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]]>In 2018, the Lake Orion Community Schools community voted to pass a $160 million bond, marking a significant investment in the future of its students. As part of the bond, a comprehensive furniture pilot program was implemented, spanning across ten schools in the district, to decide what new furniture and technology would be integrated into the learning spaces. The goal was clear—ensure the substantial investment in furniture would effectively support flexible, 21st century learning environments.
From the outset, intentional planning was key. First, ensuring sufficient funds in the bond issue to support a pilot program was essential. This meant thinking ahead and setting aside resources to test different furniture solutions before making district-wide decisions. Second, the stakeholders, including administration, teachers, and students, were identified early in the process to ensure broad-based input and buy-in. Third, choosing furniture and classroom technology needed to support the type of learning Lake Orion was implementing.
The primary objective of the pilot was to identify the optimal combination of furniture styles and technology to support flexible learning throughout the district. The program was rolled out in two phases: elementary schools first, followed by middle and high schools. Each pilot ran for six weeks, during which feedback was collected from the students, teachers, and administrators.
The pilot program tested various types of furniture within the same classrooms to determine what worked best. Students tested out different furniture options like chairs with casters, group tables, wobble stools, soft seating, storage, individual desks and more. Additionally, the program evaluated technology options to establish district standards, including smart boards, webcams, audio enhancement systems, and student devices.
Elementary Schools: All elementary schools received consistent furniture across grade levels, ensuring uniformity across schools and ease of use for the district. This approach provided valuable insights into how younger students interacted with different furniture types and what facilitated the best learning outcomes.
Middle and High Schools: For middle and high schools, typical layouts were created for various departments rather than grade levels. This meant developing specific furniture plans tailored to the needs of Science, ELA, and Math/Social Studies departments.
Implementing the pilot in two separate phases offered the chance to refine the process between stages. The team learned valuable lessons that included:
Since implementation, the new furniture has had a significant positive impact on student engagement and well-being. Flexible furniture options provide students with a sense of autonomy, allowing them to move and choose seating arrangements that best suit their learning styles. The increased movement and flexibility also contribute to higher engagement levels and improved physical and mental well-being.
To support educators, the district has provided training on how to set up and use the new classroom furniture packages effectively. Instructional coaches were available to assist with technology integration, ensuring that teachers felt confident and capable in the updated learning environments.
A key goal of the initiative was to create equitable learning environments across the district. Each grade level and department received the same “kit of parts” for instruction, promoting consistency and fairness. This district-wide initiative also reinforced the commitment to providing all Lake Orion students with the best possible learning environments.
The success of the furniture pilot program has instilled trust in the community that Lake Orion Community Schools is making well-informed decisions to enhance teaching and learning environments. Presentations to the community and the school board have highlighted the program’s impact on students, setting the district up for future success in capital improvement initiatives.
By gaining buy-in from educators, students, and the community, Lake Orion Community Schools has positioned itself as a forward-thinking district dedicated to continuous improvement and student success.
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]]>The post Making Safety and Security Intrinsic to School Design appeared first on GMB.
]]>Public anxieties about school safety are escalating across the country. According to a 2023 Gallup report, 44% of parents fear for their child’s physical safety at school, a 10 percentage-point increase since 2019. Unfortunately, these fears are likely to increase if the incidence of school tragedies continues to mount. As a result, school leaders are now charged with two non-negotiable responsibilities. The first, as always, is to ensure kids have what they need to learn, grow, and thrive. Sadly, their second responsibility is to keep the children in their care safe from threats and physical danger.
This is why many school leaders are taking the issues around secure school design far more seriously today than they might have in the past. Our own work — we’re a secure environments expert and an educational architect — has thrown a clear spotlight on this new focus. Here are six important points to consider at the pivot point of school design and security.
Any plan to integrate stronger security measures into a school should begin with a thorough site assessment. This entails having a security consultant visit the school to evaluate any vulnerabilities it may have in physical security and emergency preparedness. The site assessment should provide a 360-degree examination of the school, its practical functions, and its surroundings. It should include a review of current safety policies and procedures, and onsite interviews with key staff and leadership. This thorough examination of internal and external design features will identify any technical and physical gaps in security.
