By Lindsey Coulter��

Clayton County Public Schools will unveil a first-of-its-kind educational facility for Pre-K students at the start of the 2025-2026 school year. Designed by the nation’s largest K-12 architecture firm,��, the��Riverdale��Early Learning Center (Riverdale ELC) introduces new opportunities for young learners in the Atlanta metro area.������

Tailored to early learners,��Riverdale��ELC is designed to provide students with a safe and secure space that is accessible and functional, while also remaining playful. Offering��outdoor learning opportunities, the campus will include an accessible playground, amphitheater and four classroom clusters—each focused on a different geographical region in Georgia.��In addition to a media center, STEM lab and rooms dedicated to art, music and play, Riverdale ELC will even offer wraparound services for community members such as vision and dental care, employment services and social services. This inclusive approach meant the PBK design team needed to carefully balance safety and security for students and educators without compromising a playful and nurturing environment.��

“We were approached by Clayton County Public Schools to help get their enrollment rates back up,” said Bayleigh Kempainen, AIA, managing principal of PBK’s Sugar Hill, Ga. “The district lost a lot of students during COVID, and they found that a lot of their students weren’t graduating.”��

As research shows that early exposure to fun and engaging learning environments increases the odds that students will successfully matriculate from high school, Kempainen explained, the purpose of the early Learning Center was multi layered. The project aims to meet the county’s pre-kindergarten education needs while reengaging students that had fallen off the radar and increasing their long-term educational success. The 24-classroom facility will serve an estimated 500 students; however, the project won’t just focus on young learners

“It’s more than just a Pre-K center,” Kempainen said. “It also includes wrap-around community services.”��

These services include a daycare center, health clinic, counseling services, observation rooms that allow parents to watch their children engage in play therapy sessions and more. However, with the additional focus on community engagement and creating a true community resource, safety and security for students specifically was key.

The PBK design team took a multi-pronged approach to security, creatively working safety considerations into the structure without making the campus feel like a fortress. This included an awareness of sightlines into learning areas, integrating security technology and durable door hardware, and building discrete layers of security around students, starting at the classroom level and moving outward to the six-classroom pod level. The team considered how individual pods could be locked down to prevent access, if necessary, but maintained a sense of the pods as being a sort of welcoming home base for students. ��

“[Safety] was one of the top priorities, but we also balanced it with our interiors, creating engaging spaces where students can use their imaginations, get outside and have fun at school,” Kempainen said. “We were very careful not to allow any access to the Pre-K center from inside the building. From the outside, it all looks like one campus, but on the inside there’s no path from one [area] to the other.”��

Additionally, the building’s angles create interior playgrounds, which further helps to control access, and most windows are positioned to look into the interior play spaces rather than to the building’s exterior. These spaces are also directly viewable from the principal’s office and teacher work rooms for added monitoring.��

According to Kempainen, many of these safety and security tactics are client driven. ��

“Our responsibility as designers is to bring up the latest and greatest and trends that we see. That might be security detectors or double doors. We recommend these things��but ultimately, [the client is] going to tell us what sort of technologies they’d like us to use. I feel like as we progress in the safety and security world, it is all becoming more technologically advanced.”��

Learn more about the project in the , which focuses on more safety and security topics and trends.��

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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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As the within college sports continue to grow, a more sophisticated professional mindset has emerged in the formerly amateur arena. Athletes and fans alike increasingly expect more refined, amenity-packed venues. Colleges and universities have responded accordingly by adapting their physical infrastructure to reflect this new sports culture — and to make themselves stand out.��

Recruiting Athletes��

The NCAA’s 2021 (NIL) policy was a dramatic paradigm shift for student athletes. NIL allows amateur athletes to profit from their name, image or likeness. Coupled with the transfer portal, these athletes now have greater flexibility to transfer to the program that can grow their personal brand fastest. In addition to weighing a school’s success, coaching staff, reputation and athletic opportunities, students also join — and leave — schools based on their opportunities for acclaim and financial gain. College athletic departments are feeling amplified pressure to attract and retain top tier athletes. One of the tools to attract the best athletes is state-of-the-art stadiums and facilities that provide a national stage for increased exposure.��

As part of the bid for top talent, colleges are increasingly making professional-grade resources available to college athletes. Athletic facilities reflect this growing emphasis by providing best-in-class training through centers focused on strength and conditioning, sports performance and wellness, and athlete nutrition among others. Cutting-edge equipment, technology, and dedicated coaching and support staff are now the norm in providing every competitive advantage possible. Extensive upgrades, renovations and new facilities can create an environment of excellence, designed to meet the athletes’ every need. College sports are becoming a career, and athletes are approaching it as such and expecting schools to do the same.��

Bigger stages also garner more attention for athletes, serving as an additional draw for those picking their college team. Stadiums are the external face of an athletic program. Colleges are updating or upgrading their stadiums accordingly to represent their dedication to athletics and garner more attention for their athletes, among other reasons. Consequently, professional-quality stadiums are becoming normal – even expected – at the collegiate level.��

As schools work to align their approach to sports with athletes, their buildings are a prime opportunity to attract more elite talent. Building a culture of excellence into the very design of facilities and stadiums is key to standing out amidst a throng of programs vying for athletes.����

Attracting Fans��

Fan expectations have shifted as well. Professional sporting venues have reshaped their tastes, creating more sophisticated expectations about what constitutes a memorable or excellent fan experience. In response, colleges are elevating their offerings to capture potential increases in revenue.��

A much broader range of amenities and options are quickly becoming the new normal. Allotting more space for a variety of food and beverage and merchandise offerings gives fans more options while diversifying the revenue streams for stadiums. Seating standards have also shifted to reducing seating in favor of crafting additional bespoke fan experiences. Instead of having just a few types of seating at different price points, stadiums are packed with a wide variety of options including party decks, terraces, loge boxes, suites, clubs and lounges. By exchanging less revenue producing seats for a host of upscale options, schools can maximize their revenue and enhance the fan experience.��

Colleges are also adapting their technology to meet the demands of today’s fans. Video boards are bigger with higher resolution than ever, enhancing the experience of fans across all seating options. Similarly, sound systems are becoming top priorities, with fans looking for an exceptional experience that incorporates all the senses. Wireless internet, cellular and digital applications are among some of the technologies that are being deployed to create connected content for fans. All these technologies are geared towards one goal: giving fans an elite experience.����

Capturing Opportunities��

Athletes and fans are the beating heart of any sports program. Universities and athletic programs can attract and retain both by designing stadiums, ballparks, arenas, and facilities with their needs and preferences in mind — and each makes the other stronger. State-of-the-art facilities attract top athletes, who bring in more fans, which in turn bolsters future program success. Investing in stadiums and their supporting facilities will yield long-term dividends for universities, their athletic programs, students, and alumni. The game is always evolving, and high-performance venues continue to be a foundational piece of a successful program.��

Michael Hessert is senior principal at the sports arm of , a leading architectural and engineering design solutions firm.��

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YUCAIPA, Calif.—Respected K-12 school building contractor Erickson-Hall joined officials from Crafton Hills College for a ribbon-cutting ceremony celebrating the opening of the school’s new BL 20 Public Safety Training Center. The facility was designed for the San Bernardino Community College District by principal architect Kelley Needham of the firm PBK to train firefighters and other public safety officials in and around the Inland Empire region of San Bernardino and Riverside Counties.

The Crafton Hills College BL 20 Public Safety Training Center project entailed designing and constructing two fire training facilities encompassing 6,848 square feet. These facilities are built to specifications dedicated by the fire academy for proper training procedures. In addition to classroom instructor, cadets and trainees will encounter real-world scenarios and learn about active fire situations as part of their curriculum.

Because Crafton Hills College was somewhat limited in space, PBK and Erickson-Hall had to ensure that the fire training building would fit within the existing campus footprint and that the construction process would not remove too many parking spaces. However, collaboration between the designers, builders and campus officials ensured that Crafton Hills College continued to function optimally during the renovation process.

“The enhancement of technical training capabilities for fire and emergency medical services programs that the new Public Safety Training Center provides will have a significant positive impact on the first responder community,” Dr. Kevin Horan, president of Crafton Hills College, said of the project. “The collaboration with Erickson-Hall and their experience in working with college campuses and safety center construction played a crucial role in creating a state-of-the-art facility that will benefit public safety for our students and community partners.”

