinkingThe Intersection of Emerging

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For Learning

Review 50+ New

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For information about LEARNING BY DESIGNLEARNING BY DESIGN visit:

www.learningbydesign.biz

216-896-9333

news@learningbydesign.biz

audienCe + Market2020

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ChangeHarnessing

By David A. Stubbs II

Educators and architects alike are challenged today to find storage space within the classroom to accommodate and sup-port for next-generation pedagogy, self-directed learners, and

complex thinkers. Concepts like Makerspaces, Collaborative Learning, Innovation Laboratories, and other tactual teaching practices are expanding. Removing antiquated storage solutions creates an oppor-tunity to put in place new “system-based storage solutions” that assist educators in rethinking the organizational structures within class-rooms, labs, and collaborative spaces.

Utilization of systematic, effective, safe and innovative modular storage solutions solve many needs. Components are extremely mobile and diverse in the wide range of agile solutions, which enable the end-user to create as well as maintain a self-organized environ-ment. Use of “system-based storage” ultimately supports educators in the creation of change allowing teachers and students to adapt their behaviors to align with current pedagogy, thus sustaining this change.

Moving ForwardSchools and colleges need to have systematic and purposeful stor-age solutions that will allow the end-user to self-organize, dispense, store, secure and collect the wide assortment and extremely long list of items that will surface in every classroom. In the next generations of educational environments, standard cabinetry and adjustable shelv-ing solutions will only hinder these environments by restricting the mobility and flexibility of the environment’s furniture solutions and

In partnership with the project architect, lab designer, and storage solution manufacturer a complex analyzation of the required tools and resources was conducted resulting in a plan that included the mill-work supplier that reduced the impact of storage solutions by 40%. This effectively enabled (4) classrooms to occupy space that once was (3) classrooms without sacrificing the function or quality of the envi-ronments.

Key to the success of this transformation was maximizing and organizing space. Each set of resources was organized in specific trays sized for that component. Everything had its place, was positioned, labeled and color coded. Due to the fact that each lab was organized and stored in specific trays and accompanying tray inserts with the required resources and housed within the racks of the cabinetry, the experiment material preparation time was virtually eliminated. The staff was then able to relinquish the prep room concept and space by utilizing trays to house specific content required for individual labs.

At Convent & Stuart Hall, School of the Sacred Heart (San Francisco, CA) the challenge was transforming historic residential mansions into modern learning spaces including flexible and agile environments. The administrative team recognized that in order to support the learning spaces, an astute attention to the housing of the tools and resources (in contrast to antiquated fixed storage solutions) were required. In the effort to reduce the impact on student space, concepts began emerging to share resources and discover multifunc-tional tools to support the end users. One teacher commented, “Prior to the new classroom design, my room was set up rather traditionally with individual desks placed in small groups. Storage was either hid-den in fixed cabinets attached to the walls, or on shelves in a small walk-in closet. Because things weren’t visible it was easy to forget what materials I had and where they were. Now, sharing with my teaching partner has been wonderful. The attached towers in the shared closet allow for better organization and function of teaching tools/supplies and gives us the opportunity to share materials more easily.”

Over time Geoff De Santis, Director of Physical Plants/Strategic Design Facilitator, and his team systematically transformed one or two classrooms at a time focusing on all attributes of space where possible, down to the smallest of details. The result of this work was the orga-nization of the required tools and resources in less space that resulted in change as to how students and staff utilized space. Another staff member sums up the transformations not only in space but in stu-dent agency. “The classroom storage offers the teachers and students clear access to materials as the bins are labeled. An additional boost has been the student agency that these chang-es have brought to my students. Each student has a drawer with his name on it where all his workbooks and phonics supplies are stored and easily accessible. Classroom supplies are labeled, and students can be independent when they need to get an item.”

At the Baltimore County Schools (Baltimore, MD) a multi-year space design transformation program including addressing issues of storage was implemented. With over 175 individual schools in the district, change had to evolve in a more traditional yet scal-able path. The district began with 7 original

lighthouse schools in 2013 and over the course of five to six years, sys-tematically permitted change of the storage tools and space resources as they were able to receive feedback and gage the impact of newly envisioned products supporting agile learning environments. The early schools just focused on the modification of desks and chairs and later to all tools, most recently focusing on the transformation of storage in the form of grade level storage to solutions that support teaching and learning in the classroom.