Experts agree that the best physical design practices to impede active threats include delaying access to the most occupied portions of the building. Incorporating layers of security includes creating a secure entrance, then limiting access to classroom wings or pods, followed by securing the individual learning spaces. Following these steps is the most effective approach to increasing safety and security in school facilities.
While active-shooter events are a very real threat, they are still a rare occurrence. Instead, it is best to use a multi-hazard approach to guide safety and security enhancements. Consider other threats such as fire and medical emergencies and leverage alert systems, technology, door locks and identification, and staff training to enhance responses.
Effective design measures will customize security improvements to address a school’s biggest risks. For example, an elementary school may focus more efforts on the main entrance and exterior doors to address external threats, while a high school may need to focus on behavioral threat assessments, as risks tend to be internal.
People often feel safer in a physical space that has been updated and secured. Safety planning requires us to look at all layers involved, including technology, equipment, processes, procedures, and training. For example, if a school decides to revise its main entrance, associated security protocols must be updated. This includes training staff, students, and visitors to ensure that the improvements provide the intended safety enhancements.
If a school is designed based only on today’s threats, the building will be left with spaces that won’t work in the future. Instead, designing schools for the next generation of learners should be done through the lens of educating the whole child. Being flexible with design elements, and keeping building occupants top of mind always, will ensure that school safety and security is supported in future uses and needs.
Providing staff with appropriate training and plans for any safety risk — whether that’s a medical emergency, a natural disaster, or an active violence threat — is paramount to success. This should include reaching out to local fire and law-enforcement officials or third-party security consultants to assist in training. Their expert perspectives will provide additional insights and will also allow them to better understand the facility before an emergency hits.
Beyond physical safety, schools should also be designed to address student’s psychological well-being. For many students, school is a place where they feel most secure, most connected, and most cared for. It can offer an escape from circumstances where they’re not sure when their next meal is coming or if their basic needs will be met. Promoting social-emotional learning through design empowers kids to identify their emotions and develop interpersonal relationship skills with self-advocacy strategies that promote positive conflict resolution. When students are equipped with the skills to recognize their mental health needs, they are more proactive in seeking out resources and can better identify at-risk behaviors in their peers.
Finally, keep in mind that the earlier in the design process these measures are taken, the better. It is easier to embed safety into a building or to make any needed adjustments before any work has begun. Combining security elements specific to each facility with educational best practices will result in safer schools designed to support students and staff.
This article was originally published in Campus Security Today, May 2024
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]]>The post Robotics Programs Shine in Purpose-Built Facilities appeared first on GMB.
]]>Increased accessibility to technology has made robotics a new staple in public education, engaging students of all ages. In facilities that are designed specifically to support robotics education, students can experience an innovative environment that prepares them for future careers.
In the early 2000s, transitions in STEM curriculum created opportunities for robotics programs to grow in K-12 settings. While robotics education used to be out of reach for many public schools due to cost and lack of teacher availability, it is now becoming more affordable through corporate sponsorships, repurposing of equipment, and increased access to resources.
Today’s students have never known a world without internet access and education that supports future career paths in technology is essential. Robotics are a considerable tool in many of today’s industries and early interaction with robotics is encouraged. Students in robotics can learn the ins and outs of in-demand skills like engineering, coding, manufacturing and more. Connecting robotics principles to overall academics gives students the opportunity to apply their knowledge in real-world applications and fosters a love for lifelong learning. Beyond technical skills, robotics teaches students critical thinking skills, teamwork, and leadership while also building their confidence.
Young minds have a natural curiosity for how things work, and robotics keenly nurtures that interest. Having a well-defined and purposeful space to practice robotics skills helps set students up for success. Top design considerations for robotics-focused spaces include:
Integrated Technology
Collaborative Learning Areas
Flexibility and Mobility
Durability of Spaces
Schools need to be agile with their spaces and programs to anticipate the needs of future students, evolving technology, and diverse learning styles. GMB has worked with multiple school districts on their robotics programming spaces that inspire students, from classroom renovations to large-scale arenas.
Mason Public Schools continues to enhance their robotics program, dubbed Tractor Nation, at all ages throughout the district. To meet the growing demand, a new robotics competition space was proposed and supported through the district’s bond and sinking fund. The completed space, housed within the high school, has become a state-of-the-art area for students to learn, create, and compete. The robotics center features a new fabrication workshop, a full-size practice FIRST Robotics field, and adjoining classroom. The center also supports programs for other local schools to practice, collaborate, and learn from each other.
