Learning By Design Fall 2010

The premier source for educaTion design innovaTion and excellence

LEARNINGBY DESIGN

a m e r i c a n s c h o o l B o a r d J o u r n a l f a l l 2 0 1 0

New Heightsof Excellence

Learning environments make the most of green design

California’s Malibu High School–Citation of Excellence Award Winner

AWARDS OF EXCELLENCE

TRUE COST OF GOING GREEN

RETROFITS FOR SUSTAINABILITY

GREEN TIPS AND STRATEGIES

Green schools save an

average of $100,000

each year. A typical school

facility lasts 42 years. Over

the lifetime of the building,

how much will one green

school save?

Attention, everyone.

Open your books for today’s GREEN SCHOOLS pop quiz:

Hint: enough money to hire two new teachers, purchase 200 new computers, or buy 5,000 new textbooks after the first year of operation.

centerforgreenschools.org

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W O R D P R O B L E M S

THE CENTERFOR GREEN SCHOOLS

Meet us at the center of dialogue, policy development and innovation that will bring green schools to everyone within this generation.

Green Is the New BlackEducation design and construction is getting greener by the minute, and LEARNING BY DESIGN is pleased to put the latest sustainable innovations and best practices at your fingertips.

This debut Fall Edition—with a special focus on green design—is a direct response to reader feedback. The architects, designers, engineers, super-intendents, school board members, facility planners, and others who read LEARNING BY DESIGN told us they wanted more information about green design strategies, and we’re pleased to have responded to that need.

Sustainable Learning Classrooms flooded with natural light, buildings powered by solar energy, improved air quality, and using the building as an environmental teaching tool—these are just a few of the strategies that quickly are establishing a new, higher standard of education design and construction excellence. It’s an excit-ing time in education design and construction, especially as students—from pre-K to college—reap the benefits of enhanced learning environments.

The architects and facility planners who serve on the LEARNING BY DESIGN jury agree—buildings are getting greener, the learning experience is getting richer, and the awards competition is getting more and more competi-tive. Congratulations to the three Grand Prize and four Citation of Excellence award recipients recognized in this issue. It’s the first time in the magazine’s nearly 20-year history that three projects have received the top award in one competition. Read more about all of the Fall 2010 award recipients, starting on page 4, as well as the can’t-miss features that immediately follow. These articles are written by experts in the education design and construction field and they answer valuable questions for LEARNING BY DESIGN readers. • What is the true cost—now and over time—of designing and building a

green or LEED certified education facility? • What are the best strategies for retrofitting older schools to meet sustainabil-

ity goals and improve the learning environment for students and faculty?• What resources, programs, and other guidance is available to help school

districts plan and execute green building plans?Remember that you can also tap LEARNING BY DESIGN content online,

and easily share, tweet, and post links.

Celebration TimeWe’re also pleased to announce that the Spring 2011 Edition of LEARNING BY DESIGN marks the magazine’s 20th anniversary, and we’re reaching out to the nation’s leading organizations and firms in the education design and con-struction market to participate in a commemorative initiative. This 20th anni-versary issue, published in April 2011, will feature special editorial coverage of the most innovative concepts in education design during the past 20 years and forecast what’s in store for the coming decade.

Make sure your firm is a part of this one-of-a-kind issue, which among other features will include special Publisher’s Commendation and Readers’ Choice awards. Please e-mail [email protected] to be included. We look forward to hearing from you. n

Debra J. StrattonPublisher, LEARNING BY DESIGNPresident,

Stratton Publishing & Marketing Inc.

Anne L. BryantExecutive Publisher, LEARNING BY DESIGNExecutive Director,

National School Boards Association

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GO SURFING!Join us on Facebook facebook/LBDmagazine

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You also can access this issue as a digital edition at www.learningbydesign.biz, the magazine’s relaunched Web site. Send comments to [email protected].

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LEARNINGBY DESIGN

Fall 2010 Awards4 Grand Prizes: Uniquely Exceptional Design

For the first time in LEARNING BY DESIGN’s nearly 20-year history, judges have bestowed three Grand Prize awards in a single design competition. These distinctively different projects each showcase innova-tive and sustainable strategies.

8 Citations of Excellence: Design Innovations for Every Need Four outstanding design projects feature cutting-edge green strategies that are having an immediate impact on the learning environment.

Features 11 The True Value of Green

Here’s the data behind the green design strategies in this issue. Take a look at how all the outstanding projects featured in this issue compare, including LEED certification plans, cost per student, and other constructed-related costs. By John C. Chadwick, AIA, RIBA

14 Energy Smart Schools Teach Everyone LessonsThe U.S. Department of Energy offers a wide range of resources, tips, and strategies to help educational facilities achieve “high-performance” status. See how your school can achieve maximum results. By Margo Appel

16 Transforming Older Schools for SustainabilityHere’s a comprehensive look at the “intelligent transforma-tion” of existing education buildings, which includes energy conservation, smart renovations, and other sustainable strategies. By Peter Gisolfi, AIA, ASLA, LEED AP

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L e a r n i n g B y D e s i g n FA L L 2 0 1 0 | www.learningbydesign.biz

On the coverA project of HMC Architects, Malibu High School features a new 35,000-square-foot classroom, library, and administration building strategically nestled into a coastal habitat near Zuma Beach, California. See page 36 for details.

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LEARNINGBY DESIGN

Resources1 From the Publishers

64 Index to Projects

64 Index to Architects

64 Index to Advertisers

LEarNING by DESIGN Volume 19/FALL 2010

Published twice annually by Stratton Publishing & Marketing Inc. in cooperation with the National School Boards Association and American School Board Journal, 1680 Duke Street, Alexandria, VA 22314-1680. Copyright ©2010, National School Boards Association. ISSN:1538-019X. www.learningbydesign.biz

For reprints or to order additional copies, visit www.learningbydesign.biz.

Publisher Debra J. Stratton, President, Stratton Publishing & Marketing Inc. 703.914.9200

Executive Publisher Anne L. Bryant, Executive Director, National School Boards Association 703.838.6772

Managing EditorMarlene L. Hendrickson [email protected]

Contributing EditorJosephine Rossi

Editorial/Production assistantTeresa Tobat

Project Entry ManagerCarrie Wood

DesignJanelle Welch Renita Wade

architectural Project Liaisons Phyllis Hurdleston 717.560.6706 [email protected]

Judy Dubler 703.914.9200 ext. 32 [email protected]

Jessica Whalen 703.914.9200 ext. 32 [email protected]

advertising Sales Eastern Territory: Alison Bashian800.335.7500, ext. 21 [email protected]

Western Territory, Canada, New york: Steve Schwanz800.440.0232 adinfo.lbd.foxrep.com

LEARNING BY DESIGN is grateful to the American Institute of Architects, the Association of Higher Education Facility Officers, the Council of Educational Facility Planners, and the National Clearinghouse for Educational Facilities for their support.

Projects 20 Early Childhood &

Elementary Schools

31 Middle/Intermediate Schools

33 High Schools

49 Combined-Level Schools

54 Colleges/Universities

61 Specialized Educational Facilities


you can also read and share this issue of LEarNING by DESIGN in its interactive, digital format! Go to www.learningbydesign.biz.

Three singularly unique design projects earned Grand Prize awards in this edition of LEARNING BY DESIGN. The learning environment each winning project creates

in its own way defines the edges of what constitutes a truly exceptional approach to green design.

The three projects—a public elementary school in Virginia, a private combined-level school in Hawaii, and a college in Michigan—are vastly different in terms of context, challenge, and end users. But if there was a single winning trait that caught the judges’ attention, it was each project’s clear commit-ment to advancing both green design and learning environment creation through innovations that seamlessly and authentically integrate the two. As a result, the overall impact of each win-ning project exceeds the sum of its parts in distinctive and thought-provoking ways.

“These three projects really stand out. It would be inappro-priate to judge between them because they’re addressing such different issues, different contexts,” LEARNING BY DESIGN judges commented. “They’re exceptional buildings that should be called out and can’t really be compared to one another.”

MaNaSSaS ParK ELEMENTary SCHOOL aND PrE-KINDErGarTENVMDO Architects, P.C.Judging by all the project entries in this issue of LEARNING BY DESIGN, the threshold for what qualifies as cutting-edge

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LEARNING BY DESIGN Grand Prize Awards—proving that sustainable

strategies can work anywhere

MANASSAS PARK ELEMENTARY SCHOOL AND PRE-KINDERGARTEN

Manassas Park, Va

green design is rising. For example, most projects sought or will seek LEED Silver certification or higher. (See “The True Value of Green” on page 11.) But one project clearly melded green technology and educational goals so well that it rose to the top even without seeking third-party validation. It also shows how creatively the principles of green design can be integrated even in a public school funded through a tiny tax base.

The design for Manassas Park Elementary School & Pre-K by VMDO Architects, P.C. was based on the notion that “We can’t expect people to protect and conserve something that they don’t understand.” With that in mind, the team designed a 140,463-square-foot school building for grades 3-5 and pre-K as an “educational ecosystem” that takes full advantage of the neighboring forest and a moderate local climate to integrate children with their environment practically, aesthetically, and educationally.

While many projects purport to use a building as a teaching tool for environmental goals, some only manage to do that in a limited or superficial way. Not so with the Manassas Park proj-ect. “There are lots of interesting examples, but this one does it the best, even though LEED is not in the picture here,” the judges said. “It has got environmental sustainability and envi-ronmental education embedded in the design from the top to the bottom, and also in a very clear way where the students are involved with it and understand it.”

The three-level school in the city of Manassas Park, VA, has

a capacity of 900 students. The learning spaces are horizontally defined as the summer house, the autumn house, the winter commons, and the spring house, with appropriate correspond-ing colors and way-finding schemes. The judges acknowledged the importance of the design’s breakdown into small learning communities as important for such a large and diverse student population.

Vertically, the learning spaces conjure associations with the tall trees that form a fourth wall to the learning courtyards just outside the generous windows, from the “understory” to the “canopy.” Details such as a sophisticated color scheme and thoughtful placement of wood and full-length mirrors enhance the notion of being in a forest. The judges were impressed by how the project team made the forest theme work in a way that has a lot of credibility and appeals to children’s natural curiosity. “Even the tree analogy; we’re not seeing a literal tree somewhere, which would be kind of the pedantic way to do it. It’s really more of an organizing principle,” said the judges. “It’s making something that is appropriate and attuned to children without doing it in a literal or unsophisticated way.”

The school’s geothermal ventilation system is programmed to allow natural ventilation whenever possible. When the building is in natural ventilation mode, green lights signal the students to open the windows, making them active participants in con-servation efforts. The judges also were impressed by the beauty and functionality of outdoor instructional space, including courtyards, an amphitheater, and a stormwater retention pond. The pond is designed in such a way that it never fills entirely, thus reducing hazards and the need for safety barriers. Intensive signage includes maps and educational diagrams, rather than simply labels, and the pond remains accessible after school and on weekends. “It has the best stormwater management system we’ve ever seen,” they said.

HaWaII PrEParaTOry aCaDEMy ENErGy LabOraTOryFlansburgh ArchitectsThe new Energy Laboratory designed by Flansburgh Architects


Manassas Park Elementary School and Pre-Kindergarten (left and above), a project of VMDO architects, P.C., takes full advantage of the neighboring forest to make the learning environment an “educational ecosystem,” said LEarNING by DESIGN judges. “It’s a beautiful building.”

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for Hawaii Preparatory Academy in Kamuela, HI, is a freestand-ing high school science building that also is a living laboratory for environmentally conscious, sustainable living systems.

The product of an unusual partnership that included the science faculty and a forward-thinking donor who founded a German alternative energy corporation, the Energy Lab functions as a zero-net-energy, fully sustainable building powered prin-cipally by alternative means. The project includes a number of building systems that employ sun, water, and wind, and is in the process of applying both for LEED Platinum certification and the even more demanding Living Building Challenge designation.

Despite its high cost of $445 per square foot—and, no doubt, partly because of it—the slight 9,000-square-foot building man-ages to break new ground in ways that future designers likely will want to study, the judges said. Students are surrounded by the very systems they are studying. “The building itself is a lab for learning how to do buildings with zero impact. The program of the building is an energy-learning program, so it is about what it is. Everything is embedded together,” the judges noted.

The standalone lab also features architecture that the judges deemed “extraordinarily beautiful,” with natural materials brought together in a way that is elegant and which comple-ments the program it embodies. The judges commented on the detailing, such as the warmth of the wood, and the fact that the building is scaled appropriately for students. Despite being “high-tech,” the building does not seem out of place in its natu-

ral environment. “It’s sculptural, really. It grows from the site. It looks like it belongs in Hawaii,” they commented.

That the Energy Lab was constructed to accommodate a vari-ety of instructional needs also is noteworthy. It was developed as a reflection of the science curriculum it houses, progressing from smaller project rooms to a large research center to a labo-ratory. The spaces are designed to encourage student discovery, and experimentation, both indoors and out. “It’s hands-on learning, it’s project-based learning, it’s interdisciplinary, and it’s teaching what the building is about at the same time, so it’s really nicely integrated and beautiful,” judges said.

The building’s donor reportedly believes that generational education is the key to establishing and improving patterns of sustainability. In this innovative design, the project team has managed to set a powerful example of that principle at work. “It’s exquisite. Every piece of it is beautifully handled. It goes together beautifully,” said the judges. “It’s not replicable quite yet, but it’s a jewel. It’s showing us an interesting direction for the future educationally as well as in terms of design.”

CENTraL MICHIGaN UNIVErSITy COLLEGE OF EDUCaTION aND HUMaN SErVICESSHW GroupCentral Michigan University’s new College of Education takes an overall integrated approach to sustainable design in a landmark building that combines the teaching of young children with the training of teachers. The four-story building, seeking LEED Gold certification, accommodates an education program, early child-hood development center, human development clinic, reading clinic, classrooms, and laboratory space.

The judges were impressed by how SHW Group com-bined an array of sustainable materials and elements for the 136,255-square-foot building in ways that are striking as well as functional. “I really like it as a collage of building elements. The colors, the finishes, the contrast between the different pieces of it, and the changes in scale,” said one of the judges. Exterior walls consist of terra-cotta pressure-equalized rain-screen clad-ding, glass curtain wall, and metal panels. Accents of slate

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a project of Flansburgh architects, Hawaii Preparatory academy Energy Laboratory (left and above) is a zero-net-energy, fully sustainable building powered by alternative means. The project seeks LEED Platinum certification.


walls echo the tradition of chalk boards in education. Insulated low-E coated and other high-performance glazing is used in all punched windows and curtain walls. Clerestory windows are used above primary circulation spaces to optimize natural light.

The judges took notice of how well the building meets the needs of college-age students as well as pre-kindergartners. In the pre-K classrooms, for example, the project team managed to bring the scale closer to the ground for the sake of small children while preserving the benefits of high lighting. “They managed quite successfully to integrate the low scale of the pre-K with the overall massing of the building,” one judge said. “I’m sure the pre-K students don’t really understand they’re in a much larger building, because they’re in their own piece of it.”

Meanwhile, the college part of the building has many features the judges said they look for in college buildings. The class-rooms are technology-rich and versatile to allow different types of layout. The building offers wired and wireless network access, visual presentation, distance learning, collaboration, media cap-ture, streaming, and digital archiving of many class activities. Architecturally, there’s a great deal of transparency throughout the building, making the spaces seem open and inviting. The design includes narrow atriums that allow diagonal views from floor to floor. A large atrium connects the building’s three main sections, serving as an overall orientation space for the building. The judges also liked the building’s large lecture hall.

The judges acknowledged the presence of many informal meeting spaces throughout the college portion of the building, which they called “delightful.” Such non-classroom meeting places continue to gain importance in school design with the advent of wireless technology. “You can sit down, you can study, you can meet with friends and have a group study,” they said.

“This building is all about the people that use it,” the judges said. “The students are integrated and it’s all in one building and it matches the scale of both” age groups. n

CENTRAL MICHIGAN UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES

Mt. Pleasant, MI

The College of Education and Human Services at Central Michigan University (top and above), a project of SHW Group, features technology-rich and versatile classrooms that meet the needs of college-age students as well as pre-kindergartners.

