Draper��Inc.��offers the��Elevate, a new cordless manual window shade system engineered to meet the growing demand for safer,��cleaner��and more contemporary shading solutions. Designed for architects, commercial dealers, and specifiers, Elevate delivers a modern aesthetic, intuitive operation,��and��eliminates��exposed chains and cords entirely, offering a safe, tamper‑resistant solution that supports compliance with emerging safety guidelines while��maintaining��a clean, minimalist appearance.��The Elevate system is designed for effortless, user‑friendly control. Occupants can raise or lower the shade with a single, natural motion, and the system��maintains��smooth, balanced operation over time. This intuitive experience is ideal for classrooms, offices, patient rooms, and other spaces where ease of use is essential.

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Ashauer joins HCM with a background in applied research, learning sciences, ethnographic inquiry and evidence-based design. She has spent her career embedding research directly into design workflows, translating insights about attention, regulation, memory, and social context into actionable strategies to drive more intentional, aligned, human-integrated outcomes. Her recent work includes pre- and post-occupancy studies, participatory design facilitation, multilingual community engagement, and the creation of research to design frameworks that enhance practice-wide accountability and shared understanding.

“Erika brings a rare combination of cognitive neuroscience rigor and human experience perspective to impact and improve the design of our PK-12 spaces,” said Adele Willson, PK-12 Studio Leader, in a statement. “Her approach not only deepens our research capabilities but strengthens our ability to create environments that truly support the cognitive, emotional, and social needs of learners and educators.”

Ashauer holds a bachelor’s degree in cognitive science, neuroscience and psychology from the University of California, San Diego. She is an Accredited Learning Environment Planner (ALEP), holds Evidence-Based Design Accreditation and Certification (EDAC) and is certified in Emotional Intelligence Coaching.

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By Herschel Acosta, CCM

Disaster recovery is a word often heard, but few truly experience firsthand. Whether it’s a hurricane, flood, tornado, chemical/biological risks, or man-made event, the threat of disaster, whether visible or invisible, is real enough to demand preparedness.

Facility managers play a pivotal role in how well a school weathers and recovers from a crisis. Preparation determines resilience.

Below are a few principles that can help facility managers prepare for the disasters that they hope will never come, but must always be ready for:

1. Pre-Event Planning

A good offense begins with a strong defense. The foundation of resilience lies in risk assessment, hazard mapping, and training.

Every region has its own threats. Coastal areas face hurricanes, the central U.S. deals with tornadoes, and sadly, schools everywhere must now consider active-shooter scenarios. Other facilities may face chemical hazards from nearby manufacturing plants or recurring flooding. The key is to identify local risks and understand a school’s vulnerabilities.

Once the risks are mapped, the next step is to develop an emergency operations plan tailored to each campus—not a generic binder, but a living document aligned with their district’s resources and the capabilities of local fire, police, and emergency response teams.

If possible, facility managers should conduct walkthroughs with first responders. These site visits often reveal insights that can’t be captured in a plan alone. Some districts may even benefit from a central emergency operations hub that coordinates real-time information from all campuses. The more coordination and clarity built before a crisis, the more confident the team will be when it matters most.

2. During the Event

When a disaster unfolds, communication and calm execution make all the difference.

The biggest hurdle in any emergency is often information—too little, too late. Rumors spread faster than facts, and uncertainty erodes trust. That’s why it’s critical to establish and test communication protocols in advance. Determine who the spokesperson will be—superintendent, communications director, or a joint task force—and make sure messages are clear, consistent, and timely.

Equally important are the physical response protocols: evacuation, shelter-in-place, and lockdown. Far removed from the fire drills of years gone by, today’s risks require broader readiness. Practice both evacuation and shelter-in-place scenarios so that staff and students understand their roles.

One lesson that stands out came from the Columbine tragedy, when responders discovered that some teachers and students didn’t know their room numbers during emergency calls. Something as simple as numbering rooms visibly on the interior can make communication faster and more effective when seconds count.

3. Post-Event Recovery

Once the crisis has passed, the work is far from over. Recovery begins with safety inspections and rapid condition assessments to ensure that facilities are structurally sound. Then comes the logistical challenge of restoring learning continuity—through temporary classrooms, remote instruction, or staggered schedules—while repairs are underway.

Prioritize repairs to critical infrastructure first: water, HVAC, IT systems, and power. Document every step for insurance and reimbursement. These records become invaluable when working with FEMA or other agencies.