Erickson-Hall’s previous work within the educational sector ensured a timely and efficient delivery of the BL 20 Public Safety Training Center. Erickson-Hall has constructed educational facilities around the Southern California region, particularly in the Inland Empire. The ribbon-cutting of the Crafton Hills College BL 20 Public Safety Training Center signifies another milestone in Erickson-Hall’s commitment to public safety and education within the San Bernardino region.

“Our team enjoyed collaborating with the San Bernardino Community College District and Crafton Hills College to create a facility that will play a pivotal role in preparing the next generation of firefighters,” said Mat Gates, president of Erickson-Hall. “We are dedicated to delivering projects that meet the client’s standards as well as serve communities for years to come.

“This new BL 20 Public Safety Training Center allowed us to accomplish both of those, and we are extremely excited about the outcome.”

Over a quarter-century in the business, Erickson-Hall has delivered over $1.5 billion in construction work in both K-12 and higher education projects. The company provides general contracting, preconstruction services, design-build as well as lease-lendback services.

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BAYTOWN, Texas—Goose Creek Consolidated Independent School District recently broke ground on its new Elementary School #17 in Baytown, which is located within the Houston metropolitan area.

The approximately $20.5 million elementary school is one of the major components of the $335 million bond that the district passed in May 2019 to address its rapid growth. Driven by massive growth in southeast Houston, this property-wealthy district is projecting more than 2,250 new students over the next decade.

The new 102,000-square-foot facility, located on 18 acres, will comprise individual PreK-5 educational wings, a media center, a gym, playgrounds, and outdoor learning areas. The design is a prototype that the District has constructed in the recent past. The District is in the early stages of selecting a name for the school.

“Goose Creek CISD is excited to be able to adequately support the needs of our growing community with the addition of this elementary school to the north side of the District,” said Brenda Garcia, director of facilities planning and construction at Goose Creek CISD.

“The groundbreaking of Elementary School #17 marks another milestone in the district’s efforts to manage its explosive growth and provide students the educational needs of the 21st century,” said JP Grom, vice president at��Lockwood Andrews & Newnam, Inc. (LAN), the firm serving as the program manager for the bond program.

PBK designed the facility and Drymalla Construction Company is the general contractor. The new elementary school is scheduled for completion in January 2022.

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Klein��Cain High School, which made its debut in Houston last August, was long in the making.

Its story begins in 2008 when the Klein Independent School District realized it needed a new 9-12 high school (its fifth) to address the demographic growth within the community. At that time, the district did a selection process through a design competition that was won by locally headquartered PBK Architects. But then the recession hit, demographic growth plateaued and the project was shelved until 2012.

While oftentimes pausing a major project like this can pose a challenge, this time it worked out in the school district’s favor, according to Ian Powell, partner with PBK Architects. During that time, a major shift in the ways teaching and learning occurred was happening, as schools moved away from instructional-based learning to more independent learning methods that require more flexible, open spaces.

The project came to fruition in February 2015 when construction broke ground, with locally based Satterfield & Pontikes Construction Inc. serving as the construction manager at-risk. The result: A school that combines flexibility and transparency for next-generation learning while simultaneously addressing school security needs and prepping the complex for natural disasters just like Hurricane Harvey that hit five days after its opening.

Collaboration Is Key

One of the district’s criteria in the original design competition was to create a facility that reflected the heritage of the community, paying homage to the German immigrants who settled here in the mid-1850s. As such, the exterior of the building reflects traditional German architecture, with the��steeply pitched��gable metal roof at��the entry,��the subdivided exterior��window��configuration, the patterning of��exterior brick masonry and��the��use of cast stone, according to Powell.

While that exterior element stayed the same between the 2008 and 2012 timeframe, the district wanted to do something completely different with the interiors when the project was greenlit again in 2012. “The district staff decided to make the inside much more transparent, open, collaborative and connected,” Powell said. “The school building is divided into six smaller learning communities (SLCs) that each have more transparency to classrooms and more openness.”

Each of the SLCs consist of about 20 to 24 classrooms, two collaboration spaces, a decentralized administrative/counseling suite and other support spaces, according to Powell. Classrooms are grouped��around a larger open space that is centrally located within each SLC, and a linear, flexible space for smaller groups��is located at the��end of each SLC��adjacent a circulation path. These spaces provide opportunity for teacher-dependent��and independent��activities, and are��equally beneficial for��study and��project-based activities that foster interaction and��collaborative efforts within��student��teams.