GraND PrIZE aWarDS FaLL 2010Early Childhood/Elementary Schools Page• VMDO Architects, P.C. for Manassas Park

Elementary School and Pre-Kindergarten . . . . . . . . .24

Combined-Level Schools• Flansburgh Architects for Hawaii Preparatory

Academy Energy Laboratory. . . . . . . . . . . . . . . . . . . .52

Colleges & Universities• SHW Group for Central Michigan University

College of Education and Human Services . . . . . . . .54

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The diversity of this year’s LEARNING BY DESIGN Citation of Excellence winners speaks to the adaptability of design innovation and best practices.

An elementary school in Washington state can now set the standard in educational facility construction for using recycled building materials. A college classroom building in Iowa not only supports a strategically integrated curriculum, it also features a rainwater harvest system, semi-intensive vegetative roof, photo-voltaic panels, and a smart building energy management system.

And while the outstanding projects featured in this new Fall edition of LEARNING BY DESIGN help set a new standard for green design excellence, four projects rose to the top and earned Citations of Excellence.

EaSTGaTE ELEMENTary SCHOOLNAC|Architecture“This is a really beautiful building.” So said the LEARNING BY DESIGN judges after reviewing the project submission for Eastgate Elementary School in Bellevue, WA.

To walk through the school is to have an indoor-outdoor experience. Organized as a series of small pavilions around a series of courtyards, the building is connected to nature through views and landscaped courts, allowing a gradual revelation of the shifting relationship between interior and exterior learn-

From circulation details to skillful use of natural light, four exemplary projects maximize sustainable strategies and earn Citations of Excellence

ing spaces. “There are really great views inside and out into the natural environment, and the courtyard isn’t just one open area that’s called an outdoor classroom. It’s actually broken down into smaller areas that are much more convincing,” said judges. “They spent a lot of time with how you circulate between the different pavilions and making sure that the space between the buildings is really positive and usable.”

The new school, which serves 500 students in kindergarten through fifth grade, is a pioneer in its district for emphasizing sustainability. Ground-source heat exchange wells connected with heat pumps, a highly insulated envelope, and extensive day-lighting combine to create a very efficient building that does not burn fossil fuels onsite. Recycled-content exterior siding and nat-ural interior materials permeate the 63,500-square-foot building.

The judges were impressed by how NAC|Architecture com-bined the recycled and natural materials. “It’s a sort of a novel assembly of materials that is intriguing and inviting and warm and scaled right for kids,” they said.

The judges also commented on the obvious care with which the core learning areas were designed, an aspect of school build-ing design that often gets too little attention. “The classrooms themselves are really remarkable. They’re good, large, multifunc-tional classrooms with space for books and sinks and storage and everything, but they also have beautiful windows, including a cor-ner window right where the teacher’s desk is,” said judges. “You almost never see that, but it is really thoughtful in terms of the environment that’s created for teaching and learning.”

Thoughtful, too, is the way in which the interiors have been tailored to appeal to kids without overdoing it. Primary colors are used judiciously, such as a single red wall in one classroom and a blue wall in another. The furniture is child-sized without being too funky. Overall, the building’s interior “appeals to the children, but with a very sophisticated vocabulary,” the judges commented. “It’s not talking down to the kids.”

MaLIbU HIGH SCHOOL EXPaNSIONHMC ArchitectsMalibu High School, situated on a hillside one-quarter mile from Zuma Beach and the Pacific Coast Highway, offers sweeping views of the Pacific Ocean and the Santa Monica Mountains. HMC Architects is seeking to make the school’s new 35,000-square-foot classroom, library, and administration

Design Innovations for Every Need

EaSTGaTE ELEMENTary SCHOOLbellevue, Wa


building into an “iconic gateway” to the campus that is worthy of those surroundings, both aesthetically and in terms of its envi-ronmental impact.

Judges agreed: The building/renovation, currently underway, is up to the challenge. “It has got some really innovative things in terms of sustainability,” commented the judges. “But it’s also tak-ing a campus of older buildings and giving it a new face.”

The existing school is located in an environmentally sensitive area. Protecting the fragile coastal habitat has been a guiding fac-tor in designing the new building, which is scheduled for com-pletion in 2012. To that end, vegetative green roofs will provide outdoor learning spaces while improving building performance. Strategically placed skylights and floor-to-ceiling glazing will provide an abundance of natural daylight and minimize energy consumption. Recycled aluminum panels will shield the building from the western sun, preserve views, and invite daylight into classrooms. The primary mechanical system will encompass radi-

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CITaTION OF EXCELLENCE aWarDS FaLL 2010Early Childhood/Elementary Schools Page• NAC|Architecture for

Eastgate Elementary School . . . . . . . . . . . . . . . . . . . .22

High Schools• Van H. Gilbert Architect PC and Fanning Howey

Associates Inc. for V. Sue Cleveland High School . . .45• HMC Architects for Malibu

High School Expansion . . . . . . . . . . . . . . . . . . . . . . . .36

Colleges & Universities• RDG Planning & Design for The Roe Center at

Central College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

ant heating and natural ventilation for cooling. The design also involves wind turbines, cool roofs, cisterns, and biofiltration.

The judges liked the way the project connects students and faculty with their environment visually and physically. “It’s all green roofs cascading down with the topography,” they said. While many LEARNING BY DESIGN award entries included green roofs that students can view through a window, the Malibu High School project goes a step further, with access to the ver-dant roof via an upper-story science lab as well as an outside stair. “It’s taking green roofs, which started out as just a little sort of gesture, maybe, and now we’re seeing them cover more area, more integrated into the design, not an afterthought, and actually more integrated into the educational program,” judges said.

By placing the new building close to the street rather than in larger open areas, the architects have chosen an intelligent urban solution to the site’s environmental limitations while making a dramatic statement. “It essentially reinvents the school because it gives a completely new image,” judges added.

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nology-rich classrooms; and a regionally appropriate vocabulary of neutral colors. “There’s a lot of transparency between spaces,” they added. “We don’t usually see this much glass.”

Among the school’s environmentally friendly features are its use of ground-source heat pumps, natural lighting, low-mainte-nance materials, and heat-reflecting roof materials. The judges also were impressed that students helped out with the submit-tal process for LEED Gold certification. “One of the things you can do to get LEED points for the school is use the building as a teaching tool, and to have the students actually help to get the certification is really carrying that to the next step,” said judges.

“Overall, this project is pretty exemplary,” judges added. “An interesting high school.”

THE rOE CENTEr aT CENTraL COLLEGERDG Planning & DesignThe project challenge for Central College and RDG Planning & Design was to create a dynamic learning environment for three college departments sharing the same space for the first time. The goal was to optimize opportunities for collaboration among the education, psychology, and community-based learning stu-dents, faculty, and community partners. At the same time, the project team set a high bar for green building design by seeking LEED Platinum certification

The result is the naturally lit, highly transparent Education/Psychology Classroom Building, which offers flexible, technology-rich classrooms designed around a multistory central space that is as unusual as it is inviting. The central area includes a light-filled, ground-floor seating area surrounded by a screen of narrowly spaced, floor-to-ceiling carved wood slats. The eye-catching lobby “cone” is visible to students on all floors as they climb stairs or cross through on their way to class. “The main staircase is in it, so it’s designed to bring people together at one point. You can sit casually inside the cone or outside it, but it is a focal point,” judges commented.

The 57,000-square-foot Education/Psychology building is the first to break the traditional western boundary of the Central College campus. It incorporates many cutting-edge sustainable strategies, including a rainwater harvest system, semi-intensive vegetative roof,

native landscape site design, photovoltaic panels, and a smart building energy management system. More than 40 percent of the materials used for construction were regional and more than 30 percent were of recycled content. Eighty percent of construction and demolition debris was diverted from the landfill.

“This project is just very nicely done,” judges said. “The class-rooms were exceptional, the idea of bringing these different depart-ments together and expressing that with the architecture by having this nexus space, and the nexus space is actually really dif-ferent from what we’d typically see, and very nice.” n

V. SUE CLEVELaND HIGH SCHOOLVan H. Gilbert Architect PC and Fanning Howey Associates Inc.The Rio Rancho Public Schools, together with Van H. Gilbert Architect PC and Fanning Howey Associates Inc., set out to design a new building for V. Sue Cleveland High School that would allow each of the high school’s six learning academies to sustain its own identity while promoting overall unity and a sense of community. After a highly interactive planning process that culminated in a two-day intensive visioning session, the result was a high school campus that manages to strike that balance through a very interesting site plan, while also taking advantage of the latest trends in sustainabil-ity and technology.

Cleveland High School can accommodate up to 2,350 students and has a combined footprint of 419,000 square feet. The layout consists of a series of connected “schools within a school,” which include academies for liberal arts, design, arts, science and health, environmental studies, and international studies. Each academy is self-contained with its own administrative and guidance areas, restrooms, teacher planning areas, common areas, lockers, and computer labs. An expansive, secured outdoor plaza, or “main street,” runs alongside the academies and links them to shared-use areas, including a media center, blackbox theater, and stunning professional-quality concert hall.

The judges commended the project team on the innovative plan, which manages to scale down the sizable high school. “It’s a very large school, but unlike some other ones we’ve seen, it really breaks it down,” said judges. “This doesn’t look like that big a school when you actually look at the plan. Then it has this wonderful outside main street that connects them all together.”

Architecturally, the external eleva-tions are fairly simple, but nicely done, while the entire hilltop campus is ori-ented to take advantage of the views of a nearby mountain range. “It really integrates the natural landscape,” said the judges. Inside the high school, the judges commented on the abundance of windows; the mix of casual learning environments as well as versatile, tech-

V. SUE CLEVELaND HIGH SCHOOLrio rancho, NM

THE rOE CENTEr aT CENTraL COLLEGEPella, Ia

by John C. Chadwick, aIa, rIba

The data behind LEARNING BY DESIGN’s

outstanding design projects confirms—

sustainable strategies are the way of the future

greenthe true value of


There’s never been a time quite like this in the education design and construction field, and the outstanding projects showcased in this issue of LEARNING BY DESIGN are a tes-tament to that.

For the first time in the magazine’s nearly 20-year history, judges have awarded three Grand Prizes in a single competition, and each of those projects—rang-ing from pre-K to university—are sustainability stand-outs. The education design and construction tide is

turning, it seems. Not only are green design strategies setting new and higher benchmarks for excellence, they’re becoming the norm. Imagine the benefits reaped by the nation’s students, educators, and com-munities when schools, colleges, and universities reach new heights of excellence—by default.

But this high tide of excellence in education design and construction is not without a steep learning curve. Architects, engineers, facility planners, educators—all who participate in the design and construction of the nation’s

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ever, that the analysis presented here is a debut installment, and that data from these 37 projects by itself is a start to what can become a more meaningful analysis over time. The data, however, does generally support findings from previous studies on the cost of sustainability. See the charts on these pages, and note that the data has been normalized to allow for fair comparisons.

Strategies at WorkThe Leadership in Enery and Environmental Design (LEED) Green Building Rating System managed by the U.S. Green Building Council (USGBC) cur-rently is the most widely recognized and adopted third-party certification program for sustainable building performance in the United States. Sixteen of the 37 projects showcased in this issue of LEARNING BY DESIGN already are LEED certified or are seeking LEED certification at the Silver, Gold, or Platinum level. No projects have received or are seeking certification at the minimum Certified level, and of those proj-ects not pursuing certification it’s likely that many would score points under the LEED rating system.

It should be noted that LEED is not the only rating system for sustainable building performance used in the United States. Others include Green Globes Design and the Collaborative for High Performance Schools (CHPS), under which schools can self-certify or seek third-party verification. One notable proj-ect submitted for this issue, the Hawaii Preparatory Academy Energy Laboratory, is not only targeting LEED Platinum but is also expected to be certified as one of the first projects to meet the even more rigorous standards of the Living Building Challenge, which requires a minimum of 12 months’ occupancy before the certifi-cation process can start.

The International Building Institute’s (ILBI) Living Building Challenge program poses the question: “What if every single act of design and construction made the world a better place?” The program was initially launched and is still operated in the United States and Canada by the Cascadia Region Green Building Council, which is a chapter of both the U.S. Green Building Council and the Canada Green Building Council. The Living Building Challenge is a cohesive standard that draws upon the most progressive thinking on sustainability in the fields of architecture, engineering, planning, landscape design, and policy. It comprises seven areas of performance: site, water, energy, health, materials, equity, and beauty. Projects meeting the Living Building

Three basic metrics for each LEarNING by DESIGN project in this issue were calculated from the information provided in the submissions: cost per square foot, per student, and square feet per student. To allow for fair comparisons between projects, dollar costs were normalized for time to april 1, 2010, and for location to Washington, DC, using the Marshall and Swift quarterly Current and Comparative Cost Multipliers.

learning environments—need the latest best practices, strategies, and resources to continue on this path of excellence.

To meet the increasing need in the education design and construction field for green design information and data, LEARNING BY DESIGN presents this exclusive analysis of all the outstanding

projects in this Fall 2010 Edition. The goal of this number-crunching exercise is two-fold: To compare and analyze the data sub-mitted with each project to assess the cost of sustainable design; and to launch a valu-able database for comparison and analysis of the cost, area, and sustainability of future submissions. It is important to note, how-

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Green Data and analysis

Here is a look at all the LEarNING by DESIGN projects in this issue as they pertain to cost per student.


Pre-K: 1Elementary, Middle: 1Middle: 1Middle, High: 2College/University: 4Pre-K, Elementary: 3Elementary: 6Other: 8High: 10

LEED Certi�ed: 0LEED Platinum + Challenge: 1LEED Platinum: 2LEED Silver: 4LEED Gold: 9Non-LEED: 20

Challenge must have net-zero impact on and actually improve the environment.

building the DataThough it can be challenging to produce meaningful analysis from a small and varied sample of projects, as the database builds with future issues of LEARNING BY DESIGN the analysis will become more meaningful. It is, however, possible to make some useful observations from this sample:• Though the Advanced Energy Laboratory at the private combined-level school in Hawaii seeking to meet the Living Building Challenge has the highest construction cost of all the projects submitted, the donor and the entire owner/design/construction team have clearly raised the bar for sustainability and integrated the design with the curricu-lum to an exceptional degree.• While the Advanced Energy Laboratory has both the highest cost per square foot and the highest cost per student, the area per student is quite reasonable compared to some of the other projects, perhaps reflect-ing a sustainable goal not yet covered by the LEED rating system: building less, and using what is built more efficiently.• That there are no LEED Platinum K-12 projects in this sample may imply a percep-tion that Platinum is too costly and chal-lenging for K-12 facilities, although the two

Platinum college and university projects appear to have been constructed for quite reasonable costs.• Excluding the schools with highest and lowest costs, the per square foot construc-tion costs for the pre-K to elementary schools in this sample range from $137 to $292 with a median of $210; the three LEED Gold pre-K and elementary projects are at the low, middle, and top. • Excluding the schools with highest and lowest costs, the per-square-foot construc-tion costs for the middle and high schools range from $122 to $274 with a median of $185; the two LEED Silver middle and high schools are at the low and middle of this range, while the three LEED Gold proj-ects are at the middle and top.• That the above construction costs are higher for the pre-K to elementary schools than the middle and high schools indi-cates the limitations of this sample since costs are normally higher for high schools than elementary schools.• Excluding the schools with highest and lowest costs, the per student construction costs for the pre-K to elementary schools in this sample range from $19,287 to $37,074 with a median of $30,575.• Excluding the schools with highest and lowest costs, the per student construc-tion costs for the middle and high schools in this sample range from $20,155 to $58,392 with a median of $29,498.• Excluding the schools with highest and lowest costs, the area per student for the

pre-K to elementary schools in this sample ranges from 100 to 156 square feet with a median of 127 square feet.• Excluding the schools with highest and lowest costs, the area per student for the high schools ranges from 120 to 260 square feet with a median of 187 square feet.

reading the resultsPrevious studies indicate that there is no sta-tistically significant difference between aver-age construction costs for LEED-seeking and non-LEED projects of similar program types, and that most owners are able to achieve LEED certification at their desired level within available funds. The studies also sug-gest that the following factors are essential in controlling the costs of projects with sustain-able design goals:• Sustainability must not be considered an optional add-on to projects.• The client must be committed to a sustain-able solution from the outset.• The program and brief must include goals for sustainability.• There must be an integrated design process in which all members of the client, design, and construction teams are thoroughly com-mitted to sustainable goals. n

John C. Chadwick, AIA, RIBA, is sector leader for K-12 and higher education at Davis Langdon, Washington, DC. Reach him at [email protected]. Jennifer Crawford, research associate with Davis Langdon, contrib-uted to this article.

