By Susan Haigh

It’s not unusual for architects to work closely with a handful of client representatives throughout a construction project. But when designing a 27,000-square-foot addition to the Brooklyn STEAM Center, a career and technical education hub, New York-based architecture, planning and interior design firm Spacesmith invited dozens of high school students into the design process.

During a series of design charrettes, 12 to 15 high school juniors and seniors representing the center’s various career pathways gathered with architects to share ideas and help shape the project. Later, as construction progressed, students in the STEAM Center’s Construction Technology program toured the site about once a month to get an up-close look at how the building was taking shape.

“This was an experiment for us,” said Alexandra Korestki, Senior Associate at Spacesmith. “Having so many more voices in the room, sometimes with wildly different or conflicting opinions, there was the worry about how can we deliver for all of them? How do we make sure that no one walks away disappointed?”

Korestki credits Brooklyn STEAM’s leadership with making the collaborative approach possible.

“Ultimately, having the students present for the discussions about project challenges and constraints, getting insight into all the factors that go into project decisions, not only helped get the buy-in from the rest of the student population, but also gave them a sense of ownership and responsibility for the space, even when some of their ideas from the charrette couldn’t be implemented,” she said.

Designing with Students

Student input ultimately shaped key elements of the design. Early plans called for a single large common area that would serve as a gathering place for breaks and student events. But discussions during a pair of design charrettes, where students brainstormed and sketched ideas for their ideal space, convinced the design team that students and staff needed a variety of places to recharge rather than one central gathering area.

Those conversations revealed several recurring themes, including safety, representation, nature, joy and rest.

“They described a need for quieter, calmer, low-stimulus areas to take a break when they’re overwhelmed or stressed from academic pressures,” Korestki said.

In response, the design team was intentional about matching colors and textures with the scale and purpose of each space. Small “focus nooks” — semiprivate niches at the ends of corridors, away from busy foot traffic but still within sight of staff — were designed with darker, monochromatic palettes intended to create a calming atmosphere. A lounge for small groups and the commons for larger gatherings, meanwhile, feature brighter colors and materials meant to encourage creativity and collaboration, she said.

Students continued meeting with the design team throughout the process, giving them an opportunity to see how their ideas evolved from sketches into finished spaces.

Empowering Students and Staff

At Brooklyn STEAM, which is located at the Brooklyn Navy Yard — a 300-acre industrial waterfront campus in Brooklyn, N.Y., that’s home to more than 550 businesses — students are treated and trusted as young professionals. Spacesmith leaned into that philosophy, giving students and instructors as much control as possible over their environment.

“Everything is modular and easily movable, so the classrooms and common space can be reconfigured to suit daily needs,” Korestki said.

Curved sofas in the commons can be arranged into “concave modules” that encourage conversation or “convex modules” that create more private seating areas facing away from others.

“Having choices and some control over how [the sofas] exist in the environment fosters that sense of ownership and some control and responsibility for the space that they might not have in a typical high school,” she said.

The center’s addition opened in October 2025. Designed between July 2023 and May 2024, the project includes new classrooms, shops, lounge areas and administrative space. The expansion is anchored by an entry wall that features the school’s logo and tool-inspired motifs.

The expansion houses six career pathways: HVAC climate control systems, game design, industrial product realization, manufacturing, live production technology and audio engineering. Students enrolled at Brooklyn STEAM Center split their time between their traditional high schools, where they take academic courses such as math and English, and the STEAM Center, where they receive hands-on technical training.

Enrollment is expected to double to 600 students with the expansion, part of New York City Public Schools’ goal of preparing 100,000 students for market-aligned careers by 2030.

“This center connects our students to life-changing opportunities, and we are so grateful that this expansion will allow more students to gain these experiences,” said former NYC Schools Chancellor Melissa Aviles-Ramos when the addition opened in October 2025.

Founded in 2017, the STEAM Center offers courses co-designed with industry partners, including many Brooklyn Navy Yard tenants. Students also participate in paid internships, site visits and other work-based learning opportunities with businesses across the campus.

