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“Function reforms form, perpetually.”

Stewart Brand, 1999

Learning is not a linear process; however, the design of learning spaces usually is. This disconnect often leads to miscommunication and flawed design. To put it another way, Don Norman says, “Good design is an act of communication between the designer and the user.” The fundamental problem is that both sides suffer from a communication gap. The language of design is hard to connect to the language of teaching and learning. Even expert teachers often fail to understand the relationship between their built spaces and what they are able to accomplish in class. This often results in a blind leading the blind kind of scenario.

There are a number of strategies that can be employed to try to mitigate this effect. One is to educate the designers and clients, particularly stakeholders on the instructional team. Workshops on how innovative teaching strategies relate to NextGen learning spaces can benefit both the design team and end users. Integrating this into the early stages of your design process can lay the groundwork for smooth planning going forward.

Another strategy is to employ design thinking principles such as those developed by IDEO to create a more iterative and inclusive design process. The IDEO method starts with empathy in which clients are walked through a series of scenarios that envision how they will make use of the spaces being designed. Then the design team goes through an ideation process and develops a set of prototypes designed explicitly to meet those requirements.

The problem with this methodology comes in the subsequent phases where testing of prototypes at any sort of scale may not be possible. There are workarounds for this. First of all, pilot spaces can be set up and then used by the faculty who will ultimately be the users of the new space. Our experience working on Houston Community College’s West Houston Institute indicates that this is highly desirable if you have enough time or can leverage a multi-phase project. However, time is a luxury not afforded to most building projects.

An alternative to new pilots is to see if there are existing teaching and learning innovation experiments occurring at the institution while developing the new space. In a seminal piece called Thinking in Systems, Donella Meadows describes a hierarchy of leverage points, “the higher the leverage point, the more the system will resist changing it.” In other words, questions that challenge core assumptions, especially if they come from outsiders, are likely to be met with resistance from stakeholders. We should not underestimate how much next generation learning spaces can challenge core elements of the way teaching and learning are done at an institution.

One strategy to overcome cultural or systemic resistance to change is to combine IDEO’s elements of empathy with an understanding of Meadow’s systems-thinking theories. If the designer can figure out what parts of the institution are already changing or are driving change, he or she can take advantage of any existing momentum for change and base designs around the needs of those innovators. This will increase the chances that those spaces will be adopted more effectively and willingly. In other words, it is critical to assess the cultural capacity for change before introducing too many innovative concepts into a design or risk those “innovations” falling flat.

Finally, to maximize your chances of success, a follow-on program of professional development is highly recommended. Too often teachers are dropped into unfamiliar classrooms under extreme pressure and asked to teach. This is a recipe for frustration and failure. Under those circumstances, it is not surprising when they revert back to familiar habits and try to reconfigure the classroom back to what they are used to, whether the design affords that or not. Identifying a core group of teachers and giving them targeted professional development, which they can then share with their peers, will significantly improve the uptake of innovative designs.

At the end of the day, any learning space design team has to approach its task in a holistic fashion. It needs to be sensitive to the likely communication issues between end-users, facilities decision-makers, and the design team. Most importantly, the designer needs to accept that learning must take place as part of the design process in order for effective learning to be an outcome of that process.

By: Sean Elliston, P.E., Director of Sustainability Leaf Engineers

Energy modeling software has improved continually since it was first developed more than 30 years ago. As building mechanical and electrical systems become more complex, teams can better analyze them by creating energy model simulations. Energy modeling simulates building operation and produces useful performance data to evaluate design decisions.

Energy modeling has been gaining a stronger presence in building design. An energy model is most recognizably associated with a LEED certification or building energy compliance following the performance pathway under IECC and ASHRAE, but there is a growing need to integrate energy modeling into every project's workflow. In the past decade, development of net-zero commercial building has surged, and alongside every design is energy modeling. Net-zero buildings are driving the industry forward to a higher standard.

Education facilities -- K-12 schools, higher education and general education -- make up 37 percent of emerging or verified net-zero building in the United States and Canada, according to Getting to Zero: 2018 Getting to Zero Status Update and List of Zero Energy Projects. K-12 schools make up 50 percent of education facilities. Because K-12 schools serve as a lasting part of a community, the need to be designed to benefit existing and future generations. Whether or not the design target is net-zero, energy modeling can play a role in getting a project to the next level. Modeling helps identify aspects in a design to reduce energy consumption and determine which design options are the best fit. 

THE BENEFITS OF ENERGY MODELING

Three key benefits of energy modeling are holistic representation, energy performance prediction and quantifiable results.

Holistic representation looks at the building as a whole. Design alteration affects energy performance. Sometimes this result is more obvious than others. Understanding some interactions may be tricky, but energy modeling overcomes this challenge by incorporating design features and simulating all compounding interactions together. This enables teams to better understand the interactions and carry out lessons learned when pursuing future projects.

