CHARLOTTE, N.C.—VS America is hosting a webinar next Friday, March 19, around how physical spaces impact student well-being, and how spaces can help as students are fully back in school.

Opportunities & Obstacles as Students Return to School and how physical spaces impact well-being will take place Friday, March 19, 12:00 – 1:30 p.m. Eastern Time, focusing on one of the key topics in current education.

While many students are in school in some capacity, once students and staff are fully back in school there are many things to work through, from feelings of isolation and loss to the need for social reconnection and structure.

It’s possible to create physical spaces that help build opportunities and break down barriers for deep connection, healing, and exploration. Please join us in this conversation with diverse practitioners – including a school administrator, clinical officer, social justice specialist, learning designer, as well as students – to dive into the opportunities and obstacles for students and staff, and discover how schools can create spaces to allow for the healing and connectivity needed.

America’s Promise Alliance’s National Survey of High School Students during COVID-19 finds widespread negative impact on learning time, emotional health, and social connection.

• More than half are much more concerned about the present and future (self and family physical and emotional health)
• 38% worried about current and future education
• 30% worried about basic needs
• 25% trouble sleeping because of worry, unhappiness, depression
• 29% don’t feel connected to others

Register for free

The webinar’s panelists include:

• RJ Webber, Assistant Superintendent of Curriculum and Instruction at Novi Community Schools in Novi, MI
• Caelan Soma, Chief Clinical Officer and Senior Trainer at Starr Commonwealth
• Jill Ackers, Learning Designer at Fielding International
• Roger B. Fisher, Associate Director of the Program on Intergroup Relations (IGR) at the University of Michigan

All attendees will get a 6-month free subscription to Starr Commonwealth’s on-demand, trauma-informed, resilience-focused professional development.

Register at: http://bit.ly/VS-well-being.

March 19
Eastern Time
12:00 p.m. – 1:30 p.m.

Central Time
11:00 a.m. – 12:30 p.m.

Mountain Time
10:00 a.m. – 11:30 a.m.

Pacific Time
9:00 a.m. – 10:30 a.m.

The post Webinar to Explore Creating Safe Spaces for School Returns appeared first on School Construction News.

CALGARY, AB.—Construction is scheduled to begin this September on five schools in Alberta with classes expected to start in the fall of 2022.

The province is moving forward with tender packages for the design and construction of four, K-9 schools and one K-4 school, located in:

• Calgary (one K-4 public school)
• Edmonton (one K-9 public school and one K-9 Catholic school)
• Cochrane (one K-9 Catholic school)
• Legal (one K-9 Francophone school)

A total of $100 million has been budgeted for these projects, which is expected to create more than 550 jobs.

“Continued investment in public infrastructure projects like the construction of these five schools is an integral part of the government’s economic stimulus package to invest in needed infrastructure and get Albertans back to work,” said Infrastructure Minister Prasad Panda, in a statement.

“We are working hard to identify shovel-ready projects, accelerate processes and get construction underway as quickly as possible.”

These—and other schools across the province—have been closed as part of efforts to flatten the curve of the COVID-19 pandemic.

These projects are part of a provincial announcement last fall to build 15 new schools in Alberta.

The post $100 Million Construction Project Slated for Five Alberta Schools appeared first on School Construction News.

By Juliet Chun

Today’s students desire a variety of study spaces, choosing among diverse scenarios whether working together or alone. COVID-19 has amplified the need for these options due to crucial six-feet-apart social distancing. As higher education projects comprising interior fit-outs or renovations proliferate, how can we integrate this type of flexibility within a building’s existing footprint? In the case of Harvard University’s Computer Science / Statistics Data Science Lab (CS/SDS Lab) and the Cabot Science Library’s second floor—two projects with different programs and sets of existing conditions—a deeper understanding of social interaction levels informed our firm’s renovation of their array of public and private spaces in a variety of configurations.

Both projects, located in the 1973 Josep Lluis Sert-designed Science Center, a modern landmark, introduce natural daylight and utility into the original precast building. Because of the existing structure’s constraints, careful planning was required to ensure maximum malleability. First, transparency and electricity were introduced throughout, providing reimagined settings for the spatial configurations to come. Glass partitions were inserted where separation was needed, allowing daylight to penetrate many of the interior rooms. Abundant electrical outlets were added to amplify student workspace and furniture arrangement options. This environment provided the backdrop for further study of program placement and evolving social interactions that led to our design.