4. Codes, Costs, and the Fine Print

Resilience is as much about planning as it is about funding. Many states now require storm shelters as part of new school construction or major renovations; new codes may mandate that gymnasiums or other spaces double as tornado shelters.

Each funding source—federal, state, or private—comes with conditions. Understand those obligations early to avoid surprises later.

FEMA, for example, typically funds repairs to restore a building to its pre-disaster condition—not to upgrade it. That distinction matters when planning both immediate recovery and long-term resilience.

Closing Reflections

Disaster recovery is not just about responding to tragedy—it’s about building confidence in a community’s ability to endure and rebuild.

Schools are not just facilities; they are centers of life, learning, and hope. When disaster strikes, the speed and quality of recovery depend on foresight, relationships, and disciplined preparation.

Preparedness isn’t just a plan—it’s a mindset. In the words of President John F. Kennedy, “The time to repair the roof is when the sun is shining.”

The best time to prepare for the next emergency is now—when the skies are clear and there’s time to focus on foresight instead of recovery.

Herschel Acosta, CCM, is Senior Vice President for KAI 360 a program and project management firm.��

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• Gordian’s 13th annual��State of Facilities in Higher Education��report puts the deferred capital renewal backlog at��$156 per gross square foot, up��8%��over the past year.����

• The report says capital investment funding for existing buildings is��73.5%��of��what’s��needed to prevent further backlog growth, with operating budgets��18.5%��below target.����

• Staffing pressure is also rising: the report says custodial coverage responsibilities are up��27% since 2007, with public institutions seeing steeper increases than private institutions.����

• Gordian points to strategic reinvestment,��benchmarking��and proactive maintenance as levers to stabilize backlogs and support long-term planning.����

GREENVILLE, S.C. —��Deferred capital renewal needs at North American colleges and universities climbed to��$156 per gross square foot, an��8%��year-over-year increase, according to Gordian’s latest��State of Facilities in Higher Education��report.����

The��Greenville, S.C.-headquartered company��said the data underscores continued underinvestment in existing buildings and warned that, without meaningful reinvestment, deferred needs are likely to continue rising.����

Gordian’s 13th annual report frames the sector’s growing backlog as the result of persistent funding gaps colliding with institutional change. The company said capital investment funding for existing buildings is at��73.5%��of what is��required��to keep deferred needs from expanding, and that operating budgets��remain��18.5%��below target levels.����

“This year’s findings reinforce what we hear daily from leaders across the higher education sector: without sustained and strategic reinvestment, institutions risk deeper operational challenges,” said Arul Elumalai,��President of Gordian, in a statement. “Our goal with this report is to equip campus decision-makers with the clear, data-driven insights they need to prioritize the right actions now.”����

Gordian said the analysis draws on its database of��43,000 campus buildings��representing��1.1 billion gross square feet��of space, which it uses to benchmark facilities conditions and spending patterns across North American higher education.����

Alongside capital constraints, the report also points to workforce strain. Gordian said the amount of space each custodian��is responsible for��has increased��27% since 2007, with larger jumps reported at public institutions compared with private ones.����

The report’s findings also highlight how structural underinvestment and rising deferred maintenance can restrict campus flexibility and push institutions toward reactive—often costlier—facility management, Gordian said. As a path forward, the company said campuses can use data-driven benchmarking, proactive maintenance��practices��and strategic reinvestment to help stabilize backlog growth and support long-term decision-making.����

“While campuses face continued pressure, there is genuine opportunity ahead,” said Pete Zuraw,��Vice��President of��Market��Strategy and��Development for Gordian, in a statement. “With reliable data and guidance from trusted industry partners, institutional leaders can make informed decisions that strengthen their facilities and position them for long-term resilience.”��

Gordian said it has published the report for more than a decade and collaborates with higher education societies including APPA, NACUBO and SCUP, adding that the report includes survey data and commentary from higher education leaders.����

This article is based on reporting originally published by Gordian on��April 8, 2026.��

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By��Alexandra��Korestski��IIDA, NCIDQ,��and��William Wong,��AIA,��LEED AP��

How can school construction project teams tap into student creativity��and��make��their��project itself��a once-in-a-lifetime learning experience? In an East Coast STEAM school expansion build-out, school leaders and contractors, along with architects and interior designers from��Spacesmith, put the entire high school body in the driver’s seat to design their future.��

As designer and architect for this endeavor, the team learned to advocate for high school students in a new way. The process offers “a roadmap for student advocacy and championing schools by letting students be an integrated part of their facility planning and design,”��according to the local AIA chapter.��Designed��like��a STEAM workplace, the result — the����in the Brooklyn Navy Yard,��a New York City Public School��— is a “school built��with��students,��for��students,”��and a replicable process for high schools around the country.��

The roadmap for advancing student outcomes is anchored in the integration of curricular goals and enrichment planning with the design and construction of the school itself.��In this��case, the��school leaders envisioned their��STEAM Center to��resemble��a workplace,��an environment for��students��to��be treated as young professionals and��for them to��learn��skills and��hands-on trades that��are��applicable��to��real-world��occupations and industries.��Highlighting��and��elevating��all the inner workings that��comprise��the built environment, the project team could enrich a varied group of STEAM education subjects.��

Almost doubling its footprint on the full third floor of��the Brooklyn Navy Yard’s��Building 77,��the project creates��27,000 square feet��of bright and comfortable classrooms, shops, lounge areas, and administrative zones. The entire space is��customized for academic success��in the school’s three departments — Building Trade Systems, Computer Technology Systems, and Engineering — and eight curricular��pathways including carpentry,��cybersecurity��and manufacturing.����

Guided by the school’s distinctive, career-oriented curriculum, the project team and Brooklyn STEAM Center��sought��to engage students as emerging professionals. In��close collaboration with school leadership,��Spacesmith��helped shape the process around three key strategies that support student engagement through an interactive, hands-on approach:��

1. Student��pre-design input.��The design team spent a day at the STEAM center��observing��the general operations, student��arrival��and��departure schedules as the Senior and Junior classes changeover from morning to afternoon, revisiting each area at multiple points throughout the day to see how each space is used.����
2. Design��input.��The design team led two design charettes with students��representing��each of the pathways, which was the main driver in the design for the common space.����
3. Construction��input.��During the construction phase, the design team and general contractor hosted monthly tours for the Construction Technology��student groups.����

Through a collaborative design process with both students and staff at the Brooklyn STEAM Center, the��school’s��layout moves beyond the pure efficiency of a typical classroom model to create a vibrant, flexible environment. Biophilic elements and movable furniture support a range of uses, allowing spaces to shift with daily needs. Curved lighting reinforces this sense of fluidity—evoking waves and water in response to the Brooklyn Navy Yard setting—while introducing��a natural��softness and enabling flexible furniture arrangements without reliance on fixed point lighting.��

Student input played��a central role��in shaping quieter, less stimulating areas for focus and privacy. In response, the design incorporates two smaller-scale lounge areas, or “Focus Nooks,” that provide retreat while��maintaining��appropriate staff��visibility.��

Glazed classroom entrances enhance transparency and connection, with color film patterns derived from the STEAM Center’s identity of abstracted tool forms. These openings draw daylight deeper into��the space��and offer glimpses into each classroom’s unique character and activity.��

In contrast to Building 77’s industrial palette, the design��layers in��warmth and vibrancy through acoustic panels, lounge furniture, and other student-driven elements. A pegboard installation above the pantry cabinets maps Brooklyn and partner school locations, serving as an evolving, participatory feature. Its kit-of-parts—simple shelves and interchangeable components—allows students to adapt and contribute over time, creating a living installation where each class can leave its mark.��

To address noise during class transitions—a key concern raised by both educators and students—acoustic treatments are carefully integrated across floors, walls, and ceilings, supporting a more focused and comfortable learning environment.��

Materials throughout are school-grade and selected for durability, health, and minimal environmental impact, while also introducing a palette of organic, natural elements. Together with a range of varied, neuro-inclusive settings, the design supports the diverse ways students learn today. Each classroom is equipped with modular, highly flexible furnishings, allowing both students and instructors to adapt their environment to different teaching styles and modes of engagement.����

In these ways and more, the expanded Brooklyn STEAM Center reflects the vision and ambition of its students. It serves not only as a place of learning, but as an inspiring launchpad for future educational pathways and professional lives.������

Alexandra Koretski, IIDA, NCIDQ, is a senior associate at Spacesmith. William Wong, AIA, LEED AP,��joined Spacesmith as an architect and project manager.

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By Lindsey Coulter

Safety at American schools is a constant talking point but concerns were raised further in 2020. The Government Accountability Office said 54% of schools in America were in “dire need of updates or complete building replacements.” A followed, claiming $1.1 trillion is needed to modernize and replace America’s schools.��

Aging buildings and a high number of violent incidents have rightly given parents many structural and physical concerns about future school constructions. There are many boxes that need ticking. Educators, policy makers, architects and security experts are playing a role in building safer environments for students and staff.