“By placing education within our innovation ecosystem, we create the conditions for students to see themselves in the jobs of tomorrow and as a result see remarkable outcomes for students,” said Lindsay Greene, President and Chief Executive Officer of the Brooklyn Navy Yard.

This article was featured as the Facility Showcase in the . To learn more about how the new facility was designed to be flexible for evolving programming, .

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• �ʰ�����𳦳�:����𾱲���ٲ����䲹�������ձ𳦳������Բ��پ��ٳܳٱ�
• Location:��Fort Myers, Fla.
• Opening:��Aug. 28, 2026
• Developer:��The Heights Foundation
• Architect:��RG Architects, P.A.
• MEP Engineer:��Matern Professional Engineering
• Programming:��Construction, automotive, marine, healthcare,��business��and other career fields
• Purpose:��Hands-on post-secondary training, industry-recognized��credentials��and workforce development
• Reach:��Expected to serve hundreds of students annually throughout Lee County and Southwest Florida

FORT MYERS, Fla. —��The Heights Foundation has opened the new Heights��CareerTech��Institute, a post-secondary training facility designed to expand access to skilled-trades education and workforce opportunities in Southwest Florida.��

The two-story institute opened Aug. 28 and will provide hands-on training and industry-recognized credentials in high-demand career fields. Programs will prepare students for careers in construction, automotive, marine, healthcare,��business��and other industries with significant workforce needs throughout the region.��

Developed by the nonprofit Heights Foundation following years of planning, fundraising and community support, the institute is expected to serve hundreds of students annually from Lee County and surrounding communities. The facility is intended to connect students with career-focused educational opportunities while helping address regional demand for skilled workers.��

RG Architects, P.A. designed the facility, with Matern Professional Engineering providing full mechanical,��electrical��and plumbing engineering services.��

The building incorporates a combination of classroom and specialized technical-training environments to accommodate both academic instruction and hands-on learning. The project team designed the facility to support the varied infrastructure requirements of multiple career programs while providing a modern educational environment capable of adapting to workforce needs.��

“As engineers, we know the future of our industry depends on creating opportunities for the next generation to learn and develop meaningful careers,” said Todd Griffith, PE, LEED AP BD+C, director of Matern Professional Engineering’s Southwest Florida division. “The Heights��CareerTech��Institute represents an investment in future talent and the long-term success of the Southwest Florida community.”��

Griffith added that access to hands-on training and industry credentials can provide students with more direct pathways into rewarding careers.��

The Heights Foundation developed the institute as part of a broader effort to increase educational opportunities, economic��mobility��and workforce readiness in Southwest Florida. By bringing career training programs together within a purpose-built facility, the organization aims to give students practical experience and credentials that align with regional employment opportunities.��

The new institute also comes as the architecture,��engineering��and construction industries continue to emphasize the importance of developing the next generation of skilled professionals. Its construction-focused training is among several programs intended to provide students with pathways into industries critical to Southwest Florida’s continued growth.��

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By VS America

Career and Technical Education (CTE) programs build connections between academic coursework and real-world application, providing some of the most meaningful elements of career exploration.

Team-based, project-oriented approaches supported by flexible classroom designs are transforming both CTE and STEM learning environments. Agile furniture plays a pivotal role in creating adaptive spaces that can be easily reconfigured to support hands-on learning, collaboration and evolving instructional needs.����

According to the Internation Journal of STEM Education: “The flexibility of a learning environment��is directly proportional to the��creativity it fosters.”