Our design team developed a framework of “social interaction intensity” to help define spaces that support a clear range of density. Using four levels of interaction as a guide, the team identified distinct areas for level 1 (studying alone), level 2 (quietly working together), level 3 (group meetings), and level 4 (casual conversations). These areas were deemed appropriate for each of the project’s differing programs. The CS/SDS Lab now comprises a variety of shared open spaces, shared offices, and private offices. Users here typically work individually on their laptops or collaboratively together over glass writing boards and lively debates. The Cabot Science Library second floor has several group study rooms surrounding one large, central area. Separated by glass from the basement and first floors, this space provides a quiet area where students can work within a larger study context.

Based on typed and planned location of furniture, specific areas of interaction were identified within each project. Areas in remote locations of the plan were tagged as level 1 (places for quiet study), and rooms and spaces near entrances or circulation were tagged level 4 (places for casual exchange). Furniture also played a part in this plan: pod-like, single-seated furniture indicates a desire to be alone (level 1), table and chairs provide a place to quietly work together (level 2), individual soft seating invites a quick “hello” (level 3), and group lounge furniture fosters conversation (level 4). These options give students the flexibility they desire day-to-day.

Focusing on a variety of interaction levels also allowed the team to carefully incorporate a range of social densities and create spaces that were inherently flexible and adaptable to multiple uses. Two foldable glass wall partitions were used in the CS/SDS Lab to expand the work area when, biannually, a hackathon event takes place. For all other times, the space can be broken into three areas: the kitchenette, work area, and small conference room—spaces that inherently need and provide different types of social exchange.

By recognizing and designing for interaction levels, one can also begin to understand the implications of these social densities in relation to COVID-19. Spaces that were once designed for open public interaction can be easily modified for social distancing by removing chairs and rearranging tables. For the Cabot Science Library’s second floor, the plan allows for multiple situations: a one-way seating direction or staggered seating for individual distancing, group study rooms for those already living together to study together while being distanced from others, and taller table partitions that can replace existing partitions if added security is needed. Even highly public areas designed for group discussion such as those in the CS/SDS Lab can be re-arranged to accommodate fewer people with appropriate social distance observed.

By designing a malleable architectural framework that allows for flexibility, using social interaction research and levels as a guide, we can collectively create interior spaces that accommodate many configurations and shared settings, meeting today’s COVID-19 academic challenges and tomorrow’s student needs.

Juliet Chun, AIA, is an architect with Leers Weinzapfel Associates.

The post Designing for Interior Flexibility: COVID-19 and Beyond appeared first on School Construction News.

As administrators develop plans for students to return to school, the safe operation of a building is at the center of this discussion. Decision makers face tough questions around steps they can take to accommodate social distancing requirements and reduce the spread of airborne illnesses such as COVID-19. How will school facilities continue to promote educational success and contribute to overall student, teacher and staff wellness, while recognizing that classroom instruction may never be the same? Moreover, with many school districts facing steep declines in revenue, administrators want to understand how new sanitation and social distancing requirements will impact budgets.

These are all great questions, especially since many buildings have been shut down or operating in a limited capacity for several months now. Staff will need to inspect mechanical, temperature and water systems before occupants are cleared to safely return. Systems not placed back in a mode that meets initial design intent may be at risk of equipment failure, false system reporting, indoor air quality (IAQ) issues or increased maintenance costs.

The Importance of IAQ In Schools

IAQ standards typically involve systems that impact indoor air temperature and humidity, filtration, and building pressure. IAQ will remain a hot topic – and for good reason. If a school is perceived as unhealthy or unsafe, fear will creep in and confidence in the decisions made to protect students, teachers and staff can deteriorate quickly.

The American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) recently reported that “ventilation and filtration provided by heating, ventilation and air-conditioning systems can reduce the airborne concentration of SARS-CoV-2 and thus the risk of transmission through the air.” School districts should prioritize the regular cleaning and replacement of media filters. While clogged filters will not promote the spread of viruses, they will compromise IAQ, shorten the life of the ventilation system over time, and decrease system performance.

