Internship Experiences: Sophia BlatnikCommitted to helping educate architects of the future, ThenDesign Architecture (TDA) accepts interns into our office each year. Sophia Blatnik spent the summer as an architectural intern for TDA. Having a natural desire to get involved in public architecture, she was most interested to see how educational design could positively affect a community.
Sophia Blatnik – Architectural Intern
Sophia Blatnik spent the summer as an architectural intern for ThenDesign Architecture (TDA). Having a natural desire to get involved in public architecture, she was most interested to see how educational design could positively affect a community. She found that by integrating 3D visualization techniques into communication, it helps stakeholders better understand many complex architectural ideas.
“ThenDesign Architecture does a great job thinking about what the future holds for students and then designs buildings to allow for their growth.
Sophia Blatnik
Architectural Intern
Questions for Sophia Blatnik
What is your typical day like?
When I get in, I get my desk ready and refresh my memory on yesterday’s tasks. Each time I have a meeting, I make a lot of notes and what I need to work on. That keeps me on track. Before I leave for the day, I note what needs to happen first thing in the morning. So it refreshes my memory. I work through my assigned tasks and if I have any questions, I either find information on the server, or someone in the studio can help. It is such an open space, it fosters creativity.
Who have you worked with the most during your internship?
I worked with so many people, but the majority of my time, I worked with Claire. She has been an amazing mentor and has put so much trust in me. I really appreciate this because it is my first internship. I have been on many different projects and have gotten a wide range of architectural experiences, from schools to aquatic centers.
What did you learn that surprised you the most during your internship?
I saw how “forward thinking” architects need to be when designing schools. TDA is always looking to the future, since educational architecture will be used by future generations. It was surprising to see how much thinking goes into how students will be affected in each space. You really need to think about how they feel and whether they will be inspired in that room. I really wasn’t expecting that part of design.
What was the most memorable time of your internship?
The interns were charged with coming up with a “patio lunch” idea and we took charge of that! We had everyone come up with a theme and ideas for food. We all decided on the foods and figured out what else we needed to bring in for a successful “community gathering.” Everyone chose a “Mamma Mia” theme which is what we were hoping for. It was exciting to design all aspects of this event, even if it was just a patio lunch. That was a lot of fun!
So I’ve been trying to figure out what field of architecture I want to go into. I know that I want to do something with the community, which is why schools really interest me and especially working here, I’ve loved seeing the impact that it has on the community members with designing for the community.
In school, when we’re designing, we’re not designing for an actual client it’s hypothetical. So we don’t have those conversations that I’ve learned coming here that go on between not only the architects and the client, but also the engineers and a bunch of different other members of the team. So it’s been really cool to see the background process of how that all works.
So I wanted an experience over the summer to get an idea of what’s actually happening in the real world rather than just at school. So I didn’t know exactly what I was walking into. I was hoping I was going to get to do some design work, but I wasn’t sure and they did mention that they want the interns here to get a full scope, whatever projects that they’re interested in or to get an idea of many steps of the process. That’s something that I was hoping would happen at an internship, but definitely has exceeded my expectations with how much I’ve been able to see of the process.
TDA has done a great job of thinking of what the future will hold for these generations that they’re designing for and allowing for that growth that will happen in society and in these future generations to really incorporate that growth. So I have really appreciated the environment of this firm. I know all of the interns we’ve gotten so close, we’ve actually hung out outside of work and especially coming out of COVID-19 where there was so much isolation. It was really nice to have this community feel and these people that I’ve grown so close with and feel accepted and pushed to grow as a designer and as a person that has been the biggest takeaway for me.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education DesignStudent-Centered Design” is an architectural strategy in K-12 educational facilities that provides students a variety of spaces for individual and group work, flexible furniture, and modern technology. This empowers them to adapt their environment to how they learn best. Districts across the U.S. are incorporating these strategies into both their curriculum and schools while experiencing greater student satisfaction, fewer disciplinary issues and increased academic time.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education Design
All educators are challenged with identifying the best ways to teach and engage their students. New curriculum methods, school design and academic programs are tested and deployed to capitalize on how kids learn. Recently, more research has been devoted to understanding how a student’s academic success can be impacted by the layout of their physical space. This model, known as “Student-Centered Design,” empowers students to learn how they are most comfortable while providing flexible spaces for collaborative activities. It is currently being adopted by school districts across the United States.
The North Royalton City School District, located in Northeast Ohio, performed extensive Educational Visioning and community engagement to understand whether this style of facility would work for their community. They then embarked on a capital improvement program to develop their schools to support a “student-centered” learning approach. The program incorporated an addition and renovations to their high school, renovations to their middle school, and a consolidation of their 3 elementary schools into one new building. The North Royalton Elementary School is a $35 million, 148,000 sf, building that embodies these principles in its architecture and demonstrates how good educational design benefits each student’s educational outcome.
North Royalton Elementary School: Education in Motion
“I am excited for the kids who will have a combination of a traditional school arrangement and options for flexible activities in the collaborative spaces. I love what this building provides for our teachers and our kids.”
Michael Laub
Superintendent of North Royalton City Schools
Developing Educational Environments
Trends in teaching styles, curriculum and school layout have changed over the decades, with “traditional” double loaded corridor schools appearing in the 50’s and 60’s, more “open concept schools” appearing in the 70’s and 80’s, and more technologically advanced buildings replacing blackboards with computer labs and white boards in the 2000’s. Each generation attempts to improve the educational opportunities for their students. Methods that served communities decades ago may not be relevant in today’s fast paced, technologically rich environment.
Since so much time is spent in a school, it is important for educators and architects to work closely together while determining how to best design a learning environment to serve a community’s needs for decades to come.
This is where using a model of “Student-Centered Learning” helps determine timeless priorities that will serve students no matter the decade.
Supporting the Educational Vision: North Royalton City Schools
What is “Student-Centered Learning?”
“Student-Centered Learning” is an educational model that focuses on how students retain information by encouraging collaboration and “active learning” in their day-to-day routines. This model emphasizes small group work between students and opportunities to work “hands on” with their peers and take a more self-directed, sensory approach to education. Students and teachers are encouraged to adapt spaces and furniture to accommodate small group discussions, large presentations and find new ways to collaborate.
“Many districts we talk with are moving towards a “Student-Centered” approach,” reflected Claire Bank, an architect with ThenDesign Architecture who worked on North Royalton’s new ES. “No one has a crystal ball to see the future, but it’s important we build flexibility into the space so it can transform as education transforms.”
In the past, spaces were designed to primarily support lecturing students, who were expected to retain information by listening and taking notes. As student retention has been studied and better understood, spaces have evolved to support the types of activities that help students to learn.
The Architectural Approach for “Student-Centered Learning”
In terms of architecture, a “traditional” school layout is characterized by similarly sized classrooms joined by a corridor. In this model, educators teach in a classroom with rows of desks facing the front of the room. Generally, it is inconvenient to rearrange furniture without wheels for small group activities and access to other spaces is limited. The traditional arrangement is good for “lecture style” learning but doesn’t provide easy options for collaboration and active learning.
Architecturally, “Student-Centered Design” calls for a range of flexible spaces that students and educators can easily adapt to change over time with new needs.
One major characteristic of this model is incorporating variously sized spaces and movable furniture specifically designed to accommodate the intended activities. This may include an open collaborative space with flexible soft seating for larger presentations and gatherings, a small group room that supports discussions between smaller groups of students, classrooms with movable walls, and project labs with high-capacity cabinetry and durable furniture to support creative projects. Each space incorporates modern technology including internet connected devices, touch screen projectors, powerful Wi-Fi, and other collaborative tools.
“I think back to our old buildings, and we loved our time there, but they were all the same, classroom after classroom,” recalls Kirk Pavelich, Principal of North Royalton Elementary School. “You come into our learning communities now, and there are all these different types of projects going on. We never could have done this before.”
The result of this model is educational spaces that provide teachers and students dynamic environments that can be easily adapted for movement and specialized lessons.
Traditional School and 21st Century Learning Models
“The new school is good for the community because it provides such a great space for their kids to learn. It’s comfortable, it’s flexible, and it makes the students excited to go to school and learn.”
Claire Bank
Architect
North Royalton City Schools, Educational Visioning
The North Royalton City School District serves around 4,000 students. Faced with aging infrastructure, they decided they wanted to update their curriculum and facilities. For over a decade, the District conducted planning, educational conversations, and community engagements on what the future of education should look like for their community.
In 2015, an Educational Visioning session was held to explore this question and work through ideas with community members, teachers, city officials and District administrators. The result was a forward-thinking plan to redesign their high school as well as consolidate their elementary schools, combining them into a single educational facility to house PreK-fourth grade. Here principles of student-centered learning were discussed.
North Royalton City Schools: Educational Visioning Session
Leading up to and during the design process, ThenDesign Architecture (TDA) gathered information from the School District on how they envisioned education in their community. This crucial exercise provided insight into how the new facilities would be laid out.
It was here that a “student-centered approach” was adopted for both their curriculum and architecture.
TDA began laying out spaces to meet the vision shared by the District. Meeting regularly in building focus groups, educators at each grade level shared how they wanted the spaces to function for their students. Decisions from these groups were incorporated into the building designs. Operable partition locations, furniture choices, “teaching wall” placements, and storage options for classrooms were discussed and incorporated. The spaces were tailored to how teachers from those grades would operate.
These focus groups also toured facilities in surrounding districts, to see how they approached their new buildings.
Transitioning to this type of building model must be deliberately approached. Teachers in a learning community have to coordinate with their colleagues about use of the new spaces. Professional development for the District is often undertaken by educators to prepare for the transition and ensure they are ready to use the new spaces.
The District sponsored professional development to prepare educators for this new model of education when the facility was completed. This was performed over two years and consisted of collaborative staff meetings that involved faculty from three elementary buildings. The team worked through the concepts of student-centered learning and shared flexible spaces, all while striving to develop the teams they would be working with once in the new building.
Vision in a Word
“It’s all about the kids. From the moment I started teaching, to being an administrator, it’s only what’s good for the kids. It starts with getting great educators in the classrooms, but then providing the best facilities to teach in. This facility allows them to move from good to great.”
Greg Gurka
Former Superintendent of North Royalton City Schools
North Royalton Elementary School Layout
The North Royalton Elementary School is a $35 million, 148,000 square foot building that supports over 1,450 students and replaces three elementary schools.
The school resembles a capital letter “E” laid on its back, with 2 large outdoor spaces between each wing. Students are divided into separate learning communities spread across Kindergarten to Fourth grade. Each grade is divided into 3 communities, each with 4 teachers and approximately 100 students. Students spend the majority of their time inside their learning community of 100 students, which allows the young students to thrive in a large facility.
“This is a great facility because we deeply thought about how to meet the needs of the community and flexible workspaces,” commented Greg Gurka, the District superintendent during the design of the facility. “When you see what we have done with the design and construction team these spaces can change year-to-year or week-to-week based on the needs of the students. This building will do that for generations to come.”
Spatially, each community consists of an open collaborative space, 2 classrooms, a small group room, and a project lab. They also have access to the central two-story student dining at the heart of the building, music rooms, art rooms, a gymnasium, and media centers which feature collaborative stairs. Minimized corridor space between areas, creates a more efficient floor plan and results in more usable educational square footage per student.
The perceived scale of the new school was reduced by dividing the large building into smaller communities, limiting the number of people students interact with daily. This prevents them from being overwhelmed but still provides opportunities to collaborate with other learning communities.
North Royalton Elementary School: Space Breakdown
The North Royalton Elementary School hosts a wide variety of spaces that educators make use of daily. Below are a few examples of the new spaces offered in this facility and how they are used.
Student “Community”
This 5-space grouping is the foundation of where students spend the majority of their academic time. The open collaborative space joins individual classrooms and features an open area for educators to rearrange students’ desks to accommodate lectures, group activities, technology use and reading activities. Circulation is located on the edges of the space, with most furniture being on wheels to be easily rearranged. The collaborative is designed for active group work and dynamic activities.
Classrooms are a technology rich environment, with interactive short throw projectors and operable walls to join the classrooms together when doing group work.
Student Dining
Student dining is a hub of the school. Connecting to the servery and kitchen, this 2-story tall open space can fit 1/3 of the student population at once, with a large collaborative stair that can fit an entire grade level. The multitiered floor gives students interesting options to sit with friends, with both hard and soft seating options. Students can access one of the main outdoor spaces. A large collaborative stair is equipped with professional stage lighting, and can serve as a stage when in use as an auditorium space.
Media Center
The school is equipped with two, open media centers. These spaces serve as shared libraries for media storage and are used for classes who need quiet reading times. During the day, students rotate in and out of the space to promote reading, literacy discussions and to relax with a good book. The stair is carpeted so students feel more comfortable lounging there or on the soft furniture in the space.
Travel Zones
During lunch periods and in between classes, travel zones are designated throughout the building. Since traditional corridors have been minimized, students often pass through occupied collaborative areas. Colors of the floor and furniture layouts quickly direct students through these spaces easily and quietly.
Morning drop-off from 36 busses is facilitated through designated doors along the main circulation spine of the building. All 1,450 students can enter and navigate to their communities in under 15 minutes. This feat wasn’t possible in the previous schools.
“This school is different from what some may have experienced, but the kids come right in, get used to it and love to learn in this environment. We can take their passion and energy and provide them with facilities to be successful at anything they aspire to.”
Kirk Pavelich
Principal of North Royalton Elementary School
A Student-Centered Learning Approach
The “Student-Centered Learning” model presents many opportunities for current and future children. The flexible and collaborative design allows students to engage with their peers and teachers more actively while adapting their environment to learn in a more natural way.
School buildings are used by and supported by their communities for decades, and they influence the thousands of students who use them. Having a building that can transform to meet the needs of education in the future is paramount. Focusing on a student’s needs first ensures them a better foundation as they advance in their educational careers.
“I think education is the great equalizer. It’s not our job to teach kids what to think. It’s our job to help kids learn how to think, how to make decisions, how to problem solve and how to work together,” commented Superintendent Laub. “This is what helps them become successful contributors to society as they grow up.”
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education DesignStudent-Centered Design” is an architectural strategy in K-12 educational facilities that provides students a variety of spaces for individual and group work, flexible furniture, and modern technology. This empowers them to adapt their environment to how they learn best. Districts across the U.S. are incorporating these strategies into both their curriculum and schools while experiencing greater student satisfaction, fewer disciplinary issues and increased academic time.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education Design
All educators are challenged with identifying the best ways to teach and engage their students. New curriculum methods, school design and academic programs are tested and deployed to capitalize on how kids learn. Recently, more research has been devoted to understanding how a student’s academic success can be impacted by the layout of their physical space. This model, known as “Student-Centered Design,” empowers students to learn how they are most comfortable while providing flexible spaces for collaborative activities. It is currently being adopted by school districts across the United States.
The North Royalton City School District, located in Northeast Ohio, performed extensive Educational Visioning and community engagement to understand whether this style of facility would work for their community. They then embarked on a capital improvement program to develop their schools to support a “student-centered” learning approach. The program incorporated an addition and renovations to their high school, renovations to their middle school, and a consolidation of their 3 elementary schools into one new building. The North Royalton Elementary School is a $35 million, 148,000 sf, building that embodies these principles in its architecture and demonstrates how good educational design benefits each student’s educational outcome.
North Royalton Elementary School: Education in Motion
“I am excited for the kids who will have a combination of a traditional school arrangement and options for flexible activities in the collaborative spaces. I love what this building provides for our teachers and our kids.”
Michael Laub
Superintendent of North Royalton City Schools
Developing Educational Environments
Trends in teaching styles, curriculum and school layout have changed over the decades, with “traditional” double loaded corridor schools appearing in the 50’s and 60’s, more “open concept schools” appearing in the 70’s and 80’s, and more technologically advanced buildings replacing blackboards with computer labs and white boards in the 2000’s. Each generation attempts to improve the educational opportunities for their students. Methods that served communities decades ago may not be relevant in today’s fast paced, technologically rich environment.
Since so much time is spent in a school, it is important for educators and architects to work closely together while determining how to best design a learning environment to serve a community’s needs for decades to come.
This is where using a model of “Student-Centered Learning” helps determine timeless priorities that will serve students no matter the decade.
Supporting the Educational Vision: North Royalton City Schools
What is “Student-Centered Learning?”
“Student-Centered Learning” is an educational model that focuses on how students retain information by encouraging collaboration and “active learning” in their day-to-day routines. This model emphasizes small group work between students and opportunities to work “hands on” with their peers and take a more self-directed, sensory approach to education. Students and teachers are encouraged to adapt spaces and furniture to accommodate small group discussions, large presentations and find new ways to collaborate.
“Many districts we talk with are moving towards a “Student-Centered” approach,” reflected Claire Bank, an architect with ThenDesign Architecture who worked on North Royalton’s new ES. “No one has a crystal ball to see the future, but it’s important we build flexibility into the space so it can transform as education transforms.”
In the past, spaces were designed to primarily support lecturing students, who were expected to retain information by listening and taking notes. As student retention has been studied and better understood, spaces have evolved to support the types of activities that help students to learn.
The Architectural Approach for “Student-Centered Learning”
In terms of architecture, a “traditional” school layout is characterized by similarly sized classrooms joined by a corridor. In this model, educators teach in a classroom with rows of desks facing the front of the room. Generally, it is inconvenient to rearrange furniture without wheels for small group activities and access to other spaces is limited. The traditional arrangement is good for “lecture style” learning but doesn’t provide easy options for collaboration and active learning.
Architecturally, “Student-Centered Design” calls for a range of flexible spaces that students and educators can easily adapt to change over time with new needs.
One major characteristic of this model is incorporating variously sized spaces and movable furniture specifically designed to accommodate the intended activities. This may include an open collaborative space with flexible soft seating for larger presentations and gatherings, a small group room that supports discussions between smaller groups of students, classrooms with movable walls, and project labs with high-capacity cabinetry and durable furniture to support creative projects. Each space incorporates modern technology including internet connected devices, touch screen projectors, powerful Wi-Fi, and other collaborative tools.
“I think back to our old buildings, and we loved our time there, but they were all the same, classroom after classroom,” recalls Kirk Pavelich, Principal of North Royalton Elementary School. “You come into our learning communities now, and there are all these different types of projects going on. We never could have done this before.”
The result of this model is educational spaces that provide teachers and students dynamic environments that can be easily adapted for movement and specialized lessons.
Traditional School and 21st Century Learning Models
“The new school is good for the community because it provides such a great space for their kids to learn. It’s comfortable, it’s flexible, and it makes the students excited to go to school and learn.”
Claire Bank
Architect
North Royalton City Schools, Educational Visioning
The North Royalton City School District serves around 4,000 students. Faced with aging infrastructure, they decided they wanted to update their curriculum and facilities. For over a decade, the District conducted planning, educational conversations, and community engagements on what the future of education should look like for their community.
In 2015, an Educational Visioning session was held to explore this question and work through ideas with community members, teachers, city officials and District administrators. The result was a forward-thinking plan to redesign their high school as well as consolidate their elementary schools, combining them into a single educational facility to house PreK-fourth grade. Here principles of student-centered learning were discussed.
North Royalton City Schools: Educational Visioning Session
Leading up to and during the design process, ThenDesign Architecture (TDA) gathered information from the School District on how they envisioned education in their community. This crucial exercise provided insight into how the new facilities would be laid out.
It was here that a “student-centered approach” was adopted for both their curriculum and architecture.
TDA began laying out spaces to meet the vision shared by the District. Meeting regularly in building focus groups, educators at each grade level shared how they wanted the spaces to function for their students. Decisions from these groups were incorporated into the building designs. Operable partition locations, furniture choices, “teaching wall” placements, and storage options for classrooms were discussed and incorporated. The spaces were tailored to how teachers from those grades would operate.
These focus groups also toured facilities in surrounding districts, to see how they approached their new buildings.
Transitioning to this type of building model must be deliberately approached. Teachers in a learning community have to coordinate with their colleagues about use of the new spaces. Professional development for the District is often undertaken by educators to prepare for the transition and ensure they are ready to use the new spaces.
The District sponsored professional development to prepare educators for this new model of education when the facility was completed. This was performed over two years and consisted of collaborative staff meetings that involved faculty from three elementary buildings. The team worked through the concepts of student-centered learning and shared flexible spaces, all while striving to develop the teams they would be working with once in the new building.
Vision in a Word
“It’s all about the kids. From the moment I started teaching, to being an administrator, it’s only what’s good for the kids. It starts with getting great educators in the classrooms, but then providing the best facilities to teach in. This facility allows them to move from good to great.”
Greg Gurka
Former Superintendent of North Royalton City Schools
North Royalton Elementary School Layout
The North Royalton Elementary School is a $35 million, 148,000 square foot building that supports over 1,450 students and replaces three elementary schools.
The school resembles a capital letter “E” laid on its back, with 2 large outdoor spaces between each wing. Students are divided into separate learning communities spread across Kindergarten to Fourth grade. Each grade is divided into 3 communities, each with 4 teachers and approximately 100 students. Students spend the majority of their time inside their learning community of 100 students, which allows the young students to thrive in a large facility.
“This is a great facility because we deeply thought about how to meet the needs of the community and flexible workspaces,” commented Greg Gurka, the District superintendent during the design of the facility. “When you see what we have done with the design and construction team these spaces can change year-to-year or week-to-week based on the needs of the students. This building will do that for generations to come.”
Spatially, each community consists of an open collaborative space, 2 classrooms, a small group room, and a project lab. They also have access to the central two-story student dining at the heart of the building, music rooms, art rooms, a gymnasium, and media centers which feature collaborative stairs. Minimized corridor space between areas, creates a more efficient floor plan and results in more usable educational square footage per student.
The perceived scale of the new school was reduced by dividing the large building into smaller communities, limiting the number of people students interact with daily. This prevents them from being overwhelmed but still provides opportunities to collaborate with other learning communities.
North Royalton Elementary School: Space Breakdown
The North Royalton Elementary School hosts a wide variety of spaces that educators make use of daily. Below are a few examples of the new spaces offered in this facility and how they are used.
Student “Community”
This 5-space grouping is the foundation of where students spend the majority of their academic time. The open collaborative space joins individual classrooms and features an open area for educators to rearrange students’ desks to accommodate lectures, group activities, technology use and reading activities. Circulation is located on the edges of the space, with most furniture being on wheels to be easily rearranged. The collaborative is designed for active group work and dynamic activities.
Classrooms are a technology rich environment, with interactive short throw projectors and operable walls to join the classrooms together when doing group work.
Student Dining
Student dining is a hub of the school. Connecting to the servery and kitchen, this 2-story tall open space can fit 1/3 of the student population at once, with a large collaborative stair that can fit an entire grade level. The multitiered floor gives students interesting options to sit with friends, with both hard and soft seating options. Students can access one of the main outdoor spaces. A large collaborative stair is equipped with professional stage lighting, and can serve as a stage when in use as an auditorium space.
Media Center
The school is equipped with two, open media centers. These spaces serve as shared libraries for media storage and are used for classes who need quiet reading times. During the day, students rotate in and out of the space to promote reading, literacy discussions and to relax with a good book. The stair is carpeted so students feel more comfortable lounging there or on the soft furniture in the space.
Travel Zones
During lunch periods and in between classes, travel zones are designated throughout the building. Since traditional corridors have been minimized, students often pass through occupied collaborative areas. Colors of the floor and furniture layouts quickly direct students through these spaces easily and quietly.
Morning drop-off from 36 busses is facilitated through designated doors along the main circulation spine of the building. All 1,450 students can enter and navigate to their communities in under 15 minutes. This feat wasn’t possible in the previous schools.
“This school is different from what some may have experienced, but the kids come right in, get used to it and love to learn in this environment. We can take their passion and energy and provide them with facilities to be successful at anything they aspire to.”
Kirk Pavelich
Principal of North Royalton Elementary School
A Student-Centered Learning Approach
The “Student-Centered Learning” model presents many opportunities for current and future children. The flexible and collaborative design allows students to engage with their peers and teachers more actively while adapting their environment to learn in a more natural way.
School buildings are used by and supported by their communities for decades, and they influence the thousands of students who use them. Having a building that can transform to meet the needs of education in the future is paramount. Focusing on a student’s needs first ensures them a better foundation as they advance in their educational careers.
“I think education is the great equalizer. It’s not our job to teach kids what to think. It’s our job to help kids learn how to think, how to make decisions, how to problem solve and how to work together,” commented Superintendent Laub. “This is what helps them become successful contributors to society as they grow up.”
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Cuyahoga Falls 6-12 Campus, Academic Design and Construction EstimationProgress continues on the Cuyahoga Falls 6-12 Campus. Learn about the schematic intent behind the academic design and how cost estimations play a part of the architectural process.
Academic Design and Construction Update
Since the October 19th “schematic intent” event was cancelled, below is a brief snapshot from that presentation.
Progress continues on plans for Cuyahoga Falls’ new 6-12 school and stadium complex. The Cuyahoga Falls City School District, the Ohio Facilities Construction Commission (OFCC), Hammond Construction and ThenDesign Architecture have been engaging with the school district administration and staff, board members, community members, city officials, and various specialists through meetings, engagement sessions, surveys, and presentations. Each of these parties have helped to shape the design of the new school and are committed to creating a facility that provides strong, innovative programs for students, safe and secure learning environments, and a gathering place for the Cuyahoga Falls community.
The design process involves three major phases: schematic design, design development and producing the final construction documents. Schematic design involves the overall look of the building, preliminary floor plans and the layout of the building on the site. The design development phase includes refining the look, selecting materials, and designing the building systems.
A Cuyahoga Falls 6-12 Campus Planning Committee Meeting
Site Plan
The site is a 45 acre plot in Cuyahoga Falls, where the Bolich Middle school, the old Newberry Elementary, LayBourne Field and Newberry Park are located. Bolich Middle School (opened in 1954) was the first junior high school in the Cuyahoga Falls City School System. It became a middle school in 1983 and since then has housed grades 6, 7 and 8. Newberry Elementary School, which was originally built in 1956, is a single-story building that has been leased by Summit Christian School and Summit County Educational Services since 2005.
Bolich, Newberry and Laybourne Field are scheduled to be demolished with the new 6-12 building planned to occupy the site, along with a Performing Art Center and new athletic facility. During Educational Visioning, the community identified goals for the site, which included maintaining some of Newberry Park and allowing the new building to have a visual presence on Portage Trail, with athletic facilities being located towards Newberry Park. These ideas are being incorporated into the design.
The Existing Site for the Cuyahoga Falls 6-12 Campus
The District does a great job with their facilities, but this will be the “missing piece” to our city. Everything will be complete because the campus environment is perfect.”
Don Walters
Mayor of Cuyahoga Falls
The Bond Process and Educational Visioning
While design officially started in April after an Educational Visioning Session, this project stretches back to the Spring of 2015, when the school District filed a master plan with the Ohio Facilities Construction Commission. In November 2019, the Cuyahoga Falls community approved a Bond issue that provided $80.6 million of the project, while the OFCC will contribute $33.2 million to the overall project. State funding was released to the district in May 2021, another large milestone that allowed all the team members to officially begin design.
The new facility is scheduled to open for the 2025-2026 school year. The Mayor of Cuyahoga Falls, Don Walters has called this project, “the missing link of the city,” in an interview earlier this year. The much-anticipated project will offer residents and students a modern environment and expanded educational opportunities.
Cuyahoga Falls City School District Educational Visioning
Architectural Design is an Iterative Process
Starting in April 2021, ThenDesign Architecture, the Cuyahoga Falls City School District and the OFCC have been developing schematics for the new structure. Throughout the spring and summer, a variety of engagements with community groups and educators have taken place. This has allowed the team to receive feedback from community members, teachers, and administrators that are being actively incorporated into the design process.
Architectural design is an iterative process. It involves generating many potential solutions, then quickly refining and testing the best ones, while dismissing those that don’t satisfy projects goals. For those working in the creative fields, this is a familiar process, and the development of the new school is no different. A variety of schemes have been developed, tested, and refined to best understand if they meet the needs of the district, while staying within budget.
We look forward to sharing more specifics on the 6-12 campus in the coming months.
Development for “The Whole Child”
Developing the “Whole Child”
Educational Foundation of Building
A great deal of time has been spent on the inner workings of the building with the schematic intent for the academic design being outlined. Classrooms follow a “pod” structure, with various grades broken down into small communities known as “neighborhoods,” “villages” and “communities.” Each of these differently sized pods represents a self-contained learning environment where students will spend most of their time. “Neighborhoods” are the smallest and contain classrooms, an open collaborative space and small group room. “Villages” and “communities” are larger but contain a similar academic design.
Educational research indicates that each person can maintain 150 meaningful social relationships at once. Dividing spaces in this way allow students to remain with a core group of their peers. This diminishes the overall building scale, while allowing all grades to efficiently share the common areas such as student dining, the gymnasiums, and performing arts center.
Examples of the neighborhoods include the three-6th grade learning “neighborhoods.” These small educational pods are separated from the middle and high school. This way sixth graders enjoy a welcoming and safe environment as they navigate the crucial transition out of elementary school. This new pod environment allows them to acclimate naturally to the new educational environment, while eliminating another jarring facility transition in future grades.
Similarly, the middle school “villages” are separated from the high school pods and the middle and high school have separate entries. It is best to think of this complex as two separate buildings under one roof. While there are opportunities for to share common spaces, students will remain separated in their academic areas but still benefit from pooled educational resources in a single building. This is the direction that many school districts are moving in and a lot of research demonstrates its effectiveness in public education.
A Design Team Meeting
The Role of a Construction Manager
As we move through the phases of design, Hammond will provide cost estimate analyses, ensuring the design stays within the financial commitment made to the community. With the current economic climate, the construction industry is facing several supply chain issues, labor shortages and inflationary concerns. Our team is currently working to identify all potential risks to the project, and will develop mitigation strategies into the final plan.
You will soon see activity on the site, starting with abatement of the Newberry School. In the next few months, the district will be hosting an online auction to sell various loose items in the building. The abatement of the building will follow, which includes the removal of specific materials prior to demolition of the facility. Once abatement is complete, the building services will be discontinued, and the school will be locked and secured through the remainder of the winter months. Final demolition of the building will be a part of the full campus site development work to be completed next year.
When will my child be in the new building?
Next Steps:
We look forward to releasing more information on the building as details around the floor plan, interior spaces and exterior renderings are developed. In the meantime, if you have specific questions, feel free to reach out to: cf_nichols@cftigers.org.
Cuyahoga Falls 6-12 Campus, Academic Design and Construction EstimationProgress continues on the Cuyahoga Falls 6-12 Campus. Learn about the schematic intent behind the academic design and how cost estimations play a part of the architectural process.
Academic Design and Construction Update
Since the October 19th “schematic intent” event was cancelled, below is a brief snapshot from that presentation.
Progress continues on plans for Cuyahoga Falls’ new 6-12 school and stadium complex. The Cuyahoga Falls City School District, the Ohio Facilities Construction Commission (OFCC), Hammond Construction and ThenDesign Architecture have been engaging with the school district administration and staff, board members, community members, city officials, and various specialists through meetings, engagement sessions, surveys, and presentations. Each of these parties have helped to shape the design of the new school and are committed to creating a facility that provides strong, innovative programs for students, safe and secure learning environments, and a gathering place for the Cuyahoga Falls community.
The design process involves three major phases: schematic design, design development and producing the final construction documents. Schematic design involves the overall look of the building, preliminary floor plans and the layout of the building on the site. The design development phase includes refining the look, selecting materials, and designing the building systems.
A Cuyahoga Falls 6-12 Campus Planning Committee Meeting
Site Plan
The site is a 45 acre plot in Cuyahoga Falls, where the Bolich Middle school, the old Newberry Elementary, LayBourne Field and Newberry Park are located. Bolich Middle School (opened in 1954) was the first junior high school in the Cuyahoga Falls City School System. It became a middle school in 1983 and since then has housed grades 6, 7 and 8. Newberry Elementary School, which was originally built in 1956, is a single-story building that has been leased by Summit Christian School and Summit County Educational Services since 2005.
Bolich, Newberry and Laybourne Field are scheduled to be demolished with the new 6-12 building planned to occupy the site, along with a Performing Art Center and new athletic facility. During Educational Visioning, the community identified goals for the site, which included maintaining some of Newberry Park and allowing the new building to have a visual presence on Portage Trail, with athletic facilities being located towards Newberry Park. These ideas are being incorporated into the design.
The Existing Site for the Cuyahoga Falls 6-12 Campus
The District does a great job with their facilities, but this will be the “missing piece” to our city. Everything will be complete because the campus environment is perfect.”
Don Walters
Mayor of Cuyahoga Falls
The Bond Process and Educational Visioning
While design officially started in April after an Educational Visioning Session, this project stretches back to the Spring of 2015, when the school District filed a master plan with the Ohio Facilities Construction Commission. In November 2019, the Cuyahoga Falls community approved a Bond issue that provided $80.6 million of the project, while the OFCC will contribute $33.2 million to the overall project. State funding was released to the district in May 2021, another large milestone that allowed all the team members to officially begin design.
The new facility is scheduled to open for the 2025-2026 school year. The Mayor of Cuyahoga Falls, Don Walters has called this project, “the missing link of the city,” in an interview earlier this year. The much-anticipated project will offer residents and students a modern environment and expanded educational opportunities.
Cuyahoga Falls City School District Educational Visioning
Architectural Design is an Iterative Process
Starting in April 2021, ThenDesign Architecture, the Cuyahoga Falls City School District and the OFCC have been developing schematics for the new structure. Throughout the spring and summer, a variety of engagements with community groups and educators have taken place. This has allowed the team to receive feedback from community members, teachers, and administrators that are being actively incorporated into the design process.
Architectural design is an iterative process. It involves generating many potential solutions, then quickly refining and testing the best ones, while dismissing those that don’t satisfy projects goals. For those working in the creative fields, this is a familiar process, and the development of the new school is no different. A variety of schemes have been developed, tested, and refined to best understand if they meet the needs of the district, while staying within budget.
We look forward to sharing more specifics on the 6-12 campus in the coming months.
Development for “The Whole Child”
Developing the “Whole Child”
Educational Foundation of Building
A great deal of time has been spent on the inner workings of the building with the schematic intent for the academic design being outlined. Classrooms follow a “pod” structure, with various grades broken down into small communities known as “neighborhoods,” “villages” and “communities.” Each of these differently sized pods represents a self-contained learning environment where students will spend most of their time. “Neighborhoods” are the smallest and contain classrooms, an open collaborative space and small group room. “Villages” and “communities” are larger but contain a similar academic design.
Educational research indicates that each person can maintain 150 meaningful social relationships at once. Dividing spaces in this way allow students to remain with a core group of their peers. This diminishes the overall building scale, while allowing all grades to efficiently share the common areas such as student dining, the gymnasiums, and performing arts center.
Examples of the neighborhoods include the three-6th grade learning “neighborhoods.” These small educational pods are separated from the middle and high school. This way sixth graders enjoy a welcoming and safe environment as they navigate the crucial transition out of elementary school. This new pod environment allows them to acclimate naturally to the new educational environment, while eliminating another jarring facility transition in future grades.
Similarly, the middle school “villages” are separated from the high school pods and the middle and high school have separate entries. It is best to think of this complex as two separate buildings under one roof. While there are opportunities for to share common spaces, students will remain separated in their academic areas but still benefit from pooled educational resources in a single building. This is the direction that many school districts are moving in and a lot of research demonstrates its effectiveness in public education.
A Design Team Meeting
The Role of a Construction Manager
As we move through the phases of design, Hammond will provide cost estimate analyses, ensuring the design stays within the financial commitment made to the community. With the current economic climate, the construction industry is facing several supply chain issues, labor shortages and inflationary concerns. Our team is currently working to identify all potential risks to the project, and will develop mitigation strategies into the final plan.
You will soon see activity on the site, starting with abatement of the Newberry School. In the next few months, the district will be hosting an online auction to sell various loose items in the building. The abatement of the building will follow, which includes the removal of specific materials prior to demolition of the facility. Once abatement is complete, the building services will be discontinued, and the school will be locked and secured through the remainder of the winter months. Final demolition of the building will be a part of the full campus site development work to be completed next year.
When will my child be in the new building?
Next Steps:
We look forward to releasing more information on the building as details around the floor plan, interior spaces and exterior renderings are developed. In the meantime, if you have specific questions, feel free to reach out to: cf_nichols@cftigers.org.
Cuyahoga Falls 6-12 Campus: Summer Design UpdateOver the summer, the design team continued to hit milestones in the design of the new Cuyahoga Falls 6-12 Campus. A variety of recent engagements have allowed the team to develop initial “schematic design drawings” that will be further developed in the months ahead.
Cuyahoga Falls 6-12 Campus: Summer Design Update
Since Educational Visioning in late April, the Cuyahoga Falls City School District, construction professionals, the Ohio Facilities Construction Commission and the design team at ThenDesign Architecture (TDA) have been working to develop solutions for the new 6-12 Campus. After initial engagements with the community and educators, the team has been busy cataloging and incorporating feedback into strategies for the new school. Now, after hundreds of hours of meetings, conversations and collaboration over the summer, they are hard at work integrating that input from stakeholders and drafting plans for the new facility.
District officials met with designers from ThenDesign Architecture at their office in Willoughby Ohio, for design meetings.
Important Aspects of Design from Educational Visioning
The Educational Visioning session in early May was critical to lay the “conceptual foundation” for the new school. At this event, around 100 attendees from the community, district and the design fields outlined key design points for this new “hub of the community.” These findings were outlined in the Educational Visioning Report, released in June.
A Recap of Those Key Points:
Flexible, collaborative spaces designed to promote independent student education.
Traffic circulation needs to be improved at the high school and other locations.
Identify opportunities where spaces can be shared between the middle and high school students.
Integrate outdoor learning areas and have collaborative spaces designed with an abundance of natural light.
Building entrances on site should be easily identifiable and promote community access.
Integrate athletic facilities with the building to maximize usage.
An Education Visioning Session in Cuyahoga Falls in early May.
“We had a great cross section of our community at Educational Visioning. We will have a building that provides the absolute best opportunities for our students.”
Dr. Todd M. Nichols
Superintendent/CEO
Partnership with the Ohio Facilities Construction Commission
To build the school, the district is funding $80.6 million of the project, which was generated from a 2019, community approved 9.83-mill tax levy, that included a 5.33-mill, 36-year bond issue. Additionally, the district is participating in the Ohio Facilities Construction Commission (OFCC), Classroom Facilities Assistance Program (CFAP). By participating in this program, the OFCC will provide an additional $32.8 million in project costs and participate in building’s design.
To qualify for this assistance, designers will follow guidelines from the OFCC that ensure the educational needs of the building are met. These guidelines come in the form of a “Program of Requirements” (POR). This is essentially a checklist of spaces and square footage that must be met inside the building.
This way, the OFCC ensures key academic spaces are included, sustainability goals are met, along with a variety of other priorities.
There are several standard POR options to choose from. One is the “Traditional POR.” This is the most rigid in terms of how square footage can be allocated, another is a “Partial Order Reduction POR,” this allows some flexibility in spatial requirements in how square footage is allocated. Another type is the “High Performance Learning Environment (HPLE) POR,” which is the most flexible design plan.
For the Cuyahoga Falls 6-12 Campus, the district is working off the High-Performance Learning Environment POR, based on Educational Visioning and academic feedback. Doing so, ensures maximum spatial flexibility with how spaces are arranged to deliver a collaborative and modern curriculum. Using this POR allows designers more freedom to program collaborative, student-centered spaces alongside core academic areas.
Designers at ThenDesign Architecture incorporated feedback from the Educational Visioning Session into the new facility.
“We heard how welcoming and central the school is to parents, students and residents. So we really are designing it to become a “hub of the community.”
Abby Rainieri
Educational Design Lead
Sustainability Features and the Eco-Charette
Each project the OFCC funds is required to meet the U.S. Green Building Council’s (USBGC) LEED Silver rating. The USBGC oversees Leadership in Energy Efficient Design (LEED) standards which is the most widely used green building rating system in the world. LEED provides a working framework for healthy, efficient, and cost-saving buildings.
Within the program, there are several tiers that a building can achieve by employing eco-friendly features. The four tiers are: certified, silver, gold and platinum and are determined by a structure’s ability to achieve points on LEED project scorecard. This scorecard is designed to measure how the building responds to its location and transportation options, sustainable site features, water efficiency, energy and atmosphere, materials and resource usage, indoor environmental quality, and other innovative design elements.
To determine the 6-12 Campus’ desired environmental features, the design team met early in the summer for an “eco-charrette.” Here the team outlined a strategy to meet the LEED Silver Rating.
Project Manager, Scott Alleman describes the eco-charrette, “It’s a work session where the district, educators, designers and construction professionals set our goals for the environmental and sustainability items we want to pursue.”
Specific features could range from adjusting the buildings orientation and windows to take advantage of daylight, minimizing windows on southern exposures to prevent excessive heat intake, better insulation in the building envelope, improved exterior lights to limit light pollution and rainwater management systems.
Alleman continues, “Sustainability is important to school projects. When you have a 350,000 sf building, we want to make sure it’s designed to be as thermally optimal as possible while making sure mechanical systems are laid out and operating as efficiently as possible.”
For Cheryl Fisher, an educational planner on the project, achieving this rating is a balance between managing costs and the districts goals for sustainability.
“I’m impressed at the level of detail that goes into this part of planning,” Fisher notes, “the manual guiding these scorecards are 600+ pages. We want to achieve the district’s goals for sustainability, while scoring points that make the most budgetary sense. It’s a challenge.”
Engaging early on sustainability goals affects the building’s early design.
Cheryl continues, “We want to gain all the points we can while protecting the overall budget. To achieve all the points, would impact the budget greatly. If we decided to add underground parking, covered by greenspace, that would significantly impact both the design and budget. We need to be realistic about what we can achieve.”
An eco-charrette was hosted in the Cuyahoga Falls High School to set sustainability goals for the new 6-12 Campus.
“Sustainability is important to school projects. When you have a 350,000sf building, it needs to be designed to operate as efficiently as possible.”
Scott Alleman
Architect
Visual Preference Exercise
Early in the summer, the design team held a “Visual Preference Exercise” to receive input from the community on how they think the exterior of the building should look. During this engagement, over 800 community members provided feedback on various exterior styles for the building.
Many participants expressed a strong affinity to various buildings in Cuyahoga Falls. Notably, the Natatorium and downtown Clock Tower were beloved architectural examples.
The design team found the community preferred a mix of exterior architectural styles, while identifying the importance of defined, “contemporary entrances” while maintaining some characteristics of Cuyahoga Falls’ more “traditional” architecture.
A “Visual Preference Exercise” was held in the Cuyahoga Falls High School Auditorium to gather input on the exterior design of the new facility.
“I love this city, I moved back to the Falls recently and can’t wait to see this project built. The buildings down on Portage Trail are my favorite, they have so much character.”
Cuyahoga Falls Resident
Visual Preference Exercise
Building Tours and Educator Engagement
Also over the summer, the district and representatives from the construction leadership team had the opportunity to tour schools in neighboring communities that have transitioned to new, more collaborative, student centered facilities. Facilities toured included schools in the Willoughby/Eastlake District and North Ridgeville City Schools among others. They walked through collaborative spaces, classrooms, and student dining areas, while hearing educators’ overall impressions of them in use.
Visiting these facilities provide valuable insight into the spatial layout of 21st century educational environments and how other districts planned and executed their building projects.
District officials and TDA designers toured educational facilities in the Willoughby-Eastlake City School District.
The design team facilitated a series of engagements with educators from the Cuyahoga Falls High School, Bolich and Roberts Middle Schools designed to gather input on the new school’s interior layout. Teachers discussed their current classrooms, assessed storage needs, and adjacencies between departments. These sessions allowed staff to explain key points for inclusion in the new building and helped the district understand better how curriculum can be advanced in the new facility.
Some key findings included:
A desire to collaborate more among educators. There was excitement over consolidating into one facility that would make collaboration between educators easier.
An interest in interconnected rooms that could make co-teaching a possibility for classes in the same department.
Using the architecture itself as a teaching tool by exposing building systems in limited areas for students to examine and explore.
Including flexible spaces outside the classroom so students could divide up for a variety of activities in small groups.
Connecting some science classrooms to exterior space for outdoor experiments. Possibly integrating exterior courtyards into the building for natural lighting and access.
More options for equipment storage and space for some long-term science experiments.
Organizing the new facility by department, instead of classrooms spread out across the school.
Flexible spaces big enough to host 2 different classes to interact and have mixed assignments.
Educators were engaged early in the process to better understand how they could use space in the new facility.
Schematic Design Continues
With Educational Visioning, OFCC input, educator feedback, visual preferencing, and sustainable features outlined, this has allowed designers to put “pencils to paper” and develop a building layout. This initial set of conceptual designs are known as “schematic drawings” and helps the process in a variety of ways.
First, these drawings detail how the “Program of Requirements” (or list of necessary spaces and square footage) is applied in the new school. This milestone took hours of collaboration among the Cuyahoga Falls City School District, the Ohio Facilities Construction Commission, ThenDesign Architecture and Hammond Construction. Areas of the building such as classrooms, collaborative spaces, athletics, student dining and other keys spaces are all incorporated into the design.
Secondly, these drawings allow the team to begin exploring building materials, colors, and textures for the final structure. This submission also shows how feedback from the early informational gathering process has been applied. This will continue to be refined and adjusted with further conversation.
Thirdly, the initial drawings allow the team to better examine building costs and validate budget decisions. While “rule of thumb” costs have been applied throughout the process, these drawings can be analyzed by the construction manager to provide more accurate feedback on material availability and project cost breakdowns.
The schematic drawings will continue to be developed as the design project continues.
Countless hours have been spent developing schematic drawings for the Cuyahoga Falls 6-12 Campus.
“This building is a reflection of the community, the district’s educational goals and input from many other stakeholders. We are excited to present what we have developed.”
Scott Alleman
Architect
Next Steps in the Design Process
With this information gathered and schematic designs in development, the team looks forward to providing an early glimpse of the conceptual design of the building in late October. These designs will be refined in the months ahead and this initial release will give community members a glimpse into the direction of the design.
Your input on this project matters! Feel free to reach out to Dr. Todd Nichols, cf_nichols@cftigers.org, with any questions or comments on the design’s progression. Watch the Cuyahoga Falls City School District channels for details on when the schematic designs will be released. Currently this is planned as both an in-person and online event on October 19th. We look forward to seeing you there!
Cuyahoga Falls 6-12 Campus: Summer Design UpdateOver the summer, the design team continued to hit milestones in the design of the new Cuyahoga Falls 6-12 Campus. A variety of recent engagements have allowed the team to develop initial “schematic design drawings” that will be further developed in the months ahead.
Cuyahoga Falls 6-12 Campus: Summer Design Update
Since Educational Visioning in late April, the Cuyahoga Falls City School District, construction professionals, the Ohio Facilities Construction Commission and the design team at ThenDesign Architecture (TDA) have been working to develop solutions for the new 6-12 Campus. After initial engagements with the community and educators, the team has been busy cataloging and incorporating feedback into strategies for the new school. Now, after hundreds of hours of meetings, conversations and collaboration over the summer, they are hard at work integrating that input from stakeholders and drafting plans for the new facility.
District officials met with designers from ThenDesign Architecture at their office in Willoughby Ohio, for design meetings.
Important Aspects of Design from Educational Visioning
The Educational Visioning session in early May was critical to lay the “conceptual foundation” for the new school. At this event, around 100 attendees from the community, district and the design fields outlined key design points for this new “hub of the community.” These findings were outlined in the Educational Visioning Report, released in June.
A Recap of Those Key Points:
Flexible, collaborative spaces designed to promote independent student education.
Traffic circulation needs to be improved at the high school and other locations.
Identify opportunities where spaces can be shared between the middle and high school students.
Integrate outdoor learning areas and have collaborative spaces designed with an abundance of natural light.
Building entrances on site should be easily identifiable and promote community access.
Integrate athletic facilities with the building to maximize usage.
An Education Visioning Session in Cuyahoga Falls in early May.
“We had a great cross section of our community at Educational Visioning. We will have a building that provides the absolute best opportunities for our students.”
Dr. Todd M. Nichols
Superintendent/CEO
Partnership with the Ohio Facilities Construction Commission
To build the school, the district is funding $80.6 million of the project, which was generated from a 2019, community approved 9.83-mill tax levy, that included a 5.33-mill, 36-year bond issue. Additionally, the district is participating in the Ohio Facilities Construction Commission (OFCC), Classroom Facilities Assistance Program (CFAP). By participating in this program, the OFCC will provide an additional $32.8 million in project costs and participate in building’s design.
To qualify for this assistance, designers will follow guidelines from the OFCC that ensure the educational needs of the building are met. These guidelines come in the form of a “Program of Requirements” (POR). This is essentially a checklist of spaces and square footage that must be met inside the building.
This way, the OFCC ensures key academic spaces are included, sustainability goals are met, along with a variety of other priorities.
There are several standard POR options to choose from. One is the “Traditional POR.” This is the most rigid in terms of how square footage can be allocated, another is a “Partial Order Reduction POR,” this allows some flexibility in spatial requirements in how square footage is allocated. Another type is the “High Performance Learning Environment (HPLE) POR,” which is the most flexible design plan.
For the Cuyahoga Falls 6-12 Campus, the district is working off the High-Performance Learning Environment POR, based on Educational Visioning and academic feedback. Doing so, ensures maximum spatial flexibility with how spaces are arranged to deliver a collaborative and modern curriculum. Using this POR allows designers more freedom to program collaborative, student-centered spaces alongside core academic areas.
Designers at ThenDesign Architecture incorporated feedback from the Educational Visioning Session into the new facility.
“We heard how welcoming and central the school is to parents, students and residents. So we really are designing it to become a “hub of the community.”
Abby Rainieri
Educational Design Lead
Sustainability Features and the Eco-Charette
Each project the OFCC funds is required to meet the U.S. Green Building Council’s (USBGC) LEED Silver rating. The USBGC oversees Leadership in Energy Efficient Design (LEED) standards which is the most widely used green building rating system in the world. LEED provides a working framework for healthy, efficient, and cost-saving buildings.
Within the program, there are several tiers that a building can achieve by employing eco-friendly features. The four tiers are: certified, silver, gold and platinum and are determined by a structure’s ability to achieve points on LEED project scorecard. This scorecard is designed to measure how the building responds to its location and transportation options, sustainable site features, water efficiency, energy and atmosphere, materials and resource usage, indoor environmental quality, and other innovative design elements.
To determine the 6-12 Campus’ desired environmental features, the design team met early in the summer for an “eco-charrette.” Here the team outlined a strategy to meet the LEED Silver Rating.
Project Manager, Scott Alleman describes the eco-charrette, “It’s a work session where the district, educators, designers and construction professionals set our goals for the environmental and sustainability items we want to pursue.”
Specific features could range from adjusting the buildings orientation and windows to take advantage of daylight, minimizing windows on southern exposures to prevent excessive heat intake, better insulation in the building envelope, improved exterior lights to limit light pollution and rainwater management systems.
Alleman continues, “Sustainability is important to school projects. When you have a 350,000 sf building, we want to make sure it’s designed to be as thermally optimal as possible while making sure mechanical systems are laid out and operating as efficiently as possible.”
For Cheryl Fisher, an educational planner on the project, achieving this rating is a balance between managing costs and the districts goals for sustainability.
“I’m impressed at the level of detail that goes into this part of planning,” Fisher notes, “the manual guiding these scorecards are 600+ pages. We want to achieve the district’s goals for sustainability, while scoring points that make the most budgetary sense. It’s a challenge.”
Engaging early on sustainability goals affects the building’s early design.
Cheryl continues, “We want to gain all the points we can while protecting the overall budget. To achieve all the points, would impact the budget greatly. If we decided to add underground parking, covered by greenspace, that would significantly impact both the design and budget. We need to be realistic about what we can achieve.”
An eco-charrette was hosted in the Cuyahoga Falls High School to set sustainability goals for the new 6-12 Campus.
“Sustainability is important to school projects. When you have a 350,000sf building, it needs to be designed to operate as efficiently as possible.”
Scott Alleman
Architect
Visual Preference Exercise
Early in the summer, the design team held a “Visual Preference Exercise” to receive input from the community on how they think the exterior of the building should look. During this engagement, over 800 community members provided feedback on various exterior styles for the building.