Mason Public Schools has successfully integrated robotics curriculum at the middle school and high school levels within their district. The middle school robotics class introduces students to VEX IQ coding and building, while the high school classes include Introduction to Robotics, Competitive Robotics, and 3D Printing classes. Introducing these concepts into the curriculum helps connect student’s academic knowledge in engineering, mathematics, and science, while also spreading awareness of robotics education.
“This is real-world application,” explained Ben Shoemaker, the Lead Mentor for Team 3655, to WILX News 10 at the facility’s ribbon cutting. “We’re teaching kids how to run equipment, we’re teaching kids how to build things…the robot is a vehicle for us to teach kids how to problem solve no matter what discipline they’re interested in doing or what their future plans are.”
Grandville Public Schools signature extracurricular robotics program consists of the Grandville Robodawgs team for high school age students and the Grandville Robotics that serves 3rd – 8th graders. Their programs have recently finished their first competition season in the newly constructed robotics arena, one of the largest built-for-purpose robotics competition centers in the United States. The robotics arena can host a variety of competitions with up to 2,000 spectators. The venue can be used for FIRST Robotics Competitions (FRC), VEX Robotics, Lego League and even aerial drone robotics with multiple competition fields and pits for up to 120 teams. The polished concrete floors are low maintenance and scratch resistant, the perfect surface for battle bot events. Acoustics in the space were specifically designed to dampen the sounds of robotics use with perforated acoustical roof deck and wall panels. Air flow disseminated from the ductwork controls arena temperature and does not disrupt the sensitive ariel drone competitions. The arena is also supplied with separate electric circuits that will not impact the rest of the school building during high volume electrical usage times.
The adjoining multi-purpose gymnasium space with a traditional wood floor can also be combined to host large tournament events. Adjacent woodshop spaces, mini hardware store, concessions, and multiple load-in points with large rollup doors allow for robot building and practice, 3D printing, storage, and multi-purpose use. The district can control the amount of access to the school’s non-academic spaces for after-hours use, keeping the academics wing secure while still welcoming groups for events or extracurricular activities.
“This is a game changer for all West Michigan robotics and their programs who can use this top-notch facility to build their programs,” said Roger Bearup, Grandville Public Schools Superintendent.
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]]>The post Rockford Public Schools Brings SCALE-UP Model to High School Students appeared first on GMB.
]]>Rockford Public Schools’ Creative Teaching and Learning Center (CTLC) mimics the world of work. Designed using the SCALE-UP instruction model for higher education, this innovative center puts students at the heart of the curriculum. Rockford’s CTLC is a one-of-a-kind, student-centered space that is only high school-level use of SCALE-UP in the state of Michigan. The goal of the CTLC is to provide opportunities for students to embed 21st century skills into their everyday learning through collaboration, problem solving, and large-group active learning.
SCALE-UP stands for Student-Centered Active Learning Environment with Upside-Down Pedagogies. This model has been pioneered by Dr. Robert Beichner of North Carolina State University to encourage collaboration among college-aged students. The program supports project-based learning, rather than lecture style, to keep students engaged with the curriculum. The design of a SCALE-UP large group room is very specific in nature and requires exact elements to achieve the program’s goals. Fundamental elements of these classrooms can include:
Beyond changing the physical environment of the classroom, SCALE-UP also challenges educators to change how they deliver the curriculum and encourages students to get more involved in their own learning.
Rockford had utilized an existing large group instruction space in their high school for many years but was looking to create a new and engaging space for students. At the start of their bond process, the Rockford team asked themselves how they could best improve learner skills for all learning and for students’ postsecondary experiences, as well as how could the district grow and spread teaching best practices among staff? These questions led to the vision of:
The district and members from GMB toured North Carolina State University and University of North Carolina to see first-hand how they designed their SCALE-UP classrooms to simulate a collaborative workplace environment. The team also met with Dr. Beichner personally to walk through the instruction model and started discussing how to adapt the elements to fit into a high school program.
In their new tech-rich Creative Teaching and Learning Center, Rockford’s students work together in smaller groups at pods spaced throughout the room, while the instructor displays their work on the screens, controlled from a central station. The room is outfitted with groups of tables that double as whiteboards. Students can cast their work onto any screen for display and discussion using their own devices while the teacher walks among them, facilitating their interactions.