School facility teams should get in the habit of documenting filter changes, both in writing and with pictures. Filters with a minimum MERV 8 rating should be used; however, those with MERV 17 ratings or higher will remove at least 99.97% of all particles less than .03 mm in diameter (which can include airborne viruses).

Mechanical Systems

Mechanical systems consist of condenser coils, evaporators, pumps, fan motors, and outdoor air and return dampers, to name just a few. Prior to turning on mechanical systems, a visual inspection is necessary to identify equipment that requires cleaning or repair. An assessment can also help to surface any blocked vents, troubling noises, vibrations or odors that require further diagnosis; however, some equipment may require a more focused eye. For example, look for leakage and cross contamination on heat recovery wheels. In addition, drain pans and condensate drains should be clear from obstruction and standing water, while cooling towers and loops should receive chemical treatment as required.

We recommend implementing strategies that limit moisture accumulation and the potential for mold growth that can result from any water filtration of condensation within buildings. Balance is needed to limit the growth of pathogens and maintain relative humidity levels conducive to occupant health and well-being.

Temperature Controls

After assessing mechanical systems, the evaluation of temperature controls and control strategies can drive efficiencies, reduce maintenance requirements, and decrease operating costs. Repair or replacement of old or non-functioning temperature controls, whether pneumatic, electric or digital, is often one of the most impactful changes a facility can make.

In preparation for the first day back at school, teams should evaluate temporary temperature and humidity setpoints against future application needs. Schools with air handling units should ensure controls are programmed to have a 100% outside air flush strategy prior to occupancy. Operable windows can complement this effort and increase the outdoor air flow. It will be important to incorporate this variable without sacrificing occupant comfort but still addressing concerns about airborne illnesses. Schools with unit ventilators and simple controls can manually flush the system over time.

Other control schedules should also be considered, such as disabling demand control strategies and keeping outside air dampers open 24/7 at minimum speed. In addition, economizers can be used to control the regular change of air in the building.

Water Systems

Finally, one area that is often overlooked – but just as critical to safely reopening a school – is the building’s water system (potable, non-potable, cooling towers, evaporative HVAC equipment). Most building operators aren’t accustomed to dealing with health risks from these systems. However, in school buildings that have had low or no use for extended periods of time, there is significant risk of bacteria such as legionella building up. This build-up puts students, teachers and staff at risk of exposure to Pontiac Fever, an acute nonfatal respiratory disease, or Legionnaires Disease, a type of pneumonia caused by inhaling bacteria from water – and the deadliest waterborne disease in the United States.

The Centers for Disease Control and Prevention (CDC) has issued guidance advising building operators to test water before occupants return – and to have a plan in place to test and maintain water quality. Time and temperature are natural enemies to chlorine levels in water that keep bacteria from blooming. In an overabundance of caution, the CDC also recommends that building operators take the step of flushing the system to ensure the bacteria, biofilm build-up and stagnant water is removed, and chlorine levels are appropriate to keep blooms from developing.

The Time is Now

While schools sit vacant and administrators weigh decisions for the next school year, the time is right to ensure buildings and systems are ready for safe, sustainable operation and focused on the well-being of students, teachers and staff. Providing a safe and healthy learning environment is paramount, and reopening schools will require focus, adherence to specific procedures, and expertise to establish the right strategy for each system and piece of equipment.

Leslie Larocque is Vice President, Energy & Technical Services – Mountain Regions for McKinstry, where her responsibilities include managing the strategic direction, market growth and delivery of McKinstry’s offerings in Arizona, Colorado, Nevada and Utah. She has been providing energy and environmental solutions to both public and private sector customers throughout the U.S. and internationally since 1991.

The post Reopening School Facilities with Confidence appeared first on School Construction News.

Universities are in the throes of determining how students might safely return to campus. We at Duda|Paine, and many of our peers, are exploring ways that design can help define a ‘new normal.’ Much about this particular virus’s evolution remains unknown, and architects and designers are ‘learning as we go’ in strategizing a return to some semblance of “normal.” Experts, including medical professionals, epidemiologists and researches, will ultimately be critical partners in establishing criteria for design in a post-COVID-19 world.