The design of the classrooms equally takes on a more collaborative approach using an L-shaped layout. “One of the concepts that the Klein administrators wanted to break the mold of was the traditional classroom, by changing the ‘box’ to more of an L-shaped classroom so that there are different zones in the classroom,” Powell said. “Teacher-dependent and teacher-independent instruction can occur as well as differentiated instruction (that involves all different kinds of instruction, not just the degrees of teacher dependency).”

That means students can use the space however they see fit, whether that be working collaboratively in groups, with or without a teacher’s participation, or working independently. Moveable glass partitions open up into the adjacent collaboration spaces for even greater flexibility. The majority of classrooms feature exterior windows that bring natural daylight into the space, while every classroom includes high transom windows that look onto adjacent circulation spaces. Both uses of windows help reduce the need for artificial lighting.

The high school teaching staff was a product of this environment, according to Powell. In fact, the school selected teaching staff that could accommodate the varying types of instructional settings, addressing any initial concerns as to if this classroom type and style would fit the nature of the individuals doing the instruction.

“They even did a post-occupancy survey, and greater than 75 percent were more pleased with this instructional space than the previous box-shaped space they had been in before,” Powell said.

Yet another example of the open design is the Learning Commons (or modern-day library), with a majority of its front being transparent and even having front walls that open up into the main corridor, dubbed “Main Street,” according to Powell. High ceilings and varied lighting adds to the open feel. And even private group study areas, such as the Think Tank, are lined with glass walls for better transparency.

Because the school district is very familiar with using data in decision-making, the design team surveyed both students and teachers at the four other high schools in the district early on in the design process. “They reinforced the choice to be intentional with the [design elements], including the transparency, openness, configuration of the classrooms, natural light in most of the classrooms and even the fronting of the Learning Commons right off the main circulation corridor,” Powell said. “All of these were thoughts we had, but the feedback we got was positive from both teachers and students.”

Of course, security was also top of mind for the new school. The main entrance features a safety vestibule, which has hardware that locks down if or when there is some form of a human threat. The school also has surveillance. While school district administrators are invested in designing schools that are more open and inviting, they have some provisioning related to safety and security that balances the need for the entrance to feel warm and open but also be able to be zoned off at the event of an emergency, according to Powell. He added that he can’t share some of those provisions to ensure the security strategies at the school remain confidential.

To read the entire article, check out the May/June issue of .

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Houghton College students and student athletes can now enjoy a new 115,000-square-foot, 6,000-seat field house; five competition quality tennis courts; an eight-lane, 200-meter regulation size track; and new stadiums to support the school’s baseball and softball programs. The expansion also includes a new cardio fitness center, weight room and locker room facilities, as well as a commercial kitchen, concession area and office spaces.

Phase I of the project focused on the existing Burke Field, which received an artificial turf makeover. Phase II concentrated on construction of the baseball and softball stadiums, which were dedicated in the spring of 2013. The state-of-the-art field house was constructed during Phase III and took roughly a year to complete.

"Walking into this facility today I had to pinch myself, I could not believe I was in Allegany County. This is a game changer,” said State Senator Catharine Young (R,C,I-Olean) in a speech at the ribbon-cutting ceremony. "We all know the rigors of competing in sports prepares our students for life, but when you couple that with education, that is what is going to change our future here.”

Kenneth R. Gay of Keystone Associates in Binghamton, N.Y. served as the project architect. Keystone Associates also conducted a feasibility study in early 2012 to select the complex site, which is adjacent to both Burke Field and the existing Alumni Athletic Complex. The firm began the design process in spring 2012 and construction on the facility in August 2013.

At the initial groundbreaking ceremony, Houghton College President Dr. Shirley Mullen noted that the impact of the new facility would reach beyond the school’s athletic department.

“The rest of the community and every student at Houghton will benefit,” Mullen said. “It will be a great facility to encourage wellness, physical fitness and the wholeness of personal development that is a hallmark of the Houghton experience.”

The Kerr-Pegula Athletic Complex was made possible by a generous $12 million gift from the Kim (Kerr) and Terry Pegula family, which has long promoted and supported athletics across the spectrum. The family currently owns the National Hockey League Buffalo Sabres as well as the team’s American Hockey League affiliate the Rochester Americans. The Pegulas also made headlines in September 2014 when they placed the winning bid to purchase the National Football League’s Buffalo Bills.

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