“We have built a one-of-a-kind teaching and learning center that will have the opportunity to provide students with a learning experience they will take into their adult lives,” said Dr. Michael Shibler, Rockford Public Schools retired superintendent.
Rockford recognized that traditional classroom instruction would need to be adapted to fit this new learning model, but also that logistics like teacher contract language, training, and curriculum would need to be addressed. For example, students can receive multiple credits for taking a combined Communications and Algebra II class, which aims to develop students’ presentation and debate skills alongside mathematics.
“There’s not one linear path that any district would have to take for this to work,” said Mike Ramm, Assistant Superintendent of Instruction at Rockford. “But when we started, getting a group of teachers to believe in the new instructional experience and trained in that, was the singular focus for us. Giving them time to fully understand that teaching from a problem-focused concept was different, and then giving teachers space and support to build that instruction ahead of time so they felt comfortable.”
In SCALE-UP, teachers become facilitators of the information and instead of lecturing, the goal is to move around the classroom and present the curriculum to students in ways that allows them to process information and use it, rather than memorize. Teachers were also given training on the Harkness Method, which involves students discussing ideas in an encouraging, open-minded environment with only occasional or minimal teacher intervention.
“The greatest impact of the CTLC is going to be really making the students the center of the curriculum,” said Steve Story, a high school English teacher with Rockford. “What I am most excited about with the CTLC is handing the curriculum over to the students more-so than we normally do, just giving them the opportunity to spread their wings and fly and take direction and leadership of the classroom.”
Beyond the content of the classes, using the CTLC aims to also teach students positive behaviors using the seven norms of collaboration. These norms help students in the classroom but also as they prepare to go on to postsecondary education or interviews where they will work with many different groups of people. A unique blend of professional skills and critical thinking skills, along with academic knowledge, will give Rockford’s CTLC students the tools they need to succeed.
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]]>The post Finding Balance with a Multimodal Approach to Higher Ed Student Experience appeared first on GMB.
]]>At GMB, we recognize that it is important to design for longevity and constructing educational environments that will last 50 years or more. As educational designers, we are challenged to imagine how we can modify existing structures that accommodate the learning students need now, while maintaining the longevity of these buildings on an ever-evolving campus. We also need to consider how we can create multipurpose places where schools of thought intersect and intertwine, fostering connection and collaboration with other human beings. Creating interprofessional relationships bolsters career readiness and can spark interest in new disciplines that encourage learning for a lifetime. Currently, a unique intersection in schools of thought is emerging between advances in the latest technology, getting back to basics with outdoor learning and a renewed focus on mental health and wellness.
Technology is ever changing with new and innovative advancements that aim to enhance instruction and student learning. At Ivy Tech’s East Chicago Welding Lab, the use of technology is changing the way they teach welding, what they are calling a 22nd century growing industry. A new way to immerse students in welding techniques is through the college’s new virtual welding simulators. Bays of virtual reality (VR) welding trainers, equipped with TV monitors on the wall, mirror the small virtual display unit so instructors, peers from the class, and other building users can see the technology in use. With realistic sounds and sparks, demonstrations and replay mode, the VR system enhances welding curriculum with safe, teachable training for all levels of students. When balancing a variety of learning styles with hands-on skills training, virtual learning and in-person instruction, technologies can bring students together in a way that provides an equitable experience for all learners.
However, it’s no coincidence that an emphasis on outdoor learning in higher education settings is also in focus. In what is perhaps a counter pendulum swing to the technology generation, we’re seeing health and wellbeing facilities and spaces being designed on college campuses everywhere. From outdoor meditation gardens and labyrinths with no WiFi signal, to spaces in residence halls and academic buildings that offer quiet personal time for contemplation, rejuvenation, and creation. A new residential master plan GMB completed included a new green space on campus with the purpose to foster additional opportunities for student connection and community-building, with features like a hammock park and outdoor firepits. As designers, we’re challenged with creating places where students and faculty alike can balance both their virtual and physical worlds.