Pre-K: 1Elementary, Middle: 1Middle: 1Middle, High: 2College/University: 4Pre-K, Elementary: 3Elementary: 6Other: 8High: 10

Projects by Category

Projects by LEED Category

LEED Certi�ed: 0LEED Platinum + Challenge: 1LEED Platinum: 2LEED Silver: 4LEED Gold: 9Non-LEED: 20

LEarNING by DESIGN Fall 2010 Outstanding Projects

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Here is a look at all the LEarNING by DESIGN projects in this issue as they pertain to square feet per student.

KEY:Non-LEEDLEEDSilverLEEDGoldLEEDPlatinum

Some of the lessons the buildings impart are “in your face.” Every time students at Desert Edge High School in Goodyear, AZ, walk by the school’s interactive “green touchscreen,” they can’t miss the showcase of the build-ing’s green features.

Some of the lessons are more subtle: Students at Northern Guilford Middle School in Greensboro, NC, read their assignments under optimal lighting, courtesy of a daylighting design that uses south-facing cleresto-ries with revolutionary curved, interior, translucent light shelves.

Schools and universities that do more than just talk about geothermal ground-source heat pumps, photo-voltaics, and wetland ecosystems—schools that actually incorporate these features—enable students to connect the dots between science class and real life.

Everyone Can Start SomewhereCreating these sorts of living laboratories may seem far beyond the reach of many school districts. While a small percentage of the country’s 13,900 public K–12 school districts are planning right now to construct high-per-formance schools, for example, others are having trouble just keeping up with rising utility bills. And that’s not surprising because energy costs represent a school dis-trict’s second-largest expense.

Interestingly, however, energy costs are one of the few areas where schools can save money without sacrificing quality. Nearly one-third of the energy consumed in the average U.S. school is wasted. The country’s least efficient schools use four times more energy per square foot than its most efficient schools. An energy-efficient school dis-trict with 4,000 students can save as much as $160,000 a year in energy costs. Over 10 years, those savings can reach $1.6 million.

The U.S. Department of Energy’s Building Technology Program aims to help schools become, or get closer to becoming, high-performance schools—those that improve the learning environment as they achieve maxi-mum energy performance. The program promotes a 30 percent reduction of energy use in existing buildings and a 50 percent reduction over the ASHRAE 90.1-1999 energy code for new buildings and major renovations.

Enough Green To Go GreenWhile energy efficiency can mean long-term savings for schools, financial concerns frequently stand in the way of high-performance upgrades. With improved technologies and practices, however, a well-planned high-performance building may cost little more than a traditional build-ing. And sometimes it may not cost any more. Many of today’s schools enjoy fast paybacks—in the range of

“We shape our buildings,” Winston Churchill once said. “Thereafter, they

shape us.” Every day, environmentally focused, energy-efficient school

buildings are shaping students into wise stewards of our resources.

by Margo appel

teach everyone lessons

energysmart schools

14



five to eight years—as well as ongoing life-cycle returns on their energy-efficiency investments.

All school construction projects—high-performance or other-wise—have to clear a few hurdles to obtain financing. Securing the best financial arrangement is critical. Here are several creative ways to finance high-performance school construction or energy-efficiency improvements to existing schools.

• Internal financing. Schools use their own operating or capital funds to finance smaller, short-term projects with short pay-back periods. This method enables projects to get under way quickly; schools retain all energy cost savings.

• Revolving investment funds. Schools use their own money to finance energy-efficiency projects and put savings from decreased energy costs into a revolving fund. This money can be used to finance other energy-saving projects.

• Debt financing. Bank loans generally finance small, shorter-term energy-efficiency improvements. For bigger projects, many districts issue a general obligation bond. These bonds often are tax-exempt, which lowers their cost.

• Lease or lease-purchase agreements. Schools secure equipment or energy-efficiency improvements from private vendors, who are repaid over the term of the lease from the resultant savings. Schools pay no upfront costs, and equipment can be purchased at the end of the lease for a prenegotiated price.

• Energy-saving performance contracts. Schools use these con-tracts to upgrade equipment and to improve the energy perfor-mance of existing facilities. School districts and energy services companies contractually agree on a payback period and annual savings. Energy savings above the contractual figure go to the district. Most contracts result in a positive cash flow for the school district annually.

• State programs. State grants and low-interest loans are available

for schools interested in making energy-efficiency upgrades. The Database of State Incentives for Renewables & Efficiency (www.dsireusa.org) provides information about these initiatives on a state-by-state basis.

• Utilities. Local utilities may offer reduced-interest loans or rebates for energy-efficient projects or features. Utilities also may offer technical assistance to help schools identify and evaluate potential projects.

• Supplemental environmental projects. Companies that are not in compliance with federal environmental regulations fund these energy-efficient projects in lieu of paying fines.

• Public benefit funds. In states where electric utility customers must pay a public benefit fund fee with their monthly bill, util-ities or state-administered programs use the funds for energy-efficient projects, including school construction.

results Versus InvestmentMany schools conduct a life-cycle cost analysis to determine whether a specific project—from a boiler to a building—is worth the initial investment. This accounting method determines the total costs associated with an upgrade over its lifetime, includ-ing: purchase or construction costs; fuel costs; operation, main-tenance, and repair costs; replacement costs; resale or disposal costs; loan interest payments; and nonmonetary benefits.

Life-cycle cost can be calculated by a number of software pro-grams, including free Building Life-Cycle Cost (BLCC) Programs from the Federal Energy Management Program (www.eere.energy.gov/femp). Documenting expected life-cycle cost savings can strengthen a district’s case to taxpayers, state officials, and financial institutions. n

Margo Appel is with the U.S. Department of Energy’s Building Technologies Program. Reach her at [email protected].

These schools have created healthy and comfortable envi-ronments by combining the best of today’s design strategies and building technologies.

alder Creek Middle School—Located in a rural area that experiences extreme temperatures, this Truckee, CA, school is built on a sloped site to maximize the earth’s thermal insulation properties. Geothermal ground-source

heat pumps use 58 percent less energy than a typical boiler/chiller system. Construction was funded with a $31 million bond, but the school system received other financing, includ-ing a $250,000 demonstra-tion grant from the California Energy Commission, a $60,000 public utility grant for the geo-thermal system, and a $10,000 A-Plus for Energy grant from BP. Local residents and busi-

nesses chipped in $9,000 for a photovoltaic system.

Whitman-Hanson regional High School—This Whitman, MA, school saves $100,000 in energy costs annually. An HVAC system that adjusts automatically to changes in occupancy level is among the many energy-effi-cient features that were incor-porated. A solar array on the gymnasium roof provides sup-plemental energy during peak

demand. Designers also incorpo-rated a “cool roof” with a white PVC membrane that reduces energy needed for cooling. The Massachusetts Technology Collaborative provided $650,000 in design and technology grants, and a utility company provided design assistance and energy delivery technology and com-prehensive design assistance incentives totaling more than $370,000.

a Wealth of HelpThe Building Technologies Program has created tools and training materials for school planning, financing, designing, operations and maintenance, and energy education. They are consolidated on the EnergySmart Schools Solutions CD, available free of charge. The CD includes everything a school district needs to get started on energy savings. Information also can be down-loaded at www1.eere.energy.gov/buildings/energysmartschools/index.html.

Technology Trendsetters

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In a discussion of transformation and

sustainability, the first question is this:

How is sustainable design different from energy

conservation? We already know what

needs to be done to save energy in our older

school buildings, but how is this different from what we now mean by sustainable practice?

Energy conservation was an impor-tant topic of conversation in the late 1970s, during the Carter adminis-tration, when the price of oil rose precipitously. Typically, schools

would replace old, single-glazed windows with new ones that were double-glazed, or they would replace roofs, adding significant amounts of insulation. Some schools replaced older boiler plants with new, more efficient boilers or dual-fuel boilers, which burned both gas and oil. Basically, public schools picked “the low-hanging fruit.” In so doing, they probably succeeded in reducing energy consumption by 15 to 30 percent.

Sustainable practice addresses larger issues. It is based on the premise that the designed environment (buildings and landscapes) should have the least possible negative impact on the natural environment while taking the greatest advantage of what nature—that is, the local environment—offers.

Sustainable practice applies to outdoor space as well. Do the building and its other impervious surfaces overload the storm sew-ers? Is there too much runoff? Is there ade-quate shade on the sunny side of the building or in other places that need it? Do the building and its asphalt parking lots create a heat island that adversely affects the neighborhood?

Energy conservation has advanced sub-stantially beyond the practices of the 1970s and 1980s. Employing appropriate sus-tainable strategies—even in older, existing buildings—can reduce energy consumption by as much as 50 percent.

Intelligent TransformationExisting education buildings change con-

stantly. They change when additions are made, and they change when renovations become necessary.

Whenever a change of either type is immi-nent, it is common practice to determine the functional needs and space requirements for the future based on demographic informa-tion and pedagogical intentions. Sustainable objectives might include intentions such as reducing energy consumption by 50 percent, generating 30 percent of the energy used by the building from green sources, and improv-ing indoor air quality.

Intelligent transformation creates some-thing new and different from what was there previously. At the same time, it can preserve and enhance the most valuable aspects of an older building.

Essential StrategiesIt is easy to embrace a sustainable, holistic approach in the design of a new building. But how can an existing building reduce its nega-tive impact on the natural environment? The most obvious answer is that the building can use significantly less energy. But that’s just the beginning. Our purpose is to understand the basic strategies that can be employed to achieve significant sustainable results.

The site of an existing building is a given, but it can be significantly improved. Simply coming up to current code practice with regard to stormwater runoff would be a major improvement for the surrounding environment. Biofiltration (the use of plant-ing material to filter and purify runoff) is not required in all municipalities but would be a significant contribution to overall environ-mental quality.

Olderby Peter Gisolfi, aIa, aSLa, LEED aP

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School buildings are commonly sur-rounded by vast heat islands of asphalt parking lots. These areas can be shaded by trees, which can increase comfort on the site and produce oxygen. Vegetation can be used intelligently for wind breaks and shading, where appropriate. The vegetation selected for all of these purposes should be native species that do not require irrigation and are self-sustaining. If the building and its site increase the production of oxygen and reduce the production of carbon dioxide, the result is a substantial reduction in the nega-tive impact on the natural environment.

Water is a precious resource, especially in some parts of the country, and it can be used much more intelligently than in the past. Rainwater can be harvested for build-ing and site use. The profligate use of irri-gation on the site can be addressed with environmentally appropriate plant mate-rial and by using greywater (wastewater generated from domestic activities, such as laundry, dishwashing, and bathing that can be recycled on site), rainwater, or even groundwater instead of municipal drinking water for necessary irrigation.

The exterior building envelope, or building shell, is the assembly of systems and materials through which the building interacts with the exterior environment.

Today, there are techniques for improv-ing the performance of the building enve-lope. In a poorly insulated building, heat is transferred in from sunshine and hot air in warmer seasons, and heat is trans-ferred out in colder seasons. A significant portion of the building’s energy is lost through leaky window systems.

At the same time, it is common to find older buildings constructed of heavy masonry with high thermal mass, which means they change temperatures very slow-ly. This is a valuable asset in conserving energy, especially during the warm season.

Indoor Environmental Quality Indoor environmental quality depends on intelligent use of the benefits offered by the natural environment. These benefits include fresh air, daylight and sunshine, and temperature control.

Fresh air depends on adequate ven-tilation and operable windows. Contrary to the practices of the 1970s, sustainable design provides the maximum amount of fresh air possible to the building and its users. Oddly enough, most school buildings are used only 40 or 50 hours in a week, which contains 168 hours. Obviously, ventilation systems have to be controlled in a way to maximize ventila-

tion in each occupied space and allow the building to hibernate at other times. Unfortunately, many ventilation systems do not operate effectively, or they may have been eliminated as part of past ener-gy conservation strategies. These systems should be upgraded with mechanical sys-tem improvements, and they should be controlled effectively.

Many older buildings feature large window openings, which provide ample daylight and sunshine. These open-ings should be preserved and not covered with insulating panels, as was the habit in the 1970s and 1980s. Fortunately, the quality of fenestration and glazing has changed dramatically. Today, build-ings do not have to lose as much energy through the windows; instead, double- or even triple-glazed windows, thermally broken windows, and coated glazing can be used. There are other techniques, such as insulating blinds, for further reducing heat transfer through these openings.

Effective temperature control is essential for indoor environmental qual-ity and is often lacking. The new, digital generation of temperature control devices offers intriguing possibilities for the future, but often these devices and sys-tems are complicated and unreliable.

It’s simple addition and subtraction.

Add Big Ass Fans to your school and . . . Subtracthighenergybillsfromtheequationbyimprovingtheyear-

roundefficiencyofHVACsystems Reducemissedschooldaysbyimprovingindoorairquality Lowerstandardeffectivetemperatureby10-20degreesinthesummer DecreasestratificationinthewinterbypushingwarmairtothefloorHow many problems can you solve by adding a Big Ass Fan to your school? Visit www.BigAssFans.com or call 877-BIG FANS (244-3267) to learn more.

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BAF_LearnByDesign063010.indd 1 6/30/10 12:18 PM


Material Choices and reuseMost older buildings were constructed with nontoxic materials, especially if the asbestos has already been eliminated. It has been common practice to add toxic materials on a regular basis, such as vinyl flooring, nylon carpeting, and a variety of paints. These more recently added materials can be elimi-nated, and green substitutes can be installed.

A major advantage of renovation, expan-sion, and transformation is that older buildings and all of their materials con-tinue to be used. We can save all of the energy that might be used to demolish an existing building, dispose of all of its mate-rials, and construct a new building using new materials. Many older buildings can be sufficiently upgraded to be equal in all ways to newly constructed buildings. In fact, many institutions, particularly schools, can appreciate the historical continuity of using and reusing buildings from genera-tion to generation. Basically, transforming and expanding existing buildings is an inherently sustainable approach.

Mechanical Systems and ControlsMechanical systems typically include heat-ing, ventilating, and cooling a building. The most complicated aspects of these systems are the control mechanisms that run them. The control systems must operate a large building in a manner that saves energy and ensures that the building hibernates effec-tively or “sleeps” when it is not occupied.

Many school buildings are occupied only about 50 percent of the days of the year (180 out of 365). On the days they are open, they may be used only about 42 percent of the time (10 hours per day). If you combine those calculations, a typical school building might be occupied only about 21 percent of the time in any given year. The challenge is to understand how these buildings operate when they are not occupied, and to understand how we might occupy them more efficiently.

Daylight and Electric LightingIdeally, if there is sufficient daylight, we should leave the lights off. However, many teachers will turn on the lights when they enter the classroom, and will leave them on all day.

Two strategies to minimize this energy waste are possible. The first is to switch the lights so two or three levels of lighting can be achieved and, at the same time, to switch the lights so the fixtures closer to the windows are controlled separately from those that are farther away. Teachers and students would then have to embrace using only the necessary lights.

The second strategy is an automatic

switching or dimming system, controlled by light sensors responsive to sunlight. The advantage of such a system is obvious, but the disadvantage is that these systems are costly to install and are likely to cease work-ing once the building’s occupants have tam-pered with them. A simple switch that turns the lights off when the room is unoccupied can be applied to either option. This applica-tion has become standard practice.

Onsite Energy SourcesGreen energy sources, such as geothermal heating and cooling systems, windmills, and photovoltaic panels that convert solar radiation to electricity, are now readily available. In many localities, these energy sources are subsidized by government agencies and are quite affordable. These green energy sources are part of an emerg-ing industry that will provide us with extraordinary opportunities for sustainable practice in the future.

Even now, it is becoming common practice to install geothermal heating and cooling systems in renovated buildings that require cooling all summer. These sys-tems, which are actually ground-coupled heat pumps or groundwater-coupled heat pumps, tap into the constant temperatures below the earth’s surface, making it possi-ble to transfer the earth’s heat to the build-ing in winter, and transfer the building’s heat to the ground in summer.

Another strategy is to take advantage of vast areas of flat roofs that are common on school buildings. These can be covered with an array of photovoltaic panels to cap-ture the sun’s energy and simultaneously shade the roof. Similarly, parking lots can be covered with trellises made of photovol-taic panels to provide shade for parked cars and, simultaneously, generate electricity.

Final ThoughtsAs school buildings are modified and evolve, the sustainable aspects of the buildings and sites require upgrades as well. The techniques for heating and cooling buildings will change and become more efficient. The strategies for onsite energy generation will also improve. In this environment, we have to be ambitious and flexible to constantly update our objec-tives.