Many participants expressed a strong affinity to various buildings in Cuyahoga Falls. Notably, the Natatorium and downtown Clock Tower were beloved architectural examples.
The design team found the community preferred a mix of exterior architectural styles, while identifying the importance of defined, “contemporary entrances” while maintaining some characteristics of Cuyahoga Falls’ more “traditional” architecture.
A “Visual Preference Exercise” was held in the Cuyahoga Falls High School Auditorium to gather input on the exterior design of the new facility.
“I love this city, I moved back to the Falls recently and can’t wait to see this project built. The buildings down on Portage Trail are my favorite, they have so much character.”
Cuyahoga Falls Resident
Visual Preference Exercise
Building Tours and Educator Engagement
Also over the summer, the district and representatives from the construction leadership team had the opportunity to tour schools in neighboring communities that have transitioned to new, more collaborative, student centered facilities. Facilities toured included schools in the Willoughby/Eastlake District and North Ridgeville City Schools among others. They walked through collaborative spaces, classrooms, and student dining areas, while hearing educators’ overall impressions of them in use.
Visiting these facilities provide valuable insight into the spatial layout of 21st century educational environments and how other districts planned and executed their building projects.
District officials and TDA designers toured educational facilities in the Willoughby-Eastlake City School District.
The design team facilitated a series of engagements with educators from the Cuyahoga Falls High School, Bolich and Roberts Middle Schools designed to gather input on the new school’s interior layout. Teachers discussed their current classrooms, assessed storage needs, and adjacencies between departments. These sessions allowed staff to explain key points for inclusion in the new building and helped the district understand better how curriculum can be advanced in the new facility.
Some key findings included:
A desire to collaborate more among educators. There was excitement over consolidating into one facility that would make collaboration between educators easier.
An interest in interconnected rooms that could make co-teaching a possibility for classes in the same department.
Using the architecture itself as a teaching tool by exposing building systems in limited areas for students to examine and explore.
Including flexible spaces outside the classroom so students could divide up for a variety of activities in small groups.
Connecting some science classrooms to exterior space for outdoor experiments. Possibly integrating exterior courtyards into the building for natural lighting and access.
More options for equipment storage and space for some long-term science experiments.
Organizing the new facility by department, instead of classrooms spread out across the school.
Flexible spaces big enough to host 2 different classes to interact and have mixed assignments.
Educators were engaged early in the process to better understand how they could use space in the new facility.
Schematic Design Continues
With Educational Visioning, OFCC input, educator feedback, visual preferencing, and sustainable features outlined, this has allowed designers to put “pencils to paper” and develop a building layout. This initial set of conceptual designs are known as “schematic drawings” and helps the process in a variety of ways.
First, these drawings detail how the “Program of Requirements” (or list of necessary spaces and square footage) is applied in the new school. This milestone took hours of collaboration among the Cuyahoga Falls City School District, the Ohio Facilities Construction Commission, ThenDesign Architecture and Hammond Construction. Areas of the building such as classrooms, collaborative spaces, athletics, student dining and other keys spaces are all incorporated into the design.
Secondly, these drawings allow the team to begin exploring building materials, colors, and textures for the final structure. This submission also shows how feedback from the early informational gathering process has been applied. This will continue to be refined and adjusted with further conversation.
Thirdly, the initial drawings allow the team to better examine building costs and validate budget decisions. While “rule of thumb” costs have been applied throughout the process, these drawings can be analyzed by the construction manager to provide more accurate feedback on material availability and project cost breakdowns.
The schematic drawings will continue to be developed as the design project continues.
Countless hours have been spent developing schematic drawings for the Cuyahoga Falls 6-12 Campus.
“This building is a reflection of the community, the district’s educational goals and input from many other stakeholders. We are excited to present what we have developed.”
Scott Alleman
Architect
Next Steps in the Design Process
With this information gathered and schematic designs in development, the team looks forward to providing an early glimpse of the conceptual design of the building in late October. These designs will be refined in the months ahead and this initial release will give community members a glimpse into the direction of the design.
Your input on this project matters! Feel free to reach out to Dr. Todd Nichols, cf_nichols@cftigers.org, with any questions or comments on the design’s progression. Watch the Cuyahoga Falls City School District channels for details on when the schematic designs will be released. Currently this is planned as both an in-person and online event on October 19th. We look forward to seeing you there!
Oberlin City Schools Elementary School Ribbon CuttingThe Oberlin City School District celebrated a Ribbon Cutting Ceremony for their new Pre-K through fifth grade elementary school. Attended by the community, district officials and other dignitaries, the new elementary school provides a modern, collaborative learning environment and features environmentally friendly features that make it a model for sustainable school design.
Oberlin City Schools Elementary School Ribbon Cutting
The Oberlin City School District, community, dignitaries along with construction and design professionals gathered on September 12th, to celebrate the opening of the new Oberlin elementary school. This 62,000 sf, 21st century learning facility, features collaborative spaces and advanced environmental control systems. Interior spaces can be reconfigured to meet the changing needs of the district and provide educational opportunities for students of all ages.
Speaking at the ceremony, Dr. David Hall commented, “Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This journey was led by instrumental community leaders,” referring to previous superintendent John Schroth and former OCS Board President Barry Richards. “A facilities team was formed consisting of community members, staff, parents and administrators to make that vision a reality. It implements 21st century teaching strategies across a new facility and all of these stages were critical points to move the district forward.”
Dr. Hall thanked the community for their support of the longtime project.
Superintendent of Oberlin City Schools, Dr. David Hall, gave an opening address, along with Oberlin City Schools Board President, Jason Miller and Ohio State Representative Joe Miller and architect, Brad Gellert.
“Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This school implements 21st century teaching strategies across the new facility and all of these stages were critical points to move the district forward.”
Dr. David Hall
Superintendent of Oberlin City School District
Project Manager, Brad Gellert commented, “The district and community had a goal in mind of creating a building that met current the needs of Pre-K through 5th grade students and also the future student needs by constructing a building that could be reconfigured due to changing conditions.”
As a result, the building features a STEAM (Science, Technology, Engineering, Arts, Mathematics) Lab, an extended gymnasium space, open and flexible classroom spaces, advanced environmental controls, and an emotional sensory room.
Dr. Hall spoke about the importance of the building’s environmental impact, “Sustainability is important to the district and our community.” Continuing the theme of a collaborative design project, Dr. Hall recalled, “We created a sustainability committee which provided valuable information on our new Pre-K-5 sustainability initiatives.” These initiatives included, a solar installation that provides 80% of the building’s energy needs, electrical power vehicle charging stations and an environmental dashboard that monitors energy use.
This environmental dashboard, which was partially funded by a grant from Oberlin College Green Edge Fund, can be used by future students to better understand how the building’s energy use affects the environment.
Other low-cost sustainability measures included enhanced insulation in the building’s envelope, orienting the building so its longest side faces north, while also adding larger windows to that façade. This minimizes heat gain and the need for greater cooling.
Attendees included community members, dignitaries, school administration and students.
“This is a prime example of what we can accomplish together, not by working in silos, but working in unison. No one person or institution has the answer, but the unity of the whole is needed for success.”
Jason Miller
Oberlin City Schools Board President
Oberlin’s “All Inclusive” Public Education
The ceremony was also attended by Ohio State Representative, Joe Miller. Miller, who also attended the building’s groundbreaking ceremony commented on the historic importance Oberlin placed on public education, “It didn’t matter whether students were black or white, Christian or Jewish, it just didn’t matter.” Miller continued, “The Oberlin community said, “We will educate all (185 years ago),” this was public education at its best, they pioneered it and that’s something to be proud of.”
Miller, a former high school social studies teacher, is a strong advocate of public education, and felt Oberlin’s example of inclusion and diversity was admirable.
“Together we will provide education for all children, their zip code doesn’t matter, their socioeconomic status doesn’t matter, where they’re from originally doesn’t matter. They all have an equal shot. You have provided a facility to meet everyone’s needs. I’m so proud of you for doing that.”
After the Ribbon Cutting Ceremony, Dr. Hall who is passionate about educating Oberlin’s students commented, “I’m blessed, this is the job I want to do, and can’t think of anything else I would rather do. The last year has been an obstacle, it’s been challenging, but we are overcoming that and looking forward to the future.”
The New Oberlin City Schools Elementary School Opened for Tours
“These designs are a long-term commitment. It’s not like writing a book report, it’s a 10-year effort. Oberlin stuck with it and when you tour the building, you will see the results.”
Brad Gellert
Architect
Oberlin City Schools conducted a dedication ceremony for the new Oberlin Elementary School on Sept. 12. From left: Ohio State Rep. Joe Miller, Oberlin City Schools Superintendent Dr. David Hall, Oberlin City Schools Board President Jason Miller, and board members Farah Emeka, Anne Schaum, and Oberlin City Schools Vice-President Dr. Ken Stanley.
A Successful, “Forward-Thinking” Project
Brad Gellert, the architect on the project commented on why it was successful, “We built it on a very tight budget and during the COVID-19 pandemic. We were able to introduce many new sustainability features like a solar array that powers 80% of the building, the electric vehicle charging stations and the environmental dashboard. These are all very innovative initiatives for a school.”
Sustainability and collaborative learning are the hallmarks of this new educational facility and display how elementary schools can embody these principles.
“To create positive change in the world, you must work collaboratively with others,” said Brad Gellert adding “spending years assisting the district with this project is personal. We are proud to be part of that collaboration, and know you will enjoy the building for many years to come.”
Get our newsletter with insights, events and tips.
Oberlin City Schools Elementary School Ribbon CuttingThe Oberlin City School District celebrated a Ribbon Cutting Ceremony for their new Pre-K through fifth grade elementary school. Attended by the community, district officials and other dignitaries, the new elementary school provides a modern, collaborative learning environment and features environmentally friendly features that make it a model for sustainable school design.
Oberlin City Schools Elementary School Ribbon Cutting
The Oberlin City School District, community, dignitaries along with construction and design professionals gathered on September 12th, to celebrate the opening of the new Oberlin elementary school. This 62,000 sf, 21st century learning facility, features collaborative spaces and advanced environmental control systems. Interior spaces can be reconfigured to meet the changing needs of the district and provide educational opportunities for students of all ages.
Speaking at the ceremony, Dr. David Hall commented, “Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This journey was led by instrumental community leaders,” referring to previous superintendent John Schroth and former OCS Board President Barry Richards. “A facilities team was formed consisting of community members, staff, parents and administrators to make that vision a reality. It implements 21st century teaching strategies across a new facility and all of these stages were critical points to move the district forward.”
Dr. Hall thanked the community for their support of the longtime project.
Superintendent of Oberlin City Schools, Dr. David Hall, gave an opening address, along with Oberlin City Schools Board President, Jason Miller and Ohio State Representative Joe Miller and architect, Brad Gellert.
“Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This school implements 21st century teaching strategies across the new facility and all of these stages were critical points to move the district forward.”
Dr. David Hall
Superintendent of Oberlin City School District
Project Manager, Brad Gellert commented, “The district and community had a goal in mind of creating a building that met current the needs of Pre-K through 5th grade students and also the future student needs by constructing a building that could be reconfigured due to changing conditions.”
As a result, the building features a STEAM (Science, Technology, Engineering, Arts, Mathematics) Lab, an extended gymnasium space, open and flexible classroom spaces, advanced environmental controls, and an emotional sensory room.
Dr. Hall spoke about the importance of the building’s environmental impact, “Sustainability is important to the district and our community.” Continuing the theme of a collaborative design project, Dr. Hall recalled, “We created a sustainability committee which provided valuable information on our new Pre-K-5 sustainability initiatives.” These initiatives included, a solar installation that provides 80% of the building’s energy needs, electrical power vehicle charging stations and an environmental dashboard that monitors energy use.
This environmental dashboard, which was partially funded by a grant from Oberlin College Green Edge Fund, can be used by future students to better understand how the building’s energy use affects the environment.
Other low-cost sustainability measures included enhanced insulation in the building’s envelope, orienting the building so its longest side faces north, while also adding larger windows to that façade. This minimizes heat gain and the need for greater cooling.
Attendees included community members, dignitaries, school administration and students.
“This is a prime example of what we can accomplish together, not by working in silos, but working in unison. No one person or institution has the answer, but the unity of the whole is needed for success.”
Jason Miller
Oberlin City Schools Board President
Oberlin’s “All Inclusive” Public Education
The ceremony was also attended by Ohio State Representative, Joe Miller. Miller, who also attended the building’s groundbreaking ceremony commented on the historic importance Oberlin placed on public education, “It didn’t matter whether students were black or white, Christian or Jewish, it just didn’t matter.” Miller continued, “The Oberlin community said, “We will educate all (185 years ago),” this was public education at its best, they pioneered it and that’s something to be proud of.”
Miller, a former high school social studies teacher, is a strong advocate of public education, and felt Oberlin’s example of inclusion and diversity was admirable.
“Together we will provide education for all children, their zip code doesn’t matter, their socioeconomic status doesn’t matter, where they’re from originally doesn’t matter. They all have an equal shot. You have provided a facility to meet everyone’s needs. I’m so proud of you for doing that.”
After the Ribbon Cutting Ceremony, Dr. Hall who is passionate about educating Oberlin’s students commented, “I’m blessed, this is the job I want to do, and can’t think of anything else I would rather do. The last year has been an obstacle, it’s been challenging, but we are overcoming that and looking forward to the future.”
The New Oberlin City Schools Elementary School Opened for Tours
“These designs are a long-term commitment. It’s not like writing a book report, it’s a 10-year effort. Oberlin stuck with it and when you tour the building, you will see the results.”
Brad Gellert
Architect
Oberlin City Schools conducted a dedication ceremony for the new Oberlin Elementary School on Sept. 12. From left: Ohio State Rep. Joe Miller, Oberlin City Schools Superintendent Dr. David Hall, Oberlin City Schools Board President Jason Miller, and board members Farah Emeka, Anne Schaum, and Oberlin City Schools Vice-President Dr. Ken Stanley.
A Successful, “Forward-Thinking” Project
Brad Gellert, the architect on the project commented on why it was successful, “We built it on a very tight budget and during the COVID-19 pandemic. We were able to introduce many new sustainability features like a solar array that powers 80% of the building, the electric vehicle charging stations and the environmental dashboard. These are all very innovative initiatives for a school.”
Sustainability and collaborative learning are the hallmarks of this new educational facility and display how elementary schools can embody these principles.
“To create positive change in the world, you must work collaboratively with others,” said Brad Gellert adding “spending years assisting the district with this project is personal. We are proud to be part of that collaboration, and know you will enjoy the building for many years to come.”
Get our newsletter with insights, events and tips.
Meet the Designers: Cynthia HaightMeet Cynthia, she brings a high level of sophistication and creativity to her role, has a keen eye for detail and passion for educational design.
Cynthia Haight – Interior Designer
Cynthia Haight works as an interior designer for ThenDesign Architecture (TDA) and is driven to provide the best educational environment for students, she integrates, color, texture and detail in all of her projects. Having a background in psychology, Cynthia integrates this understanding into each space she works on to better create comfortable environments that allow users to succeed.
“The design of schools is important. We have to give our youth a place where they can truly learn and give their teachers a place that is easy to teach in.”
Cynthia Haight
Interior Designer
Questions for Cynthia Haight
Why did you become an interior designer?
After working in the field of Psychology and then raising my children, I wanted to try something new, something creative. I have had a passion for dance, music, and art. Interior Design addressed my desire to be creative while remaining practical as well. It is not just about aesthetics but also about solving problems and making a building work for the end-users.
What’s your favorite part of a project you’re working on. Why?
My favorite part of a current project is considering the needs of the special education kindergarten students who will be using the building; making the spaces bright and happy as well as considering the effect of the finishes in terms of all the senses. These renovated spaces will also respect the history and original design of the building.
What will be the biggest changes in education interior design (or interior design in general) in the next few years?
School districts are approaching education from a different direction, one that involves learning though engagement and collaboration. This requires a different approach from designers as well in terms of space planning and furniture types. Our design must support the activities in the spaces.
I feel very strongly about how an interior should be laid out.
What I really like about TDA, is the type of work we do, educational design. I’m very idealistic, but my thought has always been, if we do our job well, and we create spaces where teachers and students can thrive, we can affect the future in a positive way. The students can truly learn, and they will take that with them throughout their lives.
Interior design has a big impact on people. It can affect them in positive or negative ways. And when we design the interiors to make them attractive, to make them comfortable, to make them a pleasant place to exist in, it’s going to help the end-users of the building.
Color is very subjective and people’s reaction to color has a lot to do with their life experience. We try to make elementary schools, more playful and high schools, a little more sophisticated, the occasional higher education project, even more so. But to provide enough color so that it’s stimulating without being overwhelming, is a balance just as it is with clutter and detail. You can’t have too much, but you need a little bit to create some interest.
We have attended the “Visioning Sessions” as well, and it’s wonderful to hear what not only the teachers and the students, but also the, the citizens of the community have to say. After the visioning, when we start meeting with the owners, we start asking them what they need exactly, how, precisely, they teach. And we present ideas that have worked in the past, and we’ll present images and layouts so that they can get an idea of some of the options that are possible. Then we’re able to get a better idea of what they truly need.
We have to do an enormous amount of research and we have to put together specifications that meet with the needs of the building. If we are doing our job, right, we should be able to take the small budget and make it look spectacular. It shouldn’t look cheap. It shouldn’t be all gray or beige. It should be an exciting, fun place to be.
The design of schools is important, it’s important. We have to give our youth a place where they can truly learn and give their teachers a place that is easy to teach in.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: Cynthia HaightMeet Cynthia, she brings a high level of sophistication and creativity to her role, has a keen eye for detail and passion for educational design.
Cynthia Haight – Interior Designer
Cynthia Haight works as an interior designer for ThenDesign Architecture (TDA) and is driven to provide the best educational environment for students, she integrates, color, texture and detail in all of her projects. Having a background in psychology, Cynthia integrates this understanding into each space she works on to better create comfortable environments that allow users to succeed.
“The design of schools is important. We have to give our youth a place where they can truly learn and give their teachers a place that is easy to teach in.”
Cynthia Haight
Interior Designer
Questions for Cynthia Haight
Why did you become an interior designer?
After working in the field of Psychology and then raising my children, I wanted to try something new, something creative. I have had a passion for dance, music, and art. Interior Design addressed my desire to be creative while remaining practical as well. It is not just about aesthetics but also about solving problems and making a building work for the end-users.
What’s your favorite part of a project you’re working on. Why?
My favorite part of a current project is considering the needs of the special education kindergarten students who will be using the building; making the spaces bright and happy as well as considering the effect of the finishes in terms of all the senses. These renovated spaces will also respect the history and original design of the building.
What will be the biggest changes in education interior design (or interior design in general) in the next few years?
School districts are approaching education from a different direction, one that involves learning though engagement and collaboration. This requires a different approach from designers as well in terms of space planning and furniture types. Our design must support the activities in the spaces.
I feel very strongly about how an interior should be laid out.
What I really like about TDA, is the type of work we do, educational design. I’m very idealistic, but my thought has always been, if we do our job well, and we create spaces where teachers and students can thrive, we can affect the future in a positive way. The students can truly learn, and they will take that with them throughout their lives.
Interior design has a big impact on people. It can affect them in positive or negative ways. And when we design the interiors to make them attractive, to make them comfortable, to make them a pleasant place to exist in, it’s going to help the end-users of the building.
Color is very subjective and people’s reaction to color has a lot to do with their life experience. We try to make elementary schools, more playful and high schools, a little more sophisticated, the occasional higher education project, even more so. But to provide enough color so that it’s stimulating without being overwhelming, is a balance just as it is with clutter and detail. You can’t have too much, but you need a little bit to create some interest.
We have attended the “Visioning Sessions” as well, and it’s wonderful to hear what not only the teachers and the students, but also the, the citizens of the community have to say. After the visioning, when we start meeting with the owners, we start asking them what they need exactly, how, precisely, they teach. And we present ideas that have worked in the past, and we’ll present images and layouts so that they can get an idea of some of the options that are possible. Then we’re able to get a better idea of what they truly need.
We have to do an enormous amount of research and we have to put together specifications that meet with the needs of the building. If we are doing our job, right, we should be able to take the small budget and make it look spectacular. It shouldn’t look cheap. It shouldn’t be all gray or beige. It should be an exciting, fun place to be.
The design of schools is important, it’s important. We have to give our youth a place where they can truly learn and give their teachers a place that is easy to teach in.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Silver Lake Elementary Playground EngagementIn early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. While it may be easy to overlook such a small project, seeing a playground through a student’s eyes helps designers deliver a project that fits the needs of the district and students.
Silver Lake Elementary Playground Engagement, Cuyahoga Falls
In early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. This new playground, which is a part of the capital improvement program in Cuyahoga Falls, adds updated equipment for the young students at this longstanding neighborhood school.
Since collaboration is a foundational principle of TDA’s architectural design process, including the stakeholders who use it most—in this case, elementary school students—is important. This collaboration allows them to enjoy their new playground and take pride in having a hand in its design.
See the students “in action” during the playground engagement:
“I love being able to work on the playground with my friends. I know we won’t get all of this [equipment], but it’s so cool to be involved in this project!”
Silver Lake Elementary School Student
Fourth Grade Student
Interactive Design Activities
To get feedback from students, architects held a design “charrette” to gather information and jointly develop a site layout with students for this project.
A design “charrette” is a collaborative activity, where stakeholders gather to map solutions on a challenge they face. In this project, the stakeholders were the elementary students and educators, and the challenge was deciding on playground equipment and how it would lay out on their site.
Silver Lake Elementary Playground Engagement
Designers created three primary activities to work out solutions with the group.
The first activity focused on surveying students on their favorite games at recess. These conversations provided valuable insight into what types of activities the students liked doing on their playground. Questions like, “Do students use equipment like swings and climbing walls the most or do they prefer open space for games of tag and other outdoor activities?” guide overall layouts.
The second activity was designed to gather information about students’ favorite equipment and how these would be used alongside their favorite outside games. Using sticky dots, students identified what equipment they preferred and whether it promoted climbing, swinging, jumping, or running. This allows designers to select equipment that will be used most.
Finally, the third activity challenged students to think like designers and develop their own playgrounds. Then, they would present their solutions to their peers. Using simple materials in small groups, they built a version of their playground on their site. This gave them the chance to think “outside the box” with equipment types, color, texture, and ground materials. With this information, architects could more easily understand spatial relationships between pieces and what types of materials students preferred.
These three activities provided valuable feedback to guide the overall design of the playground. It gives these young “stakeholders” a chance to take responsibility for their environment and how they could best use the space on their site.
While students may not get all the equipment they planned for, such as swimming pools, pirate ships or rocket blasters, they can think creatively about space and how they would use it for themselves.
Silver Lake Elementary School students designed their own playgrounds and presented to their peers.
“I’m looking for climbing things, stuff you can flip on, and hanging equipment too!”
Silver Lake Elementary School Student
Second Grade Student
Value of Collaboration
Gathering input from a variety of perspectives and ages better informs the layout of architecture, site plans, educational design and even playgrounds. Like Educational Visioning, where community members provide feedback on their priorities for a new or renovated school, this idea also applies on a small scale, as with playgrounds or sports fields.
While it may be easy to overlook stakeholder engagement in such a simple design, seeing a playground through a student’s perspective helps designers more effectively plan the space, and address both budget and time constraints.
This helps architects deliver a playground that fits the needs of the district, the surrounding community and the kids who will be using it the most.
Get our newsletter with insights, events and tips.
Silver Lake Elementary Playground EngagementIn early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. While it may be easy to overlook such a small project, seeing a playground through a student’s eyes helps designers deliver a project that fits the needs of the district and students.
Silver Lake Elementary Playground Engagement, Cuyahoga Falls
In early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. This new playground, which is a part of the capital improvement program in Cuyahoga Falls, adds updated equipment for the young students at this longstanding neighborhood school.
Since collaboration is a foundational principle of TDA’s architectural design process, including the stakeholders who use it most—in this case, elementary school students—is important. This collaboration allows them to enjoy their new playground and take pride in having a hand in its design.
See the students “in action” during the playground engagement:
“I love being able to work on the playground with my friends. I know we won’t get all of this [equipment], but it’s so cool to be involved in this project!”
Silver Lake Elementary School Student
Fourth Grade Student
Interactive Design Activities
To get feedback from students, architects held a design “charrette” to gather information and jointly develop a site layout with students for this project.
A design “charrette” is a collaborative activity, where stakeholders gather to map solutions on a challenge they face. In this project, the stakeholders were the elementary students and educators, and the challenge was deciding on playground equipment and how it would lay out on their site.
Silver Lake Elementary Playground Engagement
Designers created three primary activities to work out solutions with the group.
The first activity focused on surveying students on their favorite games at recess. These conversations provided valuable insight into what types of activities the students liked doing on their playground. Questions like, “Do students use equipment like swings and climbing walls the most or do they prefer open space for games of tag and other outdoor activities?” guide overall layouts.
The second activity was designed to gather information about students’ favorite equipment and how these would be used alongside their favorite outside games. Using sticky dots, students identified what equipment they preferred and whether it promoted climbing, swinging, jumping, or running. This allows designers to select equipment that will be used most.
Finally, the third activity challenged students to think like designers and develop their own playgrounds. Then, they would present their solutions to their peers. Using simple materials in small groups, they built a version of their playground on their site. This gave them the chance to think “outside the box” with equipment types, color, texture, and ground materials. With this information, architects could more easily understand spatial relationships between pieces and what types of materials students preferred.
These three activities provided valuable feedback to guide the overall design of the playground. It gives these young “stakeholders” a chance to take responsibility for their environment and how they could best use the space on their site.
While students may not get all the equipment they planned for, such as swimming pools, pirate ships or rocket blasters, they can think creatively about space and how they would use it for themselves.
Silver Lake Elementary School students designed their own playgrounds and presented to their peers.
“I’m looking for climbing things, stuff you can flip on, and hanging equipment too!”
Silver Lake Elementary School Student
Second Grade Student
Value of Collaboration
Gathering input from a variety of perspectives and ages better informs the layout of architecture, site plans, educational design and even playgrounds. Like Educational Visioning, where community members provide feedback on their priorities for a new or renovated school, this idea also applies on a small scale, as with playgrounds or sports fields.
While it may be easy to overlook stakeholder engagement in such a simple design, seeing a playground through a student’s perspective helps designers more effectively plan the space, and address both budget and time constraints.
This helps architects deliver a playground that fits the needs of the district, the surrounding community and the kids who will be using it the most.
Get our newsletter with insights, events and tips.
North High School – Mind, Heart and BodyNorth High School in Eastlake Ohio is a 9-12 facility that embodies the educational ideals of the Willoughby-Eastlake City School District. Conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body,” this unique structure brings “student centered” learning to its lake front community.
North High School, Eastlake Ohio
North High School in Eastlake Ohio is a 9-12 facility embodying the educational ideals of the Willoughby-Eastlake City School District. It promotes student/teacher collaboration and integrates advanced technology, enhancing education in the region. This 2-story, 187,000 sf facility serves its 1,100 students and houses a state-of-the-art performing arts center that seats 500 guests. A central “Student Union” acts as the main circulation hub which leads to a competition gymnasium, media center and dual academic collaboratives. Having been developed in parallel with its sister school Willoughby South, North High School is a 21st century learning facility that exemplifies the district’s goals of modernizing its curriculum and provides flexible spaces to support student centered learning.
Innovative Learning
Innovative student education is nothing new for the Willoughby-Eastlake City School District. Having renovated a training building on the former Eaton Corporate Campus in Willoughby Hills, they began experimenting with modern forms of student engagement and teaching. This educational initiative is known as the Willoughby-Eastlake School of Innovation.
The School of Innovation was a testing ground for the Willoughby-Eastlake City School District and they began implementing a “student centered learning model” with select students on a small scale.
Instead of the typical double loaded corridor which connected relatively small classrooms and focused on teachers lecturing students from the front of the room, this new educational model focused on “project-based learning,” where students were encouraged to collaborate with each other in small groups. With a more flexible open environment, educators were able to teach in a way that traditional educational facilities didn’t support.
As this program developed, the district began seeing successes in the form of student satisfaction and greater engagement in coursework. From these positive early results, they knew this “student centered” approach would be a good fit for their community.
The district then began to create a facilities plan that would address each school in their community, bringing this new model.
“Everything that’s happening in public education right now is very exciting… Good design really facilitates many different methods of learning.”
Abby Rainieri
Educational Design Lead
Educational Visioning
ThenDesign Architecture assisted the district by conducting an educational visioning session. This event brought together community members, district administration and students to define how they wanted to address education in their area. This session identified a vision for education and helped lay the groundwork for how future buildings would be designed.
After passing a bond issue to fund the project, the district decided to create three new buildings, Longfellow, a PreK-5 building, two new high schools (North High School and Willoughby South) and then renovate the rest of the existing schools.
This community-wide update changed the course of education in the district.
Abby Rainieri, Project Manager for North High School commented, “I think student centered learning is very effective at the high school level, because at this stage of education, every student is different. Whether their path takes them to higher education, or right into a career, these spaces are tailored to suit that direction.”
North High School
Located off Stevens boulevard, in Eastlake Ohio, the curved and sweeping exterior uses metal panels and brick to mimic the dynamic forms of Lake Erie in this lake front community.
North was conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body.” A centralized “Student Union” is the entryway to the school, includes student dining, and serves as the “heart” of the building. This space was named after the historic “Union High School,” and is the largest collaborative space which leads to all other locations in the building. The gymnasium and performing arts spaces are the most active learning spaces and symbolize the “body” portion of the building, while the academic spaces symbolize the “mind.” These 3 components, mind, heart, and body are the organizing principals and serve as a “living diagram” for the building.
The academic spaces are divided into the STEM and Humanities programs. Each one is organized around an open collaborative space and likened to the right and left halves of the brain–two necessary elements of a functioning whole. Classrooms in each collaborative are connected to their hub by overhead doors which allow the common space to become an extension of the classroom. Architecturally, the STEM and Humanities hubs are linked by a circulation bridge which overlooks an outdoor “learning commons.”
The second floor of these hubs host small group rooms that are separated by glass walls with integrated technology. The glass provides a visual connection, while maintaining privacy to allow teachers the ability to work with individual students, or for groups of students to prepare and rehearse presentations in a more formal setting.
“Students are free to use the collaborative areas to suit their needs. They want to interact with their friends like at a coffee shop or in their house.”
Abby Rainieri
Educational Design Lead
Interior Finishes
Similar to the deep collaboration among district administrators, community members and designers, both the architectural and interior design teams blended together. Designs for interior circulation and educational program integrated with color schemes, interior textures and furniture.
Within the Humanities hub, warmer colors and soft surfaces were used to reflect a learning style that promotes conversation and idea sharing. In the STEM collaborative, building systems were exposed, harder textures were used along with cool colors. This way the architecture mimicked the science and math fields practiced there. In addition, both academic wings have access to a central learning courtyard where students gather to perform outdoor experiments.
Commenting on how the flexible spaces are used by students, Abby explained “What is rewarding is seeing students using those spaces in ways we didn’t foresee.” Students are free to use the areas to suit their needs and feel personally connected to them. “They figure out how to use spaces in their own unique way. They don’t want to sit in the rows all day. They want to interact with their friends like at a coffee shop or in their house.”
The school can be a beautiful and functional hub where students want to stay and work together.
“They might be sprawled out on a learning stair, or laying down on carpet, or leaning back on an ottoman, and that mimics how they naturally want to interact with each other and learn”
When students are free to explore and personalize the space, they take better care of it and make it their own.
“There are often two full classes in the collaborative areas. They may be stretching out and writing, sitting on the soft seating. The students are far more productive that way. As long as they are engaged, what difference does it make where they learn?”
Steve Thompson
Willoughby-Eastlake City Schools Superintendent
Performing Arts Center
Since both North and South High School were developed in parallel, they mirror each other in terms of academic program. However, South High School received expanded athletic facilities, while North High School enjoyed an expanded performing arts and music space. In the Willoughby-Eastlake City School District, students can choose which school they would like to attend based on interest.
Just off the main entrance of the school is an anteroom for the main auditorium. This community focused performance space can be accessed through its own separate entrance after hours, or opened during the school day, extending the student union.
The auditorium includes state-of-the-art lighting and acoustic treatment, seating up to 500 guests. Adjacent to backstage is a set construction lab, which is connected both to the exterior and interior by overhead doors. This way large “set pieces” can easily be moved from the construction bay to the stage by students.
North High School Fulfilling the Educational Goals for the District
With the district having identified and tested educational programs through the School of Innovation on a small scale, they were able to scale this program and develop an architectural solution that ensured it would benefit the broader student population.
For Abby, the design at North High School represents an opportunity to create flexible space where students are free to use spaces as they see fit. “I think you have to learn in the way that’s best for you, whether that’s being a visual or auditory or kinetic learner, you know the way works for you. These flexible spaces “level the playing field” and allow you to be successful regardless of your learning style.”
This project allows students to learn how they are most comfortable and prepares them for their future.
Abby is optimistic about the future of education, “Everything that’s happening in public education right now is very exciting. Good design supports education by creating different types of spaces, different types of furniture, allowing access to new technology, and making easy access to the outdoors. It really facilitates many different methods of learning.”
Project Design Challenges:
Develop North and South High Schools in parallel so their program of requirements matches, but are designed specifically for their site.
Incorporate the “student centered learning” principles gleaned from the Willoughby-Eastlake School of Innovation into the spacial layout of the high school.
Organize the building layout around a series of “collaborative hubs” that serve the curriculum in the school.
Align the architectural design, interior finishes and building color to support the coursework in that particular area.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North High School – Mind, Heart and BodyNorth High School in Eastlake Ohio is a 9-12 facility that embodies the educational ideals of the Willoughby-Eastlake City School District. Conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body,” this unique structure brings “student centered” learning to its lake front community.
North High School, Eastlake Ohio
North High School in Eastlake Ohio is a 9-12 facility embodying the educational ideals of the Willoughby-Eastlake City School District. It promotes student/teacher collaboration and integrates advanced technology, enhancing education in the region. This 2-story, 187,000 sf facility serves its 1,100 students and houses a state-of-the-art performing arts center that seats 500 guests. A central “Student Union” acts as the main circulation hub which leads to a competition gymnasium, media center and dual academic collaboratives. Having been developed in parallel with its sister school Willoughby South, North High School is a 21st century learning facility that exemplifies the district’s goals of modernizing its curriculum and provides flexible spaces to support student centered learning.
Innovative Learning
Innovative student education is nothing new for the Willoughby-Eastlake City School District. Having renovated a training building on the former Eaton Corporate Campus in Willoughby Hills, they began experimenting with modern forms of student engagement and teaching. This educational initiative is known as the Willoughby-Eastlake School of Innovation.
The School of Innovation was a testing ground for the Willoughby-Eastlake City School District and they began implementing a “student centered learning model” with select students on a small scale.
Instead of the typical double loaded corridor which connected relatively small classrooms and focused on teachers lecturing students from the front of the room, this new educational model focused on “project-based learning,” where students were encouraged to collaborate with each other in small groups. With a more flexible open environment, educators were able to teach in a way that traditional educational facilities didn’t support.
As this program developed, the district began seeing successes in the form of student satisfaction and greater engagement in coursework. From these positive early results, they knew this “student centered” approach would be a good fit for their community.
The district then began to create a facilities plan that would address each school in their community, bringing this new model.
“Everything that’s happening in public education right now is very exciting… Good design really facilitates many different methods of learning.”
Abby Rainieri
Educational Design Lead
Educational Visioning
ThenDesign Architecture assisted the district by conducting an educational visioning session. This event brought together community members, district administration and students to define how they wanted to address education in their area. This session identified a vision for education and helped lay the groundwork for how future buildings would be designed.
After passing a bond issue to fund the project, the district decided to create three new buildings, Longfellow, a PreK-5 building, two new high schools (North High School and Willoughby South) and then renovate the rest of the existing schools.
This community-wide update changed the course of education in the district.
Abby Rainieri, Project Manager for North High School commented, “I think student centered learning is very effective at the high school level, because at this stage of education, every student is different. Whether their path takes them to higher education, or right into a career, these spaces are tailored to suit that direction.”
North High School
Located off Stevens boulevard, in Eastlake Ohio, the curved and sweeping exterior uses metal panels and brick to mimic the dynamic forms of Lake Erie in this lake front community.
North was conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body.” A centralized “Student Union” is the entryway to the school, includes student dining, and serves as the “heart” of the building. This space was named after the historic “Union High School,” and is the largest collaborative space which leads to all other locations in the building. The gymnasium and performing arts spaces are the most active learning spaces and symbolize the “body” portion of the building, while the academic spaces symbolize the “mind.” These 3 components, mind, heart, and body are the organizing principals and serve as a “living diagram” for the building.
The academic spaces are divided into the STEM and Humanities programs. Each one is organized around an open collaborative space and likened to the right and left halves of the brain–two necessary elements of a functioning whole. Classrooms in each collaborative are connected to their hub by overhead doors which allow the common space to become an extension of the classroom. Architecturally, the STEM and Humanities hubs are linked by a circulation bridge which overlooks an outdoor “learning commons.”
The second floor of these hubs host small group rooms that are separated by glass walls with integrated technology. The glass provides a visual connection, while maintaining privacy to allow teachers the ability to work with individual students, or for groups of students to prepare and rehearse presentations in a more formal setting.
“Students are free to use the collaborative areas to suit their needs. They want to interact with their friends like at a coffee shop or in their house.”
Abby Rainieri
Educational Design Lead
Interior Finishes
Similar to the deep collaboration among district administrators, community members and designers, both the architectural and interior design teams blended together. Designs for interior circulation and educational program integrated with color schemes, interior textures and furniture.
Within the Humanities hub, warmer colors and soft surfaces were used to reflect a learning style that promotes conversation and idea sharing. In the STEM collaborative, building systems were exposed, harder textures were used along with cool colors. This way the architecture mimicked the science and math fields practiced there. In addition, both academic wings have access to a central learning courtyard where students gather to perform outdoor experiments.
Commenting on how the flexible spaces are used by students, Abby explained “What is rewarding is seeing students using those spaces in ways we didn’t foresee.” Students are free to use the areas to suit their needs and feel personally connected to them. “They figure out how to use spaces in their own unique way. They don’t want to sit in the rows all day. They want to interact with their friends like at a coffee shop or in their house.”
The school can be a beautiful and functional hub where students want to stay and work together.
“They might be sprawled out on a learning stair, or laying down on carpet, or leaning back on an ottoman, and that mimics how they naturally want to interact with each other and learn”
When students are free to explore and personalize the space, they take better care of it and make it their own.
“There are often two full classes in the collaborative areas. They may be stretching out and writing, sitting on the soft seating. The students are far more productive that way. As long as they are engaged, what difference does it make where they learn?”
Steve Thompson
Willoughby-Eastlake City Schools Superintendent
Performing Arts Center
Since both North and South High School were developed in parallel, they mirror each other in terms of academic program. However, South High School received expanded athletic facilities, while North High School enjoyed an expanded performing arts and music space. In the Willoughby-Eastlake City School District, students can choose which school they would like to attend based on interest.
Just off the main entrance of the school is an anteroom for the main auditorium. This community focused performance space can be accessed through its own separate entrance after hours, or opened during the school day, extending the student union.
The auditorium includes state-of-the-art lighting and acoustic treatment, seating up to 500 guests. Adjacent to backstage is a set construction lab, which is connected both to the exterior and interior by overhead doors. This way large “set pieces” can easily be moved from the construction bay to the stage by students.
North High School Fulfilling the Educational Goals for the District
With the district having identified and tested educational programs through the School of Innovation on a small scale, they were able to scale this program and develop an architectural solution that ensured it would benefit the broader student population.
For Abby, the design at North High School represents an opportunity to create flexible space where students are free to use spaces as they see fit. “I think you have to learn in the way that’s best for you, whether that’s being a visual or auditory or kinetic learner, you know the way works for you. These flexible spaces “level the playing field” and allow you to be successful regardless of your learning style.”
This project allows students to learn how they are most comfortable and prepares them for their future.
Abby is optimistic about the future of education, “Everything that’s happening in public education right now is very exciting. Good design supports education by creating different types of spaces, different types of furniture, allowing access to new technology, and making easy access to the outdoors. It really facilitates many different methods of learning.”
Project Design Challenges:
Develop North and South High Schools in parallel so their program of requirements matches, but are designed specifically for their site.
Incorporate the “student centered learning” principles gleaned from the Willoughby-Eastlake School of Innovation into the spacial layout of the high school.
Organize the building layout around a series of “collaborative hubs” that serve the curriculum in the school.
Align the architectural design, interior finishes and building color to support the coursework in that particular area.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
ThenDesign Architecture Relocates to Memorial Junior High for New Offices in WilloughbyWith the completion of the renovation project, ThenDesign Architecture moves to their new home in Downtown Willoughby.
ThenDesign Architecture Relocates to Memorial Junior High in Willoughby
In 2017, ThenDesign Architecture undertook the challenging task of breathing new life into the historic Memorial Junior High in downtown Willoughby. Committed to the economic development of the Willoughby community, Bob Fiala, the founding partner of TDA and Executive Chairman and Chris Smith, the President and CEO, decided to reimagine the former school and develop it to become the new headquarters for an “education focused,” architectural firm. In early 2021, ThenDesign Architecture relocates to Memorial Junior High in Willoughby Ohio for their new offices.
Interior Photos – ThenDesign Architecture
“There is nothing more valuable than seeing everybody together in the same building at the same time. This is where true collaboration begins, and where it exists.”
Robert Fiala
Founding Partner and Executive Chairman of ThenDesign Architecture
Economic Development in Willoughby
“This is a story about economic development.” said Bob Fiala, of TDA. While Bob is not involved in the “day to day” operations of the firm, due to his role as Mayor of the City of Willoughby, he is passionate about giving back to the larger community. Having always been located in Willoughby, with a legacy reaching back to 1951, Bob has been intricately involved in TDA’s development over the years. “It’s the story of a “home grown” firm, that was founded in the city, grew in the city and made a significant investment in the city. This whole organization is about economic development, and it’s happening right here.”
Currently, with over $300 million dollars in educational construction across Northeast Ohio, an historic school seemed like the best home to design the new educational facilities of the future. “We are heavily vested in the educational marketplace, schools, sports facilities and performing arts centers,” commented Chris Smith. “Designing from an historic school made so much sense for us. In fact, Jeff Henderson, a lead designer on the project actually went to school here years ago.”
School projects are very public, and we developed an engagement process with educators, administrators and the community. We wanted to carry that same idea forward in our new space.
Jeff Henderson
Architect
Defining Space Usage for Memorial Junior High School
The design process to reimagine the historic school was parallel to the process TDA uses to engage its clients when designing their new facilities.
“We began with a series of questions to our entire staff. How do we want to work? How do we want to collaborate? How do we want to feast? How do we want to celebrate?,” explained Educational Design Lead, Abby Rainieri. “We engaged the staff through a “Visioning Session,” to gather feedback from the staff on how to use the space.”
Spaces in the building were then organized into 4 distinct groups, each one encouraged collaboration and productivity in different ways. “You have public space, private space, working alone and working together. Those are the four types of spaces on the axis. We really found that through that division, all the spaces we needed fell into one of those four quadrants,” explained Abby.
Lake County Development Council’s, first “In-Person Meeting” – ThenDesign Architecture
“TDA was always successful but now they have moved from success to significance. We’re very proud of them and pleased to have them downtown.”
David Anderson
Former Mayor of the City of Willoughby
ThenDesign Architecture Relocates to Memorial in Willoughby
The finished project has surfaced fond memories from Memorial Junior High School alumni, who attended at the school years ago. It has been received well by county leadership, business owners and community members. In late June, Lake County Development Council held their first in-person meeting, hosted at TDA’s new building.
At the event, former Mayor Dave Anderson commented: “We are so proud of TDA. They were a big part of downtown in the Carrel building, and will continue to be with this building here.” With his experience working to develop Willoughby’s downtown during his tenure, those comments were particularly impactful. “TDA was always successful but now they have moved from success to significance. We’re very proud of them and pleased to have them downtown.”
Memorial Junior High School, Prior to Renovation – ThenDesign Architecture
Acquiring Memorial Junior High School
“Back when the Willoughby/Eastlake School system moved their Vocational Tech Center, they had no further need of these two buildings,” explained Mr. Anderson. “As mayor at the time, I knew Willoughby faced a significant challenge.”
When the Willoughby/Eastlake school system had to divest itself of property, they had two options, either put the property, which was in the heart of Willoughby’s downtown up for auction, or transfer it to another government entity.
Knowing this, the School District decided to transfer two vacant properties to the City of Willoughby who then appraised the properties and took proposals from developers for both Buildings A and B, while retaining the property which is now Wes Point Park. ThenDesign Architecture purchased the site known as “Building B” to renovate and relocate their offices to.
Since then, the building has become a hub of architectural activity, designed for project work and group collaboration, it includes flexible areas for team meetings and other creative work.
“It’s an awesome day here for all of us at TDA.”
Chris Smith
President and CEO of ThenDesign Architecture
ThenDesign Welcomes Staff Back to the New Relocated Office
In early June 2021, the building was officially opened, and administrative and architectural staff were welcomed back after 16 months of remote work during the Covid-19 pandemic. Both Chris Smith and Bob Fiala participated in a ceremonial ribbon cutting and activities at this “Welcome Back” event.
Speaking at the Ribbon Cutting, Chris addressed the staff, “It’s an awesome day here for all of us at TDA. This whole idea and concept was Bob’s idea. And I don’t think there’s anybody more committed to their community, that I know of. This is both gratifying for him, not only as a new home TDA, but also, as a major reinvestment in our community.”
Understanding the significance of this building in the local community, ThenDesign Architecture looks forward to hosting a community focused “Ribbon Cutting Event.” This is tentatively planned for the end of 2021 and all of those who are interested in seeing the finished space, are encouraged to see the reimagined Memorial Junior High School.
In the meantime, we would love to hear from you. If you are an alumni and have memories from the space, we would love to hear about your experiences.
Mayor Fiala recognized the challenges of both the construction project and the stresses of remote work during the Covid-19 pandemic but looks forward to what will be done at the new office. “There is nothing more valuable than seeing everybody together in the same building at the same time. This is where true collaboration begins, and where it exists.”
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
ThenDesign Architecture Relocates to Memorial Junior High for New Offices in WilloughbyWith the completion of the renovation project, ThenDesign Architecture moves to their new home in Downtown Willoughby.
ThenDesign Architecture Relocates to Memorial Junior High in Willoughby
In 2017, ThenDesign Architecture undertook the challenging task of breathing new life into the historic Memorial Junior High in downtown Willoughby. Committed to the economic development of the Willoughby community, Bob Fiala, the founding partner of TDA and Executive Chairman and Chris Smith, the President and CEO, decided to reimagine the former school and develop it to become the new headquarters for an “education focused,” architectural firm. In early 2021, ThenDesign Architecture relocates to Memorial Junior High in Willoughby Ohio for their new offices.
Interior Photos – ThenDesign Architecture
“There is nothing more valuable than seeing everybody together in the same building at the same time. This is where true collaboration begins, and where it exists.”
Robert Fiala
Founding Partner and Executive Chairman of ThenDesign Architecture
Economic Development in Willoughby
“This is a story about economic development.” said Bob Fiala, of TDA. While Bob is not involved in the “day to day” operations of the firm, due to his role as Mayor of the City of Willoughby, he is passionate about giving back to the larger community. Having always been located in Willoughby, with a legacy reaching back to 1951, Bob has been intricately involved in TDA’s development over the years. “It’s the story of a “home grown” firm, that was founded in the city, grew in the city and made a significant investment in the city. This whole organization is about economic development, and it’s happening right here.”
Currently, with over $300 million dollars in educational construction across Northeast Ohio, an historic school seemed like the best home to design the new educational facilities of the future. “We are heavily vested in the educational marketplace, schools, sports facilities and performing arts centers,” commented Chris Smith. “Designing from an historic school made so much sense for us. In fact, Jeff Henderson, a lead designer on the project actually went to school here years ago.”
School projects are very public, and we developed an engagement process with educators, administrators and the community. We wanted to carry that same idea forward in our new space.
Jeff Henderson
Architect
Defining Space Usage for Memorial Junior High School
The design process to reimagine the historic school was parallel to the process TDA uses to engage its clients when designing their new facilities.
“We began with a series of questions to our entire staff. How do we want to work? How do we want to collaborate? How do we want to feast? How do we want to celebrate?,” explained Educational Design Lead, Abby Rainieri. “We engaged the staff through a “Visioning Session,” to gather feedback from the staff on how to use the space.”
Spaces in the building were then organized into 4 distinct groups, each one encouraged collaboration and productivity in different ways. “You have public space, private space, working alone and working together. Those are the four types of spaces on the axis. We really found that through that division, all the spaces we needed fell into one of those four quadrants,” explained Abby.
Lake County Development Council’s, first “In-Person Meeting” – ThenDesign Architecture
“TDA was always successful but now they have moved from success to significance. We’re very proud of them and pleased to have them downtown.”
David Anderson
Former Mayor of the City of Willoughby
ThenDesign Architecture Relocates to Memorial in Willoughby
The finished project has surfaced fond memories from Memorial Junior High School alumni, who attended at the school years ago. It has been received well by county leadership, business owners and community members. In late June, Lake County Development Council held their first in-person meeting, hosted at TDA’s new building.
At the event, former Mayor Dave Anderson commented: “We are so proud of TDA. They were a big part of downtown in the Carrel building, and will continue to be with this building here.” With his experience working to develop Willoughby’s downtown during his tenure, those comments were particularly impactful. “TDA was always successful but now they have moved from success to significance. We’re very proud of them and pleased to have them downtown.”
Memorial Junior High School, Prior to Renovation – ThenDesign Architecture
Acquiring Memorial Junior High School
“Back when the Willoughby/Eastlake School system moved their Vocational Tech Center, they had no further need of these two buildings,” explained Mr. Anderson. “As mayor at the time, I knew Willoughby faced a significant challenge.”
When the Willoughby/Eastlake school system had to divest itself of property, they had two options, either put the property, which was in the heart of Willoughby’s downtown up for auction, or transfer it to another government entity.
Knowing this, the School District decided to transfer two vacant properties to the City of Willoughby who then appraised the properties and took proposals from developers for both Buildings A and B, while retaining the property which is now Wes Point Park. ThenDesign Architecture purchased the site known as “Building B” to renovate and relocate their offices to.
Since then, the building has become a hub of architectural activity, designed for project work and group collaboration, it includes flexible areas for team meetings and other creative work.
“It’s an awesome day here for all of us at TDA.”
Chris Smith
President and CEO of ThenDesign Architecture
ThenDesign Welcomes Staff Back to the New Relocated Office
In early June 2021, the building was officially opened, and administrative and architectural staff were welcomed back after 16 months of remote work during the Covid-19 pandemic. Both Chris Smith and Bob Fiala participated in a ceremonial ribbon cutting and activities at this “Welcome Back” event.
Speaking at the Ribbon Cutting, Chris addressed the staff, “It’s an awesome day here for all of us at TDA. This whole idea and concept was Bob’s idea. And I don’t think there’s anybody more committed to their community, that I know of. This is both gratifying for him, not only as a new home TDA, but also, as a major reinvestment in our community.”
Understanding the significance of this building in the local community, ThenDesign Architecture looks forward to hosting a community focused “Ribbon Cutting Event.” This is tentatively planned for the end of 2021 and all of those who are interested in seeing the finished space, are encouraged to see the reimagined Memorial Junior High School.
In the meantime, we would love to hear from you. If you are an alumni and have memories from the space, we would love to hear about your experiences.
Mayor Fiala recognized the challenges of both the construction project and the stresses of remote work during the Covid-19 pandemic but looks forward to what will be done at the new office. “There is nothing more valuable than seeing everybody together in the same building at the same time. This is where true collaboration begins, and where it exists.”
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
New Campus Groundbreaking at Wickliffe City SchoolsCommunity members, district administrators, architecture and construction professionals along with dignitaries attended the New Campus Groundbreaking at Wickliffe City Schools on May 6th, to celebrate the commencement of construction on this exciting new PreK-12 facility. Embodying the goals for education in the district, the new school seeks to provide new spaces and learning opportunities for the students in the City of Wickliffe.
