Page 41 - spaces4learning, Summer 2022

tion, allowing students the opportunity to choose from a range of hands-on learning and skills-based education experiences. Throughout the entire building, classrooms, social hubs and ca- reer tech learning spaces are intermingled, bringing all students together as a single learning community.
air, exhaust and more from overhead, while providing floor drains for cleanup and access to water around the perimeter of the shops. The careful coordination of this infrastructure allows existing or new equipment to be located nearly anywhere in the shops, providing maximum flexibility for the ever-changing
Five lessons drawn from the vi- sioning, planning and design of these two schools offer practical and rep- licable ideas for other communities seeking new ways to think about the future of project-based, hands-on learning.
DESIGNING A ROBUST, FLEXIBLE AND ADAPTABLE INFRASTRUCTURE IS ESSENTIAL TO THE FUTURE SUCCESS OF ANY SCHOOL.
CTE spaces.
4. Build for maximum sustainability –
The communities we work with are en- gaged in a critical pursuit of environ- mental, energy and climate change mit- igation. There are two universal benefits in this. A sustainable and energy-efficient building reduces operational costs, im- proves learning outcomes and tangibly slows climate change. While achieving these objectives, a thoughtful and visible sustainability program offers the poten- tial for a highly relevant and engaging learning lab experience for students.
1. Think bigger from the start –
To fulfill the aspirations of all part-
ners when planning a new school,
it is critical to develop a bold and
imaginative—but also clear—vision
that includes input from educators,
administrators, parents and commu-
nity-based representatives and leaders. Their insights, as well as their engagement and buy-in, will be important to the future of the project—and ultimately to the future of the school. The sharing of specialists’ knowledge, from inside the school and out, is critical for earning buy-in and forging a school-specific pathway to experiential learning success.
At Bristol Aggie, the entire school and campus is designed as a learning tool. An outdoor green roof provides planting beds with varying depths of soil to provide Floriculture students with the opportunity to grow and maintain a rooftop garden. One of the building’s mechanical rooms is located adjacent to the Environmental Engineering labs and is accessible to the students who will actively audit a projected LEED Gold building as part of their curriculum.
5. Provide connections to nature – Multiple studies reveal the benefits of creating teaching and learning spaces that con- nect with the outside environment. Interest and excitement lev- els rise dramatically when projects can expand to include both indoor and outside experiences. Hands-on learning can also be designed to incorporate the outdoors, even in urban areas. Inte- rior CTE spaces, especially those devoted to large project-based work or “maker” activities, can extend to the outside.
The BCAHS campus includes outdoor classrooms, outdoor dining and a multi-use amphitheater. Indoor spaces, such as labs and other project-based learning spaces, can integrate na- ture in creative and effective ways that support the curriculum while also contributing to student health and wellness.
When rethinking future science and hands-on learning spaces, dare to think big about what is possible. By harness- ing the input and ideas from the entire community, integrat- ing flexibility throughout, and working to exceed conventional practices for sustainability, the outcomes will advance teaching and learning forward for future generations of students.
Bobby Williams, AIA, LEED AP of HMFH Architects is an Associate Principal and Project Manager, and a consistent advo- cate for community-oriented, inclusive design. He has extensive expertise leading the design of science and Career Technical Education spaces, where he combines an in-depth knowledge of technical requirements with a natural ability to engage with educators to deliver unique design solutions to address each cli- ent’s needs and facilitate a high level of hands-on learning.
2. Engage subject matter experts and students – Engaging a wider circle of advisors and subject matter experts throughout the design process leads to a school experience matched closely with the needs of today’s teachers and students. During the ini- tial stages of the BCAHS planning, HMFH met with teachers from each career tech program, as well as outside advisors and school partners to understand both high-level program goals as well as critical infrastructure, technology and equipment needs.
Equally important were visioning sessions with students from each program. For example, Animal Science students provided key insights on the needs and possibilities of distinct types of new labs, input that helped shape the lab layouts. Nat- ural Resource Management students joined the planning by suggesting how their new natural history museum spaces might function.
From these discussions, the museum exhibits became an in- tegral part of a new circulation path through one of the build- ings. Landscape Design students participated in the design of the exterior plaza outside the new Student Commons. This vi- sioning process not only engaged students in real-life problem solving, it also helped the students take “ownership” of the new school facilities.
3. Design maximum flexibility – While seeming “technical” by its nature, a school’s supporting mechanical, electrical, data and other building systems carry an underappreciated yet vital importance in career tech, STEM and other hands-on learning spaces. Designing a robust, flexible and adaptable infrastructure is essential to the future success of any school.
At Dover Career Technical Center, HMFH focused on pro- viding all the necessary infrastructure such as electrical, gas,
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