A school building and its site are moving targets. The people who use them change. The pedagogy changes. Our culture changes. Buildings and sites have to change over and again to keep up. When sustainable objec-tives are embraced, the buildings will turn out even better than anticipated.

If we act intelligently, the people who use the buildings will be more comfortable and healthier. Students, faculty and staff will work more effectively. Energy and money will be saved. And the overall health of the environment will be improved.

The more general idea is this: Buildings consume approximately 40 percent of the energy we use in the United States. We should aim to cut that energy consumption in half. It would be impossible to reach this goal simply by constructing new, sustain-able, and energy-conserving buildings. Our most important task is to transform older buildings so they become more energy efficient. n

Peter Gisolfi, AIA, ASLA, LEED AP, is senior partner of Peter Gisolfi Associates, a firm of architects and landscape architects in Hastings-On-Hudson, NY. He is chairman of the Spitzer School of Architecture at the City College of New York and author of the book, Finding the Place of Architecture in the Landscape. Reach him at [email protected].

The 1903 Goodhue Hall at the Hackley School in Tarrytown, Ny, has been transformed after a devastating fire. The building, which has doubled in size, contains the upper/middle school library as well as classrooms, laboratories, and faculty offices. Most of the historic exterior has been restored. It is well insulated, the windows are double-glazed, and the early 20th-century heating system has been replaced with a geothermal heating and cooling system, which uses less than half the energy of a new code-compliant building. The building will be LEED Gold certified.

20 L e a r n i n g B y D e s i g n F A L L 2 0 1 0 | www.learningbydesign.biz

E a r l y C h i l d h o o d & E l E m E n t a r y S C h o o l

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HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

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Albuquerque Public Schools’ Desert Willow Family School is a

unique new public school cam-pus, providing a hybrid home school and on-site alternative educational program for an established successful communi-ty of learners. The school is the first LEED Silver certified public school in the Albuquerque Public School District.

Sustainable design features include a demonstrative geo-thermal ground-source heat

pump system and numerous daylighting strategies, resulting in a reduction of more than 30 percent in traditional energy costs. Green material selections, low-water native plants, and active recycling programs are major features that have been integrated into the core educa-tion curriculum.

The new campus is com-posed of three buildings that open to a central multipurpose courtyard. The first building is a community and performance

space used as the primary learning space for all curricula. The other buildings house classrooms and adminis-trative spaces. The residentially scaled construction consists of wood trusses and framing, individual room heat pumps, and operable insulated windows.

Each classroom has its own library, art supplies, kitchen, and printer, and is daylit with clere-stories and skylights, eliminating the need for artificial lights on most days. n

albuquerque Public Schools desert Willow Family SchoolAlbuquerque, NMEntire School/Campus

BuildingNEW CONSTRUCTION

thE hartman + majEWSki dESign grouP

202 Central Ave. SE, Suite 200 Albuquerque, NM 87102 www.designgroupnm.com

Gregory Hartman 505/888-1647

dESign tEam

Gregory Hartman, Principal-in-Charge

Jorge Gonzales, Project Manager

Richard Deutsch, Project Manager

Ronnie DiCappo, Interior Designer

Ray Trujillo, Quality Assurance

Dave Aube, Civil Engineer

oWnEr/CliEnt

Albuquerque Public Schools Albuquerque, NM

Gael Keyes, Principal 505/888-1647

kEy StatS

grades Served: K-8

Capacity: 300 students

Size of Site: 3.53 acres

Building area: 27,000 square feet

Building Volume: 250,000 cubic feet

Space per Student: 70 square feet

Cost per Student: $20,000

Square Foot Cost: $174

Construction Cost: $6 million

total Project Cost: $7.7 million

Contract date: June 2008

Completed: June 2009

Completion: 100%

PhotograPhy: Patrick couLie

www.learningbydesign.biz | L e a r n i n g B y D e s i g n F A L L 2 0 1 0 21

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GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


LE

A


LE

A



Completed in August 2009, Jacob’s Well Elementary School was

the first new primary school in Wimberley Independent School District in more than 20 years. O’Connell Robertson provided comprehensive architecture and engineering services after assisting the district with planning and communications for its successful bond election.

The new school, serving second through fifth grades, blends traditional educational design with contemporary architecture, supporting today’s curriculum. Breakout spaces facilitate art, sci-ence, and multiclass settings, imparting transparency and connectivity without losing functionality or security.

Sustainable features are found throughout the school, reflecting and incorporating the beauty of the surrounding Texas hill country. The interior has natural light in every classroom and common area, and strategically placed skylights provide shared lighting. Four percent of the materials used were regional, and 15 percent were recycled materials.

The mechanical systems are energy efficient and individu-ally controlled, and the lighting is adjustable by room accord-ing to educational need. The site design responds to existing site contours, minimizes off-site light trespass, allows joint use of facilities, and includes on-site stormwater manage-ment. A rainwater harvesting system offsets irrigation needs that have been limited through the use of native landscaping.

The school design meets the district’s goal of providing a facility “designed with student learning in mind,” offering sustainable education-al environments both inside and outside the classroom. n

Entire School/Campus Building

NEW CONSTRUCTION

o’ConnEll roBErtSon 811 Barton Springs Road,

Suite 900 Austin, TX 78704

www.oconnellrobertson.com

Cathy Brandewie 512/478-7286

dESign tEam

Richard Burnight, AIA, Principal-in-Charge

Jarrod Sterzinger, AIA, LEED AP, Project Manager/Architect

Nick Patterson, PE, LEED AP, Mechanical Engineering

Louis Cornoyer, PE, Fire Protection and Plumbing

Dennis Clauson, Electrical Design

Jennifer Hoskins, IIDA, LEED AP, Interior Design

ownEr/CliEnt

Wimberley Independent School District Wimberley, TX

Dwain York, Superintendent 512/847-2414

KEy StatS

grades Served: 2-5







Construction Cost: $14.8 million


Contract date: Mar. 2008

Completed: Aug. 2009

Completion: 100%

PhotograPhy: thomas mcconneLL

Jacob’s well Elementary SchoolWimberley, TX



LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

LE

A


LE

A


LE

A


Designed to connect the building to nature through views and

landscaped courts, Eastgate Elementary School invites the use of the whole site as a teaching tool. The school’s organization in small pavil-ions and a series of court-yards enriches the curriculum through increased opportu-nity for stimulating indoor/outdoor learning.

Designed to reveal itself through a gradual revelation of the shifting relationship of

interior to exterior learning spaces, the building encour-ages a “slowness” of experi-ence and understanding that makes learning palpable. The building and landscape are peers and partners in this slow dance. The heightened attention to landscape design supports relevant learning of arts and science and encour-ages the students’ life-long affection for the natural envi-ronment and sustainability.

Eastgate achieved a vig-orous sustainable agenda

that continues to mark this building as a district pio-neer. Ground-source heat exchange wells connected with heat pumps, a highly insulated envelope, and extensive daylighting combine to create a very efficient building that does not burn fossil fuels onsite. Recycled-content exterior siding and natural interior materials permeate the building, reinforcing the educational value of a sustainable approach. n

Eastgate Elementary SchoolBellevue, WA


NEW CONSTRUCTION

naC|arChitECturE 2201 6th Ave., Suite 1405

Seattle, WA 98121 www.nacarchitecture.com

Kevin Flanagan, AIA, LEED AP 206/441-4522

dESign tEam

Kevin Flanagan, AIA, LEED AP, Principal-in-Charge

Steve Galey, AIA, LEED AP, Project Manager

Boris Srdar, AIA, LEED AP, Project Designer

David Shaffer, AIA, Project Architect

Coughlin Porter Lundeen Structural/Civil Engineers

Coffman Engineers Electrical Engineers

Engineering Economics Inc. Mechnical Engineers

ownEr/CliEnt

Bellevue School District Bellevue, WA

Dr. Amalia Cudeiro 425/456-4000

KEy StatS

grades Served: K-5








total Project Cost: $25 million

Contract date: June 2007


Completion: 100%

PhotograPhy: naC|arChiteCture, Ben BensChneiDer, WaLmsLey PhotograPhy




LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

LE

A


LE

A


LE

A


The design for the Manassas Park Elementary School and

Pre-K project is based on two fundamental ideas: First, just as every moment can be a teach-able moment, there is no such thing as a nonteachable place. Second, we can’t expect people to protect and conserve some-thing they don’t understand.

A rare public school build-ing designed specifically for 4- and 5-year-olds, the pre-K portion of the facility contains right-sized elements, includ-ing cave-like reading nooks and a 4-foot entrance door. Conversely, the upper elemen-tary school has specialty rooms typically found in high schools: science labs, art and music rooms, a full-size gym, and professional office space for teachers.

Extensive use of glass and mirrors creates visual open-ness; each corridor even has a direct view to the outside. Breakout spaces for individual or small group study are every-where. There’s a pervasive sense of passive supervision, and students assume the responsibility that is expected of them.

More than a teaching tool, the building is an educational ecosystem. Wayfinding and finishes echo the adjacent for-est. Classroom signs double as informational displays on com-

monly found local flora and fauna. When in natural venti-lation mode, green lights tell students to open the windows, making them active partici-pants in conservation. n

manassas Park Elementary School and Pre-KCity of Manassas Park, VA


NEW CONSTRUCTION

Vmdo arChitECtS, P.C. 200 E. Market Street

Charlottesville, VA 22902 www.vmdo.com

Robert Moje, AIA, LEED AP 434/296-5684

dESiGn tEam

2rw Consultants, Inc., Mechanical, Electrical, and Plumbing

Engineers

Fox & Associates, Structural Engineer

Bowman Consulting, Civil Engineer

EIS, Food Service

Siteworks Studio, Landscape Architecture

Hess Construction, Construction Manager

oWnEr/CliEnt

Manassas Park City Schools City of Manassas Park, VA

Dr. Thomas H. DeBolt, Division Superintendent

703/335-8858

KEy StatS

Grades Served: Pre-K & 3-5




Building Volume: 1.4 million cubic feet






Contract date: Mar. 2007

Completed: Apr. 2009

Completion: 100%

PhotograPhy: Prakash PateL


LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


LE

A


LE

A



The new Mittie A. Pullam Elementary School has been designed for

grades pre-K through 5. The school has been designed so the building exterior reflects the area’s culture and architecture.

The building is constructed to maximize energy efficiency, improve indoor air quality, and minimize the impact on the environment. The school’s orientation on the site and the building’s exterior envelope were both carefully considered to provide optimum energy efficiency.

Each grade is self-contained within a building wing to allow for team teaching. Common facilities such as the library and art classrooms are centrally located for easy access from all classroom wings.

The building incorporates sustainable design principles such as energy-efficient sys-tems and natural daylighting. State-of-the-art technology infrastructure has been incor-porated in the entire campus. The project also includes a 4,500-square-foot multipur-pose room for physical educa-tion and assemblies. n


NEW CONSTRUCTION

GiGnaC & aSSoCiatES, llP 416 Starr Street

Corpus Christi, TX 78401 www.gignacarchitects.com

Raymond Gignac 361/884-2661

dESiGn tEam

Raymond Gignac, AIA, Principal-in-Charge

Rolando Garza, AIA, LEED AP

Carolyn James, AIA

David Monreal, AIA

Lizbeth Elizondo

John Silva & Ana Salas-Luksa

ownEr/CliEnt

Brownsville Independent School District Brownsville, TX

Brett Springston 956/698-0014

KEy StatS

Grades Served: Pre-K-5









Contract date: May 2008


Completion: 100%

PhotograPhy: gregory James PheLPs

mittie a. Pullam Elementary SchoolBrownsville, TX



LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

LE

A


LE

A


LE

A


Designed for flexibility, the new 6,500-square-foot multipurpose build-

ing at North Elementary School accommodates athletic activities, theatrical performances, student dining, and parent/teacher meet-ing space. The new building sits at the top of the elementary school campus overlooking the southern drop-off area and lower athletic playing fields.

The main court is 40 by 68 feet long with two retractable basketball backboards, sports flooring, and volleyball stan-chions. This space will accom-modate 300 seats for theatrical performances as well as provide lunch-period seating for 192 students. High clerestory win-dows on three sides of the main court space will provide ample daylighting and views to the surrounding wooded hillsides. Landscaped patio spaces for stu-dents and faculty allow for small gatherings outdoors, adjacent to the existing campus buildings.

The building was designed to meet City of Hillsborough Public School criteria. Early in the design process, WRNS conduct-ed several meetings to address the concerns of the school’s parent community throughout the planning and design process. Issues of particular significance included limiting the disturbance to the adjacent residential neigh-borhood, which was addressed by material and color selections and landscaping. n

north Elementary multipurpose BuildingHillsborough, CA

multipurpose BuildingNEW CONSTRUCTION

WrnS Studio 501 Second Street, Suite 402

San Francisco, CA 94107 www.wrnsstudio.com

Adam Woltag 415/489-2232

dESiGn tEam

Guttmann & Blaevoet, Mechanical Engineering

Bluestone Engineering, Inc., Structural Engineering

Integrated Design Associates, Inc., Electrical Engineering

Davis Langdon, Cost Consulting

BKF, Civil Engineering

Bellinger Foster Steinmetz, Landscape Architecture

oWnEr/CliEnt

Hillsborough City School District Hillsborough, CA

Larry Raffo, Assistant Superintendent of Schools

650/342-5193

KEy StatS

Grades Served: K-5





Space per Student: 21.6 square feet





Contract date: July 2006

Completed: July 2009

Completion: 100%

PhotograPhy: Bruce Damonte


LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


LE

A


LE

A



As a result of the Kalamazoo Promise, offering graduates col-

lege tuition scholarships of up to 100 percent, Kalamazoo Public Schools invested in its growing population with a new, sustain-able elementary, the first LEED Gold certified school building in Michigan.

To minimize site impact, the two-story structure is nestled into the hillside of its 30-acre site, creating upper- and lower-level walk-outs to maximize daylight and the earth’s insulat-ing properties.

A superior building envelope and careful orientation, com-bined with high-performance lighting systems, reduced light-ing power, and cooling require-ments, result in a 40-percent energy reduction.

A green roof cools Prairie Ridge and is located between the art and flex-use classrooms to accommodate a sculpture garden and science exploration. A two-story media center opens onto an outdoor amphitheatre, taking learning outside the tradi-tional classroom.

The school is designed in two wings that can be separated during evening use. Community spaces feature a gymnasium; media center; cafeteria; and music, art, and computer rooms. The education wing houses a central learning commons, flex-classrooms with shared technology rooms, and secure

mudroom access from the bus loop. The building also utilizes exposed construction and green signage throughout to educate students.

Prairie Ridge, a blend of the indoors and the outdoors, is a flagship school as it strives to create facilities that fulfill the Kalamazoo Promise. n

towErPinkStEr 242 E. Kalamazoo Ave., Suite 200

Kalamazoo, MI 49007 www.towerpinkster.com

Steven H. Hoekzema 616/456-9944

dESign tEam

Steven H. Hoekzema, AIA, NCARB, Principal-in-Charge

Shawn Parshall, AAIA, CDT, LEED AP, Architectural Designer

Jim Ross, Project Manager

Rebecca Meggs, IIDA, CSI, NCIDQ-Certified, LEED AP, Interior Design

Ron Masek, ASLA, LEED AP, Landscape Architect

Perry Hausman, PE, LEED AP, Mechanical Engineer

ownEr/CliEnt

Prairie Ridge Elementary/Kalamazoo Public Schools Kalamazoo, MI

Dr. Michael Rice, Superintendent 269/337-0100

kEy StatS

grades Served: Pre-K-5


Size of Site: 30 acres








Contract date: Apr. 2007


Completion: 100%

PhotograPhy: heDrich BLessing - craig Dugan

green School Building interior designNEW CONSTRUCTION

Prairie ridge Elementary SchoolKalamazoo, MI



LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

LE

A


LE

A


LE

A


Pine Crest School is pio-neering a new nationwide direction for schools as

one of the first entities to facili-tate a project-based learning methodology within the devel-opment of a LEED certified facility. The Boca Raton campus has been formed anew with the replacement of the school’s main administration building, a new Lower School (grades pre-K through 5) building, and a redefined campus.

In developing the mas-ter plan for the 22-acre site, Zyscovich determined that the Lower School should be relocat-ed to a central position within the campus to enhance the pro-tection of the youngest students and to place them in direct proximity to all of the school’s supporting program areas. The master plan called for a new overall campus organization and the alteration of circulation patterns, such as the removal of a rear loop road and the creation of new drop-off areas, resulting in a more pedestrian-friendly campus.