New Campus Groundbreaking at Wickliffe City Schools
On May 6th, 2021, The Wickliffe City School District hosted a groundbreaking ceremony to commemorate the start of construction for their new PK-12 Campus. This 204,000 sf facility will feature a variety of advanced educational spaces along with spaces geared towards community engagement. The new school will house a community hub, a 500 seat Performing Arts Center and an expanded Wickliffe Family Resource Center, along with new collaborative focused educational spaces, flexible classrooms, and small group rooms. This project represents a “Reimagination of the Wickliffe Schools.” The campus and educational programs will be second to none and serve students of all abilities. The groundbreaking was attended by well over 100 from the community, members of the district administration, architecture, and construction professionals, along with many state representatives who came to support the project.
An inside look at the New Campus Groundbreaking at Wickliffe City Schools.
“Thank you to the Wickliffe community, it’s because of you that we’re here tonight. I think you will be impressed by all the work that will take place.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
New Campus Groundbreaking at Wickliffe
At 7:00 pm the ceremony kicked off behind the existing Wickliffe High School, with comments from Joseph Spiccia, Superintendent of Wickliffe City Schools, welcoming everyone and celebrating the beginning of construction. Afterwards, several dignitaries spoke, recognizing the years of work and community engagement that went into the project. Daniel Troy, an Ohio State Representative presented a commendation on the new construction project. “Over the years the Wickliffe City School District has played a vital role in preparing generations of students for the challenges of life. This new campus is a testament to those dedicated efforts.” Recognizing the challenges students face, Mr. Troy continued “This modernized hub of learning will not only allow that tradition of excellence to continue, but further enhance the ability to excel for students in a rapidly changing world.”
Kenny Yuko, an Ohio State Senator, presented a Senatorial Citation from the Ohio Senate to Mr. Spiccia. Both men who are longtime friends, having graduated from the same high school, shared the stage. Mr. Yuko recognized the diversity of ages and backgrounds from those in attendance: “This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community. Thank you for ensuring your dream become a reality.”
The event featured musical performances which included the national anthem, performed by the Wickliffe Swing Band and the school’s alma mater by the combined Wickliffe High School and Middle School Choirs. They are looking forward to expanded practice space and upgraded spaces in the new school.
New Campus Groundbreaking at Wickliffe City Schools
“”This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community.”
Kenny Yuko
Ohio State Senator
Re-imagining Education with the New Campus at Wickliffe City Schools
The Wickliffe City School District is committed to re-imagining education in their district. Going back to 2015, a strategic plan was developed by the Board of Education, district administration, educators and the community. This identified broad district goals and outlined tactical steps to achieve those. Three of the goals, noted by Mr. Spiccia, are embodied in the new facility.
Create flexibility for students, staff, and the community.
Create learning environments that address the needs of all learners.
Engage the greater community in their investment in the school district by maximizing opportunities for the community to participate – learning, mentoring, partnering, and contributing to the greater good.
Through extensive collaboration with stakeholders since 2015, the strategic plan continues to be executed. The team has examined and developed funding options, incorporating community needs, setting an educational vision and ways to support and improve the City of Wickliffe.
“Today is about making a very big investment in all the kids in Wickliffe today,” said John Plecnik, a Lake County Commissioner, “Those kids are going to be leaders someday. I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
New Campus Groundbreaking at Wickliffe City Schools
“Today is about making a very big investment in all the kids in Wickliffe … I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
John Plecnik
Lake County Commissioner
Impacting the City and the Community
Board of Education President Katie Ball commented: “Wickliffe is a city that carries generations of pride. I moved here as an adult and met several people who said they were the third or even fourth generation and wanted to raise their families here. It is obvious to me now why families continue to stay in Wickliffe generation after generation. It is a community that wears it’s pride on its sleeve and will always do what needs to be done to continue to grow.”
Not only is the community expected to benefit from the new facility, but city officials hope it will attract more families to the city, fueling jobs and presenting opportunities to expand city services.
“I think it’s going to be a great benefit for the kids of the city,” commented Edward Levon, Wickliffe City Council President, “It provides a great benefit to the city. It attracts younger growing families, which attracts businesses and tax dollars to the city, which we can reinvest into better city services and infrastructure like sewers and roads. All in all, it’s a positive investment for the city.”
Construction is currently underway, with synthetic turf now being added to the stadium. Building construction begins in the fall of 2021 and will progress until the grand opening which is slated for the 2023-24 school year. To view a more detailed construction schedule, visit the Wickliffe City School District website.
Get our newsletter with insights, events and tips.
New Campus Groundbreaking at Wickliffe City SchoolsCommunity members, district administrators, architecture and construction professionals along with dignitaries attended the New Campus Groundbreaking at Wickliffe City Schools on May 6th, to celebrate the commencement of construction on this exciting new PreK-12 facility. Embodying the goals for education in the district, the new school seeks to provide new spaces and learning opportunities for the students in the City of Wickliffe.
New Campus Groundbreaking at Wickliffe City Schools
On May 6th, 2021, The Wickliffe City School District hosted a groundbreaking ceremony to commemorate the start of construction for their new PK-12 Campus. This 204,000 sf facility will feature a variety of advanced educational spaces along with spaces geared towards community engagement. The new school will house a community hub, a 500 seat Performing Arts Center and an expanded Wickliffe Family Resource Center, along with new collaborative focused educational spaces, flexible classrooms, and small group rooms. This project represents a “Reimagination of the Wickliffe Schools.” The campus and educational programs will be second to none and serve students of all abilities. The groundbreaking was attended by well over 100 from the community, members of the district administration, architecture, and construction professionals, along with many state representatives who came to support the project.
An inside look at the New Campus Groundbreaking at Wickliffe City Schools.
“Thank you to the Wickliffe community, it’s because of you that we’re here tonight. I think you will be impressed by all the work that will take place.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
New Campus Groundbreaking at Wickliffe
At 7:00 pm the ceremony kicked off behind the existing Wickliffe High School, with comments from Joseph Spiccia, Superintendent of Wickliffe City Schools, welcoming everyone and celebrating the beginning of construction. Afterwards, several dignitaries spoke, recognizing the years of work and community engagement that went into the project. Daniel Troy, an Ohio State Representative presented a commendation on the new construction project. “Over the years the Wickliffe City School District has played a vital role in preparing generations of students for the challenges of life. This new campus is a testament to those dedicated efforts.” Recognizing the challenges students face, Mr. Troy continued “This modernized hub of learning will not only allow that tradition of excellence to continue, but further enhance the ability to excel for students in a rapidly changing world.”
Kenny Yuko, an Ohio State Senator, presented a Senatorial Citation from the Ohio Senate to Mr. Spiccia. Both men who are longtime friends, having graduated from the same high school, shared the stage. Mr. Yuko recognized the diversity of ages and backgrounds from those in attendance: “This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community. Thank you for ensuring your dream become a reality.”
The event featured musical performances which included the national anthem, performed by the Wickliffe Swing Band and the school’s alma mater by the combined Wickliffe High School and Middle School Choirs. They are looking forward to expanded practice space and upgraded spaces in the new school.
New Campus Groundbreaking at Wickliffe City Schools
“”This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community.”
Kenny Yuko
Ohio State Senator
Re-imagining Education with the New Campus at Wickliffe City Schools
The Wickliffe City School District is committed to re-imagining education in their district. Going back to 2015, a strategic plan was developed by the Board of Education, district administration, educators and the community. This identified broad district goals and outlined tactical steps to achieve those. Three of the goals, noted by Mr. Spiccia, are embodied in the new facility.
Create flexibility for students, staff, and the community.
Create learning environments that address the needs of all learners.
Engage the greater community in their investment in the school district by maximizing opportunities for the community to participate – learning, mentoring, partnering, and contributing to the greater good.
Through extensive collaboration with stakeholders since 2015, the strategic plan continues to be executed. The team has examined and developed funding options, incorporating community needs, setting an educational vision and ways to support and improve the City of Wickliffe.
“Today is about making a very big investment in all the kids in Wickliffe today,” said John Plecnik, a Lake County Commissioner, “Those kids are going to be leaders someday. I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
New Campus Groundbreaking at Wickliffe City Schools
“Today is about making a very big investment in all the kids in Wickliffe … I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
John Plecnik
Lake County Commissioner
Impacting the City and the Community
Board of Education President Katie Ball commented: “Wickliffe is a city that carries generations of pride. I moved here as an adult and met several people who said they were the third or even fourth generation and wanted to raise their families here. It is obvious to me now why families continue to stay in Wickliffe generation after generation. It is a community that wears it’s pride on its sleeve and will always do what needs to be done to continue to grow.”
Not only is the community expected to benefit from the new facility, but city officials hope it will attract more families to the city, fueling jobs and presenting opportunities to expand city services.
“I think it’s going to be a great benefit for the kids of the city,” commented Edward Levon, Wickliffe City Council President, “It provides a great benefit to the city. It attracts younger growing families, which attracts businesses and tax dollars to the city, which we can reinvest into better city services and infrastructure like sewers and roads. All in all, it’s a positive investment for the city.”
Construction is currently underway, with synthetic turf now being added to the stadium. Building construction begins in the fall of 2021 and will progress until the grand opening which is slated for the 2023-24 school year. To view a more detailed construction schedule, visit the Wickliffe City School District website.
Get our newsletter with insights, events and tips.
Educational Visioning – Designing for the Future with the Cuyahoga Falls 6-12 CampusOn April 29th 2021, ThenDesign Architecture held an “Educational Visioning” session at the Summit Educational Service Center in Cuyahoga Falls for the school district’s new 6-12 campus. Topics of conversation included how core academics will be enhanced, the integration of the middle and high school, and how the building can serve as “the hub of the community” in Cuyahoga Falls.
Educational Visioning for Cuyahoga Falls, New 6-12 Facility
On April 29th 2021, ThenDesign Architecture held an “Educational Visioning” session at the Summit Educational Service Center in Cuyahoga Falls to begin designing for the future of the district’s new 6-12 campus. This day-long event focused on understanding the current challenges with the existing facilities and identifying opportunities the new building will bring. With over 80 in attendance, members of the community, students, administrators, along with architecture and construction professionals provided input on the project. Attendees were encouraged to imagine how the new facility will improve education across the district. Topics of conversation included how core academics will be enhanced, the integration of the middle and high school, and how the building can serve as “the hub of the community” in Cuyahoga Falls.
Those who attended brainstormed ideas, defined priorities, and presented educational goals that will be used during the development of the new building.
See the inside view of the Educational Visioning Session.
Our vision is Cuyahoga Falls City Schools, the “hub of our community.” We take this seriously. We want this to be a community facility, where everyone feels comfortable engaging in all the resources that this building will have.”
Karen Schofield
Board of Education President
Educational Visioning, Designing for the Future
Superintendent Todd Nichols commented: “Educational Visioning really sets the stage for us to dream big. We have the opportunity to drop all of those old, antiquated paradigms of what education was, and think about what it can be. Then we will design a building around that vision. That’s the proper process and what has led us up to this point.”
The construction site is located where the Bolich and Newberry schools currently sit. This new 370,000 sf building will include a performing arts center, sports stadium and community focused spaces.
The new school will enable new educational programs and opportunities to better serve middle and high school students in the district.
“We know that we have good teachers, and we know we have kids who love to learn,” commented Board of Education President Karen Schofield, “we know that with the combination of those two things in a new facility with appropriate ventilation, air cooling systems, natural light and flexible spaces, only great things will happen.”
“Our mission statement is “Every student, every day, every opportunity.” This building fulfills that promise to our community. So for our students, whatever you want to be, whatever you want to do, this facility will help you get there.”
Dr. Todd M. Nichols
Superintendent/CEO
Activities Designed to Set Educational Goals
Educational Visioning Sessions are built around the idea that through collaboration, discussion and exploration, attendees can set educational and architectural goals that can be achieved in the new facility. Attendees are assembled into small groups that include students, educators, parents, community members and administrators. They collaborate on three main activities which facilitate discussion. The three activities include, “Defining Success and Challenges,” “Educational Design Solutions,” and “Putting it all Together.”
The design team then analyzes the information and draws conclusions that are worked into the final architectural solution.
Exercise 1: Defining the Success and Challenges
For Cuyahoga Falls, designing for the future includes considering the success and challenges in the district. The first activity is designed to understand the current state of existing facilities. Small groups discuss these and then share their discussion with the whole audience.
The most widely reported successes were the dedicated teaching staff who are resourceful with their current facilities. Other success included expanded educational programs like Career Tech, Industrial Arts along with greenspace/outdoor learning areas and the strong sense of Black Tiger pride among the schools.
Challenges from within the district included the limited flexibility to capitalize on different learning environments, small classroom sizes and a general lack of storage. Poor site circulation which caused traffic congestion, a lack of parking, limited ADA accessibility, concerns with safety and security due to multiple building entrances and poor climate control were other primary challenges.
Results from Exercise 1:
Successes in the District
Programming opportunities including Career Tech, Industrial Arts and Extracurricular classes
Committed and dedicated staff with a focus on education
Abundance of Black Tiger Pride
Greenspace, outdoor learning areas and playgrounds
The High School offers character and nostalgia
Large, communal spaces for gatherings including the Auditorium and Gymnasium
Offering of 1 : 1 Chromebooks
Music, Band and Performing Arts programs
Supportive and involved community
Challenges in the District
The large overall footprint of the High School can be difficult to navigate and creates long walking distances throughout the building
Safety and security concerns with having multiple entrances to the building
Poor site circulation causing traffic congestion
Lack of parking
Small classroom sizes
Lack of community and meeting spaces
Limitations with technology and WiFi
Lack of student and staff storage
Limited flexibility within the building to support different learning environments
Ventilation, as well as heating and cooling of buildings
Lack of ADA accessibility
Upkeep due to aging facilities
We specifically designed this building for the community’s needs. So they can be excited that they’re going own this building and they can be proud of it.
Scott Alleman
Project Manager
Exercise 2: Educational Design Solutions
Every school district has unique community and student needs. Each building design project is an opportunity to be designing for the future and to provide an original solution to those unique needs. During the early phases of planning, it is important that key spaces and their potential future uses are identified early in the design process.
The second visioning activity presents a series of academic categories placed around the room. Attendees write how they envision how these programs could implemented in the new building. Hundreds of comments are gathered, compiled and analyzed to find similarities and outliers. These ideas are used to drive the initial layouts during the schematic design phase.
Project manager, Scott Alleman, commented: “The educational visioning session is where we’re setting our educational goals [and] designing our building around our educational goals. That’s what today is all about.”
Results from Exercise 2:
Administration
A multipurpose, inviting space with a centralized location; private space for meetings/needs; invest in new technology; staggered start times; sensory/cool down room for students; close proximity of related services to support collaboration
Career Technical
Public spaces supported by local businesses; community access; exposure to program in Elementary and Middle School; prominent location; partnership with local businesses that promote students for the workforce.
Clubs, Organizations and Partnerships
Partnering with local businesses; designated space to meet where it is flexible for multi-uses; More club offerings for all 3 levels including after school; dedicated space/post for the swim team
Core Academics
Flexible, collaborative spaces to support various learning styles; sliding glass walls for small and large group gatherings; learning pods; dry erase boards and walls; technology; outdoor learning opportunities; writing studio; dedicated teacher space
Core + More
Sensory rooms; more gifted classes; independent living pods; booths for group work; functional life skills lab; area to provide medical services; flexible seating and collaboration spaces
Food Service
Cafe style with various seating options including outdoor; integration with gardens/other academic subjects; community access; student run
Media Center
Designated media space that can serve for multi-uses, while fostering collaboration and independent studying/reading; natural light; accessible to all students; access to E-books
Music / Performing Arts
Flexible spaces for rehearsal and classrooms; more storage; more instruments; outdoor performing space; restrooms, concessions and ticket booth
Physical Education / Athletics
Fieldhouse with batting cages, indoor golf, wrestling room, locker rooms; multipurpose gym spaces; soundproof dividers; pool; indoor track; central location for all sports
Science / STEAM
Lab spaces that promote inquiry; maker spaces for inventing and collaborating; storage for all items; incorporate labs into Middle School; outdoor learning; inclusion of robotics and physics
Visual Arts
Gallery and display space; sinks; storage; dedicated photography space; natural light; ventilation; open floor plans; teacher collaboration opportunities
When this new school is done, I think it will provide more learning opportunities. The teachers will be able to do more, with more space.
Cooper
Cuyahoga Falls Student
Exercise 3: Putting It All Together
The final exercise for the day is the most challenging. Participants are tasked with using paper cut outs to explore spatial relationships on a scaled site plan.
Since there is no “correct” answer, participants work as a group to plot out where they feel the spaces should be. They are forced to grapple with how to best route traffic, where to place entrances, how the athletic facilities and performing arts spaces connect to the school and how the surrounding environment is impacted.
“This project will be transformational. The facility itself will be wrapped around the educational vision,” commented Dr. Todd Nichols, Cuyahoga Falls Superintendent said. “It is as the mayor described the “missing link” within Cuyahoga Falls. We have so much work on Front Street and Portage Crossings and State Road. This piece brings all that together.”
While each of the 10 groups had unique approaches to the building layout, there were many similarities in design. Additionally, there were several unique solutions based on the group’s dynamics. All these served to help Cuyahoga Falls begin designing for the future of their new facility.
Results from Exercise 3:
Common Themes
Shared common space for the middle and high school students including the media center, food service and student dining
A 2-story, 6-12 building
Career technical education classes visible along 13th Street to provide convenient, public access for parking and promotion of the programs available
Preservation of Newberry Park to maintain the greenery and utilize for outdoor learning opportunities including greenhouse, gardens and wellness
Adjacencies of core academic spaces including:
Performing Arts Center, music and theater
Student dining, Food service and Family and consumer science
Stadium situated on the North of the site alongside Newberry Park; utilization of existing hill for walkway, seating and/or press box
Addition of several parking lots to accommodate stadium, staff, students and visitors
Parking lot primarily on existing Bolich Middle School site
Special education integrated throughout core academics
Unique Ideas
Building separation of the middle school and high school with a central courtyard or gym
Prominent main entrance to the High School and Performing Arts Center along Portage Trail for visibility to pedestrian and car traffic
One main entrance and exit to support better site circulation
Currently there are too many entrances at the high school which creates congestion
Create a grand entrance for a new competition gym, built on a gradient
Separation between the 6th grade students and 7th-8th students to support developmental transitions to high school.
6th grade students located on the 1st floor with Administration
7th-8th grade students located upstairs on 2nd floor
Create separate gyms for the middle school and high school students
Addition of athletic fields on site including baseball, tennis courts
“If I was a student, and saw my whole community coming together to build a building to better educate me, it would make me want to do better every day.”
Anthony Gomez
Vice President of the Board of Education
Key Takeaways
The Educational Visioning session for the Cuyahoga Falls City School District resulted in an insightful day and served as a kickoff to begin designing for the future of the new 6-12 facility. The cross section of representatives across the district and community provided a forum to recognize successes, share ideas, and imagine how the new facility will positively impact students in Cuyahoga Falls.
The design team will use information collected throughout this session along with other engagement opportunities to serve as the foundation for the design of the new 6-12 school.
Designing for the Future – Priorities from Visioning:
There is a major need for flexible, collaborative spaces to support the delivery of education and to promote independent student learning.
Traffic circulation needs to be improved. The team should explore ways to separate bus and vehicle traffic.
The new school should continue to promote Black Tiger Pride among students and faculty.
Find opportunities for shared and separate spaces for middle and high school students.
Integrating outdoor learning areas and natural daylighting is key.
The new building should be displayed prominently on the site and the spatial relationships inside should promote community access.
Educational Visioning – Designing for the Future with the Cuyahoga Falls 6-12 CampusOn April 29th 2021, ThenDesign Architecture held an “Educational Visioning” session at the Summit Educational Service Center in Cuyahoga Falls for the school district’s new 6-12 campus. Topics of conversation included how core academics will be enhanced, the integration of the middle and high school, and how the building can serve as “the hub of the community” in Cuyahoga Falls.
Educational Visioning for Cuyahoga Falls, New 6-12 Facility
On April 29th 2021, ThenDesign Architecture held an “Educational Visioning” session at the Summit Educational Service Center in Cuyahoga Falls to begin designing for the future of the district’s new 6-12 campus. This day-long event focused on understanding the current challenges with the existing facilities and identifying opportunities the new building will bring. With over 80 in attendance, members of the community, students, administrators, along with architecture and construction professionals provided input on the project. Attendees were encouraged to imagine how the new facility will improve education across the district. Topics of conversation included how core academics will be enhanced, the integration of the middle and high school, and how the building can serve as “the hub of the community” in Cuyahoga Falls.
Those who attended brainstormed ideas, defined priorities, and presented educational goals that will be used during the development of the new building.
See the inside view of the Educational Visioning Session.
Our vision is Cuyahoga Falls City Schools, the “hub of our community.” We take this seriously. We want this to be a community facility, where everyone feels comfortable engaging in all the resources that this building will have.”
Karen Schofield
Board of Education President
Educational Visioning, Designing for the Future
Superintendent Todd Nichols commented: “Educational Visioning really sets the stage for us to dream big. We have the opportunity to drop all of those old, antiquated paradigms of what education was, and think about what it can be. Then we will design a building around that vision. That’s the proper process and what has led us up to this point.”
The construction site is located where the Bolich and Newberry schools currently sit. This new 370,000 sf building will include a performing arts center, sports stadium and community focused spaces.
The new school will enable new educational programs and opportunities to better serve middle and high school students in the district.
“We know that we have good teachers, and we know we have kids who love to learn,” commented Board of Education President Karen Schofield, “we know that with the combination of those two things in a new facility with appropriate ventilation, air cooling systems, natural light and flexible spaces, only great things will happen.”
“Our mission statement is “Every student, every day, every opportunity.” This building fulfills that promise to our community. So for our students, whatever you want to be, whatever you want to do, this facility will help you get there.”
Dr. Todd M. Nichols
Superintendent/CEO
Activities Designed to Set Educational Goals
Educational Visioning Sessions are built around the idea that through collaboration, discussion and exploration, attendees can set educational and architectural goals that can be achieved in the new facility. Attendees are assembled into small groups that include students, educators, parents, community members and administrators. They collaborate on three main activities which facilitate discussion. The three activities include, “Defining Success and Challenges,” “Educational Design Solutions,” and “Putting it all Together.”
The design team then analyzes the information and draws conclusions that are worked into the final architectural solution.
Exercise 1: Defining the Success and Challenges
For Cuyahoga Falls, designing for the future includes considering the success and challenges in the district. The first activity is designed to understand the current state of existing facilities. Small groups discuss these and then share their discussion with the whole audience.
The most widely reported successes were the dedicated teaching staff who are resourceful with their current facilities. Other success included expanded educational programs like Career Tech, Industrial Arts along with greenspace/outdoor learning areas and the strong sense of Black Tiger pride among the schools.
Challenges from within the district included the limited flexibility to capitalize on different learning environments, small classroom sizes and a general lack of storage. Poor site circulation which caused traffic congestion, a lack of parking, limited ADA accessibility, concerns with safety and security due to multiple building entrances and poor climate control were other primary challenges.
Results from Exercise 1:
Successes in the District
Programming opportunities including Career Tech, Industrial Arts and Extracurricular classes
Committed and dedicated staff with a focus on education
Abundance of Black Tiger Pride
Greenspace, outdoor learning areas and playgrounds
The High School offers character and nostalgia
Large, communal spaces for gatherings including the Auditorium and Gymnasium
Offering of 1 : 1 Chromebooks
Music, Band and Performing Arts programs
Supportive and involved community
Challenges in the District
The large overall footprint of the High School can be difficult to navigate and creates long walking distances throughout the building
Safety and security concerns with having multiple entrances to the building
Poor site circulation causing traffic congestion
Lack of parking
Small classroom sizes
Lack of community and meeting spaces
Limitations with technology and WiFi
Lack of student and staff storage
Limited flexibility within the building to support different learning environments
Ventilation, as well as heating and cooling of buildings
Lack of ADA accessibility
Upkeep due to aging facilities
We specifically designed this building for the community’s needs. So they can be excited that they’re going own this building and they can be proud of it.
Scott Alleman
Project Manager
Exercise 2: Educational Design Solutions
Every school district has unique community and student needs. Each building design project is an opportunity to be designing for the future and to provide an original solution to those unique needs. During the early phases of planning, it is important that key spaces and their potential future uses are identified early in the design process.
The second visioning activity presents a series of academic categories placed around the room. Attendees write how they envision how these programs could implemented in the new building. Hundreds of comments are gathered, compiled and analyzed to find similarities and outliers. These ideas are used to drive the initial layouts during the schematic design phase.
Project manager, Scott Alleman, commented: “The educational visioning session is where we’re setting our educational goals [and] designing our building around our educational goals. That’s what today is all about.”
Results from Exercise 2:
Administration
A multipurpose, inviting space with a centralized location; private space for meetings/needs; invest in new technology; staggered start times; sensory/cool down room for students; close proximity of related services to support collaboration
Career Technical
Public spaces supported by local businesses; community access; exposure to program in Elementary and Middle School; prominent location; partnership with local businesses that promote students for the workforce.
Clubs, Organizations and Partnerships
Partnering with local businesses; designated space to meet where it is flexible for multi-uses; More club offerings for all 3 levels including after school; dedicated space/post for the swim team
Core Academics
Flexible, collaborative spaces to support various learning styles; sliding glass walls for small and large group gatherings; learning pods; dry erase boards and walls; technology; outdoor learning opportunities; writing studio; dedicated teacher space
Core + More
Sensory rooms; more gifted classes; independent living pods; booths for group work; functional life skills lab; area to provide medical services; flexible seating and collaboration spaces
Food Service
Cafe style with various seating options including outdoor; integration with gardens/other academic subjects; community access; student run
Media Center
Designated media space that can serve for multi-uses, while fostering collaboration and independent studying/reading; natural light; accessible to all students; access to E-books
Music / Performing Arts
Flexible spaces for rehearsal and classrooms; more storage; more instruments; outdoor performing space; restrooms, concessions and ticket booth
Physical Education / Athletics
Fieldhouse with batting cages, indoor golf, wrestling room, locker rooms; multipurpose gym spaces; soundproof dividers; pool; indoor track; central location for all sports
Science / STEAM
Lab spaces that promote inquiry; maker spaces for inventing and collaborating; storage for all items; incorporate labs into Middle School; outdoor learning; inclusion of robotics and physics
Visual Arts
Gallery and display space; sinks; storage; dedicated photography space; natural light; ventilation; open floor plans; teacher collaboration opportunities
When this new school is done, I think it will provide more learning opportunities. The teachers will be able to do more, with more space.
Cooper
Cuyahoga Falls Student
Exercise 3: Putting It All Together
The final exercise for the day is the most challenging. Participants are tasked with using paper cut outs to explore spatial relationships on a scaled site plan.
Since there is no “correct” answer, participants work as a group to plot out where they feel the spaces should be. They are forced to grapple with how to best route traffic, where to place entrances, how the athletic facilities and performing arts spaces connect to the school and how the surrounding environment is impacted.
“This project will be transformational. The facility itself will be wrapped around the educational vision,” commented Dr. Todd Nichols, Cuyahoga Falls Superintendent said. “It is as the mayor described the “missing link” within Cuyahoga Falls. We have so much work on Front Street and Portage Crossings and State Road. This piece brings all that together.”
While each of the 10 groups had unique approaches to the building layout, there were many similarities in design. Additionally, there were several unique solutions based on the group’s dynamics. All these served to help Cuyahoga Falls begin designing for the future of their new facility.
Results from Exercise 3:
Common Themes
Shared common space for the middle and high school students including the media center, food service and student dining
A 2-story, 6-12 building
Career technical education classes visible along 13th Street to provide convenient, public access for parking and promotion of the programs available
Preservation of Newberry Park to maintain the greenery and utilize for outdoor learning opportunities including greenhouse, gardens and wellness
Adjacencies of core academic spaces including:
Performing Arts Center, music and theater
Student dining, Food service and Family and consumer science
Stadium situated on the North of the site alongside Newberry Park; utilization of existing hill for walkway, seating and/or press box
Addition of several parking lots to accommodate stadium, staff, students and visitors
Parking lot primarily on existing Bolich Middle School site
Special education integrated throughout core academics
Unique Ideas
Building separation of the middle school and high school with a central courtyard or gym
Prominent main entrance to the High School and Performing Arts Center along Portage Trail for visibility to pedestrian and car traffic
One main entrance and exit to support better site circulation
Currently there are too many entrances at the high school which creates congestion
Create a grand entrance for a new competition gym, built on a gradient
Separation between the 6th grade students and 7th-8th students to support developmental transitions to high school.
6th grade students located on the 1st floor with Administration
7th-8th grade students located upstairs on 2nd floor
Create separate gyms for the middle school and high school students
Addition of athletic fields on site including baseball, tennis courts
“If I was a student, and saw my whole community coming together to build a building to better educate me, it would make me want to do better every day.”
Anthony Gomez
Vice President of the Board of Education
Key Takeaways
The Educational Visioning session for the Cuyahoga Falls City School District resulted in an insightful day and served as a kickoff to begin designing for the future of the new 6-12 facility. The cross section of representatives across the district and community provided a forum to recognize successes, share ideas, and imagine how the new facility will positively impact students in Cuyahoga Falls.
The design team will use information collected throughout this session along with other engagement opportunities to serve as the foundation for the design of the new 6-12 school.
Designing for the Future – Priorities from Visioning:
There is a major need for flexible, collaborative spaces to support the delivery of education and to promote independent student learning.
Traffic circulation needs to be improved. The team should explore ways to separate bus and vehicle traffic.
The new school should continue to promote Black Tiger Pride among students and faculty.
Find opportunities for shared and separate spaces for middle and high school students.
Integrating outdoor learning areas and natural daylighting is key.
The new building should be displayed prominently on the site and the spatial relationships inside should promote community access.
Perry Local Schools – Four New Elementary SchoolsDriven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; redesigning and constructing all four elementary schools in their district. While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Perry Local Schools – Four New Elementary Buildings
Driven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; the design and construction of four new elementary schools across the district. After passing a bond issue in early 2020, the district partnered with the Ohio Facilities Construction Commission and ThenDesign Architecture to fund and design these new buildings. Addressing the challenge of aging infrastructure in their current facilities, these new schools will provide a better organized school layout, community focused spaces, new technology, and a more comfortable and collaborative environment for students to learn in. Now well into the design process, each school showcases a unique characteristic of the Perry Massillon community, with the buildings slated to be completed by the fall of 2023.
While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Students from Perry Local Schools speak about the impact good educational facilities can make on learning.
A Challenging Environment
The district currently has five elementary schools, (Genoa, Knapp, PJ Lohr, Watson and Whipple Elementary) each of which serves around 500 students and has been in the community for decades–most having been constructed in the late 1950’s and early 1960s. While well cared for, they are reaching the end of their lifecycle. Ongoing maintenance and repair costs for each building have begun to exceed the costs of new facilities. When this is paired with difficult accessibility for most of the buildings, inadequate parking and bus circulation space, along with dated air handling and electrical systems, it is clear new structures would better serve Perry students.
Additionally, as education has evolved over the decades, spaces within the original buildings became more fragmented and the historic layout of the existing schools no longer worked with the curriculum or met students’ needs. As an example, “special education” and student wellness within most elementary schools has become very important but in historic schools, there is usually very little space allocated for this crucial need.
The technological and organizational limitations of historic schools necessitated new buildings and presented the unique opportunity to reorganize educational spaces and create a modern educational environment for young students.
“We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.”
Scott Beatty
Superintendent of Perry Local Schools
The Perry Local Schools: Building Focus Group
A tremendous amount of work went into the developing designs for the four new elementary buildings. To specifically tailor these buildings to suit educators, the district established a “Building Focus Group.” This special group was composed of principals, teachers, special education administrators and representatives from food services, music, and athletics across the four existing schools. This group of 25-30 members met weekly for almost 5 months, to discuss how the new buildings would function. Ryan Schmit, Project Manager for the project commented: “We would meet with the Building Focus Group for an hour or two and go through plan concepts, building feature concepts, talk through pros and cons and then afterwards issue a homework task each week.” He continues, “Each representative would take that assignment back to their groups, then send us additional information. We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
The involvement from the administration, educators and various community members ensured the design for each school was “staff driven” and was arranged to meet the educational scheme of the district.
The “Building Focus Group,” represented dozens of educators and hundreds of hours of shared design process that was crucial to each new facility.
Concept Imagery for the four new elementary school buildings:
Perry Local Schools – Concept Imagery for the four elementary schools in the district
Unique Identities in the Perry Community
Early in the design process, a “brainstorming committee” was tasked with identifying unique characteristics of the Perry community that could inform the elevations of the buildings. This committee was made of longtime residents, members of the historical society, young people, and alumni of Perry Local Schools. Through many meetings and long conversations, the group identified several qualities of the community which could be reflected in the overall exterior aesthetics of the buildings.
The team identifies four key characteristics. These included Perry’s strong rural and agricultural roots, the patriotic undercurrent in the community, their strong presence in the steel manufacturing industry and the district’s emphasis on performing arts and music in education. These qualities were woven into the architectural exterior of the four new elementary schools to showcase these unique qualities in the community.
Lohr Elementary School – Borrowing aesthetics from rolling fields and the agricultural land that characterizes many acres in the Perry community, the building elevation employs a natural color scheme with masonry patterns on the brick face to replicate the waving fields of corn and wheat commonly found in the surrounding areas.
Southway (Knapp) Elementary School – This school borrows the red brick patterns from historic and current local manufacturing plants, while also surfacing patterns of crisscrossing steel beams on the exterior.
Whipple Elementary School – The façade of this school seeks to reflect American patriotism and a respect for the military through its use of colored masonry. It evokes feelings of pride, formal parades, and appreciation for the freedoms enjoyed in this country.
Watson Elementary School – This school borrows from Perry’s musical tradition by employing contrasting light and dark masonry which evokes an image of musical stanzas to create a playful pattern across the school’s shared spaces.
While each building is unique in its exterior treatment, they share similar layouts, to unify user experience. The exterior patterns root the buildings in the community’s heritage and create a playful and colorful environment for elementary students.
“We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
Ryan Schmit
Project Manager
New Educational Opportunities
A key design principle for all four schools was to be rooted in the community and allow them to be easily accessed for events and activities. These are “community buildings” and not only do the aesthetics of the exterior signal this, but the parking, entrance and shared spaces were carefully designed to help parents and guests easily navigate each school.
In the early stages of the project, superintendent Scott Beatty remarked: “We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.” This led to the decision to ultimately construct four new buildings, within a variety of collaborative features to educate students.
The new schools are flexibly designed to accommodate both traditional education methods along with collaborative learning spaces. Special consideration was given to each building’s “shared spaces,” like the gymnasium and student dining. These can easily be used for a variety of large activities during the day with the gym serving as a large auditorium space. Each school’s media center (library) features special furniture that encourages collaborative group work and adjacent shared rooms where educators can teach outside their classrooms.
The new buildings incorporate better air handling and filtration systems, providing air conditioning and better indoor air quality overall. Daylight is also important and windows in the buildings create brighter and more open indoor spaces. Technology is better integrated throughout the buildings through additional electrical access in classrooms, upgraded internet connectivity and equipment access in the media center.
The project timeline for the completion of the four new elementary schools.
A Future Facing District
All four schools are in the “design development” phase, which is slated to be finished in the fall of 2021. As this phase is finished, the design team looks forward to releasing more detailed renderings of the facilities towards the end of the year. Construction is planned to start in early 2022, with all four buildings completed and occupied for the 2023-2024 school year.
Perry Local Schools – Four New Elementary SchoolsDriven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; redesigning and constructing all four elementary schools in their district. While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Perry Local Schools – Four New Elementary Buildings
Driven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; the design and construction of four new elementary schools across the district. After passing a bond issue in early 2020, the district partnered with the Ohio Facilities Construction Commission and ThenDesign Architecture to fund and design these new buildings. Addressing the challenge of aging infrastructure in their current facilities, these new schools will provide a better organized school layout, community focused spaces, new technology, and a more comfortable and collaborative environment for students to learn in. Now well into the design process, each school showcases a unique characteristic of the Perry Massillon community, with the buildings slated to be completed by the fall of 2023.
While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Students from Perry Local Schools speak about the impact good educational facilities can make on learning.
A Challenging Environment
The district currently has five elementary schools, (Genoa, Knapp, PJ Lohr, Watson and Whipple Elementary) each of which serves around 500 students and has been in the community for decades–most having been constructed in the late 1950’s and early 1960s. While well cared for, they are reaching the end of their lifecycle. Ongoing maintenance and repair costs for each building have begun to exceed the costs of new facilities. When this is paired with difficult accessibility for most of the buildings, inadequate parking and bus circulation space, along with dated air handling and electrical systems, it is clear new structures would better serve Perry students.
Additionally, as education has evolved over the decades, spaces within the original buildings became more fragmented and the historic layout of the existing schools no longer worked with the curriculum or met students’ needs. As an example, “special education” and student wellness within most elementary schools has become very important but in historic schools, there is usually very little space allocated for this crucial need.
The technological and organizational limitations of historic schools necessitated new buildings and presented the unique opportunity to reorganize educational spaces and create a modern educational environment for young students.
“We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.”
Scott Beatty
Superintendent of Perry Local Schools
The Perry Local Schools: Building Focus Group
A tremendous amount of work went into the developing designs for the four new elementary buildings. To specifically tailor these buildings to suit educators, the district established a “Building Focus Group.” This special group was composed of principals, teachers, special education administrators and representatives from food services, music, and athletics across the four existing schools. This group of 25-30 members met weekly for almost 5 months, to discuss how the new buildings would function. Ryan Schmit, Project Manager for the project commented: “We would meet with the Building Focus Group for an hour or two and go through plan concepts, building feature concepts, talk through pros and cons and then afterwards issue a homework task each week.” He continues, “Each representative would take that assignment back to their groups, then send us additional information. We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
The involvement from the administration, educators and various community members ensured the design for each school was “staff driven” and was arranged to meet the educational scheme of the district.
The “Building Focus Group,” represented dozens of educators and hundreds of hours of shared design process that was crucial to each new facility.
Concept Imagery for the four new elementary school buildings:
Perry Local Schools – Concept Imagery for the four elementary schools in the district
Unique Identities in the Perry Community
Early in the design process, a “brainstorming committee” was tasked with identifying unique characteristics of the Perry community that could inform the elevations of the buildings. This committee was made of longtime residents, members of the historical society, young people, and alumni of Perry Local Schools. Through many meetings and long conversations, the group identified several qualities of the community which could be reflected in the overall exterior aesthetics of the buildings.
The team identifies four key characteristics. These included Perry’s strong rural and agricultural roots, the patriotic undercurrent in the community, their strong presence in the steel manufacturing industry and the district’s emphasis on performing arts and music in education. These qualities were woven into the architectural exterior of the four new elementary schools to showcase these unique qualities in the community.
Lohr Elementary School – Borrowing aesthetics from rolling fields and the agricultural land that characterizes many acres in the Perry community, the building elevation employs a natural color scheme with masonry patterns on the brick face to replicate the waving fields of corn and wheat commonly found in the surrounding areas.
Southway (Knapp) Elementary School – This school borrows the red brick patterns from historic and current local manufacturing plants, while also surfacing patterns of crisscrossing steel beams on the exterior.
Whipple Elementary School – The façade of this school seeks to reflect American patriotism and a respect for the military through its use of colored masonry. It evokes feelings of pride, formal parades, and appreciation for the freedoms enjoyed in this country.
Watson Elementary School – This school borrows from Perry’s musical tradition by employing contrasting light and dark masonry which evokes an image of musical stanzas to create a playful pattern across the school’s shared spaces.
While each building is unique in its exterior treatment, they share similar layouts, to unify user experience. The exterior patterns root the buildings in the community’s heritage and create a playful and colorful environment for elementary students.
“We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
Ryan Schmit
Project Manager
New Educational Opportunities
A key design principle for all four schools was to be rooted in the community and allow them to be easily accessed for events and activities. These are “community buildings” and not only do the aesthetics of the exterior signal this, but the parking, entrance and shared spaces were carefully designed to help parents and guests easily navigate each school.
In the early stages of the project, superintendent Scott Beatty remarked: “We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.” This led to the decision to ultimately construct four new buildings, within a variety of collaborative features to educate students.
The new schools are flexibly designed to accommodate both traditional education methods along with collaborative learning spaces. Special consideration was given to each building’s “shared spaces,” like the gymnasium and student dining. These can easily be used for a variety of large activities during the day with the gym serving as a large auditorium space. Each school’s media center (library) features special furniture that encourages collaborative group work and adjacent shared rooms where educators can teach outside their classrooms.
The new buildings incorporate better air handling and filtration systems, providing air conditioning and better indoor air quality overall. Daylight is also important and windows in the buildings create brighter and more open indoor spaces. Technology is better integrated throughout the buildings through additional electrical access in classrooms, upgraded internet connectivity and equipment access in the media center.
The project timeline for the completion of the four new elementary schools.
A Future Facing District
All four schools are in the “design development” phase, which is slated to be finished in the fall of 2021. As this phase is finished, the design team looks forward to releasing more detailed renderings of the facilities towards the end of the year. Construction is planned to start in early 2022, with all four buildings completed and occupied for the 2023-2024 school year.
New Cuyahoga Falls 6-12 Campus – Meet the Architect & Construction ManagerAs design commences for the new Cuyahoga Falls 6-12 Campus, the school district conducted it’s first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community.
New Cuyahoga Falls 6-12 Campus
As design commences for the new Cuyahoga Falls 6-12 Campus, the Cuyahoga Falls City School District conducted its’ first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community. Held in the Cuyahoga Falls High School Auditorium, the interactive session was offered for both in-person attendees and via livestream video for the community. The team provided an inside look on how buildings are designed and presented the next several milestones to look forward to. While this is only the first of many engagement opportunities, many community members came out to support the project, offer ideas for the future school and better understand what opportunities this facility will bring in the years ahead.
The Project Scope
The project scope includes the design and construction of a new 370,000 sf building that houses grades 6-12. The building will ultimately sit on the site currently occupied by the Bolich Middle School and will host a performing arts center and 5,000-seat sports stadium. This innovative facility will open up a range of new possibilities for academic programming and collaboration, larger athletic events and a streamlined education experience for students.
In a recent interviewCuyahoga Falls City Mayor Don Walters recently commented, “This will be the ‘missing piece’ to our City and everything will be complete because the campus environment is perfect.” He continues, “It’s just time [for this new school], and once that is built, and we get the old high school redeveloped and every piece is covered in the City. We will have a good economic base, we have good school systems and everything is complete. So, we are really, really excited to see that.”
Similar sentiments were echoed by those at the community meeting, many of whom supported the bond process in 2019.
The project is estimated to cost $113.8 million, with the district funding $80.6 million, from the bond issue, while the state of Ohio through the Ohio Facilities Construction Commission (OFCC), is contributing $33.2 million. That amount goes directly towards the new construction of a 6-12 building, stadium complex and demolition of Bolich Middle School and the Newberry Elementary School.
“We’re going to be meeting with our staff and we’ll be listening to what they have to say to inform the design. We are beginning with an “educational vision” and designing a building to meet those needs.”
Dr. Todd M. Nichols
Superintendent/CEO
Cuyahoga Falls New 6-12 Campus Design Process
In order to kick off the design process, ThenDesign Architecture, along with the district, has planned a series of engagements crafted to inform the overall design of the project during initial schematic and programming phases. Chris Smith, president of TDA, commented on Thursday night, “We’re in the thinking business, not simply the drawing business. We don’t believe our “name” should be on the door, our nature is to be collaborative, it’s not about us, we don’t dictate design. Our buildings reflect the communities where they reside and I think you’ll be proud to call this your design, your building.”
Architects have also begun speaking with educators from the High School, along with Bolich and Roberts Middle Schools for input on the interior layout. Teachers are asked to discuss their educational needs, while imagining new ways their initiatives can be improved by this new space. Ideas generated from these sessions are used to inform the interior adjacencies, classroom sizes, collaborative areas and furniture needs. This type of engagement will continue throughout the summer. These initial sessions allow current staff to expand their minds on how their new building can improve their efforts.
Cuyahoga Falls New 6-12 Campus and 21st Century Design
A major element of this project is combining the high school and middle schools together into one campus. This arrangement brings a variety of benefits.
While a physical separation between the two schools is still maintained, efficiencies are achieved by having both schools share major spaces such as athletics areas and the performing arts center. In addition, bringing all educators under one roof allows for collaboration which simply wasn’t possible before. With better access to a variety of educators, middle school students can potentially take advantage of accelerated programs offered at the high school. Finally, young students often find that the crucial transition from middle to high school is much easier, since they are in the same familiar building, now just in a different wing.
Even though the building is still in the early stages of design, Dr. Nichols made it clear that an important aspect of this project is to create a nurturing environment where 6th graders can gently transition into their new environment, providing them a safe environment and autonomy to prepare for their future education.
This mixture of educational collaboration, flexibility and autonomy are all hallmarks of good 21st century design.
“We firmly believe that we have to trust our professional educators to design the inside of the building. Then we believe that the community at large, lends a leading hand in helping us design the exterior of the building, how it interfaces with community playgrounds, parent drop-offs and pickups. So there is a trust there.”
Chris Smith
President TDA
Cuyahoga Falls Community Feedback and Questions & Answers
For many longtime residents, who have been through the Cuyahoga Falls school system, they look forward to the new campus. One attendee commented: “We’re very excited for the school district, for Cuyahoga Falls and for property values. We feel that Mayor Walters has done so many good things for this City and that Dr. Nichols has done good things too.” They continue, “the school is like the “pièce de résistance.” It’s the final touch. We need it, and we have to do it.”
Speaking to when the project will be completed, Bill Schurman, President of Hammond Construction commented, “We are committed to the new building being occupied in August [2025]. So that means we turn it over in the summer, allowing for a transition period for staff. These dates will be fine-tuned as the design evolves.” Residents can look forward to future updates as the design process progresses.
After the presentation, the district, TDA and Hammond held a Q+A session. Questions ranged from project construction phasing, how the construction process worked, what separation between the middle school and high school would look like, how much time was lost by the Covid-19 pandemic and how safety measures will be implemented in a school of that size.
Some questions revolved around the site usage, and whether traffic flow would negatively impact the surrounding neighborhoods. Mr. Smith responded, “Part of our philosophy in facility design is to get all the school traffic off the street. This is so all of that is contained on our site, we want to get it off the street. The same goes when managing storm water. this is key in the low areas by Newberry Elementary School.”
Dr. Nichols encouraged those with questions to submit them to the district for further consideration. The district is committed to keeping the community updated on the project throughout the process on their construction focused website: “Building Community.”
Homework Assignment for Cuyahoga Falls Community Members
The next engagement session for community members will be held on May 13th, focusing on a “Visual Preference Exercise.” They were encouraged to think about their favorite building in Cuyahoga Falls and why. This can then start to establish a common aesthetic trend for what the exterior of the building could look like. Scott Alleman, Project Manager for TDA commented, “Examples for this could be the Natatorium, or the church down the street, but think of something that is your favorite piece of architecture and why you feel that reflects the community. Keep that in mind when we come back on May 13th for the visual preference exercise!”
What is your favorite piece of Cuyahoga Falls Architecture and why? Drop us a line and let us know!
Reach Out to Learn More
Closing out the engagement, Dr. Nichols embraced the collaborative spirit in the community and the team making this new facility possible. He looks forward to the process continuing, “I want to thank you all so much for being here this evening. Talk to your neighbors, talk to your friends, engage more and more of the community. We’re going to be meeting with our staff and we’ll be listening to what they have to say, to inform the design, because we are beginning with an educational vision and designing a building, to meet those needs.”
If you are interested in learning more about this project, visit the Cuyahoga Falls page “Building Community.” If you have ideas or questions surrounding the process, reach out to John Wasylko, Community Relations at Cuyahoga Falls City School District at cf_wasylkoj@cftigers.org.
Also, let us know what your favorite piece of architecture in Cuyahoga Falls is and why! Send your pictures to Ryan Caswell at rcaswell@thendesign.com. We want to hear from you and incorporate that feedback into the exterior design!
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
New Cuyahoga Falls 6-12 Campus – Meet the Architect & Construction ManagerAs design commences for the new Cuyahoga Falls 6-12 Campus, the school district conducted it’s first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community.
New Cuyahoga Falls 6-12 Campus
As design commences for the new Cuyahoga Falls 6-12 Campus, the Cuyahoga Falls City School District conducted its’ first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community. Held in the Cuyahoga Falls High School Auditorium, the interactive session was offered for both in-person attendees and via livestream video for the community. The team provided an inside look on how buildings are designed and presented the next several milestones to look forward to. While this is only the first of many engagement opportunities, many community members came out to support the project, offer ideas for the future school and better understand what opportunities this facility will bring in the years ahead.
The Project Scope
The project scope includes the design and construction of a new 370,000 sf building that houses grades 6-12. The building will ultimately sit on the site currently occupied by the Bolich Middle School and will host a performing arts center and 5,000-seat sports stadium. This innovative facility will open up a range of new possibilities for academic programming and collaboration, larger athletic events and a streamlined education experience for students.
In a recent interviewCuyahoga Falls City Mayor Don Walters recently commented, “This will be the ‘missing piece’ to our City and everything will be complete because the campus environment is perfect.” He continues, “It’s just time [for this new school], and once that is built, and we get the old high school redeveloped and every piece is covered in the City. We will have a good economic base, we have good school systems and everything is complete. So, we are really, really excited to see that.”
Similar sentiments were echoed by those at the community meeting, many of whom supported the bond process in 2019.
The project is estimated to cost $113.8 million, with the district funding $80.6 million, from the bond issue, while the state of Ohio through the Ohio Facilities Construction Commission (OFCC), is contributing $33.2 million. That amount goes directly towards the new construction of a 6-12 building, stadium complex and demolition of Bolich Middle School and the Newberry Elementary School.
“We’re going to be meeting with our staff and we’ll be listening to what they have to say to inform the design. We are beginning with an “educational vision” and designing a building to meet those needs.”
Dr. Todd M. Nichols
Superintendent/CEO
Cuyahoga Falls New 6-12 Campus Design Process
In order to kick off the design process, ThenDesign Architecture, along with the district, has planned a series of engagements crafted to inform the overall design of the project during initial schematic and programming phases. Chris Smith, president of TDA, commented on Thursday night, “We’re in the thinking business, not simply the drawing business. We don’t believe our “name” should be on the door, our nature is to be collaborative, it’s not about us, we don’t dictate design. Our buildings reflect the communities where they reside and I think you’ll be proud to call this your design, your building.”
Architects have also begun speaking with educators from the High School, along with Bolich and Roberts Middle Schools for input on the interior layout. Teachers are asked to discuss their educational needs, while imagining new ways their initiatives can be improved by this new space. Ideas generated from these sessions are used to inform the interior adjacencies, classroom sizes, collaborative areas and furniture needs. This type of engagement will continue throughout the summer. These initial sessions allow current staff to expand their minds on how their new building can improve their efforts.
Cuyahoga Falls New 6-12 Campus and 21st Century Design
A major element of this project is combining the high school and middle schools together into one campus. This arrangement brings a variety of benefits.
While a physical separation between the two schools is still maintained, efficiencies are achieved by having both schools share major spaces such as athletics areas and the performing arts center. In addition, bringing all educators under one roof allows for collaboration which simply wasn’t possible before. With better access to a variety of educators, middle school students can potentially take advantage of accelerated programs offered at the high school. Finally, young students often find that the crucial transition from middle to high school is much easier, since they are in the same familiar building, now just in a different wing.
Even though the building is still in the early stages of design, Dr. Nichols made it clear that an important aspect of this project is to create a nurturing environment where 6th graders can gently transition into their new environment, providing them a safe environment and autonomy to prepare for their future education.
This mixture of educational collaboration, flexibility and autonomy are all hallmarks of good 21st century design.
“We firmly believe that we have to trust our professional educators to design the inside of the building. Then we believe that the community at large, lends a leading hand in helping us design the exterior of the building, how it interfaces with community playgrounds, parent drop-offs and pickups. So there is a trust there.”