About More Than Education

Human beings are inherently social. We gain important cues from physical dynamics, expressive gestures and body language not apparent virtually. Productivity may increase with remote work, but creativity and innovative thinking thrive when we are all in the same room. Learning also benefits from this in-person dynamic, and campus life provides much more than academic education—it offers a place for personal development and social maturation many young people wouldn’t gain otherwise.

Adapting Learning Models

Robust distance learning programs have been essential for institutions and students to weather this unusual time. Blended learning—using virtual and classroom systems in the same curriculum—and a phased plan to control density are starting points, but protocol must be established for ongoing reassessment and reconfiguration as health science related to the virus progresses.

For the time being, the density of existing learning and student life spaces must be reduced—a 200-person auditorium might only accommodate fifty students in the fall. Alternatively, large lectures may become entirely virtual with smaller seminars taught in person. Universities will need to define which learning activities are ‘essential’ to be conducted in person, and those well suited to virtual forums. Classroom models will be reconfigured for appropriate distancing practices, perhaps with the class splitting into alternating weeks of virtual and classroom sessions to establish manageable class sizes.

Team meeting and collaboration spaces—‘must haves’ only months ago—today appear threatened by concern for virus containment. Designers are already investigating solutions to prevent these innovation-fueling spaces from being eliminated from campus and office environments. Moveable furniture and individual study spaces can accommodate distancing while allowing students to be together while working alone.

Developing Design Options

We have a rich palette of existing and new innovations in design to put in place for safer campus spaces and buildings as both temporary and permanent measures. The main “living room” spaces at NC State’s Talley Student Union and Emory University’s Student Center include mobile and flexible furnishings. Movable partitions and panel systems could be added to allow more distancing-appropriate configurations that can evolve as needs change. Serveries and other aspects of dining and food service will evolve as well with sneeze guards and more robust sanitizing protocols.

We’ve long advocated for all projects to include multiple outdoor spaces such as terraces, plazas and gardens. Talley Student Union’s Stafford Commons and the Emory Student Center Outdoor Plaza provide open air space to the campus community. Emory Student Center’s large building program was divided into smaller pavilions unified under a shade trellis. Given Atlanta’s temperate climate, building spaces—including terraces, generous exterior circulation and a grand connecting stair—were placed outdoors to reduce heating and cooling needs. Today, this variety of open-air spaces, complete with moveable seating and tables, presents options for meeting in fresh air. Once considered alternative lounge spaces for student centers, these areas may now become health-conscious standards for classroom buildings and auditoriums.

Campus-wide controls such as wayfinding, signage and landscaping, which are part of any campus safety system, can aid in controlling the flow of pedestrian traffic, especially in combination with temporary pavement markings. Coupling these with contactless building and room entries, the use of facial recognition software over keypads, and more hands-free equipment in common areas such as touchless elevators, with lower passenger allowances, make sense today.

Upgraded and reconfigured air filtration systems can alter the direction of airflow downward, reducing the impact of airborne diseases. Inherently antimicrobial finishes and surfaces can be supplemented by accelerated and more robust cleaning protocols by users and cleaning teams.

Adapting Student Wellness Centers

Wellness programs—already becoming a proactive force on many campuses—will increase in importance. We see instruction in hygiene being added to wellness training programs, much like nutrition education and teaching kitchens are integrated into today’s wellness facilities. Student health and wellness centers will likely require new and additional spaces for isolation and quarantine, as will dorms.

Spaces that facilitate healthy choices may also contribute to every individual’s capacity to care for themselves, including oasis and meditation spaces. Waiting rooms may get larger, with more zones of separation, so those seeking routine care can have separation from those who are sick. These functional additions can accelerate our focus on wellness and encourage attention to self-care.

The Macro Culture

Density and efficiency have long been standards for controlling costs in new construction. With all we’ve learned in the first half of 2020, we may see changes in cost tolerances for new construction such as wider, more generous hallways and larger minimum floor area around desks. More generous spaces in public rooms and corridors would allow everyday distancing. And, a return to operable windows can provide ventilation and access to fresh air.

