By Mark Schoeman, AIA, and Lee Salin, FAIA

There’s the old saying that a failure to plan is a plan to fail. It’s a perspective we know well in the A/E/C industry, clients included. We can’t successfully design building solutions if we don’t define and understand the needs these solutions aim to address, which is why master planning is such a vital task in the overall process of managing facilities.

As we consider the state of education in America today, it’s clear that we are at an inflection point as educators are buffeted by multiple challenges. There are the lingering impacts of COVID-19, and the lessons learned to improve future pandemic responses to better support students, teachers, families and administrators. There is also the impact of technology on students’ socialemotional health and learning skills, which not only encompasses artificial intelligence but smartphones and social media, too.

To these factors, we can add ongoing ideological debates on how education is offered to students on a systemic basis, with the debate on voucher programs and “school choice” being one of several flashpoints. And there’s more, of course. The question facing educators, then, is how do all these factors cohere into a pedagogical vision for the day-to-day student experience rooted in schools’ built environments?

To answer, it’s worth considering the ways in which master planning, enhanced by strategic visioning, can go beyond material thinking to serve K-12 districts as a cultural tool for navigating change.

Getting to the ‘Why’

Fundamentally, it’s about the rationale for undertaking a master plan — the underlying “why.” At a minimum, master plans are meant to take a holistic look at facilities on a campus, or across a district, and contextualize specific needs (e.g. for deferred maintenance repairs, major modernizations and new structures) with timelines and funding. Yet we can go beyond thinking primarily in terms of facilities by engaging with, and incorporating, other elements, such as Education Specifications. Since these are where a district articulates its pedagogical thinking, these documents provide essential insights into the overall educational experience — teaching methods and tools, student engagement approaches and guidelines for evaluating student success in achieving learning objectives.

When it comes to thinking about how to teach given changing circumstances (e.g. the aforementioned pandemic impacts, technology and broader political environment), time spent developing (or updating) educational specifications and strategic plans — before beginning the master planning process can support more sophisticated results.

Rather than looking at facility improvements in isolation or in purely reactive terms, (e.g. what needs to be fixed in response to immediate needs), master planning efforts informed by clearly articulated and actionable pedagogical visions can define rich and multi-faceted improvements with long-term benefits. For example, if a classroom’s audiovisual technology is out of date, rather than simply upgrading to the latest equipment the master plan could consider the district’s hybrid learning strategy and how students can maintain the continuity of their learning experience in a variety of circumstances, whether at home or in the classroom.

The contextual and strategic approach to master planning can offer an added benefit, particularly when looking to apply pedagogical innovations to the many spaces that comprise a school. As effective master plans consider where buildings are placed, there’s an opportunity to understand why they relate to each other in the way they do — and judge whether this relationship really does serve the desired student learning experience. Furthermore, looking at how the parts of a campus come together allows for exploring underused areas in a building or campus, the interstitial spaces, to activate them in a way that further enhances the learning experience in line with pedagogical goals.

For example, a courtyard corner used for little more than seating could be enhanced with a garden planter to support STEM education in biology. Or an empty/utilitarian space within a circulation path could be supplied with seating, a whiteboard, and a Smart TV to become an interactive “curiosity space” for student project work and outside-the-classroom teacher interactions. Finally, viewing the various elements of a campus as a “network” supports more robust thinking about challenges related to wayfinding, safety and security.

Another consideration involves understanding a campus’ history and culture. First, this allows a school to continue to express and celebrate its identity and role in the community (e.g. through joint-ventures and after-hours programming). Second, this allows for understanding the history of changes in the campus and their impacts, positive and negative. Embedding a historical understanding of a campus (or multiple campuses) into the master plan can provide additional context for decisions made regarding future improvements.