Energy performance prediction is benefical before constructing a new building. Gauging energy performance enables a design team to avoid complications once a project is complete. As technology advances, design teams are more capable of incorporating new technologies into a model to fully predict whether energy performance increases or decreases. This eliminates guesswork and hesitation when taking on a new project. Additionally, energy performance prediction is critical for net-zero design because estimated annual energy consumption is needed to size the on-site renewable energy system. There are also more design options available with a higher level of control strategies. Using energy modeling ensures a team is on the right path for optimum energy efficiency. 

Understanding the impact of results ultimately leads to better decision-making. Whether energy performance increases or decreases is only half the story. The other part is knowing how energy consumption changes with various conservation measures. That information is needed to make informed decisions. Quantifiable results enable various design alternatives to be measured for comparison and see how they will affect a building's energy performance. Once the amount is identified, planners can direct their focus to design strategies with the highest energy cost savings.

Some design strategies vary depending on building location, type and construction budget. Energy modeling creates an opportunity to explore and discover what fits for specific projects. This ultimately empowers design teams to make more educated decisions, including design factors such as return on investment.

STARTING THE PROCESS

Several resources are available to guide design strategies for reducing building energy usage. The Advanced Energy Design Guide for K-12 School Buildings - Achieving Zero Energy has an entire chapter with a list of strategies to guide a building toward reaching net-zero. Even if a project's goal is not net-zero, these strategies help reduce energy consumption.

There is no perfect energy model. Many variables go into an energy model, and unfortunately, some of these variables have the possibility of misaligning with a building's actual utilization. The energy model is dependent on assumptions, human input, estimated occupancy and building behavior. Assumptions and behavior discrepancies always persist. The trends and comparisons observed in the energy model results may contain inherent deviation from actual construction, but still convey valuable insight. In the end, energy modeling is a valuable tool compared with the alternative of rudimentary hand calculations and intuition alone. Producing an accurate energy model requires extensive skill and experience.

The education building environment we create today builds the foundation that future generations will know and rely on for the sustainability of all building design. The level of design to deliver this reality comes hand in hand with energy modeling.

Energy modeling is the heart of the energy modeling software package, but there are additional features to some software packages to evaluate the indoor environmental quality. These include the ability to account for ambient daylight quality, quality views and thermal comfort control for a complete building performance simulation. 

The net result is an environment that occupants enjoy and a system that is smart about the energy needed to operate the environment. Whether a design team's next project applies a single design strategy resulting in moderate improvement or applies a handful of design strategies that take the project all the way to net-zero, both building designs are moving forward. 

One day all educational buildings will reach, then surpass the threshold of net-zero. It all starts with a single step. What is your team's next step toward a better building environment? 

As published in American School & University Magazine.

AS_U - Model Behavior

"PBK and the Texas School Safety & Security Council are to be commended for leading the way in developing best practices in school safety.  This white paper should be read by all who care about the education of our children and this comprehensive plan answers the question that is often asked about who is responsible for school safety."

Dr. Greg Smith, Clear Creek ISD Superintendent & TASA President

It could happen anywhere, any time or to anyone.

When the school day begins parents walk in with their children, teachers may get a high five from students entering the classroom and students expect to learn new subjects and enjoy time with their friends. Everyone settles in for another day at school but then an unknown visitor enters the facility. History has proven everything can change in a single moment.

School administrators and teachers live in a world where they go to school each day often wondering if they are safe.

Since the tragedy of Columbine High School more than 20 years ago, 301 people have been killed and 461 have been injured in school shootings, according to Newsweek.

Implicit in the premise of our educational system is the belief, and trust, our schools will be safe havens where our children’s learning and academic, social and emotional growth develops.

It is difficult to imagine a more basic drive than the instinct to keep your child, or any child, safe; particularly in a school environment. Moreover, our schools exist as places of learning but only within the basic expectation that our schools will, fundamentally, be safe.

Educators, school administrators and counselors agree if a child is hungry at school, learning is unlikely to take place. Equally true is the theory if a child is scared for their safety or has a fear of violence, then learning is likely not occurring.

It would be myopic to assume any message on school safety focuses primarily on “active shooter” events; environmental threats represent a far greater threat to mass displacement, injury or death than any human threat we’ve experienced to date.

The intent of this article is to:

• Identify a proficient authority on safety and security in schools
• Provide clarity and eliminate the “Tower of Babel” confusion about school safety to cut through the noise and identify common sense safety and security best practices
• Provide a concise framework for engagement to improve school safety and security

Read the full whitepaper here.