The higher education student profile is changing, especially for lifelong learners. As an organization committed to continuous learning that creates an endless possibility of discovery, and growth, GMB believes the benefits extend far beyond individuals. We believe the next version of student experience is multidisciplinary, balanced, and offers students variety and choice in learning. By planning and designing a campus for in-person, hybrid and asynchronous student experiences, colleges and universities have the potential to serve learners of all ages better than they ever have before.
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]]>The post Hybrid Teaching and Learning in Higher Education Settings appeared first on GMB.
]]>How hybrid learning is enhancing the potential for college campuses to serve lifelong learners better than ever before.
Higher education has adapted to a new phase of educating that impacts how students learn, where they learn, what they need to learn, and where they go for learning. Students entering higher education are in the process of figuring out how they individually engage, interact, and acquire knowledge. This discovery process, alongside the increased desire for flexibility, has shifted students’ away from standardized education methods to more diverse methods that include opportunity for both in-person and virtual learning. Higher education campuses have the unique opportunity to embrace this new era of teaching and learning by creating flexible and multidisciplinary learning places for students in all phases of their learning journey, regardless of physical location.
As educational planners and designers who create places for learning, we believe that rich, in-person experiences are still important. However, we also acknowledge the complexity of learning and working, and that in-person engagement is not the sole method for the transfer of knowledge. While the term ‘hybrid’ may be overused, it is one way of acknowledging the flexible style of working and learning that has developed over the last few years and is increasingly sought after by students. People are looking for choice and variety in their learning and working experiences, seeking the ability to decide where they’re learning, how they’re learning, and when they’re learning. Higher ed institution leaders recognize that they may need different environmental conditions and circumstances to best support their students’ learning. That may be in a classroom environment, small group collaboration, or utilizing individual spaces where students feel most comfortable learning what they need for that day.
While the physical campus has faced new challenges because of the pandemic, the trend is still largely for students to be on campus in combination with a desire for other learning options. Being on campus, especially for undergraduate students, has a multitude of benefits from building relationships with fellow students to building pride for their institution. Many students, however, would appreciate the ability to have asynchronous or virtual learning in the comfort of their dorm room or apartment, even if they live on campus. To enhance the changing learning landscape, we have worked with higher education institutions to create new resident and learning spaces that reflect the student experience of next generation learners. On a recent campus residential master plan for Calvin University, GMB’s team recommended modifying break rooms, renovating group study and social spaces, adding space for content creation and consumption, and creating new privacy spaces (intended for hybrid learning, private wellness calls, podcasting, etc.) to meet these evolving needs.
When colleges and universities listen to their students’ lived experience and respond with updated facilities, programming, and curriculum that better serves them, they can see significant positive shifts in enrollment and student experience. For example, modifying classrooms with high-flex podiums and video cameras set up for virtual learning is a great step toward engaging nontraditional students. These hybrid and distance learning options can reach students where they are and have proven to be a more inclusive education experience for students with special needs, physical handicaps, or full-time work schedules. One of our university partners discovered that with a shift to hybrid learning, balancing both virtual and in-person learning opportunities, their enrollment numbers for students with special needs had increased dramatically and they were able to better serve this student group’s learning needs. Their enrollment now exceeds their pre-pandemic number as a hybrid learning institution that gives students a choice and variety in how they learn.
The future higher education student experience is inherently hybrid; a blending of virtual and in-person learning, resident and commuter, and cross-disciplinary collaboration. This is an exciting time to explore what works well in this new landscape and to ideate on what the future of learning will involve.
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]]>The post Project-Based Learning Programs Support Creativity and Entrepreneurship in Specialized Space appeared first on GMB.
]]>Forest Hills Northern High School (FHN), located in Grand Rapids, Michigan is home to several nontraditional education pathways offered to students in the Forest Hills Public Schools district. Two of the district’s programs, Project NEXT and the STEM Academy, coexist within FHN and strive to bring the “real world” into the classroom and prepare their students for successful futures. These programs are thriving in a newly developed space, in response to their growth, that now reflects the innovative work being done by their students.
FHN took a bold step to offer their students a new way of learning through a project-based program called Project NEXT in 2018. Project NEXT is a 4-year parallel path program of study that was driven by the school and teachers’ visions to provide students with hands-on and collaborative ways of learning. Educators participated in project-based learning training through the Buck Institute for Education to gain the knowledge and skills needed to support the curriculum. The program originally began as a pilot initiative in the media center with just a handful of students. At the time, a modest investment was made in the pilot program by designing and refreshing the school’s media center with new, flexible furniture more conducive to next-generation, collaborative learning.