Planning in Practice

So how should a district approach creating a richer, more multifaceted master plan that is more adaptable and resilient in the face of change? Crucially, it’s important to emphasize conversations with district staff, teachers, parents, and students to understand what their hopes and expectations are related to the learning experience. The goal is to explore more than just needs, but overall goals, constraints and opportunities — the “big picture” of how students grow and develop throughout their academic journey. We can build on this deeper understanding by paying attention to thinking expressed in strategic documents such as Education Specifications — does it reflect not only a district’s current thinking about the learning experience but also strive to address projected evolutions, and disruptions due to technology and broader social context? Does it purposefully incorporate adaptability and resilience?

Whether updating an existing education specifications or starting fresh, prior to master planning it becomes all the more worthwhile to conduct strategic visioning that develops a clear and holistic “picture” of the learning experience spanning past experience, current practice and potential future improvements. When all the above are combined, the outcome — a roadmap for navigating change — strengthens district leaders’ ability to respond to both immediate and longer-term challenges facing their students, teachers and communities.

Mark Schoeman, AIA, DBIA, is Design Principal at ABA Studios. Lee Salin, FAIA, is President and Managing Principal at ABA Studios.

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• UC Berkeley, the Innovative Genomics Institute,��Bakar��Labs��and Turner Construction��marked��the groundbreaking of the IGI-Bakar Labs building��on July 1.��
• The project will add laboratory,��research��and collaboration space for genomics researchers and emerging biotechnology companies.��
• The building is planned as a cornerstone of Berkeley’s Innovation Zone and will support CRISPR-based research and life science startups.��
• The July 1 announcement��identifies��Weiss/Manfredi as lead design architect and DGA as executive architect.

BERKELEY, Calif. —��The University of California,��Berkeley��(UC Berkeley)��has broken ground on the Innovative Genomics Institute-Bakar Labs building,��advancing a major life sciences project intended to connect academic research,��entrepreneurship��and biotechnology growth.��

The facility, designed by lead architect Weiss/Manfredi and executive architect DGA will provide laboratory, research and collaboration space for the Innovative Genomics Institute and Bakar Labs, supporting genome engineering research and companies moving from incubation into larger-scale operations.��

The groundbreaking brought together��builder��Turner��Construction as well as representatives from��UC Berkeley, the Innovative Genomics Institute, Bakar Labs,��project��partners,��researchers��and community leader��to celebrate the��significant milestone for one of the Bay Area’s major life sciences developments.��

“This groundbreaking is a celebration of partnership,” said Manu Garg,��Project��Executive for Turner, according to��. “Projects of this significance are only possible when owners, designers, builders, researchers, and community stakeholders come together around a common vision. We are honored to work alongside UC Berkeley, the Innovative Genomics Institute, Bakar Labs, and the entire project team to help create a facility that will empower the next generation of scientific breakthroughs.”��

The building is expected to become part of Berkeley’s Innovation Zone and further strengthen the city’s role in biotechnology and climate-focused research. Turner said the project reflects years of planning and collaboration among UC Berkeley, IGI, Bakar Labs, philanthropic supporters, architects Weiss/Manfredi and DGA, engineers,��consultants��and construction partners.��

When complete, the new building will support IGI’s genomics research and Bakar Labs’ network of emerging biotechnology companies. Turner said the facility will expand capacity for CRISPR-based research while creating infrastructure for life science startups moving from early-stage incubation to growth.��

“This is a pivotal moment for genome engineering around the world, and the IGI and UC Berkeley are at the leading edge,” said Jennifer Doudna, founder of IGI and Nobel laureate, according to��. “This new building is an exciting opportunity to grow the longtime partnership between the IGI and Bakar Labs, and to show the power of combining impact-driven research and entrepreneurship in one space.”��

For Berkeley, Turner said the project��represents��an investment in innovation, economic��development��and opportunity by creating space where researchers, entrepreneurs and emerging biotech companies can collaborate in��close proximity.��

Turner said the facility is intended to help discoveries made in Berkeley continue to grow and scale within the city. The groundbreaking marks the start of construction on a project positioned to support scientists, entrepreneurs and innovators working on research and technologies with broad potential impact.��

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HILLSBOROUGH, Calif. — Hillsborough City School District (HCSD) recently celebrated the groundbreaking of a major redevelopment project at Crocker Middle School. Designed by Quattrocchi Kwok Architects (QKA) and being built by Blach Construction (Blach), the new Multipurpose and Administration Buildings will modernize outdated facilities for the campus’s 450 students in grades sixth through eighth. Van Pelt Construction Services (VPCS) serves as program and construction manager.