Chris Smith
President TDA
Cuyahoga Falls Community Feedback and Questions & Answers
For many longtime residents, who have been through the Cuyahoga Falls school system, they look forward to the new campus. One attendee commented: “We’re very excited for the school district, for Cuyahoga Falls and for property values. We feel that Mayor Walters has done so many good things for this City and that Dr. Nichols has done good things too.” They continue, “the school is like the “pièce de résistance.” It’s the final touch. We need it, and we have to do it.”
Speaking to when the project will be completed, Bill Schurman, President of Hammond Construction commented, “We are committed to the new building being occupied in August [2025]. So that means we turn it over in the summer, allowing for a transition period for staff. These dates will be fine-tuned as the design evolves.” Residents can look forward to future updates as the design process progresses.
After the presentation, the district, TDA and Hammond held a Q+A session. Questions ranged from project construction phasing, how the construction process worked, what separation between the middle school and high school would look like, how much time was lost by the Covid-19 pandemic and how safety measures will be implemented in a school of that size.
Some questions revolved around the site usage, and whether traffic flow would negatively impact the surrounding neighborhoods. Mr. Smith responded, “Part of our philosophy in facility design is to get all the school traffic off the street. This is so all of that is contained on our site, we want to get it off the street. The same goes when managing storm water. this is key in the low areas by Newberry Elementary School.”
Dr. Nichols encouraged those with questions to submit them to the district for further consideration. The district is committed to keeping the community updated on the project throughout the process on their construction focused website: “Building Community.”
Homework Assignment for Cuyahoga Falls Community Members
The next engagement session for community members will be held on May 13th, focusing on a “Visual Preference Exercise.” They were encouraged to think about their favorite building in Cuyahoga Falls and why. This can then start to establish a common aesthetic trend for what the exterior of the building could look like. Scott Alleman, Project Manager for TDA commented, “Examples for this could be the Natatorium, or the church down the street, but think of something that is your favorite piece of architecture and why you feel that reflects the community. Keep that in mind when we come back on May 13th for the visual preference exercise!”
What is your favorite piece of Cuyahoga Falls Architecture and why? Drop us a line and let us know!
Reach Out to Learn More
Closing out the engagement, Dr. Nichols embraced the collaborative spirit in the community and the team making this new facility possible. He looks forward to the process continuing, “I want to thank you all so much for being here this evening. Talk to your neighbors, talk to your friends, engage more and more of the community. We’re going to be meeting with our staff and we’ll be listening to what they have to say, to inform the design, because we are beginning with an educational vision and designing a building, to meet those needs.”
If you are interested in learning more about this project, visit the Cuyahoga Falls page “Building Community.” If you have ideas or questions surrounding the process, reach out to John Wasylko, Community Relations at Cuyahoga Falls City School District at cf_wasylkoj@cftigers.org.
Also, let us know what your favorite piece of architecture in Cuyahoga Falls is and why! Send your pictures to Ryan Caswell at rcaswell@thendesign.com. We want to hear from you and incorporate that feedback into the exterior design!
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
One Key Characteristic Needed by all Architects in Educational DesignEducational design is a rigorous process that involves dedication, technical ability and skill. Developing successful school facilities takes years of work, between district representatives, architects construction professionals and the community. A vast array of talents are used in this type of work, but one key characteristic is needed for any architect in educational design.
One Key Characteristic
“One of the first questions, I ask a potential new employees is, “Why do you like this type of work?” We already know everyone likes collaboration and autonomy, but I want them to dig deeper than that.” says Angela Staedt, PHR, SHRM-CP, Human Resources Director at TDA. Educational design is a rigorous process that involves dedication, technical ability and skill. Developing successful school facilities takes years of work, between district representatives, architects construction professionals and the community. A vast array of talents are used in these projects, but one key characteristic needed for any architect in educational design.
Angie continues, “You can have the most amazing talent in the world and be technically impressive, but if you don’t have curiosity that fuels dedication, then you may not be a good fit in this industry.”
This characteristic informs everything we do as creative professionals and allows us to drive forward despite challenges. We accomplish more than we think because of it. And it is the defining characteristic of our best educators and administrators, so there is no surprise it’s in our architects too.
“Those people who deeply think about this characteristic and explore how it impacts them, they will succeed here. Working collaboratively and autonomously is great,” Angie answers, “but those who are passionate towards education, architecture and communities–they will succeed.”
TDA and What We Do
ThenDesign Architecture (TDA) is an architecture, planning and construction firm, located in downtown Willoughby, operating out of the renovated Junior High School building. During our over 60-year history, we have worked with over 120 passionate school districts in Northeast Ohio, partnering with them to develop unique, innovative, architectural designs that improve the education for the students and communities. Our work is characterized through facilities planning, new construction, building renovation and much more. Our staff is as unique as the districts we serve, and each one brings perspectives and experiences that complement the districts we work with. However, even though we are a diverse team, the one characteristic, passion, fuels all our educational designs.
Join our team!
ThenDesign Architecture is looking for collaborative, innovative team members for a variety of roles including Architects, Revit Modelers, IT Managers, Interior Designers, BIM/Revit Managers. Apply today!
Contact Angie at hr@thendesign.com.
“Passion” – A Key Characteristic
The meaning of the word “passion” has morphed significantly over the years, with it more recently surging in popularity. It is characterized as an “intense enthusiasm for something.” However, even though it now takes a much more positive tone, originally it was derived from the Latin root word “to suffer.”
This somewhat paradoxical meaning makes sense when we understand that our “passion,” that enthusiastic drive, is what helps us make sacrifices to push forward a good cause.
Author Brad Stulberg, describes this condition in his book “The Passion Paradox,” Using the lens of high-performance athletes, he explains that our challenge is to balance a burning desire to achieve, with “overwhelming our sense of balance.” He believes that “Passion isn’t a one-time thing. It is an ongoing practice,” in other words, we are constantly balancing the extremes of drive and sacrifice. That paradox is present in passionate people. Their desire to advance their cause, bleeds into everything they do. “Your passion should not come from the outside. It should come from within.”
This one key characteristic, passion, is a key indicator of success in architecture, especially around educational design. Whether a project manager, or intern, passion is what allows us to succeed.
“Many times we find that once architects start working on educational design, they discover their passion for this work. It’s about giving to the generations of young people who will experience their architecture.”
Chris Smith
President
What Does our Staff Say?
“This isn’t just something I believe, it isn’t something that comes from an HR book, but everyone from the administrative team to our designers have shared this common thread.” From her unique position in HR, Angie recognizes this characteristic in every team member she works with. “It’s coming from our staff who regularly work together as a team. They drive towards the same goal and develop close relationships with one another as well as our clients.
“Passion” is one key characteristic needed by all architects in educational design.
Claire Bank, RA – Project Manager
“I wanted to be in a field that benefited the community, designing buildings that benefited its users. Schools are ingrained in their community and have always served as hubs in some form. Now we are seeing more community aspects woven into them…A lot of people don’t realize how passionate I am about education. I taught Architecture at Kent State for a period of time and I’m also involved in the ACE Mentor Program. I am always trying to find other ways, besides designing schools, to weave education into my work. Maybe it’s genetic, my parents were educators, but I try to weave education into my career as much as possible.”
Ken Monsman, RA, NCARB, CCM, LEED AP BD+ C – Construction Administrator
“There is nothing like seeing students using the spaces we designed at their school. Sitting in class during academic time, using the collaborative areas during lunch and after working in little groups on projects. The space is very flexible and useful for them. Architecture has a profound impact on people. Whether you are experiencing the building as visitor or you use it regularly. It’s very exciting to have a big influence on students by designing their schools. It’s very fulfilling and I’m grateful to have made the decision to join TDA. It has been a good experience for me, there are great people, good management and great projects.”
Cynthia Haight – Interior Designer
“The design of schools is more important today than ever. We have to give our youth a place where they can truly learn and provide their teachers a place that is easy to teach in. That’s the only reason why I feel so passionate about this type of design, it’s fantastic.”
Adam Parris, RA – Project Manager
“When we are given a design problem by a client and solve it, we are appreciated by them. However, you don’t see all the people that are benefited by that space afterwards. In my mind, the best praise you can give to a project is someone who walks in the building, enjoys their time there and walks out feeling like they’ve done what they came to do, and want to come back. Seeing people enjoying the space drives me to continue designing.”
Mackenzie Kicher – Architectural Intern
“Being at TDA was the first time I was exposed to educational design. You most likely went through school but rarely thought about how it works, there’s just so much to it. Designing a science lab is completely different than designing a room for preschoolers or kindergartners. As a student, there is only so much that school can teach you, you just need to get into an office and see how it works. The experiences I have had, I didn’t even know I needed them to be a good architect. Now going back into school, I feel much more passionate about these spaces and confident since I learned them firsthand.”
“Working collaboratively and autonomously is great, but those who are passionate towards education, architecture and communities – they will succeed.”
Angela Staedt, PHR, SHRM-CP
Human Resources Director
Developing this one key Characteristic – Passion
“Staff stay at TDA because they enjoy the people they work with almost as much as what they do every day. One common factor people love it here, is that they realize they are doing something for a much bigger cause creating purpose.” Angie has heard the same comments from many designers at TDA, “It’s something bigger than what they could do alone, it makes a difference in a community for decades, so our work is meaningful.”
If you have a passion or curiosity for educational design, our team would love to connect with you. Passion is a characteristic that can be developed over time but often comes from within. We have found that even if someone isn’t familiar with educational design, once exposed to it, their own passion is ignited and they see the tangible difference they can make in education.
“So this is a continual process, as we develop new skills we can take inspiration from others who have tried things a little differently. Those who drive design forward, and who are passionate about what they do, there is limitless possibility.”
If you are passionate for architecture, and improving the education in communities, both now and for decades to come, we want to hear from you. We are looking for passionate individuals, so visit our Careers page and see how we can work together.
Reach out, and let’s develop a future centered around the passion for good educational design.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
One Key Characteristic Needed by all Architects in Educational DesignEducational design is a rigorous process that involves dedication, technical ability and skill. Developing successful school facilities takes years of work, between district representatives, architects construction professionals and the community. A vast array of talents are used in this type of work, but one key characteristic is needed for any architect in educational design.
One Key Characteristic
“One of the first questions, I ask a potential new employees is, “Why do you like this type of work?” We already know everyone likes collaboration and autonomy, but I want them to dig deeper than that.” says Angela Staedt, PHR, SHRM-CP, Human Resources Director at TDA. Educational design is a rigorous process that involves dedication, technical ability and skill. Developing successful school facilities takes years of work, between district representatives, architects construction professionals and the community. A vast array of talents are used in these projects, but one key characteristic needed for any architect in educational design.
Angie continues, “You can have the most amazing talent in the world and be technically impressive, but if you don’t have curiosity that fuels dedication, then you may not be a good fit in this industry.”
This characteristic informs everything we do as creative professionals and allows us to drive forward despite challenges. We accomplish more than we think because of it. And it is the defining characteristic of our best educators and administrators, so there is no surprise it’s in our architects too.
“Those people who deeply think about this characteristic and explore how it impacts them, they will succeed here. Working collaboratively and autonomously is great,” Angie answers, “but those who are passionate towards education, architecture and communities–they will succeed.”
TDA and What We Do
ThenDesign Architecture (TDA) is an architecture, planning and construction firm, located in downtown Willoughby, operating out of the renovated Junior High School building. During our over 60-year history, we have worked with over 120 passionate school districts in Northeast Ohio, partnering with them to develop unique, innovative, architectural designs that improve the education for the students and communities. Our work is characterized through facilities planning, new construction, building renovation and much more. Our staff is as unique as the districts we serve, and each one brings perspectives and experiences that complement the districts we work with. However, even though we are a diverse team, the one characteristic, passion, fuels all our educational designs.
Join our team!
ThenDesign Architecture is looking for collaborative, innovative team members for a variety of roles including Architects, Revit Modelers, IT Managers, Interior Designers, BIM/Revit Managers. Apply today!
Contact Angie at hr@thendesign.com.
“Passion” – A Key Characteristic
The meaning of the word “passion” has morphed significantly over the years, with it more recently surging in popularity. It is characterized as an “intense enthusiasm for something.” However, even though it now takes a much more positive tone, originally it was derived from the Latin root word “to suffer.”
This somewhat paradoxical meaning makes sense when we understand that our “passion,” that enthusiastic drive, is what helps us make sacrifices to push forward a good cause.
Author Brad Stulberg, describes this condition in his book “The Passion Paradox,” Using the lens of high-performance athletes, he explains that our challenge is to balance a burning desire to achieve, with “overwhelming our sense of balance.” He believes that “Passion isn’t a one-time thing. It is an ongoing practice,” in other words, we are constantly balancing the extremes of drive and sacrifice. That paradox is present in passionate people. Their desire to advance their cause, bleeds into everything they do. “Your passion should not come from the outside. It should come from within.”
This one key characteristic, passion, is a key indicator of success in architecture, especially around educational design. Whether a project manager, or intern, passion is what allows us to succeed.
“Many times we find that once architects start working on educational design, they discover their passion for this work. It’s about giving to the generations of young people who will experience their architecture.”
Chris Smith
President
What Does our Staff Say?
“This isn’t just something I believe, it isn’t something that comes from an HR book, but everyone from the administrative team to our designers have shared this common thread.” From her unique position in HR, Angie recognizes this characteristic in every team member she works with. “It’s coming from our staff who regularly work together as a team. They drive towards the same goal and develop close relationships with one another as well as our clients.
“Passion” is one key characteristic needed by all architects in educational design.
Claire Bank, RA – Project Manager
“I wanted to be in a field that benefited the community, designing buildings that benefited its users. Schools are ingrained in their community and have always served as hubs in some form. Now we are seeing more community aspects woven into them…A lot of people don’t realize how passionate I am about education. I taught Architecture at Kent State for a period of time and I’m also involved in the ACE Mentor Program. I am always trying to find other ways, besides designing schools, to weave education into my work. Maybe it’s genetic, my parents were educators, but I try to weave education into my career as much as possible.”
Ken Monsman, RA, NCARB, CCM, LEED AP BD+ C – Construction Administrator
“There is nothing like seeing students using the spaces we designed at their school. Sitting in class during academic time, using the collaborative areas during lunch and after working in little groups on projects. The space is very flexible and useful for them. Architecture has a profound impact on people. Whether you are experiencing the building as visitor or you use it regularly. It’s very exciting to have a big influence on students by designing their schools. It’s very fulfilling and I’m grateful to have made the decision to join TDA. It has been a good experience for me, there are great people, good management and great projects.”
Cynthia Haight – Interior Designer
“The design of schools is more important today than ever. We have to give our youth a place where they can truly learn and provide their teachers a place that is easy to teach in. That’s the only reason why I feel so passionate about this type of design, it’s fantastic.”
Adam Parris, RA – Project Manager
“When we are given a design problem by a client and solve it, we are appreciated by them. However, you don’t see all the people that are benefited by that space afterwards. In my mind, the best praise you can give to a project is someone who walks in the building, enjoys their time there and walks out feeling like they’ve done what they came to do, and want to come back. Seeing people enjoying the space drives me to continue designing.”
Mackenzie Kicher – Architectural Intern
“Being at TDA was the first time I was exposed to educational design. You most likely went through school but rarely thought about how it works, there’s just so much to it. Designing a science lab is completely different than designing a room for preschoolers or kindergartners. As a student, there is only so much that school can teach you, you just need to get into an office and see how it works. The experiences I have had, I didn’t even know I needed them to be a good architect. Now going back into school, I feel much more passionate about these spaces and confident since I learned them firsthand.”
“Working collaboratively and autonomously is great, but those who are passionate towards education, architecture and communities – they will succeed.”
Angela Staedt, PHR, SHRM-CP
Human Resources Director
Developing this one key Characteristic – Passion
“Staff stay at TDA because they enjoy the people they work with almost as much as what they do every day. One common factor people love it here, is that they realize they are doing something for a much bigger cause creating purpose.” Angie has heard the same comments from many designers at TDA, “It’s something bigger than what they could do alone, it makes a difference in a community for decades, so our work is meaningful.”
If you have a passion or curiosity for educational design, our team would love to connect with you. Passion is a characteristic that can be developed over time but often comes from within. We have found that even if someone isn’t familiar with educational design, once exposed to it, their own passion is ignited and they see the tangible difference they can make in education.
“So this is a continual process, as we develop new skills we can take inspiration from others who have tried things a little differently. Those who drive design forward, and who are passionate about what they do, there is limitless possibility.”
If you are passionate for architecture, and improving the education in communities, both now and for decades to come, we want to hear from you. We are looking for passionate individuals, so visit our Careers page and see how we can work together.
Reach out, and let’s develop a future centered around the passion for good educational design.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North Olmsted 6-12 Campus – Fusing Modern and Historic StylesThe North Olmsted 6-12 campus hosts a beautiful 315,000 sf school, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. ThenDesign Architecture, working with the North Olmsted City School District created a new landmark in the historic Butternut Ridge Historic District.
North Olmsted 6-12 Campus
The North Olmsted 6-12 campus hosts a beautiful 315,000 sf facility, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. The campus hosts the high school and middle school under one roof while serving 2,200 students. It is located inside the one-and-a-half-mile long Butternut Ridge Historic District, which informs the school’s historic aesthetic. The exterior design complements a Branch of Cuyahoga County Public Library, located just across the street. Together they form an impressive new gateway into the City of North Olmsted. Proportion, symmetry and balance are hallmarks of the late 19th century Georgian Architecture and this aesthetic is fused to a modern interior that supports a collaborative “hub based” 21st century learning model. Opened for the 2018 academic year, this new facility capitalizes on the history of the community, while promoting the latest educational designs that will impact student’s education for decades to come.
Designed for the 21st Century
Before facility design commenced, the North Olmsted City School District had formed a clear plan for students’ education in the new facility. Their idea was inspired by a 21st century educational model that places students at the center of education, promotes small group work and collaboration between educators and students. A “hub concept” was used in educational spaces, where classrooms revolve around a shared collaborative space. Educators were encouraged to take advantage of the movable furniture, flexible classrooms, and embedded technology in the curriculum.
Both the high school and middle school are located under one roof but exist as separate entities. They each have their own entrances at opposite ends of the site, separate media centers, student dining and gym facilities. However, they share many common services such as the kitchen facilities and art and music spaces.
“This is not your grandfather’s school,” Superintendent Michael E. Zalar at the ribbon cutting ceremony and opening tour, “You don’t see traditional individual desks lined up in rows like you might have in the 19th or 20th centuries.” He continued, “These are truly classrooms built to foster flexibility and collaboration. People seemed to know that this campus was really designed for the future, not for the past.”
The Middle School lobby is open, bringing in natural light from tall windows and features terrazzo flooring with an embedded school logo. The ceiling design is an abstract representation of eagles in flight–the school mascot. The entrance feeds the academic wing, gymnasium and student dining.
To support 21st century educational design, the middle school spaces are organized into 5 studios, two per grade level. Each studio houses 150 students, and consists of 4 general classrooms, 1 science lab, 2 small group rooms, teacher prep room with storage, central collaboration area with presentation platform and adjoining restroom facilities. The classrooms are fronted by overhead garage doors that open into a shared collaborative area which supports project-based learning and features charging stations, lockers and raised platform for presentations. Movable furniture is used throughout and large glass windows provide natural light that also spills into corridor spaces, creating a light and airy feel.
The collaborative areas allow educators the flexibility to organize their students around the smaller community of students.
“We couldn’t be more excited, this is going to be the grandest opening of the school year that the district has ever embarked upon. Students are just emotional.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted High School
The High School’s entrance features a secure vestibule, orange & black school colors and the school logo embedded in terrazzo, similar to the middle school. Acoustic panels dampen sound reverberation in the tall space and form abstract eagles’ wings above the entry.
The high school also employs a modern approach to educational design, but on a more sophisticated level. Educational spaces are designed around collaborative areas, featuring expandable labs on the first floor, while core classrooms are on the second floor. Collaborative areas are surrounded by classrooms and small group rooms with translucent panels that provide views to and from the corridor. Each space is technology rich and hosts flexible furniture, preparing students for collaborative teamwork after their school career. The interior uses classical elements such as niches, alcoves and columns providing a Georgian twist on the 21st century design flexibility.
The student center was also designed with collaborative work in mind, not just as a cafeteria. It is a hub that connects the gymnasium, performing art center, outdoor courtyard and other academic spaces. The multipurpose space includes high-top tables, moveable furniture, Wi-Fi and charging stations to accommodate student work throughout the day.
The two-story media center is located on a prominent corner of the site and while it still offers books, it focuses on digital media that incorporates comfortable seating, worktables, and group areas. Students can enjoy beverages and snacks with large windows providing light and visibility to interior corridors.
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district,” architect Zora Pavlovic “The superintendent and the whole district was very into collaboration and the 21st century learning model. Not every teacher has experience with it yet, but we are seeing more and more educators embrace this method.”
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district. So I am really thrilled with how it turned out for them”
Zora Pavlovic
Architect
The Building Site and Athletics
More than half of the 38.5 acres of the property is located in a flood zone which posed challenges for the 315,000 sf campus. A creek runs through the site and informed the decision to place the building towards Butternut Ridge road, giving the building more presence on the street. Then, this unique creek was expanded, deepened and worked into the overall landscape design. The creek beautifies the site, and also helps alleviate flooding issues for the nearby area. Trees and a pavilion were installed after the building to create a “park like” setting behind the school.
Bike racks line the perimeter of the building to encourage physical activity of students and staff as well as to support the building’s LEED Silver certification.
Athletic facilities onsite include the artificial turf field used as a football and soccer field which is ringed by a track. The stadium offers seating for 3,000 on the home team side while supporting 1,000 visitor seats. Heated locker rooms, restrooms and concession stands are located below the stands.
“I couldn’t have been more pleased with the response we received from the community…They really felt like the district did a great job working with the architects and that we really have something we can really be proud of here in North Olmsted for many, many years to come.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted Performing Arts Center
The new North Olmsted Performing Arts Center (PAC) has become a great source of pride for both North Olmsted Schools and its surrounding community. Connected to the main academic building, the new Performing Arts Center seats 850, has a separate, dedicated entrance, intended to feel unique as a performance theater for use by not only the school but also the community.
“I’m really excited about how the PAC turned out, we used classical elements on the exterior and the interior,” comment Mrs. Pavlovic. “I hear a lot of comments like, “It looks like Severance Hall!” or “We must be in a Playhouse District!” when you walk in. It does feel like that with rich fabrics, columns, and the colonnade. I attended their first musical which was “Beauty and the Beast,” it was just awesome. They did an amazing job and have a really good drama and music program. The community is very excited about it. I’m happy how it turned out for the North Olmsted district.”
Placing significant emphasis on the arts, historic 1930 precast medallions were removed from the former High School before demolition and reinstalled in the PAC’s exterior. It was designed with imposing proscenium arch opening that evokes a feeling of a grandiose professional theater.
Fused into the interiors are a Georgian color palette, patterns, and classical elements such as niches, columns, intricate pilasters & cornices, coffered ceilings with glass bell jar lantern light fixtures. Theatrical comedy-tragedy masks are molded into a focal wall medallion and fused into the terrazzo floor motif of the theater lobby as a design highlight.
The North Olmsted 6-12 campus is a landmark in the community, with its Georgian Architectural aesthetic fusing both historic and modern design styles into one structure. The school won “Learning By Design’s” prestigious “Outstanding Project” in 2019 award and exemplifies the 21st century learning model. The North Olmsted 6-12 school will continue to impact student’s education in the district and serve the community for years to come.
“I couldn’t have been more pleased with the response we received from the community. People were literally blown away. They couldn’t say enough positive things about the new campus. It’s beautiful, they loved the colors, layout,” commented Superintendent Zalar. “The community really felt like the district did a great job working with the architects and that we have something we can really be proud of here in North Olmsted for many, many years to come.”
Project Design Challenges:
Design and build a 320,000 sf building on a 38.5 acre site that is 2/3 floodplain, incorporating an onsite creek into the landscaping plan.
Fuse historic and modern architectural styles into a single structure that can reflect the historic nature of the Butternut Ridge Run Historic District.
Incorporate architectural elements that support a 21st century learning model for a school that serves 2,200 students.
Design the Middle and High Schools to function as independent schools, that could also share vital building services.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North Olmsted 6-12 Campus – Fusing Modern and Historic StylesThe North Olmsted 6-12 campus hosts a beautiful 315,000 sf school, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. ThenDesign Architecture, working with the North Olmsted City School District created a new landmark in the historic Butternut Ridge Historic District.
North Olmsted 6-12 Campus
The North Olmsted 6-12 campus hosts a beautiful 315,000 sf facility, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. The campus hosts the high school and middle school under one roof while serving 2,200 students. It is located inside the one-and-a-half-mile long Butternut Ridge Historic District, which informs the school’s historic aesthetic. The exterior design complements a Branch of Cuyahoga County Public Library, located just across the street. Together they form an impressive new gateway into the City of North Olmsted. Proportion, symmetry and balance are hallmarks of the late 19th century Georgian Architecture and this aesthetic is fused to a modern interior that supports a collaborative “hub based” 21st century learning model. Opened for the 2018 academic year, this new facility capitalizes on the history of the community, while promoting the latest educational designs that will impact student’s education for decades to come.
Designed for the 21st Century
Before facility design commenced, the North Olmsted City School District had formed a clear plan for students’ education in the new facility. Their idea was inspired by a 21st century educational model that places students at the center of education, promotes small group work and collaboration between educators and students. A “hub concept” was used in educational spaces, where classrooms revolve around a shared collaborative space. Educators were encouraged to take advantage of the movable furniture, flexible classrooms, and embedded technology in the curriculum.
Both the high school and middle school are located under one roof but exist as separate entities. They each have their own entrances at opposite ends of the site, separate media centers, student dining and gym facilities. However, they share many common services such as the kitchen facilities and art and music spaces.
“This is not your grandfather’s school,” Superintendent Michael E. Zalar at the ribbon cutting ceremony and opening tour, “You don’t see traditional individual desks lined up in rows like you might have in the 19th or 20th centuries.” He continued, “These are truly classrooms built to foster flexibility and collaboration. People seemed to know that this campus was really designed for the future, not for the past.”
The Middle School lobby is open, bringing in natural light from tall windows and features terrazzo flooring with an embedded school logo. The ceiling design is an abstract representation of eagles in flight–the school mascot. The entrance feeds the academic wing, gymnasium and student dining.
To support 21st century educational design, the middle school spaces are organized into 5 studios, two per grade level. Each studio houses 150 students, and consists of 4 general classrooms, 1 science lab, 2 small group rooms, teacher prep room with storage, central collaboration area with presentation platform and adjoining restroom facilities. The classrooms are fronted by overhead garage doors that open into a shared collaborative area which supports project-based learning and features charging stations, lockers and raised platform for presentations. Movable furniture is used throughout and large glass windows provide natural light that also spills into corridor spaces, creating a light and airy feel.
The collaborative areas allow educators the flexibility to organize their students around the smaller community of students.
“We couldn’t be more excited, this is going to be the grandest opening of the school year that the district has ever embarked upon. Students are just emotional.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted High School
The High School’s entrance features a secure vestibule, orange & black school colors and the school logo embedded in terrazzo, similar to the middle school. Acoustic panels dampen sound reverberation in the tall space and form abstract eagles’ wings above the entry.
The high school also employs a modern approach to educational design, but on a more sophisticated level. Educational spaces are designed around collaborative areas, featuring expandable labs on the first floor, while core classrooms are on the second floor. Collaborative areas are surrounded by classrooms and small group rooms with translucent panels that provide views to and from the corridor. Each space is technology rich and hosts flexible furniture, preparing students for collaborative teamwork after their school career. The interior uses classical elements such as niches, alcoves and columns providing a Georgian twist on the 21st century design flexibility.
The student center was also designed with collaborative work in mind, not just as a cafeteria. It is a hub that connects the gymnasium, performing art center, outdoor courtyard and other academic spaces. The multipurpose space includes high-top tables, moveable furniture, Wi-Fi and charging stations to accommodate student work throughout the day.
The two-story media center is located on a prominent corner of the site and while it still offers books, it focuses on digital media that incorporates comfortable seating, worktables, and group areas. Students can enjoy beverages and snacks with large windows providing light and visibility to interior corridors.
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district,” architect Zora Pavlovic “The superintendent and the whole district was very into collaboration and the 21st century learning model. Not every teacher has experience with it yet, but we are seeing more and more educators embrace this method.”
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district. So I am really thrilled with how it turned out for them”
Zora Pavlovic
Architect
The Building Site and Athletics
More than half of the 38.5 acres of the property is located in a flood zone which posed challenges for the 315,000 sf campus. A creek runs through the site and informed the decision to place the building towards Butternut Ridge road, giving the building more presence on the street. Then, this unique creek was expanded, deepened and worked into the overall landscape design. The creek beautifies the site, and also helps alleviate flooding issues for the nearby area. Trees and a pavilion were installed after the building to create a “park like” setting behind the school.
Bike racks line the perimeter of the building to encourage physical activity of students and staff as well as to support the building’s LEED Silver certification.
Athletic facilities onsite include the artificial turf field used as a football and soccer field which is ringed by a track. The stadium offers seating for 3,000 on the home team side while supporting 1,000 visitor seats. Heated locker rooms, restrooms and concession stands are located below the stands.
“I couldn’t have been more pleased with the response we received from the community…They really felt like the district did a great job working with the architects and that we really have something we can really be proud of here in North Olmsted for many, many years to come.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted Performing Arts Center
The new North Olmsted Performing Arts Center (PAC) has become a great source of pride for both North Olmsted Schools and its surrounding community. Connected to the main academic building, the new Performing Arts Center seats 850, has a separate, dedicated entrance, intended to feel unique as a performance theater for use by not only the school but also the community.
“I’m really excited about how the PAC turned out, we used classical elements on the exterior and the interior,” comment Mrs. Pavlovic. “I hear a lot of comments like, “It looks like Severance Hall!” or “We must be in a Playhouse District!” when you walk in. It does feel like that with rich fabrics, columns, and the colonnade. I attended their first musical which was “Beauty and the Beast,” it was just awesome. They did an amazing job and have a really good drama and music program. The community is very excited about it. I’m happy how it turned out for the North Olmsted district.”
Placing significant emphasis on the arts, historic 1930 precast medallions were removed from the former High School before demolition and reinstalled in the PAC’s exterior. It was designed with imposing proscenium arch opening that evokes a feeling of a grandiose professional theater.
Fused into the interiors are a Georgian color palette, patterns, and classical elements such as niches, columns, intricate pilasters & cornices, coffered ceilings with glass bell jar lantern light fixtures. Theatrical comedy-tragedy masks are molded into a focal wall medallion and fused into the terrazzo floor motif of the theater lobby as a design highlight.
The North Olmsted 6-12 campus is a landmark in the community, with its Georgian Architectural aesthetic fusing both historic and modern design styles into one structure. The school won “Learning By Design’s” prestigious “Outstanding Project” in 2019 award and exemplifies the 21st century learning model. The North Olmsted 6-12 school will continue to impact student’s education in the district and serve the community for years to come.
“I couldn’t have been more pleased with the response we received from the community. People were literally blown away. They couldn’t say enough positive things about the new campus. It’s beautiful, they loved the colors, layout,” commented Superintendent Zalar. “The community really felt like the district did a great job working with the architects and that we have something we can really be proud of here in North Olmsted for many, many years to come.”
Project Design Challenges:
Design and build a 320,000 sf building on a 38.5 acre site that is 2/3 floodplain, incorporating an onsite creek into the landscaping plan.
Fuse historic and modern architectural styles into a single structure that can reflect the historic nature of the Butternut Ridge Run Historic District.
Incorporate architectural elements that support a 21st century learning model for a school that serves 2,200 students.
Design the Middle and High Schools to function as independent schools, that could also share vital building services.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Brush High School – A Dynamic Renovation ProjectThe South Euclid Lyndhurst School District had a clear vision for how to adapt their historic Brush High School and renovate it for the demands of a modern educational environment. The result, is a large school built in 1927, being modernized through strategic renovations to serve the community for years to come.
Brush High School – A Dynamic Renovation Project
The Brush High School Renovation Project provides a dramatic update to this beautiful, historic school in Lyndhurst, Ohio. It brings an architectural refresh, new spaces and services to this iconic structure in a neighborhood setting. This $8.5 million dollar renovation addresses 45,000 sf of the almost 300,000 sf building, redeveloping its media center, student dining, athletic facilities and innovation lab, restores unused classrooms and infuses a new graphic approach throughout the building’s corridors and shared spaces. These improvements allow the South Euclid Lyndhurst School District to better utilize this historic school for years to come.
Brush High School was originally built in 1927, having undergone multiple additions as the community has expanded. At the population’s height in the 1970s and 1980s, the school served over 3,000 students. More recently, the district developed a strategic plan that outlined a goal of becoming a “destination community,” and to update all their learning facilities by 2023. TDA partnered with the district to turn this vision into reality, further developing the plans for Brush High School, focusing on education and athletic spaces.
Major Improvements
A highlight of this construction project was to reorganize the athletic spaces. In order to better utilize the Korb Field, new locker rooms for football, track and soccer were added adjacent to the stadium by raising the existing gymnasium one floor and inserting the locker facilities beneath it. This solution allowed the new locker facilities to be used by the gymnasium above and the sports field just outside. Teams could then enter and exit these facilities directly from an outdoor public plaza, instead of needing to use locker rooms on the other side of the school. With this new configuration, both home and traveling teams could more easily engage with the new facilities, streamlining future athletic events. While it was a structural challenge to raise the gym, the floor was refinished and the space expanded, becoming the new auxiliary gym/multipurpose space for the school.
Student Dining was another major area addressed. First, the serving and point of sale areas were separated, allowing for a more modern and efficient approach. This eliminated heavy traffic during lunch periods and organized the cafeteria around an “a la carte” model. Second, large bay windows were added to the east elevation and energy efficient LED’s were installed to create a much brighter and healthier indoor environment. Third, the upper level of the cafeteria was redesigned to include modern, soft, bench seating that overlooked the sports field. This café style space served students during the day but then served the community at other times, since it provided excellent views of athletic events and could become a hub for future community events.
The Media Center was completely redesigned, having been transformed into a vibrant, multileveled space that serves as a school library and an inviting area for independent or collaborate work. Now, ADA accessible, it dramatically reorganizes the books into a more sophisticated and approachable manner, having eliminated the wall mounted shelving. The upper level has comfortable seating for individual work, while the lower section houses physical media and large tables for group work. In addition, 3 separate meeting rooms with technology hook-ups can be used by educators or students for presentations or research work. A reclaimed space adjacent to the media center is a new “tech repair center.” This becomes a learning resource for students to perform repairs on laptops and other educational technology.
A New Entrance for Navigation
In order to provide greater security and easier navigation, a new front entry was developed to serve as the primary entrance for the school. In the original building, the entry could have been easily overlooked, a simple set of double doors under a low overhang, which led directly into an academic hallway. This arrangement presented a variety of challenges for security and wayfinding. The new entry is a small tower, offset from the historic facade and drawing design elements from the main building. Proportionally and aesthetically, it resonates with the existing architecture without detracting. It incorporates a secure vestibule and visitor entrance where students and parents can easily sign in before admittance.
Along with the rearranged entrance, the new site design creates a visitor parking lot by the entry, with 13 new parking spaces and 3 ADA spaces. This lot is adjacent to a new entry loop staircase which connects a main lower parking lot with the public plaza, featuring Brush High School engraved values, “Educate, Inspire, Empower.”
Corridors and Graphics
Since the Brush High School is such a large structure, addressing the many long corridors was another main component of the renovation. Due to the changing nature of education, few physical lockers are needed for students. As a result of the renovation, approximately 1/3 of the lockers were eliminated, widening the hallways by four feet in some areas. While some of this space was absorbed into new renovations, in other areas, the extra four feet was used for trophy and display cabinetry, art installations and colorful collaborative seating. The display space further underscores the graphic approach used throughout the school.
New wall graphics and furniture installations were integrated throughout, emphasizing school colors and updating the existing artwork and color palette. New signage was added in the lobby and ties the older historic building to the new renovations.
Additionally, the industrial arts program was refreshed. The old “shop classroom” was remade into a modern “innovation lab,” for the engineering program. Since it was an underutilized space, the existing hardwood floors were refinished and now features 3D printers, band saws and other tools which are shared by the robotics lab next door. Interior windows allow for natural light to spill into the corridor and allow students to look in during classes.
We met with the district and went through their core values and strategic plan through 2023. We wanted the project to not only improve the buildings, but announce to their core values.
Adam Parris
Brush High School’s Renovation
Towards the end of construction, Adam Parris, the architect on the project commented, “The district had a lot of ideas about how to use that building and they set the roadmap for us to follow. In many instances the spaces turned out better than we envisioned and I found a lot of joy in reusing the existing spaces, while refurbishing the existing materials. It’s one thing to do a “renovation project” and just knock down part of the building, then rebuild it. It’s a completely different task to reuse something that’s existed for a hundred years.”
At the outset of the project, the district had a clear vision for how to adapt historic Brush High School and renovate it for the demands of a modern educational environment. The result is a large school built in 1927, that has been modernized through strategic renovations that will serve the community for years to come.
Project Design Challenges:
Renovate 45,000 sf of a 300,000 sf building, revitalize key spaces and install major technological systems on an almost 100 year-old building.
Develop and construct a new formal entrance that incorporates a secure vestibule and visitor entrance, without detracting for the historic aesthetic of the school.
Raise the gymnasium to the second floor, while building athletic facilities including locker rooms beneath that can serve the sports field and auxiliary gym.
Design new wall graphics and wayfinding throughout that unifies the historic art and design styles with the new renovation.
Eliminate lockers throughout the school while repurposing the space to engage students and provide rest spaces in the new areas.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Brush High School – A Dynamic Renovation ProjectThe South Euclid Lyndhurst School District had a clear vision for how to adapt their historic Brush High School and renovate it for the demands of a modern educational environment. The result, is a large school built in 1927, being modernized through strategic renovations to serve the community for years to come.
Brush High School – A Dynamic Renovation Project
The Brush High School Renovation Project provides a dramatic update to this beautiful, historic school in Lyndhurst, Ohio. It brings an architectural refresh, new spaces and services to this iconic structure in a neighborhood setting. This $8.5 million dollar renovation addresses 45,000 sf of the almost 300,000 sf building, redeveloping its media center, student dining, athletic facilities and innovation lab, restores unused classrooms and infuses a new graphic approach throughout the building’s corridors and shared spaces. These improvements allow the South Euclid Lyndhurst School District to better utilize this historic school for years to come.
Brush High School was originally built in 1927, having undergone multiple additions as the community has expanded. At the population’s height in the 1970s and 1980s, the school served over 3,000 students. More recently, the district developed a strategic plan that outlined a goal of becoming a “destination community,” and to update all their learning facilities by 2023. TDA partnered with the district to turn this vision into reality, further developing the plans for Brush High School, focusing on education and athletic spaces.
Major Improvements
A highlight of this construction project was to reorganize the athletic spaces. In order to better utilize the Korb Field, new locker rooms for football, track and soccer were added adjacent to the stadium by raising the existing gymnasium one floor and inserting the locker facilities beneath it. This solution allowed the new locker facilities to be used by the gymnasium above and the sports field just outside. Teams could then enter and exit these facilities directly from an outdoor public plaza, instead of needing to use locker rooms on the other side of the school. With this new configuration, both home and traveling teams could more easily engage with the new facilities, streamlining future athletic events. While it was a structural challenge to raise the gym, the floor was refinished and the space expanded, becoming the new auxiliary gym/multipurpose space for the school.
Student Dining was another major area addressed. First, the serving and point of sale areas were separated, allowing for a more modern and efficient approach. This eliminated heavy traffic during lunch periods and organized the cafeteria around an “a la carte” model. Second, large bay windows were added to the east elevation and energy efficient LED’s were installed to create a much brighter and healthier indoor environment. Third, the upper level of the cafeteria was redesigned to include modern, soft, bench seating that overlooked the sports field. This café style space served students during the day but then served the community at other times, since it provided excellent views of athletic events and could become a hub for future community events.
The Media Center was completely redesigned, having been transformed into a vibrant, multileveled space that serves as a school library and an inviting area for independent or collaborate work. Now, ADA accessible, it dramatically reorganizes the books into a more sophisticated and approachable manner, having eliminated the wall mounted shelving. The upper level has comfortable seating for individual work, while the lower section houses physical media and large tables for group work. In addition, 3 separate meeting rooms with technology hook-ups can be used by educators or students for presentations or research work. A reclaimed space adjacent to the media center is a new “tech repair center.” This becomes a learning resource for students to perform repairs on laptops and other educational technology.
A New Entrance for Navigation
In order to provide greater security and easier navigation, a new front entry was developed to serve as the primary entrance for the school. In the original building, the entry could have been easily overlooked, a simple set of double doors under a low overhang, which led directly into an academic hallway. This arrangement presented a variety of challenges for security and wayfinding. The new entry is a small tower, offset from the historic facade and drawing design elements from the main building. Proportionally and aesthetically, it resonates with the existing architecture without detracting. It incorporates a secure vestibule and visitor entrance where students and parents can easily sign in before admittance.
Along with the rearranged entrance, the new site design creates a visitor parking lot by the entry, with 13 new parking spaces and 3 ADA spaces. This lot is adjacent to a new entry loop staircase which connects a main lower parking lot with the public plaza, featuring Brush High School engraved values, “Educate, Inspire, Empower.”
Corridors and Graphics
Since the Brush High School is such a large structure, addressing the many long corridors was another main component of the renovation. Due to the changing nature of education, few physical lockers are needed for students. As a result of the renovation, approximately 1/3 of the lockers were eliminated, widening the hallways by four feet in some areas. While some of this space was absorbed into new renovations, in other areas, the extra four feet was used for trophy and display cabinetry, art installations and colorful collaborative seating. The display space further underscores the graphic approach used throughout the school.
New wall graphics and furniture installations were integrated throughout, emphasizing school colors and updating the existing artwork and color palette. New signage was added in the lobby and ties the older historic building to the new renovations.
Additionally, the industrial arts program was refreshed. The old “shop classroom” was remade into a modern “innovation lab,” for the engineering program. Since it was an underutilized space, the existing hardwood floors were refinished and now features 3D printers, band saws and other tools which are shared by the robotics lab next door. Interior windows allow for natural light to spill into the corridor and allow students to look in during classes.
We met with the district and went through their core values and strategic plan through 2023. We wanted the project to not only improve the buildings, but announce to their core values.
Adam Parris
Brush High School’s Renovation
Towards the end of construction, Adam Parris, the architect on the project commented, “The district had a lot of ideas about how to use that building and they set the roadmap for us to follow. In many instances the spaces turned out better than we envisioned and I found a lot of joy in reusing the existing spaces, while refurbishing the existing materials. It’s one thing to do a “renovation project” and just knock down part of the building, then rebuild it. It’s a completely different task to reuse something that’s existed for a hundred years.”
At the outset of the project, the district had a clear vision for how to adapt historic Brush High School and renovate it for the demands of a modern educational environment. The result is a large school built in 1927, that has been modernized through strategic renovations that will serve the community for years to come.
Project Design Challenges:
Renovate 45,000 sf of a 300,000 sf building, revitalize key spaces and install major technological systems on an almost 100 year-old building.
Develop and construct a new formal entrance that incorporates a secure vestibule and visitor entrance, without detracting for the historic aesthetic of the school.
Raise the gymnasium to the second floor, while building athletic facilities including locker rooms beneath that can serve the sports field and auxiliary gym.
Design new wall graphics and wayfinding throughout that unifies the historic art and design styles with the new renovation.
Eliminate lockers throughout the school while repurposing the space to engage students and provide rest spaces in the new areas.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Kent City Schools – A “District-Wide” Renovation ProjectThe district is passionate about education and operates six school buildings. ThenDesign Architecture helped educators create a district-wide master plan for renovations on all six schools operating in Kent.
Kent City Schools – A District-Wide Renovation Project
Kent City Schools is a large school district serving over 3,000 students. Established in the 1860s, the district is passionate about education and operates six school buildings spread across the City of Kent, Franklin Township and the Village of Sugar Bush Knolls. While the buildings are well maintained, changes in the educational landscape and the age of the facilities necessitated improvements. A $25 million “No New Tax” construction bond was passed in 2020 and is being used to make renovations to each facility. The master plan identifies three major improvement categories and renderings have been developed showing the anticipated improvements coming to the schools. Despite the challenges facing educators in 2021, Kent City Schools is focusing on education and executing a district-wide renovation project.
Renderings of the Roosevelt High School gymnasium addition, artificial turf and Field House
“No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes … Funds generated from this Bond Issue will allow us to make needed upgrades to all six Kent schools.”
George Joseph
Superintendent of Kent City Schools
Challenges for Many School Districts in Ohio
Across the state, many school districts are faced with the difficult decision of how to deal with aging facilities. While some can construct new buildings, it isn’t always necessary, and in some instances, renovation is a wiser economic decision.
Kent operates six schools in their district: Davey, Longcoy, Holden and Walls are elementary schools, Stanton Middle School serves grades 6-8, and Theodore Roosevelt High School serves grades 9-12. Since they are all in different locations, built at different times, (the oldest was built in the 1920’s and the newest opened in 1999), each has its own unique characteristics and needs.
Due to the maturation of an existing construction bond the district was able to make improvements to every facility without raising costs in the community. Considering the number of buildings and budget involved, a district-wide renovation project maximized the impact on student’s education.
Since the schools were well maintained, it makes upgrading them easier and more cost effective. The district can maintain the history of each building and neighborhood connection, while installing critical modern mechanical systems that will breathe new life into the structures and improve the occupant’s thermal comfort.
The district has done an excellent job of maintaining their facilities. They have made a commitment over the decades to keep up with the technological and physical improvements needed for each school.
Cheryl Fisher
Educational Planner
The Bond Issue
In the spring of 2020, the community passed a “No New Tax” Bond issue. This new construction bond was key to making the large-scale improvements planned by the district.
Gratefully, George Joseph, the Superintendent of Kent Schools, stated: “Our “No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes. Although we constantly maintain and repair our facilities, the district has not had the funding to make substantial building improvements or additions in the last 20 years. Funds generated from this Bond Issue will allow us to make needed improvements and upgrades to all six Kent schools.”
A construction bond is a commitment made by the community to pay a certain amount of taxes which go towards permanent construction or asset improvements. Kent City Schools took advantage of the maturing bonds issued over 20 years ago from the construction of the Stanton Middle School and improvements in Roosevelt, and Davey schools. This new bond now finances the cost of renovations to the schools in 2020-2021 without raising taxes.
The superintendent was grateful to the community for their support. He stated, “Thank you to the Kent community for your overwhelming support of the Kent City Schools by voting to support the “No New Tax” Bond Issue in April…it makes a huge difference in making needed improvements and upgrades to our six school buildings.” Mr. Joseph has been a tireless advocate for students and educators in the Kent school system, “Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
This bond issue enabled the district to make these large-scale improvements to support future students.
A site plan showing the revised parking layout around Theodore Roosevelt High School.
Three Categories for District-Wide Renovations
Kent City Schools engaged with The Impact Group, their Strategic Planning facilitator, to gauge the community’s preference on renovation versus new construction. According to the Impact Group, the Kent community turned out for the highest level of participation they had ever experienced. 41% of respondents supported renovations, while 31% supported new construction. Renovating existing facilities was a clear choice in the community.
Leading up to construction for the district, Kent City Schools partnered with ThenDesign Architecture to create an educational masterplan for the district. This extensive process allowed the administration and educational planners to work together, identifying the needs and opportunities for each school facility.
Having this master plan allowed the designers to identify a roadmap for educational success in the district. Even though the buildings had not received significant improvements in the last 20 years, they were very well maintained and good candidates for renovation.
Cheryl Fisher, an educational planner with TDA worked extensively with the district on their plans. “We started assessing all of the district facilities and identifying what their building needs were district-wide and even exploring the possibility of new schools with the OFCC. We looked at the facility condition, we looked at educational adequacy of space and worked with a large “facilities improvement cabinet” and went through an in-depth analysis of the data. The project was just so big, we had to come up with a list of priorities.” These priorities revolved around, safety and security, improving the instructional environment and upgrading the athletic and performing arts facilities.
During the design process, the district has engaged with educators, students and professionals on the new building improvements. In late October 2020, students in the urban forestry program engaged with professionals, including Geo-Sci, a local Geotechnical and Engineering consultant, to take soil samples where the future addition will be located. Since the land being developed is near a wooded lot, this new construction project becomes a real time “laboratory” for high school students to better understand the impact of construction on the natural environment.
Student engagement in the Urban Forestry Program
“Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
George Joseph
Superintendent of Kent City Schools
1) Safety and Security for Students
The first area of improvement was in rethinking safety and security for students.
As education has evolved, so has the need to maintain the perimeter of schools and keep track of visitors. Modern schools utilize “secure vestibules,” as a transition space that allows guests to check in using electronic access controls, ensuring the administration can run a background check on visitors before they enter the building.
Since most of the schools in the Kent district were built before secure entries were considered necessary, all 6 schools in the district will get enhanced security at the entrances. Features include electronic access controls and security cameras. These measures will make a huge difference in allowing staff to maintain a safe environment for students. In addition, site security will be improved by providing each building with energy efficient, high output LED lighting in their parking lots. Not only does this feature enhance safety forces patrolling the schools, it also enhances visibility for families attending after-school activities in the early mornings or evenings.
Student parkers at the high school now have to cross the heavily trafficked Roosevelt Drive to enter the school. With the reconfigured site plan, Roosevelt Drive will be moved to the south and all parking relocated to the north of Roosevelt Drive creating a safer entry. The visitor and ADA parking spaces are also moved closer to the main secure entrance along with a drop off lane separate from the bus drop off. The bus drop off road that enters off the north entrance of Mantua has been widened to allow parallel parking along this road while providing a fire lane.
Secure Vestibules for Davey and Holden Elementary Schools
2) Improving the Instructional Environment
The majority of student’s time is spent in a classroom or other instructional environments. When determining important facilities upgrades, the classroom environment was prioritized with two major improvements for every building in the district.
The first of these improvements is replacing the fifty plus year old ‘univent’ classroom heating and ventilation units. The existing units have no capability for air conditioning and take around 30 minutes to completely exchange the indoor air. The new system replaces those with heating and cooling units which exchange air in almost half the time, provide a better indoor air mix and are equipped with bipolar ionization capabilities. The air quality and thermal comfort of the students will be greatly improved with these new univents while also reducing maintenance costs. The second major improvement to the learning environment will be new LED’s replacing the aging fluorescent bulbs. LED lighting has many benefits including energy efficiency, better light output, long lasting lifespan and a much better CRI count. “CRI” or “color rendering index” measures a lights ability to represent colors in a more natural way, with higher CRI’s being better suited for educational environments.
Additionally, two of the elementary schools (Holden and Walls) are receiving new gymnasium floors, while the Davey and Longcoy gym floors were refinished in the summer of 2020. Davey and Stanton also will receive new flooring to replace finishes that have failed with age.
“The new gymnasium complex, stadium synthetic turf and new field house will be dramatic changes at Theodore Roosevelt High School. The security vestibules at each school increase student and staff safety. The lighting and air conditioning improvements will create a better educational environment.”
Brad Gellert
Project Manager
Athletic Engagement Session in Richard Roberts Auditorium
3) Improving Athletic and Performing Arts Facilities
Finally, Theodore Roosevelt High School is receiving several upgrades in the form of improving the athletic facilities and performing arts spaces.
As budgets and plans were formulated, TDA began engaging directly with the district on designs for the new sports field, gymnasium, and field house. Teachers, administrators, and coaches met with representatives from TDA and Shook Construction to get updates on the design and construction progress. Among the details discussed, were preliminary plans for the new gym and field house.
The new gymnasium complex will be a large addition to the high school and will dramatically change athletic events there. The addition creates a new 14,000 sf gym that includes a new entryway, ticket booth, concession stand, athletic storage, locker rooms and an 1,800 sf multipurpose space to be used in the winter season for wrestling. Completing the athletic upgrades will be the high school natatorium. It is budgeted to get new bleachers and filtration system.