Baltimore County Schools championed the Certwood LTD high-capacity storage and mobile tray solutions housed in wall units and mobile carts within grade level storage as well as within classroom environments. This new storage design frees up as much as 40% more space in each classroom over traditional solutions, benefiting students and teachers exponentially. The new storage carts and trays allow access to materials for both group and individual projects. This empowers the students to help prepare for and help with clean-up for the next project. The teachers can be freed up to spend more time facilitating and engaging with students instead of having to do all the set up and cleanup themselves. Baltimore County schools recently implemented Certwood’s unique Storsystem™ 3-tier approach this fall when opening three of their new schools.

How Can We All Affect Change?If we truly desire to initiate then successfully sustain change in the creation of “agile” learning environments, it is imperative we re-imagine antiquated solutions and incorporate effective “system-based storage solutions” that will maintain organization of all educational resources. LBD

David A. Stubbs, II is Founder of Cultural-Shift, a leading design and consulting firm, impacting 21st Century environments as an innovator, researcher, disruptor, and designer as well as an author, adviser and speaker. Visit www.cultural-shift.com to learn more.

therefore will only suppress collaboration, engagement and creativity.To clarify, we need to be certain that we do not simply “replace” or

“replicate” the antiquated box that was truly not working. It is impor-tant to remember that educational design continues to shift from the “traditional” to a wide variety of pedagogical styles and we need to have appropriate solutions in place sustaining the work that is constantly evolving. The products not only need to mirror the work but also sup-port the work in a transparent way.

Challenges Implementing Effective StorageThe Iolani School (Honolulu, HI) in 2016 was in need of additional science space on their campus but did not have the resources for new construction. The science department was occupying an entire second floor wing, 3250 sq. ft. The wing contained a total of (3) “tra-ditional” science rooms. The school’s goal was to create a total of (4) newly renovated agile science classrooms within this same footprint. Approximately 30% of the entire floor was occupied by non-classroom storage and it had to be absorbed into the new spaces. Since the sci-ences require a lot of resources, the surface of every classroom was completely filled with materials, projects, tools and resources.

BEFORE

INNOV-8

Convent and Stuart Hall, Schools of the Sacred Heart, San Francisco RPDS, Jacksonville, Florida

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As architects and designers, it’s imperative to stay abreast of trends and outside-the-

box thinking in designing learning environments. To address current and future needs in serving the education sector, FLEXspace.org (The Flexible Learning Environment eXchange), led by a community of experts focused on campus planning, learning technology, instructional design, teaching and research, offers a one-stop resource dedicated to improving and advancing learning spaces from K–12, higher education, and beyond.

To learn more about FLEXspace and the benefits and opportunities it provides for architects, designers and others dedicated to creating effective, innovative learning spaces, Learning By Design spoke with its Core Team Member Rebecca V. Frazee, EdD, Learning Design & Technology Program faculty at San Diego State University;

educators. Shaw Contract was an early industry partner because we recognized the need in the learning landscape for this comprehensive resource that invites designers, architects, and facility planners to explore the physical learning environments, space research, and data that contribute to successful learning environments.

What areas in learning design are often overlooked when creating spaces for education?Dr. Frazee: Having the research, data, and rationale to support a design is crucial. Users who contribute examples to the FLEXspace collection share details and stories that provide insight into what works—and what doesn’t—after spaces are in use. This information is important in deciding how to improve or re-create the space for optimal benefits.

Carpenter: In learning environments, we often overlook how the space impacts the users, or simply how the students and teachers use the space on a daily basis. These voices are often given cursory consideration during the design process, and also after the design has been implemented. FLEXspace helps us be more deliberate about capturing and sharing these voices to truly understand the impact a space has, or doesn’t have, on its users.

How does FLEXspace bridge the information gap?Dr. Frazee: There are many ways for FLEXspace users to gain insight. First, FLEXspace allows you to search and browse hundreds of completed projects from around the world. Through this ‘virtual field trip’ you can create a collection of ideas, stay current with best practices, ‘listen’ to stories from the field, and share with stakeholders. Schools and higher ed campuses can use FLEXspace as a place to document a running history of their learning environments over time. How has the space evolved from original design? How has it changed through various iterations? Through post-occupancy data, what emergent needs were not met?