“We are thrilled to begin construction on these new facilities, a critical investment for our students and staff,” said HCSD Superintendent Ana de Arce. “These modern and adaptable spaces will provide the backbone by which the campus functions, reflecting the district’s dedication to our community’s future. We would like to thank the community for its support of local bond measures that make facilities upgrades a reality, as well as our dedicated project team.”

The new Multipurpose Building (MPR) will replace the school’s existing kitchen, stage, and assembly space. The facility is set to include a raised performance space, a meal servery, and a warming kitchen. A center piece of the project, a retractable back wall will open directly out to the campus’s new expansive outdoor courtyard. This student quad will serve as a flexible gathering space for lunch, performances, school events, and community activities, creating a seamless connection between indoor and outdoor learning and gathering spaces.

“Alongside HCSD, Blach and Van Pelt, we are honored to contribute to this project that will replace some of the school’s more outdated facilities with contemporary, flexible, and cohesive environments,” said Lyanne Schuster, principal and studio lead at QKA. “These new facilities are designed to foster collaboration and gathering, ensuring the long-term success of the Crocker Middle School campus.”

The project also includes a new Administration Building, connected to the MPR by a covered walkway. In addition to administrative offices, a nurse’s station, and a reception area, the building will feature a courtyard and partial roof terrace that expand the campus’s outdoor gathering spaces.

“This project illustrates how building success is driven by strong partnerships between the district, and project and construction management teams,” said Blach Construction Project Director Dean Leyshock. “By prioritizing a safe, streamlined process, we are dedicated to providing high-quality, modern facilities for faculty and students.”

Funded by Local Bond Measure H, construction of the 17,000 square-feet of new facilities is projected to conclude in Winter 2027.

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BOWLING GREEN, Ky. — Western Kentucky University has reached financial close on a $350 million public-private partnership aimed at transforming its campus housing portfolio, marking the largest residential investment in the university’s history.��

The initiative, known as Elevate WKU, is a long-term partnership between WKU, Gilbane Development, the Collegiate Housing��Foundation��and other project partners. University officials say the project will modernize aging residence halls, improve student living��environments��and support future enrollment and retention goals. Financial close follows approvals by the WKU Board of Regents on April 24 and the Kentucky Capital Projects and Bond Oversight Committee on April 27.��

The partnership��utilizes��a 50-year ground lease structure that allows the university to��leverage��private-sector financing and development��expertise��while��maintaining��oversight of the��student��residential experience.��Under the arrangement, WKU will enter into a ground lease with the Collegiate Housing Foundation, a nonprofit organization that will serve as the owner and borrower for the project.��The organization’s nonprofit status allows the project to qualify for tax-exempt financing, reducing borrowing costs.��

Approximately $350 million in tax-exempt and taxable revenue bonds will fund the first phase of the initiative. According to WKU, the university will not be responsible for debt service on the bonds. Instead, revenue generated through student housing fees will be used to repay project debt. Any surplus revenue��remaining��after debt obligations and maintenance reserves are met will be returned to the university.��

The first phase includes��acquiring��the university’s existing housing facilities from the Student Life Foundation and replacing aging housing infrastructure with new residential communities. Plans call for the demolition of Douglas-Keen and Hugh-Poland halls, as well as a nearby dining facility, to make way for a new residence hall and dining complex.��

The new development will provide approximately 1,000 beds and is scheduled to break ground in fall 2026, with completion��anticipated��for fall 2028. In addition to new construction, improvements are planned for existing housing facilities across campus.��

The Student Life Foundation will separately oversee the demolition of Hilltopper Hall, which university officials determined is beyond repair. Normal Hall and Regents Hall are currently undergoing repairs and will eventually be transferred to the Collegiate Housing Foundation once renovations are complete.��

Project leaders said the broader initiative will modernize WKU’s residential offerings over time, including the gradual replacement of traditional community-bathroom residence halls with suite-style accommodations. Planned amenities include collaborative study lounges, community gathering spaces, living-learning��communities��and a central dining facility intended to support student engagement.��

University President Timothy C. Caboni described the project as a significant investment in the student experience. In statements released by both the university and project partners, Caboni said the initiative will provide modern housing while��maintaining��affordability for students.��

Under the partnership structure, WKU will��retain��authority over residential life programming and student experience decisions through a shared governance model. Inwood Management will oversee day-to-day operations and maintenance of the housing portfolio while working alongside the university’s Residence Life team.��

University officials cited research��indicating��that students living in intentional, on-campus residential environments often experience stronger academic outcomes and higher retention rates. They said the Elevate WKU initiative is intended to ensure campus infrastructure supports student success while addressing long-term housing needs.��

The project is expected to serve as the foundation for a broader, multi-phase effort to modernize campus housing and residential life at WKU in the coming decades.

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• Vanderbilt University marked the topping out of a new right-field structure at Hawkins Field on June 16.����
• The addition will include private suites, premium seating, two new��bars��and a new player pitching lab.����
• When complete, the project will include about��50,000 square feet��of new or enhanced space.����
• Construction is scheduled to continue through the offseason, with completion expected during the��VandyBoys’ 2027 season.����

NASHVILLE, Tenn. — Vanderbilt University marked a major construction milestone at Hawkins Field with a June 16 topping out ceremony for the ballpark’s new right-field structure.��

The project is designed to expand the fan experience and strengthen player development resources at the baseball stadium, which opened in 2002.��

The right-field addition will house private suites, premium seating, two new bars and a player pitching lab. Vanderbilt said the project will��ultimately expand��the Hawkins Field footprint to approximately��50,000 square feet��of new or improved space, including student-athlete resources, added capacity, premium seating and expanded food and beverage options.��

At the ceremony, Vanderbilt leaders framed the work as both a facilities upgrade and an extension of the baseball program’s identity.����

“You can build a baseball diamond pretty much anywhere, but it takes more than chalk lines and a fence to make that ballpark part of the community,” Vice Chancellor for Athletics and University Affairs and Athletic Director Candice��Storey��Lee said at the ceremony, according to��. “At Vanderbilt, Hawkins Field is a part of who we are, reflecting our best collaborative traditions and boldest championship ambitions.”��

The project also includes more than��10,000 square feet��dedicated to a new weight room and pitching��lab,��a��component��Vanderbilt said is intended to prioritize player development alongside the upgraded spectator amenities.��

Coach Tim Corbin said the project is intended to give the facility a distinct Vanderbilt identity.����

“We��don’t��want this to look like any other ballpark in our conference. We want people who come to the ballpark to know that this is Vanderbilt,” Corbin said, according to��. “We’ll be back in Omaha [for the College World Series], and this project will help us move in that direction.”��

Construction will continue throughout the offseason, and Vanderbilt expects the project to be completed during the��VandyBoys’ 2027 season.��

The current work follows��previous��Hawkins Field renovations. Vanderbilt said a 2016 capstone gift from former��VandyBoys��player��and AL Cy Young winner David Price helped launch a campaign that delivered existing infrastructure, including hitting facilities, a��classroom��and an alumni locker room.��

The Hawkins Field project is part of the broader Vandy United growth initiative, which supports major facilities and operational improvements for Vanderbilt athletic programs.��

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By Paul Choquette III

It is a difficult time to run an American college or university. Challenges lurk around every corner: there’s policy uncertainty in Washington, with ��financial impacts,��changes to U.S. demographics could cause changes to enrollment trends–not to mention the����associated with a degree.��

This broader environment makes it far more challenging for administrators to��win what is rapidly becoming a fierce competition for student attention and enrollment as they����than ever before.��Schools��with��modern, updated��and��amenitized��physical infrastructure��—��facilities and housing alike��—��are best equipped to��win this competition and��manage the current��and forthcoming��challenges facing the sector.��

Given the tough financial climate, that might seem like bad news, but that misses a truly exciting trend in the industry: schools can engage in public-private partnerships (P3) with��integrated, experienced firms to reduce costs, deliver projects at speed and scale, and��bring an adaptable model to position��themselves for success.����

The Student Housing Supply Crisis

Let’s start by looking at student housing.��There��is an extreme mismatch between supply and demand��on America’s campuses.����The��top 175 American universities had����of students on campus in 2025. The situation is not much��better off-campus, with��the overwhelming majority of��privately-owned, purpose-built student housing near campuses��.��

This drives prices up even as students expect��innovative amenities on��campus.��

Gone are the days of the traditional dorm, with preferring that arrangement. Instead, students increasingly want single rooms or apartment-style living, coupled with social programming to foster a meaningful sense of connection. This no longer applies to just undergraduates or underclassmen: upper-division students also want to live on campus.��

Demographic Shifts and Rising Competition

It’s also worth considering the upcoming demographic changes coming to the sector, with the number of American high school ��and projected to decline for the next 16 years.����

This tells us that there could be some demand relief to a��housing submarket with no current vacancy. It also��reinforces��that institutions will now find themselves subjected to far more competition for student attention��and dollars.��

The P3 Model as a Strategic Solution

That’s where the P3 model comes in. This is the work done each day at Gilbane, which helped colleges and universities renovate or create 16,000 modern student beds last year alone, ranking us as a ��and��the�� in the nation.��

The primary issue to solve is, as usual, financial. But there is also urgency. These projects must be delivered against academic schedules and conducted in a rapidly evolving landscape for students and administrators.��

That’s why Gilbane created a design-build-finance-operate-maintain model: it allows the company to accelerate schedules, support long-term accountability and save schools money. Under this model, Gilbane manages the entire construction and development process from start to finish. It also handles the long-term operation of the facilities themselves — creating one point of accountability.��

The model works.����

Case Study: Palm Beach Atlantic University

Consider Palm Beach Atlantic University (PBAU), where Gilbane is ��with a new, 25-story mixed-use residence hall. The partnership is creating 990 new student beds, and generating new dining, health,��recreation��and parking facilities.����

The best part of this endeavor, however, is��that it�� while correcting outdated master leasing agreements that were preventing PBAU from retaining housing, dining and parking revenue. Gilbane broke ground several months ago and will be finished ahead of the 2027-28 academic year.��

Expanding Beyond Housing

The Gilbane P3 model brings expanded solutions to existing educational clients and helps those higher institutions deliver more than housing. The power of this approach can help universities with projects that may require complex phasing, long-term operating plans and coordination with multiple stakeholders.��

At the University of South Carolina (USC), for example, the P3 model is supporting a new home for the School of Medicine on its emerging Health Sciences Campus. Through this vertically-integrated approach, Gilbane brought predictability to USC and state-of-the-art classrooms, research labs, medical simulation spaces, a health-science library and event spaces, creating a new a permanent downtown health sciences campus for the University.��

A Path Forward for Colleges and Universities

College — and the built environment that shapes it — is changing quickly, and so are student (and parent) expectations. But as each of these transformational developments demonstrates, solutions to these complex problems do exist. Better yet, those solutions can be executed without additional strain on already-strapped financials. ��

Paul Choquette III, a fifth-generation member of the Gilbane family, serves as Regional President for Gilbane Building and leads the firm’s national Public-Private Partnership (P3) strategy.

Read the full article in the Higher Education Issue of 91��Ƶ.

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