By Justin Sinnott

With decades of local experience and a diverse portfolio, Erickson-Hall Construction Co. continues to set the standard for building world-class educational facilities across Southern California. And while summer typically signals a quiet period on school campuses, this is when the San Diego-based firm steps into its busiest, high-energy season: the annual “Summer Sprint.”��

During a tight, eight-week window, Erickson-Hall delivers major infrastructure improvements across multiple district sites before the school year begins. By making the most of the summer months, Erickson-Hall��is able to��upgrade campuses with minimal disruption to students and staff. As the firm gears up for another summer sprint in 2026, it is building off the momentum of several recently completed milestone projects. These large-scale builds��showcase��Erickson-Hall’s deep��expertise��in design-build, construction��management��and multi-phase modernizations.��

Erickson-Hall’s delivery of brand-new Upper Athletic Fields at Beverly Hills High School in March marked a major milestone in Beverly Hills Unified School District’s multi-phased campus transformation. This ambitious design-build project required upgrading aging recreational infrastructure while carefully��maintaining��the school’s historic character. The scope of work included the construction of brand-new tennis courts, a lighted softball field, comprehensive utility improvements,��retaining��walls and a permanent modular restroom building — delivering a dynamic environment for the district’s 3,300 students.��

With a similar focus on multi-use athletic spaces, Erickson-Hall also unveiled the��state-of-the-art��Wiseburn Sports Complex for Wiseburn Unified School District in April. Designed to function as both an athletic engine for student-athletes and a cornerstone for local youth sports organization events, the complex integrates fields for Little League baseball, high school��softball��and youth soccer. More than upgrades to playing surfaces, the scope of work extended to player and spectator amenities, including new dugouts, batting cages, scoreboards, upgraded parking and a full concession building with modern restrooms. These facilities are backed by heavy infrastructure upgrades including underground utilities, irrigation,��fencing��and low-voltage systems.����

Shifting focus from athletics to the arts, in April, Erickson-Hall also cut the ribbon on a new Center for the Arts at Hesperia High School in San Bernardino County. This project��represented��a significant investment in the school’s arts education, providing modern, high-capacity spaces designed for student learning, professional��development��and community engagement. At the heart of this 40,500-square-foot versatile hub is a 500-seat performance stage and a flexible multi-purpose area. To accommodate the new facility, the project team also managed broader campus adjustments, including the relocation of existing tennis courts, alongside landscaping and surrounding site improvements to enhance the general campus environment.��������

The seamless delivery of these projects highlights Erickson-Hall’s strong focus on preconstruction and early planning. Engaging corporate expertise early provides school districts and civic leaders with��constructibility��reviews and cost-saving strategies that eliminate expensive surprises and delays down the road.����

Ultimately, navigating these complex, multi-phase builds��requires��deep trust and transparent communication among owners,��architects��and subcontractors. As an employee-owned company, this collaborative spirit is built directly into Erickson-Hall’s culture. Every team member has a stake in the firm’s success, translating a personal commitment to quality into tangible, high-efficiency results for clients.������

This dedication to community-driven excellence is fully on display as Erickson-Hall works on this year’s Summer Sprint, which is well underway. The firm is carrying this momentum forward to build the next generation of spaces where Southern California communities can thrive.��

About Erickson-Hall Construction Co.��

Celebrating 28 years of excellence in the construction industry, Erickson-Hall is a recognized industry leader,��having completed��over $4.9 billion in successful construction projects, of which $4.3 billion has been for K-12 and higher education developments.����The employee-owned company has been serving the Southern California markets of San Diego, Imperial, Orange, South Los Angeles, Riverside and San Bernardino Counties since 1998. Services include preconstruction, general contracting, construction management, design-build, progressive design-build, design assist-build, lease-leaseback��and program management for educational, fire, essential services, civic, parks, recreation, faith-based, office and healthcare facilities. The company has an award-winning portfolio of completed projects and has received��numerous��awards for safety. For more information, visit��. Find us on LinkedIn and follow us on Instagram and Facebook.���� ��

Justin Sinnott is Vice President of Corporate Services��at Erickson-Hall Construction.����

See this article featured in the Design & Construction issue of 91��Ƶ, available now.

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By Jennifer Tulley

A place where movement, reflection, and community converge, the new Wellness, Athletic��& Aquatics��Center for Convent & Stuart Hall, designed by TEF, advances the mission of a Sacred Heart education through its focus on students’ total development.����Centrally located along one of the City’s major east west corridors, the 66,000-square-foot, four-story complex is designed to integrate wellness into the daily life of roughly 1,200 students from kindergarten to 12th grade, while expanding athletic, physical education and gathering spaces for the school community.����

Founded in 1887, Convent & Stuart Hall is an independent K-12 school rooted in the Sacred Heart tradition of Catholic education, offering an educational model that��utilizes��both single-sex and coeducational learning environments. Across all grade levels, instruction is anchored by a common curricular commitment to educating the whole student: “mind, body and spirit.” Expanding the school’s athletic facilities to meet current and future program demands is an institutional initiative focused on elevating students’ physical and holistic development. Together, these pedagogical and strategic goals, along with a sensitivity to the compelling student mental health crisis nationwide, led to the project’s conceptualization.��

Maximizing Program on a Constrained Site��

Despite the fortune of finding a location roughly within a mile of the school’s two campuses, with front door access to public transit, a number of notable site constraints added to the project’s complexity. The Center had to be designed around an existing two-story mixed-used building at the northeast corner of the property.����The rest of the site, occupied by a concrete structure originally designed as a car showroom, proved infeasible for reuse, given the compact site and substantial scale of the project’s main program components: a gymnasium and natatorium, stacked one above the other, as well as educational spaces.��

The new Center is organized around these three program zones. The partially-below grade natatorium supports swim instruction for all ages, with aquatics programming including competition swimming, water polo, and more. Above it, the double height gymnasium provides a collegiate-size court and seating for more than 500 spectators.����Instructional spaces — for fitness, nutrition, meditation and wellness education — are adjacent to the gym. In addition, an enclosed rooftop turf field further expands the school’s athletic program. ��

The sloped site, while not uncommon to the City’s infamous topography, also affected the entry elevation and exiting strategy. The natatorium was carefully designed to be sufficiently below grade in order to meet code-requirements for ground-level egress of younger students, with three general exits at pool level and two additional stairs dedicated to kindergarten through second grade students.����

Harnessing Daylight��

Natural light was a critical priority. Studies continue to validate the importance of daylight to improving sleep, concentration, physical performance, and overall well-being of students and athletes alike. Ample glazing across the building’s entire north, street-front facade brings abundant daylight into the building. Its expression of horizontal bands — featuring a meaningful pattern language of glass and aluminum panels on the first and third levels — articulate the Center’s three primary program zones, while providing a balance of visibility and privacy. Glazing along the interior walls

overlooking the gymnasium and natatorium also pull essential daylight into the large internal volumes, the latter enhanced by��additional��skylights along the west side of the building. Educational spaces are strategically��located��along the building’s perimeter to maximize exposure to daylight and the surrounding neighborhood.������

Generous circulation corridors featuring furniture and seating options encourage informal human connection while flexible academic spaces��support a��variety of social activities.����

Nurturing Connection and Belonging��

Transparency also plays a key role in connecting the life of the school to the city and students to each other. According to the , creating an environment where students feel seen, included, and part of a community is essential to supporting mental health and��well being. The welcoming lobby, flexible gathering areas, and range of uses are some of the design features that reduce isolation and strengthen social relationships that are closely tied to emotional well-being, resilience, and school engagement.��

The Center’s built-in flexibility, to accommodate large assemblies and informal gatherings, strengthens connections across the student body and the broader school community. Generous circulation zones integrate a variety of furniture and seating options to encourage informal interaction and peer support, while visual and physical connection through transparency between major program spaces facilitate shared experiences. Providing an array of spaces for diverse modes of interaction was also a priority. Spaces like the classroom with a demonstration kitchen and the studio for yoga, dance, and meditation provide students with a multitude of options. When students can choose how and where to connect, the building can support individual social confidence and community building. ��

Environmentally Responsible, Connected to Nature��

The LEED Gold targeted, all electric building leverages biophilic and sustainable design strategies to��optimize��student health.��The design team prioritized biophilic warmth��through the use of��wood and organic forms in the development of the Center’s interiors.��Curved walls intuitively guide circulation around major program areas, and a muted, nature-inspired color palette, originating from nearby landscape elements including ocean, sand, and��sky, support��a calm backdrop to the diverse activity within the building.��������

Indoor air quality, essential to health and comfort – and a notorious design challenge for natatoriums across the city’s microclimates — was a critical factor. A robust mechanical and electrical system exhausts chloromines from the deck level and leverages heat recapture, to warm the pool only at night, allowing it to gradually cool down during the day to conserve energy. Additional green features include solar panels, two bioretention areas, one elevated on the first floor, as well as rooftop plantings to slow stormwater drainage. The majority of interior materials are red list free or approved and have EPDs (environmental product declarations) and/or HPDs (health product declarations). ��

The project is slated for��completion��2029.����

Jennifer Tulley is Principal In Charge at TEF Design.

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By Lindsey Coulter��

School restrooms have long been viewed as purely functional spaces, but educators, architects and administrators are increasingly recognizing that��restroom design can��have an outsized impact on safety,��wellness��and the overall student��experience. Rather than focusing solely on gender inclusion, many districts are rethinking restroom design as an opportunity to improve comfort,��privacy��and supervision��for all users.��

That shift is prompting architects to move beyond traditional multi-stall restroom layouts in favor of designs that create greater openness in shared spaces while offering significantly more privacy where students need it most.��Prompted in part by the AIA’s��“Inclusive restrooms & locker rooms in K-12 schools” report��from��2024,��more education leaders and design partners are��reimagining��these critical spaces to offer��a more dignified approach to the traditional��restroom��experience��that also nets��better student health outcomes.��

Rethinking the Restroom��

According to Joel Williams,��Studio Director for Quattrocchi Kwok Architects (QKA) in the firm’s Castle Rock, Colo., office,��the conversation has evolved well beyond accommodating specific student populations.��

“Restrooms are one of the most challenging spaces on a school campus,��from the student��experience standpoint and from the supervision standpoint,” Williams said. “It’s not a space��that��administrators can easily moderate. The bad stuff that happens on��a campus��often happens in a restroom.”��

For Williams, the discussion begins with a simple question: Are school restrooms actually serving students?��He often��references Maslow’s Hierarchy of Needs when discussing restroom design with��education��clients.��Before students can fully engage academically, they must first feel physically safe and comfortable meeting their most basic needs.��

“Having things like air, food, water, shelter, sleep and clothing are foundational, and I think bathrooms fit in that layer,” Williams said.��“When students��avoid��using��the bathroom at school, that’s a very clear sign that it’s a problem.”��

Stakeholder engagement sessions reinforce that conclusion. When Williams asks students,��parents��and teachers to describe school restrooms, the responses��often include words such as “smelly,” “dirty,” “dark,”��and��“sketchy.”��Vaping,��bullying��and general discomfort are��also��recurring concerns.��

Balancing Privacy��With��Supervision��

The greatest design challenge lies in balancing two competing priorities: creating��enough��privacy for students while��maintaining��enough visibility to discourage inappropriate behavior.��Rather than hiding the entire restroom behind a single door, many newer concepts shift openness deeper into��the space. Shared handwashing areas become visible from adjacent corridors, while individual toilet rooms are enclosed with full-height walls and doors��for more visual and acoustic privacy.����

Because the shared areas��remain��visible, staff members no longer��have to��enter enclosed restroom spaces to��monitor��activity. Students moving in and out naturally create��additional��accountability, while security cameras can��monitor��circulation zones without compromising privacy inside the toilet rooms.��

The approach also addresses newer concerns such as digital bullying. Traditional partitions leave gaps above, below and beside stalls that can expose occupants to unwanted photography or harassment. Full-height compartments��largely eliminate��those vulnerabilities.��

Small Details Can Improve Comfort��

Beyond the overall layout, Williams believes��seemingly minor��design decisions can significantly improve the user experience.��Things like��door hardware��and��occupancy��indicators��to reassure users that the door is secured��contribute to reducing anxiety.����

Accessibility is another opportunity to improve restroom functionality.��

Williams advocates��for��including sinks within larger accessible toilet rooms. While originally intended to serve wheelchair users, these spaces can also provide��additional��privacy for students dealing with medical conditions, menstrual��hygiene��or other personal needs.��

“It’s about providing space that accommodates other people who need whatever special considerations they may have on that particular visit,” Williams said. “That’s an example of how we can make these spaces better for��everybody.”��

Read the full article in the Design & Construction issue of 91��Ƶ, available now.

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By Lindsey Coulter��

HMC Architects��recently welcomed��Oliver Nicolas��to��the firm’s PreK-12 practice as��Principal-in-Charge.��

With a dual foundation in architecture and civil engineering,��Nicolas��brings more than 23 years of experience delivering impactful PreK–12, healthcare, and residential projects. He also spent��six years at a structural engineering firm and as a specification sales representative for a wood manufacturing company, giving him a comprehensive perspective on efficiently managing and delivering school construction projects.����

“My background gives me a unique perspective on design and delivery,” Nicolas said. “Understanding structural engineering and��available materials influences how I view��a space. Everything we design must be buildable, so as I design,��I’m��already thinking about how structural and architectural elements will be attached and how important detailing is in construction.”��

Based in the firm’s Ontario, Calif.,��studio, Nicolas will work closely with district clients across Southern California, ensuring strong collaboration and��a seamless��client experience. Drawing on more than two decades of experience guiding projects from design through construction administration and certification, he will provide strategic oversight to align project goals with client priorities throughout the project lifecycle.��

Nicolas spoke with 91��Ƶ��about��regional trends, how districts are��approach��deferred maintenance projects and��how��early collaboration can help��prevent problems later in the project lifecycle.��

SCN:��What makes working within an existing school building particularly challenging,��and where do you see the greatest opportunities for creative design?��

Nicolas:��Renovations challenge designers because existing buildings impose strict��parameters. We��must deliver��everything the client needs within��a��confined space.��I��once worked with a healthcare client to��develop��a tiny��ADA��code-compliant single-user restroom. Due to space limitations, we��couldn’t��expand��and��had to find every��opportunity��to��meet code��within the tight space.��Schools face these��same��challenges,��and��I��find that the spaces that seem the��smallest��are the��most challenging��to work��within yet��provide��amazing opportunities for success.��

SCN:��Across Southern California, what are you hearing��most��frequently��from school districts about their facility needs and priorities right now?��

Nicolas:��Our��district clients are most��concerned about��declining enrollment and how��to��repurpose��underutilized or aging spaces.��Schools don’t��want to��sell��extra��property,��finding new uses for these spaces��will be��one of the biggest challenges, and opportunities, for��school architects��in the near future.��Districts are also��exploring��ways to serve diverse community needs with workforce housing, wellness spaces, and other shared use spaces.��This��approach��raises��important questions about��after-school access,��operations��and maintenance��—��and how to open��the campus to the��wider��community��while��maintaining��student safety.����

SCN:��Many districts are balancing aging facilities and deferred maintenance with limited funding. How should districts think strategically about modernization versus new construction?��

Nicolas:��Before a district focuses on repurposing underutilized or aging spaces,��it should��start with a��comprehensive,��long-term��facilities��masterplan. The planning process should��evaluate��each school site��in its full context, considering��existing conditions,��educational adequacy, adaptability, and total cost of ownership, rather than relying solely on a building’s age.����Modernization is often a smart investment when��a��structure has good bones and can be transformed��to meet the��district’s needs. New construction should be considered��when the existing site��or building limitations prevent the district from achieving its goals.��

SCN:��What are some of the biggest misconceptions about what can��—��or cannot��—��be��accomplished��within an existing school building or site?��

Nicolas:��The��biggest misconceptions about working within an��existing��space are��that��it is��expensive or��tearing it down��is easier.��However,��I’ve��seen that working within an��existing��space��often costs less,��promotes��sustainability,��and��produces��magnificent learner-focused spaces. Architects��can��make something out of��anything. If��the district has a vision,��architects are savvy enough to��come up with��a solution.��When��we think creatively and look at a space in its full context,��we can��always��come up with��something��that achieves the client’s vision.����

SCN:��With your experience on the construction and materials side, what are some of the decisions architects and districts can make earlier in the process that have the greatest impact on cost,��constructability��and schedule?��

Nicolas:��It’s��important that architects and designers understand that cost escalation is a major��issue, and��we must��deliver the project sooner��rather��than later��to help clients save time and money.��It’s��important to find the right balance of��the program,��materials��and construction type.��For example,��I know��building��with��wood��might present��an��up-front��savings��compared to steel.��However,��with an efficient design and construction strategy, steel can��also help��reduce��timelines and��the��overall budget.��When��we��involve��every voice��—��districts,��community��and builders��—��early in��our thought process,��we can��speed up the��process��and create a visionary project on time and within budget.����

SCN:��How can architects improve collaboration among districts, contractors,��engineers��and other project partners early enough to prevent problems later in the project lifecycle?��

Nicolas:��At HMC Architects,��we engage clients��and partners in��a��multi-day��immersive design process.��During the day,��we host interactive workshops��and brainstorming sessions��with��all interest holders.��After hours,��our��design team��works on��a��preliminary��design based on��these conversations. We��reconvene with the full team��to��refine the design.��This approach��allows us to resolve��issues that often take weeks or months to settle in a week or less.��When we bring��everyone together��early,��we��see��the��best solutions to problems,��identify��previously unrecognized��opportunities, and allow��everyone to see the project develop in real��time.����

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By Michael��Bucalo, President & Owner, Friedrich Watkins Construction��

Higher education campuses rarely have the luxury of shutting down for construction. Libraries remain filled with students preparing for exams. Faculty continue teaching and conducting research. Staff maintain daily operations. Yet across the country, colleges and universities are investing heavily in modernizing aging facilities to meet evolving academic, technological and student needs.��

For contractors and campus leaders alike, the challenge is no longer simply completing a project on time and within budget. Success is measured by how well construction teams minimize disruption while��maintaining��a safe, functional environment for everyone who continues to use the building.��Working on occupied educational facilities has reinforced an important lesson: construction planning must begin with the people who rely on��the space��every day.��

Start With the Campus Experience��

Every educational facility serves a different purpose. A library operates differently than a science building, student union, or athletic facility. Before construction begins, project teams should understand how students, faculty, visitors and staff interact with the building throughout the day.��

Questions such as peak occupancy times, critical academic schedules, special events, and accessibility concerns should all be addressed during preconstruction planning — not after work begins.��When contractors understand how a building functions, they can develop phasing plans that reduce unnecessary interruptions and allow the institution to continue��operating��as smoothly as possible.��

Communication Is as Important as Construction��

One of the most overlooked aspects of occupied campus renovations is communication.��

Project owners, facilities teams, contractors, subcontractors, faculty, and campus leadership all need clear expectations before work begins. Regular updates help minimize confusion, reduce frustration and allow departments to prepare for temporary changes.��

Simple communication tools, including weekly planning meetings, updated construction schedules, clear signage, and designated points of contact often prevent small issues from becoming significant operational challenges.��The goal is not only to keep the project moving but also to��maintain��confidence among everyone affected by the work.��

Safety Extends Beyond the Jobsite��

Occupied campuses require contractors to think differently about safety.��Unlike a closed construction site, universities have thousands of students, faculty, visitors, and staff moving through adjacent spaces each day. Construction activities must account for pedestrian traffic, emergency access, deliveries, accessibility routes and changing campus schedules.��

Safety planning should include more than OSHA compliance. It should focus on protecting the campus community while allowing construction activities to��proceed��efficiently. Thoughtful��logistics��planning, secure work zones, dust and noise mitigation, and close coordination with campus facilities departments all contribute to a safer project.��

Flexibility Is Essential��

No occupied project unfolds exactly as planned.��Academic��calendars shift. Campus events��are��added. Deliveries change. Building occupants��identify��unforeseen needs after construction begins.��

Successful contractors recognize that flexibility is not a disruption to the��process,��it is part of the process.��Teams that communicate early, adapt quickly, and remain focused on solutions rather than obstacles create stronger partnerships with their clients and��ultimately deliver��better outcomes.��

Success Means More Than Completing the Project��

Construction teams naturally focus on schedules, budgets, and quality. Universities measure success a little differently.��

• Did students continue learning with minimal disruption?��
• Did faculty remain productive?��
• Did campus operations continue safely?��
• Did communication remain proactive throughout the project?��

The answers to those questions often��determine��whether a contractor becomes a long-term partner rather than simply completing a single project.��

Building Relationships Alongside Buildings��

As higher education institutions continue investing in renovations and modernization, contractors have an opportunity to become more than builders.��They can become partners who understand campus operations, anticipate challenges before they occur and deliver projects that support the institution’s broader mission.��

The most successful educational construction projects are not remembered because construction happened.��They are remembered because learning never stopped.��

Mike��Bucalo��is the President and Owner of Friedrich Watkins Construction of Tampa.��Learn more by visiting��.