Carpenter: The detailed metadata in FLEXspace helps communicate these finer points so others can build upon the

successes of previous projects and stay away from the things that didn’t quite work. This information sharing helps us truly move the needle for learning space design. In a landscape that is slow to change, this evolving collection of examples and lessons learned is invaluable in starting to build a design where others have left off.

How does FLEXspace move from the holistic plan of a design beyond imagery and into storytelling?Dr. Frazee: When users upload a learning environments example, in addition to photos, they also share details of the layout, facilities specifications, seating capacity, furniture, technology, and how the space is being used for learning. They also tell the story behind that project—the design rationale and different configurations of the space, for example. Comments and suggestions from other project collaborators can be added to give a complete ‘project profile’ beyond the photographs and specs. This is a great way to gather a variety of perspectives not only from designers and facilities planners, but also from those who use the space on a daily basis.

Carpenter: I agree. When working to design a physical environment, it’s hard to see the invisible parts of the space you are designing, such as the technology or how the room configurations support and encourage desired behaviors. By understanding the background, as well as the intended and actual use of the space, concepts can be refined to further advance the design of learning environments.

What is the importance of the organization’s global connectivity?Dr. Frazee: When this venture began, the spotlight was on American education, but as FLEXspace evolved we received a lot of global enthusiasm and began talking with people from Canada, Japan, France, the Netherlands, Australia, Ireland, and other nations. And now that we have more international representation on our advisory team and research working group, we are seeing more and more examples contributed from campuses around the world, giving designers the opportunity to see what works and doesn’t work in other countries.

Carpenter: The global connectivity that FLEXspace supports is breaking down barriers for experiencing learning

environments beyond one’s city, state, and native country. Being able to ‘visit’ any of the learning environments in the collection, and reach out to the campus owners of those environments, is a powerful connectivity tool that hasn’t previously existed at this level of detail or scale.

What is on the horizon for FLEXspace?Dr. Frazee: We are continuing to improve the portal and grow the collection and community. And 2019 is the year we want to further tap into the architectural/design community to learn what they are interested in and how they would prefer access to FLEXspace.

While a lot of research is available to members, the FLEXspace Core Team has access to even more data. Our advisory team and research group is comprised of thought leaders and experienced practitioners in higher ed, K–12, and industry. Now we are eager to collaborate with architects and designers to share research and insights, then publish findings to the FLEXspace community and the public.

Carpenter: As FLEXspace grows in membership and partnerships, the collection and accessibility will

FLEXspace:An Education Design Resource and CommunityGo beyond the drawing board to deliver modern learning environments

continue to become more robust, further supporting the needs of planners and designers in learning space design now, and well into the future.

Any final thoughts?Dr. Frazee: FLEXspace is a premier platform that connects you with a large community and as well as rich examples, research and data to support planning and design at a project’s outset and throughout the effort. We are excited about the redesigned mobile friendly FLEXspace interface, and the new collaborative features that allow you to easily create personal project collections and share them with the FLEXspace community, clients, and others in your firm. You can use FLEXspace to collaborate with your team, investigate new opportunities, discuss options, and ask questions of users and other designers.

Carpenter: Funding learning space refreshes can be costly, in both time and dollars. Designers need to do their homework to make well-informed, sustainable decisions. The FLEXspace collection and community of designers and educators will be imperative to sharing projects and experiences to continue to build learning environments that support and grow with changing learning expectations.

and Michelle E. Carpenter, director of education and government at Shaw Contract and a FLEXspace partner.

What are the roots of the FLEXspace initiative and how has it grown into the vibrant resource it is today?Dr. Rebecca Frazee: FLEXspace began as an internal resource in the State University of New York (SUNY) system to communicate and gather data on the effectiveness of its learning spaces across 64 campuses. Soon, others partnered with SUNY, including the California State University system, and founding industry partner Herman Miller, then FLEXspace grew from there. Today, it continues to be a free resource for the academic community, with nearly 4,000 members from 1,200 institutions, across 62 countries.