Work-Based Learning ��

Work-based learning integrates academic learning with practical, real-world experience to prepare students for future careers. By aligning classroom instruction with hands-on activities, students gain a deeper understanding of their chosen fields and develop essential technical and employability skills.��

Partnerships with local businesses provide opportunities for internships, apprenticeships, and real-world projects, enabling students to apply theoretical knowledge in practical settings. This experiential learning enhances technical proficiency and cultivates critical thinking, adaptability and collaboration skills — all vital for success in today’s dynamic job market.��

Planning Tip:��Designate��collaborative areas with large tables, comfortable seating, and writable surfaces like whiteboards or glass boards. These spaces should encourage group discussions, brainstorming, and teamwork,��fostering��peer��interaction��and developing essential communication and collaboration skills.��

Student Leadership��

A key purpose of student leadership spaces is to foster personal development, academic learning, and career preparation, supporting overall student growth. Student leadership is transformative as it ignites potential, fosters initiative, and hones problem-solving and decision-making skills. By taking on leadership roles, students lead projects, collaborate, and tackle real-world challenges, building confidence for future careers. These roles instill a deep sense of responsibility and ownership, fueling commitment to their educational and career aspirations.��

Planning Tip:��Design student leadership and apprenticeship spaces with versatile, multipurpose furniture to support a variety of learning and professional development activities. Ensure these spaces align with career pathways and postsecondary education, fostering environments that promote hands-on learning, collaboration, and interactions with industry professionals.��

Laboratory Learning��

Laboratory learning spaces should align with local labor market needs, ensuring the curriculum prepares students for careers in their community by supporting work that mirrors real-life scenarios. This approach enhances student engagement through project-based learning and helps build strong business and community partnerships. Sourcing projects from online communities or creating a makerspace within the lab can provide diverse learning experiences, while integrating relevant technologies and equipment into lesson plans ensures students are prepared for modern workplaces.����

Planning Tip:��The��appropriate furniture��solutions – such as movable lab benches, adjustable workstations, effective storage, and versatile seating – support the dynamic use of space and allow for quick reconfiguration to accommodate various activities and instructional methods.��

Classroom Instruction��

The design of CTE and STEM classrooms is crucial because it directly influences the quality and effectiveness of student learning experiences. These classrooms should be designed to be flexible and adaptable, allowing for easy reconfiguration to accommodate a variety of teaching methods and learning activities. By creating well-organized, adaptable, and resource-rich environments, CTE and STEM classrooms effectively prepare students for the demands of modern careers, equipping them with the skills and knowledge necessary to excel in a rapidly evolving technological landscape.��

Planning Tip:��Design CTE��and STEM��classrooms with flexible and movable furniture to create versatile zones for group work and individual study, ensuring adaptability to various teaching methods and evolving educational needs.��

Why the Physical Learning Environment Matters��

Agile furniture in CTE��and STEM��learning environments��goes beyond mere aesthetics. As a study in the��Journal of Science Education and Technology��states, “The physical classroom environment significantly influences students’ collaboration and engagement in STEM activities.” This underscores the need for furniture that is adaptable and can be reconfigured to suit various learning and teaching styles.��

Explore more STEM, maker, and CTE room concepts at .����

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KANSAS CITY, Mo. — Construction has reached a key milestone on the Northland Workforce Development Center, as JE Dunn Construction and project partners recently celebrated the topping out of the new facility. The event marked the placement of the final structural steel beam for the project, signaling��significant progress��on the 145,000-square-foot, two-story building designed to expand access to career and technical education across the Northland region.��

Prior to the��beam’s��installation, attendees��participated��in a traditional beam-signing ceremony, adding their names and messages to a steel beam bearing project and partner logos. The moment underscored the collaboration among the Platte County R-3 School District, partner school districts, project��stakeholders��and the broader community in advancing a shared workforce development vision.��

“This project is about creating opportunities and pathways for the next generation of skilled professionals in our region,” said Brad Hokanson, Project Executive at JE Dunn Construction. “Reaching the topping out milestone is a testament to the collaboration between the district, design team, and trade partners who are bringing this innovative learning environment to life.”��

The Northland Workforce Development Center is designed to support programs in skilled trades, manufacturing, health��sciences��and human services. Once complete, the facility will expand the capacity of Northland Career Center and its partners, serving both high school students and adult learners seeking industry-aligned training and credentials.��

Planned program spaces include flexible labs and classrooms, hands-on training��environments��and technology-rich areas that reflect real-world workplace conditions. Located in the Northland region of Kansas City, the project is progressing on schedule, with substantial completion targeted in 2027 and a summer opening��anticipated��following the structural milestone.��

“With support from the State of Missouri, local municipalities, businesses and industries, individual investors, and community foundations, we are making a long-term investment in the success of our students and the future of our region,” said Brian Noller, Executive Director of Business Services and NWDC Campaign Lead at Platte County School District. “The Northland Workforce Development Center will open doors to high-demand career opportunities, strengthen employers across the Kansas City area, and help ensure our community remains competitive for years to come.”��

JE Dunn is serving as construction manager for the project, working in partnership with the school district and design firm Clark & Enersen. The project team has emphasized safety, schedule��adherence��and coordination throughout construction, while��maintaining��communication with stakeholders and minimizing disruption to nearby facilities.��

The Northland Workforce Development Center��represents��a regional investment in workforce readiness, aligning educational infrastructure with evolving industry needs and supporting long-term economic development in the Kansas City area.��

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By��Eric��Jay��Toll

Career readiness education is implemented through multiple methodologies, increasingly adopted by��numerous��school districts, particularly within states such as Arizona. These approaches may include academies that integrate traditional core curricula with career-oriented instruction, as well as Career and Technical Education (CTE), which deliver specialized technical��education and certifications��aligned with specific trades or professions. The associated campuses and facilities are purposefully designed to equip students with educational experiences that prepare them for future careers.��

Each unique educational setting is customized to align with��particular industries,��occupations��or career trajectories,��necessitating��facilities that enable educators to effectively prepare students for their intended professions.��

“There are more diverse learning pathways available today than ever before,”��said��Tyler Shupe,��senior��director��of��Education Services��at McCarthy Building Companies��in Phoenix.������

Shupe works with school districts on behalf of McCarthy. He sees districts recognizing��that��career focused��education��is��of��growing��interest��to��communities,��students��and employers.��Responding to the��call,��they��are��customizing��learning spaces, whether��by��renovating an existing campus, expanding it, or building��entirely new facilities.��

��Shupe��has��led��several of these��education��projects in the Greater Phoenix area. Two��of these��include the��currently under construction��Agua Fria Union High School District’s��(AFHSD)��new��Hilltop School for the Arts and Theater��campus in Litchfield Park, Arizona,��and the��recently completed��Northeast��Campus expansion��of��Western Maricopa Education Center, known as West-MEC, in��North��Phoenix.��

Designing Schools to Mirror the Workplace

A career- or arts-focused curriculum changes how the school must be designed compared with a traditional comprehensive high school, according to Shupe. The intention is to��create learning spaces that replicate the working environment.��

“Most academies and CTE spaces require not only a classroom for learning, but also a hands-on learning space,” Shupe explained.��“Students get time in the classroom and time learning by doing, and every program has its own classroom, lab, and space designed just for it.”����

In addition to the arts and CTE, academy high schools are being built or expanded to include current technology facilities for technology, manufacturing, healthcare��and��trades��education, and other specialized careers that might not require a four-year college degree for career starts.��

For West-MEC, McCarthy��recently��expanded its CTE for welding and advanced manufacturing. At Hilltop, the new $75 million campus��blends��both��high-tech��high school��classrooms with��facilities��for literary, visual, performing and media/digital arts programs. Undertaking such tasks goes beyond design and building.��

“Across our district, I’ve seen how specialty learning environments truly change the way students connect with their education,” said��Mark Yslas, Superintendent for��AFHSD.��“Whether��it’s��hands-on career programs, advanced academics, or real-world learning experiences, these spaces are built around our students’ interests and goals. By creating environments that reflect industry, innovation, and creativity,��we’re��helping ensure our students graduate prepared for whatever path they choose.”��

Community Partnerships Shape Campus Development

Developing a specialized high school program requires strong collaboration with the community. For��AFHSD, the Hilltop project presented��challenges, which��is��common��for initiatives that have a focused purpose. The campus is��being built��on��the site of��a historic��estate, with an application underway for listing on the National Register of Historic Places.��As the highest point in the city,��The��Hilltop is physically prominent and serves as a central feature in the District’s Academies of the Southwest transformation.������

“The historic estate residences remain on-site and are in the process of being transformed into museum spaces,”��Shupe said,��as he numbered off all the stakeholders in this project beyond just the high school district administration, teachers and interested parents.��“The��property is owned by the City of Litchfield Park and leased to��AFHSD,��to��expand arts opportunities for students and residents alike,��an example of strong community partnerships��in action.”��

Aligning Education with Regional Workforce Demand

West-MEC has an entirely��different set��of collaborators. The Phoenix area has become��the��Silicon Desert. Taiwan-based TSMC is building one of the largest chip fabrication plants in the world. With it, Greater Phoenix is seeing extensive industrial��development,����and��electric-vehicle and associated parts manufacturing. With the volume of new businesses, there is an insatiable demand for well-trained future employees.��

“West MEC establishes industry advisory committees for each program,” Shupe explained. “These committees guide the district on emerging skills and priorities for student learning. West MEC then equips students with the certifications they need to transition directly into the workforce upon graduation.”��

Built at the district’s Northeast Campus, the $13.5 million project totals��16,500 square feet��of advanced manufacturing floor space, complete with a clean room and industry-standard equipment. Also included is an electric vehicle bay that they outfitted to create a next-generation teaching facility for EV technology.��

“Our programs are built in partnership with the community and industries we serve,” said West-MEC Superintendent Dr. Scott Spurgeon. “That collaboration ensures West-MEC students are��trained on current technology and workforce expectations, strengthening both individual career pathways and our regional economy.”��

Experience and Coordination Drive Successful Outcomes

CTE curriculum and facilities��isn’t��something new for McCarthy. Shupe said that the construction company has partnered with West-MEC��over the last fifteen years��on three other campuses and many other school districts on a variety of��other CTE programs��and spaces.��

“We understand the importance��of hearing from��industry leaders��and working closely with the district and��our design partners��to provide��a��highly productive��learning environment that’s state-of-the-art,” he said.��“We bring our��expertise��in��school construction to these projects and��work through a process that��incorporates feedback along with best practices to achieve the goals of the district and its��stakeholders.��We’re��all focused on student success, which makes these projects particularly rewarding.”����

Building today’s��career-oriented��learning��campuses,��renovating��or expanding an existing facility requires unique experience, from understanding project��objectives��and��collaborating with the community, to knowing how to build a successful school.��

“We learn as much��about��the project as we can, the needs of the client, and how the building is going to be used,”��said��Shupe. “Every program is unique, and we start by understanding what needs to go into that space.��“The effort involves a higher degree of coordination than what’s needed for conventional construction projects.”��

Eric Jay Toll��is��a freelance writer and Communications Manager for the city of Phoenix Community and Economic Development Department.��

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By Lindsey Coulter��

At a Glance: Metro Tech High School Renovation ��

• Scope and Timeline: Multi-phased modernization project including 150,000+ square feet of renovations and a new 22,500-square-foot competition gymnasium, set for completion before the 2027–2028 school year.��
• Design and Construction Team: Led by DLR Group (design) and McCarthy Building Companies Inc. (construction), with input from students, district leaders, and local industry experts.��
• Career and Technical Education Focus: Modernized facilities for 20 CTE programs, including nursing, cosmetology, floral design, and childcare, designed to support real-world training and future career readiness.��
• Campus Enhancements: New sports fields, theater space, administrative offices, crosswalks, paved walkways, and infrastructure upgrades including cooling towers and underground mechanical systems.��
• Student Involvement: Active learning opportunities during construction through PXU’s ACE Mentorship and CTE programs, with tours and hands-on experiences integrated into the renovation process.��

PHOENIX — Construction is underway at Metro Tech High School as the Phoenix Union High School District (PXU) embarks on a comprehensive, multi-phased renovation and expansion aimed at redefining career and technical education (CTE) in Arizona.��

Designed by DLR Group and built by McCarthy Building Companies Inc., the transformation will enhance all 20 of Metro Tech’s CTE programs with cutting-edge facilities, new construction and more than 150,000 square feet of renovations. A new 22,500-square-foot competition gymnasium, upgraded sports fields, and a complete reimagining of the campus layout are central components of the overhaul, scheduled for completion before the 2027-2028 school year.��

“We are extremely excited for the future of Metro Tech High School,” said PXU Superintendent Thea Andrade in a statement. “With the overwhelming public support behind our bond funding this project, we will offer the next generation of PXU students the best possible educational experience.”��

DLR Group’s campus design emphasizes student experience and accessibility, with a focus on pedestrian-friendly improvements such as new crosswalks and paved pathways. The design also incorporates adaptive reuse principles, preserving historical elements of the original West High School campus, which dates back to 1947.��

“This renovation shifts what’s possible for our students in real, tangible ways,” said Metro Tech Principal Shawna Wright in a statement. “We’re not just updating walls and equipment; we’re building collaborative spaces that will give students the skills they need to exceed in jobs we have not even imagined yet.”��

The campus-wide modernization includes targeted updates to key CTE program spaces, such as floral design, nursing assisting, cosmetology and childcare. These updated environments will be designed to meet program-specific needs and technological requirements. A new campus entrance will also welcome students and visitors with upgraded administrative offices and room for future expansion.��

Additional features of the project include a new white box theater for school and community events, new baseball, soccer, and softball fields, and enhanced infrastructure including additional parking, expanded bus stalls, new cooling towers and a full overhaul of the underground mechanical piping system.��

“This project is about more than construction – it’s about building once-in-a-lifetime learning opportunities for students on this campus,” said McCarthy Project Director Tyler Shupe in a statement. “We’re proud to create a campus that reflects the ambition and skill of Metro Tech’s students, bringing them alongside us through the process. Phoenix Union’s incredible commitment to training and developing the next generation of skilled trade workers, medical professionals and other vital careers is clear from the transformative vision of this project.”��

As part of that vision, students from Metro Tech and other PXU schools will be actively engaged in the construction process. McCarthy will provide real-world learning experiences through site tours and mentorship opportunities aligned with Metro Tech’s ACE (Architecture, Construction, Engineering) Mentorship program and CTE coursework in construction and electrical trades.��

“Metro Tech High School has been a cornerstone of the Phoenix community for years and we are excited to work with PXU and MT leaders to develop a design that will expand educational opportunities for students and show the community the amazing programs they provide,” said David Schmidt, principal and architect with DLR Group, in a statement.��

Serving more than 1,800 students on a 35-acre campus, Metro Tech is one of 23 schools in PXU, one of the largest high school districts in the U.S. The renovation continues a century-long collaboration between PXU and DLR Group.��

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February marks , bringing awareness to the benefits that CTE offers to students and the opportunities it presents to schools and workforce partners. An estimated are currently enrolled in CTE programs nationwide, where they can acquire training in a variety of trades and earn certifications that offer immediate employment opportunities upon graduation. At the same time, helping students develop skills that are relevant to the careers and industries in their regions can help employers address labor shortages.����

Among recent successful and impactful CTE projects are the Game Development and Design School in North Texas’ Burleson Independent School District (ISD); in Park City, Utah; and the in Houston’s Alief ISD.��

“CTE projects are exciting because they allow (designers) to break away from traditional educational design and create spaces that push the envelope to a new dimension,” said Brandon Ross, AIA, LEED AP, managing partner at the Houston office of national architecture firm . “These spaces add a layer of real-world impact by giving school districts the opportunity to incorporate industry-grade equipment and hands-on learning experiences. The challenge of balancing students’ educational needs with industry standards keeps the design process fresh and innovative.”��

Ross and PBK design CTE centers (including the Alief Center for Advanced Careers) nationwide that mimic the actual workplace, providing students with real-world experience that traditional classroom settings can’t offer. To recognize National CTE Month and the valuable role CTE learning and spaces play in schools and communities, 91��Ƶ spoke with Ross about designing CTE spaces that can bridge the gap between what students learn in classrooms and the skills required in the workplace.����

SCN: Give that CTE facilities generally include a diversity of spaces, needs, equipment and functions, how do you approach the design/programming process?������

Ross: CTE spaces are more than just classrooms—they are incubators for innovation, skill development, and real-world experience. Designing these facilities with flexibility, industry alignment, and student success in mind ensures that they remain valuable for years to come.��

Unlike traditional K-12 projects, CTE facilities require a wider spectrum of input and engagement from additional user groups to make sure the spaces align with local workforce needs. Collaborating with industry professionals, educators and students in the community is a crucial part of the design process because CTE projects need to prioritize flexible and adaptable spaces that can accommodate multiple uses over time.��

SCN: Do CTE facilities require a different approach when it comes to designing for safety and security?��

Ross: We approach safety and security quite differently for CTE projects because they will see transient visitors due to the community and public access to the programs in these facilities. We create layouts that promote visibility and reduce blind spots. Since these buildings often contain specialized equipment and hazardous materials, we incorporate clear zoning and controlled access points to enhance supervision. Fire safety, ventilation and emergency shutoff systems are also integrated in CTE projects to mitigate the common risks associated with technical training spaces.��

SCN: In places where students are studying careers and trades of the future, how can clients and design teams plan these spaces with future expansion, new technologies and flexibility in mind?������

Ross: This is the most difficult part of designing CTE centers: It’s all about planning for the unpredictable. It’s important to prioritize modular and adaptable spaces that can be easily reconfigured as industry needs evolve. PBK incorporates open lab areas and flexible infrastructure that allow for the seamless integration of emerging technologies. These design strategies ensure that schools can adjust their programs for years to come.��

SCN: What are some other common challenges related to developing CTE spaces?��

Ross: The sheer amount of materials and equipment that come with building CTE spaces can be challenging. CTE centers need more air conditioning circulation and the learning environments themselves must be spread out for safety. There will be a variety of spaces, some small (like a science lab) and others large (like a welding classroom). This variance in volume creates potential structural challenges. Meticulous planning and pulling in industry leaders are key to combating these problems.��

SCN: Do CTE spaces naturally lend themselves to sustainability and efficiency efforts?��

Ross: CTE spaces often present unique opportunities for sustainability. Many programs focus on green technologies, renewable energy and efficient building systems—allowing students to learn about sustainability hands-on. 91��Ƶ like solar panels, rainwater harvesting and energy-efficient HVAC systems reduce operational costs and serve as educational tools for students studying these industries.��

SCN: How can CTE spaces help uplift entire communities and not just students? Are they generally good investments for school districts?��

Ross: CTE centers are an opportunity for everyone in the community to interact. Many CTE centers offer community access to resources such as job training programs and industry certifications—not only having an impact beyond students but also making them valuable investments for school districts. These programs also create direct pathways to employment, in turn, addressing labor shortages and strengthening the local economy. ��

SCN: Are there any funding strategies, programs or mechanisms that can help schools defray CTE project costs?��

Ross: Partnering with industry leaders is the best way to cut costs for CTE projects. Whether it’s through the donation of physical equipment or donation of time, CTE centers become cost-efficient when they collaborate with the local community. From an automotive group gifting used cars and parts to workforce leaders coming into the classroom and teaching the students themselves, industry support is one of the most influential mechanisms that can help schools defray CTE projects. ��

SCN: Do you anticipate that CTE projects will become more common at the high school level?��

Ross: The appeal of CTE programs is growing rapidly as schools recognize the need to prepare students for in-demand careers. The path to success is not limited to going to a traditional four-year college anymore. I think we will see more communities create space for CTE opportunities reflecting their regional need for labor. There is a strong probability many districts will increasingly offer CTE programs at the high school level to provide students with early exposure to career pathways. As the workforce evolves, CTE spaces will continue to play a crucial role in bridging the gap between what students learn in the classroom and the skills required in the workplace.��

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PRAIRILAND, Texas—General contractor Harrison, Walker & Harper has broken ground on a $5.5-million career and technical education (CTE) center for the Prairiland Independent School District, which will replace the school’s half-century-old agriculture education building. HWH is also working on an $11.6 million, 46,000-square-foot multipurpose building for the district, which will allow the district to at last boast an indoor practice facility.