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By Erin Bellis, Senior Manager of Security Products & Specifications, McGrory Glass Systems

In K-12 school architecture, a shift is occurring. For years, school-safety discussions focused on reactive, visible reinforcements. The immediate response to security threats involved retrofitting schools with steel bars, security��shutters��and windowless concrete entryways. While these measures��were intended��to protect, they��frequently��transformed centers of learning into cold, institutional spaces. Today, educational architects and school districts recognize that physical security must coexist with a student’s psychological well-being.��

The mandate for school construction requires achieving life-safety protection while preserving an open,��transparent��and welcoming environment. This balance is known as Human-Centered Design��(HCD). By prioritizing daylighting, clear lines of sight, and biophilic connections, architects can foster an atmosphere where students focus on academics. Central to this design philosophy is the implementation of “invisible hardening”��—��advanced security glazing systems engineered to withstand physical and ballistic attacks while��remaining��indistinguishable from standard architectural glass.��

“We can make almost any space secure, but if you’re not careful, it can end up looking like a jail,” says Chad Snyder,��Senior��Director of the��Security��Division at McGrory Glass. “That challenge has forced manufacturers to develop security glazing that performs like a hardened product but��doesn’t��have to be installed in heavy, industrial-looking hollow-metal frames. Instead, these products can work in aluminum storefront systems and other framing while still providing attack resistance.”��

Two recent elementary school projects��demonstrate��how specialized glazing fabrication transforms security from an imposing obstacle into a protective layer of a��building’s��envelope.��

Unifying History and Security: DCPS Truesdell Elementary School��

In Washington, D.C., the modernization of DCPS Truesdell Elementary School presented an architectural challenge. Designed by VMDO Architects, the project required unifying historic 1920s structures with high-performance modern additions. The school needed to create an environment that felt open and connected to the surrounding��community, yet��structurally prepared for unauthorized��breach��attempts.��

To bridge the gap between life safety and aesthetic transparency, the design team��utilized��McGrory Glass’����security glazing. Engineered specifically for high-traffic educational environments, this attack-resistant glass features a proprietary interlayer designed to prevent body passage during physical attacks. Tested to standards such as ASTM F1233 and ASTM F3561, the glazing can withstand sustained physical assaults from tools like bats,��hammers��and crowbars for��nearly 15��minutes. This structural durability offers school administrators a tactical advantage: the time��required��to execute lockdown protocols and await emergency response.��

The baseline of how manufacturers approach these spaces has undergone��a paradigm shift. As Erin Bellis,��Senior��Manager of��Security��Products and��Performance��Specifications at McGrory Glass, points out, school security requirements look vastly different today than they did a couple of decades ago.��

“Fifteen years ago, the industry wasn’t really thinking about security glass in schools,” Bellis explains. “That changed significantly after the Sandy Hook Elementary School shooting. It forced manufacturers to rethink their products, especially for schools that might not be able to afford more robust ballistic glazing.”��

What makes the Truesdell Elementary installation a benchmark for human-centered design is its technical integration. Rather than treating security zones as isolated barriers, the security glazing was integrated with��Solarban® low-e coatings. This allowed the specialized security panels to match the visual appearance of standard IGUs (insulated glass units) used throughout the rest of the campus.��

By��eliminating��the visual cues of a security barrier, the building��maintains��aesthetic uniformity. Students and staff move between security perimeters and open community spaces without any added psychological weight. Several of the security glass panels feature custom decorative gradient fades fabricated in-house. These gradients enhance occupant comfort and localized privacy while allowing natural light to flood into the learning spaces, proving that proactive school safety and clean design can coexist within the same square foot.��

Erin Bellis is the Senior Manager of Security Products & Specifications at McGrory Glass Systems.

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By Lindsey Coulter

Construction��recently topped out��on��Metropolitan State University of Denver’s��(MSU Denver)��Summit House, a 12-story student housing development that marks the university’s first on-campus residence hall in its 60-year history. Scheduled for completion in��summer��2027, the approximately $118��million mixed-use development will provide��more than��550 student beds, dining and retail space, and a permanent home for the university’s Classroom to Career Hub.����

Located on the Auraria Campus��(also shared with the Community College of Denver and University of Colorado, Denver) and��across from Ball Arena��(home to the Denver Nuggets and Colorado Avalanche sports teams), the project expands affordable housing while��demonstrating��how mass timber construction can accelerate project delivery and enhance the student experience.

Making a��Mass Timber��Statement

When complete,��Summit House��will be the tallest structure on the downtown-adjacent��tri-institutional��campus. As the tallest mass-timber structure in the state, it will also be��a��showcase��for��the��design and construction��advantages of��this highly renewable building material.