This school’s program objec-tives are innovative for two reasons. First, the campus was re-created in an innovative

way: New exterior learning spaces have been created, and the students’ ability to interact with natural areas and the envi-ronment has been enhanced. The existing school’s 22-acre site maintains native species and enhances a conservation buffer at the north and east sides of the site. Second, Pine Crest’s administration has shown extreme commitment to protecting the environment. For the first time, a policy to pursue LEED certification has been adopted, and LEED Gold certification has been achieved

for the Lower School.Some of the specific green

components of the project include cisterns, photovoltaic panels, solar hot water, and exterior shading of the win-dows. There are touchscreen monitors throughout the cam-pus that allow students to check building metrics such as energy and water usage.

Learning opportunities abound in the new Lower School, with innovative class-room-like spaces in breezeway porches, outdoor courtyards, and stairway teaching galleries.

Pine Crest lower SchoolBoca Raton, FL


NEW CONSTRUCTION

ZySCoviCh arChitECtS 100 N. Biscayne Blvd., 27th Floor

Miami, FL 33132 www.zyscovich.com

Cheryl Jacobs 305/372-5222

dESiGn tEam

Jose Murguido, AIA, REFP, Principal-in-Charge

Michael McGuinn, RA, Project Manager

Michael Ehrling, RA, Project Designer

Carlos Flores, RA, Project Architect

Elaine Rodriguez, ID, Interior Design

Thorn Grafton, AIA, LEED AP

oWnEr/CliEnt

Pine Crest School Boca Raton, FL

Dr. Lourdes M. Cowgill, President

954/776-214

KEy StatS

Grades Served: Pre-K–5









Contract date: Oct. 2007

Completed: Summer 2009

Completion: 100%

PhotograPhy: Moris Moreno PhotograPhy


“Zyscovich is proud to be a part of the transformation of Pine Crest to a LEED facility,” says Jose Murguido, AIA, REFP, vice president and principal-in-charge of the project. “Our firm is committed to creating high-performance schools with design and construction practices that significantly reduce or eliminate the negative impact of buildings on the environment as well as its occupants.” n

In addition, there are exterior areas dedicated to the explora-tion of science, art, and media. These new exterior classrooms are only steps from the students’ indoor desks—right outside the western-facing windows and the walkway. To facilitate the project-based learning objec-tives, classrooms were created as pods: four classrooms joined together and separated by glass folding walls.



LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

LE

A


LE

A


LE

A


The Bowling Green Independent Schools sought to create a new

high-performance, energy-efficient school to enhance the learning environment for its students.

Its newest elementary school is a cutting-edge facility that fea-tures the largest volume use of solar tube devices of any school in the state. The tubes provide controllable, natural daylight to interior spaces throughout the building. Daylight sensors auto-matically adjust artificial lighting based on the available daylight.

Classroom wings were oriented to optimize daylight-ing, and custom sunshades were designed for south-facing windows to control light and mitigate glare. The sun’s energy is also harnessed to heat the majority of the building’s hot water.

The school’s exterior walls are constructed of insulated concrete forms, which provide superior insulation and mini-mize the burden on the highly efficient climate-control system. A white roof minimizes solar heat gain.

In the lobby, a Vital Signs graphic monitor displays the building’s water, electricity,

and natural gas consumption, illustrating the energy savings enabled by the energy-efficient design.

The new school was designed to be a teaching tool in other

ways as well. In a mathematics classroom, grid patterns on the ceiling and floor depict a graph with plotted points while geo-metric shapes and large rulers adorn the walls. n

t.C. Cherry Elementary SchoolBowling Green, KY


NEW CONSTRUCTION

roSStarrant arChitECtS, inC. 101 Old Lafayette Ave. Lexington, KY 40502 www.rosstarrant.com

Martha R. Tarrant, AIA, LEED AP BD+C 859/254-4018

dESiGn tEam

Martha R. Tarrant, AIA, LEED AP BD+C, President

RossTarrant Architects

Leonard Bowers, AIA, Principal-in-Charge


Dan Colvin, IIDA, CID, Senior Interior Designer RossTarrant Architects

Laith M. Ross, PE, LEED AP BD+C, Senior Civil Engineer


David R. Higgins II, RCDD, LEED AP, CMTA, Mechanical, Electrical, and

Plumbing Consultant

Curtis D. Byers, Ph.D., PE, Structural Design Group

Structural Consultant

oWnEr/CliEnt

Bowling Green Independent Schools Bowling Green, KY

Joe Tinius, Superintendent 270/746-2200

KEy StatS

Grades Served: K-5










Completed: Sept. 2009

Completion: 100%

PhotograPhy: PheBus PhotograPhy


LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


LE

A


LE

A


M i d d l e s c h o o l / i n t e r M e d i a t e s c h o o l

The new Kennedy Middle School, designed for grades

6 through 8, provides a complete educational facil-ity that incorporates green design concepts, including daylighting to interior spaces with insulated skylight systems, high-efficiency lighting, the use of local and regional materials, and native landscaping features.

The school’s orientation on the site and the building’s exterior envelope were both carefully considered to pro-vide optimum energy efficiency. The design of this school uses a prototype layout to assist the school district with providing a cost-effective building.

Each grade is self-con-tained within a building wing and shares common facilities such as the library, art classrooms, computer labs, and resource and special education areas, which are centrally located for easy access. State-of-the-art technology infrastructure has been incorporated in the entire campus. n

entire school/campus Building

NEW CONSTRUCTION

GiGnac & associates, llP 416 Starr Street

Corpus Christi, TX 78401 www.gignacarchitects.com

Raymond Gignac 361/884-2661

desiGn teaM

Raymond Gignac, AIA, Principal-in-Charge

Rolando Garza, AIA, LEED AP

Carolyn James, AIA

John Silva

Juan Mujica and Ana Salas-Luksa

owner/client

Pharr-San Juan-Alamo Independent School District

Pharr, TX

Dr. Daniel P. King 956/702-5600

KeY stats

Grades served: 6-8

capacity: 1,200 students

size of site: 40 acres


space per student: 120 square feet

cost per student: $17,556

square Foot cost: $146

construction cost: $21.1 million

contract date: Oct. 2008

completed: March 2010

completion: 100%

PhotograPhy: gregory James PheLPs, howarD e. Doughty

Kennedy Middle schoolPharr, TX


LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

LE

A


LE

A


LE

A


M i d d l e s c h o o l / i n t e r M e d i a t e s c h o o l

Critical in the design of the new Oakwood Intermediate School

was the response to both its campus context as well as the surrounding natural wetlands. Serving fourth- and fifth-grade students, Oakwood represents the latest development of the district’s 160-acre Pierce Street cam-pus.

Key elements of the build-ing and site design include separation of the bus loop and visitor drop-off, secure

entry vestibules, and finishes that embody the natural con-text of the site. Continued development of the adjacent Jaarsma Outdoor Learning and Research Center reinforc-es the connection to the site ecology through the provision of walking paths, an outdoor classroom, and pavilions that can be used by students, staff, and the community.

This theme of multiuse space is carried to the build-ing’s interior, where various environments have been

provided to accommodate educational needs while also functioning as community resources.

As is consistent with the other schools on this campus, sustainable technologies have been incorporated through-out. These features include a geothermal heat pump mechanical system, daylight harvesting, solar shading, radiant floors, and vegetated stormwater infiltration swales integrated into parking areas and drives. n

oakwood intermediate schoolAllendale, MI

entire school/campus Building

NEW CONSTRUCTION

GMB architecture + enGineerinG

85 E. Eighth Street, Suite 200 Holland, MI 49423

www.gmb.com

David Wilkins 616/796-0200

desiGn teaM

David Wilkins, AIA, NCI, Principal-in-Charge

Rob DenBesten, AIA, LEED AP, Project Architect

Jeff Hoag, AIA, LEED AP, Architect

Trent DeBoer, PE, LEED AP, CGD, CBST, Mechanical Engineer

Brad Heeres, PE, LEED AP, Electrical Engineer

Tim Gerrits, LLA, LEED AP, Landscape Architect

oWner/client

Allendale Public Schools Allendale, MI

Dan Jonker, Superintendent 616/892-5570

KeY stats

Grades served: 4-5

capacity: 350 students

size of site: 160 acres




cost per student: $44,000

square Foot cost: $165


total Project cost: $18.6 million

contract date: Aug. 2007

completed: Aug. 2009

completion: 100%

PhotograPhy: BiLL LinDhout PhotograPhy


LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


LE

A


LE

A


H i g H S c H o o l

Completed in 2009, DeKalb County School System’s newest high

school, Arabia Mountain, will be the first LEED certi-fied public school in the state of Georgia. Arabia Mountain High School is also the first school dedicated to DeKalb’s recent “Going Green” initiative, which focuses on a cleaner and healthier learning environment.

The school adjoins the Davidson-Arabia Mountain Nature Preserve, a DeKalb County park comprised of 2,000 acres of granite outcrop,

wetlands, pine and oak forests, streams, and a lake.

Focused on environmental studies, the school’s curriculum embraces its location. In creat-ing a curriculum that incor-porates the school’s setting and sustainability features, the faculty worked with the State Education and Environment Roundtable to develop an EIC Model™ Program. This program focuses on using local, natural, and community surroundings as a context for interconnect-ing all educational practices into a comprehensive school

improvement strategy, as well as establishing a context for standards-based instruction.

The building is oriented with the classrooms facing north and south, with large expanses of glass to capture the view of the nature preserve. This orientation allows natural light deep into the classrooms and maximizes energy effi-ciency. Bioretention gardens surrounding the building help with water quality man-agement and serve as an out-door learning environment for the science classes. n

Entire School/campus Building

NEW CONSTRUCTION

PErkinS+Will 1315 Peachtree Street NE

Atlanta, GA 30309 www.perkinswill.com

Barbara Crum 404/443-7613

DESign tEam

Barbara Crum, Principal-in-Charge

Shawn Hamlin, Project Manager

Marco Nicotera, Project Architect

Turner Construction Company, Contractor

oWnEr/cliEnt

DeKalb County School System Tucker, GA

Barbara Colman, Interim CIP Operations Officer

678/676-1453

kEY StatS

grades Served: 9-12






cost per Student: $23,563

Square Foot cost: $163



contract Date: June 2006


completion: 100%

PhotograPhy: Jonathan hiLLyer PhotograPhy, inc.

arabia mountain High SchoolLithonia, GA


LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

LE

A


LE

A


LE

A


H i g H S c H o o l

seating for 580 spectators), a weight room, lockers, and an expanded wrestling area. The fieldhouse is designed for community events and, along with the auditorium and commons, can be separated from the rest of the school for after-hours use.

In the words of Superintendent Todd Sesker, “We have now become a cool school.” n

As part of an expansion of the existing Cannon Falls High School/

Middle School, SGN planned a joint-use community center. It features a 600-seat audito-rium with support spaces, an event lobby for gatherings, and a much-needed school commons with an expanded kitchen and concession area, created to serve the school as well as for public use at breaks in performances or sporting events.

The new front entry and lobby give the building a light,

open feel, which was miss-ing from the original 1960s construction. Horizontal ele-ments are emphasized on the addition, and a warm color palette helps “the old” merge seamlessly with “the new.” The exception is the bold red brick introduced at the entry wall, which draws both students and visitors into the building and focuses on the new student dining commons.

The new commons area was created by removing two walls of a small auxiliary gymna-sium and replacing them with a colorful colonnade.

A complete wellness and fitness center is included in the community center, fea-turing a 30,800-square-foot multipurpose fieldhouse (with three basketball courts, three volleyball courts, three tennis courts, a track, and

cannon Falls High School/Middle SchoolCannon Falls, MN


RENOVATION/ADDITION/ RESTORATION

SMilEy glottEr NyBErg ArcHitEctS

111 Washington Ave. N., Suite 300 Minneapolis, MN 55401

Gary Nyberg 612/332-1401

DESigN tEAM

Gary Nyberg, Project Principal

Jim Wilson, Project Architect

Jill Bills, Project Job Captain

Dolejs Associates, Mechanical and Electrical Engineers

LS Engineers, Structural Engineer

Larson Engineering, Civil Engineer

oWNEr/cliENt

Cannon Falls Public Schools Cannon Falls, MN

Todd Sesker, Superintendent 507/263-680

KEy StAtS

grades Served: 6-12



Building Area: 211,430 square feet







contract Date: Oct. 2007

completed: Sept. 2009

completion: 100%

PhotograPhy: sgn staff Photo


LE

A


2010


GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


LE

A


LE

A


H i g H S c H o o l

After serving students for more than 50 years, Dowling Catholic High

School was in need of a “sen-sible but inspiring” upgrade. At the time of its construction, emphasis was placed on effi-ciency; this was accomplished by minimizing exterior walls, thus creating classrooms with-out windows. It was time to improve the educational envi-ronment at the classroom level.

Staying within the con-straints of the existing exterior walls while providing daylight into teaching spaces became the challenge. The solution involved a series of corridor skylights aligned with borrowed

light windows for each interior classroom. The classrooms were also designed to provide better acoustics, technology enhance-ments, flexible lighting, and appropriate furniture.

As a result of the renova-tions, interior walls are now insulated for sound. Interactive whiteboards are permanently installed at the teaching walls, and wireless technology allows

for at-desk laptop use. Direct/indirect pendant lighting with flexible switching provides appropriate lighting in all teach-ing conditions.

To ensure the new furnish-ings would be appropriate, a demonstration classroom was designated for one semester and equipped with several types of student/teacher desks, chairs, and IT podiums. Students and



RDg Planning & DESign 301 Grand Ave.

Des Moines, IA 50309 www.rdgusa.com

Eliz Erbes 515/268-5155

DESign tEam

RDG Planning & Design, Architects

RDG Planning & Design, Landscape Architects

RDG Planning & Design, Mechanical Engineers

RDG Planning & Design, Electrical Engineers

Shuck Britson, Structural Engineers

Graham Construction

ownER/cliEnt

Dowling Catholic High School West Des Moines, IA

Jerry Deegan, President

515/222-1040

KEY StatS

grades Served: 9-12









total Project cost: $17 million

contract Date: Jan. 2008

completed: Dec. 2009

completion: 100%

PhotograPhy: Brian Frank

Dowling catholic High SchoolWest Des Moines, IA

faculty were able to test the furnishings, thereby acquiring first-hand knowledge of what would be most appropriate before the rest of the furniture was purchased.

A variable air volume mechanical system provides the appropriate heating, ventila-tion, and air conditioning while maintaining superior indoor air quality for all classrooms. n


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OUTSTANDINGPROJECT

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R N I N G B Y D E S I GNH i g H S c H o o l

With sweeping views of the Pacific Ocean and the Santa Monica

Mountains, Malibu High School sits on a hillside one-quarter mile from Zuma Beach and the Pacific Coast Highway. The school’s new 35,000-square-foot class-room, library, and administration building will serve as an iconic gateway to the campus.

The existing school’s location in an environmentally sensitive area was of critical concern to the district and the design team. The community’s heightened awareness of the fragility of the coastal habitat was a guiding fac-tor in creating a new facility that would be a sustainable labora-tory for students and neighbors. Reinforcing this sustainable philosophy, the design connects students and faculty with their environment at every turn.

The new building echoes the contours of the native hillside. Planted green roofs provide outdoor learning spaces while improving building performance. Strategically placed skylights and floor-to-ceiling glazing provide an abundance of natural daylight and minimize energy consump-tion. Recycled aluminum panels shield the building from the western sun, preserve views,

Malibu High SchoolMalibu, CA



HMc ArcHitEctS 633 W. Fifth Street, Third Floor

Los Angeles, CA, 90071 www.hmcarchitects.com

Alex Parslow 213/542-8300

DESigN tEAM

Gary Gidcumb, RA, LEED AP, Principal-in-Charge

Andrea Cabalo, RA, LEED AP, Senior Project Manager

James Woolum, AIA, IIDA, Design Principal

TMAD Taylor & Gaines, Structural Engineering

Breen Engineering, Inc., Civil, Mechanical, Electrical,

and Plumbing Engineers

oWNEr/cliENt

Santa Monica-Malibu Unified School District

Santa Monica, CA

Tim Cuneo, Superintendent 310/450-8338

Parsons Corporation Program Manager Los Angeles, CA

Hunter Gaines Senior Project Manager

310/443-7895

KEY StAtS

grades Served: 6-12






contract Date: Sept. 2008


completion: 50%

renDerings: HMC arCHiteCts

and invite daylight into class-rooms. In addition, the primary mechanical system relies on radiant heating and natural ventilation for cooling.

