The Room to Move Series Sit-to-Stand Workstation Wedge Top with Accessory Tray by Virco is designed to support flexible learning environments by allowing users to alternate between sitting and standing throughout the day. The workstation features a lever-operated pneumatic height adjustment with a range of 29 to 42 inches and a 26-by-41-inch wedge-shaped high-pressure laminate work surface. A tubular steel frame and locking casters allow the unit to be repositioned as needed within classrooms or collaborative spaces. The integrated accessory tray includes a tablet slot, cup holders and pencil holders to help organize frequently used items. Optional accessories such as a tote tray, pencil drawer and modesty panel are also available, providing additional storage and functionality for a variety of educational settings.

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Winebrenner has spent much of his career as a K-12 practice leader. His work has included school projects grounded in community dialogue, along with long-range master planning that balances today’s needs with tomorrow’s flexibility. He has also opened and grown architecture offices, including an education studio that grew from six employees to more than 50 people across three Mid-Atlantic locations.��

Winebrenner holds a Master of Architecture from the University of Maryland and a Bachelor of Arts in��fine arts��from the College of William & Mary. He is licensed to practice architecture in 15 states and the District of Columbia, holds NCARB certification, and is a LEED Accredited Professional. He is also a Recognized Education Facility Planner through the Association for Learning Environments.��

“Peter listens to school districts first, then designs,” said��, K-12 sector leader at Moseley, in a statement. “This approach has helped him build K-12 practices from the ground up, and it is exactly what we want as we grow in Charlotte.”��

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• The new 100,000-square-foot Gladstone Elementary School in Cranston, R.I.,��consolidates��Gladstone and Arlington elementary schools and is designed for 798 students in grades K-5.��
• Finegold Alexander Architects organized the school around six Learning Communities rather than a traditional classroom-and-corridor layout.��
• Curiosity Centers connect the Learning Communities with dedicated music,��art��and maker spaces, while shared areas include a cafetorium, gymnasium and gathering stairs.��
• The design uses the existing site’s topography and solar orientation to support a compact footprint, natural��daylight��and views.��
• Student input helped shape an inclusive “tree concept,” with student artwork incorporated into lobby graphics and interior signage.��

CRANSTON, R.I. — Cranston, R.I., is hosting a ribbon-cutting ceremony and open house Sept. 17 to celebrate the new Gladstone Elementary School designed around collaborative learning rather than the conventional classroom-and-corridor model.��

Designed by Finegold Alexander Architects, the 100,000-square-foot Gladstone Elementary School will serve 798 students in kindergarten through fifth grade and��consolidate��the former Gladstone and Arlington elementary school communities.��

The project centers on six Learning Communities, each arranged as a connected suite of spaces with��different sizes��and uses. According to project materials from Finegold Alexander Architects, each community includes a��learning commons, learning studios, an active lab, a teacher collaboration��workroom��and small-group rooms. The approach is intended to support a more community-based, collaborative teaching model.��

Specialized Curiosity Centers link the Learning Communities on each floor. These areas include purpose-built music,��art��and makerspaces. Larger shared spaces include a first-floor cafetorium described as the school’s “Social Heart,” a lower-level gymnasium and gathering stairs that can accommodate informal seating and interaction among students,��staff��and families.��

The school also extends learning outdoors through three outdoor learning areas, multiple��playgrounds��and a community garden. Finegold Alexander says the building was positioned to work with the site’s challenging terrain, creating a compact footprint while��optimizing��solar orientation for daylight and views.��

Student participation also influenced the interior concept. Project background materials say fourth graders developed a “Radiating Respect” project that helped inspire a welcoming and inclusive environment. The school is organized around a tree concept, with each floor��representing��a different part of the tree, and student artwork appears in entry lobby graphics and interior signage.��

“This is community (and) student-centered-driven from all aspects … It’s just such a great design,” said Roxanne Gustafson, Executive Director of Curriculum, Assessment and Grants for Cranston Public Schools.��

Finegold Alexander also emphasized cost-conscious design decisions, including vertically stacking the learning community wings to create structural and mechanical efficiencies and using durable, low-maintenance masonry for much of the building envelope.��

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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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“Steven’s project management��expertise��has contributed significantly to Norco’s growth throughout the greater New York area, East Coast and Florida over the last year, particularly in the K-12 and higher education market sectors. I look forward to Steven’s continuing contributions to both our company and the success of our clients’ projects,” said Norco CEO and President Norman O. Rijo in a statement.��

Gargano first joined the firm in��2025 and��is currently working on the��Stonybrook University pre-engineered campus warehouse in Stony Brook,��N.Y.,��and renovation of the Nassau BOCES Theater at Long Island High School for the Arts in Syosset, N.Y.��

Gargano holds a Bachelor of Science in��construction��management from Farmingdale State College and is OSHA 30-hour certified, along with holding multiple site safety and trade-related certifications. Prior to joining Norco, he served as project manager for several large contracting firms in the greater New York area. His experience spans ground-up and renovation work in the commercial,��institutional��and public sectors, as well as pre-engineered metal buildings.��

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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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