COVID-19 will reframe much of how we operate as a culture, society and economy. Changes related to building design will eventually become part of our architectural lexicon, much like behaviors and laws evolved around automobile seat belts and smoking. In addition to being social creatures, we are also infinitely adaptable. Returning to work, school and social engagement can be done thoughtfully, safely and with health and long-term wellness in mind.

Turan Duda, FAIA, & Jeffrey Paine, FAIA, are founding principals with Duda|Paine Architects, launched in 1997.

The post The New Normal on Campus appeared first on School Construction News.

HOT SPRINGS, Ark.—Construction continues on the more than $40 million in school projects underway in the Lakeside School District in Hot Springs, Ark. in spite of the COVID-19 pandemic.

In an article by the Arkansas Democrat Gazette, District Superintendent Shawn Cook said the district is aware the pandemic could have an impact on getting supplies in a timely manner, but it is unsure what that impact might be at this point. The district is making use of this time to take care of maintenance needs.

With a completion date slated for the 2021-22 school year, Lakeside School District voters approved a $4 million increase in 2018 to fund the construction, which was also eligible for state partnership funds. The district is receiving about $2.6 million under Arkansas’ Academic Facilities Partnership Program.

“The interest we receive on the bond money will go for items such as furniture, furnishings, equipment and things of that nature,” said Cook. “Construction is going great so far, and all of our projects will be ready to occupy for the 2021-2022 school year.”

He also said, in a statement, that he is excited that the district is going to be able to provide the campus with some necessary updates. The district has grown by more than 1,000 students since 2004.

The construction projects consist of a new junior high building housing 7^th and 8^th graders; a performing arts center; a new primary cafeteria; a new intermediate cafeteria; remodeling old cafeteria spaces; safety entrances and new office areas at the primary and intermediate schools; a turf field; playground turf areas at the primary, intermediate and middle schools; and new parking areas.

Cook said he believes the community will love the Lakeside Performing Arts Center, specifically the auditorium. Currently, the auditorium seats under 500. The new auditorium will have the capacity to house 1,200.

The post Projects Remain Underway on Arkansas Schools appeared first on School Construction News.

PLEASANTON, Calif.—The Pleasanton Unified School District recently passed a resolution that authorizes construction projects to continue as “essential” during the current shelter-in-place order due to the COVID-19 pandemic.

According to an article in the Mercury News, the board held a virtual emergency meeting on April 1 to approve the resolution that outlines construction projects throughout the district. In California Governor Gavin Newsom’s recent executive order requiring people to shelter in place, only essential businesses are allowed to continue.

However, Bay Area counties imposed a stricter mandate that prohibits most residential and commercial construction. Exempted from that mandate are public works projects “specifically designed as an essential government function by the lead governmental agency.”

In its article, the Mercury News wrote that Pleasanton Unified has interpreted this to mean that its construction projects are essential because they will provide “educational programs and safe, accessible and structurally sound facilities” available to students after school schools are allowed to reopen.

The list of projects includes the following:

• a library rebuild at Harvest Park Middle School;
• roof replacement at Fairlands and Alisal Elementary schools and Pleasanton and Harvest Park Middle Schools;
• phase one of the Lydikensen Elementary School rebuild;
• fencing at Hurst and Valley View elementary schools and Pleasanton Middle; and
• follow-up work to Amador Valley High’s solar.

Distance learning will continue at schools as students receive instruction from at-home teachers. School buildings throughout the state are expected to remain closed through the end of the academic year.

The post California District Passes Resolution Authorizing Construction as “Essential” appeared first on School Construction News.

MARIN COUNTY, Calif.—After six months of controversy, College of Marin, a public community college with two campuses—one each in Novato and Kentfield—and the Kentfield School District have settled the district’s lawsuit alleging environmental hazards from a construction project near Kent Middle School.

“We have come to a mutually satisfactory agreement,” said College of Marin President David Wain Coon after a college board of trustees meeting on March 30.

In a statement, Wain Coon said the settlement was approved unanimously by trustees on March 10 in closed session, but the COVID-19 crisis erupted just after that, so there was no public announcement.