Ryan Marshall, Superintendent for��project builder��PCL Construction, noted that the��thoughtful use of mass timber��helped accelerate construction, as many��components could be��fabricated��off site��down to��a��1/16-inch��tolerance.��By maximizing panel sizes, the design��requires approximately 25 cross-laminated timber panels per residential floor, with the two podium levels composed of concrete.��

��“I’ve got to tip my hat to our architect and structural designer,��because this project was��really��designed around maximizing the capabilities��and efficiencies��of mass timber,” Marshall said.��“”The width of the structure on the dormitory floors is 60 feet,��which is��the longest��[cross-laminated timber]��panel you can feasibly ship without it being an astronomical cost.��In turn,��that makes for a quick install,��because it goes faster and you’re covering more area.”��

While prefabrication speeds construction, it��also��required��significantly more coordination��with��supplier��Mercer Mass Timber��during design.��

“Every penetration in the whole building had to be dialed in,” said��Macy Huffaker, Project Architect with designer SAR+ Architects. “Every light fixture, every shaft, every dimension that they were making out of mass timber had to be locked in a lot earlier than��it��would on something that’s��site built.”����

Martha Nelson, Director of Planning, Design and��Construction for MSU Denver, noted that mass timber was��a good choice��for helping meet the project’s��timeline and��sustainability��goals, but also for enhancing student experience, campus identity, market��differentiation��and long-term institutional value.����

“The most important decision wasn’t choosing mass timber; it was understanding how student housing could advance MSU Denver’s mission to provide a high-quality, accessible and enriching education. Mass timber became one of the ways we delivered on those institutional goals in a sustainable and cost-effective way,” Nelson said.

“There’s plenty of data showing that students who live on campus perform better academically and stay enrolled at higher rates than those who commute,” added Ben Diaz��Senior Development Manager with��Columbia Ventures, which serves as the project’s��developer.��“We’re proud to bring students for a true on-campus college experience, and we hope this project is the first of many��—��helping shift the Auraria campus from a commuter campus to an active, live-in community that blurs the line between downtown and the university.”����

Solving Urban Construction��Challenges

While mass timber and early collaboration��helped��accelerate the building’s timeline, constructing��a large-scale��residence hall��just��off��downtown Denver��required��careful logistical planning.

“One thing that was definitely a concern when I got the project was��figuring��out if a 60-foot panel could make its way into downtown Denver,” Marshall said. “Just making turns and pulling in can be a challenge.”

Getting all materials to the project site required a significant level of planning, including run-throughs with 60-foot semis and coordination with trucking companies that understood the limitations of oversized loads. The team also head to adhere to curfews enforced within the city limits, which prevented deliveries during rush-hour traffic periods.

Delivering Through Partnership

Innovation and creative problem solving was a theme for the project even down to the funding mechanisms. Columbia Ventures, which serves as the project’s developer, partnered with the Auraria Higher Education Center and MSU Denver on this public-private partnership (P3) structure, which leveraged Auraria’s unique P3 statutory authority that helped accelerate project delivery.����

“From a P3 perspective, we could move at a pace and cost structure that’s hard to achieve through traditional public procurement,” said Diaz. “That let us release work quicker and often at a more competitive negotiated rate.”��

This strategy was one reason the project was able to move��from concept to groundbreaking in��just��eight months, which Diaz said is notable for a P3 project��with multiple stakeholders��and goals��happening��on such a dynamic campus.����

“Part of our success��here was MSU Denver’s commitment��to��the project,” Diaz said.��“We would not have been able to make it��at��that pace without their support in this execution methodology.”

Read more about the project in the Design & Construction issue of 91��Ƶ, available now.

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By Lindsey Coulter��

School design has entered a new era. While conversations once centered on flexible classrooms, daylighting and collaborative spaces, today’s education planners are asking a more fundamental question: how does the environment itself influence learning?��

For Erika Ashauer, ALEP, EDAC, Human Experience Research Lead with the Denver office of HCM, the answer begins with understanding how people of all ages think,��feel��and move through space. With a background in cognitive science,��neuroscience��and evidence-based design, Ashauer works alongside architects,��educators��and other project stakeholders to translate research into practical design strategies that support attention, emotional regulation,��belonging��and long-term student success.��

“I’ve always been fascinated by how children learn and develop,” Ashauer said. “If we can create environments that help students feel safe,��supported��and ready to grow — and help educators do their best work — that has a lasting impact. Helping create happier kids and healthier learning experiences is something��I’m��incredibly proud to be part of.”��

For districts investing in new schools,��renovations��and modernization projects, Ashauer believes the greatest opportunity��isn’t��simply creating more flexible buildings;��it’s��creating environments that are intentionally designed around the people who use them every day.��

“Design and school culture have to work together,” Ashauer added. “We can create movement spaces, sensory rooms or restorative environments, but if school policies don’t support students using them, they won’t achieve their intended purpose.”��

Ashauer, who will share more of her research and insights at the 91��Ƶ Design & Construction Symposium in Denver Aug. 5, spoke with the publication about why human experience research is becoming an increasingly common��component��of PK-12 school design and procurement.��

SCN: Your role is still fairly unique within architecture firms.��Is this becoming a larger field?��

Ashauer: It’s definitely growing.��Six or seven years ago, I��wasn’t��even sure there were other people doing this work. Today there are more professionals working in design research across education, senior��living��and other sectors.��We’re��building a community that shares research and best practices while helping move the profession forward.��

[Clients] may not know what to call it yet, but��they’re��absolutely asking the questions. More RFPs include language around student engagement,��belonging��and human experience. Those ideas are becoming expectations rather than nice-to-have features.��

SCN: You describe schools as “active regulatory environments.”��What does that mean?��

Ashauer: We used to think of schools as containers where learning happened.��That’s just��not true. From the moment a student arrives on campus,��they’re��unconsciously assessing whether they feel safe,��welcome��and ready to learn.��

A four-year-old experiences that journey very differently than a high school student or a fifth grader with special needs. Design influences those experiences through spatial sequencing, visibility, acoustics,��comfort��and countless other factors. Our goal is to reduce unnecessary cognitive stress so students can spend more energy learning, taking academic��risks��and building relationships instead of simply navigating the environment.��

SCN: Does your research apply to renovations as much as new construction?��

Ashauer: Absolutely. Renovations often require even greater intentionality because every investment matters. Before deciding what to change, we��have to��ask why��we’re��renovating, who��we’re��serving��and how students��actually use��the building. Understanding those answers helps prioritize where design dollars will have the greatest impact.��

SCN:��You’ve��also talked about the concept of “embodied learning environments.” How is that different from terms like “student-centered” or “flexible learning”?��

Ashauer: Embodied learning recognizes that learning happens through the body as much as through the brain. Our brains constantly process sensory information. If students are spending energy dealing with glare, noise, visual��clutter��or uncomfortable temperatures,��they’re��using cognitive resources that could otherwise support learning.��Essentially, we��don’t��think with just our brains — we think through our entire bodies.��Good design��acknowledges that.��

SCN: How does that philosophy influence��designing��for neurodiversity?��

Ashauer: One of the biggest lessons from neuroscience is that there really��isn’t��a “typical” learner. Every person’s cognitive needs change over time through age, stress, injury,��illness��or life experiences. Rather than��designing for��one type of student, we should create environments that offer layers of choice and support. Those decisions��benefit��students who identify as neurodiverse, but they also improve learning for everyone.��

SCN: Does that expand the traditional definition of accessibility?��

Ashauer: Very much so. Physical accessibility��remains��incredibly important, but accessibility also includes sensory,��cognitive��and emotional experiences. The more we understand how people��actually move��through and experience buildings, the better we can design environments that allow everyone to��participate��fully.��

Read more in the Design & Construction Issue of 91��Ƶ, available now.��

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By Evelyn Long��

Playground design has evolved beyond swings and slides. For architects, contractors and facility managers, project briefs now emphasize measurable outcomes like motor skill development, emotional��regulation��and social connection. Standard equipment placement no longer meets expectations from schools,��parks��and communities. Design choices, from layout and materials to sensory elements and terrain, support children’s physical, emotional and social wellness, giving professionals a practical framework for their next project.��

Moving Beyond Basic Accessibility��

The��ADA guidelines for play��areas����for newly constructed and altered playgrounds, including accessible routes and equipment. While compliance is legally required, meeting these standards alone��doesn’t��create the inclusive, high-quality play experience communities increasingly expect. Accessible design addresses physical access. Inclusive design addresses the quality of the play experience itself.��

According��to playground manufacturer Landscape Structures, a well-designed playground����for kids with various ability levels. “Both a physical and social event,��inclusive play is not solely��about accessibility,” it��states.����

Genuine equity happens when children with different ability levels engage in the same activity together, rather than being directed to separate experiences. Design professionals can achieve this by grouping similar activities with multiple challenge levels into a single shared space, enabling varied participation without segregation.��

How to Choose Playground Equipment That Promotes Physical Development

Selecting��playground equipment that promotes physical development��starts with variety. Different movement patterns, including climbing, swinging and��balancing��target different muscle groups and build distinct motor skills. Research shows that well-equipped, varied play environments support improved����in children.��

Equipment variety allows children to��, according to��Little Tikes Commercial.��“Various play elements encouraging climbing, jumping, hanging, swinging, and balancing help kids activate primary muscle groups and define their activity preferences,” it explains. The company recommends sequencing equipment by age and ability, with low-level structures for toddlers and progressively challenging elements for older children. This approach builds physical confidence over time.��

Layout matters as much as individual pieces. Equipment should flow together rather than sit as isolated units, creating continuous movement opportunities that keep children engaged and active throughout the space.��

Designing Play Areas for Emotional Regulation and Sensory Needs��

Emotional wellness in playground design requires offering a spectrum of sensory experiences. High-stimulus features such as spinners, textured climbing panels and interactive sound elements serve children seeking sensory input. Low-stimulus quiet areas with seating, shade and natural materials provide spaces for decompression and self-regulation.��

A 2025 study examining����found that kids value both active, sensory-rich features and retreat spaces with seating, quiet��areas��and high-vantage points. These elements support relaxation and social��connection��alongside active play.��

The key is positioning quiet areas within sight of active play sections, not isolated from them. This arrangement supports emotional regulation while��maintaining��opportunities for continued social connection when children are ready to re-engage.��

Fostering Social Interaction and Cooperation Through Design��

Social development happens most effectively when children of different abilities play together rather than separately. According to��Child Trends, certain����and turn-taking. It��notes that��“Playgrounds encourage cooperation��by providing��children��a place to play and work together.” Design can amplify this by grouping similar activity types across multiple challenge levels within a single area.��

For example, placing several climbing options of varying difficulty in a single section allows children with different abilities to��attempt��similar activities side by side. This shared-activity approach builds social connections more effectively than routing children to separate equipment based on ability��level.��

Specific features prompt specific social behaviors.��Sand and water tables, seated spinning equipment and rolling slides naturally encourage turn-taking and teamwork.��Research on��inclusive community playgrounds��shows that these designs����as well, with higher activity levels��observed��among all users.����

Integrating Natural Elements and Terrain��

Working with existing site topography introduces built-in physical challenges without incurring��additional��equipment costs. Slopes, grade changes and natural features like boulders or logs provide varied terrain that develops balance, spatial��awareness��and risk-assessment skills. Rather than flattening a site, designers can����that add visual interest and variety.��

The��Kennedy School playground renovation��in Somerville, Massachusetts,��demonstrates��this approach in practice. The district��, sensory-rich environment that supports physical,��social��and emotional development simultaneously. Real projects like this show how the principles outlined here work together in practice, not just in theory.��

Building Healthier Communities Through Thoughtful Play Spaces��

Playground design addressing physical,��emotional��and social wellness together outperforms treating each element in isolation. ADA compliance��remains��the legal baseline, but it��doesn’t��define genuine inclusion. Equipment variety, sensory balance, thoughtful��layout��and terrain integration are the practical levers available to architects, contractors and facility managers specifying these spaces.��

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By Aaron Jobson��

During the post-World War II population��boom,��school construction accelerated across the country��as��school systems swelled with new students. As many of these��1950s- and 60s-era��campuses��are now 60��to75 years��old,��they present school��districts��with��several��challenges.����

Many��aging��school��facilities��are in need of��repair,��failing to��meet current building code and safety��standards,��and��requiring��significant investment.��Coinciding with this need,��the modern��approach to educational and community programs,��and��the��understanding of the impact of learning environment quality on educational outcomes��has changed��dramatically.��Older buildings may not provide the flexibility needed for next-generation learning,��or the daylight, ventilation,��and other features that support learning and��wellbeing.��This leaves many��districts��with��the complicated challenge of��deciding whether to modernize or replace existing campus buildings,��all while continuing to��operate��an active school.����

For each school��facing these��challenges,��it is best to��start with a master-planning level analysis of modernization and replacement options. For each��option��it is important to consider a variety of parameters,��including:��

• Existing building conditions,��including needs for��code and��structural upgrades��
• Construction��budget��
• Schedule��and��phasing��
• Campus��operations��and��safety��during construction��
• Learning��environment��quality����
• Community impact��

Taking this holistic view ensures that the available funding is used to provide maximum benefit to education.������

Looking at the��Long Term:��Los Altos High School��

In some cases, the best course of action is a combination of modernization and building replacement projects phased over��several��years. At Los Altos High School��in��California’s��Silicon Valley,��a carefully planned sequence of projects over a��10-year��period��reimagined a legacy mid-century campus into a flexible, student-centered learning environment that supports academic innovation, student wellness, career technical education��(CTE),��athletics��and community engagement.����

Guided by a comprehensive campus-planning strategy with multi-layered community engagement,��the��master plan strengthened the relationships between academic buildings, student-centered outdoor��spaces��and shared community resources.��Several��existing buildings that could continue to support the��school’s academic��programs��were renovated to update worn-out finishes and systems��—��and some��more extensively��to address code compliance��issues��and reconfigure learning environments to provide more flexible and modern spaces.��New facilities include a classroom building, CTE building, student services��center��and auxiliary gym.��Prioritizing flexibility and connections to the outdoors, these spaces expand��opportunities��for learning and support student health and wellness.��

The project was designed to achieve��a high level��of sustainability with major projects achieving LEED certification.��All-electric HVAC systems and an extensive solar array combine��to significantly lower the environmental footprint of the campus.��Careful project planning was��required��to��allow construction to continue in phases��while continuing operations of the school��with as little disruption as possible.��Together, these projects have��significantly transformed the campus into a high-performing, future-ready learning environment that directly supports student achievement,��wellness��and long-term��educational��goals.��

A Fresh Start:��Lake Elementary School��

There are also many��cases��where��it makes��the��most sense��to��completely��start��over. At��Lake Elementary School in San Pablo,��Ca.,��the buildings��were old and undersized and no longer supported the school’s educational programs or the needs of the surrounding community.��These challenges,��and the��cost of upgrading the existing��facilities,��resulted in��a plan for a two-phase replacement of the existing campus on the same site.������

The new elementary school��now��serves��470 students in��grades��transitional kindergarten (TK) through��grade six. A welcoming front entrance provides administrative services and library space that can also accommodate community events after school hours.��New��classrooms for��the first through third��grades��are housed within a��learning��suite; a concept��in which��each classroom opens to a large, shared��flexible space��to support a variety of teaching and learning approaches. A separate, similar��learning��suite��supports��students in grades��four through six.��Further, a��distinct��early-childhood education cluster provides dedicated learning environments��and outdoor gathering and play areas��for the��campus’��youngest students.��The multi-purpose building,��located��in the heart of the campus, provides food service, indoor��and��outdoor dining, and performance and gathering space.����

Lake��Elementary School’s��new campus was designed with significant input from the staff and community and features bright colors and��a strong sense��of identity to engage with the��community and foster pride.����

Constructing the new campus while continuing to welcome students every day��required��careful planning and collaboration. The first phase of construction built the new administration,��library��and classrooms on the existing��fields,��leaving most of the existing buildings operational.��Following this completion,��the��project��team removed the remaining original buildings and constructed the new multi-purpose��room, early childhood classrooms,��playgrounds��and��athletic��fields in their place.��The end result��is a completely new campus that will serve the community many years into the future.������

Read more in the Design & Construction Issue of 91��Ƶ, available now.

Aaron Jobson is president and CEO of Quattrocchi Kwok Architects in Santa Rosa and Oakland, Ca., and Castle Rock,��Colo.��He��is a member of the 91��Ƶ Editorial Advisory Board��and��can be reached at��aaronj@qka.com.��

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