Cheryl having worked closely with the team throughout master planning noted: “They’re one of the few districts of this size and enrollment that only has one gym. They are challenged when trying to fit all the activities scheduled during the day and night during game seasons. This addition gives them a new gym which is larger than the old one and allows them to have a competition and auxiliary gym. So multiple activities can take place simultaneously.”
Theodore Roosevelt High School students can also look forward to a new synthetic turf field with an adjacent field house that houses a concession stand, public restrooms, “spirit shop,” varsity team locker rooms and training room. The stadium is also receiving an upgraded sound system, and lighting improvements.
Finally, additional plans are underway for the 50-year-old Richard Roberts auditorium. Improvements to this performance space include a thrust stage extension that will improve acoustics while adding performance space, widened aisles for easier visitor access, wayfinding floor level LEDs, acoustic treatment, and new red upholstered auditorium seating and carpeting throughout the auditorium.
“The district recognizes the value of the school system and they want to be good stewards of what the community trusts in terms of money, the quality of education and the quality of spaces.”
Cheryl Fisher
Educational Planner
Kent City Schools – A District-Wide Renovation Project
The net result of these changes across 6 buildings, is a big impact on the quality of education, athletics, and artistic pursuits by students. The cumulative effects of such improvements make a profound difference in the overall educational experience.
Improving on existing facilities through renovation work can breathe new life into structures, extending their life spans. Targeted improvements in facilities provide solutions that will service the community for decades to come. Kent City Schools, by assessing their current facilities, master planning and executing on their plans shows that a district-wide renovation project can be successful.
Kent City Schools – A “District-Wide” Renovation ProjectThe district is passionate about education and operates six school buildings. ThenDesign Architecture helped educators create a district-wide master plan for renovations on all six schools operating in Kent.
Kent City Schools – A District-Wide Renovation Project
Kent City Schools is a large school district serving over 3,000 students. Established in the 1860s, the district is passionate about education and operates six school buildings spread across the City of Kent, Franklin Township and the Village of Sugar Bush Knolls. While the buildings are well maintained, changes in the educational landscape and the age of the facilities necessitated improvements. A $25 million “No New Tax” construction bond was passed in 2020 and is being used to make renovations to each facility. The master plan identifies three major improvement categories and renderings have been developed showing the anticipated improvements coming to the schools. Despite the challenges facing educators in 2021, Kent City Schools is focusing on education and executing a district-wide renovation project.
Renderings of the Roosevelt High School gymnasium addition, artificial turf and Field House
“No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes … Funds generated from this Bond Issue will allow us to make needed upgrades to all six Kent schools.”
George Joseph
Superintendent of Kent City Schools
Challenges for Many School Districts in Ohio
Across the state, many school districts are faced with the difficult decision of how to deal with aging facilities. While some can construct new buildings, it isn’t always necessary, and in some instances, renovation is a wiser economic decision.
Kent operates six schools in their district: Davey, Longcoy, Holden and Walls are elementary schools, Stanton Middle School serves grades 6-8, and Theodore Roosevelt High School serves grades 9-12. Since they are all in different locations, built at different times, (the oldest was built in the 1920’s and the newest opened in 1999), each has its own unique characteristics and needs.
Due to the maturation of an existing construction bond the district was able to make improvements to every facility without raising costs in the community. Considering the number of buildings and budget involved, a district-wide renovation project maximized the impact on student’s education.
Since the schools were well maintained, it makes upgrading them easier and more cost effective. The district can maintain the history of each building and neighborhood connection, while installing critical modern mechanical systems that will breathe new life into the structures and improve the occupant’s thermal comfort.
The district has done an excellent job of maintaining their facilities. They have made a commitment over the decades to keep up with the technological and physical improvements needed for each school.
Cheryl Fisher
Educational Planner
The Bond Issue
In the spring of 2020, the community passed a “No New Tax” Bond issue. This new construction bond was key to making the large-scale improvements planned by the district.
Gratefully, George Joseph, the Superintendent of Kent Schools, stated: “Our “No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes. Although we constantly maintain and repair our facilities, the district has not had the funding to make substantial building improvements or additions in the last 20 years. Funds generated from this Bond Issue will allow us to make needed improvements and upgrades to all six Kent schools.”
A construction bond is a commitment made by the community to pay a certain amount of taxes which go towards permanent construction or asset improvements. Kent City Schools took advantage of the maturing bonds issued over 20 years ago from the construction of the Stanton Middle School and improvements in Roosevelt, and Davey schools. This new bond now finances the cost of renovations to the schools in 2020-2021 without raising taxes.
The superintendent was grateful to the community for their support. He stated, “Thank you to the Kent community for your overwhelming support of the Kent City Schools by voting to support the “No New Tax” Bond Issue in April…it makes a huge difference in making needed improvements and upgrades to our six school buildings.” Mr. Joseph has been a tireless advocate for students and educators in the Kent school system, “Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
This bond issue enabled the district to make these large-scale improvements to support future students.
A site plan showing the revised parking layout around Theodore Roosevelt High School.
Three Categories for District-Wide Renovations
Kent City Schools engaged with The Impact Group, their Strategic Planning facilitator, to gauge the community’s preference on renovation versus new construction. According to the Impact Group, the Kent community turned out for the highest level of participation they had ever experienced. 41% of respondents supported renovations, while 31% supported new construction. Renovating existing facilities was a clear choice in the community.
Leading up to construction for the district, Kent City Schools partnered with ThenDesign Architecture to create an educational masterplan for the district. This extensive process allowed the administration and educational planners to work together, identifying the needs and opportunities for each school facility.
Having this master plan allowed the designers to identify a roadmap for educational success in the district. Even though the buildings had not received significant improvements in the last 20 years, they were very well maintained and good candidates for renovation.
Cheryl Fisher, an educational planner with TDA worked extensively with the district on their plans. “We started assessing all of the district facilities and identifying what their building needs were district-wide and even exploring the possibility of new schools with the OFCC. We looked at the facility condition, we looked at educational adequacy of space and worked with a large “facilities improvement cabinet” and went through an in-depth analysis of the data. The project was just so big, we had to come up with a list of priorities.” These priorities revolved around, safety and security, improving the instructional environment and upgrading the athletic and performing arts facilities.
During the design process, the district has engaged with educators, students and professionals on the new building improvements. In late October 2020, students in the urban forestry program engaged with professionals, including Geo-Sci, a local Geotechnical and Engineering consultant, to take soil samples where the future addition will be located. Since the land being developed is near a wooded lot, this new construction project becomes a real time “laboratory” for high school students to better understand the impact of construction on the natural environment.
Student engagement in the Urban Forestry Program
“Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
George Joseph
Superintendent of Kent City Schools
1) Safety and Security for Students
The first area of improvement was in rethinking safety and security for students.
As education has evolved, so has the need to maintain the perimeter of schools and keep track of visitors. Modern schools utilize “secure vestibules,” as a transition space that allows guests to check in using electronic access controls, ensuring the administration can run a background check on visitors before they enter the building.
Since most of the schools in the Kent district were built before secure entries were considered necessary, all 6 schools in the district will get enhanced security at the entrances. Features include electronic access controls and security cameras. These measures will make a huge difference in allowing staff to maintain a safe environment for students. In addition, site security will be improved by providing each building with energy efficient, high output LED lighting in their parking lots. Not only does this feature enhance safety forces patrolling the schools, it also enhances visibility for families attending after-school activities in the early mornings or evenings.
Student parkers at the high school now have to cross the heavily trafficked Roosevelt Drive to enter the school. With the reconfigured site plan, Roosevelt Drive will be moved to the south and all parking relocated to the north of Roosevelt Drive creating a safer entry. The visitor and ADA parking spaces are also moved closer to the main secure entrance along with a drop off lane separate from the bus drop off. The bus drop off road that enters off the north entrance of Mantua has been widened to allow parallel parking along this road while providing a fire lane.
Secure Vestibules for Davey and Holden Elementary Schools
2) Improving the Instructional Environment
The majority of student’s time is spent in a classroom or other instructional environments. When determining important facilities upgrades, the classroom environment was prioritized with two major improvements for every building in the district.
The first of these improvements is replacing the fifty plus year old ‘univent’ classroom heating and ventilation units. The existing units have no capability for air conditioning and take around 30 minutes to completely exchange the indoor air. The new system replaces those with heating and cooling units which exchange air in almost half the time, provide a better indoor air mix and are equipped with bipolar ionization capabilities. The air quality and thermal comfort of the students will be greatly improved with these new univents while also reducing maintenance costs. The second major improvement to the learning environment will be new LED’s replacing the aging fluorescent bulbs. LED lighting has many benefits including energy efficiency, better light output, long lasting lifespan and a much better CRI count. “CRI” or “color rendering index” measures a lights ability to represent colors in a more natural way, with higher CRI’s being better suited for educational environments.
Additionally, two of the elementary schools (Holden and Walls) are receiving new gymnasium floors, while the Davey and Longcoy gym floors were refinished in the summer of 2020. Davey and Stanton also will receive new flooring to replace finishes that have failed with age.
“The new gymnasium complex, stadium synthetic turf and new field house will be dramatic changes at Theodore Roosevelt High School. The security vestibules at each school increase student and staff safety. The lighting and air conditioning improvements will create a better educational environment.”
Brad Gellert
Project Manager
Athletic Engagement Session in Richard Roberts Auditorium
3) Improving Athletic and Performing Arts Facilities
Finally, Theodore Roosevelt High School is receiving several upgrades in the form of improving the athletic facilities and performing arts spaces.
As budgets and plans were formulated, TDA began engaging directly with the district on designs for the new sports field, gymnasium, and field house. Teachers, administrators, and coaches met with representatives from TDA and Shook Construction to get updates on the design and construction progress. Among the details discussed, were preliminary plans for the new gym and field house.
The new gymnasium complex will be a large addition to the high school and will dramatically change athletic events there. The addition creates a new 14,000 sf gym that includes a new entryway, ticket booth, concession stand, athletic storage, locker rooms and an 1,800 sf multipurpose space to be used in the winter season for wrestling. Completing the athletic upgrades will be the high school natatorium. It is budgeted to get new bleachers and filtration system.
Cheryl having worked closely with the team throughout master planning noted: “They’re one of the few districts of this size and enrollment that only has one gym. They are challenged when trying to fit all the activities scheduled during the day and night during game seasons. This addition gives them a new gym which is larger than the old one and allows them to have a competition and auxiliary gym. So multiple activities can take place simultaneously.”
Theodore Roosevelt High School students can also look forward to a new synthetic turf field with an adjacent field house that houses a concession stand, public restrooms, “spirit shop,” varsity team locker rooms and training room. The stadium is also receiving an upgraded sound system, and lighting improvements.
Finally, additional plans are underway for the 50-year-old Richard Roberts auditorium. Improvements to this performance space include a thrust stage extension that will improve acoustics while adding performance space, widened aisles for easier visitor access, wayfinding floor level LEDs, acoustic treatment, and new red upholstered auditorium seating and carpeting throughout the auditorium.
“The district recognizes the value of the school system and they want to be good stewards of what the community trusts in terms of money, the quality of education and the quality of spaces.”
Cheryl Fisher
Educational Planner
Kent City Schools – A District-Wide Renovation Project
The net result of these changes across 6 buildings, is a big impact on the quality of education, athletics, and artistic pursuits by students. The cumulative effects of such improvements make a profound difference in the overall educational experience.
Improving on existing facilities through renovation work can breathe new life into structures, extending their life spans. Targeted improvements in facilities provide solutions that will service the community for decades to come. Kent City Schools, by assessing their current facilities, master planning and executing on their plans shows that a district-wide renovation project can be successful.
Coming Together, Despite Being ApartDespite the social isolation and challenges that faced our creative team in 2020, ThenDesign Architecture continues to find ways to come together, despite being apart. In mid-February our team got together for cross country skiing and enjoying the winter weather in Chapin Forest, which is one of the Lake Metroparks in Ohio. The multipronged approach of being outside, getting exercise, and seeing familiar faces is an example of our culture in action: collaboration, exploration and discovery.
Coming Together, Despite Being Apart
Despite the social isolation and challenges that faced our creative team in 2020, ThenDesign Architecture continues to find ways to come together despite being apart. In mid-February we got together for cross country skiing, hiking and to enjoy the winter weather in the unique forested environment of Chapin Forest, of Lake Metroparks in Ohio.
While we are known for regularly hosting in-person activities, over the last year we have committed ourselves to the safety of our staff and have largely worked remotely. However, as we are able, we still enjoy participating in outdoor activities that reinforce our culture of collaboration, exploration and discovery. Even though we are still largely separated, we strive to find ways to come together, despite being apart.
TDA and Greenland Cross Country Skiing and Hiking at Chapin Forest
The Challenges of Isolation
Social Isolation is a killer … literally. In 2017, the Oxford Academic ranked the “lack of social connection” against a variety of established lifestyle risk factors. While the report was revisited in 2020, they found that the effects of “isolation” are similar to that of obesity, physical inactivity, air pollution and in some cases, it exceeds the health risks associated with smoking 15 cigarettes a day.
There is no doubt that “social distancing” has impacted the efforts of creative teams, especially those in the Architecture, Construction and Engineering industries. The sudden lack of in person meetings, not showing up at “the office” and talk face-to-face with colleagues has posed many communication challenges.
Furthermore, remote work often means a disrupted home schedule. If we are parents, we automatically became full-time teachers, cafeteria workers and crisis managers, juggling learning schedules, lunch breaks, and work-related deadlines. Seriously, how many times have we had our own “quarantined co-workers” (spouses, children, and the occasional dog or cat) “helpfully” join our client meetings to provide their opinions? The lines between work and home are blurring and we have to remember to find ways to practice self-care and manage these new sources of stress.
This informs our multipronged approach of combatting these challenges, so we strive to get outside, get exercise, and see familiar faces. That only helps our creative teams.
Our Team Along with Family Were Included
Chapin Forest
Located in Lake County, as a part of Lake Metroparks, Chapin Forest features 6 miles of trails through mature forests full of beach, maple, oak, tulip and hemlock trees. Initially the park was purchased in 1949 by Frederic Chapin, who donated it to the State of Ohio and under a lease agreement, with the Ohio Department of Natural Resources, it is now managed by Lake Metroparks. The rocky outcroppings of Sharon Conglomerate were formed 300 million years ago, and guided hikes are regularly offered for guests to see some of the restricted ledges.
Hiking in the park allows visitors to experience the “Sharon Conglomerate ledges,” from where Lake Erie and the Cleveland Skyline are visible on clear days. This winter, in the evenings the “Arbor Lane Loop Trail” is lit which is a 1-mile trail for evening walks. During the day, snowshoe and cross-country ski rentals are available at the lodge and an outdoor fire allows guests to warm up and enjoy snacks.
So, when the team decided to explore this natural environment, it was nothing new for us. Led by a number of our experienced outdoor trailblazers, and a skiing instructor, it was natural to continue getting together, despite being apart.
“People come to TDA to find community and make a difference. People stay here because they know that they are contributing to a greater purpose.”
Angie Staedt
Human Resources
A Company Culture That Promotes Collaboration, Exploring and Discovery
Angie Staedt, the Human Resources Director at TDA, cites our company culture as a major factor driving the business and staff growth. She states, “People come to TDA because they know that there’s a purpose here. The vision of “enriching lives through design” came a long time ago by the partners of our firm, Chris Smith and Bob Fiala. Bob particularly had the vision years ago to set our culture before many companies emphasized it. That culture remains today.”
It’s not just the shared vision improving the lives of teachers, students and education through architectural design, but improving ourselves by engaging with each other, building on one another’s strengths.
Angie continues, “At TDA, individuals get together as a group and in team building exercises or other group events. We try to mix individuals in teams that they don’t usually work with to get broader experiences. We spend a lot of time collaborating in group activities, design charrettes or other outdoor activities. One of our favorite events is our staff patio lunches, where we come together to cook a meal which may be a Hawaiian Luau theme or something similar. We love those opportunities to bond and enjoy good food.”
Collaboration is embedded into the fabric of what makes us successful.
“People come to TDA to find community and make a difference” says Angie. “The most successful individuals are the ones who chart a path for success in serving our clients by building relationships and on expanding their own careers. People stay here because they know that they are contributing to a greater purpose.”
We invite you to engage with us and see what makes our team different.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Coming Together, Despite Being ApartDespite the social isolation and challenges that faced our creative team in 2020, ThenDesign Architecture continues to find ways to come together, despite being apart. In mid-February our team got together for cross country skiing and enjoying the winter weather in Chapin Forest, which is one of the Lake Metroparks in Ohio. The multipronged approach of being outside, getting exercise, and seeing familiar faces is an example of our culture in action: collaboration, exploration and discovery.
Coming Together, Despite Being Apart
Despite the social isolation and challenges that faced our creative team in 2020, ThenDesign Architecture continues to find ways to come together despite being apart. In mid-February we got together for cross country skiing, hiking and to enjoy the winter weather in the unique forested environment of Chapin Forest, of Lake Metroparks in Ohio.
While we are known for regularly hosting in-person activities, over the last year we have committed ourselves to the safety of our staff and have largely worked remotely. However, as we are able, we still enjoy participating in outdoor activities that reinforce our culture of collaboration, exploration and discovery. Even though we are still largely separated, we strive to find ways to come together, despite being apart.
TDA and Greenland Cross Country Skiing and Hiking at Chapin Forest
The Challenges of Isolation
Social Isolation is a killer … literally. In 2017, the Oxford Academic ranked the “lack of social connection” against a variety of established lifestyle risk factors. While the report was revisited in 2020, they found that the effects of “isolation” are similar to that of obesity, physical inactivity, air pollution and in some cases, it exceeds the health risks associated with smoking 15 cigarettes a day.
There is no doubt that “social distancing” has impacted the efforts of creative teams, especially those in the Architecture, Construction and Engineering industries. The sudden lack of in person meetings, not showing up at “the office” and talk face-to-face with colleagues has posed many communication challenges.
Furthermore, remote work often means a disrupted home schedule. If we are parents, we automatically became full-time teachers, cafeteria workers and crisis managers, juggling learning schedules, lunch breaks, and work-related deadlines. Seriously, how many times have we had our own “quarantined co-workers” (spouses, children, and the occasional dog or cat) “helpfully” join our client meetings to provide their opinions? The lines between work and home are blurring and we have to remember to find ways to practice self-care and manage these new sources of stress.
This informs our multipronged approach of combatting these challenges, so we strive to get outside, get exercise, and see familiar faces. That only helps our creative teams.
Our Team Along with Family Were Included
Chapin Forest
Located in Lake County, as a part of Lake Metroparks, Chapin Forest features 6 miles of trails through mature forests full of beach, maple, oak, tulip and hemlock trees. Initially the park was purchased in 1949 by Frederic Chapin, who donated it to the State of Ohio and under a lease agreement, with the Ohio Department of Natural Resources, it is now managed by Lake Metroparks. The rocky outcroppings of Sharon Conglomerate were formed 300 million years ago, and guided hikes are regularly offered for guests to see some of the restricted ledges.
Hiking in the park allows visitors to experience the “Sharon Conglomerate ledges,” from where Lake Erie and the Cleveland Skyline are visible on clear days. This winter, in the evenings the “Arbor Lane Loop Trail” is lit which is a 1-mile trail for evening walks. During the day, snowshoe and cross-country ski rentals are available at the lodge and an outdoor fire allows guests to warm up and enjoy snacks.
So, when the team decided to explore this natural environment, it was nothing new for us. Led by a number of our experienced outdoor trailblazers, and a skiing instructor, it was natural to continue getting together, despite being apart.
“People come to TDA to find community and make a difference. People stay here because they know that they are contributing to a greater purpose.”
Angie Staedt
Human Resources
A Company Culture That Promotes Collaboration, Exploring and Discovery
Angie Staedt, the Human Resources Director at TDA, cites our company culture as a major factor driving the business and staff growth. She states, “People come to TDA because they know that there’s a purpose here. The vision of “enriching lives through design” came a long time ago by the partners of our firm, Chris Smith and Bob Fiala. Bob particularly had the vision years ago to set our culture before many companies emphasized it. That culture remains today.”
It’s not just the shared vision improving the lives of teachers, students and education through architectural design, but improving ourselves by engaging with each other, building on one another’s strengths.
Angie continues, “At TDA, individuals get together as a group and in team building exercises or other group events. We try to mix individuals in teams that they don’t usually work with to get broader experiences. We spend a lot of time collaborating in group activities, design charrettes or other outdoor activities. One of our favorite events is our staff patio lunches, where we come together to cook a meal which may be a Hawaiian Luau theme or something similar. We love those opportunities to bond and enjoy good food.”
Collaboration is embedded into the fabric of what makes us successful.
“People come to TDA to find community and make a difference” says Angie. “The most successful individuals are the ones who chart a path for success in serving our clients by building relationships and on expanding their own careers. People stay here because they know that they are contributing to a greater purpose.”
We invite you to engage with us and see what makes our team different.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Buildings in a Landscape – ACE Mentor ProgramThenDesign Architecture actively participates in the ACE Mentor Program in Cleveland, Ohio. In a recent session, Jeff Henderson highlighted the different ways architects situate buildings in a landscape. He simplified this complicated concept for high school students, identifying six commonly used ways structures can shape the activity in a landscape.
ThenDesign Architecture is a proud participant of the ACE Mentor Program in Cleveland, Ohio. The ACE Mentor Program is an afterschool, educational program that exposes high school students to the architecture, construction, and engineering industries. Partnering with schools across the United States, including the Cleveland Metropolitan School District, designers from TDA recently explored how situating buildings in a landscape can impact the overall activity on a site. Jeff Henderson explained 6 ways that buildings in a landscape can shape this space and experience.
ACE Mentor Program
The ACE Mentor Program of America is an afterschool program which was crafted to attract high school students to the architecture, construction, and engineering industries as well as the skilled trades. With over 70 affiliates across 37 states in the continental United States, the program is mostly based in metropolitan areas and allows students to explore different design projects within the industry. Many firms who partner with the ACE Mentor Program, provide a well-rounded experience allowing students to see the many facets of our interconnected industry.
At TDA, several of our designers participate in this important program. We have seen the impact this educational initiative has on students who are interested in the field.
6 Types of Buildings in a Landscape
As an illustration in his presentation, Jeff modeled 6 ways to situate buildings in a landscape and how this will affect the site.
Object: When a structure is placed in the center of a landscape, it is seen as an “object.” This means that the building is the most important element on the site. This gives the architecture more visual presence over any other pieces on the site. When creating designs where the building is an object, it is often set apart and above the landscape, creating a clear separation between the two.
Street: When structures are placed in a tight row across from each other, they define a streetscape in the landscape. This street creates a thoroughfare that emphasizes movement, directing traffic and occupants to pass through the space. Usually, streets designed in this manner don’t allow for easy pedestrian traffic.
Boulevard: When the structures are pushed back, it allows for an additional street with landscaping in the middle. That larger space gives the street more of a sense of “place.” Often there are opportunities for plantings and additional pedestrian activity alongside the streetscape.
Park: With the streets moved outside, this allows the space in the middle to be used for purely pedestrian use. A park atmosphere is created since it is protected from busy traffic and can be used for a range of human activities. The structures adjacent to the park can easily access its interior with minimal effort.
Focal Point: Once the park area is enclosed, the landscape is now even more protected by the structures that ring it. This is a courtyard arrangement and visual emphasis is placed on the activity that happens inside this ring. This arrangement makes the interior park the most important aspect of the landscape.
Integrated Landscape: In this arrangement structures are actively engaged in the landscape. It’s possible for an occupant to experience both the structure and landscape at the same time. It opens up a range of architectural possibilities like installing a green roof or introducing plant life more extensively into the building.
“Our goal is to simplify complicated processes and make them easy for anyone to understand.”
Jeff Henderson
Architect
While there are many other ways to situate buildings in a landscape, these major categories are commonly found in both urban and suburban developments. However, these strategies don’t just affect large developments, they can also be employed when designing schools and other educational facilities. At the start of each project, we have the opportunity to rethink how the structure engages with its landscape to promote a district’s learning goals and further their student’s education.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Buildings in a Landscape – ACE Mentor ProgramThenDesign Architecture actively participates in the ACE Mentor Program in Cleveland, Ohio. In a recent session, Jeff Henderson highlighted the different ways architects situate buildings in a landscape. He simplified this complicated concept for high school students, identifying six commonly used ways structures can shape the activity in a landscape.
ThenDesign Architecture is a proud participant of the ACE Mentor Program in Cleveland, Ohio. The ACE Mentor Program is an afterschool, educational program that exposes high school students to the architecture, construction, and engineering industries. Partnering with schools across the United States, including the Cleveland Metropolitan School District, designers from TDA recently explored how situating buildings in a landscape can impact the overall activity on a site. Jeff Henderson explained 6 ways that buildings in a landscape can shape this space and experience.
ACE Mentor Program
The ACE Mentor Program of America is an afterschool program which was crafted to attract high school students to the architecture, construction, and engineering industries as well as the skilled trades. With over 70 affiliates across 37 states in the continental United States, the program is mostly based in metropolitan areas and allows students to explore different design projects within the industry. Many firms who partner with the ACE Mentor Program, provide a well-rounded experience allowing students to see the many facets of our interconnected industry.
At TDA, several of our designers participate in this important program. We have seen the impact this educational initiative has on students who are interested in the field.
6 Types of Buildings in a Landscape
As an illustration in his presentation, Jeff modeled 6 ways to situate buildings in a landscape and how this will affect the site.
Object: When a structure is placed in the center of a landscape, it is seen as an “object.” This means that the building is the most important element on the site. This gives the architecture more visual presence over any other pieces on the site. When creating designs where the building is an object, it is often set apart and above the landscape, creating a clear separation between the two.
Street: When structures are placed in a tight row across from each other, they define a streetscape in the landscape. This street creates a thoroughfare that emphasizes movement, directing traffic and occupants to pass through the space. Usually, streets designed in this manner don’t allow for easy pedestrian traffic.
Boulevard: When the structures are pushed back, it allows for an additional street with landscaping in the middle. That larger space gives the street more of a sense of “place.” Often there are opportunities for plantings and additional pedestrian activity alongside the streetscape.
Park: With the streets moved outside, this allows the space in the middle to be used for purely pedestrian use. A park atmosphere is created since it is protected from busy traffic and can be used for a range of human activities. The structures adjacent to the park can easily access its interior with minimal effort.
Focal Point: Once the park area is enclosed, the landscape is now even more protected by the structures that ring it. This is a courtyard arrangement and visual emphasis is placed on the activity that happens inside this ring. This arrangement makes the interior park the most important aspect of the landscape.
Integrated Landscape: In this arrangement structures are actively engaged in the landscape. It’s possible for an occupant to experience both the structure and landscape at the same time. It opens up a range of architectural possibilities like installing a green roof or introducing plant life more extensively into the building.
“Our goal is to simplify complicated processes and make them easy for anyone to understand.”
Jeff Henderson
Architect
While there are many other ways to situate buildings in a landscape, these major categories are commonly found in both urban and suburban developments. However, these strategies don’t just affect large developments, they can also be employed when designing schools and other educational facilities. At the start of each project, we have the opportunity to rethink how the structure engages with its landscape to promote a district’s learning goals and further their student’s education.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Memorial Junior High School – An Adaptive Reuse ProjectDowntown Willoughby is home to many historic structures, some of them going back to the 1800’s. Memorial Junior High School is one such building. Built in 1925, ThenDesign Architecture is adaptively re-using this building for our future headquarters. Understand what goes into the decision between renovating a historic structure or building something brand new.
“As architects, we have a professional responsibility to design environmentally sensitive buildings. We also believe strongly in investing in our community. Rehabilitating a historic school building for our new headquarters provided the opportunity to accomplish both.” stated Chris Smith, president of ThenDesign Architecture. Specializing in educational design, and having extensive experience in historic preservation, TDA is perfectly suited to rehabilitate a historic school. The project involved an adaptive reuse of Memorial Junior High School which was originally constructed in the 1920’s into TDA’s new offices. Not only did TDA’s designers have to address concerns around costs, working with the city, planning commission and community, but had to consider the fine line between respecting the historic nature of the building and designing a modern office space.
Tough Decisions
TDA has operated out of historic buildings near Downtown Willoughby, for most of their history. The first building was the St. John House, an old home which the firm moved into in 1991. Then as growth continued, moved to the Carrel Building (1885) in 1998, and now the decision to repurpose and move to Memorial Junior High School (1925) in 2021. The team has always appreciated these spaces and both the aesthetic and historic quality they bring to the fabric of the community.
Memorial, or “Building B,” as many affectionately call it, sat empty for years. It being reimagined, the target of an adaptive reuse project, to become TDA’s new headquarters.
Exterior Photos – ThenDesign Architecture
However, when construction commenced and progressed, community interest has skyrocketed as did public support for the project. We greatly appreciate the outpouring of comments we have received since the beginning of the project.
“Thank you, TDA Architecture! I went there for 9th Grade, and my father-in-law attended the old Willoughby Union High School in the building. Beautiful structure and so many memories!”
“I have respect for any company that takes on such a monumental task to preserve and repurpose a school that is an important part of our city’s history. Thank you!”
“I’m so grateful this lovely, memory-filled bit of Willoughby is being given another opportunity to be a contributor to this charming city. It breaks my heart to see one representation after the next of the design and workmanship of American days gone by torn down and replaced by structures that have no heart nor character. Thank you to all of you who’ve made this happen.”
“So nice to see the building is being repaired and will be occupied by people who appreciate the historical value of the building.”
“What a wonderful way to share your enthusiasm with all of us who care about Willoughby’s charming perseverance! This was such a special place for so many people — including my late dad and brother. Thank you for update!!”
Early on, our staff studied the building and thought deeply about how this existing school could be reimagined and used as a headquarters by an educationally focused architectural firm. This thinking informed the interior spaces, finishes and the construction details. While the construction and renovation process has been challenging, keeping this landmark in the city, reusing the structure, and extending its life through good design has brought many concrete opportunities and intangible benefits for our firm.
Construction Photos – ThenDesign Architecture
“There’s something very special about educational designers being able to repurpose an historic school. This is something symbolic for our team for sure.”
Chris Smith
President of TDA
Construction Updates
A tremendous amount of progress has been made since work commenced in early 2020. After an office wide “Visioning Session” in 2015, the architectural staff worked closely with our interior designers taking feedback from the staff and transforming that into architectural designs. Incorporating technology, expanding workspaces for the designers, adding flexible meeting rooms for collaborative work, and individualized spaces for solitary work, greatly impacts how we can perform educational, planning, and architectural work in the 21st century. Focusing on a concept of education within the building, designers left the structure and utilities exposed. This allows occupants to experience it as a “living architectural museum,” understanding both historic and modern construction techniques.
The “Architectural Studio” is a two-story open space that houses our design teams. This open area supports both collaborative and individual work with room for expansion. Additional offices support additional departments such as Construction Administration, Accounting, Human Resources and Communications. Each one plays a crucial role in educational public design and architecture.
Windows on the façade were upgraded and restored to their original design, featuring rounded half arches. They provide additional insulation against the elements and replace the dated glazing installed in the early 70’s. This brings the building back to its original aesthetic. Utilities such as water, electric and data have been upgraded to support the growing activities of the staff.
An expanded “Flex Café” space provides the flexibility for large or small team meetings, video production and recording, design charettes, along with on-site client meetings that can take place safely when socially distancing.
While the space is nearing completion, the decision to renovate wasn’t an easy one. The team wrestled with whether to use this historic structure in their plans. Ultimately, Chris summed it up well, “Why would we do a renovation rather than just build a new office, especially in this area? Right now, it actually costs us more to renovate the building than it would have to build new, but I think it shows our commitment to the community and to Willoughby…Just because something is new doesn’t mean it’s better.”
Seeing the final renovated space come together, the impact of the reuse is striking.
The decision to renovate an old structure versus build new is a huge decision and one that we have helped many other communities face.
Construction Details – ThenDesign Architecture
Renovate or Adaptive Reuse versus New Construction?
In our K-12 educational design practice, we often collaborate with school districts who are facing the same question we did: “Should we renovate our existing facilities or construct a brand-new building?” This is a difficult question and one that’s not easily answered. However, facilities assessments are one of the many tools we have developed to help districts with this question.
The myriad of considerations are dizzying, but there are a number of overall points to consider.
Bob Orovets, a project architect with TDA, explains there are often three considerations in school design when deciding between renovation or new construction: “The decision sometimes comes down to cost, sometimes it’s the availability of land and sometimes it’s about timing.” He continues: “Often, the cost to retrofit and maintain a building exceeds that of a brand-new building. However, if you want to build a new building, its usually hard to find a piece of land big enough for a school and if you can, the question is, “Is it in the right spot to meet the neighborhood’s needs?”
In addition, architectural technologies have advanced drastically in the last 60 years. Systems for heating and cooling are now high tech, insulation in the walls and windows are much better with new construction and the longevity of roofing membranes is more durable using todays construction methods. Since many schools in Ohio were built in the 50’s and 60’s, environmental factors didn’t play as much of a role and the masonry walls weren’t built with energy efficiency in mind. These structures often lacked heating or cooling systems, so a portion of our renovation work consists of simply installing air conditioning systems into these historic structures. While this can be done successfully, aging building envelopes often leak conditioned air more readily. So, while cost savings happen through retrofitting, maintenance over the years can outweigh savings.
When it comes to both land and timing considerations though, it is a challenge to satisfy both of those at once. Bob recounts, “A lot of times we do schools on the same property, possibly in one corner of the site, so the existing school can operate and then when the new building is done, you can switch over because the school owns the land, and the new building is now finished. Then, the old school is demolished, and you can build sports facilities on this later.” Renovations to a school would mean moving students to an alternate facility to continue their education and if delays happen, it puts educators in a bind. He continues, “So sometimes it’s money-driven, sometimes it’s land-driven, and sometimes its timing-driven. If you are buying land for a new building, be prepared for a wait. It takes time to acquire enough parcels of land and consolidate them into larger portions. You might have to go through rezoning to get the school in a certain area and this could take years.” When it comes to educational design, finding a partner who has done it before is key. Bob, having been through many adaptive reuse, as well as new construction projects sums it up well: “It’s true that nothing’s easy!”
Architectural Character in the City of Willoughby – ThenDesign Architecture
“The project is a significant investment in our city, keeps a great group of professionals in our community and allows for future growth of this expanding design firm. This is a great adaptive reuse of a building that had no other practical use.”
Robert Fiala
Mayor of the City of Willoughby,
Benefits of Rehabilitation, Renovations and Adaptive Reuse
Even though the renovation work at Memorial Junior High School has been challenging, there are several benefits.
Adaptively reusing a historic structure, breathes new life into a “place” in the community. Not only is it more environmentally friendly since there is less waste from demolition, it will potentially attract new activities to an area where they weren’t present before. For Memorial, we seek to extend the activity and energy from the downtown environment further south past Wes Point Park. For this area, it’s just a continuation of our efforts in developing and reenergizing this part of Willoughby.
Speaking about the rehabilitation project, Mayor Fiala of the City of Willoughby and founding partner of TDA who supports continued preservation of the downtown area, commented: “Memorial Junior High School was built in the 1920s. The building was purchased by TDA and is now being renovated. The project is a significant investment in our City, keeps a great group of professionals in our community and allows for future growth of this expanding design firm. This is a great adaptive reuse of a building that had no other practical use.
Buildings like Memorial are part of the historic and cultural fabric community. The construction materials match other surrounding historic buildings creating a cohesive “story” of the City. Since Memorial Junior High School was often photographed, the history of this building will be told well into the future. Many of Willoughby’s residents attended this school going back to the 50’s, 60’s and 70’s, and appreciate the investment in. They view this adaptive reuse project as a way to keep a landmark in Willoughby well into the future.”
While those benefits may seem intangible, the impact on the architects designing future schools, in an historic school holds special significance for the designers. Chris concludes: “Just because something is new doesn’t mean it’s better. In a sense there is an obligation, a responsibility as an architect to be responsible environmentally and responsible towards our community, to retain that history if possible. And let us be honest, there’s something very special about educational designers being able to repurpose an historic school. This is something symbolic for our team for sure.”
Construction Details – ThenDesign Architecture
Key Takeaways:
When considering whether to renovate versus build a new structure, three major considerations are, cost, land availability and timing.
With historic structures that are rooted in a community, intangible factors, such as aesthetic value, environmental context and placemaking may provide reasons to maintain the building through rehabilitation or adaptive reuse.
“Adaptive reuse,” or changing a structure intended use, is more environmentally friendly than demolishing and rebuilding. It uses fewer resources but could cost more in maintenance over the years.
Reimagining an existing structure has the potential to reenergize a neighborhood or community and bring added activity and attention to a locality or city.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Memorial Junior High School – An Adaptive Reuse ProjectDowntown Willoughby is home to many historic structures, some of them going back to the 1800’s. Memorial Junior High School is one such building. Built in 1925, ThenDesign Architecture is adaptively re-using this building for our future headquarters. Understand what goes into the decision between renovating a historic structure or building something brand new.
“As architects, we have a professional responsibility to design environmentally sensitive buildings. We also believe strongly in investing in our community. Rehabilitating a historic school building for our new headquarters provided the opportunity to accomplish both.” stated Chris Smith, president of ThenDesign Architecture. Specializing in educational design, and having extensive experience in historic preservation, TDA is perfectly suited to rehabilitate a historic school. The project involved an adaptive reuse of Memorial Junior High School which was originally constructed in the 1920’s into TDA’s new offices. Not only did TDA’s designers have to address concerns around costs, working with the city, planning commission and community, but had to consider the fine line between respecting the historic nature of the building and designing a modern office space.
Tough Decisions
TDA has operated out of historic buildings near Downtown Willoughby, for most of their history. The first building was the St. John House, an old home which the firm moved into in 1991. Then as growth continued, moved to the Carrel Building (1885) in 1998, and now the decision to repurpose and move to Memorial Junior High School (1925) in 2021. The team has always appreciated these spaces and both the aesthetic and historic quality they bring to the fabric of the community.
Memorial, or “Building B,” as many affectionately call it, sat empty for years. It being reimagined, the target of an adaptive reuse project, to become TDA’s new headquarters.
Exterior Photos – ThenDesign Architecture
However, when construction commenced and progressed, community interest has skyrocketed as did public support for the project. We greatly appreciate the outpouring of comments we have received since the beginning of the project.
“Thank you, TDA Architecture! I went there for 9th Grade, and my father-in-law attended the old Willoughby Union High School in the building. Beautiful structure and so many memories!”
“I have respect for any company that takes on such a monumental task to preserve and repurpose a school that is an important part of our city’s history. Thank you!”
“I’m so grateful this lovely, memory-filled bit of Willoughby is being given another opportunity to be a contributor to this charming city. It breaks my heart to see one representation after the next of the design and workmanship of American days gone by torn down and replaced by structures that have no heart nor character. Thank you to all of you who’ve made this happen.”
“So nice to see the building is being repaired and will be occupied by people who appreciate the historical value of the building.”
“What a wonderful way to share your enthusiasm with all of us who care about Willoughby’s charming perseverance! This was such a special place for so many people — including my late dad and brother. Thank you for update!!”
Early on, our staff studied the building and thought deeply about how this existing school could be reimagined and used as a headquarters by an educationally focused architectural firm. This thinking informed the interior spaces, finishes and the construction details. While the construction and renovation process has been challenging, keeping this landmark in the city, reusing the structure, and extending its life through good design has brought many concrete opportunities and intangible benefits for our firm.
Construction Photos – ThenDesign Architecture
“There’s something very special about educational designers being able to repurpose an historic school. This is something symbolic for our team for sure.”
Chris Smith
President of TDA
Construction Updates
A tremendous amount of progress has been made since work commenced in early 2020. After an office wide “Visioning Session” in 2015, the architectural staff worked closely with our interior designers taking feedback from the staff and transforming that into architectural designs. Incorporating technology, expanding workspaces for the designers, adding flexible meeting rooms for collaborative work, and individualized spaces for solitary work, greatly impacts how we can perform educational, planning, and architectural work in the 21st century. Focusing on a concept of education within the building, designers left the structure and utilities exposed. This allows occupants to experience it as a “living architectural museum,” understanding both historic and modern construction techniques.
The “Architectural Studio” is a two-story open space that houses our design teams. This open area supports both collaborative and individual work with room for expansion. Additional offices support additional departments such as Construction Administration, Accounting, Human Resources and Communications. Each one plays a crucial role in educational public design and architecture.
Windows on the façade were upgraded and restored to their original design, featuring rounded half arches. They provide additional insulation against the elements and replace the dated glazing installed in the early 70’s. This brings the building back to its original aesthetic. Utilities such as water, electric and data have been upgraded to support the growing activities of the staff.
An expanded “Flex Café” space provides the flexibility for large or small team meetings, video production and recording, design charettes, along with on-site client meetings that can take place safely when socially distancing.
While the space is nearing completion, the decision to renovate wasn’t an easy one. The team wrestled with whether to use this historic structure in their plans. Ultimately, Chris summed it up well, “Why would we do a renovation rather than just build a new office, especially in this area? Right now, it actually costs us more to renovate the building than it would have to build new, but I think it shows our commitment to the community and to Willoughby…Just because something is new doesn’t mean it’s better.”
Seeing the final renovated space come together, the impact of the reuse is striking.
The decision to renovate an old structure versus build new is a huge decision and one that we have helped many other communities face.
Construction Details – ThenDesign Architecture
Renovate or Adaptive Reuse versus New Construction?
In our K-12 educational design practice, we often collaborate with school districts who are facing the same question we did: “Should we renovate our existing facilities or construct a brand-new building?” This is a difficult question and one that’s not easily answered. However, facilities assessments are one of the many tools we have developed to help districts with this question.
The myriad of considerations are dizzying, but there are a number of overall points to consider.
Bob Orovets, a project architect with TDA, explains there are often three considerations in school design when deciding between renovation or new construction: “The decision sometimes comes down to cost, sometimes it’s the availability of land and sometimes it’s about timing.” He continues: “Often, the cost to retrofit and maintain a building exceeds that of a brand-new building. However, if you want to build a new building, its usually hard to find a piece of land big enough for a school and if you can, the question is, “Is it in the right spot to meet the neighborhood’s needs?”
In addition, architectural technologies have advanced drastically in the last 60 years. Systems for heating and cooling are now high tech, insulation in the walls and windows are much better with new construction and the longevity of roofing membranes is more durable using todays construction methods. Since many schools in Ohio were built in the 50’s and 60’s, environmental factors didn’t play as much of a role and the masonry walls weren’t built with energy efficiency in mind. These structures often lacked heating or cooling systems, so a portion of our renovation work consists of simply installing air conditioning systems into these historic structures. While this can be done successfully, aging building envelopes often leak conditioned air more readily. So, while cost savings happen through retrofitting, maintenance over the years can outweigh savings.
When it comes to both land and timing considerations though, it is a challenge to satisfy both of those at once. Bob recounts, “A lot of times we do schools on the same property, possibly in one corner of the site, so the existing school can operate and then when the new building is done, you can switch over because the school owns the land, and the new building is now finished. Then, the old school is demolished, and you can build sports facilities on this later.” Renovations to a school would mean moving students to an alternate facility to continue their education and if delays happen, it puts educators in a bind. He continues, “So sometimes it’s money-driven, sometimes it’s land-driven, and sometimes its timing-driven. If you are buying land for a new building, be prepared for a wait. It takes time to acquire enough parcels of land and consolidate them into larger portions. You might have to go through rezoning to get the school in a certain area and this could take years.” When it comes to educational design, finding a partner who has done it before is key. Bob, having been through many adaptive reuse, as well as new construction projects sums it up well: “It’s true that nothing’s easy!”
Architectural Character in the City of Willoughby – ThenDesign Architecture
“The project is a significant investment in our city, keeps a great group of professionals in our community and allows for future growth of this expanding design firm. This is a great adaptive reuse of a building that had no other practical use.”
Robert Fiala
Mayor of the City of Willoughby,
Benefits of Rehabilitation, Renovations and Adaptive Reuse
Even though the renovation work at Memorial Junior High School has been challenging, there are several benefits.
Adaptively reusing a historic structure, breathes new life into a “place” in the community. Not only is it more environmentally friendly since there is less waste from demolition, it will potentially attract new activities to an area where they weren’t present before. For Memorial, we seek to extend the activity and energy from the downtown environment further south past Wes Point Park. For this area, it’s just a continuation of our efforts in developing and reenergizing this part of Willoughby.
Speaking about the rehabilitation project, Mayor Fiala of the City of Willoughby and founding partner of TDA who supports continued preservation of the downtown area, commented: “Memorial Junior High School was built in the 1920s. The building was purchased by TDA and is now being renovated. The project is a significant investment in our City, keeps a great group of professionals in our community and allows for future growth of this expanding design firm. This is a great adaptive reuse of a building that had no other practical use.
Buildings like Memorial are part of the historic and cultural fabric community. The construction materials match other surrounding historic buildings creating a cohesive “story” of the City. Since Memorial Junior High School was often photographed, the history of this building will be told well into the future. Many of Willoughby’s residents attended this school going back to the 50’s, 60’s and 70’s, and appreciate the investment in. They view this adaptive reuse project as a way to keep a landmark in Willoughby well into the future.”
While those benefits may seem intangible, the impact on the architects designing future schools, in an historic school holds special significance for the designers. Chris concludes: “Just because something is new doesn’t mean it’s better. In a sense there is an obligation, a responsibility as an architect to be responsible environmentally and responsible towards our community, to retain that history if possible. And let us be honest, there’s something very special about educational designers being able to repurpose an historic school. This is something symbolic for our team for sure.”
Construction Details – ThenDesign Architecture
Key Takeaways:
When considering whether to renovate versus build a new structure, three major considerations are, cost, land availability and timing.
With historic structures that are rooted in a community, intangible factors, such as aesthetic value, environmental context and placemaking may provide reasons to maintain the building through rehabilitation or adaptive reuse.
“Adaptive reuse,” or changing a structure intended use, is more environmentally friendly than demolishing and rebuilding. It uses fewer resources but could cost more in maintenance over the years.
Reimagining an existing structure has the potential to reenergize a neighborhood or community and bring added activity and attention to a locality or city.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
The Big Impact from a Little Green RoofAgainst the backdrop of one of Cleveland’s most popular bars, a small environmental project has made big impacts on the design of a little green roof in dense urban environments.
Against the backdrop of one of Cleveland’s most popular bars, a small environmental project has made big impacts on the design of a little green roof in dense urban environments. In 2013, Claire Bank, an architect with ThenDesign Architecture (TDA), managed a green roof project that was installed on one of Cleveland’s popular “Bike Box” installations and sought to demonstrate a new way to think about sustainability in a concrete jungle. Now, this internationally recognized project has attracted hundreds of professionals annually, showing them a new way to integrate native plant species into an otherwise inhospitable environment.
Challenging Environmental Context
Deep in the Gordan Square Arts District, sits the Happy Dog, one of Cleveland’s most popular bars. This local joint established itself as one of the most welcoming live music venues in Cleveland. Situated on Detroit Ave, in a dense urban environment that historically hosted music and food venues, the owners of the bar, along with partners at the Gordan Square Arts District and local musicians have been able to attract talent from across the country. With a menu that eschews exotic items, they focus on their staple–hot dogs–and offer a dizzying array of homemade and unique toppings. So this menu, with live music and a monthly TEDx style talk with scientists, writers and academics, they maintain their status as an educational, community oriented location.
However, like many venues set in an urban context, this corner bar is adrift in a sea of pavement. Detroit Ave, is a heavily trafficked city street that runs parallel to Lake Erie, through the City of Cleveland, Ohio City and the Gordan Square Arts District. On this busy thoroughfare, semi-trucks, delivery vehicles, city buses, commuter cars, construction trucks and many other vehicles frequent the road. Adding to this activity, is a bike path in this corridor which provides alternate means of transportation and seeks to encourage more pedestrian use.
The impervious city pavement stretches as far as the eye can see. This ground covering is a slick surface that does nothing to slow or capture rainfall that rushes directly into city sewers. During rainy seasons, a common issue in Northeast Ohio, water streams across the road surface, creating flooding and taxes the city sewer systems. Additionally, during winter months, salt, from deicing frozen roads collects in pools and is deadly for most plant material. In addition, vast expanses of pavement contribute to climate change, as the dark asphalt holds on to heat another challenge in urban environments. An overhead canopy of utilities, old signs, fences and telephone poles choke out potential tree covering.
So while there is life and energy in the district, challenges facing most dense urban environments are present here also. However, through intelligent, sustainable design, we can provide nature a way to mitigate rainwater, reclaim runoff, provide shade and beauty.
Enhancing the “Bike Box”
Claire Bank is a registered architect working at TDA and in 2013 was attending Kent State, studying in the graduate Architecture and Urban Design programs. It was here, that her interest in urban design overlapped with Dr. Reid Coffman, an Associate Professor at Kent State, who focused on urban ecology. Since they were located near Cleveland, with its sprawling urban downtown, it was natural to explore ways to improve this environment. Together, they pursued a grant through the Northeast Ohio Regional Sewer District to fund a green infrastructure project: a small green roof in an unexpected place.”
Claire recounts: “I was doing a number of different research projects around green roofs, so I think the identification of the box and the opportunity came from Dr. Coffman, but I was working with him on a number of other research projects throughout the year, looking actually at green infrastructure for parking garages, which doesn’t sound the most exciting. We were looking at ways to bring green infrastructure into cities that just have so much hardscape and could really use more pervious surface to clean water.”
Thus, Land Studio’s “Bike Boxes” became an unlikely partner in their project. The “Bike Box” was a green transportation project spearheaded by Land Studio, who was focusing on improvements in urban environments. They worked with several local arts and non-profit organizations to repurpose steel shipping containers from Cleveland shipyards and transform them into bike racks in the city. Since each one takes up roughly a single parking space, its goal was to raise awareness for alternate transportation.
Claire and Dr. Coffman’s project centered on taking an existing “bike box” and retrofitted a green roof on it. This was in an effort to create a scalable solution that could mitigate water runoff, provide pervious surface and promote native plant growth.
“So [our] bike box is outside the Happy Dog. It sits in a pretty dense urban neighborhood. There’s a lot of businesses right around it and a lot of street parking of cars as well. So with the initial design and placement of the bike box, it was supposed to take over a parking spot and raise awareness for alternate transportation. It’s like, “Hey, this many bikes could fit in one parking spot” so it is “green transportation.” We also were considering the amount of hardscape and looking to add more pervious surface which gathers water, decreases the flow to storm sewers, cools the surrounding environment and cleans the water. It was the first time that we worked with other organizations pursuing grants to help pay for this improvement. Even the owners of the Happy Dog were excited about the potential to grow culinary toppings for hot dogs potentially on the green roof.”
The Happy Dog, which prides itself as a creative, community friendly, culturally focused venue is now adjacent to urban infrastructure that promotes alternate transportation, sustainable environmental stewardship and has become a laboratory for good design.
Images Courtesy of Kent State University
Green Roof Design
Minor modifications were made to the bike box, but with a small budget of a little over four thousand dollars, they had to make every penny count. “We just started out with the storage container that was turned into a bike shelter. Then we added sides to allow depth for the growing medium. Then we waterproofed it and did a layer of soil and varied the depths of soil to see if different plants did better at different depths. So not only was it designed to be a bike shelter, retain surface water and providing plant material it also was a place to perform plant life experiments in a dense urban environment.”
Many were surprised to learn the green roof doesn’t require much work to maintain it. “Green Roofs scare people, they think it’s going to take a lot of maintenance and that it’s going to leak, but it doesn’t have many layers to it. The planting medium was made of native species and that also doesn’t require maintenance. They survive here and in the years since it was installed they are surviving really well which is interesting.”
Project construction was a huge success due to the efforts of local contractors and volunteers. Claire had coordinated between multiple stakeholders at TDA, but this was one of the first times she took a leadership role. Tasked with finding economical solutions to construction problems, organizing and leading a team of volunteers, and interacting with community members was a big responsibility. Claire recalls, “When you’re planning the project, you think nobody’s going to see this. However, as we were constructing it, everyone in the community saw it and it was pretty obvious that it was good for the community. It was refreshing seeing people that lived in the neighborhood coming out and voicing their support.”
Claire, now a resident in the Detroit Shoreway Neighborhood, sees the bike box regularly now. “It’s been rewarding in the summer, passing by and seeing a lot of interaction with our bike box.”