Michelle Carpenter: FLEXspace is a resource created by educators for

Join the FLEXspace CommunityAnyone can visit FLEXspace.org and request an account. A Core Team member will personally reach out to architects and designers to provide a demonstration and discuss membership benefits and options.

Whether you’re a seasoned professional or just starting out, FLEXspace provides insight, research, data, and project stories that can help improve the way your designs meet educational needs and goals.

To see what FLEXspace has to offer, visit www.flexspace.org or contact the team at info@flexspace.org.

We look forward to hearing from you!

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Profiles in EducationThe Topic: Designing Educational Facilities for Future ChangeThe Expert: John Doe, Principal and Education Studio Leader, ABC Co.

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High schools across America have remained largely unchanged for nearly a century. Students move from class-room to classroom along double-loaded corridors, sit in

desks arranged in rows, and listen to teachers lecture from the front of the class. We are, however, beginning to witness a changing tide in the design of American high schools. Today’s students will enter a world that demands agile minds, collaborative approaches, and self-directed entrepreneurship. Current events also signal the need for more connected high school communities, where students feel seen, heard, and understood. These school communities are based on a sense of shared accountability between students and adults.

Educators’ PerspectiveIn recent years, there have been—and continue to be—radical shifts in the way we approach education. Leading educational innova-

Rethinking the American High School: A Pedagogy, Design, and Community PartnershipBy Karina Ruiz, AIA, LEED AP BD+C

tors such as Chris Lehmann, Pamela Moran, Tony Wagner, and Bo Adams have contributed to our understanding of what our kids need and how the traditional educational systems need to adapt 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 missing a vital component to full realization in schools today. We must ask how spaces can be designed to support the research, dis-covery, and ideation required to solve these problems and encour-age new learning approaches.

XQ SuperSchools Competition In September 2015, Laurene Powell Jobs and Russlyn Ali launched 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 various ways in which design intersects with teaching and learn-ing to create inspiring and innovative school communities. The XQ SuperSchools Competition recognized such schools as Delaware Design Lab HS and New Orleans’s New Harmony High where design and learning converge to propel innovation, exploration, and problem seeking among students. For more information on the incredible XQ projects, check out Steven Bingler’s article, “A New Generation of Places and Spaces for Learning” (Learning By Design, Spring 2017, p. 22).

Success StoriesScience & Math Institute, (Tacoma, WA). In communities where design and pedagogy are working in close alignment with one another, we often see that a heightened sense of community is cre-ated. Nowhere has this been more evident than at the Science &

Math Institute (SAMI) in Tacoma, Washington. A public high school located on the site of the 700-acre Point Defiance Park and zoo, SAMI pro-vides daily opportunities for students to engage in experiential learning opportunities that cultivate their unique needs and passions. The core values of community, empathy, thinking, and balance provide the framework through which students develop their learning goals.

When afforded the opportunity to build a new facility to support SAMI’s environmental science program, McGranahan Architects designed their Environmental Learning Center to directly reflect the school’s unique pedagogical approach. The new facility features learning studios that open directly to shared learning areas and community spaces. To emphasize their approach that learning and connecting that learning to its unique sur-roundings, the design team and the district agreed to reduce the required number of traditional classrooms to ensure educators and students were living their mission by using informal learning environments and the park itself as their class-

rooms. As anyone who has designed a school understands, this was a bold choice and one that was rooted in a commitment to the partnership between their educational and cultural model and the physical design of the building.

Natrona County School District (Casper, WY). While there are a growing number of indi-vidual examples of schools embracing the design, pedagogy, and culture connection, large-scale, systemic change has proven more challenging. One such example of a district striving to make this link is Natrona County School District in Casper, Wyoming. Its Pathways Innovation Center (PIC), opened in 2016, brings together 11th- and 12th-grade students across the district to engage in hands-on learning opportunities that encourage creativity and insightful dialogue focused on advanced technology. In addition, the building includes Roosevelt High School, a comprehensive, alternative high school program. Strong industry and community partnerships in four college- and career-focused learning strands allow students to explore their interests in an academy model.