What to expect from the future of American schools

1. Construction��

The hazards of poor structural integrity stretch beyond the risk of building collapse. Aging buildings put students at risk of exposure to harmful substances (lead paints, PCBs, dust, etc.), mold spores and poor air quality. COVID-19 added to these structural concerns, as viruses spread faster in poorly ventilated areas. Modern school construction actively addresses these hazards that put students in danger.

Future school builds will include:

• Climate-resistance materials to withstand extreme temperatures
• Smart hallway design to avoid overcrowding and crushing during an emergency
• Storm shelters in large areas such as gyms��
• Predictive maintenance sensors to inspect buildings’ structural health
• Buildings designed with a number of evacuation routes.

2. Security systems

America’s appallingly high rate of violence in schools demands nothing less than state-of-the-art . Security guards need technology to help them detect threats as fast as possible.��

Schools are one of the most difficult environments to protect. They are unique, complex buildings filled with thousands of students. In a loud and crowded atmosphere, it’s unrealistic for security guards to detect every security threat. World-class security technology buys security officers time and awareness to make decisions faster – decisions that could save many lives.

Modern school security systems feature:

• Smart security cameras: give guards a real-time assessment of crowded environments. Security guards are alerted to weapons, threatening behavior, large crowds, loud noises and loitering. Smart cameras tag people and objects, giving guards a clear view of the events happening on CCTV screens.
• Smart sensors: Today’s smart sensors can detect hazards such as toxic fumes, smoking/vaping loud noises and threatening language.
• Integrated systems: A security response is scuppered if officers need to jump between systems when a threat is detected. Cutting-edge technology products are built to integrate. This is required to keep a real-time view of incidents without losing time switching between security systems.��
• Cybersecurity: New schools focus on cybersecurity well before they’re open to students. As entry points, doors and evacuations are part of the Internet of Things (IoT), many steps are taken to prevent cyber attacks.

3. Adaptive environments

Future school construction is taking a proactive approach to account for multiple environmental and physical security threats. From dangerous weather conditions to violent intruders, environments must be built to handle the worst-case scenarios:

• Solar power backups are used to counter any outages caused by extreme weather conditions
• Smart floor maps are activated during emergencies, directing students and staff to safe zones depending on the type of security threat��
• to manage the threat of violent intruders. Bullet-resistant windows are being installed that double as emergency exits. Whiteboards that double as safe rooms are also installed, giving students a safe place to hide until the security threat is intercepted.

Conclusion

Parents across America are understandably worried about the state of our schools. Security concerns are consistently high in America, but they have been amplified in recent years. An alarming Government report in 2020 stated that 54% of schools were in urgent need of reconstruction. Students and staff are at risk of numerous hazards when buildings deteriorate. Future buildings must address several structural, environmental and physical security concerns to build schools that give students a safe place to learn.��

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By Lindsey Coulter

With more than 20 years of architectural experience,��Aaron Jobson, AIA, ALEP, CEO and President��at��Quattrocchi Kwok Architects��(QKA), has worked��with��numerous school facilities across all grade levels and school types. From facilities��master��planning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the 91��Ƶ Editorial Advisory Board.

A founding member of the School Energy Coalition (SEC),��Jobson is also a legislative advocate for energy efficiency measures affecting schools and a leading voice on sustainability. He has written��about Building Information Modeling, sustainable design, community engagement, designing for wellness, and in 2015��was certified as an Accredited Learning Environments Planner (ALEP) by the Association for Learning Environments (A4LE).��

When asked what excites him about the future of K-12 and higher education design, Jobson shared a broad vision of progress. “Teaching is continuing to evolve, and I am excited to see how we can evolve the design of learning environments alongside it,” he said. “At the same time, we are learning more about how the physical environment affects the brain, which will continue to influence design.

Jobson spoke with 91��Ƶ about finding new design strategies to connect classrooms to nature, to support teachers and students’ well-being and mental health, and why he’s expanded his view of design to include advocacy and policy.