International Impact and Lessons in Sustainability
Since the project’s completion in 2013, this 149 SF green roof, is an example of sustainable design and was more recently won the “Award of Excellence” from Green Roofs for Healthy Cities. In its small footprint, this green roof demonstrates how cost effective, living architecture in a dense urban environment can integrate with existing infrastructure. It provides stormwater management, reintroduces native plant life, a natural aesthetic and shade into an otherwise difficult environment. Each year, it’s visited by hundreds of professionals and students who are studying it to bring these sustainable principles into their projects. Now maintained by Kent State University, it has contributed to over a dozen research initiatives, including PhD dissertations, journal paper, masters studies and awards. It is a testament of collaboration among stakeholders that leads to a lasting community impact and serves as a laboratory for ecological conservation.
For Claire, as an architect focused on educational design, she draws a variety of lessons from this small project. “I find nature beautiful and that includes plants and vegetation. I’ve always been really interested in how the built environment interacts with the nature. That means integrating nature in the built world to mitigate the impacts of climate change. I think it’s a responsible way to minimize the built environments impact on the natural world.” In terms of deploying these techniques for educational architecture, she notes, “there is an opportunity to use green infrastructure in school districts. All the new schools that are co-funded [by OFCC] have to be LEED Certified. So naturally we’re building in sustainable practices into schools. There’s also more of an educational push for it, where people are aware of a building’s impact on the environment and they’re looking for ways to offset that, while educating those attending the school.”
For now, this small project illustrates how green initiatives don’t need to be pricy or complicated. By partnering with stakeholders, businesses and the community, their team was able to construct an excellent case study for environmental stewardship for use in cities that wish to integrate greenspace and vegetation into the streetscape.
“Having a small project like this, which has such a big impact, gives me hope that it’s achievable at a larger scale. There is no harm in trying to find these opportunities and develop them for the school districts we work with.”
Develop a scalable solution that integrates a small (149 SF), sustainable green roof into the existing infrastructure of an inhospitable urban environment.
The project provides continuing education opportunities and is maintained by the ongoing efforts from Kent State University. It is studied by hundreds of AEC professionals annually. It has also been the subject of over a dozen masters studies, PhD dissertations, journal reviews and awards.
In an aesthetic package, provide a rainwater management solution, that can potentially reduce heat retention in the environment, provide shade to the city street and support alternate transportation.
It serves as a template for how sustainable solutions can be integrated into much larger facilities, providing ecologically responsible construction methods, mitigate rainwater and temperature impacts and use native plant life to soften an otherwise entirely hardscaped environment.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
The Big Impact from a Little Green RoofAgainst the backdrop of one of Cleveland’s most popular bars, a small environmental project has made big impacts on the design of a little green roof in dense urban environments.
Against the backdrop of one of Cleveland’s most popular bars, a small environmental project has made big impacts on the design of a little green roof in dense urban environments. In 2013, Claire Bank, an architect with ThenDesign Architecture (TDA), managed a green roof project that was installed on one of Cleveland’s popular “Bike Box” installations and sought to demonstrate a new way to think about sustainability in a concrete jungle. Now, this internationally recognized project has attracted hundreds of professionals annually, showing them a new way to integrate native plant species into an otherwise inhospitable environment.
Challenging Environmental Context
Deep in the Gordan Square Arts District, sits the Happy Dog, one of Cleveland’s most popular bars. This local joint established itself as one of the most welcoming live music venues in Cleveland. Situated on Detroit Ave, in a dense urban environment that historically hosted music and food venues, the owners of the bar, along with partners at the Gordan Square Arts District and local musicians have been able to attract talent from across the country. With a menu that eschews exotic items, they focus on their staple–hot dogs–and offer a dizzying array of homemade and unique toppings. So this menu, with live music and a monthly TEDx style talk with scientists, writers and academics, they maintain their status as an educational, community oriented location.
However, like many venues set in an urban context, this corner bar is adrift in a sea of pavement. Detroit Ave, is a heavily trafficked city street that runs parallel to Lake Erie, through the City of Cleveland, Ohio City and the Gordan Square Arts District. On this busy thoroughfare, semi-trucks, delivery vehicles, city buses, commuter cars, construction trucks and many other vehicles frequent the road. Adding to this activity, is a bike path in this corridor which provides alternate means of transportation and seeks to encourage more pedestrian use.
The impervious city pavement stretches as far as the eye can see. This ground covering is a slick surface that does nothing to slow or capture rainfall that rushes directly into city sewers. During rainy seasons, a common issue in Northeast Ohio, water streams across the road surface, creating flooding and taxes the city sewer systems. Additionally, during winter months, salt, from deicing frozen roads collects in pools and is deadly for most plant material. In addition, vast expanses of pavement contribute to climate change, as the dark asphalt holds on to heat another challenge in urban environments. An overhead canopy of utilities, old signs, fences and telephone poles choke out potential tree covering.
So while there is life and energy in the district, challenges facing most dense urban environments are present here also. However, through intelligent, sustainable design, we can provide nature a way to mitigate rainwater, reclaim runoff, provide shade and beauty.
Enhancing the “Bike Box”
Claire Bank is a registered architect working at TDA and in 2013 was attending Kent State, studying in the graduate Architecture and Urban Design programs. It was here, that her interest in urban design overlapped with Dr. Reid Coffman, an Associate Professor at Kent State, who focused on urban ecology. Since they were located near Cleveland, with its sprawling urban downtown, it was natural to explore ways to improve this environment. Together, they pursued a grant through the Northeast Ohio Regional Sewer District to fund a green infrastructure project: a small green roof in an unexpected place.”
Claire recounts: “I was doing a number of different research projects around green roofs, so I think the identification of the box and the opportunity came from Dr. Coffman, but I was working with him on a number of other research projects throughout the year, looking actually at green infrastructure for parking garages, which doesn’t sound the most exciting. We were looking at ways to bring green infrastructure into cities that just have so much hardscape and could really use more pervious surface to clean water.”
Thus, Land Studio’s “Bike Boxes” became an unlikely partner in their project. The “Bike Box” was a green transportation project spearheaded by Land Studio, who was focusing on improvements in urban environments. They worked with several local arts and non-profit organizations to repurpose steel shipping containers from Cleveland shipyards and transform them into bike racks in the city. Since each one takes up roughly a single parking space, its goal was to raise awareness for alternate transportation.
Claire and Dr. Coffman’s project centered on taking an existing “bike box” and retrofitted a green roof on it. This was in an effort to create a scalable solution that could mitigate water runoff, provide pervious surface and promote native plant growth.
“So [our] bike box is outside the Happy Dog. It sits in a pretty dense urban neighborhood. There’s a lot of businesses right around it and a lot of street parking of cars as well. So with the initial design and placement of the bike box, it was supposed to take over a parking spot and raise awareness for alternate transportation. It’s like, “Hey, this many bikes could fit in one parking spot” so it is “green transportation.” We also were considering the amount of hardscape and looking to add more pervious surface which gathers water, decreases the flow to storm sewers, cools the surrounding environment and cleans the water. It was the first time that we worked with other organizations pursuing grants to help pay for this improvement. Even the owners of the Happy Dog were excited about the potential to grow culinary toppings for hot dogs potentially on the green roof.”
The Happy Dog, which prides itself as a creative, community friendly, culturally focused venue is now adjacent to urban infrastructure that promotes alternate transportation, sustainable environmental stewardship and has become a laboratory for good design.
Images Courtesy of Kent State University
Green Roof Design
Minor modifications were made to the bike box, but with a small budget of a little over four thousand dollars, they had to make every penny count. “We just started out with the storage container that was turned into a bike shelter. Then we added sides to allow depth for the growing medium. Then we waterproofed it and did a layer of soil and varied the depths of soil to see if different plants did better at different depths. So not only was it designed to be a bike shelter, retain surface water and providing plant material it also was a place to perform plant life experiments in a dense urban environment.”
Many were surprised to learn the green roof doesn’t require much work to maintain it. “Green Roofs scare people, they think it’s going to take a lot of maintenance and that it’s going to leak, but it doesn’t have many layers to it. The planting medium was made of native species and that also doesn’t require maintenance. They survive here and in the years since it was installed they are surviving really well which is interesting.”
Project construction was a huge success due to the efforts of local contractors and volunteers. Claire had coordinated between multiple stakeholders at TDA, but this was one of the first times she took a leadership role. Tasked with finding economical solutions to construction problems, organizing and leading a team of volunteers, and interacting with community members was a big responsibility. Claire recalls, “When you’re planning the project, you think nobody’s going to see this. However, as we were constructing it, everyone in the community saw it and it was pretty obvious that it was good for the community. It was refreshing seeing people that lived in the neighborhood coming out and voicing their support.”
Claire, now a resident in the Detroit Shoreway Neighborhood, sees the bike box regularly now. “It’s been rewarding in the summer, passing by and seeing a lot of interaction with our bike box.”
International Impact and Lessons in Sustainability
Since the project’s completion in 2013, this 149 SF green roof, is an example of sustainable design and was more recently won the “Award of Excellence” from Green Roofs for Healthy Cities. In its small footprint, this green roof demonstrates how cost effective, living architecture in a dense urban environment can integrate with existing infrastructure. It provides stormwater management, reintroduces native plant life, a natural aesthetic and shade into an otherwise difficult environment. Each year, it’s visited by hundreds of professionals and students who are studying it to bring these sustainable principles into their projects. Now maintained by Kent State University, it has contributed to over a dozen research initiatives, including PhD dissertations, journal paper, masters studies and awards. It is a testament of collaboration among stakeholders that leads to a lasting community impact and serves as a laboratory for ecological conservation.
For Claire, as an architect focused on educational design, she draws a variety of lessons from this small project. “I find nature beautiful and that includes plants and vegetation. I’ve always been really interested in how the built environment interacts with the nature. That means integrating nature in the built world to mitigate the impacts of climate change. I think it’s a responsible way to minimize the built environments impact on the natural world.” In terms of deploying these techniques for educational architecture, she notes, “there is an opportunity to use green infrastructure in school districts. All the new schools that are co-funded [by OFCC] have to be LEED Certified. So naturally we’re building in sustainable practices into schools. There’s also more of an educational push for it, where people are aware of a building’s impact on the environment and they’re looking for ways to offset that, while educating those attending the school.”
For now, this small project illustrates how green initiatives don’t need to be pricy or complicated. By partnering with stakeholders, businesses and the community, their team was able to construct an excellent case study for environmental stewardship for use in cities that wish to integrate greenspace and vegetation into the streetscape.
“Having a small project like this, which has such a big impact, gives me hope that it’s achievable at a larger scale. There is no harm in trying to find these opportunities and develop them for the school districts we work with.”
Develop a scalable solution that integrates a small (149 SF), sustainable green roof into the existing infrastructure of an inhospitable urban environment.
The project provides continuing education opportunities and is maintained by the ongoing efforts from Kent State University. It is studied by hundreds of AEC professionals annually. It has also been the subject of over a dozen masters studies, PhD dissertations, journal reviews and awards.
In an aesthetic package, provide a rainwater management solution, that can potentially reduce heat retention in the environment, provide shade to the city street and support alternate transportation.
It serves as a template for how sustainable solutions can be integrated into much larger facilities, providing ecologically responsible construction methods, mitigate rainwater and temperature impacts and use native plant life to soften an otherwise entirely hardscaped environment.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Brunswick Middle School – Brunswick, OhioThe Brunswick Middle School is a 21st century learning facility designed to serve grades 6-8 in the Brunswick City School District. This LEED Silver, 243,000 SF building houses 1,660 students and replaces three aging middle schools. Learn more about what went into this project below.
The Brunswick Middle School is a 21st century learning facility designed to serve grades 6-8 in the Brunswick City School District. This 243,000 SF building houses 1,660 students and replaces three aging middle schools, two of which were previously on the site. A design concept for the building was to create a network of 18 “learning pods,” connected to a “central hub” of shared spaces. This LEED Silver project includes four classrooms per pod, with six pods dedicated per grade. The “central hub” consists of student dining, a media center and “Project Lead the Way,” STEM classrooms. Adjacent to the hub are two gyms, and an auditorium with music rooms. A stadium and athletic field is also connected to the hub on the east side of the property.
Under a tight design and construction deadline, the district, architects, and construction professionals worked closely to keep the project moving forward and on budget, despite the ongoing Covid-19 pandemic.
Brunswick Educational Visioning Session
Early in the building’s design, Brunswick City School District had a clear vision for implementing a modern and collaborative educational curriculum. They wanted teachers to have the freedom to create customized lesson plans for each student, instead of following a standardized plan. This flexible approach directly impacted the architecture and new educational spaces were needed. The community was engaged through an “educational visioning session” early in the design process. Over 100 attended this session and stakeholders engaged on school program analysis, building layout and elevation designs. Through this, stakeholders saw how architecture could support their curriculum goals.
Site Influence
A major design hurdle was dealing with the 34’ grade change distributed among three existing plateaus at different elevations on the site. Designers used these plateaus to situate the major elements of the facility. Parking was located on the top plateau which gradually sloped to the middle plateau where an exterior bridge connected the sidewalk to the building’s main entry and interior “connecting hub.” This hub fed circulation to the athletics field and stadium on the lowest plateau.
Two existing middle schools, Visintainer and Edwards Middle Schools, were on the site and had to remain operational throughout construction. When it was completed, the team only had three months to demolish these and build the parking lot for the new facility in order to open for the 2020-2021 school year.
The entrance bridge is a striking feature of the Brunswick Middle School. It created a large public entrance, allowed for exterior windows on the “Project Lead the Way” STEM classrooms and carved out a unique exterior plaza below. This became an extension of student dining and hosts a large collaborative stair for outdoor gatherings, performances, and classes.
Brunswick Middle School Interior Design
Student dining serves as the “connecting hub,” located on the middle plateau of the site. Its interior design colorfully displays Brunswick’s signature blue and networks together the “learning pods” and other major interior spaces.
Since the district intended small groups of students and teachers to work together, each of the eighteen “learning pods,” consist of a central collaborative space surrounded by four classrooms. While each classroom serves a specific subject, the collaborative area is a flexible, extended learning area that houses technology, white boards, student lockers and educational furniture for its small group of students. Six pods are dedicated to each grade in the Brunswick Middle School. Architectural and interior designers paid careful attention to the lighting in these collaborative spaces. To enhance lighting and the overall aesthetic, special ceiling soffits and lighting fixtures add texture to the ceiling, ensuring plenty of light for group activities.
Auditorium and Gymnasium
To expand the music program, the district included a new performing arts center in the Brunswick Middle School. The auditorium seats 700 people and is connected to several large music rooms for vocal, orchestra and instrumental practice. One semester of music is a district requirement for Brunswick students and an important part of their education.
The Media Center, while still containing physical books, was designed to accommodate modern, digital media. It includes a small “maker’s space” and a dedicated green screen recording studio.
The Brunswick Middle School now has a full gymnasium and auxiliary gym which will support their expanding sports program. An eight-lane track, synthetic turf sports field and stadium are situated at the rear of the site. These new facilities will become an important venue for future athletic events in the district.
Project Design Challenges:
Develop an architectural solution on a complicated site, that incorporated a 34′ vertical grade across 3 plateaus to accommodate parking, athletics, the school building and district wide bus storage and maintenance facility.
On a tight design and construction schedule, build a new structure adjacent to the two existing middle schools, Visintainer and Edwards Middle Schools, demolishing them before the school year begins.
Design architecture that supports the district’s educational vision, allowing teachers more flexibility in their spaces to help them develop individualized lesson plans and student schedules.
Ensure excellent lighting to support educational activities. This included both artificial and natural lighting solutions where possible.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Brunswick Middle School – Brunswick, OhioThe Brunswick Middle School is a 21st century learning facility designed to serve grades 6-8 in the Brunswick City School District. This LEED Silver, 243,000 SF building houses 1,660 students and replaces three aging middle schools. Learn more about what went into this project below.
The Brunswick Middle School is a 21st century learning facility designed to serve grades 6-8 in the Brunswick City School District. This 243,000 SF building houses 1,660 students and replaces three aging middle schools, two of which were previously on the site. A design concept for the building was to create a network of 18 “learning pods,” connected to a “central hub” of shared spaces. This LEED Silver project includes four classrooms per pod, with six pods dedicated per grade. The “central hub” consists of student dining, a media center and “Project Lead the Way,” STEM classrooms. Adjacent to the hub are two gyms, and an auditorium with music rooms. A stadium and athletic field is also connected to the hub on the east side of the property.
Under a tight design and construction deadline, the district, architects, and construction professionals worked closely to keep the project moving forward and on budget, despite the ongoing Covid-19 pandemic.
Brunswick Educational Visioning Session
Early in the building’s design, Brunswick City School District had a clear vision for implementing a modern and collaborative educational curriculum. They wanted teachers to have the freedom to create customized lesson plans for each student, instead of following a standardized plan. This flexible approach directly impacted the architecture and new educational spaces were needed. The community was engaged through an “educational visioning session” early in the design process. Over 100 attended this session and stakeholders engaged on school program analysis, building layout and elevation designs. Through this, stakeholders saw how architecture could support their curriculum goals.
Site Influence
A major design hurdle was dealing with the 34’ grade change distributed among three existing plateaus at different elevations on the site. Designers used these plateaus to situate the major elements of the facility. Parking was located on the top plateau which gradually sloped to the middle plateau where an exterior bridge connected the sidewalk to the building’s main entry and interior “connecting hub.” This hub fed circulation to the athletics field and stadium on the lowest plateau.
Two existing middle schools, Visintainer and Edwards Middle Schools, were on the site and had to remain operational throughout construction. When it was completed, the team only had three months to demolish these and build the parking lot for the new facility in order to open for the 2020-2021 school year.
The entrance bridge is a striking feature of the Brunswick Middle School. It created a large public entrance, allowed for exterior windows on the “Project Lead the Way” STEM classrooms and carved out a unique exterior plaza below. This became an extension of student dining and hosts a large collaborative stair for outdoor gatherings, performances, and classes.
Brunswick Middle School Interior Design
Student dining serves as the “connecting hub,” located on the middle plateau of the site. Its interior design colorfully displays Brunswick’s signature blue and networks together the “learning pods” and other major interior spaces.
Since the district intended small groups of students and teachers to work together, each of the eighteen “learning pods,” consist of a central collaborative space surrounded by four classrooms. While each classroom serves a specific subject, the collaborative area is a flexible, extended learning area that houses technology, white boards, student lockers and educational furniture for its small group of students. Six pods are dedicated to each grade in the Brunswick Middle School. Architectural and interior designers paid careful attention to the lighting in these collaborative spaces. To enhance lighting and the overall aesthetic, special ceiling soffits and lighting fixtures add texture to the ceiling, ensuring plenty of light for group activities.
Auditorium and Gymnasium
To expand the music program, the district included a new performing arts center in the Brunswick Middle School. The auditorium seats 700 people and is connected to several large music rooms for vocal, orchestra and instrumental practice. One semester of music is a district requirement for Brunswick students and an important part of their education.
The Media Center, while still containing physical books, was designed to accommodate modern, digital media. It includes a small “maker’s space” and a dedicated green screen recording studio.
The Brunswick Middle School now has a full gymnasium and auxiliary gym which will support their expanding sports program. An eight-lane track, synthetic turf sports field and stadium are situated at the rear of the site. These new facilities will become an important venue for future athletic events in the district.
Project Design Challenges:
Develop an architectural solution on a complicated site, that incorporated a 34′ vertical grade across 3 plateaus to accommodate parking, athletics, the school building and district wide bus storage and maintenance facility.
On a tight design and construction schedule, build a new structure adjacent to the two existing middle schools, Visintainer and Edwards Middle Schools, demolishing them before the school year begins.
Design architecture that supports the district’s educational vision, allowing teachers more flexibility in their spaces to help them develop individualized lesson plans and student schedules.
Ensure excellent lighting to support educational activities. This included both artificial and natural lighting solutions where possible.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
“Architectural Programming” – How a K-12 School Building is Planned”Just how do you plan a new school building?” We get that question a lot from districts and owners at the beginning of their projects. Through our relationships with clients across Northeast Ohio, we have developed systems for success that address the design process known as “architectural programming.”
The architectural design process is intense and spans months, with designers considering a building from many perspectives. Naturally, many of our clients ask, “What is the most important aspect of designing such a big building?”
The answer surprises most of our clients.
A foundational element of building design isn’t in the architectural drafting, detailing or 3D modeling. It’s not in the problem solving sessions or even a thorough and detailed understanding of construction techniques. Those are all significant, but the most important aspect begins well before a building is considered. It is realized early on in the design process and revealed in simple conversations, it’s known as “Architectural Programming.”
Abby Rainieri is the Educational Design Lead at ThenDesign Architecture and regularly engages with districts and architects in the pre-design phase called “Architectural Programming.” Having completed many successful projects, she has developed flexible processes for this phase that include determining project funding, community surveys, public engagement and OFCC design compliance.
Abby recounts, “Many times, our clients come to us, not even knowing what to ask for. This leads us to help them discover what they need and what to ask for. We call it “problem seeking.” It’s a lot of listening, data collecting, assessing a facility and trying to understand the problems they are trying to solve. We encourage conversations and explore multiple solutions with the goal of putting projects on an overall path to success. A lot of the biggest things we need to grapple with as we move into programming and schematic design are established in early planning conversations about the project. It sets the tone for the rest of the design process.”
Design Phases Simplified:
Master Planning and Architectural Programming
“Master Planning” proceeds “Programming” and is also a crucial time for conversation. During “Master Planning,” we seek to understand the unique educational needs of a school district, the condition of their existing facilities, their budgetary needs and any other curriculum requirements. Armed with this context, we have an all-encompassing understanding of who the project will serve. Only then, can we begin programming.
To better grasp “architectural programming,” consider how computer programming works. Software designers need to consider how a proposed program should work, then write the complicated computer code to allow it to function. Throughout this process, they consider how an “end user” ultimately experiences that program and are responsible for making sure the features work for a wide variety of users. When updates are needed, they ensure these additions work cohesively with the existing software.
“Architectural programming” is quite similar. Early in the process, architects and designers work with future building users, clients and stakeholders to understand the features and functions desired for the finished building. Keeping in mind user experience, they create a list of ingredients, (square footage and spaces) that will make up the new building.
At this point, we aren’t even considering a building yet. We are brainstorming and talking through how the building should function in the future and its role in the community. We imagine the key activities inside and ensure enough space is allocated for those purposes. It’s only then that we can start to think about architecture. Once we have a clear idea for how the building should function and a list of needed spaces and their square footage to accomplish these functions, then we can start to think about architectural forms and materials.
The more effort put into the programming phase, the more likely the project emerges successful.
“Many times, our clients come to us, not even knowing what to ask for. So that leads us to help them discover what they need and what to ask for. We call it “problem seeking.”
Abby Rainieri
“As we [document necessary spaces] we move into engagement and work sessions. Our “Educational Visioning Sessions,” are a piece of this, along with staff engagement. We take different user groups or a core team on tours of new buildings, so they can see how other districts have solved space problems. In this initial concept phase, we are getting further into planning and feedback. After that, we begin the traditional kind of architectural process of making diagrams and drawing plan iterations, then continue engagement with the community, the board and the staff.”
OFCC and Project Funding
How each project is funded also plays an integral role in the building process. Many districts find that partnering with the OFCC (Ohio Facilities Construction Commission) allows them to receive financial assistance and be able to build structures that would have been out of reach if they tried to do it alone.
Since 1999, the OFCC has provided over $700 million to districts across Ohio and has been involved in opening over 1,200 new or renovated school buildings. This is a common way districts pursue state funding based on their needs for future facilities. However, rarely does the OFCC fund a project in its entirety. District administrators still need to convince voters to approve school construction bond tax hikes to cover some building construction costs.
How does this impact the programming design phase? In order to qualify for assistance, the school design must follow guidelines directly from the OFCC to ensure the educational needs of the building are met. These guidelines come in the form of a “Program of Requirements” guideline or PORs. The POR is essentially a checklist of spaces and square footage that need to be allocated inside the building. Since each district is different, there are a number of POR options to consider. One option is a “Traditional POR.” This is the most rigid in terms of square footage and spacial requirements, another option is a “Partial Order Reduction POR,” this allows some flexibility in spatial requirements and allocating square footage. Another type of POR is the “High Performance Learning Environment (HPLE) POR” which gives the most flexibility in the design of educational spaces. However this plan needs to be accompanied by rigorous curriculum documentation and support from the district with professional development for teachers which include plans on how to use the spaces in their new curriculum. While flexible in design, this requires the most district planning early on to ensure the new space will work for students.
PORs directly influence architectural design, since they are the starting point–a list of spaces and square footages which need to be included in the building. It is the job of a creative designer to make the most of these spaces within the district’s given budget.
Engaged Learning Environments
“Within the traditional POR, there have been times when districts wanted to create extended learning areas. They wanted to create collaborative learning areas, but they’re not going to go through a documentation and educational visioning process for an HPLE. (Imagine a spectrum of traditional PORs on the left and contemporary student centered learning (HLPE PORs) on the right, some districts may fall in the middle of that spectrum.) We can work within the Traditional POR to make some extended learning spaces.
For the last five to ten years, a lot of districts have wanted to create extended learning areas or flexible learning spaces in their buildings. Since there wasn’t always a vehicle to do that within the “Traditional POR,” we carved away 10% chunks of some of the academic spaces, we’d gather those chunks up in what we called “donor square footage” and we would create those other types of learning spaces that they wanted. There are ways to manipulate and move within the Traditional POR and still design unique learning environments. Another example is to move the space dedicated to a media center or computer lab into classrooms or to other collaborative spaces, so students wouldn’t be confined to a central area but could access these resources in their classrooms. So, there is some flexibility in these plans, all of this planning and initial design takes place during architectural programming.”
Technically, programming is establishing the spatial relationships, quantities and functional solutions for an end user.
Abby Rainieri
Even though the OFCC is known for assisting with funding for public projects, they also help with comprehensive guidance throughout the project, from groundbreakings, to the demolition of old facilities, then to the completion and opening of the new building. They have resources to help smaller districts complete a large project such as a new school building.
“In order to ensure spaces are compliant with the OFCC standards, the architect partners with the OFCC, particularly in the early phases of design. “There’s either going to be a project administrator from the OFCC an OFCC planner, or what’s called an RPC (a Regional Programming Consultant) to check in on progress. So they’re essentially acting as eyes to review and make sure you’re following all the OFCC requirements. They’re the ones that are going to review square footages, and your overall building square footage once we start submitting drawings, to make sure you meeting requirements.”
Open Collaborative Learning Environments:
Architectural Programming: How a School Building is Designed
Having been through the programming phase many times as a registered architect, Abby places a huge important on this initial phase of design. “Technically, programming is establishing the spatial relationships, quantities and functional solutions for an end user.
As architects and designers, I think sometimes, we are too eager to jump into architecture. Sometimes the building owners are too. They’re excited, they want to see pretty pictures and almost immediately want to start planning a groundbreaking ceremony. However, if we set up an approach to program the building intentionally and with an open mind, we setup the successful integration between defining all the necessary spaces and the schematic design. We can create the best, most useful and interesting spaces this way. So that’s why I think architectural programming is so important.”
It’s important to recognize how much of it is about communication and gathering and analyzing data … ultimately we get to design something that serves, kids and young people.
Abby Rainieri
The design phase “programming” is key to a successful project. In this phase the architect, district, and community can imagine (or reimagine) what their building should be. Without being bound by costs, or materials, they can think broadly about how this structure can function, improving the lives of the community and students. Then armed with a list of spaces and square footage, the designer begins laying out diagrams to show relationships between spaces-which are the beginnings of successful architecture.
“Most of those actions, that I just described really don’t have anything to do with architecture. They integrate nicely with it, when we’re ready to go there. But it’s important to recognize how much of it is about communication and gathering and analyzing data. Then with the understanding that this is all K-12 architecture, ultimately we get to design something that serves kids and young people. I mean, come on, that’s just the coolest thing–and why I do this.”
Key Takeaways:
The pre-design phase know as “Architectural Programming,” is a time for conversations focused on how the future space should work.
Conversations between the architect, owner and district are the key to success.
When working with the OFCC, their guidelines will affect what spaces are included in the final building.
As “Architectural Programming” is completed, architects build a list of necessary spaces and square footages for the building. From this information, they create diagrams noting the relationships between spaces.
This pre-design phase sets the tone for the rest of the project. Ideas and needs from these conversations will be “programmed” into the future building.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
“Architectural Programming” – How a K-12 School Building is Planned”Just how do you plan a new school building?” We get that question a lot from districts and owners at the beginning of their projects. Through our relationships with clients across Northeast Ohio, we have developed systems for success that address the design process known as “architectural programming.”
The architectural design process is intense and spans months, with designers considering a building from many perspectives. Naturally, many of our clients ask, “What is the most important aspect of designing such a big building?”
The answer surprises most of our clients.
A foundational element of building design isn’t in the architectural drafting, detailing or 3D modeling. It’s not in the problem solving sessions or even a thorough and detailed understanding of construction techniques. Those are all significant, but the most important aspect begins well before a building is considered. It is realized early on in the design process and revealed in simple conversations, it’s known as “Architectural Programming.”
Abby Rainieri is the Educational Design Lead at ThenDesign Architecture and regularly engages with districts and architects in the pre-design phase called “Architectural Programming.” Having completed many successful projects, she has developed flexible processes for this phase that include determining project funding, community surveys, public engagement and OFCC design compliance.
Abby recounts, “Many times, our clients come to us, not even knowing what to ask for. This leads us to help them discover what they need and what to ask for. We call it “problem seeking.” It’s a lot of listening, data collecting, assessing a facility and trying to understand the problems they are trying to solve. We encourage conversations and explore multiple solutions with the goal of putting projects on an overall path to success. A lot of the biggest things we need to grapple with as we move into programming and schematic design are established in early planning conversations about the project. It sets the tone for the rest of the design process.”
Design Phases Simplified:
Master Planning and Architectural Programming
“Master Planning” proceeds “Programming” and is also a crucial time for conversation. During “Master Planning,” we seek to understand the unique educational needs of a school district, the condition of their existing facilities, their budgetary needs and any other curriculum requirements. Armed with this context, we have an all-encompassing understanding of who the project will serve. Only then, can we begin programming.
To better grasp “architectural programming,” consider how computer programming works. Software designers need to consider how a proposed program should work, then write the complicated computer code to allow it to function. Throughout this process, they consider how an “end user” ultimately experiences that program and are responsible for making sure the features work for a wide variety of users. When updates are needed, they ensure these additions work cohesively with the existing software.
“Architectural programming” is quite similar. Early in the process, architects and designers work with future building users, clients and stakeholders to understand the features and functions desired for the finished building. Keeping in mind user experience, they create a list of ingredients, (square footage and spaces) that will make up the new building.
At this point, we aren’t even considering a building yet. We are brainstorming and talking through how the building should function in the future and its role in the community. We imagine the key activities inside and ensure enough space is allocated for those purposes. It’s only then that we can start to think about architecture. Once we have a clear idea for how the building should function and a list of needed spaces and their square footage to accomplish these functions, then we can start to think about architectural forms and materials.
The more effort put into the programming phase, the more likely the project emerges successful.
“Many times, our clients come to us, not even knowing what to ask for. So that leads us to help them discover what they need and what to ask for. We call it “problem seeking.”
Abby Rainieri
“As we [document necessary spaces] we move into engagement and work sessions. Our “Educational Visioning Sessions,” are a piece of this, along with staff engagement. We take different user groups or a core team on tours of new buildings, so they can see how other districts have solved space problems. In this initial concept phase, we are getting further into planning and feedback. After that, we begin the traditional kind of architectural process of making diagrams and drawing plan iterations, then continue engagement with the community, the board and the staff.”
OFCC and Project Funding
How each project is funded also plays an integral role in the building process. Many districts find that partnering with the OFCC (Ohio Facilities Construction Commission) allows them to receive financial assistance and be able to build structures that would have been out of reach if they tried to do it alone.
Since 1999, the OFCC has provided over $700 million to districts across Ohio and has been involved in opening over 1,200 new or renovated school buildings. This is a common way districts pursue state funding based on their needs for future facilities. However, rarely does the OFCC fund a project in its entirety. District administrators still need to convince voters to approve school construction bond tax hikes to cover some building construction costs.
How does this impact the programming design phase? In order to qualify for assistance, the school design must follow guidelines directly from the OFCC to ensure the educational needs of the building are met. These guidelines come in the form of a “Program of Requirements” guideline or PORs. The POR is essentially a checklist of spaces and square footage that need to be allocated inside the building. Since each district is different, there are a number of POR options to consider. One option is a “Traditional POR.” This is the most rigid in terms of square footage and spacial requirements, another option is a “Partial Order Reduction POR,” this allows some flexibility in spatial requirements and allocating square footage. Another type of POR is the “High Performance Learning Environment (HPLE) POR” which gives the most flexibility in the design of educational spaces. However this plan needs to be accompanied by rigorous curriculum documentation and support from the district with professional development for teachers which include plans on how to use the spaces in their new curriculum. While flexible in design, this requires the most district planning early on to ensure the new space will work for students.
PORs directly influence architectural design, since they are the starting point–a list of spaces and square footages which need to be included in the building. It is the job of a creative designer to make the most of these spaces within the district’s given budget.
Engaged Learning Environments
“Within the traditional POR, there have been times when districts wanted to create extended learning areas. They wanted to create collaborative learning areas, but they’re not going to go through a documentation and educational visioning process for an HPLE. (Imagine a spectrum of traditional PORs on the left and contemporary student centered learning (HLPE PORs) on the right, some districts may fall in the middle of that spectrum.) We can work within the Traditional POR to make some extended learning spaces.
For the last five to ten years, a lot of districts have wanted to create extended learning areas or flexible learning spaces in their buildings. Since there wasn’t always a vehicle to do that within the “Traditional POR,” we carved away 10% chunks of some of the academic spaces, we’d gather those chunks up in what we called “donor square footage” and we would create those other types of learning spaces that they wanted. There are ways to manipulate and move within the Traditional POR and still design unique learning environments. Another example is to move the space dedicated to a media center or computer lab into classrooms or to other collaborative spaces, so students wouldn’t be confined to a central area but could access these resources in their classrooms. So, there is some flexibility in these plans, all of this planning and initial design takes place during architectural programming.”
Technically, programming is establishing the spatial relationships, quantities and functional solutions for an end user.
Abby Rainieri
Even though the OFCC is known for assisting with funding for public projects, they also help with comprehensive guidance throughout the project, from groundbreakings, to the demolition of old facilities, then to the completion and opening of the new building. They have resources to help smaller districts complete a large project such as a new school building.
“In order to ensure spaces are compliant with the OFCC standards, the architect partners with the OFCC, particularly in the early phases of design. “There’s either going to be a project administrator from the OFCC an OFCC planner, or what’s called an RPC (a Regional Programming Consultant) to check in on progress. So they’re essentially acting as eyes to review and make sure you’re following all the OFCC requirements. They’re the ones that are going to review square footages, and your overall building square footage once we start submitting drawings, to make sure you meeting requirements.”
Open Collaborative Learning Environments:
Architectural Programming: How a School Building is Designed
Having been through the programming phase many times as a registered architect, Abby places a huge important on this initial phase of design. “Technically, programming is establishing the spatial relationships, quantities and functional solutions for an end user.
As architects and designers, I think sometimes, we are too eager to jump into architecture. Sometimes the building owners are too. They’re excited, they want to see pretty pictures and almost immediately want to start planning a groundbreaking ceremony. However, if we set up an approach to program the building intentionally and with an open mind, we setup the successful integration between defining all the necessary spaces and the schematic design. We can create the best, most useful and interesting spaces this way. So that’s why I think architectural programming is so important.”
It’s important to recognize how much of it is about communication and gathering and analyzing data … ultimately we get to design something that serves, kids and young people.
Abby Rainieri
The design phase “programming” is key to a successful project. In this phase the architect, district, and community can imagine (or reimagine) what their building should be. Without being bound by costs, or materials, they can think broadly about how this structure can function, improving the lives of the community and students. Then armed with a list of spaces and square footage, the designer begins laying out diagrams to show relationships between spaces-which are the beginnings of successful architecture.
“Most of those actions, that I just described really don’t have anything to do with architecture. They integrate nicely with it, when we’re ready to go there. But it’s important to recognize how much of it is about communication and gathering and analyzing data. Then with the understanding that this is all K-12 architecture, ultimately we get to design something that serves kids and young people. I mean, come on, that’s just the coolest thing–and why I do this.”
Key Takeaways:
The pre-design phase know as “Architectural Programming,” is a time for conversations focused on how the future space should work.
Conversations between the architect, owner and district are the key to success.
When working with the OFCC, their guidelines will affect what spaces are included in the final building.
As “Architectural Programming” is completed, architects build a list of necessary spaces and square footages for the building. From this information, they create diagrams noting the relationships between spaces.
This pre-design phase sets the tone for the rest of the project. Ideas and needs from these conversations will be “programmed” into the future building.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Citizen Architect – Robert Fiala, AIARobert Fiala is the founding partner of ThenDesign Architecture (TDA) and the mayor of Willoughby, Ohio. He was recognized as a “Citizen Architect” by the American Institute of Architects and featured in an article detailing his path from architecture to public service.
Citizen Architect – Robert Fiala, AIA
Robert Fiala is the founding partner of ThenDesign Architecture (TDA) and the mayor of Willoughby, Ohio. During his 40-year career in architecture, he has been primarily involved with publicly funded projects, with an emphasis on K-12 educational facilities and civic architecture. Recently he was recognized as a “Citizen Architect” by the American Institute of Architects and featured in an article detailing his path from architecture to public service.
TDA continues to be driven by an “insatiable desire to learn” and the need to improve communities through relationship building, public engagement and design. These principles were the foundations for starting a business with a focus on enriching lives through design. This evolved into a love of public service.
Much of his time was spent designing public works and engaging with communities. This gave him a unique perspective on the positive social and economic impacts of planning and design. This has greatly informed his mayoral role.
“Those opportunities were my testing ground, they showed me that I loved public service and that there are many ways to be a voice and an advocate.”
-Robert Fiala
Recognized as a “Citizen Architect” by the
American Institute of Architects
The American Institute of Architects defines a “Citizen Architect” as a member who uses their talent, insight, and experience to make positive contributions to their community. This is done primarily through engaging in the administrative and legislative political process and embodying the ideals of public service.
The article recounts his path working as an architect and his transition to public service.
The public service bug had bitten Fiala years earlier, however, as his firm worked with leaders in education throughout the state to plan new school projects. “I felt the excitement of engaging with the community,” Fiala said. “I also had an epiphany: I realized that, as architects, we are trained to problem-seek and -solve, then to communicate our solutions. However, with the unique tools that we, as designers, possess, we are rarely at the table in public policy and planning discussions and decisions.”
Through its founding and early years, Fiala made sure tda was built on a different operating model. In fact, under his direction, TDA’s design philosophy—“Think, Design, Act”—had a community- and public policy-oriented feel. The firm is driven by an “insatiable desire to learn” and “to create tailor-made design solutions.” In other words, to accomplish what public officials attempt to accomplish: identifying and executing a shared vision.
Citizen Architect – Robert Fiala, AIARobert Fiala is the founding partner of ThenDesign Architecture (TDA) and the mayor of Willoughby, Ohio. He was recognized as a “Citizen Architect” by the American Institute of Architects and featured in an article detailing his path from architecture to public service.
Citizen Architect – Robert Fiala, AIA
Robert Fiala is the founding partner of ThenDesign Architecture (TDA) and the mayor of Willoughby, Ohio. During his 40-year career in architecture, he has been primarily involved with publicly funded projects, with an emphasis on K-12 educational facilities and civic architecture. Recently he was recognized as a “Citizen Architect” by the American Institute of Architects and featured in an article detailing his path from architecture to public service.
TDA continues to be driven by an “insatiable desire to learn” and the need to improve communities through relationship building, public engagement and design. These principles were the foundations for starting a business with a focus on enriching lives through design. This evolved into a love of public service.
Much of his time was spent designing public works and engaging with communities. This gave him a unique perspective on the positive social and economic impacts of planning and design. This has greatly informed his mayoral role.
“Those opportunities were my testing ground, they showed me that I loved public service and that there are many ways to be a voice and an advocate.”
-Robert Fiala
Recognized as a “Citizen Architect” by the
American Institute of Architects
The American Institute of Architects defines a “Citizen Architect” as a member who uses their talent, insight, and experience to make positive contributions to their community. This is done primarily through engaging in the administrative and legislative political process and embodying the ideals of public service.
The article recounts his path working as an architect and his transition to public service.
The public service bug had bitten Fiala years earlier, however, as his firm worked with leaders in education throughout the state to plan new school projects. “I felt the excitement of engaging with the community,” Fiala said. “I also had an epiphany: I realized that, as architects, we are trained to problem-seek and -solve, then to communicate our solutions. However, with the unique tools that we, as designers, possess, we are rarely at the table in public policy and planning discussions and decisions.”
Through its founding and early years, Fiala made sure tda was built on a different operating model. In fact, under his direction, TDA’s design philosophy—“Think, Design, Act”—had a community- and public policy-oriented feel. The firm is driven by an “insatiable desire to learn” and “to create tailor-made design solutions.” In other words, to accomplish what public officials attempt to accomplish: identifying and executing a shared vision.
A Different Perspective on Architectural Drawing – ACE Mentor ProgramThenDesign Architecture has proudly participated in the ACE Mentor Program for years. This year, we taught a session on the importance of communication through architectural drawing. In order to best engage high school students in a distanced format, the team needed to come up with a unique way to demonstrate these architectural conventions.
ThenDesign Architecture is a proud participant of the ACE Mentor Program in Cleveland, Ohio. The ACE Mentor Program is an afterschool, educational program that exposes high school students to the architecture, construction, and engineering industries. Partnering with schools across the United States, including the Cleveland Metropolitan School District, designers from TDA recently explained the importance of communication in our field. For this engagement session, Jeff Henderson, Claire Bank and James Cowan built a “super-sized” architectural canvas to emphasize why we need to take a different perspective on architectural drawing.
https://youtu.be/YqaenSgL79s
About the ACE Mentor Program
The ACE Mentor Program of America is an afterschool program which was crafted to attract high school students to the architecture, construction, and engineering industries as well as the skilled trades. With over 70 affiliates across 37 states in the continental Unites States, the program is mostly based in metropolitan areas and allow students to explore different design projects in the industry.
The program brings together more than 4,100 professionals, high school teachers and students at events, with each one covering a different aspect of the architecture, engineering and construction industry. Trade professionals deliver educational sessions, engagement activities and take students on site visits to help them better understand how the built world is shaped. ACE also awards approximately $2.5 million annually in scholarships to those who are pursuing industry centered careers.
Interestingly, more than 70% of ACE seniors enter a skilled trade program or enter college with an industry-related major. According to ACE’s student surveys, the majority of students passing through the program felt motivated to attend college and picked up skills and knowledge that weren’t covered in their formal education.
At TDA, several of our designers, have participated in this important program. We have seen firsthand the difference it makes.
“Just as a writer uses words to create a verbal story, an architect uses drawings to tell a creative visual story.”
Jeff Henderson
Architect
A Different Perspective on Architectural Drawing
Jeff Henderson, a 12-year ACE mentor at John Hay High School in Cleveland, who presented this year’s session on drawing commented: “Architectural drawing is really about telling a story. It’s a story about a building. Just as a writer uses words to create a verbal story, an architect uses drawings to tell a creative visual story.” A foundational principle of architecture is that a designer must communicate their ideas to a client or other professional on a collaborative team. To be a leader in this industry, we must be able to communicate effectively.
For Jeff, the importance of drawing touches on three vital areas–learning, thinking and communicating. He states: “For me, drawing is a form of learning. When architects see a building or walk into a space, they suddenly shift into “architect mode” and they begin asking themselves questions. “Why does it look like that?” “Why did they use that material?” “How was that detailed?” It is said that inspiration comes from anywhere and that is absolutely true. So, we analyze good buildings and good spaces and record them through drawings and notes. The second part is that drawing is a form of thinking. It is in the process of drawing where you start to think about the design of a building and it becomes a process of testing, looking at different ideas and making decisions to move the design along. The third portion is that drawing is a vital tool for communication. The ability to clearly communicate designs, visually and verbally, to clients or stakeholders is crucial. That is probably the most important skill an architect can have.
“Behind the Scenes” Setup
As a firm dedicated to educational design, we continually think about unique ways to engage students, educators, and communities. While these sessions are normally conducted in person, during this time of distanced learning and remote workshops, the mentorship team devised a new way to communicate architectural drawing conventions.
They devised a setup that involved suspending a high-definition camera, with a wide angle lens 10′ in the air in our unfinished office building. Then we laid out (3) 4’x8′ sheets of wall board side by side creating a “life sized canvas” that was 12′ wide x 8′ high. The team then took turns sketching plans, sections, elevations, and perspectives on the sheets to demonstrate how designers use these different types of drawings to communicate their ideas.
In the presentation, Jeff used these examples to illustrate how a simple drawing can communicate a complicated architectural idea.
This unique presentation method allowed us to engage with students in a novel way, forcing them to take a completely different perspective on architectural drawing and its impact on communication. For Claire and James, longtime ACE Mentor participants, they found the exercise helped them see drawing in a new light. It gave the whole team an opportunity to think through the best way to engage a remote audience using technology, while underscoring the necessity of drawing throughout the architectural process.
For Claire, education has always been a focus of her career, “So I try to find other ways, besides designing schools, to weave education into what I do with my career. I think ACE brings architecture and its related fields to schools that may not focus on it as much. Especially serving schools in Cleveland, we are focusing on developing skills that could lead to opportunities for underprivileged communities, leading to more diversity in the industry.”
Similarly, James learned about educational design through mentors involved in the ACE program. This led him to a love of this kind of design. “What’s funny is I didn’t know I would be as passionate about educational design until I got to TDA. They had a mentorship program through ACE and I started to learn more about them. Once I got here, I started understanding the impact within a community, and that’s something I wanted to be a part of. It’s very exciting to see the groundbreaking, then openings and kids running into a new school. You can see how it impacts someone’s life.”
We are committed to bringing a different perspective on architectural drawing, educational design and developing new ways to engage with communities on their projects. We look forward to providing new vantage points for the next round of high school students entering the AEC industry.
Sign up for the newsletter below to be informed when the full session is released!
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
A Different Perspective on Architectural Drawing – ACE Mentor ProgramThenDesign Architecture has proudly participated in the ACE Mentor Program for years. This year, we taught a session on the importance of communication through architectural drawing. In order to best engage high school students in a distanced format, the team needed to come up with a unique way to demonstrate these architectural conventions.
ThenDesign Architecture is a proud participant of the ACE Mentor Program in Cleveland, Ohio. The ACE Mentor Program is an afterschool, educational program that exposes high school students to the architecture, construction, and engineering industries. Partnering with schools across the United States, including the Cleveland Metropolitan School District, designers from TDA recently explained the importance of communication in our field. For this engagement session, Jeff Henderson, Claire Bank and James Cowan built a “super-sized” architectural canvas to emphasize why we need to take a different perspective on architectural drawing.
https://youtu.be/YqaenSgL79s
About the ACE Mentor Program
The ACE Mentor Program of America is an afterschool program which was crafted to attract high school students to the architecture, construction, and engineering industries as well as the skilled trades. With over 70 affiliates across 37 states in the continental Unites States, the program is mostly based in metropolitan areas and allow students to explore different design projects in the industry.
The program brings together more than 4,100 professionals, high school teachers and students at events, with each one covering a different aspect of the architecture, engineering and construction industry. Trade professionals deliver educational sessions, engagement activities and take students on site visits to help them better understand how the built world is shaped. ACE also awards approximately $2.5 million annually in scholarships to those who are pursuing industry centered careers.
Interestingly, more than 70% of ACE seniors enter a skilled trade program or enter college with an industry-related major. According to ACE’s student surveys, the majority of students passing through the program felt motivated to attend college and picked up skills and knowledge that weren’t covered in their formal education.
At TDA, several of our designers, have participated in this important program. We have seen firsthand the difference it makes.
“Just as a writer uses words to create a verbal story, an architect uses drawings to tell a creative visual story.”
Jeff Henderson
Architect
A Different Perspective on Architectural Drawing
Jeff Henderson, a 12-year ACE mentor at John Hay High School in Cleveland, who presented this year’s session on drawing commented: “Architectural drawing is really about telling a story. It’s a story about a building. Just as a writer uses words to create a verbal story, an architect uses drawings to tell a creative visual story.” A foundational principle of architecture is that a designer must communicate their ideas to a client or other professional on a collaborative team. To be a leader in this industry, we must be able to communicate effectively.
For Jeff, the importance of drawing touches on three vital areas–learning, thinking and communicating. He states: “For me, drawing is a form of learning. When architects see a building or walk into a space, they suddenly shift into “architect mode” and they begin asking themselves questions. “Why does it look like that?” “Why did they use that material?” “How was that detailed?” It is said that inspiration comes from anywhere and that is absolutely true. So, we analyze good buildings and good spaces and record them through drawings and notes. The second part is that drawing is a form of thinking. It is in the process of drawing where you start to think about the design of a building and it becomes a process of testing, looking at different ideas and making decisions to move the design along. The third portion is that drawing is a vital tool for communication. The ability to clearly communicate designs, visually and verbally, to clients or stakeholders is crucial. That is probably the most important skill an architect can have.
“Behind the Scenes” Setup
As a firm dedicated to educational design, we continually think about unique ways to engage students, educators, and communities. While these sessions are normally conducted in person, during this time of distanced learning and remote workshops, the mentorship team devised a new way to communicate architectural drawing conventions.
They devised a setup that involved suspending a high-definition camera, with a wide angle lens 10′ in the air in our unfinished office building. Then we laid out (3) 4’x8′ sheets of wall board side by side creating a “life sized canvas” that was 12′ wide x 8′ high. The team then took turns sketching plans, sections, elevations, and perspectives on the sheets to demonstrate how designers use these different types of drawings to communicate their ideas.
In the presentation, Jeff used these examples to illustrate how a simple drawing can communicate a complicated architectural idea.
This unique presentation method allowed us to engage with students in a novel way, forcing them to take a completely different perspective on architectural drawing and its impact on communication. For Claire and James, longtime ACE Mentor participants, they found the exercise helped them see drawing in a new light. It gave the whole team an opportunity to think through the best way to engage a remote audience using technology, while underscoring the necessity of drawing throughout the architectural process.
For Claire, education has always been a focus of her career, “So I try to find other ways, besides designing schools, to weave education into what I do with my career. I think ACE brings architecture and its related fields to schools that may not focus on it as much. Especially serving schools in Cleveland, we are focusing on developing skills that could lead to opportunities for underprivileged communities, leading to more diversity in the industry.”
Similarly, James learned about educational design through mentors involved in the ACE program. This led him to a love of this kind of design. “What’s funny is I didn’t know I would be as passionate about educational design until I got to TDA. They had a mentorship program through ACE and I started to learn more about them. Once I got here, I started understanding the impact within a community, and that’s something I wanted to be a part of. It’s very exciting to see the groundbreaking, then openings and kids running into a new school. You can see how it impacts someone’s life.”
We are committed to bringing a different perspective on architectural drawing, educational design and developing new ways to engage with communities on their projects. We look forward to providing new vantage points for the next round of high school students entering the AEC industry.
Sign up for the newsletter below to be informed when the full session is released!
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
New Educational Wickliffe CampusWickliffe City Schools has been ambitiously planning the new educational Wickliffe Campus to house students in a Pre-K through 12th grade facility which will replace the aging city schools in their area. We are honored to present a video animation of the new facility, narrated by Wickliffe High School students.
Wickliffe City School District has been ambitiously planning the new educational Wickliffe Campus to house students in a Pre-K through 12th grade facility which will replace the aging city schools in their area. Engaging with the community, the district has been presenting their educational vision which seeks to address the challenges that students face, ensuring they receive the best educational opportunities possible.