Programs include creative arts, communications, design, architec-

Committee on Architecture for Educationan AIA Knowledge Community

Francis Zera, courtesy of McGranahan Architects

Francis Zera, courtesy of McGranahan Architects

ture, manufacturing, engineering, health and human services, busi-ness, agriculture and natural resources. The building is designed to put this lab-style learning on display. The link between PIC and

©Astula/Raul J. Garcia, courtesy of Cuningham Group Architecture, Inc.

2 4 • L E A R N I N G B Y D E S I G N S U M M E R 2019 | WWW.LEARNINGBYDESIGNMAGAZINE.COM L E A R N I N G B Y D E S I G N S U M M E R 2019 | WWW.LEARNINGBYDESIGNMAGAZINE.COM • 25

e can all remember the variety of places and contexts in which we have learned something meaningful. And chances are

those places are as varied as we are. It is becoming increasingly obvious that learning can’t be contained to a single space or a specific context. Successful schools and successful educators have embraced this simple truth—learning happens everywhere.

Learning that is linked with meaningful experiences has been shown to significantly improve retention and increase student success. Over the past decade, more and more schools have focused on making sure that learning can occur both inside and outside the classroom. Often called “decentralized learning,” increased emphasis is being placed on learning opportunities that happen outside the classroom, including outdoor areas.

There are a variety of ways a school building or campus can support decentralized learning, to make sure that learning happens anywhere. For instance, taking advantage of site topography and nature can provide outdoor learning opportunities that engage students through exploration and play. Creating space for a student garden lets students grow fruits and vegetables while studying the science of nutrition. Highlighting sustainability measures throughout a school building, such as LED lighting or energy use dashboards, teach students about environmental stewardship. Informal gathering spaces throughout the learning environment can feature soft seating and writeable walls, inspiring spontaneous group work or problem solving.

Great school design is a bit like the physical concept of potential energy. A school designed for learning to happen everywhere will only be successful in achieving its goal if faculty has both the educational understanding and cultural support mechanisms to turn the potential of their new building into reality. Even after a vigorous and inclusive design process (we hope you’ve experienced one), it’s unrealistic to think that an entire school staff will understand the intent behind the school design without someone actually educating them about it.

What if every school facility—just like any new appliance or gadget—came equipped with a user’s guide, chock-full of information about the intent behind the spaces throughout the school and each of the various technologies and systems and how they work? When done right, a school user’s guide can be a reference tool for facilities staff and a way for teachers to better understand the inner workings of their building and how the building supports their learning objectives.

Last year, the Bellevue (WA) School District opened its new Tillicum Middle School. The building was designed as a “marketplace of learning,” organizing science, CTE, art, library, and core classrooms around a flexible shared space. The scheme was selected by the design committee because it encourages collaboration, connects programs, and puts learning on display. A user’s guide was created and distributed to teachers and staff members, which provides information on the design thinking behind the building’s layout, the purpose of non-classroom spaces, and the inspiration for the graphics and artwork throughout the school. Since sustainability was a key design consideration, the guide highlights sustainable building features as well.

Sustaining Culture—Learning from Riverview Elementary SchoolThroughout the design of Riverview Elementary School in Snohomish, WA, Principal Tammy Jones and her faculty spent time redefining their core values. “For Riverview, it’s simple: relationships (staff to parent, staff to staff, staff to student, student to student) are the foundation of

Supporting a Culture of Collaboration through Design By Matt Rumbaugh, AIA, LEED AP

Riverview Elementary School, Snohomish, WashingtonAt Riverview Elementary School, classroom neighborhoods face a naturally occurring on-site wetland that claims a large portion of the campus. A winding trail carves a path through and around the wetland where botanical signage identifies native plants and lookouts provide places for observation. Photo: Ben Benschneider

Tillicum Middle School, Bellevue, WashingtonA three-story atrium connects Tillicum Middle School’s “marketplace of ideas,” and puts some of the decentralized learning spaces on display to encourage interaction and collaboration. Photo: Ben Benschneider

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Spring: April 2020 Final space deadline: February 5, 2020 Materials deadline: February 21, 2020

Summer: June 2020 Final space deadline: April 3, 2020 Materials deadline: April 24, 2020

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