THORNTON, Colo. — Adams 12 Five Star Schools celebrated the official groundbreaking for the new Thornton High School on Tuesday, May 19, marking a major milestone in the district’s voter-approved 2024 bond program and the future of one of the district’s longest-standing high school communities.��

“Today’s groundbreaking is about honoring history, while looking ahead to new chapters,” said Thornton High School Principal Charles Arellano, a Thornton High alumnus, according to a statement from the district. “The new Thornton High School will create new opportunities for students and staff and will also carry over the pride, the relationships and the rich traditions that make the school so special.”��

The new Thornton High School is one of the core projects included in the district’s 2024 bond, which was approved by voters to support investments in schools throughout the district.��

Construction begins this month and will be completed in phases, allowing Thornton High School to continue serving students while the new building is constructed. The first wing of the new school is scheduled to open in summer 2028. The second wing is scheduled to be completed in winter 2029, with the completed building ready for students in fall 2030.��

The project will replace the existing Thornton High School with a modern learning environment designed to support current and future students while honoring the school’s history and deep community ties. Student leaders from Thornton Elementary, a Thornton High feeder school, also��participated��in the ceremony,��representing��future Trojans who could be among the first students to attend the fully completed new school.��

On the project website, Treanor noted that the design team listened closely to what project stakeholders loved, hoped for and felt was missing from the current Thornton High School facility. That feedback ultimately shaped the design. ��

“What’s��emerged is not just a school but a cultural hub: a welcoming, inclusive space that honors tradition and fosters innovation,” the firm said.��“Together,��we’re��creating a place of pride that honors the school’s rich heritage and paves the way for a bold, bright future.”��

From open, light-filled spaces that invite collaboration to��features��that promote academic growth, student confidence,��accessibility��and wellness, the new THS is designed to support the whole student.����

The design was intentionally developed to support��six��core��career and technical education (CTE)��pathways:����

1. Advanced Manufacturing
2. Media Arts and Entertainment
3. Computer Science and Digital Technology��
4. Culinary and Consumer Science
5. Business and Entrepreneurship
6. Interpretation and Translation Services

These��educational pathways��are��woven into the layout, creating opportunities for��hands-on learning spaces where students explore real-world skills and discover their passions, according to Treanor.��The new curriculum is designed to accommodate the full spectrum of students who attend THS, including those��seeking��to build skills and enter the workforce��immediately��after graduation, as well as students planning to pursue higher education.����

The project team also includes Accenture and Adolfson & Peterson Construction.��

The post Adams 12 Five Star Schools Breaks Ground on New Thornton High School to Support Career and Technical Education Pathways appeared first on 91��Ƶ.

The post Adams 12 Five Star Schools Breaks Ground on New Thornton High School to Support Career and Technical Education Pathways appeared first on 91��Ƶ.

• CESD’s new campus will feature a combined 86,000 square feet of learning space that celebrates Biltmore Prep’s dual immersion learning model��

• Through a phased approach, the campus will remain fully operational during construction of new buildings.��

• The project is scheduled to be completed in Winter 2027, with students transitioning to new classrooms in time for the 2027-2028 school year.��

PHOENIX��— Creighton Elementary School District (Creighton) recently broke ground on a comprehensive campus replacement project for Biltmore Preparatory Academy in Phoenix, which will provide entirely new infrastructure to accommodate increased student populations and modernized, collaborative learning. Designed by SPS+ Architects and being constructed by McCarthy Building Companies, Inc. (McCarthy), the project��aims to celebrate the unique biliterate learning culture and rich history of the Biltmore Prep community through a redefined campus design.��

District leaders described the��project��(Creighton’s first-ever active campus rebuild)��as��a historic milestone for��the��community.����

“Our priority is ensuring that our students��remain safely engaged in their learning without missing a beat, even as a brand-new future rises right beside them,” the district shared in a statement.��“We��aren’t��just building classrooms; we are creating a space that celebrates our rich, biliterate culture and mirrors the vibrancy of the Latin American heritages we honor every day.”��

Biltmore Prep’s reimagined campus will��include a��brand-new administration and cafeteria building, and a two-story elementary classroom building with modernized K-5 classrooms. With its dual immersion teaching model, where students transition from English to Spanish learning throughout the week, every space has been thoughtfully designed with color and texture tied to the language of instruction. Students will associate the physical learning environment with the learning content.��

The two-story middle school building will house all sixth through eighth grade classes, featuring��a state-of-the-art media and learning center, hands-on STEM labs,��a maker��space, and dedicated rooms for music and the arts. The crown jewel is a ‘learning stair’ — a large amphitheater-style staircase designed to provide flexible reading spaces, group��work��and collaboration for students.��

Each building will feature distinct, vibrant collaboration spaces, equipped with flexible seating to encourage students to engage in bilingual conversations and create opportunities for inspiration and creativity within these multicultural areas.��

Tying it all together, the campus will make��great use��of its existing multipurpose gymnasium (built in 2019) as a central hub for play and gathering throughout construction. All four buildings will frame a stunning central courtyard anchored by a larger outdoor learning stair as a key architectural feature, cascading from the second story of the elementary building into the courtyard. This feature will provide opportunities for outdoor classes, student performances, assemblies, and parent-teacher events.��

“The Creighton District started the project with a lofty goal, to go beyond the surface and embody biliteracy at a deeper level, in materials, spatial relations and site planning,” said Morgan Ellis, K-12��Director at SPS+ Architects. “As an architect, these are the projects we dream of.”��

The project��will also embrace opportunities to engage with students and staff in both Spanish and English,��as all communication and signage surrounding the project will be conducted in both languages.��

“McCarthy has had the honor of walking these halls, supporting this campus, and being a part of this community for years, and we are excited about this next chapter for BPA,”��said Project Director Paul Kubik.��“Every time we take on a campus rebuild, we have the privilege of becoming ingrained into the school’s culture, and that runs especially deep here.”��

With the project scheduled to complete around November 2027, the newly reimagined Biltmore Prep will celebrate the long-standing culture of the community while expanding the school’s capacity from��nearly 500��students and 60 staff to��roughly 750��students and 75 staff.��

The post Creighton Elementary School District Breaks Ground on Dual Immersion Biltmore Prep appeared first on 91��Ƶ.

The post Creighton Elementary School District Breaks Ground on Dual Immersion Biltmore Prep appeared first on 91��Ƶ.

HILLSBORO, Ore. — At its regular session meeting on Tuesday, May 26, Hillsboro School Board members voted unanimously to place the Hillsboro School District’s (HSD) $430 capital construction bond on the November 2026 ballot.

The approved bond program��contains��projects for every school and district building across six broad project areas: buildings and systems, safety and security, Career and College Pathways, Extracurriculars, technology and cybersecurity, and support services.��

If successful in November, the bond would allow HSD to address aging infrastructure like roofs and HVAC systems, modernize educational settings that engage and prepare students, improve and expand extracurricular spaces like lighted turf fields for year-round student and community use, and enhance safety and security districtwide, among many other priorities.����

Capital construction bonds like this one are the only mechanism school districts have for making significant investments in systems and structures. The State School Fund dollars��allocated��to districts each year are��really only��meant to fund daily operations (primarily staff-related costs) and incidental maintenance and repairs.��

By the fall of 2026, taxpayers will have paid off some of HSD’s��previous��bonds. This creates an opportunity to fill in the gap with a new bond to generate capital investment money for district projects, while keeping the current tax rate consistent. HSD estimates a repayment rate of��approximately $1.84��per $1000 of assessed property value, which is 18 cents per thousand less than the��average of��rates paid since the passage of the district’s��previous��bond in 2017.����

Wherever possible, the district will seek opportunities to��leverage��partnerships, incentives, and grants to maximize our bond dollars and make them go further, highlighting HSD’s commitment to good stewardship of the community’s investment.��

In a 2019 bond,��the district invested heavily in safety and security upgrades at all schools, including��Seismic and roofing upgrades, Playground��upgrades��and Parent/bus drop-off improvements. The bond also supported extensive renovation and repair efforts at the district’s aging schools, focused on��HVAC,��plumbing��and electrical upgrades; remodeling projects; and the replacement of 15 temporary portable classrooms. Efforts to relieve crowded classrooms and plan for growth included the construction of separate gymnasiums at elementary schools that currently share gym and cafeteria space��as well as the expansion of Evergreen Middle School and Glencoe High School��and the construction of one new elementary school in North Plains, one new elementary school in South Hillsboro, and replacement of Brookwood Elementary School. The bond also extended to��new technology, flexible classroom��furniture��and the expansion of career and technical education spaces at all��district��high schools.����

The district has implemented an����of all proposed projects.��

The post Oregon’s Hillsboro School District Places Capital Bond on November 2026 Ballot appeared first on 91��Ƶ.

The post Oregon’s Hillsboro School District Places Capital Bond on November 2026 Ballot appeared first on 91��Ƶ.

“On behalf of the entire Board of Trustees, I want to express our enthusiasm and excitement about the appointment of Chris Augostini as president,” said Robert C. Goddard III, Chair of the Emory University Board of Trustees, in a statement. “Our search generated a significant number of highly qualified candidates, but Chris’s exceptional leadership skills, distinguished record of achievement as executive vice president and COO, along with his deep understanding of Emory’s culture and community, made it clear he is the right leader for Emory,”��

Over the past nine years, Augostini has collaborated extensively with the Board of Trustees, the Emory Healthcare Board of Directors, and the university’s executive, academic,��administrative��and healthcare leaders to help enable Emory’s long-term growth and competitiveness. In his current roles, he oversees all enterprise functions for Emory, which is one of Georgia’s largest and most complex organizations and one of the nation’s top 25 universities.����

“I’m extraordinarily honored and thrilled to be named Emory’s next president,” Augostini said in a statement. “As I look across the higher education��landscape,��I��believe Emory��is positioned better than any other university to meet our current challenges and opportunities.��I look forward to beginning this new chapter in partnership with faculty, the board, students, staff, and the entire Emory community.”��������

Prior to joining Emory, Augostini served for 17 years as��Senior��Vice��President and��Chief��Operating��Officer at Georgetown University. Earlier in his career, he held senior government positions with the city and state of New York. He earned bachelor’s and master’s degrees in public policy analysis from the State University of New York at Albany.����

The post Emory University Elevates Christopher L. Augostini to President appeared first on 91��Ƶ.

The post Emory University Elevates Christopher L. Augostini to President appeared first on 91��Ƶ.

The post Ceiling Heater appeared first on 91��Ƶ.

The post Ceiling Heater appeared first on 91��Ƶ.

By Petra��Sucher��

SchoolBondFinder��specializes in tracking K-12 capital project bonds across the nation. The platform monitors school district bond initiatives across key stages, providing stakeholders with crucial data on project scope, financing, and voter outcomes. In March,��SchoolBondFinder��shared first-quarter updates and referendum insights for the 2025 and��2026 election��cycles.��

The research team is actively updating��the platform with the latest election results with a “boots on the ground” approach. Most updates for referendum votes are reflected within 24 to��72 hours��of��passage.����

Read more for��an in-depth look at April and May results, highlighting essential insights for the 2026 K-12 bond market.��

An Overview of April Elections��

For��April��a majority of elections occurred on April 7.��Approximately��80%��of the bonds (120 out of 150) passed,��whereas��30��failed. The total value for both passed and failed bonds amounts to��$4B.����Most��districts focused on infrastructure and safety. Missouri and Oklahoma were the most active states this month. Missouri had��64��bonds��and Oklahoma had��39��bonds.����

Key Districts:��

Wayzata, Minn.��($450,000,000):��

• Scope:��New construction of a��public��elementary��school and a middle school,��as��well��as��classroom and lab additions at the high school,��kitchen��and cafeteria��expansions,��and gymnasium additions.��
• Status:��Passed��

Tulsa, Okla.��($276,000,000):��

• Scope:��Extensive renovations��to an existing public school,��including new classrooms, kitchens, ADA compliance upgrades, HVAC��systems��and roofing across multiple sites.��
• Status:��Passed��

Howard-Suamico, Wis.��(147,000,000)��

• Scope:��New classroom additions and gymnasiums at three elementary schools,��plus Career and Technical Education��labs and��performing-arts��spaces at the high school.��
• Status:��Passed

Dallas Independent School District Passes $6.2 Billion in Bonds ��

On May 2, voters approved��92��of��118��propositions for a passage rate of��78%, which is consistent with national trends. Many Texas school districts had multiple propositions on the ballot. In Texas 10 out of 26 failed, most having to do with athletic propositions.��

Dallas��Independent School District��passed��its��bond package worth��$6.2 billion, the��largest in Texas history.��Proposition A��will fund new construction to replace 26 schools and��expand��existing schools, adding classrooms to��eliminate��portables.��It will also��fund efforts to:��

• Renovate��and modernize every campus across the district��

• Remove the district’s 700 remaining portable classrooms��

• Enhance safety and security at all campuses��

• Upgrade school furniture, student technology, and transportation, including new school buses��

• Improve physical education facilities and repair swimming pools��

The bond package��will be broken up into��four propositions to ensure transparency and flexibility. This bond package will leave a generational mark not just for the funding amount, but for the scope of the��project.��

Movement in Michigan,��Ohio��and Montana��

There were��79��propositions on the ballot for May 5, most in��Michigan, Ohio, and Montana with a mix of bonds and levies. For reference,��a school bond election is a bond issue used by a public school district, typically to finance a building project or other capital project. These measures are placed on the ballot by district school boards to be approved or defeated by the voting public or taxing authority.��A��levy is a short-term, local property tax passed by the voters of a school district that generates revenue for the district to fund programs and services that the state does not fund. Levies are used mostly for operational expenditures.����

In total,��43��propositions with a value of��$2��billion��passed��on May 5,��whereas��36��propositions worth��$1.6��billion��failed. The number of bonds passed��represents��a passage rate of just 54%, lagging historic national trends.����

A recent trend��observed��by��SchoolBondFinder��researchers this year involves districts requesting earned income tax levies to fund construction projects,��either by itself or combined with another funding source like a bond.��Researchers��typically see this for operating levies, but districts in the State of Ohio asking for this to accommodate their construction needs is new.��Districts may��attempt��to attract older voters by��utilizing��earned income tax levies, as these measures do not��impact��that demographic in the same way increasing property taxes do.��There were three earned income tax levies on the ballot this month in��Ohio��and all three failed.��

Other May Bond Decisions��

Voters considered��16��total propositions during this election cycle, resulting in��six��passing and��10��failing.��Bonds were approved in Mississippi, Massachusetts, Nebraska (2 districts),��Minnesota��and West Virginia. With most of the propositions focused on new construction.��

• Passed Amount: Totaling $498,285,000��
• Failed Amount: Totaling $342,648,950��

There��were��a total of��127��propositions that went to vote��on May 19. Of those,��113��passed for��a passage rate of��88%. The majority of those on the ballot occurred in New York.��A total of��94��bonds��passed, totaling over��$1��billion��in New York.��

Factors Influencing District Priority Shifts��

In addition to the well-known challenges of declining enrollment and district operational difficulties, several other factors are at play��school consolidations,��expiration��of Cares Act funding, voter resistance to specific measures��and a��downward trend in birth rates.��These changes suggest districts may be pivoting priorities to better serve local needs and moving away from projects fueled by federal programs.����

Key Focus Areas for Passed Bonds��

Despite these challenges, passed bonds are still showing��strong support��for key focus areas, such as specialty areas,��HVAC systems, athletic facilities, instructional spaces, and electrical��and��lighting upgrades.

SchoolBondFinder��is��currently tracking roughly��$49��billion��of opportunities, with many of��the organization’s��Watchlist items having no money attached yet.��Researchers��are tracking��more than��1,726��bonds as of May 22.��Elections��in June and August are around the corner and will be featured alongside��the��2026 Q2 updates and researcher insights��this summer.