As the program has grown in popularity and success, it was clear this type of learning required more dedicated space to continue. Redesigning the school’s west wing to accommodate those musts started with converting a courtyard into a central learning commons, known as the Design Center, which acts as the hub of the program. Project NEXT now supports over 90 students in the high school and continues to grow as students express interest in this new way of teaching and learning.
“This project was really unique because the architecture complemented the already established program and better supported the curriculum,” said GMB Project Lead, Chris Arntzen, about the project. “We were able to work with the district and teachers to create really intentional spaces based on the class work they had already practiced.”
The goal of Project NEXT is to prepare students for life through soft skills like communication, teamwork, public speaking, and independent thought. The specially designed spaces are intended to be multipurpose, flexible, and connected to achieve the program’s vision. Students in the program must identify and propose solutions to real-world problems, so spaces that fuel collaboration and creativity were essential. The Design Center includes a dedicated presentation area, an extension of a classroom set up for technology/computer lab overflow, and a mimicked coffee shop area. Next to the commons, each grade level has its own classroom pod of four classrooms and a breakout space. The pods can be interconnected for collaboration and co-teaching as needed.
“Students engaged in their learning tend to enjoy school more, retain their learning for a longer period, and build the necessary skills to succeed after high school,” said former Forest Hills North High School principal, Jon Gregory. “The new space allows for this type of learning to occur in a variety of ways due to the flexibility of the space and furniture. Students have commented on how easy it is for them to collaborate and engage with each other in their learning.”
The Forest Hills STEM Academy is a program that is grounded in actionable learning and has been providing students with interactive learning opportunities since 2015. Coursework includes a thematic and interdisciplinary approach that gives students foundational skills and builds relevant connections in STEM education.
The original setup for the STEM Academy included a couple of science labs with connected instructional classrooms and refurbished classrooms that acted as maker spaces. With continued success in the program, and the addition of another hands-on learning program called Gone Boarding, the STEM Academy has found itself working alongside Project NEXT in the new Design Center. STEM Academy students can now split their time between more traditional academic classrooms and the commons area, which was designed with flexibility and multiple learning styles in mind.
One tangible outcome of the STEM Academy’s unique program is flourishing in the new space and turning their students into budding entrepreneurs. Handmade in the Hills is a soap business organized and maintained by sophomore STEM Academy students studying chemistry. Students are responsible for the development, packaging, marketing, and selling of soaps that come in different shapes, colors, and scents. Students are learning practical skills in manufacturing, mathematics, industrial arts, economics, and more from just this one portion of their curriculum. The success of this self-sustaining business also impacts students beyond just academics; it also develops their core life skills like teamwork and problem-solving.
“A lot of our students come back (to Forest Hills) and say that what they learned in presenting, collaborating, communicating really made a difference in their post-graduation life,” said Austin Krieg, STEM Academy chemistry teacher who leads Handmade in the Hills. “Giving students the opportunity to learn where they will do their best work is a unique aspect of our programs.”
One of the goals of project-based learning is to create cross-pollination between disciplines and build cohesion between curriculums in art, science, and beyond. The Design Center and adjoining science labs, art room, and woodshop can be used by any student at Forest Hills, creating a sense of unity throughout the school and creating opportunities for everyone.
“There is something for every student,” added Krieg.
This article was originally published on Getting Smart, July 2023.
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]]>The post Community Colleges Vital for Educating Future Workforce appeared first on GMB.
]]>Public community colleges are a uniquely American educational model that was designed to guarantee access to affordable, high-quality higher education for all people. In fact, nearly one-third of all undergraduate students attend a public two-year college. They are the primary educators of nursing and other healthcare professionals – among many other professions – and are vital engines in a community for highly-skilled and trained employees for in-demand careers. Public community colleges provide advanced learning to students with the fewest resources and the greatest obstacles, and often serve the most demographically and socioeconomically diverse students.
Community colleges make higher education, career training, and advanced learning accessible to all students, and provide opportunities for area residents to expand their horizons, learn new skills, and acquire valuable jobs to make a better life for themselves and their families. Evidence suggests that the presence of a college in a local community increases the likelihood of enrollment in that institution by local students. About 1 in 6 high school seniors lack a nearby college, making geographic location an important factor in determining not just where, but whether, a high school senior goes on to college.