For the most part, modern infrastructure was not properly equipped to respond to the unprecedented nature of the COVID-19 pandemic. The team of experts who developed the enclosed recommendations challenged ourselves to answer the following: What can we learn from COVID-19 and how can we better plan and design facilities that minimize the spread of communicable disease while maximizing the protection of our natural environment?

As illustrated below, our ideas and concepts evolved into four main categories, with some overlap in between. They are: Social, Surface, Air, and Technology. As research and expertise on the nature of COVID-19 - and communicable disease in general - evolves, so will the insights and recommendations we bring forth. The observations and recommendations offered within this document are not exhaustive or prescriptive; rather, they are simple solutions to consider in preparation for returning to in-person learning.

Read the full Healthy Schools! (TX) whitepaper here.

Read the full Healthy Schools! (CA) whitepaper here.

By: Richard Chi, Co-CEO

Modern infrastructure was not properly equipped to respond to the unpredictable onslaught of COVID-19. Nevertheless, educators, administrators and communities have shown incredible resolve in response to the pandemic and continue to adapt to evolving standards, policies and expectations.

We would be remiss to claim a universal solution for reopening schools at this point. However, there are certain steps and considerations that can be implemented to optimize learning environments based on emerging research.

As an organization rooted in the advancement of education, we feel a strong conviction to lend our expertise as a resource to the institutions we serve. Our Wellness Design Task Force has brought forth the following recommendations, originally outlined in the Healthy Schools! whitepaper, for educational leaders to consider implementing in reopening plans for the coming school year:

1. Social Distancing

According to the Center for Disease Control and Prevention (CDC), one of the best ways to prevent illness is to avoid being exposed to disease-causing agents by refraining from coming into close contact (within six feet) of others. The following are recommendations for physical and behavioral modifications, adhering to the CDC's recommendation to practice social distancing:

• One-Way Circulation – Separate individuals and manage the distance between them by enforcing one-way circulation in corridors and using signage on floors and walls to indicate traffic direction.
• Signage and Displays – Incorporate large signs and displays reminding students and staff to practice social distancing.
• Sink Spacing – Ensure 6 feet of space is maintained between restroom sinks.
• Floor Markers – Show appropriate spacing (6ft) using markers on the floor at serving lines and other areas that hold large crowds.
• Isolation Room – Incorporate an isolation space in the clinic for individuals potentially infected with a communicable disease.
• Taller Partitions – Increase partition height in restrooms to better separate individuals and prevent spread of airborne particles.
• No Lockers – Refrain from incorporating lockers in hallways to avoid students interacting in close proximity.

2. Safe Surfaces

Inevitably, surfaces in public spaces are touched by hundreds (if not, thousands) of people each day. The following solutions are recommended for limiting the spread of germs on frequently touched surfaces:

• Sneeze Guards – Incorporate sneeze guards to separate individuals and block the spread of germs.
• Finishes on Handrails – Select finishes with antimicrobial qualities on handrails and other frequently touched surfaces.
• Cleanable Furniture – Utilize furniture that features cleanable and/or nonabsorbent materials and surfaces. Clean and/or wash regularly.
• Foot-pull Door Opener – Install foot-pull door openers to eliminate frequent touching on a common surface.
• Additional Hand-washing Stations – Include hand-washing stations in commons, gymnasia and other areas where large groups congregate.

3. Clean Air and Natural Light

When particles that lead to respiratory infections are present, all airborne contaminants may recirculate through the mechanical ventilation systems and spread within the building. Consider implementing measures to remove harmful particles.

• Improve Ventilation – Designs that achieve higher ventilation rates reduce risk; Dedicated units with ducted return lower airborne disease transmission; Increased fresh air quantities lowers CO2 levels in classrooms.
• Interior Greenery – Interior features like green walls and skylit planters can improve indoor air quality by removing harmful substances and replenishing oxygen.
• Outdoor Learning – Provide spaces for outdoor learning and dining, which promote wellness through fresh air and natural disinfecting properties of sunlight.

4. Touchless Technology

Use technology that allows hands-free operation and minimizes commonly touched surfaces:

• Touchless Restroom Features – Install touchless faucets, soap dispensers and hand dryers to mitigate the spread of germs on frequently touched surfaces.
• Automated Doors – Add automated doors that do not require touching a handle to open or close.
• Touchless Point of Sale – Use touchless point of sale systems in food service areas.
• Laundry Room and Custodial Space – Include a laundry room for sanitizing washable furniture and other materials. Incorporate square footage for additional custodial space and storage.

These recommendations are not exhaustive, nor operating under the assumption that research and technology will remain static. Rather, they are based on applications that have proven to be effective thus far. PBK serves as a leader in public education and continues to pursue solutions for the advancement of learning environments.