This passive system—along with wind turbines, cool roofs, cisterns, and biofiltration— exemplifies functional sustainable design. n


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OUTSTANDINGPROJECT

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H i g H S c H o o l

Nature is inherent at the new 3,000-student Metea Valley High

School in suburban Chicago. Designers incorporated two

functional, low-maintenance courtyards to boost daylighting within the facility. A combina-tion of floor-to-ceiling translu-cent fiberglass panels and glass draws natural light deep into the school where it is harvested and, on many days, allows the majority of lighting to be pow-ered off.

Each courtyard gives stu-dents the freedom to catch a breath of fresh air, observe student sculptures created by the art department, study and collaborate with access to the media center, or enjoy a snack. A rooftop garden and a greenhouse provide enhanced learning opportunities outside classroom walls and are oper-ated and maintained by the earth science department.

The site is connected to adja-cent neighborhoods through a series of bike paths and protects the bordering community by providing its own water infiltra-tion system. Rainwater from parking areas drains into a series of rain gardens and bio-swales to filter contaminants.

Energy modeling dem-onstrates the design will be approximately 20 percent more efficient than required by ASHRAE 90.1. n


NEW CONSTRUCTION

DlR gRoup 222 S. Riverside Plaza, Suite 2220

Chicago, IL 60606 www.dlrgroup.com

Dennis Bane 312/382-9980

DESign tEam

DLR Group, Architect and Engineer

Turner Construction, Contractor

ownER/cliEnt

Indian Prairie School District 204 Aurora, IL

Kathy Birkett, Superintendent 630/375-3000

KEY StatS

grades Served: 9-12









total project cost: $124.6 million

contract Date: Dec. 2005

completed: Feb. 2010

completion: 100%

PhotograPhy: James steinkamP

metea Valley High SchoolAurora, IL


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HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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H i g H S c H o o l

Montgomery High School serves more than 2,000 students

in southern San Diego County, requiring the facility to become a beacon of knowledge within the community. With a campus that has been serving the com-munity for more than 50 years, the challenge was to make the project cohesive within the dif-ferent modernization phases to integrate the history and height-en school spirit and pride.

The school district’s com-mitment to the LEED process enabled this project to incorpo-rate innovative measures and provide mutually agreed upon sustainable features to target Gold and possibly Platinum LEED certification.

Site work includes brown-field redevelopment, parking for low-emitting vehicles, maxi-mization of open space, heat island reduction, and irrigation water use reduction. The build-

ing envelope was designed to maximize acoustical separation for quiet learning spaces and thermal separation for energy efficiency and comfort.

The project provides natural daylighting to 95 percent of the regularly occupied spaces with thermally isolated dual-glazed windows. Operable windows provide natural ventilation. Every effort was made to use low-emitting, high-recycled-content materials and finishes.

Montgomery High SchoolSan Diego, CA



RuHnau RuHnau claRkE 5751 Palmer Way, Suite C

Carlsbad, CA 92010 www.rrcarch.com

David Ruhnau, AIA 760/438-5899

DESign TEaM

David Ruhnau, AIA, Principal-in-Charge

Joseph Calderon, AIA, Project Designer

Gustavo Bidart, Project Director

Gilbane SGI, Construction Manager

Kanda & Tso, Structural Engineers

Nack & Associates, Mechanical Engineers

oWnER/cliEnT

Sweetwater Union High School District Chula Vista, CA

Dr. Jesus Gandara, Superintendent 619/691-5555

kEY STaTS

grades Served: 9-12









Total Project cost: $14.1 million

contract Date: Aug. 2009


completion: 90%


photovoltaics are designed to provide 12.5 percent of the building’s energy requirements. Solar tubular light monitors provide daylighting to the interior classrooms at the first floor. Daylight controls include photo sensors for energy efficiency and light pollution control. n

The building siting maximiz-es north daylight by placing the new building in a longitudinal east-west orientation. Exterior horizontal aluminum shade louvers control daylighting and glare. Powered roller shades provide additional daylighting and glare control within the library. Rooftop-mounted solar


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H i g H S c H o o l

After several years of modernizing the dis-trict’s schools, the time

came to evaluate Needham High School. With HVAC sys-tems beyond useful life, under-sized classrooms, and outdated technology, the school needed a makeover. Sited on a hill in a historic district, the original 1929 building had been added onto in 1955 and 1967, creat-ing a sprawling, multilevel, non-ADA-compliant facility.

The priority was to preserve the 1929 building and create a state-of-the-art educational

campus with a consolidated entrance. The existing and new come together at the new entrance, connecting the east and west sides of the site. The four-story structure was built into the hill on existing playfields to allow the school to remain in operation dur-ing construction. The new complements the existing with similar geometry but uses metal elements for a modern feel. Although the new build-ing is four stories, it sits one story lower in deference to the existing building.

The fine and performing arts department volunteered to be relocated into the reno-vated existing building because

of the abundant natural light. Undersized classrooms were combined to create larger spaces for specialized program areas like photography, graphic arts, and ceramics.

Each renovated or new

Needham High SchoolNeedham, MA


Addition/RenovAtion

DrummEy roSaNE aNDErSoN, iNc. 141 Herrick Road

newton Centre, MA 02459 www.draarchitects.com

James A. Barrett, AiA 617/964-1700

DESigN TEam

James A. Barrett, AiA, Principal-in-Charge

R. Judd Christopher, Project Manager

Leo Parker, Project Architect

ed Hartranft, Landscape Architect

engineers design Group, inc., Structural engineer

Griffith & vary, inc., Mechanical, electrical, and Plumbing engineers

oWNEr/cliENT

needham Public Schools needham, MA

daniel F. Gutekanst, Superintendent 781/455-0400

KEy STaTS

grades Served: 9-12








Total Project cost: $70 million

contract Date: dec. 2004

completed: Apr. 2009

completion: 100%

PhotograPhy: greg Premru PhotograPhyschool in the district incorpo-rated some form of public art into the facility. This prior-ity is reflected in the custom sculptures that inhabit the entrance lobby of the high school. n


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H i g H S c H o o l

A state-of-the-art technical high school facility, the Norwich

Technical High School project entailed major additions and renovations to a circa 1968 community college facility that had pre-viously occupied the site.

Additions are organized around newly created court-yards at both the academic and trade wings, effectively wrapping the perimeter of the existing building and creating an entirely new image for the facility. Technical instruction labs located in the new trade wing addition make extensive use of daylighting, utilizing an innovative clerestory struc-ture with daylight-responsive dimming controls integrated into the direct-indirect fluo-rescent fixtures.

The educational program for the school requires that the students rotate between technical and academic instructional cycles. Technical instruc-tion labs function as self-contained learning modules and include lockers, toilet facilities, and a technology-enabled theory room as well as core instructional spaces and faculty areas. Several of the programs, including culinary arts, cosmetology, and auto repair, also serve the needs of the surrounding community.

Academic facilities throughout the building are fully technology-enabled with Internet/intranet access, networked LCD projectors, interactive whiteboard technologies, media storage and retrieval, and cable television, to make distance learning available in all instructional spaces. n



MoSEr Pilon nElSon, ArcHitEctS, llc

30 Jordan Lane Wethersfield, CT 06109

www.mpn-arch.com

Richard B. Brown 860/563-6164

DESign tEAM

Richard B. Brown, AIA Principal

Kenneth F. Pilon, AIA Principal

Richter & Cegan, Landscape Architects

Macchi Engineers, Structural and Civil Engineers

URS Corporation, Mechanical and Electrical Engineers

Mark Loeffler, IALD Lighting Consultant

ownEr/cliEnt

Norwich Technical High School Norwich, CT

Dr. Ceferino Lugo Assistant Superintendent

860/807-2206

KEY StAtS

grades Served: 9-12








construction cost: $44 million


contract Date: 2006

completed: 2009

completion: 100%

PhotograPhy: WooDruff/BroWn architecturaL PhotograPhy

norwich technical High SchoolNorwich, CT


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HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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H i g H S c H o o l

The Owasso Wellness Center was developed to promote fitness and

healthy lifestyles for both the students and faculty of Owasso Public Schools as well as to provide a home base for the district’s football program. The three-story facility, radiating with school pride through the use of school colors, mascot, and inspiring quotes, houses a variety of functions, including locker rooms, team rooms, and training areas, as well as faculty offices and a Hall of Fame area.

The heart of this facility brings together a state-of-the-art weight room and cardiovas-cular fitness area through an open atrium filled with natural light. The open plan encour-ages interaction among the student athletes, the general student body, and the faculty. Additional spaces supporting such interaction include train-ing and clinical areas for stu-dents to work with professional trainers and physicians.

Expansive balconies on the third floor provide a prime view of the football field and also visually connect the coaches’ offices and athletic gallery space to a centrally located Hall of Fame area. This multifunctional

room, flanked by custom trophy cases, exudes higher-end finishes and is used to house such events as banquets, fundraising charities, and team meetings for the district and

the community.Though the primary func-

tion of this facility is to support athletics, it is a building that will bring the community of Owasso together for many years. n

owasso Public Schools—Wellness centerOwasso, OK

Sports Facility/ gymnasium/Fitness

centerNEW CONSTRUCTION

THe STacy grouP 10229 E. 96th Street N.,

Suite 101 Owasso, OK 74055

www.stacy-group.com

Michael D. Stacy 918/272-2622

DeSigN TeaM

Michael D. Stacy, President

Jason West, Project Coordinator

Allison Curran, Interiors Director

Amanda Sanderson, Interior Designer

oWNer/clieNT

Owasso Public Schools Owasso, OK

Dr. Clark Ogilvie, Superintendent 913/272-5367

Key STaTS

capacity: District Wide




contract Date: July 2008


completion: 100%


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OUTSTANDINGPROJECT

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H i g H S c H o o l

The design of Park City High School reinforces collaborative learning

and teaching by dividing the large facility into smaller educa-tion communities—informal, intimate gathering centers sur-rounded by science labs and classrooms that bring students and teachers together.

A responsive design process that included many work ses-sions was informed by input from a committee comprised of staff, students, and local stakeholders, resulting in opti-mal space configurations. The architect developed the concept and schematic design, incorpo-rating historical sections of the old school.

Responsive building materi-als, textures, and scale, with elements such as sloped, cor-rugated metal roofs, gables, and metal panels, suggest the rich, historical mining tradition. Wide flange beams and split-faced, honed masonry units emulate the local area’s moun-tain and stone architecture. The exterior’s rhythmic variety of facades expresses the function of the interior’s smaller educa-tion communities.

Park City High School has achieved LEED Silver certifica-tion, and energy savings are projected at 50 percent per year. The school will be 100 percent green-powered. Credits

were earned utilizing efficient task and daylighting, conserv-ing one million gallons of culinary water annually, recycling existing building materials, and using locally

produced materials. The community is proud

of the school’s reflection of its commitment to the environ-ment and delighted with its functionality and beauty. n

green School Building interior DesignNEW CONSTRUCTION

VcBo ArcHitecture 524 South 600 East

Salt Lake City, UT 84102 www.vcbo.com

Steve Crane 801/575-8800

DeSign teAm

Steve Crane, FAIA, REFP, Principal-in-Charge

Vern Latham, AIA, Project Manager

Pablo Gotay, AIA, Project Coordinator

Herm Hughes Construction, General Contractor

owner/client

Park City School District Park City, UT

Dr. Ray Timothy, Superintendent 435/645-5600

KeY StAtS

grades Served: 10-12










contract Date: Sept. 2004


completion: 100%

PhotograPhy: Dana sohm, sohm PhotograPhx

Park city High SchoolPark City, UT


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H i g H S c H o o l

This addition is the crescendo of a multi-phased, multiyear reno-

vation for the entire building. Each addition and renovation project has been designed and built to meet the sustainable design standards ingrained within the culture and cur-riculum of School District 234, but the district chose to seek a LEED registration with a certification goal of Gold for the gymnasium addition.

Located on a tight urban site, the addition was

constructed on a remedi-ated brownfield. The school is bordered by residential and commercial areas, providing the opportunity for alternative transportation methods. Its convenient location allows stu-dents to walk or ride bicycles to school.

The gymnasium’s vegetated green roof will reduce noise and vibration from the large, nearby airport; absorb rainfall, which will reduce detention requirements; lessen the heat island effect; and diminish

deflection and vibration from the running track, which is sus-pended from the roof structure.

Building commissioning, the design of an energy-efficient building envelope and mechan-ical/electrical systems, the use of carbon dioxide monitors, and the reduction of CFCs in the equipment specified sup-port a primary concern for indoor air quality. Daylighting, as well as the selection of light fixtures, controls, and occu-pancy sensors, reduces electri-cal consumption. n

Ridgewood High School gymnasiumNorridge, IL

Sports Facility/ gymnasium/Fitness

centerNEW CONSTRUCTION

DlA ARcHitectS, ltD. (DAHlquiSt AnD lutzow

ARcHitectS) 15 Salt Creek Lane, Suite 400

Hinsdale, IL 60521 www.dla-ltd.com

Carrie L. Matlock 630/230-0024

DeSign teAM

Dwain A. Lutzow, AIA, Principal-in-Charge

Carrie L. Matlock, AIA, LEED AP, Project Manager

owneR/client

Ridgewood High School District 234 Norridge, IL

Robert Lupo, Ed.D., Superintendent 708/456-424

KeY StAtS

grades Served: 9-12










contract Date: Feb. 2005

completed: Mar. 2010

completion: 100%

PhotograPhy: aLexanDer romanovsky/ DLa architects, LtD.


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OUTSTANDINGPROJECT

2010

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R N I N G B Y D E S I GNH i g H S c H o o l

V. Sue Cleveland High School is a showcase for how to positively

affect teaching and learning outcomes.

Designed as a series of six schools-within-a-school, the building supports learn-ing academies for liberal arts, design, arts, science and health, environmental studies, and international studies. Each academy is self-contained with its own administrative and guidance areas, restrooms, teacher planning areas, commons areas, lockers, and computer labs.

Academies are linked through an expansive “main street” plaza. This unique, secured outdoor space creates a unifying sense of place for students, faculty, and the community to enjoy. Main Street also links each academy to shared-use areas such as the media center, blackbox theater, and a professional quality concert hall.

Classrooms are extremely flexible and include movable furniture to support unlim-ited teaching configurations. The building explores the latest trends in technology and sustainability, including a wireless network, interac-tive whiteboards, and audio enhancement systems.

Pending LEED Gold cer-tification, the high school employs ground-source heat pumps, natural lighting, low-maintenance materials, and heat-reflecting roof materials.

“As students use this facil-ity, we are certain that they take away more than what they came with…. The envi-ronment we have provided will have a positive impact on their education for years to come,” says Alfred Sena, executive director of facilities for the district. n

V. Sue cleveland High SchoolRio Rancho, NM


NEW CONSTRUCTION

Van H. gilBErt arcHitEct Pc 2428 Baylor Drive SE

Albuquerque, NM 87106 www.vhgarchitect.com

Jode Nyboer 505/247-9955

Fanning HowEy www.fhai.com

DESign tEam

Joe Muhlberger, LEED AP, Architect

Jim Graf, Design Architect

John Willi, AIA, REFP, LEED AP, Project Designer

ownEr/cliEnt

Rio Rancho Public Schools Rio Rancho, NM

Dr. V. Sue Cleveland, Superintendent 505/896-0667

KEy StatS

grades Served: 9-12










contract Date: June 2007

completed: July 2009

completion: 100%

PhotograPhy: Chas MCgrath


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HonorableMention

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OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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H i g H S c H o o l

After a series of public discussions about ren-ovating and expand-

ing the existing high school on a very limited site versus constructing a new high school facility on district-owned land, it was decided by the Board of School Directors to design and build a new high school on the 200-acre campus.