SCN: With more than 20 years in practice, what experiences most shaped your path into school design and firm leadership?�� ��

Jobson: My architectural journey has been deeply influenced by engaging with, learning from, and understanding the perspectives of educators, including my wife and many members of my family. Understanding their experiences has shaped how I think to design spaces. Over two decades of collaborating with educators on various projects has provided me with a broad understanding of how learning and facilities interact. Together, these have informed a deep level of empathy, appreciation, and respect for the work these professionals do, which informs how I approach the design of school facilities. Our goal with every project is to help educators better serve their students and communities. Some of my most impactful and rewarding experiences are when we get the opportunity to hear from students and teachers who are using the facilities we designed and how our work has��impacted��their educational experience.������

SCN: How has working across all grade levels—from��Pre-K��to higher education— influenced your design approach?����������

Jobson: Working across many grade levels and schools in different communities has provided me with a deep understanding of the breadth of challenges that educators face and how school facilities can support them. This work has helped me understand that each school environment is unique and that the best projects start with actively listening to and learning from teachers and community members.������

SCN: As a founding member of the School Energy Coalition, what gaps in policy or practice compelled you to get involved?������

Jobson: Schools are a unique set of energy users, differing from residential or commercial users, which have��particular challenges��and opportunities. Energy laws and programs often��failed��to address the specific needs and requirements of schools. In part, we started the School Energy Coalition (SEC) to provide a voice for schools and their needs in the California state government.��������

SCN: How do you see the architect’s role evolving in legislative advocacy for energy efficiency in schools?�� ��

Jobson: Architects offer valuable��real world��examples of energy efficiency policy, including the costs and challenges of implementation. Over the past decade or so, the landscape of sustainable design, energy efficiency and regulation has changed a lot. Many older strategies focused on energy efficiency are being replaced by��newer approaches��focusing on decarbonization and renewable energy generation and storage. Architects can also help��identify��regulatory roadblocks that make it harder to implement energy efficiency changes.��������

SCN: How has your definition of “good school design” evolved over time?������

Jobson: In general, my definition of��good design��has always been spaces that are beautiful and functional. Over time, I have learned more about the technical aspects of how the quality of space impacts learning through factors such as acoustics, air quality, etc. These factors have become an important aspect of how I think about functional design and what makes a well-designed learning environment.������

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• The��San Diego Community College District’s��Saville Performing Arts Center Replacement project at San Diego City College��has moved into the schematic design phase.��
• The project will replace the existing Saville Theatre with a new performing arts facility of about��28,000 square feet��designed for academic programs and community use.����
• Scope includes demolition, hazardous materials abatement, utility��relocation��and upgrades, plus site improvements including new walkways and ADA-compliant paths of travel.��
• The work is part of the Measure HH Bond Program, approved in November 2024, totaling��$3.5 billion.��

SAN DIEGO —��The Saville Theatre Replacement Project��at��, part of the district’s Measure HH Bond Program,��has��officially moved��from the programming phase into schematic design.��The project will replace the existing Saville Theatre with a new,��approximately 28,000-square-foot��performing arts facility designed to support academic programs and community use.

The new center will be a modern, flexible venue capable of accommodating a range of performances and events, supporting both campus programming and broader community use.��The��programming��process brought together��faculty��and��staff��members, who��joined the��Design-Build team of����and����for��a series of workshops and discussions��to help shape the project vision, offering insights on��instructional needs,��room configurations, and��how��to best��support teaching,��learning��and live performance.����

Work��will include��the abatement, demolition, and removal of the existing Saville Theatre and the removal and replacement of associated site utilities and appurtenances in alignment with the campus’s Master Plan.��New construction of approximately 20,000 assignable square feet (ASF) includes a street-level lobby with Box Office, restrooms, and manager’s office. A��mew��main theatre will include 250–350 seats, including stage, orchestra��pit��and control room as well as a scene shop and costume shop. Other support spaces include rehearsal rooms, recording/editing��spaces��and dance studios.����

Planned exterior work also includes new walkways, sustainable landscaping and irrigation, signage��and ADA-compliant paths of travel��that will connect to a future outdoor��amphitheatre.��

“We are honored to continue our partnership with the San Diego Community College District (SDCCD) on this important project,” said Ryan Nessen,��Senior��Vice��President��and California��District��Manager, according to��a press release from Sundt Construction.����

“This selection reflects the trust we have built over more than two decades and our commitment to delivering high-quality facilities that serve students and the broader community,” Nessen��added.��

Measure HH, approved in November 2024, is a��$3.5 billion��bond program that will provide��state-of-the-art��educational facilities, address long-deferred maintenance needs, and support accessibility and equity across the district’s colleges.��

The project team also includes structural engineering firm KPFF, civil engineer Latitude 33, and mechanical and electrical engineer MA Engineers/Johnson Consulting Engineers.��

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