But rather than serving as merely a springboard to a four-year institution, many community colleges have identified opportunities to serve as a conduit for filling in-demand jobs in their regions while improving the lives of community members with highly skilled educational programs. By partnering with regional business and industry groups, many campuses are creating custom or industry specific certifications and learning programs to fill workforce alignment gaps and supply a steady pipeline of skilled and trained employees.
“Community colleges are engines of diversity, equity and inclusion.” said ACCT President and CEO J. Noah Brown. “They give opportunities to all students, and they support all students throughout their education, whether they intend to attain an associate degree or certificate, intend to transfer on for a bachelor’s or higher degree, or they take one or a few courses to learn a new skill or expand their horizons.”
Nearly 1 in 3 jobs in the South Bend–Elkhart region is represented by the manufacturing sector. With nearly 700 manufacturing companies in Elkhart County alone, Ivy Tech Community College’s South Bend–Elkhart campus is positioned to train the next generation workforce in manufacturing, industry, and automation. Increasing enrollment in the Advanced Manufacturing Degree (ADMF) program and demand for highly skilled employees with internationally recognized credentials in advanced automation, robotics, and manufacturing have propelled the urgent need for a facility like the new Center for Advanced Manufacturing & Automation.
This state-of-the-art training facility bridges the gap between digital transformation and operational adoption in industry. The space allows Ivy Tech the flexibility over the next 10-15 years to become more future-focused, especially as Industry 4.0 and the Internet of Things expands. In response to the needs of the future workforce, Ivy Tech is developing a new IIoT Advanced Manufacturing degree to complement the resources afforded by the Center for Advanced Manufacturing & Automation and professional credentials from the Smart Automation Credentialing Alliance. Additionally, Lippert Components, Inc. (LCI), the county’s largest manufacturer, is investing over $60 million in two highly automated facilities in the region, and LCI is partnering with Ivy Tech to create the curriculum and train their team members.
Much more than simply a place to house equipment, our team envisioned this space as a “lab” that provides a place for students to learn, grow, and be challenged as they develop the skills needed by future employers, securing careers that contribute to the vitality of the region’s economy and community. The Center for Advanced Manufacturing & Automation is a bridge between Ivy Tech and surrounding industry, increasing visibility of the campus as well as making visible to students their future careers.
“With the completion of the Center…we’re pursuing our dream of transforming our region from being one of the largest manufacturing hubs in the state into being the largest manufacturing hub in the country,” said David K. Balkin, Former Chancellor, Ivy Tech Community College South Bend – Elkhart
With community partners, GMB transformed a former department store into a 21st century learning space and making a college education more accessible to students in the Lakeshore community of Holland. The new Grand Rapids Community College (GRCC) Lakeshore Campus, consolidated the programs from four separate leased buildings, creating synergy and collaboration across programs that are physically co-located.
Buying the former retail building gives the college future flexibility to grow in the much larger footprint – a consolidated, 52,000-square-foot campus facility – and provides opportunities for operational efficiencies and partnerships with Grand Valley State University’s Meijer campus. A consolidated campus establishes a strong community presence, truly embedding the college – and education – in a community.
The 52,000 square foot renovated GRCC Lakeshore building opened last fall and includes classrooms and labs for workforce development and arts and sciences, as well as multiple student services such as testing, counseling, placement, and a satellite library. The space plan is organized around the machine tool area to the north with perimeter classrooms ringing the exterior. Student support spaces and science labs act as islands within the floor plan, so that views from the main entrance focus on the machine tool lab. Enlarged corridors act as extensions of the classroom, allowing small groups to work or study before and after class while also opening into some of the classroom spaces for a larger lecture.
“This allows us to better serve our students, industry partners and gives people in the community a visible, centrally located place to connect with our college in a thriving area,” said GRCC Former President Bill Pink.
The automotive program at Ivy Tech Community College’s Indianapolis campus, with the support of industry partners, is designed to be interactive and relevant to current and future industry demands. The program incorporates industry supported and recognized certifications as well as highly qualified instructors who are creating interactive student learning experiences. Due to an increase in available jobs and demand for graduates of Ivy Tech’s Automotive Technology program, the college built a new Automotive Technology Training Center.