Using the well-established principles of open commu-nication and parent engage-ment prevalent in the district, a student learning center that is a source of pride to the entire community was achieved. The main focus was to create a learning environ-ment with a career-based focus, encouraging high interest and collaborative experiences and motivating students to experience educational success on a

Spring grove Area High SchoolSpring Grove, PA


NEW CONSTRUCTION

crABtrEE, roHrBAugH & ASSociAtES - ArcHitEctS

401 E. Winding Hill Road Mechanicsburg, PA 17055 www.cra-architects.com

G. Douglas Rohrbaugh 717/458-0272

DESigN tEAM

Christopher Barnett, Project Manager

M.E. Rowe, Interior Designer

Scott Cousin, Project Designer

Paul Taylor, Director of Educational Design

Jeff Daniels, Project Architect

oWNEr/cliENt

Spring Grove Area School District/Spring Grove Area High School

Spring Grove, PA

Dr. Robert Lombardo, Superintendent 717/225-4731

KEY StAtS

grades Served: 9-12




Building Volume: 10 million cubic feet






contract Date: Mar. 2006

completed: June 2008

completion: 100%

PhotograPhy: aLan Wycheck


smart design features, includ-ing large, insulated skylights and full-height dual-glazed window walls that provide substantial daylighting. The masonry and concrete con-struction provides significant solar mass to mediate the wide swings in exterior tem-peratures and reduce the need for mechanical conditioning.

The design creates a seam-less integration between the academic spaces and areas for public use. The commons area not only achieves this integration through relation-ships with adjacent spaces and use of materials and finishes, but also provides students and staff with an area to exchange information and ideas.

Centrally located, the com-mons area provides access to many key components of the building, including the

administration/guidance area, natatorium, gymnasium, school store, auditorium, cafeteria, and access to the outdoor amphitheater on the first floor. A pair of open stairways with integrated benches provides access to

the second-floor bridge above, where the library, gymnasium, track, TV studio, and pool mezzanine are all easily accessible. A practice softball field and a com-petitive soccer field are also located onsite. n

daily basis. A career center located at the intersection of the academic wings and the commons area provides an anchor for student learn-ing, with the student store designed space across the hallway to emphasize school/community partnerships.

The flexible design of the school allows students to become connected with the community through intern-ships, job shadowing, and community projects. New technology systems incorpo-rated in the building allow students, staff, and parents to freely exchange information through various multimedia formats over hard-wired and wireless systems. The edu-cational program was trans-formed to provide responsive and flexible curriculum delivery.

The facility has many


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H i g H S c H o o l

Washington-Lee High School, a LEED Gold certified high school

in Arlington County, Virginia, is a stellar example of commu-nity planning and a model for sustainable building. It is poised to serve as an important civic center and cultural asset for the new century.

Its location relative to mass transit makes Washington-Lee an educational hub for the com-munity. In addition to the run-ning track and aquatics facility,

which are used by the commu-nity during school hours, the school is zoned so that other spaces can be used off-hours by the community. The school serves as one of four primary sites for the Arlington Adult Education Program year round.

Spaces for informal gather-ing and discussion are provided to generate the free flow of aca-demic and social energy. These spaces throughout the school include a large library balcony, a plaza/amphitheater outside

the dining room, a courtyard, and a cyber café. The entire school is outfitted for wireless Internet to make all spaces active learning zones.

Washington-Lee has many sustainable features, including 8,000 square feet of vegetated roof as well as fixtures and equipment that reduce water usage by more than 40 percent and energy usage by more than 25 percent. A green education plan was developed for students and the community. n

Washington-lee High SchoolArlington, VA

School community center/Joint Use

FacilitiesNEW CONSTRUCTION

grimm + Parker arcHitectS 1355 Beverly Road, Suite 105

McLean, VA 22101 www.grimmandparker.com

John M. Hill, Principal 703/903-9100

DeSigN team

ADTEK Engineers, Civil Engineers

Mendoza, Ribas & Farinas, Mechanical, Electrical,

and Plumbing Engineers

Wolfman & Associates, Structural Engineers

Nyikos Associates, Kitchen

MBP/Aecom, Construction Manager

Hess Construction, Builder

oWNer/clieNt

Arlington Public Schools Arlington, VA

William O’Connor, Director of Design and Construction

703/228-6609

keY StatS

grades Served: 9-12










contract Date: Oct. 2002

completed: July 2009

completion: 100%

PhotograPhy: Ken Wyner PhotograPhy


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OUTSTANDINGPROJECT

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C o m b i n e d - L e v e L S C h o o L

The Harold D. Rider Family Media, Science, and Fine Arts Center

is a four-story, 41,380-square-foot building that provides a contemporary counterpoint to Elgin Academy’s historic cam-pus, which features buildings dating back to 1856.

Constructed on a remedi-ated brownfield, the hillside site provides an enclosure to the campus. Facing the quad, the facility respects the height and massing of the existing traditional campus architec-ture, while its outwardly facing

façade reacts to the vitality of the adjacent urban corridor. Reflecting green/sustainable design principles, the building is LEED Gold certified.

Integral to the design was the creation of a high-perfor-mance, energy-efficient, and environmentally responsible educational facility, provid-ing students with a healthy, innovative educational experi-ence. The consolidation and proximity of the high school math and science programs as well as the visual/perform-ing arts programs within have

encouraged interdepartmental student and faculty planning/interaction, with the new student commons serving as the catalyst. Furthermore, the design’s green and sustainable principles are also being incor-porated into Elgin Academy’s educational curriculum.

Joint community use complements the educational component of the building’s program. The Media, Science, and Fine Arts Center is home to the Elgin OPERA, Elgin Theater Company, and other community groups. n

entire School/Campus building

NEW CONSTRUCTION

dLA ArChiteCtS, Ltd. (dAhLquiSt And Lutzow

ArChiteCtS) 462 N. McLean Blvd.

Elgin, IL 60123 www.dla-ltd.com

Carrie Matlock 630/230-0024

deSign teAm

Bruce R. Dahlquist, AIA, LEED AP, Principal-in-Charge

Tracy Biederstadt, LEED AP, Project Manager

owner/CLient

Elgin Academy Elgin, IL

Dr. John Cooper, Head of School 847/695-0300

KeY StAtS

grades Served: K-12



building Area: 41,380 square feet

building volume: 1.7 million cubic feet






Contract date: July 2007

Completed: Oct. 2008

Completion: 100%

PhotograPhy: aLexanDer romanovsky/DLa architects, LtD.

elgin Academy—harold d. rider Family media, Science, and Fine Arts CenterElgin, IL



The Hancock Early Childhood and Administrative Center

concept redeveloped an exist-ing industrial building into a combined early childhood center with central adminis-trative offices.

It was important that the design process engage the faculty and the community. The public engagement pro-cess was vital in obtaining useful input from the faculty

and creating a sense of own-ership by the parents and grandparents. An exciting educational environment was created that also serves the needs of the community, while revitalizing the indus-trial part of the district.

The Early Childhood and Administrative Center incor-porates all of the necessary educational components to provide the children of Hancock Place School

District with a solid foundation for learning. The reception area accom-modates technology and storage areas as well as a large waiting room, com-plete with an interactive play area. Tactile surfaces were designed in the com-mon spaces, stimulating the children’s senses of sight and touch. The tactile surfaces encourage the children to touch and feel the differences

hancock early Childhood and Administrative CenterSt. Louis, MO

School Community Center/Joint Use

Facilities


Wm. b. ittner, inC. 611 N. Tenth Street, Suite 200

St. Louis, MO 63101 www.ittnerarchitects.com

Dennis M. Young 314/421-3542

deSiGn teAm

C. Rallo Contracting, Construction Manager

Land Development Consultants, Inc., Civil Engineers

KPFF, Structural Engineers

Wm. Tao & Associates, Mechanical, Electrical, and Plumbing Engineers

oWner/CLient

Hancock Place School District St. Louis, MO

Dr. Greg Clark, Superintendent 314/544-1300

KeY StAtS

Grades Served: Pre-K

Capacity: 100 students, 20 administrators, and staff



building volume: 258,000 cubic feet







Completed: Nov. 2009

Completion: 100%

PhotograPhy: DeBBie Franke PhotograPhy, Wm. B. ittner, inc.

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in surfaces, and the surfaces are painted in primary colors.

The classrooms were designed large enough to accommodate individual learning spaces as well as group activities. Each class-room has a skylight, which introduces soft, natural light into the room. The multipur-pose area allows children to play indoors during inclem-ent weather and serves as a gathering space for perform-ing activities. The multipur-pose room is equipped with garage-type doors, opening up and down, allowing the

children to physically drive in their riding toys in for storage.

The building also has spaces for parents as teach-ers, special education, and training and testing rooms. The bright colors and scaled design allow the children to learn and grow in an environ-ment suited to their needs. The facility provides a fun, safe place for children and parents to partner with the district for success.

The administrative center portion of the building houses the Board of Education room, which was designed with movable partitions, allowing for separate meeting areas for small groups or a large space to accommodate a big group. Each administrative office was designed with soft tones and windows, allowing for maximum natural light. The reception area is spacious and includes space for storage, features up-to-date technology, and is highly visible to all visitors.

The dual-functioning building is divided by a long hallway, which transi-tions from the soft, subtle office tones into the bright, primary-colored early childhood facility.

The 17,800-square-foot facility was completed in November of 2009 with a cost of $2 million. n


LE

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GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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Conceived as a high school science building dedicated to the study of alterna-

tive energy, the new energy lab at Hawaii Preparatory Academy functions as a zero-net-energy, fully sustainable building. The project’s fundamental goal is to educate the next generation of students in environmentally con-scious, sustainable living systems.

The building’s donor, the founder of a German alterna-tive energy corporation, believes that only through generational education will we truly achieve improved patterns of sustain-ability. It was his initiative that

challenged the design team to develop a green science build-ing, insisting that it be powered principally by alternative means. The design team and the head of Hawaii Prep’s science depart-ment have furthered these goals, expanding the mission to include a great number of building sys-tems that employ sun, water, and wind.

The project targets LEED Platinum and Living Building Challenge certification. Completed in January 2010, the energy lab shines as a living laboratory, furthering its edu-cational goals as a functioning

example of sustainability.The energy lab was developed

as a reflection of the science cur-riculum it houses. Progressing from smaller project rooms, to a large research center, to a laboratory, spaces were designed to encourage student discovery, exploration, and experimenta-tion. The building’s configuration facilitates scientific study both indoors and out, linking interior spaces with the surrounding landscape. Students are constant-ly surrounded by the systems they study, where Hawaii Prep’s energy lab offers a continuous sustainable teaching moment. n

hawaii Preparatory Academy energy LabKamuela, HI

Science LaboratoryNEW CONSTRUCTION

FLAnSburgh ArChiteCtS 77 N. Washington Street

Boston, MA 02114 www.faiarchitects.com

Joanna Callas 617/367-3970

buro hAPPoLd ConSuLting engineerS

www.burohappold.com

deSign teAm

David Croteau, AIA, Project Architect

Christopher Brown, AIA, Project Manager

Quality Builders, Inc., General Contractor

Pa’ahana Enterprises, LLC, Project Management

oWner/CLient

Hawaii Preparatory Academy Kamuela, HI

Lindsay Barnes Jr., Headmaster 808/885-7321

KeY StAtS

grades Served: K-12




Completed: Jan. 2010

Completion: 100%

PhotograPhy: Matthew MiLLMan


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GrandPrize

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HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


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The new Pine Crest Central Chilled Water Plant is the school’s

first LEED Gold certified building and the City of Fort Lauderdale’s first LEED certi-fied new construction project.

At the start of the project, the need for the 4,000-square-foot building was extensively analyzed to determine if com-bining various campus cooling systems into a central chilled water system was economi-cally prudent. Various types of systems were analyzed, includ-

ing ice storage and thermal storage systems.

At the end of the analysis stage, a central chilled water system utilizing three 750-ton centrifugal chillers was chosen to replace the various equipment located thought the campus.

The new campus chilled water system is sized to accommodate future growth of the campus and accommo-date all campus buildings. The chilled water is distributed to the entire campus via 7,000

feet of underground chilled water piping.

The architecture uses building elements found in the architecture of the surrounding campus build-ings. The location of the new central energy facility was also studied extensively as the campus is surrounded by residential areas that have strict noise migration stan-dards. Postconstruction testing indicated that all noise levels were well under the limits. n

RmF engineeRing, inC.474 Wando Park Blvd., Suite 100

Mt. Pleasant, SC 29464 www.rmf.com

Dave Crutchfield 843/971-9639

deSign team

Dave Crutchfield, PE, LEED AP, Principal

Don Zimmerman III, CEM, Project Manager

Todd Smith, PE, Mechanical Engineer

Dennis Sepavich, PE, Electrical Engineer

owneR/CLient

Pine Crest School Fort Lauderdale, FL

954/492-4100

KeY StatS

grades Served: K-12


building area: 4,149 square feet

Square Foot Cost: $1,656



Contract date: Jan. 2009

Completed: Jan. 2010

Completion: 100%

PhotograPhy: Moris Moreno

Campus master Planning

NEW CONSTRUCTION

Pine Crest School Central Chilled water PlantFort Lauderdale, FL

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GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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A


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Central Michigan University’s new College of Education, seeking

LEED Gold certification, pos-sesses an overall integrated approach to sustainable design and is devoted to the creation of modern student learning envi-ronments. The facility houses a nationally renowned education program, early childhood devel-opment center, human develop-ment clinic, reading clinic, and classroom and laboratory space.

Exterior walls consist of terra-cotta pressure-equalized rain-screen cladding, glass curtain wall, and metal panels.

Accents of slate walls echo the tradition of chalkboards in edu-cation. Insulated low-E coated and other high-performance glazing is used in all punched windows and curtain walls. Clerestory windows are used above primary circulation spac-es to provide natural daylight-ing. Overhangs and extended metal frames on southern-facing windows project to shield from the summer sun.

All low roofs and the south-ern high roof are designed with sedum green roofs. Roof construction includes Energy Star compliant roof membrane

installed over rigid insulation, creating a “cool” roof structure.

The building is technology rich, offering state-of-the-art technology capabilities, includ-ing wired and wireless network access, visual presentation, distance learning, collaboration, media capture, streaming, and digital archiving of many class activities.

This cohesive, integrative, technologically enriched, and learner-centered environment will significantly benefit stu-dents, faculty, and the wider community for generations to come. n

Central Michigan University—College of Education and Human ServicesMt. Pleasant, MIProfessional School

NEW CONSTRUCTION

SHW GroUP 2338 Coolidge

Berkley, MI 48072 www.shwgroup.com

Marjorie K. Simmons, LEED AP Managing Principal/Chairman

248/336-4700

DESiGn tEaM

Janice Suchan, AIA, LEED AP, Principal-in-Charge

Tod R. Stevens, AIA, LEED AP, Principal Designer

Nathaniel M. Walsh, AIA, LEED AP, Project Architect

Richard A. Corona, PE, LEED AP, Principal Engineer

Jeffrey M. Walenciak, PE, LEED AP, Lead Electrical Engineer

Thomas A. Baier, PE, Lead Structural Engineer

oWnEr/CliEnt

Central Michigan University Mt. Pleasant, MI

Stephen Lawrence, Associate Vice President,

Facilities Management 989/774-4000

KEY StatS

Grades Served: Post-secondary










Contract Date: Jan. 2006

Completed: June 2009

Completion: 100%

PhotograPhy: Justin Maconochi

C o l l E G E / U n i V E r S i t Y



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GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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C o l l e g e / U n i v e r s i t y

The project challenge was to create a relatively small addition to the

rear of the existing six-story College of Design facility.

The building program includes housing Iowa State University’s freshman core design program and second-year architecture, landscape architecture, and interior design studio classrooms. The goal was to build a facility that would facilitate student interaction and exploration of ideas.

The project is sustainably designed and has achieved a LEED Platinum certification. One of the project’s main goals is to create a living laboratory that will demonstrate sustain-ability to the students learning in the facility.

The design solution is a pavilion design, pulled slightly away from the main building and organized as a two-story form. Open studio classroom environments are efficiently organized around a central core space that functions as

iowa state University—College of Design: King PavilionAmes, IAgreen school Building

interior DesignRENOVATION/ADDITION/

RESTORATION

rDg Planning & Design301 Grand Ave.


Brian Lindgren 515/288-3141

Design teaM

Charles Saul Engineering, Structural Engineer

RDG Planning & Design, Interior Design

Conservation Design Forum, Landscape Architecture

RDG Planning & Design Lighting Design

Weidt Group, Energy and Daylighting

oWner/Client

Iowa State University Ames, IA

Kerry Dixon-Fox, Facilities Planning & Management

515/294-8028

Key stats

grades served: First- and second-year design students


size of site: 0.9 acres


Building volume: 280,000 cubic feet

space per student: 1,333 square feet

Cost per student: $31,428

square Foot Cost: $216



Contract Date: Feb. 2008


Completion: 100%

PhotograPhy: Cameron CamPBeLL

flexible experimentation space. The center volume allows nat-ural daylight to penetrate deep into the center of the building to the lower level. Clerestory and full-height corner perim-eter windows capture daylight into each studio classroom.