Working together with Wickliffe City School District, we are honored to present a video animation of the new facility. Narrated by Wickliffe High School students, viewers can get an inside look at how the new facility will impact future attendees.
https://youtu.be/3T9NHT1dcPc
Education in Wickliffe, Ohio:
In a News Herald article in early 2020, Wickliffe School District Superintendent, Joseph Spiccia identified his “four E philosophy, Employed, Enrolled, Enlisted or an Entrepreneur” and focused on ensuring these are present in every graduating class. These beliefs are part of a larger motivation to build a future ready education model for all students going through Wickliffe Schools. He and Julie Ramos, the Director of Strategic Innovation, are driven to develop student outcome and seek to expand the format and educational opportunities in the district.
In 2019, voters approved a $60 million bond issue, which allows for the construction of a new pre-k through 12 educational campus which will serve as the single school building for the district. It will replace the aging elementary, middle and high schools. The two story, 204,000 SF building incorporates spaces that will greatly expand opportunities for the curriculum, provide students better collaborative spaces, flexible classrooms and athletic areas, adjacent to a new performing arts center that seats 500. In addition, the new facility allows expansion of the Family Resource Center, a community center that offers free services to many who are in need.
“We need to make sure the curriculum and the programs are broad enough to meet the needs of this diverse group of students.”
Joseph Spiccia
Wickliffe School District Superintendent
“Our priorities are to ensure our students are future ready,” states Superintendent Joe Spiccia. “We need to make sure the curriculum and the programs are broad enough to meet the needs of this diverse group of students. Another priority is to create a culture and environment that takes great advantage of the wonderful tradition of the community yet moves the community forward progressively.”
Project Renderings:
Construction is slated to begin in late spring of 2021 and will take around 2 years to construct. The new facility is scheduled to open for the start of the 2023-2024 school year. We appreciate the opportunity to work with districts to realize their educational goals and develop spaces, such as the new educational Wickliffe Campus which will serve students for decades to come.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
New Educational Wickliffe CampusWickliffe City Schools has been ambitiously planning the new educational Wickliffe Campus to house students in a Pre-K through 12th grade facility which will replace the aging city schools in their area. We are honored to present a video animation of the new facility, narrated by Wickliffe High School students.
Wickliffe City School District has been ambitiously planning the new educational Wickliffe Campus to house students in a Pre-K through 12th grade facility which will replace the aging city schools in their area. Engaging with the community, the district has been presenting their educational vision which seeks to address the challenges that students face, ensuring they receive the best educational opportunities possible.
Working together with Wickliffe City School District, we are honored to present a video animation of the new facility. Narrated by Wickliffe High School students, viewers can get an inside look at how the new facility will impact future attendees.
https://youtu.be/3T9NHT1dcPc
Education in Wickliffe, Ohio:
In a News Herald article in early 2020, Wickliffe School District Superintendent, Joseph Spiccia identified his “four E philosophy, Employed, Enrolled, Enlisted or an Entrepreneur” and focused on ensuring these are present in every graduating class. These beliefs are part of a larger motivation to build a future ready education model for all students going through Wickliffe Schools. He and Julie Ramos, the Director of Strategic Innovation, are driven to develop student outcome and seek to expand the format and educational opportunities in the district.
In 2019, voters approved a $60 million bond issue, which allows for the construction of a new pre-k through 12 educational campus which will serve as the single school building for the district. It will replace the aging elementary, middle and high schools. The two story, 204,000 SF building incorporates spaces that will greatly expand opportunities for the curriculum, provide students better collaborative spaces, flexible classrooms and athletic areas, adjacent to a new performing arts center that seats 500. In addition, the new facility allows expansion of the Family Resource Center, a community center that offers free services to many who are in need.
“We need to make sure the curriculum and the programs are broad enough to meet the needs of this diverse group of students.”
Joseph Spiccia
Wickliffe School District Superintendent
“Our priorities are to ensure our students are future ready,” states Superintendent Joe Spiccia. “We need to make sure the curriculum and the programs are broad enough to meet the needs of this diverse group of students. Another priority is to create a culture and environment that takes great advantage of the wonderful tradition of the community yet moves the community forward progressively.”
Project Renderings:
Construction is slated to begin in late spring of 2021 and will take around 2 years to construct. The new facility is scheduled to open for the start of the 2023-2024 school year. We appreciate the opportunity to work with districts to realize their educational goals and develop spaces, such as the new educational Wickliffe Campus which will serve students for decades to come.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North Royalton High School Renovation and STEM Wing Addition The North Royalton High School renovation and STEM Wing addition project modernized the school’s building systems, spaces, and infrastructure across the 260,000sf facility, better preparing it for the demands of modern education. Take a look at what went into the design of the facility.
The North Royalton High School renovation and STEM Wing addition project modernized the school’s building systems, spaces, and infrastructure across the 260,000sf facility, better preparing it for the demands of modern education. A central component of this capital improvement included a 100,000sf STEM addition which added a new gymnasium, technologically advanced classrooms, flexible collaborative spaces, and additional circulation space. The addition, which is LEED Silver rated, also creates a new student hub that connects student dining and the media center which are renovated existing spaces, integrating the new and the old spaces on the ground level. This open interior space also provides a second-floor pathway connecting the new structure to the existing areas. The district can now consolidate classes into centralized “hubs,” enabling better student and educator collaboration.
New STEM Wing Interior
The STEM Wing addition sits at the front of the existing high school and adds 20 classrooms, various collaborative hub areas, a new auxiliary gym, an extended student dining area and new “maker spaces,” or digital shop rooms that host 3D printers and other fabrication equipment.
Conceived as a physical bridge between the “old and new,” this new construction project becomes a central circulation hub which literally joins the new and old structures. There was previously a “choke point” on the ground level for students trying to get from one second floor to the other, since there were no second-floor connections between the existing wings of the building. At the center of the space is an extended student dining area, lockers, charging ports for educational devices and a large collaborative stair. Located adjacent to the renovated media center and main student dining areas, these spaces are now connected allowing for much better flow.
Prior to the new wing’s completion, classes for science, math and the humanities were scattered throughout the school making collaboration between both educators and students difficult. With the new space, these related fields have been reorganized. Classrooms for a particular field are now consolidated around “hubs,” or extended learning areas that can be used for work outside the classroom and oriented towards small group interactions and teaching opportunities.
Overall geometry in the interior was inspired by natural circulation, as the new wing features a series of circular curves repeated throughout the building which helps students flow from class to class, eliminating tight choke points and emphasizing the school’s modern aesthetic.
Interior Spaces
Public Corridor
In addition to classroom and collaboration spaces, the North Royalton High School renovation project adds a new axillary gym which sits at the head of a corridor that now connects to the larger competition gym and the school’s performing arts center. This connecting hallway becomes an “interior public corridor” that can be closed off from the rest of the school when hosting large public events and activities. A media hub is connected to this corridor and furthers opportunities for adult education.
Exterior
The existing high school was largely split into two large masses which appeared to be separate buildings. This caused confusion with the building’s entrance, leading to challenging traffic flow. To solve this, the new addition was designed to sit at the front of the site giving the school more visual presence from the site entrance and better representing the district.
Brickwork that was similar to the existing building visually blended the new construction with the two existing building masses. The patterns and rhythm of window openings from the original building were carried over, then stretched and morphed to highlight the central spaces and provide more daylight in the interior. Entrances were emphasized by incorporating more glass along with dynamic brick patterning.
Educational Visioning with the North Royalton Community
Before the school project broke ground, the North Royalton City Schools had been developing their vision for education and how to best move their schools forward in the coming decades.
As they worked to pass a bond issue to fund their plan, including the renovations to the high school, ThenDesign Architecture partnered with NRCS, to assist them in building community support for this project. Jointly, we hosted an Educational Visioning Session which involved community members, educators, students, and administrators all working together, involving these stakeholders in the layout and design of the high school. As a result of the groundwork laid by the district and these engagement efforts, the bond issue passed, and the project design fully commenced. Throughout the project’s early design phases, community support was very positive as participants rallied around the district’s vision, initial designs, and educational philosophy for their community.
The North Royalton High School renovation and STEM Wing addition project modernizes the building and will serve the district’s educational goals for decades into the future.
Project Design Challenges:
Renovate a high school built in the 1950’s whose last addition was completed in the 1980’s.
Build a new 100,000SF addition to replace the 1950’s portion of the building, which will be demolished towards the end of construction.
Create a second-floor connection between the original school building built in the 1950’s to the 1976 and 1988 addition, alleviating circulation problems in the school.
Blend the new construction aesthetically into the existing building, so there is visual continuity in this structure as well as between the school and its surrounding context.
Reorganize classrooms for math, science, language arts and the humanities which were currently spread around the building.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North Royalton High School Renovation and STEM Wing Addition The North Royalton High School renovation and STEM Wing addition project modernized the school’s building systems, spaces, and infrastructure across the 260,000sf facility, better preparing it for the demands of modern education. Take a look at what went into the design of the facility.
The North Royalton High School renovation and STEM Wing addition project modernized the school’s building systems, spaces, and infrastructure across the 260,000sf facility, better preparing it for the demands of modern education. A central component of this capital improvement included a 100,000sf STEM addition which added a new gymnasium, technologically advanced classrooms, flexible collaborative spaces, and additional circulation space. The addition, which is LEED Silver rated, also creates a new student hub that connects student dining and the media center which are renovated existing spaces, integrating the new and the old spaces on the ground level. This open interior space also provides a second-floor pathway connecting the new structure to the existing areas. The district can now consolidate classes into centralized “hubs,” enabling better student and educator collaboration.
New STEM Wing Interior
The STEM Wing addition sits at the front of the existing high school and adds 20 classrooms, various collaborative hub areas, a new auxiliary gym, an extended student dining area and new “maker spaces,” or digital shop rooms that host 3D printers and other fabrication equipment.
Conceived as a physical bridge between the “old and new,” this new construction project becomes a central circulation hub which literally joins the new and old structures. There was previously a “choke point” on the ground level for students trying to get from one second floor to the other, since there were no second-floor connections between the existing wings of the building. At the center of the space is an extended student dining area, lockers, charging ports for educational devices and a large collaborative stair. Located adjacent to the renovated media center and main student dining areas, these spaces are now connected allowing for much better flow.
Prior to the new wing’s completion, classes for science, math and the humanities were scattered throughout the school making collaboration between both educators and students difficult. With the new space, these related fields have been reorganized. Classrooms for a particular field are now consolidated around “hubs,” or extended learning areas that can be used for work outside the classroom and oriented towards small group interactions and teaching opportunities.
Overall geometry in the interior was inspired by natural circulation, as the new wing features a series of circular curves repeated throughout the building which helps students flow from class to class, eliminating tight choke points and emphasizing the school’s modern aesthetic.
Interior Spaces
Public Corridor
In addition to classroom and collaboration spaces, the North Royalton High School renovation project adds a new axillary gym which sits at the head of a corridor that now connects to the larger competition gym and the school’s performing arts center. This connecting hallway becomes an “interior public corridor” that can be closed off from the rest of the school when hosting large public events and activities. A media hub is connected to this corridor and furthers opportunities for adult education.
Exterior
The existing high school was largely split into two large masses which appeared to be separate buildings. This caused confusion with the building’s entrance, leading to challenging traffic flow. To solve this, the new addition was designed to sit at the front of the site giving the school more visual presence from the site entrance and better representing the district.
Brickwork that was similar to the existing building visually blended the new construction with the two existing building masses. The patterns and rhythm of window openings from the original building were carried over, then stretched and morphed to highlight the central spaces and provide more daylight in the interior. Entrances were emphasized by incorporating more glass along with dynamic brick patterning.
Educational Visioning with the North Royalton Community
Before the school project broke ground, the North Royalton City Schools had been developing their vision for education and how to best move their schools forward in the coming decades.
As they worked to pass a bond issue to fund their plan, including the renovations to the high school, ThenDesign Architecture partnered with NRCS, to assist them in building community support for this project. Jointly, we hosted an Educational Visioning Session which involved community members, educators, students, and administrators all working together, involving these stakeholders in the layout and design of the high school. As a result of the groundwork laid by the district and these engagement efforts, the bond issue passed, and the project design fully commenced. Throughout the project’s early design phases, community support was very positive as participants rallied around the district’s vision, initial designs, and educational philosophy for their community.
The North Royalton High School renovation and STEM Wing addition project modernizes the building and will serve the district’s educational goals for decades into the future.
Project Design Challenges:
Renovate a high school built in the 1950’s whose last addition was completed in the 1980’s.
Build a new 100,000SF addition to replace the 1950’s portion of the building, which will be demolished towards the end of construction.
Create a second-floor connection between the original school building built in the 1950’s to the 1976 and 1988 addition, alleviating circulation problems in the school.
Blend the new construction aesthetically into the existing building, so there is visual continuity in this structure as well as between the school and its surrounding context.
Reorganize classrooms for math, science, language arts and the humanities which were currently spread around the building.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Memorial Junior High School – Evolution of an Historic BuildingHistoric buildings often have very storied pasts. What might have started as one type of building may eventually evolve into something very different. When dealing with these structures, architects can find imaginative and creative ways to repurpose them. Memorial Junior High School in Willoughby, Ohio is one example of the evolution of an historic building.
Space to Work, Collaborate, Mentor and Lead
Memorial Junior High School in downtown Willoughby is the future home of ThenDesign Architecture. We are rehabilitating this structure, modernizing the spaces and technology, restoring damaged surfaces and finishes, intending to move our offices here and experiencing firsthand the evolution of an historic building.
Public architecture is rich with opportunities to collaborate with stakeholders. At the start of most of our projects, we advocate for “Educational Visioning Sessions.” These collaborative events bring together a variety of stakeholders including, educators, students, administrators from the school district, architects and the community to imagine what their new building could be. To kick off our own rehabilitation project, we did the same.
The Historic 1923 Building
According to the initial plans of Memorial Junior High School drafted in 1923 by architect Franz C. Warner, a popular educational designer in Cleveland, the building was relatively simple in design. This 2-story symmetrical building resembles an arrow in its floor plan. Four classrooms are located on the first floor, one being a “Domestic Science,” space, another dedicated for “Manual Training” and another 2 generic rooms were situated at the front of the building. These rooms were all connected by a corridor which led to the boys and girl’s locker rooms, along with the main gym. Through the years, this gym served as a lunchroom, a large gathering space and athletic space. The second floor largely replicated the first, with 4 classrooms, a small library and space for additional student lockers.
Future additions were designed at the ends of the building, but these were never completed in the original structure.
Since beginning the project, we have received dozens of stories from people in the community who recount stories of their time in this building. The school made an impact in the lives of the students who traversed its halls, first as a Junior High School, then a high school annex and finally a career center.
With that in mind, great care was taken to preserve this local landmark in Willoughby, as the historic building goes through its next evolution in our area.
Staff Visioning
In 2017, TDA conducted a visioning session with our staff to identify the best ways to utilize the new space. Held at the Paradigm Center, a professional development center at Mentor Public Schools, key design team members prepared presentations and activities to engage the staff on how we can use our new building. This opportunity allowed us to put our “visioning sessions” into practice in a personal way. The day long activity engaged our staff to identify the challenges and opportunities in the new space.
We engaged our staff with a variety of questions, like “How do we want to gather?” “How do we want to share?,” “How do we want to communicate?,” How do we want to produce?,” “How do we want to focus?” and “How do we want to organize?” All this was to draw out feedback on how the new space could be used as a modern architectural office.
Throughout the day, we created lists of existing challenges, needs and requests. Then as an exercise, drew solutions on site and floor plans to address these points.
While we may never get the jacuzzi, on staff chef, weekly DJ, fireplaces, video games or a bank of lava lamps but it never hurts to dream.
However, a key question in engagement was “How do we want to work?.” This question touched on many aspects of the interior of the space and three key points became apparent.
Identifying Building Challenges
First, redesigning the building to support flexible spaces was key. Our design teams work on a variety of projects and each has their own schedules, needs, meetings and stakeholders. So, having a building layout that supports spontaneous meetings and demonstrations was important. Many designers appreciated their dedicated workspaces, but in collaborative design, there isn’t always a need for privacy. So, to support this, we created a variety of spaces that could be used for private individual work or repurposed for open team meetings.
Second, technology plays a huge role in our architectural efforts. Computer infrastructure stores CAD drawings, project imagery and administrative documents which need to be accessible at all times. High powered computers render animations, exporting video productions and graphical presentations. These need to be accessed both locally and remotely. With this in mind, preparing a building that was designed circa 1923, to accept all the modern, internet connected devices is a huge challenge. Since faster and more comprehensive technology was needed, extra time was spent developing a connectivity plan. Ethernet cable runs, the number and placement of Wi-Fi hotspots, conference room connectivity and signal transmission through old construction materials was closely considered. Seamlessly retrofitting technology in the school was a big part of the project and these needs certainly weren’t considered in the 20’s when the building was constructed.
Third, even though the architecture industry is moving towards being paperless, modern architects still have to print and lay out large format multipage documents for review. We still have a large need for storage and spaces to layout these documents and mark them up. (Anyone who has seen our current space understands how important that is!) In addition to this, over half of our staff wanted to find ways to move around during the day. Anyone working in a modern office can attest to fatigue from sitting all day. In order to satisfy this, the over 20,000 sqft building allows for large areas for document review, outdoor spaces, stairs for exercise, a materials library and plenty of open space in the studio allows designers to move freely, reviewing hardcopy work in designated areas while focusing on digital work at their desks.
Having identified the challenges with our current space, we could better understand how to respond to the changing nature of architectural work in our new office.
The Evolution of an Historic Building
In order to incorporate these challenges and opportunities, we developed interior spaces to satisfy each need.
Reception: The new entryway is designed to display a modern space to greet clients and showcase our work. Adjacent to it is a proper mail room for incoming and outgoing drawings and communications. With over a dozen projects running concurrently, we regularly send document packages, RFQ’s, printed boards and other time sensitive materials. Dedicated spaces for these two functions makes for a much better first impression!
Architectural Studio: The largest space in the building is designed as an architectural studio. Located in the former gymnasium, we removed a large portion of the ceiling, making it a 2-story space and allowing for visual connection between the two floors. It is where the majority of architects, interior designers and planners have their desk spaces. It can be creatively reconfigured to accommodate either social distancing or to fit a more employees as needs dictate.
Mezzanine: On the second floor, it hosts additional designers along with separate work areas or “caves” located at the back of the space. Designed with private work in mind, they provide a flexible space for conference calls or where isolation and focus is required.
Flex Café: This large space is the result of combining two historic classrooms together. This flexible open area allows staff to gather as a creative team in discussions, design charrettes, large scale teaching activities or areas for team meetings, demonstrations and training. It also provides a different venue for a flexible work area to move around, when you need to get away from your desk.
Kaehr Conference Room: This conference room is our largest and where client meetings and conference calls are held. Located on the front of the building, this technologically advanced room is equipped with the A/V gear needed to broadcast our larger internal teams and connect them to our clients offsite.
While these plans may evolve in terms of color or texture up until we move in, these spaces depict how the Memorial Junior High School continues to show the evolution of an historic building. We look forward to moving into the space showing its completion next year.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Memorial Junior High School – Evolution of an Historic BuildingHistoric buildings often have very storied pasts. What might have started as one type of building may eventually evolve into something very different. When dealing with these structures, architects can find imaginative and creative ways to repurpose them. Memorial Junior High School in Willoughby, Ohio is one example of the evolution of an historic building.
Space to Work, Collaborate, Mentor and Lead
Memorial Junior High School in downtown Willoughby is the future home of ThenDesign Architecture. We are rehabilitating this structure, modernizing the spaces and technology, restoring damaged surfaces and finishes, intending to move our offices here and experiencing firsthand the evolution of an historic building.
Public architecture is rich with opportunities to collaborate with stakeholders. At the start of most of our projects, we advocate for “Educational Visioning Sessions.” These collaborative events bring together a variety of stakeholders including, educators, students, administrators from the school district, architects and the community to imagine what their new building could be. To kick off our own rehabilitation project, we did the same.
The Historic 1923 Building
According to the initial plans of Memorial Junior High School drafted in 1923 by architect Franz C. Warner, a popular educational designer in Cleveland, the building was relatively simple in design. This 2-story symmetrical building resembles an arrow in its floor plan. Four classrooms are located on the first floor, one being a “Domestic Science,” space, another dedicated for “Manual Training” and another 2 generic rooms were situated at the front of the building. These rooms were all connected by a corridor which led to the boys and girl’s locker rooms, along with the main gym. Through the years, this gym served as a lunchroom, a large gathering space and athletic space. The second floor largely replicated the first, with 4 classrooms, a small library and space for additional student lockers.
Future additions were designed at the ends of the building, but these were never completed in the original structure.
Since beginning the project, we have received dozens of stories from people in the community who recount stories of their time in this building. The school made an impact in the lives of the students who traversed its halls, first as a Junior High School, then a high school annex and finally a career center.
With that in mind, great care was taken to preserve this local landmark in Willoughby, as the historic building goes through its next evolution in our area.
Staff Visioning
In 2017, TDA conducted a visioning session with our staff to identify the best ways to utilize the new space. Held at the Paradigm Center, a professional development center at Mentor Public Schools, key design team members prepared presentations and activities to engage the staff on how we can use our new building. This opportunity allowed us to put our “visioning sessions” into practice in a personal way. The day long activity engaged our staff to identify the challenges and opportunities in the new space.
We engaged our staff with a variety of questions, like “How do we want to gather?” “How do we want to share?,” “How do we want to communicate?,” How do we want to produce?,” “How do we want to focus?” and “How do we want to organize?” All this was to draw out feedback on how the new space could be used as a modern architectural office.
Throughout the day, we created lists of existing challenges, needs and requests. Then as an exercise, drew solutions on site and floor plans to address these points.
While we may never get the jacuzzi, on staff chef, weekly DJ, fireplaces, video games or a bank of lava lamps but it never hurts to dream.
However, a key question in engagement was “How do we want to work?.” This question touched on many aspects of the interior of the space and three key points became apparent.
Identifying Building Challenges
First, redesigning the building to support flexible spaces was key. Our design teams work on a variety of projects and each has their own schedules, needs, meetings and stakeholders. So, having a building layout that supports spontaneous meetings and demonstrations was important. Many designers appreciated their dedicated workspaces, but in collaborative design, there isn’t always a need for privacy. So, to support this, we created a variety of spaces that could be used for private individual work or repurposed for open team meetings.
Second, technology plays a huge role in our architectural efforts. Computer infrastructure stores CAD drawings, project imagery and administrative documents which need to be accessible at all times. High powered computers render animations, exporting video productions and graphical presentations. These need to be accessed both locally and remotely. With this in mind, preparing a building that was designed circa 1923, to accept all the modern, internet connected devices is a huge challenge. Since faster and more comprehensive technology was needed, extra time was spent developing a connectivity plan. Ethernet cable runs, the number and placement of Wi-Fi hotspots, conference room connectivity and signal transmission through old construction materials was closely considered. Seamlessly retrofitting technology in the school was a big part of the project and these needs certainly weren’t considered in the 20’s when the building was constructed.
Third, even though the architecture industry is moving towards being paperless, modern architects still have to print and lay out large format multipage documents for review. We still have a large need for storage and spaces to layout these documents and mark them up. (Anyone who has seen our current space understands how important that is!) In addition to this, over half of our staff wanted to find ways to move around during the day. Anyone working in a modern office can attest to fatigue from sitting all day. In order to satisfy this, the over 20,000 sqft building allows for large areas for document review, outdoor spaces, stairs for exercise, a materials library and plenty of open space in the studio allows designers to move freely, reviewing hardcopy work in designated areas while focusing on digital work at their desks.
Having identified the challenges with our current space, we could better understand how to respond to the changing nature of architectural work in our new office.
The Evolution of an Historic Building
In order to incorporate these challenges and opportunities, we developed interior spaces to satisfy each need.
Reception: The new entryway is designed to display a modern space to greet clients and showcase our work. Adjacent to it is a proper mail room for incoming and outgoing drawings and communications. With over a dozen projects running concurrently, we regularly send document packages, RFQ’s, printed boards and other time sensitive materials. Dedicated spaces for these two functions makes for a much better first impression!
Architectural Studio: The largest space in the building is designed as an architectural studio. Located in the former gymnasium, we removed a large portion of the ceiling, making it a 2-story space and allowing for visual connection between the two floors. It is where the majority of architects, interior designers and planners have their desk spaces. It can be creatively reconfigured to accommodate either social distancing or to fit a more employees as needs dictate.
Mezzanine: On the second floor, it hosts additional designers along with separate work areas or “caves” located at the back of the space. Designed with private work in mind, they provide a flexible space for conference calls or where isolation and focus is required.
Flex Café: This large space is the result of combining two historic classrooms together. This flexible open area allows staff to gather as a creative team in discussions, design charrettes, large scale teaching activities or areas for team meetings, demonstrations and training. It also provides a different venue for a flexible work area to move around, when you need to get away from your desk.
Kaehr Conference Room: This conference room is our largest and where client meetings and conference calls are held. Located on the front of the building, this technologically advanced room is equipped with the A/V gear needed to broadcast our larger internal teams and connect them to our clients offsite.
While these plans may evolve in terms of color or texture up until we move in, these spaces depict how the Memorial Junior High School continues to show the evolution of an historic building. We look forward to moving into the space showing its completion next year.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Garrett Morgan High School – Cleveland OhioThenDesign Architecture is proud to be a part of the Garrett Morgan High School building project. This academic facility is located along Detroit Ave. near downtown Cleveland and will serve students in the district for decades to come.
The Garrett Morgan High School (GMHS) is an academic building designed in an urban context, with a curriculum that focuses both on the humanities and technology. Situated on a 5 acre site, this 133,000 sqft building carried a budget of $35 million and is located along the Cleveland Memorial Shoreway, adjacent to Lake Erie, near downtown Cleveland. Occupying a highly sought after site, GMHS boasts incredible views of downtown Cleveland, in addition to its flexible technologically advanced classroom spaces.
Located in a tight urban context, the building seeks to reflect the urban fabric it’s located in and the energy of the street activity in its façade and spacial arrangements. Student dining and music spaces are located along Detroit avenue (a commercially zoned environment), which historically hosted restaurant and music venues. The schools’ main entrance is also located along Detroit Ave., adjacent to the main circulation bridge which is raised, allowing easy access from the parking lot to the rest of the urban context.
Interior Spaces:
Collaborative spaces include a Media Center that supports large gatherings, offering stunning views of downtown Cleveland, this also hosts a large collaborative stair. Recognizing it’s location in a commercial sector, glazing is emphasized throughout the building. The school offers key views to interior activity spaces and also to exterior landmarks. During the engagement process, a potential collaboration with community partners in the Gordan Square Arts District was identified which could allow students to use existing auditoriums on Detroit Ave. Due to this potential partnership, the district decided against building a dedicated auditorium space.
Architectural Details:
Since there was no space for outdoor athletics, the site hosts a walking path along it’s perimeter, (identified by unique pavers) and features distance markings to provide some outdoor activity spaces. In addition, it connects outdoor patio spaces to support bus stops regularly used by the student body and community.
In order to learn more about the unique design process for this project, get in touch with us, or view the short film.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Garrett Morgan High School – Cleveland OhioThenDesign Architecture is proud to be a part of the Garrett Morgan High School building project. This academic facility is located along Detroit Ave. near downtown Cleveland and will serve students in the district for decades to come.
The Garrett Morgan High School (GMHS) is an academic building designed in an urban context, with a curriculum that focuses both on the humanities and technology. Situated on a 5 acre site, this 133,000 sqft building carried a budget of $35 million and is located along the Cleveland Memorial Shoreway, adjacent to Lake Erie, near downtown Cleveland. Occupying a highly sought after site, GMHS boasts incredible views of downtown Cleveland, in addition to its flexible technologically advanced classroom spaces.
Located in a tight urban context, the building seeks to reflect the urban fabric it’s located in and the energy of the street activity in its façade and spacial arrangements. Student dining and music spaces are located along Detroit avenue (a commercially zoned environment), which historically hosted restaurant and music venues. The schools’ main entrance is also located along Detroit Ave., adjacent to the main circulation bridge which is raised, allowing easy access from the parking lot to the rest of the urban context.
Interior Spaces:
Collaborative spaces include a Media Center that supports large gatherings, offering stunning views of downtown Cleveland, this also hosts a large collaborative stair. Recognizing it’s location in a commercial sector, glazing is emphasized throughout the building. The school offers key views to interior activity spaces and also to exterior landmarks. During the engagement process, a potential collaboration with community partners in the Gordan Square Arts District was identified which could allow students to use existing auditoriums on Detroit Ave. Due to this potential partnership, the district decided against building a dedicated auditorium space.
Architectural Details:
Since there was no space for outdoor athletics, the site hosts a walking path along it’s perimeter, (identified by unique pavers) and features distance markings to provide some outdoor activity spaces. In addition, it connects outdoor patio spaces to support bus stops regularly used by the student body and community.
In order to learn more about the unique design process for this project, get in touch with us, or view the short film.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
“Educational Visioning Sessions” – Imagining Better Ways to EducateEducational Visioning Sessions are collaborative planning events, that allow architects, educators and students to ensure a future school construction project is successful. Working together, they identify goals, priorities and design solutions from a wide variety of perspectives. A robust Educational Visioning session encourages attendees to imagine better ways to educate generations of students through good design.
“Educational Visioning Sessions” are collaborative events that allow architects, school districts and the community to imagine all the ways a new school facility can provide better student opportunities. Early in the design process, they establish project goals, design challenges and priorities, along with introducing the architects and solidify relationships between stakeholders. It also provides a glimpse into how these new spaces will further the school district’s curriculum. During Educational Visioning Sessions, we are free to think openly, unencumbered with budget numbers, square footage totals and headcounts. We can imagine how this new building will positively affect our district, our educators, and the future of our community.
Facility Design – A Big Decision
According to the 2020 Facilities & Construction Brief by Spaces4Learning, educational spending has continually increased since 2013. As of 2019, the United States spends $98 billion dollars on educational construction projects annually. As the US population increases, so does the need for schools, colleges and research institutions. With the educational landscape shifting rapidly over the last several years due to technology changes, updated facilities are a necessity, attracting the best students and educators. Even though capital investment has generally increased, facilities’ needs have outpaced funding. The project backlog is unending and makes relationships between educational institutions and the AEC industry more important than ever.
While the decision to begin a new school construction project (including renovations to existing buildings) is thrilling, it is also incredibly stressful. Often years of preparation go into it, with dozens of people involved. Steps such as securing funding, passing bond issues, levies, existing facility assessments and master planning all lead up to the decision to build a new school. Since all budgets are limited, it’s necessary for every dollar spent to bring the maximum return for each district.
“Problem Seeking”
Abby Raineri, a lead designer at TDA regularly engages with districts and architects early in the design process. She is familiar with seeking out the needs of each district.
“Many times, our clients come to us, not even knowing what to ask for. So that leads us to help them discover what they need and what to ask for. We call it “problem seeking.” It’s a lot of listening, data collecting, assessing a facility, and trying to figure out the problems they are trying to solve. We encourage conversations and explore multiple solutions with the goal of putting projects on an overall path to success. A lot of the biggest things we need to grapple with as we move into programming and schematic design, are established in early planning conversations about the project. It sets the tone for the rest of the design process.”
If communication between the district, community and architect aren’t realized, then the project is primed for failure. These relationships drive a projects success. By getting a wide variety of perspectives and identifying any roadblocks early on, it ensures the new school satisfies both the present and future needs of the community.
Educational Visioning Sessions
Early phases of design include an Educational Visioning Session. These unique events bring teachers, students, administrators, board members, local safety forces, community members and clergy together to discuss the project and ultimately serve as the genesis of the design. It’s not uncommon to have over 100 people in attendance taking part in these initial conversations. Ideas for the future building generated by participants are shared in round-table discussions and other interactive group activities. Grassroots ideas from those who will use the new structure are distilled and streamed into future plans. This is a time for architects to listen and capture the concerns and goals from these groups that will inform our design process.
They are a collaborative activity that results in a comprehensive planning tool for an educational institution. This session, often scheduled for the project kickoff, runs concurrently with the programming phase, usually long before we are thinking about the building’s shape. Everything is thrown against the wall (before we have designed walls to throw things at).
While all Educational Visioning Sessions are uniquely tailored to our clients, they can range from a few hours or last an entire day, depending on needs. They include presentations from the design team on the current state of education, the district’s desired curriculum, the current facilities and their limitations and cover plans for the future facility. The team presents case studies for how similar districts have handled facility upgrades, before we break out into small group discussions and other hands-on activities. These activities are designed to capture unique ideas for design solutions and get a sense of the visual direction for the project.
While our current circumstances don’t allow us to meet in large groups in the same way, we have a fully staffed communications department that enables us to perform these engagement sessions through staff polling, video production and other digital feedback activities.
This collaboration is why districts return to us again and again to provide architectural and planning services. We listen to our client’s needs and empower them to drive the initial designs and produce a completely unique building. This diversity of input is a hallmark of our design strategy and one element that strengthens our portfolio.
“Many times, our clients come to us, not even knowing what to ask for. So that leads us to help them discover what they need and what to ask for. We call it “problems seeking.”
ABBY RAINERI
Registered Architect
Continuing Education
Engagement doesn’t stop at the Visioning Sessions early in the project but continues throughout the design process. During the planning and construction phases of design, TDA engages educators in training sessions as the project’s completion approaches. At these events, project designers, along with future occupants, attend a series of meetings dedicated to coaching and professional development. These sessions also include, brainstorming activities and interactive projects, that are geared towards training educators and administrators on ways to engage students in their new building. They are invaluable for collaboratively rethinking the way educational spaces can be used to promote student learning. This crucial component is a link between the early Educational Visioning Sessions and a fully occupied building.
Abby notes the importance of continually mining feedback from stakeholders. “Early on during the “programming phase” of building design, we move into engagement and work sessions. Our “Educational Visioning Sessions,” are a piece of this, along with staff engagement. We take different user groups or a core team on tours of new buildings, so they can see how other districts have solved space problems. In this initial concept phase, we are getting further into planning and feedback. After that, we begin the traditional kind of architectural process of making diagrams and drawing plan iterations, then continue engagement with the community, the board and the staff.”
Then, through exit interviews and teacher surveys, we measure how these architectural designs impact the education experience. We have found significant benefits such as reduced behavioral issues in the classroom, increased teaching time, and additional opportunities for student collaboration. All of these ensure that each student receives the best education possible.
We encourage student engagement throughout the process and have led student oriented charettes allowing them to help design new playgrounds, walk the construction site for facility updates and take an active role in construction by placing stones in a structure’s foundation before the floor slab is poured or by signing their names on beams before installation.
In addition, we hold community meetings during Schematic Design and Design Development to update the public on the building layout, getting their feedback on how the exterior of the building develops. We believe that professional educators should influence the design of the interior of the building and the community determines the exterior aesthetic. We have developed a number of interactive exercises to gauge what aesthetic the community feels most strongly about.
In short, we intentionally emphasize the needs of people and their experience as much as the building itself.
“So, it was a process of even delineating which goals were important to them or not. The architect shouldn’t necessarily drive the stakeholder’s goals. It’s their building, so they need to tell us what’s important.”
ED SHEARSON
Registered Architect
Ideas Come from Anywhere
We find that great ideas often come from very unconventional places. Chris Smith, TDA’s president recalled an instance where ideas on school security came from a third-grade student. He recounts: “We believe good ideas can come from anywhere and that means from anybody…We’ve had the strangest ideas come from the coolest places. When we were investigating school security and the potential of armed intruders, we were on the forefront of designing those guidelines. We actually got an idea from a young student in one of our collaborative processes and our Educational Visioning Sessions. They came up with an idea to color code the building so that if there was an intruder in their elementary school, they could say “the bad person is in the red part of the building or the blue part of the building.” That led to some very intuitive design standards that are still enforced today and it came from a third-grade student. So, the educational design process with school buildings in general is a very collaborative process, not only collaborative with our own designers but with the public at large.”
In another instance on the recently opened Garrett Morgan High School, the idea to split the building into two sections [public and school related functions] with a connecting bridge, came from a councilman involved at an educational visioning session. Jeff Henderson, a lead architect on the project mentioned: “We were on a very urban, commercial street, Detroit Ave. There was a desire not to have parking along the street, but still keep the front entrance there. That would force occupants to park on the opposite side of the site and walk all the way around the building. The councilman that was involved says, “I don’t want anybody to have to walk around the building, I want them to walk to the front door, which wants to be on Detroit Ave.” So that comment in part, resulted in the solution where we fractured the building into 2 sections and put a bridge on the second floor. This allowed everybody to circulate right from the parking lot, underneath the building and into the front door. So that was a big design challenge that was addressed in a collaborative session.”
Ed Shearson, who served as Project Manager on that building recalled: “There was a large stakeholder meeting early on in the project and it involved representatives from Cleveland Metropolitan School District (CMSD), the City of Cleveland, Gordon Square Planning Commission and local residents. We developed an inventory of goals for the site and they voted on that. Just because the architect notes a goal, that doesn’t mean it’s a goal the stakeholders share. So, it was a process of even delineating which goals were important to them or not. The architect shouldn’t necessarily drive the stakeholder’s goals. It’s their building, so they need to tell us what’s important.”
We believe that this collaboration and relationship building makes our process unique and successful. Educational Visioning Sessions establish a clear vision forward and how a district can use their new building to benefit students. It is an opportunity to build trust, develop support and champions for the project and incorporate the needs of the stakeholders into the finished building.
Key Takeaways
Relationships and communication (especially early on) are crucial to identifying design problems and implementing solutions.
“Educational Visioning Sessions” are key to brainstorming how a new building project will impact the community. This is also a time to talk through the district’s goals for implementing the curriculum in their new spaces.
By engaging in a variety of interactive activities, among various stakeholders, we can ensure everyone’s voice is heard and the concerns are prioritized.
Educators should take part in these important sessions. It allows them to provide direct input on future designs of their new building. They can also see how new spaces could be used to enhance their education plans.
Interesting design ideas can come from anyone, not just professional designers. By including a wide variety of stakeholders, (students, administrators, parents, and community members) these sessions grant additional perspectives on large projects and ensures the final designs are tailored to that community.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
“Educational Visioning Sessions” – Imagining Better Ways to EducateEducational Visioning Sessions are collaborative planning events, that allow architects, educators and students to ensure a future school construction project is successful. Working together, they identify goals, priorities and design solutions from a wide variety of perspectives. A robust Educational Visioning session encourages attendees to imagine better ways to educate generations of students through good design.
“Educational Visioning Sessions” are collaborative events that allow architects, school districts and the community to imagine all the ways a new school facility can provide better student opportunities. Early in the design process, they establish project goals, design challenges and priorities, along with introducing the architects and solidify relationships between stakeholders. It also provides a glimpse into how these new spaces will further the school district’s curriculum. During Educational Visioning Sessions, we are free to think openly, unencumbered with budget numbers, square footage totals and headcounts. We can imagine how this new building will positively affect our district, our educators, and the future of our community.
Facility Design – A Big Decision
According to the 2020 Facilities & Construction Brief by Spaces4Learning, educational spending has continually increased since 2013. As of 2019, the United States spends $98 billion dollars on educational construction projects annually. As the US population increases, so does the need for schools, colleges and research institutions. With the educational landscape shifting rapidly over the last several years due to technology changes, updated facilities are a necessity, attracting the best students and educators. Even though capital investment has generally increased, facilities’ needs have outpaced funding. The project backlog is unending and makes relationships between educational institutions and the AEC industry more important than ever.
While the decision to begin a new school construction project (including renovations to existing buildings) is thrilling, it is also incredibly stressful. Often years of preparation go into it, with dozens of people involved. Steps such as securing funding, passing bond issues, levies, existing facility assessments and master planning all lead up to the decision to build a new school. Since all budgets are limited, it’s necessary for every dollar spent to bring the maximum return for each district.
“Problem Seeking”
Abby Raineri, a lead designer at TDA regularly engages with districts and architects early in the design process. She is familiar with seeking out the needs of each district.
“Many times, our clients come to us, not even knowing what to ask for. So that leads us to help them discover what they need and what to ask for. We call it “problem seeking.” It’s a lot of listening, data collecting, assessing a facility, and trying to figure out the problems they are trying to solve. We encourage conversations and explore multiple solutions with the goal of putting projects on an overall path to success. A lot of the biggest things we need to grapple with as we move into programming and schematic design, are established in early planning conversations about the project. It sets the tone for the rest of the design process.”
If communication between the district, community and architect aren’t realized, then the project is primed for failure. These relationships drive a projects success. By getting a wide variety of perspectives and identifying any roadblocks early on, it ensures the new school satisfies both the present and future needs of the community.
Educational Visioning Sessions
Early phases of design include an Educational Visioning Session. These unique events bring teachers, students, administrators, board members, local safety forces, community members and clergy together to discuss the project and ultimately serve as the genesis of the design. It’s not uncommon to have over 100 people in attendance taking part in these initial conversations. Ideas for the future building generated by participants are shared in round-table discussions and other interactive group activities. Grassroots ideas from those who will use the new structure are distilled and streamed into future plans. This is a time for architects to listen and capture the concerns and goals from these groups that will inform our design process.
They are a collaborative activity that results in a comprehensive planning tool for an educational institution. This session, often scheduled for the project kickoff, runs concurrently with the programming phase, usually long before we are thinking about the building’s shape. Everything is thrown against the wall (before we have designed walls to throw things at).
While all Educational Visioning Sessions are uniquely tailored to our clients, they can range from a few hours or last an entire day, depending on needs. They include presentations from the design team on the current state of education, the district’s desired curriculum, the current facilities and their limitations and cover plans for the future facility. The team presents case studies for how similar districts have handled facility upgrades, before we break out into small group discussions and other hands-on activities. These activities are designed to capture unique ideas for design solutions and get a sense of the visual direction for the project.
While our current circumstances don’t allow us to meet in large groups in the same way, we have a fully staffed communications department that enables us to perform these engagement sessions through staff polling, video production and other digital feedback activities.
This collaboration is why districts return to us again and again to provide architectural and planning services. We listen to our client’s needs and empower them to drive the initial designs and produce a completely unique building. This diversity of input is a hallmark of our design strategy and one element that strengthens our portfolio.
“Many times, our clients come to us, not even knowing what to ask for. So that leads us to help them discover what they need and what to ask for. We call it “problems seeking.”
ABBY RAINERI
Registered Architect
Continuing Education
Engagement doesn’t stop at the Visioning Sessions early in the project but continues throughout the design process. During the planning and construction phases of design, TDA engages educators in training sessions as the project’s completion approaches. At these events, project designers, along with future occupants, attend a series of meetings dedicated to coaching and professional development. These sessions also include, brainstorming activities and interactive projects, that are geared towards training educators and administrators on ways to engage students in their new building. They are invaluable for collaboratively rethinking the way educational spaces can be used to promote student learning. This crucial component is a link between the early Educational Visioning Sessions and a fully occupied building.
Abby notes the importance of continually mining feedback from stakeholders. “Early on during the “programming phase” of building design, we move into engagement and work sessions. Our “Educational Visioning Sessions,” are a piece of this, along with staff engagement. We take different user groups or a core team on tours of new buildings, so they can see how other districts have solved space problems. In this initial concept phase, we are getting further into planning and feedback. After that, we begin the traditional kind of architectural process of making diagrams and drawing plan iterations, then continue engagement with the community, the board and the staff.”
Then, through exit interviews and teacher surveys, we measure how these architectural designs impact the education experience. We have found significant benefits such as reduced behavioral issues in the classroom, increased teaching time, and additional opportunities for student collaboration. All of these ensure that each student receives the best education possible.
We encourage student engagement throughout the process and have led student oriented charettes allowing them to help design new playgrounds, walk the construction site for facility updates and take an active role in construction by placing stones in a structure’s foundation before the floor slab is poured or by signing their names on beams before installation.
In addition, we hold community meetings during Schematic Design and Design Development to update the public on the building layout, getting their feedback on how the exterior of the building develops. We believe that professional educators should influence the design of the interior of the building and the community determines the exterior aesthetic. We have developed a number of interactive exercises to gauge what aesthetic the community feels most strongly about.
In short, we intentionally emphasize the needs of people and their experience as much as the building itself.
“So, it was a process of even delineating which goals were important to them or not. The architect shouldn’t necessarily drive the stakeholder’s goals. It’s their building, so they need to tell us what’s important.”
ED SHEARSON
Registered Architect
Ideas Come from Anywhere
We find that great ideas often come from very unconventional places. Chris Smith, TDA’s president recalled an instance where ideas on school security came from a third-grade student. He recounts: “We believe good ideas can come from anywhere and that means from anybody…We’ve had the strangest ideas come from the coolest places. When we were investigating school security and the potential of armed intruders, we were on the forefront of designing those guidelines. We actually got an idea from a young student in one of our collaborative processes and our Educational Visioning Sessions. They came up with an idea to color code the building so that if there was an intruder in their elementary school, they could say “the bad person is in the red part of the building or the blue part of the building.” That led to some very intuitive design standards that are still enforced today and it came from a third-grade student. So, the educational design process with school buildings in general is a very collaborative process, not only collaborative with our own designers but with the public at large.”
In another instance on the recently opened Garrett Morgan High School, the idea to split the building into two sections [public and school related functions] with a connecting bridge, came from a councilman involved at an educational visioning session. Jeff Henderson, a lead architect on the project mentioned: “We were on a very urban, commercial street, Detroit Ave. There was a desire not to have parking along the street, but still keep the front entrance there. That would force occupants to park on the opposite side of the site and walk all the way around the building. The councilman that was involved says, “I don’t want anybody to have to walk around the building, I want them to walk to the front door, which wants to be on Detroit Ave.” So that comment in part, resulted in the solution where we fractured the building into 2 sections and put a bridge on the second floor. This allowed everybody to circulate right from the parking lot, underneath the building and into the front door. So that was a big design challenge that was addressed in a collaborative session.”
Ed Shearson, who served as Project Manager on that building recalled: “There was a large stakeholder meeting early on in the project and it involved representatives from Cleveland Metropolitan School District (CMSD), the City of Cleveland, Gordon Square Planning Commission and local residents. We developed an inventory of goals for the site and they voted on that. Just because the architect notes a goal, that doesn’t mean it’s a goal the stakeholders share. So, it was a process of even delineating which goals were important to them or not. The architect shouldn’t necessarily drive the stakeholder’s goals. It’s their building, so they need to tell us what’s important.”
We believe that this collaboration and relationship building makes our process unique and successful. Educational Visioning Sessions establish a clear vision forward and how a district can use their new building to benefit students. It is an opportunity to build trust, develop support and champions for the project and incorporate the needs of the stakeholders into the finished building.
Key Takeaways
Relationships and communication (especially early on) are crucial to identifying design problems and implementing solutions.
“Educational Visioning Sessions” are key to brainstorming how a new building project will impact the community. This is also a time to talk through the district’s goals for implementing the curriculum in their new spaces.
By engaging in a variety of interactive activities, among various stakeholders, we can ensure everyone’s voice is heard and the concerns are prioritized.
Educators should take part in these important sessions. It allows them to provide direct input on future designs of their new building. They can also see how new spaces could be used to enhance their education plans.
Interesting design ideas can come from anyone, not just professional designers. By including a wide variety of stakeholders, (students, administrators, parents, and community members) these sessions grant additional perspectives on large projects and ensures the final designs are tailored to that community.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Groundbreaking on a New Geauga County Office BuildingThenDesign Architecture gathered with over 30 people in Claridon township to celebrate the groundbreaking of a new Geauga County office building to house city services.
On a windy day in late October, over 30 people gathered in Claridon township to celebrate the groundbreaking on a new Geauga County office building that will house city services. Beginning construction marks another milestone in the 4-plus year process for this project. In attendance were several county commissioners, such as the Board of Commissioners President, Tim Lennon, along with other county commissioners, Ralph Spidalieri, James Dvorak and others. The ceremony was led by County Administrator, Gerry Morgan, who gave remarks and it also included an appearance from Jerry Cirino, a county commissioner in neighboring Lake County. Those involved in the construction process, NV5’s Mark Seifried, ThenDesign Architecture’s Robert Fiala and Don Dreier of Donley’s Independence Construction spoke to support the project.
https://youtu.be/4L8f0N6MhWg
With a planned building occupancy in 2022, the 3-story office building is over 115,000 square feet and consolidates over a dozen Geauga County services in one building. With an exterior designed to complement the wooded site, this completed building will streamline the communication process between departments, encourage greater collaboration and provide an improved working environment to serve Geauga County for years to come. Those who spoke recognized the efforts of past commissioners, who purchased the land in the 1970’s, and dedicated it in the 1980’s.
Gerry Morgan, County Administrator praised the county leadership and their partners for guiding the project through ups and downs, addressing various roadblocks but pressing forward with development, ensuring a new building was feasible. A continual theme throughout the ceremony was praise for the dynamic team that made this large scale project possible. It was only through this collaboration that a successful design was created and that the team could move forward together with construction.
Tim Lennon praised the project, along with the collaborative efforts of University Hospitals and Geauga County: “There is much synergy between the hospital [University Hospitals] and County Services. You have the department of Aging, Job and Family Services, Veteran Services, just to name a few. The future potential for where we are standing today is huge…this can be a destination for residents of Geauga County and beyond, providing not only Health and County Services, but potentially business opportunities as well.”
“This is a big day, an historic day. A milestone of brick and mortar. This building will be a building of service to the people, and it will show a sense of community, a sense of pride, and it will help produce the Geauga way of life.”
James Dvorak
Geauga County Commissioner
NV5, an architectural and engineering firm which serves as an owner’s representative will continue to work with ThenDesign Architecture (TDA) and Donley’s Independence Construction to see the project through completion. Representatives from all the respective firms attended, looking forward to what the new Geauga County office will mean for the county.
Lake County recently completed a 5-story office building in Painesville, Ohio that consolidated many county services under one roof. Jerry Cirino described the benefits of this approach. “What’s most important, and I think it’ll be the same for you, is it has allowed us to provide better services, more efficient services to the taxpayers of our county. I’m sure your residents are going to find the same thing here. The flow of information, the flow of paying fees and getting documentation done is going to be much improved by having more under one roof. So, you’ll enjoy that, the taxpayers will enjoy it and I’m looking forward to seeing the progress of this project, until its completion.”
The architect’s renderings show open interiors, views to the exterior and a variety of common areas and meeting spaces for office workers. Many of those in attendance looked forward to relocating and enjoying the updated interior of the facility.
Project Renderings:
In a testament to the fiscal responsibility of the administrators involved in this project, it is being funded out of the current general fund budget, so there will no new taxes as a result of the new facility. Tim Lennon states: “I have to mention that I am very proud of that from the very beginning discussions four years ago, the commissioners made it criteria “number one” that we do this project within current general fund budget. That means no new taxes. No new taxes! That’s a heck of a statement to make in today’s day and age in government and with the scope and size of this project. That is unheard of.”
An overall tone of cooperation was present among the commissioners in attendance. Ralph Spidalieri, a Geauga County Commissioner, commented: “It is pretty humbling to see all of the people that are here representing Geauga County from our different departments and residents of this community. Everybody that seems to be a part of this community, wants to see us continue to move forward.” James Dvorak, another commissioner stated: “I look forward to watching this building being constructed, and for the future, when this building will provide a great space for the County employees to work to provide the necessary services to the citizens of this great county. Yes, this is a big day, an historic day. A milestone of brick and mortar. This building will be a building of service to the people, and it will show a sense of community, a sense of pride, and it will help produce the Geauga way of life.”
The new Geauga County office building, located at Ravenswood and Merritt Roads, is slated to be completed in 2022. For additional information, visit the Geauga Maple Leaf’s article.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Groundbreaking on a New Geauga County Office BuildingThenDesign Architecture gathered with over 30 people in Claridon township to celebrate the groundbreaking of a new Geauga County office building to house city services.
On a windy day in late October, over 30 people gathered in Claridon township to celebrate the groundbreaking on a new Geauga County office building that will house city services. Beginning construction marks another milestone in the 4-plus year process for this project. In attendance were several county commissioners, such as the Board of Commissioners President, Tim Lennon, along with other county commissioners, Ralph Spidalieri, James Dvorak and others. The ceremony was led by County Administrator, Gerry Morgan, who gave remarks and it also included an appearance from Jerry Cirino, a county commissioner in neighboring Lake County. Those involved in the construction process, NV5’s Mark Seifried, ThenDesign Architecture’s Robert Fiala and Don Dreier of Donley’s Independence Construction spoke to support the project.
https://youtu.be/4L8f0N6MhWg
With a planned building occupancy in 2022, the 3-story office building is over 115,000 square feet and consolidates over a dozen Geauga County services in one building. With an exterior designed to complement the wooded site, this completed building will streamline the communication process between departments, encourage greater collaboration and provide an improved working environment to serve Geauga County for years to come. Those who spoke recognized the efforts of past commissioners, who purchased the land in the 1970’s, and dedicated it in the 1980’s.