This new facility reinforces the state-of-the-art instruction from masters of the industry in a safe and secure environment. The design helps to foster a collaborative environment that fuels relationships between students, faculty, and partners, balanced with places for students and staff to refresh and focus to enhance students’ retention of applicable and working knowledge.
The center features nine labs, seven classrooms, and state-of-the-art facilities to teach students the skills needed to diagnose and service the high-tech systems found on modern vehicles. In partnership with area automotive corporations who use the space for training purposes, the program also offers students paid cooperatives with full job placement upon graduation.
“We’re looking at the industry that we’re trying to create career paths to and working together with our partners to create inclusive facilities that prepare our students for the workforce. It’s not just about people who design higher education, it’s about finding people who understand the automotive repair industry to create a real-life world where students are going to learn and understand what’s needed for their field,” said Aaron Roberts, Executive Director of Administrative Services – Central Indiana, Ivy Tech Community College.
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]]>It wasn’t very long ago that each room in a school building had a singular purpose: instruction happened in the classroom, research and reading happened in the library, and the cafeteria was for lunch. Classrooms had rows of desks and chairs where students sat to learn. Cafeterias had tables and benches whose variation only came in whether it was round or rectangular. Media centers had fixed bookshelves, large circulation desks, and furniture to support quiet individual work and research.
So, what changed? Students have more control over their learning and the teacher’s role has shifted from information provider to facilitator. It is understood that hands-on tactile work reinforces many students’ ability to understand the content. In addition to mastering coursework, students must also learn to solve problems creatively and collaborate with their peers in order to prepare for the next phase of their lives. As a result, spaces must be able to support different types of work, sometimes in the same day or hour.
Within the classroom, both teachers and students desire autonomy to create the kind of environment that is right for them on a daily, and sometimes minute-by-minute, basis. This kind of flexibility includes choosing the type of seat or space that is right for the kind of work at hand, as well as the ability to quickly move between instruction modes, from direct instruction to small groups or individual study.
Science labs are traditionally known for their bulky furniture and fixed locations for plumbing and gas utilities, but they can be designed to be flexible from lab to lab and over time. Locating sinks and gas along the room’s perimeter and providing flexible lab tables allows the interior of the space to shift as needed. Overhead access to power can replace floor boxes for increased flexibility, as well as for cleanliness and safety.
An emphasis on collaboration with others means that students need more room than a traditional classroom can sometimes provide. Extended learning areas and small group rooms adjacent to classrooms are dedicated spaces for a few individuals to do project work together. In older buildings lacking space for these larger areas, schools may remove display cases or even lockers in hallways to add a work surface where students can gather to collaborate. Regardless of their size, these spaces all feature varied seating, writeable surfaces, and integrate technology.
In new buildings, we can strategically plan to locate lockers and cubbies in other areas of the buildings to create intentional spaces that support collaborative work.
A flexible media center can accommodate a broad range of groups and activities. From individual work, to hosting single or multiple classes, staff meetings, school groups, or community use, they can be utilized all day and even beyond school hours.
Activating a media center for this kind of flexibility requires a large, open space with flexible furniture. While books still play a critical role in education, placing them at the perimeter and on mobile shelving units can help to provide more flexible space. Breakout rooms are important for individual or small group work and can be fully separate or utilize operable partitions to join them into a larger instructional space if needed. And lastly these spaces need integrated technology at all grade levels.
Cafeterias of the past were frequently only utilized at mealtimes, sitting vacant for much of the day. Now a centrally located cafeteria can function more like a commons space, serving as dining space, overflow area for events, and a desirable destination for individual study. Proper furniture, lighting, and location all contribute to these spaces being used beyond meals. Both cafeterias and gymnasiums can serve as meeting spaces for large groups if they have the proper technology.
Lastly, with new construction, planning for how the building can change over time lends to flexibility on a large scale. Thinking through how a building may be reorganized in the future has structural implications for how the building is designed and can impact the types of materials used in construction. Planning for classroom additions is another common way that schools can flex as their district grows over time. These types of decisions are best to consider early in the design process.
As education continues to evolve, spaces students learn in need to be flexible and adaptable to respond to ever changing educational methods.
This article was originally published in the Builders Exchange of Michigan The Source School Bond Issue publication, May 2020.
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