According to an article in the Marin Independent Journal, the district sued the college last October, alleging it failed to address significant environmental impacts surrounding the college’s new maintenance and operations building. The suit raised concerns about hazardous emissions, dust, debris and noise near the middle school.

According to the settlement, College of Marin will accomplish the following improvements, safety measures and protections:

• A crossing guard will be in place at the project crosswalk during construction. After that, a safety barrier or flashing lights will be installed.
• Construction and delivery-related traffic will have restricted routing instructions to use detours during school hours.
• The college will adhere to rules for noise sampling, noise abatement and enforcing noise regulations, including installing noise-barrier fencing.
• The college will install a curb and a fence.
• The college will enforce vehicle idling regulations.

Ina Gotlieb, a Kent Middle School parent who led a community protest over the project, said the settlement “does not go far enough to protect the children and staff at the school from potential future impacts of the facility. They were able to continue constructing their facility while forcing KSD to settle for a pretty weak response.”

Construction is continuing through the COVID-19 pandemic, but with delays.

College of Marin Vice President of Operations Greg Nelson said that, in particular, the project was delayed after the asphalt contractor canceled over coronavirus concerns.

The post California College and School District Settle Lawsuit Over Project Fallout appeared first on School Construction News.

CANYON, Texas—Biological warfare technology born at West Texas A&M University to protect soldiers from anthrax has been readapted and deployed across campus to protect door handles from viruses and bacteria. The Copper-based foil adhesive will be tested for effectiveness against COVID-19.

Doors across West Texas A&M University soon will receive Copper Clean stickers over handles and push plates. The stickers — basically a highly engineered copper-alloy foil with an adhesive backing — are the newest product developed by Engineering Dean Emily Hunt and a group of ambitious graduate engineering students working to commercialize patents they have obtained for West Texas A&M University and The Texas A&M University System.

Along with standard infection control practices, these stickers will help alleviate the microbial burden on these high-touch surfaces across campus.

“The stickers are made with a copper-alloy that has been proven to kill 99.9 of harmful pathogens, like MSRA, Staph. auerus and E. coli within two hours,” Hunt said. Soon, they will be tested against other pathogens, including COVID-19.

See a video about Copper Clean adhesives here.

“Sometimes a complex problem requires a common sense solution,” said John Sharp, chancellor of the Texas A&M System. “Dr. Hunt and her team deserve a lot of credit for doing their part to address the biggest problem facing the world today.”

Copper is one of the oldest known antimicrobials. Applying it to high-touch surfaces was a challenge Hunt and her materials science engineering students first took on in 2016.

“We recognized way back then that there are many surfaces in the world that our hands share with others,” Hunt said. “These areas, which we call ‘high-touch,’ are very susceptible to picking up, harboring and transferring microorganisms among people.”

Hunt, a Canyon native, began her research into antimicrobial materials in 2009 when she was awarded a grant from the U.S. Department of Defense and the National Science Foundation to pursue her ideas to protect soldiers and civilians from biological weapons of mass destruction.

The Department of Defense adopted Hunt’s ideas for use in military gas masks. Then she and her team worked to convert the military technology into commercial and consumer applications.

They formed Buffalo Technology Group, a Texas limited partnership whose stakeholders include West Texas A&M University, The Texas A&M University System and Frontier Capital Group, a private equity firm. Buffalo Technology Group has successfully patented and sold several products already, including MIC-Guard, a ceramic-metallic powder used in various coatings, linings and molded products in several industrial applications to inhibit iron-eating microorganisms and biofouling.

Copper Clean stickers are made at an EPA-approved, American manufacturer, Hunt said. The first batch arrive just this week. West Texas A&M University will be the first customer, but Hunt said Buffalo Technology Group is already talking to school districts across the state who are interested.

“At a time when the whole world is more cognizant than they have ever been about the prevalence and danger of harmful microorganisms, my hope for these patches is that they are implemented in areas were large quantities of healthy, sick and immunocompromised individuals share high-touch surfaces,” Hunt said.

The stickers are for sale for $24.50 at https://coppercleanus.com/. Proceeds from their sales will go back into funding more research on campus.

The post West Texas A&M Develops Antiviral Door Protection appeared first on School Construction News.