Petra Sucher is the Marketing Engagement & Analytics Manager for .

The post SchoolBondFinder Shares An In-Depth Look at the Spring 2026 K-12 Bond Market appeared first on 91��Ƶ.

The post SchoolBondFinder Shares An In-Depth Look at the Spring 2026 K-12 Bond Market appeared first on 91��Ƶ.

The architecture firm ��—��with��offices��in Santa Rosa, Calif.,��and Oakland,��Calif. —��recently advanced��it’s��2030 vision by��establishing��an office in Castle Rock, Colo.��The��nearly 80-person��firm now has three employees in Colorado��supporting��projects across the company and��as they��look to build a strategic pipeline of opportunities in��the region.��Led by Studio Director Joel��Williams,��AIA,��LEED AP, ALEP,��the team also includes��Project��Designers Joseph Puyot and Spencer Robinson.��

Williams joined��QKA in 2020��and��has more than 18 years of experience in education design, from��small classroom renovations to large-scale campus master planning projects. With a leadership��style rooted in collaboration and��communication,��he will build on his established client and��partner relationships to grow QKA’s presence in the Rocky Mountains.����

“This��expansion is a natural extension of our community-minded work in��California and��offers great��opportunities to build our talent pipeline in a��highly desirable��region to live and work,” Williams said.��

Williams, who will also share his insights at the 91��Ƶ (SCN)��Design & Construction Symposium��in August, spoke recently with SCN to explain why Colorado is a compelling market for K-12 design, and how architecture can help schools do more with limited resources.��

SCN:��Colorado has seen significant growth and voter support for school bonds. How do you see those market conditions shaping the next generation of school design in the state?��

Williams:��Colorado voters approved��nearly��$6 billion��in new school bond funding in the 2024 election cycle, with��additional��measures��anticipated��on the 2026 ballot. That sustained community investment reflects the same conviction��we’ve��seen across the Bay Area: that well-designed schools are worth funding, and that communities will��back��that commitment at the ballot box.��

The policy landscape is similarly aligned. Evolving energy codes in both states are driving demand for schools that prioritize efficiency, renewable generation, and reduced fossil fuel reliance. Sustainability strategies that were once aspirational—daylighting, natural ventilation, solar generation, stormwater management—are now baseline expectations in both markets. The frontier of the conversation has moved upstream, from operational energy use to the embodied carbon inherent in the materials and processes��required��to build and renovate in the first place.����

The key distinction between the two markets is demographic. California enrollment is��largely stable��or slightly declining, while Colorado’s population growth is driving enrollment increases and expanding housing development across the region. That translates into demand for both new campuses and significant modernization of existing ones.��

SCN:��Many districts are balancing enrollment growth, aging infrastructure, and budget pressure. How can architecture help schools do more with limited resources?��

Williams:��There is no universal answer to the gap between funding and��need��that every public school district faces. Sometimes a creative renovation is the right investment; sometimes demolition and replacement of an aging facility is the better long-term decision. What matters is that the solution fits the place.��

In every case, the goal is the same: buildings that meet today’s needs while��remaining��adaptable, and that incorporate systems district facilities staff can��actually operate��and maintain effectively. Architecture helps schools do more with limited resources when��it’s��rigorous about long-term cost of ownership, not just first cost—and when��it’s��honest about which investments will still be paying dividends in 20 or 30 years.��

SCN:��Colorado districts vary widely—from fast-growing suburban systems to rural communities. How should education design adapt to��very different��local needs rather than relying on one-size-fits-all solutions?��

Williams:��Every project starts with active listening. Before we reach for a solution, we work to understand what a particular district, campus, and community actually��need. We have decades of experience in school design, but we focus more on bringing that��expertise��to creatively respond to a client’s goals than on telling them what they should think. The best designs respond to the constraints that make a school community and site unique—not necessarily those with the largest footprint or the biggest budgets. Across a state as varied as Colorado, that posture��isn’t��optional;��it’s��the only approach that works.��

SCN:��You bring��nearly��20��years of education design experience. What are the biggest shifts��you’ve��seen in learning environments over that time, and how will those lessons influence your Colorado work?��

Williams:��The biggest shifts��haven’t��been in classroom layout or building configuration;��they’ve��come from the systems, technology, and construction methods that make schools work��over time. As I mentioned previously, this is��apparent��in the shift in priorities��regarding��sustainability strategies. As certain strategies become the baseline, we can move to��focusing��more on concerns like embodied carbon.����

That whole-lifecycle thinking, developed through years of California work, is a direct asset as Colorado districts make long-term infrastructure decisions. Our Colorado presence��isn’t��designed to function as a stand-alone regional office; the vision is a distributed studio model—one firm,��operating��across multiple geographies, carrying the same design standards, technical rigor, and culture that have defined QKA for four decades. For Colorado districts, that means access not just to a local team, but to the full depth of QKA’s institutional knowledge, built project by project, district by district, over 40 years.��

The post Joel Williams on Leading QKA’s New Colorado Office and Taking on a New K-12 Market appeared first on 91��Ƶ.

The post Joel Williams on Leading QKA’s New Colorado Office and Taking on a New K-12 Market appeared first on 91��Ƶ.

��By Maggie Marlin, IIDA��

The COVID-19 pandemic forced higher education to answer an uncomfortable question: if the classroom is the only place that matters, why bother with a campus at all?��

Universities responded by completely rethinking what makes physical space valuable. The answer��isn’t��more��classrooms:��it’s��everything around them. Walk into a new college building today and the spaces between classes command as much design attention as the lecture halls. Faculty from different departments share collaborative spaces. Students work alongside industry partners in innovation labs. Libraries have evolved into social infrastructure,��where��connection matters as much as collection.����

This shift��isn’t��just about amenities. As technology reshapes how knowledge gets transmitted and artificial intelligence handles more of the rote work of education, education design is doubling down on what can’t be automated: human connection, hands-on collaboration and the kind of creative thinking that only happens when people come together in physical space.��

According to��Gensler’s��,��released earlier this year,��education is undergoing a fundamental transformation��that’s��reshaping not just how students learn, but how entire learning environments are conceived and built. Three major trends are driving this evolution, and��they’re��already visible in projects across the country.��

Learning Without Lanes��

The first big shift? Learning is no longer linear, and neither is the campus.��

Students today��aren’t��just earning degrees;��they’re��collecting skills. They might spend mornings in traditional lectures and afternoons in apprenticeship programs with campus industry partners, pause their degree to launch a venture, then return for an executive MBA a decade later. Education has become modular, customizable,��and continuous, which means campus spaces need to evolve into flexible ecosystems that can support everything from micro-credentials to business incubators to lifelong learning hubs.��

Western Kentucky University’s��Gordon Ford College of Business at Amy and David Chandler Hall��illustrates��this approach.��The building��consolidates��resources including academic advising, peer tutoring, financial aid guidance��and��even a ‘Suited for Success Closet’ where students can borrow business attire for interviews.��It’s��designed to support students wherever they are in their journey, whether��they’re��navigating their first semester��as a��first-generation��student��or preparing to pivot careers mid-degree.��

On the first floor,��the trading lab��displays real-time stock market changes through Bloomberg Technology terminals, giving students access to professional-grade financial analytics typically reserved for working professionals. Sales classrooms��include set-ups of��real-world environments��that��students��might��encounter��when making a sales pitch,��blurring��the line between academic exercise and professional practice. The most forward-thinking element might be the simulation lab, which uses augmented and virtual reality for marketing strategy exploration. The floor is deliberately furniture-free, allowing for��fully immersive AR and VR experiences.��It’s��a space designed not for how students learn today, but for how��they’ll��need to learn tomorrow, and return to��learn��again years from now.��

Western Kentucky also��demonstrates��this principle through strategic design choices: core��objectives��included creating��spaces so��students��would��linger before��and after scheduled classes, accommodating everything from traditional��undergrads��to professionals pursuing executive education, with spaces that stay flexible enough to evolve alongside industry needs.��

What AI Can’t Replicate��

If campuses��can’t��compete with AI on information delivery, they need to own what technology��can’t��touch: collaboration, community,��and creativity.��Libraries, incubators, makerspaces,��and other campus “third spaces” are being reimagined to prioritize hands-on, project-based��and team-driven work. The social experience of learning becomes��a��competitive advantage.��

This is where projects like Western Kentucky’s Commons at Helm Library come into play. The facility transformed a 1930s building that once housed the university gymnasium into a new intellectual hub at the historic academic heart of campus. The Commons combines social spaces, including food service venues that accommodate 900 guests, with library and student support services.��It’s��designed to serve both campus-based and commuter students, creating a destination that pulls people in rather than just providing study carrels.��

The project has earned��numerous��awards, including the IIDA/American Library Association Library Interior Design Award and Best in Show, precisely because it understands that the future library is less about book storage and more about human connection.��

Purdue University’s Mitch Daniels School of Business, scheduled for completion in 2027, also usestilizes��this philosophy. The building integrates business, technology,��and engineering classrooms and labs with advising offices, flexible collaboration areas,��and an auditorium for campus-wide conferences and events. Recognizing that the high-traffic site lacked green space, the design team added a courtyard for outdoor breaks and events. At night, the glazed facade will glow with activity,��telegraphing��the innovative combination of spaces within and framing��the School of Business as a forward–��looking and vibrant community.��

With a future-forward outlook, the building includes a full prototyping and engineering lab where students can merge technical and business skills in real-world developmePnt scenarios. It offers spaces students might encounter in corporate workplace environments, preparing them not just with knowledge but with the collaborative muscle memory they’ll need in their careers.��

Read more in the Higher Education Issue of 91��Ƶ.

The post Campus Design for the Post-Linear Learning Era appeared first on 91��Ƶ.

The post Campus Design for the Post-Linear Learning Era appeared first on 91��Ƶ.

“I was drawn to Wells because of its��growth��momentum, industry leadership, and the quality and breadth of solutions delivered to clients,” said Orvis. “The culture and interactions throughout the interview process were a tipping point. I walked away from every conversation believing this was a team where collaboration, trust, and enjoyment in the work truly mattered.”����

Orvis joins Wells with more than eight years of experience in the building-services industry, following earlier leadership roles in large-scale distribution environments. He brings a strong background in industry processes, prioritizing how technology supports execution,��performance��and scalable outcomes.��A graduate��of Bethel University, Orvis holds��degrees��in��business and��marketing. His career also includes unique supply-chain leadership experience, offering firsthand insight into how high-performing organizations��operate��and scale effectively.��

“Rob brings a strong track record of technology leadership within complex organizations, along with the practical experience needed to help scale our business for the future,” said Ryan Stroschein, Chief Corporate Officer at Wells. “As Wells continues to grow, we are investing in innovation to strengthen our operational capabilities. Rob’s leadership is instrumental in advancing our technology strategy.”��

The post Rob Orvis Joins Wells as Chief Technology Officer appeared first on 91��Ƶ.

The post Rob Orvis Joins Wells as Chief Technology Officer appeared first on 91��Ƶ.

By Evelyn Long

School hallways often resemble rush-hour highways during class changes. Students bottleneck at stairwells and cluster near popular classrooms while other corridors sit empty. Many administrators interpret this congestion as a behavioral problem. However, the root cause often lies in the building’s design. ��

When architectural planning incorporates strategic wayfinding systems, particularly color-based zoning, schools can guide movement patterns naturally and reduce mayhem without��additional��staff intervention.��

From Chaos to Clarity��With��Architectural Wayfinding��

Wayfinding extends far beyond directional arrows and room��number��plaques. It��represents��a comprehensive design discipline focused on creating intuitive spatial navigation. For best results, it should be integrated from the design phase, but retrofitting color zoning can also work.����

The most successful wayfinding becomes invisible to users. When people navigate a space without conscious effort or confusion, the system has achieved its purpose. Teachers and administrators can spend less time directing disoriented students, and children can experience less stressful movement around their school. Effective techniques also streamline visitor flow during events like parent conferences and open houses.��

Designing for Flow��With��the Principles of Color-Based Navigation��

Cognitive research confirms color’s power to act as a navigational tool. Studies��demonstrate��that people in color-coded environments����when��locating��destinations. Color also����and strengthens spatial orientation within complex buildings.��

Age-appropriate color selection matters significantly in school design. Young children are more likely to remember primary colors rather than complex hues like turquoise, which blends blue and green. Clear, distinct colors create stronger mental associations for developing minds.��

Designers can also manipulate spatial��perception��through strategic color application. Painting the shorter end walls of a long corridor in warmer tones creates visual balance and��,��making��the space feel less tunnel-like and more proportional. Students are naturally drawn to the warmer spaces rather than lingering in the blander hallway.��

Specific color applications can address different functional zones throughout a school:��

• Play areas:��Warm,��vibrant��and energetic colors create��appropriate atmospheres��for recreation and physical activity.��
• Year or subject zones:��Distinct color schemes delineate different grade levels or academic departments, helping students quickly��identify��their designated spaces.��
• High-traffic areas:��Lighter colors or neutral tones in busy environments like cafeterias reduce visual overwhelm and create calmer atmospheres.��
• Teaching rooms:��Painting the instructor’s��wall��a deeper shade directs attention forward and creates a natural focal point.��
• Corridors:��Color-coding doors and entryways by their specific zones��helps��students��identify��correct destinations. Painting waiting areas outside classrooms in matching zone colors psychologically discourages lingering for students who belong elsewhere while directing them toward��appropriate locations.��

Enhancing Safety and Ensuring Accessibility��

Clear navigational paths directly��impact��student safety by reducing congestion in high-traffic areas and ensuring efficient egress during emergencies.��

Accessibility compliance adds another critical dimension to wayfinding design. Under the Americans with Disabilities Act, functional elevators����educational facilities. Color zoning around elevators helps students quickly��locate��these essential access points.��

Strategic painting choices can prevent congestion near elevators and other high-traffic areas. Using move-on colors or floor patterns that direct movement away from elevator lobbies prevents clustering. These visual cues guide students naturally without verbal instruction or staff intervention.��

Color Zoning in Action — Two Real-World School Designs��

Two international schools��demonstrate��how color-based wayfinding becomes an��integral part of the architecture��rather than superficial decoration.��

��in Greenland assigns each building a unique color paired with an animal theme drawn from Greenlandic fauna. This dual-coding system creates strong identity markers that young students recognize easily. Red linoleum flooring unifies all��common areas��throughout the campus,��establishing��visual continuity while individual building colors��maintain��distinct identities. The combination allows students to understand both their specific location and their position within the larger campus structure.��

��in Moscow��faced a different challenge when integrating new construction with existing buildings. Designers created a color-coded address system that assigned unique hues to different blocks, effectively unifying��the space��across old and new architecture. This system transformed what could have been a confusing maze into a legible campus where classroom locations become intuitive.����

Many schools can��identify��where overcrowding occurs and even��understand��why bottlenecks form. However, implementation strategies often��remain��unclear. Some institutions recognize potential solutions, such as��,��but lack methods to encourage behavioral change. Color zoning provides��the��concrete implementation tool that bridges the gap between problem identification and practical��solution.��

Building the Future of Intuitive School Design��

Research-backed color zoning strategies demonstrate that architects and designers can create environments where movement flows naturally without constant supervision. Functional color can shape behavior, support accessibility and improve the daily experience for everyone who navigates the building. When educational facilities incorporate color zoning and wayfinding principles from the initial planning stages, they can create more efficient and welcoming spaces.

Evelyn Long is a commercial interior design writer with specialized��expertise��in accessible, ADA-friendly spaces and designing environments that support mental health and��inclusivity.��

The post Are Schools Designed for Movement or Mayhem: Using Color Zoning to Direct Traffic appeared first on 91��Ƶ.

The post Are Schools Designed for Movement or Mayhem: Using Color Zoning to Direct Traffic appeared first on 91��Ƶ.