HWH is working in concert with architecture and engineering firm Parkhill on realizing such amenities in the training facility as a 40-yard turf and endzone, batting cages, offices, and equipment storage areas. In addition, the building will also serve as a home for the school’s band and youth sports programs—and host various regional sporting events.

Meanwhile, the 21,000-square-foot CTE center will feature classrooms devoted specifically to such fields as consumer sciences, floral design, veterinary tech and agriculture. The building will also host simulated hospital and doctor’s offices so that students can work with real medical equipment in a clinical setting. A greenhouse, woodshop and metal shop will also be on hand for students to undertake practical education.

HWH, founded in 1887, has nearly $2 billion in educational-related construction work to its portfolio, including a recent $21.3-million sports practice edifice for Melissa ISD.

Jared Kinabrew, president of HWH, said that his firm will work to fulfill the district’s hopes for its future educational programs at the CTE.

“Soon, Prairiland ISD students will have access to the latest necessary tools and resources to compete with students nationwide on the field, in the classroom and in the job market,” he remarked.

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UPPER MARLBORO, Md.—Suitland High School, which opened in 1951, is being given a new campus. Tuner-Corenic Construction is working with Cox Graae + Spack Architects on a 344,000-square-foot educational building that will encompass a high school as well as the school’s Center for Visual and Performing Arts (CVPA) and Career Technical Education (CTE) programs. When completed, the new Suitland school will have an enrollment of over 2,500.

The $335-million project is proceeding in three phases, commencing now and estimated to go through 2026. During the buildout, Suitland’s CTE programs will be located to nearby Crossland High School.

As part of the project, Turner-Corenic and Cox Graae + Spark are ensuring community involvement in the form of scholarships, student mentoring and internships, and outreach to the school’s alumni community. Furthermore, the general contractor is working to ensure minority-owned businesses are given a stake in the school project.

In a recent statement released by the district, PGCPS CEO Dr. Monica Goldson said that Suitland’s alumni of the CVPA have gone on to performing arts careers themselves, and thus it was crucial to give their arts program a modern home.

“It is time that Suitland has a school building that can keep up with the breadth of our students’ dreams,” Goldson said.

Prince George’s County Public Schools is the second-largest school district in the state—and also has some of the oldest school buildings in Maryland.�� Accordingly, PGCPS is constructing 10 new schools and modernizing many of its older facilities as well.

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FORT COLLINS, Colo.—The Centennial State’s Yuma School District announced that local design-build firm the Neenan Company completed nearly 85,000 square feet of renovation to its educational spaces.

At Yuma High School, Neenan—which commenced work in June 2020—upgraded over 42,000 square feet of existing space and added an additional 18,000-square-foot wing as well as a 12,465-square-foot gymnasium. Yuma High School’s new wing will feature the Career Technical Education (CTE) program, as well as space for the robotics club and the woodworking and metal shops. The design allows for each school subject to have its own “hub space.”�� Additionally, a modern main school entrance was fashioned and the entire electrical security system and HVAC systems replaced.

A second K-8 school within the district now features an upgraded bus loop and student dropoff area, as well as a new kitchen and renovations to 11,000 square feet of educational space.

“This project reflects the core of what we aim to achieve with Neenan’s education-focused design-build expertise: delivering schools that give educators and students a foundation to thrive,” David Kurtz, senior architect at the Neenan Company, said in a recent statement. “With the efficiencies generated from our design-build process, we were able to expand the project’s scope and ultimately deliver greater value to Yuma School District, all amid the challenging demands placed on both education and project jobsites throughout the past two years.”

Added Yuma School District Superintendent Dianna Chrisman: “Seeing our vision come to life is rewarding beyond words. Every single student in our district, plus those in the decades to come, will benefit from this project.”

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