The building will essentially require no electric lighting during daytime hours. The use of a vegetated roof on the facility reduces heat island effect and stormwater management needs on the property. n


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GrandPrize

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HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


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As the first new building in 40 years, this project provides

more classroom space and sets the tone for future campus expansions. The building includes a welcome center, eight classrooms, faculty offices, a student center, and the WIN Center, a tutoring and educational outreach program.

The major goals for the project suggested that the design solution respect the existing Spanish mission campus architecture and that it be rooted in Franciscan traditions.

McAlear Hall, the classroom wing, main-tains the tradition of the campus’ Spanish mission style through its scale and building materials. Simultaneously, the design solution is also rooted in this time period. Delp Hall houses the WIN Center, and with its need for daylighting, transparency, and moni-toring, this portion of the building became a more contemporary architectural element.

Sponsored by the Sisters of St. Francis, Lourdes College celebrates St. Francis, the patron saint of animals and the environment. Delp Hall draws on the winged inspira-tion of St. Francis’ portraits to create an uplifting space with abundant but controlled daylight and views. The winged roof system gathers rainwater and directs it back to the groundwater system.

Additional sustainable design initiatives include a geothermal HVAC system and recycled and recyclable materials integration. n

entire school/Campus Building

NEW CONSTRUCTION

the CollaBorative inC. 500 Madison Ave. Toledo, OH 43604

www.thecollaborativeinc.com

Michael A. Muse 419/242-7405

Design team

Paul Hollenbeck, AIA, Partner-in-Charge

Michael A. Muse, AIA, Project Manager

Matt Clarkson, Assoc. AIA, Design Team

Anne Yager, ASLA, LEED AP, Landscape Architect

Dorey Fox, IIDA, Interior Designer

Dave Serra, Construction Documents

owner/Client

Lourdes College Sylvania, OH

Dr. Robert Helmer, President 419/824-3809

Key stats

grades served: Post-secondary

Capacity: 2,131 students









Contract Date: Nov. 2005

Completed: Sept. 2007

Completion: 100%

PhotograPhy: Maconochie PhotograPhy (toP), Photo Works, inc. (MiDDLe, BottoM)

lourdes College—mcalear and Delp hallsSylvania, OH


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GrandPrize

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HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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R N I N G B Y D E S I GNC o l l e g e / U n i v e r s i t y

The project challenge at Central College was to create a dynamic learn-

ing environment for three college departments sharing the same space for the first time. The main project goal was a collaboration catalyst for students, faculty, and com-munity partners in the areas of education, psychology, and community-based learning.

This multipurpose class-room and instruction building was crafted to be highly sus-tainable, technology rich, and campus friendly. The building was designed to serve oth-ers—the campus, community, environment, students, and faculty—from its very incep-tion.

Designed as a flexible learn-ing environment, this highly transparent and naturally lit building facilitates new peda-gogical techniques for effective instruction and accomplish-ment of beneficial life-long learning objectives. The first building to break the tradi-tional western boundary of campus, this exciting structure sets a high bar by achieving a LEED Platinum certification,

the roe Center at Central CollegePella, IA

green school Building interior DesignNEW CONSTRUCTION

rDg Planning & Design 301 Grand Ave.


Jeff Blosser 515/288-3141

Design team

Weitz Construction, Primary Contractor

MEP Associates, Mechanical, Electrical, and Civil Engineers

Charles Saul Engineering, Structural Engineer

RDG Planning & Design, Landscape Architect

owner/Client

Central College Pella, IA

Mike Lubberden, Director of Facilities Planning

& Management 641/628-5346

Key stats











Contract Date: Mar. 2008


Completion: 100%

PhotograPhy: Cameron CamPBeLL


reinforcing Central College’s specific sustainable strategies.

The specific sustainable strategies incorporated in this project include a rainwater har-vest system, a semi-intensive vegetative roof, a native land-scape site design, photovoltaic panels, and a smart building energy management system. More than 40 percent of the materials used for construction came from regional sources, with more than 30 percent of the materials being comprised of recycled content. A con-struction waste management plan was incorporated, divert-ing 80 percent of the construc-tion and demolition debris from the landfill. n


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OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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HVAC system is primarily individual PTAC units in the suites with a split system in the common areas/lounges. n

façade. The building features four-story curtain wall at the lobby entry as well as at the west and east entries. The

Completed in August 2009, East Hall at the University of

Indianapolis features modern design elements that fit beau-tifully within the traditional campus architecture. The facil-ity was constructed with auto-claved aerated concrete (AAC). AAC is a highly sustainable precast building stone made of all-natural raw materials. It provides structure, insulation, and fire resistance in a single material.

The four-story facility has 148 single-occupant suites with private access and a rest-room shared with one other student room. The facility features two-story atriums on the first and third floors. The $9.8 million facility also has a central gathering area on the first floor with a lounge, bis-tro, conference room, offices, and a suite for the residential director. Laundry facilities are located on the second and fourth floors, and a fireplace lounge is located on the third floor.

The building is primarily AAC with unified steel frame, joist, and deck construction. Brick veneer and stucco over the AAC make up the exterior

University of indianapolis east HallIndianapolis, IN

Dormitories/ residence HallsNEW CONSTRUCTION

Design Collaborative, inC. 200 E. Main Street, Suite 600

Fort Wayne, IN 46802 www.designcollaborative.com

Kevin J. Scully, NCARB 260/422-4241

Design teaM

Kevin J. Scully, NCARB, Project Architect

Timothy N. Terman, NCARB, Project Manager

Jason B. Baker, PE, LEED AP, Mechanical Engineer

Eric W. Sank, PE, LEED AP, RCDD, Electrical Engineer

Shiel Sexton Company, Construction Manager

Structural Engineering Services, Structural Engineer

Fore Sight Consulting, LLC Civil Engineer

oWner/Client

University of Indianapolis Indianapolis, IN

Ken Piepenbrink, Director of Physical Plant

317/788-3231

Key stats




building area: 62,200 square feet

building volume: 715,300 cubic feet






Contract Date: Sept. 2008


Completion: 100%

PhotograPhy: Doran WiLson, M. Photog. Mei Cr. CPP as - P


S p e c i a l i z e d e d u c a t i o n a l F a c i l i t y

Centennial Hills Library is built on a seven-acre site in the growing

northwest area of Las Vegas.The library is sited on an

east/west axis, allowing floor-to-ceiling glass walls in a “Piet Mondrian” pattern to celebrate indirect daylight from the north and south. This glazing system frames views to the adjacent city park to the north. The land-scape creates lush and cool areas while being sensitive to water use and the hot desert climate.

Exterior materials include

glazing, stone, stucco, and metal shade structures. Interior mate-rials include terrazzo flooring, recyclable carpet, eco-resin pan-els, and linoleum countertops.

The library is designed to achieve LEED Gold certifica-tion. Natural daylighting via glazing with internal blinds reduces the need for electric lights, thereby reducing heat gain and cooling costs. The building envelope and an efficient mechanical system work with other systems to maximize energy perfor-

mance and efficiency. Other elements include an extensive recycling program, the use of exterior shading devices, and automatic photocell-based lighting controls.

The library utilizes the most current technologies, including automated sorting equipment and a radio frequency identifi-cation system. These technolo-gies increase the turnaround of the volume collection and the 500,000 items the district moves between the branches each month. n

centennial Hills libraryLas Vegas, NV

library/Media centerNEW CONSTRUCTION

JMa arcHitecture StudioS 10150 Covington Cross Drive

Las Vegas, NV 89144 www.jmaarch.com

Thomas J. Schoeman, AIA 702/731-2033

deSign teaM

JMA Architecture Studios, Architecture & Interior Design

Rafael Construction, General Contractor

Wright Engineers, Structural Engineer

Harris Consulting Engineers, Electrical and Mechanical Engineer

Nevada by Design, Civil Engineer

J.W. Zunino & Associates, Landscape Architect

owner/client

Las Vegas–Clark County Library District Las Vegas, NV

Jeanne Goodrich, Executive Director

702/507-6100

Key StatS










contract date: July 2007

completed: Jan. 2009

completion: 100%

PhotograPhy: JMa architecture stuDios

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HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

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GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010

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The Alternative Energy Plant at Hartford Central School District

was developed to provide a long-term, energy-saving, and cost-effective solution to the district’s heating needs. Instead of burning oil, the plant utilizes wood chips from local tree farms as fuel.

Delivered in bulk and stored within the building in a fuel bunker, the chips move by auger into a gasifier, where they are ignited, super-heated

to 2,200°F by an induced air flow, and converted to a gas. This gas is then burned in a standard boiler to produce hot water for distribution throughout the heating system of the entire school complex.

The district expects impres-sive long-term cost savings from the new system. Two years ago, the district used $110,000 worth of fuel oil; chips to provide an equivalent amount of heat will cost about $40,000, and that money will

be spent locally. An addi-tional benefit is that the waste product from the combustion of the wood chips—called potash—can be used by local farmers as fertilizer.

The Alternative Energy Plant features extensive glaz-ing that allows the system to be observed in operation from the outside, and the district plans to create a hands-on environmental curriculum utilizing the plant as a teaching tool. n

Hartford central School district alternative energy plantHartford, New YorkGreen School Building

interior designNEW CONSTRUCTION

cSarcH arcHitecture/ enGineerinG/conStruction

ManaGeMent40 Beaver Street Albany, NY 12207

www.csarchpc.com

Daniel A. Langer 518/463-8068

deSiGn teaM

Daniel A. Langer, AIA, Principal-in-Charge

Tina Mesiti-Ceas, AIA, Project Designer

Donald Thomas, AIA, Project Architect

Scott Wolfe, Director of Construction Management

Robert MacHattie, Construction Site Representative

oWner/client

Hartford Central School District Hartford, NY

Thomas W. Abraham, Superintendent 518/632-5222

Key StatS





construction cost: $458,000


contract date: Apr. 2008


completion: 100%

PhotograPhy: ranDaLL Perry PhotograPhy


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GrandPrize

2010

HonorableMention

2010

OUTSTANDINGPROJECT

OUTSTANDINGPROJECT

2010L

EA


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When the Lee’s Summit R-VII School District decided to build an

aquatic center, the three high schools were using rented pool facilities that had become too small to adequately support the education, training, and competition needs for the sport of swimming. Additionally, a future fourth high school was being planned.

The aquatic center’s primary function is to provide a swim-ming and diving facility for high school competitive teams, with opportunities for middle school intramurals, physical education/health instruction, extracurricular elementary swim lessons, and community aquatics.

To conserve school district funds, the aquatic center is located at a middle school cam-pus, which eliminated the cost of land purchase and provided for shared existing parking. The site also offers a neutral site for all of the high schools.

The pool measures 25 yards by 50 meters with a moveable bulkhead. This provides eight lanes for competition and 23 lanes that are 25 yards long for practice. There are two 1-meter and one 3-meter diving boards, provided for competition and training.

The pool is designed with

various depths, ranging from 4 feet to 13 feet deep. With the varied zones, the design allows for competition, training, and fitness.

Spectators enter the aquatic center at the main lobby,

with access to concessions, restrooms, and elevated seat-ing for 400 people. A separate mechanical system is provided at the spectator seating area to provide comfort during the aquatic events. n

aquatic centerNEW CONSTRUCTION

aci/FrangkiSer HutcHenS, inc.

1421 E. 104th Street Kansas City, MO 64131 www.aci-frangkiser.com

Michael Kautz 816/761-8900

deSign team

Michael Kautz, Principal-in-Charge

Pat Sutliffe, Project Architect

Christine Parisi, Interior Designer

owner/client

Lee’s Summit R-VII School District Lee’s Summit, MO

Dr. David McGehee Superintendent 816/986-1000

key StatS










contract date: July 2008


completion: 100%

PhotograPhy: MichaeL sPiLLers PhotograPhy

lee’s Summit r-Vii School district aquatic centerLee’s Summit, MO

CaliforniaMalibu High School ................................ 8, 36Montgomery High School .....................38-39North Elementary Multipurpose Building ..................................................... 26ConnecticutNorwich Technical High School ................... 41FloridaPine Crest Lower School ........................28-29Pine Crest School Central Chilled Water Plant .................................... 53GeorgiaArabia Mountain High School .................... 33HawaiiHawaii Preparatory Academy Energy Lab ...........................5-6, 52IllinoisElgin Academy—Harold D. Rider Family Media, Science, and Fine Arts Center ......................................... 49Metea Valley High School ........................... 37Ridgewood High School Gymnasium .......... 44IndianaUniversity of Indianapolis East Hall ............. 60IowaDowling Catholic High School .................... 35Iowa State University—College of Design: King Pavilion ............................. 56The Roe Center at Central College ...............................10, 58-59

KentuckyT.C. Cherry Elementary School ................... 30MassachusettsNeedham High School ............................... 40MichiganCentral Michigan University— College of Education and Human Services ...............................................6-7, 54Oakwood Intermediate School ................... 32Prairie Ridge Elementary School ................. 27MinnesotaCannon Falls High School/Middle School .... 34MissouriHancock Early Childhood and Administrative Center ...........................50-51Lee’s Summit R-VII School District Aquatic Center .......................................... 63NevadaCentennial Hills Library ............................... 61New MexicoAlbuquerque Public Schools Desert Willow Family School ...................... 20V. Sue Cleveland High School ............... 10, 45New YorkHartford Central School District Alternative Energy Plant ............................. 62OhioLourdes College—McAlear and Delp Halls ............................................ 57OklahomaOwasso Public Schools—

Wellness Center ......................................... 42PennsylvaniaSpring Grove Area High School .............46-47TexasJacob’s Well Elementary School .................. 21Kennedy Middle School ............................. 31Mittie A. Pullam Elementary School ............ 25UtahPark City High School ................................. 43VirginiaManassas Park Elementary School and Pre-K ............................................... 4, 24Washington-Lee High School ..................... 48WashingtonEastgate Elementary School ..............8, 22-23

L E A R N I N G B y D E S I G N F A L L 2 0 1 0

Index to Advertisers

64


Big Ass Fan Company ................................................................... 18www.bigassfans.com, 877/BIG-FANS

CRETESEAL ....................................................................................... 9www.creteseal.com, Jim Christie, 800/278-4273

KI ............................................................................................Cover 3www.kieducation.com, 800/424-2432

NanaWall Systems, Inc. .........................................................Cover 4www.nanawall.com, Ebraham Nana, 800/873-5673 x 201

NICHIHA USA, Inc. ......................................................................... 55www.nichiha.com, 866/424-4421

Tandus Flooring ............................................................................. 17www.tandus.com, John Sumlin, 800/248-2878

U.S. Green Building Council .................................................Cover 2www.usgbc.org, 202/828-7422

Index to Projects By State

Index to ArchitectsACI/Frangkiser Hutchens, Inc. ......................63Buro Happold Consulting Engineers ............52Crabtree, Rohrbaugh & Associates - Architects .......................... 46-47CSArch Architecture/Engineering/ Construction Management .........................62Design Collaborative, Inc. ............................60DLA Architects, Ltd. (Dahlquist and Lutzow Architects) .........................44, 49DLR Group ..................................................37Drummey Rosane Anderson, Inc. ................40Fanning Howey Associates, Inc ..............10, 45Flansburgh Architects .......................... 5-6, 52Gignac & Associates, LLP .......................25, 31GMB Architecture + Engineering .................32Grimm + Parker Architects ..........................48HMC Architects ......................................9, 36JMA Architecture Studios ............................61Moser Pilon Nelson, Architects, LLC ............41NAC|Architecture .............................. 8, 22-23O’Connell Robertson ...................................21Perkins+Will ................................................33RDG Planning & Design ....... 10, 35, 56, 58-59RMF Engineering, Inc. .................................53RossTarrant Architects, Inc. ..........................30Ruhnau Ruhnau Clarke ......................... 38-39SHW Group ........................................ 6-7, 54Smiley Glotter Nyberg Architects .................34The Collaborative Inc. .................................57The Hartman + Majewski Design Group ......20The Stacey Group .......................................42TowerPinkster .............................................27Van H. Gilbert Architect PC ...................10, 45VCBO Architecture ......................................43VMDO Architects, P.C. ........................ 4-5, 24Wm. B. Ittner, Inc. ................................. 50-51WRNS Studio ..............................................26Zyscovich Architects .............................. 28-29

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