Gerry Morgan, County Administrator praised the county leadership and their partners for guiding the project through ups and downs, addressing various roadblocks but pressing forward with development, ensuring a new building was feasible. A continual theme throughout the ceremony was praise for the dynamic team that made this large scale project possible. It was only through this collaboration that a successful design was created and that the team could move forward together with construction.
Tim Lennon praised the project, along with the collaborative efforts of University Hospitals and Geauga County: “There is much synergy between the hospital [University Hospitals] and County Services. You have the department of Aging, Job and Family Services, Veteran Services, just to name a few. The future potential for where we are standing today is huge…this can be a destination for residents of Geauga County and beyond, providing not only Health and County Services, but potentially business opportunities as well.”
“This is a big day, an historic day. A milestone of brick and mortar. This building will be a building of service to the people, and it will show a sense of community, a sense of pride, and it will help produce the Geauga way of life.”
James Dvorak
Geauga County Commissioner
NV5, an architectural and engineering firm which serves as an owner’s representative will continue to work with ThenDesign Architecture (TDA) and Donley’s Independence Construction to see the project through completion. Representatives from all the respective firms attended, looking forward to what the new Geauga County office will mean for the county.
Lake County recently completed a 5-story office building in Painesville, Ohio that consolidated many county services under one roof. Jerry Cirino described the benefits of this approach. “What’s most important, and I think it’ll be the same for you, is it has allowed us to provide better services, more efficient services to the taxpayers of our county. I’m sure your residents are going to find the same thing here. The flow of information, the flow of paying fees and getting documentation done is going to be much improved by having more under one roof. So, you’ll enjoy that, the taxpayers will enjoy it and I’m looking forward to seeing the progress of this project, until its completion.”
The architect’s renderings show open interiors, views to the exterior and a variety of common areas and meeting spaces for office workers. Many of those in attendance looked forward to relocating and enjoying the updated interior of the facility.
Project Renderings:
In a testament to the fiscal responsibility of the administrators involved in this project, it is being funded out of the current general fund budget, so there will no new taxes as a result of the new facility. Tim Lennon states: “I have to mention that I am very proud of that from the very beginning discussions four years ago, the commissioners made it criteria “number one” that we do this project within current general fund budget. That means no new taxes. No new taxes! That’s a heck of a statement to make in today’s day and age in government and with the scope and size of this project. That is unheard of.”
An overall tone of cooperation was present among the commissioners in attendance. Ralph Spidalieri, a Geauga County Commissioner, commented: “It is pretty humbling to see all of the people that are here representing Geauga County from our different departments and residents of this community. Everybody that seems to be a part of this community, wants to see us continue to move forward.” James Dvorak, another commissioner stated: “I look forward to watching this building being constructed, and for the future, when this building will provide a great space for the County employees to work to provide the necessary services to the citizens of this great county. Yes, this is a big day, an historic day. A milestone of brick and mortar. This building will be a building of service to the people, and it will show a sense of community, a sense of pride, and it will help produce the Geauga way of life.”
The new Geauga County office building, located at Ravenswood and Merritt Roads, is slated to be completed in 2022. For additional information, visit the Geauga Maple Leaf’s article.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Design Collaboration is a NecessityExcellent design ideas can come from the most unlikely places. Throughout TDA’s design process, we engage individuals of all types in our projects. Chris Smith, TDA’s president, shares his insight into our process, the designers, and collaboration in public architecture.
In architecture, design collaboration is a necessity for a project’s outcome. This is especially important when designing buildings such as a school or municipal office. As in virtually every other creative endeavor, combining deep technical experience with a process that identifies challenges and incorporates feedback produces the most successful results.
Chris Smith, the president at ThenDesign Architecture, started in 1998 as a 28-year-old intern. Having come from a large, international design firm, he was drawn to the idea that through thoughtful, insightful and selfless design, architects could improve the lives of students by creating better spaces.
TDA: Why are you passionate about designing educational architecture?
Chris Smith: Architecture can be a very self-focused, egotistical profession. Since there’s artistry to it, the artist’s name rides along with the project and often times is the name of the firm itself. What attracted me to TDA from the beginning was that it wasn’t named after the leadership of the firm, but rather a concept that we were in the “thinking business,” not simply the “drawing business.” So now that I am the president of the company, not having my name on the door continues the legacy for what drew me here in the first place.
Our focus is the design of publicly owned facilities such as schools, municipal buildings, and recreation centers. We’re not charged with designing for one person; we’re tasked with designing for the greater public good. That involves collaborating with the community, with students, with teachers, with parents and the community at large, groups you may not think have a voice in architectural design. Our “client” is ultimately the many generations of students who will learn and thrive in these spaces.
I find that I am most gratified when I can help others succeed. Creating a lasting piece of architecture that improves student’s lives, impacting more people than we ever could touch physically. So that just builds on our core value of always seeking ways to help others succeed.
If you talk to any teacher or educator you find out that 98% of their job is finished if they can inspire a child to learn. If we can help in any small way … then we’re helping our teachers achieve their mission.
-Chris Smith
How does TDA encourage a collaborative design process?
Chris Smith: The design process at TDA is unique in our industry. In a typical firm, often an architect or designer singularly authors the design. However, we believe collaborative design produces a better product for our publicly-owned facilities. We approach our projects as a design team, with several architects working together. This diversity of perspective is what makes our design solutions strong. Even though there is a project manager who leads the group, the end result is never a single person’s idea.
We also engage with our clients and school communities throughout the project and really try to identify design challenges and opportunities early in the project. It’s that “problem-seeking” curiosity which drives our design process. Collaboration is a necessity and identifying where we can improve a district’s curriculum and student engagement through architectural design is the goal of this process. Sometimes that engagement takes a long time. However, it helps us better understand the district while simultaneously improving our designs.
Our philosophy is when your building is finished, you will have authored the design. So that’s why we don’t have our names on our doors or even titles on our business cards. Only through collaborative and selfless design can we truly create spaces for the greater good.
We believe that good ideas can come from anywhere and anybody. We’ve had the strangest ideas come from the coolest places.
-Chris Smith
How do educators and communities participate in our collaborative design process?
Chris Smith: If you talk to any teacher or educator you find out that 98% of their job is finished if they can inspire a child to learn. If we can help in any small way by creating an inspirational space, something that makes a teacher’s job easier or a student’s job more fun, then we’re helping our teachers achieve their mission.
There is a symbiotic relationship that inherently exists between a school district and their community. The community trusts the district to educate their children in a safe, effective, and efficient manner. The district trusts the community to provide the funding and support to do so. In the design process, we believe this trust between the school district and the community plays a large role in a successful project. It is incumbent upon the community to trust the professional educators to drive the layout of the spaces within the building. Likewise, the district must trust the community to provide valuable feedback on the exterior aesthetics of the building–how the site could best integrate with pedestrians, bicyclists and motor vehicles, location of playgrounds and ball fields. Only through the recognition, promotion and incorporation of this trust can a project involve all stakeholders in the design of a new school facility.
Our philosophy is when your building is finished, you will have authored the design.
-Chris Smith
What is an example of an unlikely design idea and where did it come from?
Chris Smith: We believe that good ideas can come from anywhere and anybody. So when we conduct “in-house charrettes” and collaborative design sessions, we don’t limit these to just the architects and administrators. Anybody is welcome to participate. We’ve had the strangest ideas come from the coolest places.
Some years back, we were investigating school security [the potential of armed intruders] and we were on the forefront of designing security guidelines for school buildings in Ohio. During one of our Educational Visioning Sessions, we received a brilliant idea from a young student. The student came up with an idea to color code the building so that if there was an intruder in their elementary school, they could call the authorities and state, “The bad person is in the red part of the building and moving into the blue part of the building.” That led to some very intuitive design standards that are still employed today. That wonderful idea came from a third-grade student. So, the educational design process surrounding school buildings is a very collaborative process, not only between our professional architects and designers, but amongst all stakeholders.
TDA, as a group of creative professionals, work to design and build the “next generation” educational and municipal facilities that are environmentally friendly, contextually rooted and inspiring to inhabit. Understanding that collaboration is a necessity, we look forward to working together with school districts, educators, and communities to design the educational facilities of the future.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Design Collaboration is a NecessityExcellent design ideas can come from the most unlikely places. Throughout TDA’s design process, we engage individuals of all types in our projects. Chris Smith, TDA’s president, shares his insight into our process, the designers, and collaboration in public architecture.
In architecture, design collaboration is a necessity for a project’s outcome. This is especially important when designing buildings such as a school or municipal office. As in virtually every other creative endeavor, combining deep technical experience with a process that identifies challenges and incorporates feedback produces the most successful results.
Chris Smith, the president at ThenDesign Architecture, started in 1998 as a 28-year-old intern. Having come from a large, international design firm, he was drawn to the idea that through thoughtful, insightful and selfless design, architects could improve the lives of students by creating better spaces.
TDA: Why are you passionate about designing educational architecture?
Chris Smith: Architecture can be a very self-focused, egotistical profession. Since there’s artistry to it, the artist’s name rides along with the project and often times is the name of the firm itself. What attracted me to TDA from the beginning was that it wasn’t named after the leadership of the firm, but rather a concept that we were in the “thinking business,” not simply the “drawing business.” So now that I am the president of the company, not having my name on the door continues the legacy for what drew me here in the first place.
Our focus is the design of publicly owned facilities such as schools, municipal buildings, and recreation centers. We’re not charged with designing for one person; we’re tasked with designing for the greater public good. That involves collaborating with the community, with students, with teachers, with parents and the community at large, groups you may not think have a voice in architectural design. Our “client” is ultimately the many generations of students who will learn and thrive in these spaces.
I find that I am most gratified when I can help others succeed. Creating a lasting piece of architecture that improves student’s lives, impacting more people than we ever could touch physically. So that just builds on our core value of always seeking ways to help others succeed.
If you talk to any teacher or educator you find out that 98% of their job is finished if they can inspire a child to learn. If we can help in any small way … then we’re helping our teachers achieve their mission.
-Chris Smith
How does TDA encourage a collaborative design process?
Chris Smith: The design process at TDA is unique in our industry. In a typical firm, often an architect or designer singularly authors the design. However, we believe collaborative design produces a better product for our publicly-owned facilities. We approach our projects as a design team, with several architects working together. This diversity of perspective is what makes our design solutions strong. Even though there is a project manager who leads the group, the end result is never a single person’s idea.
We also engage with our clients and school communities throughout the project and really try to identify design challenges and opportunities early in the project. It’s that “problem-seeking” curiosity which drives our design process. Collaboration is a necessity and identifying where we can improve a district’s curriculum and student engagement through architectural design is the goal of this process. Sometimes that engagement takes a long time. However, it helps us better understand the district while simultaneously improving our designs.
Our philosophy is when your building is finished, you will have authored the design. So that’s why we don’t have our names on our doors or even titles on our business cards. Only through collaborative and selfless design can we truly create spaces for the greater good.
We believe that good ideas can come from anywhere and anybody. We’ve had the strangest ideas come from the coolest places.
-Chris Smith
How do educators and communities participate in our collaborative design process?
Chris Smith: If you talk to any teacher or educator you find out that 98% of their job is finished if they can inspire a child to learn. If we can help in any small way by creating an inspirational space, something that makes a teacher’s job easier or a student’s job more fun, then we’re helping our teachers achieve their mission.
There is a symbiotic relationship that inherently exists between a school district and their community. The community trusts the district to educate their children in a safe, effective, and efficient manner. The district trusts the community to provide the funding and support to do so. In the design process, we believe this trust between the school district and the community plays a large role in a successful project. It is incumbent upon the community to trust the professional educators to drive the layout of the spaces within the building. Likewise, the district must trust the community to provide valuable feedback on the exterior aesthetics of the building–how the site could best integrate with pedestrians, bicyclists and motor vehicles, location of playgrounds and ball fields. Only through the recognition, promotion and incorporation of this trust can a project involve all stakeholders in the design of a new school facility.
Our philosophy is when your building is finished, you will have authored the design.
-Chris Smith
What is an example of an unlikely design idea and where did it come from?
Chris Smith: We believe that good ideas can come from anywhere and anybody. So when we conduct “in-house charrettes” and collaborative design sessions, we don’t limit these to just the architects and administrators. Anybody is welcome to participate. We’ve had the strangest ideas come from the coolest places.
Some years back, we were investigating school security [the potential of armed intruders] and we were on the forefront of designing security guidelines for school buildings in Ohio. During one of our Educational Visioning Sessions, we received a brilliant idea from a young student. The student came up with an idea to color code the building so that if there was an intruder in their elementary school, they could call the authorities and state, “The bad person is in the red part of the building and moving into the blue part of the building.” That led to some very intuitive design standards that are still employed today. That wonderful idea came from a third-grade student. So, the educational design process surrounding school buildings is a very collaborative process, not only between our professional architects and designers, but amongst all stakeholders.
TDA, as a group of creative professionals, work to design and build the “next generation” educational and municipal facilities that are environmentally friendly, contextually rooted and inspiring to inhabit. Understanding that collaboration is a necessity, we look forward to working together with school districts, educators, and communities to design the educational facilities of the future.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Memorial Junior High School ProjectThenDesign Architecture is taking on the project to reimagine Memorial Junior High School. It will become the home for our new offices. This historic building has stood in the community for almost 100 years. In order to maintain the unique historic nature of Willoughby, TDA decided to repurpose this old school building instead of demolishing it. We invite you to view the progress.
ThenDesign Architecture is excited to undertake the project to reimagine Memorial Junior High School.
Willoughby Ohio has rich historic roots. Structures downtown date back to the 1800’s with many members of the community being life-long residents.
ThenDesign Architecture (TDA), has operated out of Willoughby Ohio for the past 68 years. Located in the Carrel building downtown, TDA is a leader in K-12 school design, having partnered with over 120 districts throughout Ohio. We specialize in architecture, planning and interior design.
Our two partners, Bob Fiala and Chris Smith, have assembled a group of 50 creatives across 7 countries.
In order to maintain the unique historic nature of the city, TDA took on the project to reimagine Memorial Junior High School. This historic building has stood in the community for almost 100 years. Rather than demolish it, TDA, decided to repurpose this old school building. Ultimately it will become the future home of ThenDesign Architecture.
The 24,000 sqft renovated building houses a 2 story architecture studio for designers working on school and other public buildings.
Currently, site work is being done to accommodate staff and visitor parking at the rear of the building. An effort was made to keep this area pedestrian friendly to better connect it to the downtown Willoughby environment.
New windows were installed to maximize light entering the building and restore the façade in its original design.
Interior structural elements and historic details are being left exposed, so the office can exist as a living museum, showcasing current and historic architectural trends. Gypsum walls only extend 8’ exposing the upper walls and ceiling. This allows occupants to make a visual connection to the systems that make up the building.
Iconic details were maintained throughout the school. New windows that replicate the original look were installed. Some lockers were left in the entryway to harken back to the original use and textured masonry will be left exposed in various places throughout the building.
New sidewalks were installed to beautify the site and allow for better pedestrian use. Future areas for landscaping are being planned that take into account views to Wes Point Park.
Site work includes clearing old sidewalks and debris so new stairs and paths can be installed.
TDA is excited work on the project to reimagine Memorial Junior High School as a place where the future of education can be shaped.
Memorial Junior High School ProjectThenDesign Architecture is taking on the project to reimagine Memorial Junior High School. It will become the home for our new offices. This historic building has stood in the community for almost 100 years. In order to maintain the unique historic nature of Willoughby, TDA decided to repurpose this old school building instead of demolishing it. We invite you to view the progress.
ThenDesign Architecture is excited to undertake the project to reimagine Memorial Junior High School.
Willoughby Ohio has rich historic roots. Structures downtown date back to the 1800’s with many members of the community being life-long residents.
ThenDesign Architecture (TDA), has operated out of Willoughby Ohio for the past 68 years. Located in the Carrel building downtown, TDA is a leader in K-12 school design, having partnered with over 120 districts throughout Ohio. We specialize in architecture, planning and interior design.
Our two partners, Bob Fiala and Chris Smith, have assembled a group of 50 creatives across 7 countries.
In order to maintain the unique historic nature of the city, TDA took on the project to reimagine Memorial Junior High School. This historic building has stood in the community for almost 100 years. Rather than demolish it, TDA, decided to repurpose this old school building. Ultimately it will become the future home of ThenDesign Architecture.
The 24,000 sqft renovated building houses a 2 story architecture studio for designers working on school and other public buildings.
Currently, site work is being done to accommodate staff and visitor parking at the rear of the building. An effort was made to keep this area pedestrian friendly to better connect it to the downtown Willoughby environment.
New windows were installed to maximize light entering the building and restore the façade in its original design.
Interior structural elements and historic details are being left exposed, so the office can exist as a living museum, showcasing current and historic architectural trends. Gypsum walls only extend 8’ exposing the upper walls and ceiling. This allows occupants to make a visual connection to the systems that make up the building.
Iconic details were maintained throughout the school. New windows that replicate the original look were installed. Some lockers were left in the entryway to harken back to the original use and textured masonry will be left exposed in various places throughout the building.
New sidewalks were installed to beautify the site and allow for better pedestrian use. Future areas for landscaping are being planned that take into account views to Wes Point Park.
Site work includes clearing old sidewalks and debris so new stairs and paths can be installed.
TDA is excited work on the project to reimagine Memorial Junior High School as a place where the future of education can be shaped.
ThenDesign Architecture, Honored to Be Named a NorthCoast99 Award Winner and Receive a 2020 Award of ExcellenceTDA is honored to receive NorthCoast 99’s, 2020 Award of Excellence. We firmly believe as designers, we can positively impact the lives of generations to come through good design. Whether an architect, construction administrator or support staff, this core value informs our unique culture and drives us to be better each day.
ThenDesign Architecture is thrilled to receive NorthCoast 99’s, 2020 Award of Excellence in the small business category. Organized by ERC, they work to highlight companies making an impact in our region.
Northeast Ohio has faced many challenges in 2020. A volatile job market caused by the Covid-19 pandemic has caused major problems for companies operating in this part of our state.
The City of Cleveland, which was once a powerhouse in manufacturing has had its difficulties over the last century. Between 1950 and 1990, the population nearly halved, while simultaneously the city lost over half of the manufacturing jobs as this market constricted. In order to rise to these challenges, Cleveland laid groundwork to surge back and is now decades along in redeveloping its economy. A 13 year plan, which started in 2007, sought to put developmental measures in place for revitalization. The focus was on developing connections, between people, places and opportunities. This included buttressing the medical industry, universities and entertainment outlets. The city hoped this development would spread into the surrounding metro areas, ultimately benefiting all Northeast Ohio.
Before Covid-19 hit, Cleveland was ranked #5 in Glassdoor’s ranking of the 25 Best Cities for jobs. This online employment website, calculated the ranking from three factors: hiring opportunities, a median base salary vs. home prices and surveys of job satisfaction. Cleveland outranked all other cities in Ohio. This, along with being the 33rd largest metropolitan area in the US, makes it continue to be a major economic market. While times are still difficult during the pandemic, there continues to be hope and great working opportunities in Northeast Ohio.
One organization spotlighting employers offering these opportunities and making an impact in our region is ERC.
2020 Northcoast 99 Award Winners Video:
https://youtu.be/qWptxuUwSpk
ERC organizes NorthCoast 99, which is an awards program that recognizes the top 99 employers in Northeast Ohio. The basis of the award is to promote organizations that prioritize positive organizational culture, HR policies that align with the company’s mission, good work-life balance, staff growth and employee satisfaction in the workplace.
During the application process, employees provide feedback on the workplace environment. This is calculated into the overall judging process. Since the applications are often completed by team members in different fields, (whether in human resources, leadership or production), collaboration on the submittal is encouraged.
This year, we are thrilled to receive the NorthCoast 99’s, 2020 Award of Excellence in the small business category. In order to honor the winners, a video production was assembled with select leaders talking about how their culture has fueled their success.
Chris Smith and Angie Staedt Interviews:
This year, our firm president Chris Smith and Angie Staedt, our Human Resource Director spoke on what drives our culture and the core belief that we can enrich lives through good design.
Typically Northcoast 99 hosts a gala each year for the winning firms to celebrate and network with others in adjacent industries. This year due to social distancing guidelines, the event was held online with a live keynote and comments from several award winners.
For those dedicated to furthering their workplace environment, culture and the lives of their employees, it is an excellent opportunity and an honor to be selected for this award.
Online Event:
Starting over 30 years ago, TDA began prioritizing organizational culture long before it was common in business. Bob Fiala, who is a Founder and Executive Chair at TDA, along with others on the leadership team, often take time during the week to engage with employees on their work and provide updates through regular staff meetings which provide strategic insight into architectural design and furthering company culture.
A huge thanks to ERC for continuing to spotlight the various organizations who call Northeast Ohio home and are committed to developing their firms as a viable place to live, grow and work.
Also, a big thanks to Mark Wayner of Wayfinding Creative for putting together the video shown during the award ceremony.
ThenDesign Architecture, Honored to Be Named a NorthCoast99 Award Winner and Receive a 2020 Award of ExcellenceTDA is honored to receive NorthCoast 99’s, 2020 Award of Excellence. We firmly believe as designers, we can positively impact the lives of generations to come through good design. Whether an architect, construction administrator or support staff, this core value informs our unique culture and drives us to be better each day.
ThenDesign Architecture is thrilled to receive NorthCoast 99’s, 2020 Award of Excellence in the small business category. Organized by ERC, they work to highlight companies making an impact in our region.
Northeast Ohio has faced many challenges in 2020. A volatile job market caused by the Covid-19 pandemic has caused major problems for companies operating in this part of our state.
The City of Cleveland, which was once a powerhouse in manufacturing has had its difficulties over the last century. Between 1950 and 1990, the population nearly halved, while simultaneously the city lost over half of the manufacturing jobs as this market constricted. In order to rise to these challenges, Cleveland laid groundwork to surge back and is now decades along in redeveloping its economy. A 13 year plan, which started in 2007, sought to put developmental measures in place for revitalization. The focus was on developing connections, between people, places and opportunities. This included buttressing the medical industry, universities and entertainment outlets. The city hoped this development would spread into the surrounding metro areas, ultimately benefiting all Northeast Ohio.
Before Covid-19 hit, Cleveland was ranked #5 in Glassdoor’s ranking of the 25 Best Cities for jobs. This online employment website, calculated the ranking from three factors: hiring opportunities, a median base salary vs. home prices and surveys of job satisfaction. Cleveland outranked all other cities in Ohio. This, along with being the 33rd largest metropolitan area in the US, makes it continue to be a major economic market. While times are still difficult during the pandemic, there continues to be hope and great working opportunities in Northeast Ohio.
One organization spotlighting employers offering these opportunities and making an impact in our region is ERC.
2020 Northcoast 99 Award Winners Video:
https://youtu.be/qWptxuUwSpk
ERC organizes NorthCoast 99, which is an awards program that recognizes the top 99 employers in Northeast Ohio. The basis of the award is to promote organizations that prioritize positive organizational culture, HR policies that align with the company’s mission, good work-life balance, staff growth and employee satisfaction in the workplace.
During the application process, employees provide feedback on the workplace environment. This is calculated into the overall judging process. Since the applications are often completed by team members in different fields, (whether in human resources, leadership or production), collaboration on the submittal is encouraged.
This year, we are thrilled to receive the NorthCoast 99’s, 2020 Award of Excellence in the small business category. In order to honor the winners, a video production was assembled with select leaders talking about how their culture has fueled their success.
Chris Smith and Angie Staedt Interviews:
This year, our firm president Chris Smith and Angie Staedt, our Human Resource Director spoke on what drives our culture and the core belief that we can enrich lives through good design.
Typically Northcoast 99 hosts a gala each year for the winning firms to celebrate and network with others in adjacent industries. This year due to social distancing guidelines, the event was held online with a live keynote and comments from several award winners.
For those dedicated to furthering their workplace environment, culture and the lives of their employees, it is an excellent opportunity and an honor to be selected for this award.
Online Event:
Starting over 30 years ago, TDA began prioritizing organizational culture long before it was common in business. Bob Fiala, who is a Founder and Executive Chair at TDA, along with others on the leadership team, often take time during the week to engage with employees on their work and provide updates through regular staff meetings which provide strategic insight into architectural design and furthering company culture.
A huge thanks to ERC for continuing to spotlight the various organizations who call Northeast Ohio home and are committed to developing their firms as a viable place to live, grow and work.
Also, a big thanks to Mark Wayner of Wayfinding Creative for putting together the video shown during the award ceremony.
Reimagining Memorial Junior High School – A New ChapterAt a time when historic buildings are sometimes not valued, a small piece of downtown Willoughby is being repurposed as an architecturally symbolic landmark in our city.
Across the nation, cities large and small are faced with the difficult decision of how to deal with structures dating from the turn of the century. In many cases these structures haven’t been maintained well, with damaged facades and interiors which are difficult to use in modern settings. When the costs to update it outweigh the building’s usefulness, it will either sit vacant or be demolished. However, as these beautiful old structures disappear, so does the history and collective story surrounding that structure. Entire neighborhoods can suffer when landmarks that define a particular “place” are erased.
One landmark in Willoughby Ohio, is Memorial Junior High School. Sitting between the converging roads of River and Center Street, this old school faces downtown Willoughby and can easily be seen from Wes Point Park and by pedestrians. The building which has been standing for 95 years, appears in many of Willoughby’s early photography and is known by almost everyone in the community.
Named “Memorial” after soldiers who died in battle since the Civil War, this brick structure was a school for junior high school students at its initial opening in 1925. As the population of Willoughby grew in the late 1950’s, a new high school was built on Shankland Road on the site of the former Chandler Farm. The former high school next door became the Junior High School and Memorial became its annex. It continued to serve as the Junior High School until 1972, when it transitioned to a vocational school and career center.
For the last several years, the building has fallen into disrepair and sat abandoned and vacant—until recently.
Exterior:
Previous
Next
ThenDesign Architecture (TDA) is reimagining Memorial Junior High School near downtown Willoughby to renovate the structure and move our offices to that location.
TDA, is an architectural, planning and design firm that has operated in Willoughby for almost 70 years. For the last 21 years, we were in the Carrel Building, another historic structure constructed in 1885. With the expansion of our 60 + staff and operations, we needed a new home.
Our two partners of the firm, Chris Smith and Bob Fiala, have led the firm’s growth and expansion. Chris Smith who serves as our president, joined the firm in 1998, and was named partner in 2004, as part of a well-crafted succession plan. Bob Fiala, who currently serves as the Mayor of Willoughby, is no longer involved in the day to day operations but provides strategic oversight and helps to maintain the culture. They both appreciate the historic character of downtown and sought to maintain that aesthetic with this new facility.
In fact, the project manager for the building’s renovation, Jeff Henderson is a longtime member of the community and former Memorial Junior High School Alumni. He never thought he would come back to school this way, but we feel we couldn’t have picked a better leader for the design team.
Studio Space:
While there are significant challenges associated with renovating this beautiful 24,000 sqft structure for our use, the design team is working to maintain both the unique characteristics of the building, while updating and modernizing the facility for the 21st century. Our design philosophy on this site involves showcasing the many intricate details of construction that went into the building. As our team developed designs for both the interior and exterior of the space, we found many opportunities to highlight the historic construction materials, while modernizing it for a fast paced, technically progressive architecture firm. Instead of finishing the construction details, many of the old ceilings, walls and finishes throughout the structure are remaining exposed. This in effect makes our new headquarters a living museum, showcasing not only current architectural designs but historic ones as well.
The completed reimagining of Memorial Junior High School includes an open mezzanine studio space with high open ceilings, a multipurpose recording studio, an open and flexible gathering space and classroom along with boardrooms and offices. Technologically, the building is being retrofitted with high speed internet connections, audio, and video hookups, along with the electrical connections needed to support all the advanced tools in the creative design fields. This unique office environment is designed with modern workspaces in mind, while preserving and celebrating the character of the historic building. This is a complete reimagining of Memorial Junior High School.
Interior Spaces and Stairwells:
With TDA’s role in educational facilities’ design and our involvement in downtown Willoughby, this move has been both a symbolic and practical one for us. Having worked with over 120 school districts in Cleveland and the surrounding areas, educators and administrators rely on our expertise in architecture, master planning and educational visioning. We felt a strong connection to this beautiful historic school building when considering locations for our new facility. Not only can we renovate this piece of history, cementing its future in the community, but also celebrate the significance of using a historic school as our new headquarters to continue innovating in educational design.
In order to stay updated on construction and future plans, subscribe to our newsletter and social channels to see what is next for this beautiful structure and the ever-changing field of education.
Building Details:
Do you have memories of this historic building? We would love to hear them.
Reach out and let us know.
ThenDesign Architecture
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Reimagining Memorial Junior High School – A New ChapterAt a time when historic buildings are sometimes not valued, a small piece of downtown Willoughby is being repurposed as an architecturally symbolic landmark in our city.
Across the nation, cities large and small are faced with the difficult decision of how to deal with structures dating from the turn of the century. In many cases these structures haven’t been maintained well, with damaged facades and interiors which are difficult to use in modern settings. When the costs to update it outweigh the building’s usefulness, it will either sit vacant or be demolished. However, as these beautiful old structures disappear, so does the history and collective story surrounding that structure. Entire neighborhoods can suffer when landmarks that define a particular “place” are erased.
One landmark in Willoughby Ohio, is Memorial Junior High School. Sitting between the converging roads of River and Center Street, this old school faces downtown Willoughby and can easily be seen from Wes Point Park and by pedestrians. The building which has been standing for 95 years, appears in many of Willoughby’s early photography and is known by almost everyone in the community.
Named “Memorial” after soldiers who died in battle since the Civil War, this brick structure was a school for junior high school students at its initial opening in 1925. As the population of Willoughby grew in the late 1950’s, a new high school was built on Shankland Road on the site of the former Chandler Farm. The former high school next door became the Junior High School and Memorial became its annex. It continued to serve as the Junior High School until 1972, when it transitioned to a vocational school and career center.
For the last several years, the building has fallen into disrepair and sat abandoned and vacant—until recently.
Exterior:
Previous
Next
ThenDesign Architecture (TDA) is reimagining Memorial Junior High School near downtown Willoughby to renovate the structure and move our offices to that location.
TDA, is an architectural, planning and design firm that has operated in Willoughby for almost 70 years. For the last 21 years, we were in the Carrel Building, another historic structure constructed in 1885. With the expansion of our 60 + staff and operations, we needed a new home.
Our two partners of the firm, Chris Smith and Bob Fiala, have led the firm’s growth and expansion. Chris Smith who serves as our president, joined the firm in 1998, and was named partner in 2004, as part of a well-crafted succession plan. Bob Fiala, who currently serves as the Mayor of Willoughby, is no longer involved in the day to day operations but provides strategic oversight and helps to maintain the culture. They both appreciate the historic character of downtown and sought to maintain that aesthetic with this new facility.
In fact, the project manager for the building’s renovation, Jeff Henderson is a longtime member of the community and former Memorial Junior High School Alumni. He never thought he would come back to school this way, but we feel we couldn’t have picked a better leader for the design team.
Studio Space:
While there are significant challenges associated with renovating this beautiful 24,000 sqft structure for our use, the design team is working to maintain both the unique characteristics of the building, while updating and modernizing the facility for the 21st century. Our design philosophy on this site involves showcasing the many intricate details of construction that went into the building. As our team developed designs for both the interior and exterior of the space, we found many opportunities to highlight the historic construction materials, while modernizing it for a fast paced, technically progressive architecture firm. Instead of finishing the construction details, many of the old ceilings, walls and finishes throughout the structure are remaining exposed. This in effect makes our new headquarters a living museum, showcasing not only current architectural designs but historic ones as well.
The completed reimagining of Memorial Junior High School includes an open mezzanine studio space with high open ceilings, a multipurpose recording studio, an open and flexible gathering space and classroom along with boardrooms and offices. Technologically, the building is being retrofitted with high speed internet connections, audio, and video hookups, along with the electrical connections needed to support all the advanced tools in the creative design fields. This unique office environment is designed with modern workspaces in mind, while preserving and celebrating the character of the historic building. This is a complete reimagining of Memorial Junior High School.
Interior Spaces and Stairwells:
With TDA’s role in educational facilities’ design and our involvement in downtown Willoughby, this move has been both a symbolic and practical one for us. Having worked with over 120 school districts in Cleveland and the surrounding areas, educators and administrators rely on our expertise in architecture, master planning and educational visioning. We felt a strong connection to this beautiful historic school building when considering locations for our new facility. Not only can we renovate this piece of history, cementing its future in the community, but also celebrate the significance of using a historic school as our new headquarters to continue innovating in educational design.
In order to stay updated on construction and future plans, subscribe to our newsletter and social channels to see what is next for this beautiful structure and the ever-changing field of education.
Building Details:
Do you have memories of this historic building? We would love to hear them.
Reach out and let us know.
ThenDesign Architecture
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
ThenDesign Architecture: Imagining Better Ways to EducateThenDesign is located in downtown Willoughby and has been a pioneer in educational design for over 30 years. Get to know our team!
ThenDesign Architecture (TDA) is an architectural, planning and interior design firm that has been involved in cutting edge educational and municipal facility design, established 68 years ago. A firm with over 50 employees, it is comprised of licensed architects, architectural designers, construction managers, interior designers and communications specialists. Focused on the evolving design of educational buildings, TDA employees specialize in community master planning, architectural design, construction management, project financing, bond campaign assistance, as well as marketing, public relations and video production. Since the company’s inception, TDA has worked with over 120 school districts, along with the Ohio Facilities Construction Commission (OFCC) in Northeast Ohio and established themselves as leaders in school design–by rethinking how educational spaces can be imagined we encourage districts to begin imagining better ways to educate.
The firm, headed by two partners, Bob Fiala and Chris Smith, have assembled a group of international creative professionals in the Cleveland area that come from 7 different countries, which employ skillsets that span the AEC industry. Their design philosophy is simple. “Think, Design, Act.” They are driven by an insatiable desire to learn and ask a series of “What if?” questions. They seek to deeply understand the needs of a project and doing so create a “tailor made solution.” This is woven into the fabric of the community, fostering a sense of “place” in its environmental context.
Some History
TDA was originally founded as Huston Associates in 1951 by the late architect, Bruce Huston. Based in Willoughby, Huston Associates was a recognized leader in educational facility design. In 1989, Huston retired and Robert (Bob) Fiala, a former employee of Huston Associates, became the managing partner and renamed the firm ThenDesign Architecture. In 1998, Chris Smith joined the firm. He was named partner in 2004 as part of a well-crafted succession plan.
Mr. Fiala, the firm’s founding partner, now is also the recently elected Mayor of the City of Willoughby. He feels a deep responsibility to build an economically strong and vibrant city and give back by to the community through his tireless service, civic leadership and the promotion of education and the arts. Even though he no longer works directly, in the day to day operations of TDA, he continues to provide strategic leadership and enhance the firm’s culture. He brings a deep belief that by designing the best education and municipal buildings possible, we can impact the lives of people in our community for years to come.
Good Design Matters
We believe that good design begins with intentional thinking and this mindset transcends architecture to touch everything we do. We can find good design anywhere, whether it is “rocking out” to an inspiring guitar ballad, enjoying challenging park trail or holding our favorite coffee mug. Good design enriches lives. We recognize our responsibility to enhance the environment through our architectural efforts. From schools and hotels to sports parks and retirement centers, we have fun in the collaborative, creative process. We love challenging educators, stakeholders and the public to be a part of our projects, by collaborating and imagining better ways to educate. By using this approach, we strengthen the fabric of each community, ensuring a useful structure for many decades to come.
A common question we get from clients and the public is: “Who designs your building?” While, many architectural firms have one “primary designer,” this often results in every building looking the same, despite the fact it’s grounded in a completely different place. TDA is different in design approach. Each building we produce is a collaborative effort among our designers, consultants, and many in the community.
We recognize our responsibility to enhance the environment through our architectural efforts. From schools and hotels to sports parks and retirement centers, we have fun in the collaborative, creative process.
ThenDesign Architecture
“Educational Visioning Sessions”
Early phases of design include “Educational Visioning Sessions.” These unique events bring together teachers, students, administrators, board members, local safety forces and local clergy to discuss the project, imagine possibilities and ultimately serve as the genesis of the design. Ideas and concerns generated by these participants are captured as they are shared in round-table discussions and other activities. Grassroots ideas from those who will actually be using the new structure are distilled and ultimately presented to decision-makers (whether that is a school superintendent, mayor or other administrative representative). We encourage all parties involved to begin imagining better ways to educate. This is why TDA is different. This is why districts return to us again and again to provide architectural services–because we listen to our client’s needs. We empower them to drive the initial designs which results in a product that best meets their needs and produces a completely unique building.
This diversity of input is a hallmark of our design strategy and one element that strengthens our portfolio.
Imagining Better Ways to Educate
Design doesn’t stop at the built world, it continues throughout the education process. During the planning and construction phases of design, TDA engages educators who ultimately will use the new building in training sessions in anticipation of the project’s completion. At these events, a team of project designers, along with future occupants, attend a series of meetings dedicated to coaching and professional development. These sessions include, brainstorming activities and interactive projects, all geared towards training educators and administrators on the best ways to engage students in these new spaces. They are invaluable for collaboratively rethinking the way educational spaces can be used to promote student learning. This crucial component is a link between the early “Educational Visioning Sessions” and a fully occupied building. Then, through exit interviews and teacher surveys, we measure how these architectural designs impact the education experience. We have found significant benefits such as reduced behavioral issues in the classroom, increased teaching time, and additional opportunities for student engagement. All of these ensure that each student receives the best education possible.
In short, we intentionally emphasize the people and their experience as much as the building itself.
Virtual Staff Meeting
TDA, as a group of creative professionals, work to design and build the “next generation” educational and municipal facilities that are environmentally friendly, contextually rooted and inspiring to inhabit.
Chris Smith
At the core of our practice, we believe people are the most important aspect of every project. Whether it is satisfying our clients, or celebrating and empowering our diverse staff, a “people first design” permeates our culture and designs.
Our staff constantly pushes boundaries in design, acquiring new techniques, implementing technology and building support for your long-term plans.
We are not only designers, but educators and want to help every client understand the process and how it affects them for years to come.
Driving Architecture, Education and Community
TDA, as a group of creative professionals, work to design and build the “next generation” educational and municipal facilities that are environmentally friendly, contextually rooted and inspiring to inhabit.
We continue to address the challenges facing school districts, educators, and communities of the future and are committed to imagining better ways to educate.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
ThenDesign Architecture: Imagining Better Ways to EducateThenDesign is located in downtown Willoughby and has been a pioneer in educational design for over 30 years. Get to know our team!
ThenDesign Architecture (TDA) is an architectural, planning and interior design firm that has been involved in cutting edge educational and municipal facility design, established 68 years ago. A firm with over 50 employees, it is comprised of licensed architects, architectural designers, construction managers, interior designers and communications specialists. Focused on the evolving design of educational buildings, TDA employees specialize in community master planning, architectural design, construction management, project financing, bond campaign assistance, as well as marketing, public relations and video production. Since the company’s inception, TDA has worked with over 120 school districts, along with the Ohio Facilities Construction Commission (OFCC) in Northeast Ohio and established themselves as leaders in school design–by rethinking how educational spaces can be imagined we encourage districts to begin imagining better ways to educate.
The firm, headed by two partners, Bob Fiala and Chris Smith, have assembled a group of international creative professionals in the Cleveland area that come from 7 different countries, which employ skillsets that span the AEC industry. Their design philosophy is simple. “Think, Design, Act.” They are driven by an insatiable desire to learn and ask a series of “What if?” questions. They seek to deeply understand the needs of a project and doing so create a “tailor made solution.” This is woven into the fabric of the community, fostering a sense of “place” in its environmental context.
Some History
TDA was originally founded as Huston Associates in 1951 by the late architect, Bruce Huston. Based in Willoughby, Huston Associates was a recognized leader in educational facility design. In 1989, Huston retired and Robert (Bob) Fiala, a former employee of Huston Associates, became the managing partner and renamed the firm ThenDesign Architecture. In 1998, Chris Smith joined the firm. He was named partner in 2004 as part of a well-crafted succession plan.
Mr. Fiala, the firm’s founding partner, now is also the recently elected Mayor of the City of Willoughby. He feels a deep responsibility to build an economically strong and vibrant city and give back by to the community through his tireless service, civic leadership and the promotion of education and the arts. Even though he no longer works directly, in the day to day operations of TDA, he continues to provide strategic leadership and enhance the firm’s culture. He brings a deep belief that by designing the best education and municipal buildings possible, we can impact the lives of people in our community for years to come.
Good Design Matters
We believe that good design begins with intentional thinking and this mindset transcends architecture to touch everything we do. We can find good design anywhere, whether it is “rocking out” to an inspiring guitar ballad, enjoying challenging park trail or holding our favorite coffee mug. Good design enriches lives. We recognize our responsibility to enhance the environment through our architectural efforts. From schools and hotels to sports parks and retirement centers, we have fun in the collaborative, creative process. We love challenging educators, stakeholders and the public to be a part of our projects, by collaborating and imagining better ways to educate. By using this approach, we strengthen the fabric of each community, ensuring a useful structure for many decades to come.
A common question we get from clients and the public is: “Who designs your building?” While, many architectural firms have one “primary designer,” this often results in every building looking the same, despite the fact it’s grounded in a completely different place. TDA is different in design approach. Each building we produce is a collaborative effort among our designers, consultants, and many in the community.
We recognize our responsibility to enhance the environment through our architectural efforts. From schools and hotels to sports parks and retirement centers, we have fun in the collaborative, creative process.
ThenDesign Architecture
“Educational Visioning Sessions”
Early phases of design include “Educational Visioning Sessions.” These unique events bring together teachers, students, administrators, board members, local safety forces and local clergy to discuss the project, imagine possibilities and ultimately serve as the genesis of the design. Ideas and concerns generated by these participants are captured as they are shared in round-table discussions and other activities. Grassroots ideas from those who will actually be using the new structure are distilled and ultimately presented to decision-makers (whether that is a school superintendent, mayor or other administrative representative). We encourage all parties involved to begin imagining better ways to educate. This is why TDA is different. This is why districts return to us again and again to provide architectural services–because we listen to our client’s needs. We empower them to drive the initial designs which results in a product that best meets their needs and produces a completely unique building.
This diversity of input is a hallmark of our design strategy and one element that strengthens our portfolio.
Imagining Better Ways to Educate
Design doesn’t stop at the built world, it continues throughout the education process. During the planning and construction phases of design, TDA engages educators who ultimately will use the new building in training sessions in anticipation of the project’s completion. At these events, a team of project designers, along with future occupants, attend a series of meetings dedicated to coaching and professional development. These sessions include, brainstorming activities and interactive projects, all geared towards training educators and administrators on the best ways to engage students in these new spaces. They are invaluable for collaboratively rethinking the way educational spaces can be used to promote student learning. This crucial component is a link between the early “Educational Visioning Sessions” and a fully occupied building. Then, through exit interviews and teacher surveys, we measure how these architectural designs impact the education experience. We have found significant benefits such as reduced behavioral issues in the classroom, increased teaching time, and additional opportunities for student engagement. All of these ensure that each student receives the best education possible.
In short, we intentionally emphasize the people and their experience as much as the building itself.
Virtual Staff Meeting
TDA, as a group of creative professionals, work to design and build the “next generation” educational and municipal facilities that are environmentally friendly, contextually rooted and inspiring to inhabit.
Chris Smith
At the core of our practice, we believe people are the most important aspect of every project. Whether it is satisfying our clients, or celebrating and empowering our diverse staff, a “people first design” permeates our culture and designs.
Our staff constantly pushes boundaries in design, acquiring new techniques, implementing technology and building support for your long-term plans.
We are not only designers, but educators and want to help every client understand the process and how it affects them for years to come.
Driving Architecture, Education and Community
TDA, as a group of creative professionals, work to design and build the “next generation” educational and municipal facilities that are environmentally friendly, contextually rooted and inspiring to inhabit.
We continue to address the challenges facing school districts, educators, and communities of the future and are committed to imagining better ways to educate.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: James CowanJames Cowan works as an architectural associate for ThenDesign Architecture (TDA). James is passionate about architectural design and it’s impact on educational design. Harnessing a “diversity in opinion” is a design principle driving his projects, as he incorporates feedback from many stakeholders into building design.
My name is James Cowan and I work at ThenDesign Architecture as a project designer. What excites me about the projects at TDA is the community involvement and impact that the project has at the end. And I mean, throughout the course of the project, we always try to involve community, and understanding the vision that the community has for the school building. So that’s a really exciting part to me. It’s good to be involved in those visioning sessions and I think TDA does a great job with that. I think it’s just important to bring different experiences to the table. Someone else might not think about the space like you think about the space. So whether they’re, you know, they’re older or younger or security might be something that’s very important to them while connecting with nature may be very important to someone else.
You want to make sure you’re understanding the space and what should happen there from all ranges. We bring those different, different minds to the table, you’re able to develop something as more inclusive. So one of my favorite aspects of the design process is making sure that the exterior responds to its surrounding. Just making sure that it’s not an acontextual building that you can’t just take this building and put it anywhere, is important.
What’s funny is I didn’t know, would be as passionate about educational design until I got to TDA, where they were involved in a mentorship program called ACE. And I started to learn a little more about TDA from the people who were already working here and I thought it was an interesting place. So once I got to TDA, I started to understand the impact that’s happening with the community. So I’m like, that’s something I want to be a part of.
It’s very exciting to see a school opening kids running into the school, or, you know, the groundbreaking and how they excitement for something new, impact someone’s life and that, that keeps me at TDA.
As far as understanding the impact that architecture makes on people’s lives, I’m still understanding that myself. I think that the projects I’ve worked on, seeing how occupants actually use the space will provide some insight to actually student centered learning and not what we think. So I think just, just as buildings remain open, we will see the evolution of the spaces that’s exciting as well. I think that the impact is going to be a positive one. The evolution of the space as technology changes will be the telltale story.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: James CowanJames Cowan works as an architectural associate for ThenDesign Architecture (TDA). James is passionate about architectural design and it’s impact on educational design. Harnessing a “diversity in opinion” is a design principle driving his projects, as he incorporates feedback from many stakeholders into building design.
My name is James Cowan and I work at ThenDesign Architecture as a project designer. What excites me about the projects at TDA is the community involvement and impact that the project has at the end. And I mean, throughout the course of the project, we always try to involve community, and understanding the vision that the community has for the school building. So that’s a really exciting part to me. It’s good to be involved in those visioning sessions and I think TDA does a great job with that. I think it’s just important to bring different experiences to the table. Someone else might not think about the space like you think about the space. So whether they’re, you know, they’re older or younger or security might be something that’s very important to them while connecting with nature may be very important to someone else.
You want to make sure you’re understanding the space and what should happen there from all ranges. We bring those different, different minds to the table, you’re able to develop something as more inclusive. So one of my favorite aspects of the design process is making sure that the exterior responds to its surrounding. Just making sure that it’s not an acontextual building that you can’t just take this building and put it anywhere, is important.
What’s funny is I didn’t know, would be as passionate about educational design until I got to TDA, where they were involved in a mentorship program called ACE. And I started to learn a little more about TDA from the people who were already working here and I thought it was an interesting place. So once I got to TDA, I started to understand the impact that’s happening with the community. So I’m like, that’s something I want to be a part of.
It’s very exciting to see a school opening kids running into the school, or, you know, the groundbreaking and how they excitement for something new, impact someone’s life and that, that keeps me at TDA.
As far as understanding the impact that architecture makes on people’s lives, I’m still understanding that myself. I think that the projects I’ve worked on, seeing how occupants actually use the space will provide some insight to actually student centered learning and not what we think. So I think just, just as buildings remain open, we will see the evolution of the spaces that’s exciting as well. I think that the impact is going to be a positive one. The evolution of the space as technology changes will be the telltale story.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
A Virtual Groundbreaking: Brecksville Celebrates Construction of New SchoolThenDesign celebrates the groundbreaking of a new educational facility in Brecksville.
In order to stay safe and hamper the spread of Covid-19, large gatherings and public events are largely being limited to halt the spread of the virus. However, that does not mean that all design and construction phases have been stopped. While districts, designers and construction officials may be in a difficult moment, safety measures can be put in place, so a variety of projects continue moving forward. Across Ohio, administrators and districts continue to plan for additional school projects with several groups in the Cleveland area moving forward with construction projects.
One such city, Brecksville, Ohio, marked the beginning of construction of their new Brecksville-Broadview Heights City Schools’ PreK-5 facility on July 21st with a ceremonial groundbreaking on a hot and overcast day. This project, which follows principles in modern educational design, offers students a variety of opportunities for collaboration, technology integration, and multi-purpose learning spaces to further their education. Several dozen dignitaries from the city, the school superintendent, as well as the mayor and many other design and construction team members, attended to celebrate the commencement of construction. Following comments made by Superintendent Joelle Magyar, the Honorable Mayor Jerry Hruby thanked citizens for their support of the project and highlighted all that this new facility can provide students in the future. Ceremonial shovels (spaced six feet apart) were used to move the first bits of earth and posed for pictures.
With the distancing guidelines in effect, the event was captured from a variety of camera angles and live streamed to social media for parents and students to take part. An aerial video system (drone) took footage of the construction site and event, while several additional angles were captured on the ground for post-production.
In order to support the district, the design team from TDA, attended. Chris Smith, Ryan Schmit, Mia Katz and Jeff Crocker who completed the design phases of the building attended with a photographer. The project now enters construction administration and TDA is working closely with Shook Construction to ensure the building is completed successfully. The entire team is committed to supporting the district from all aspects of production, whether that is in design, construction, or communication.
“School buildings have the opportunity to serve as hubs for the community and serve the population for decades to come…”
ThenDesign Architecture
These types of groundbreaking events are key to furthering public support, communicating the project’s progress, and provide an avenue to bringing teachers, parents, and students inside the process. School buildings have the opportunity to serve as hubs for the community and serve the population for decades to come and TDA works with stakeholders, engaging the community to ensure the end product is a well-designed space that makes a positive impact in on students’ lives for years to come.
We are all navigating through a challenging time due to the pandemic. Our work helping districts plan to reopen the schools in the fall, and assisting those communities that continue to plan for educational opportunities for their students and staff, will help them to confidently move forward from a position of newfound safety and strength.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
A Virtual Groundbreaking: Brecksville Celebrates Construction of New SchoolThenDesign celebrates the groundbreaking of a new educational facility in Brecksville.
In order to stay safe and hamper the spread of Covid-19, large gatherings and public events are largely being limited to halt the spread of the virus. However, that does not mean that all design and construction phases have been stopped. While districts, designers and construction officials may be in a difficult moment, safety measures can be put in place, so a variety of projects continue moving forward. Across Ohio, administrators and districts continue to plan for additional school projects with several groups in the Cleveland area moving forward with construction projects.
One such city, Brecksville, Ohio, marked the beginning of construction of their new Brecksville-Broadview Heights City Schools’ PreK-5 facility on July 21st with a ceremonial groundbreaking on a hot and overcast day. This project, which follows principles in modern educational design, offers students a variety of opportunities for collaboration, technology integration, and multi-purpose learning spaces to further their education. Several dozen dignitaries from the city, the school superintendent, as well as the mayor and many other design and construction team members, attended to celebrate the commencement of construction. Following comments made by Superintendent Joelle Magyar, the Honorable Mayor Jerry Hruby thanked citizens for their support of the project and highlighted all that this new facility can provide students in the future. Ceremonial shovels (spaced six feet apart) were used to move the first bits of earth and posed for pictures.
With the distancing guidelines in effect, the event was captured from a variety of camera angles and live streamed to social media for parents and students to take part. An aerial video system (drone) took footage of the construction site and event, while several additional angles were captured on the ground for post-production.
In order to support the district, the design team from TDA, attended. Chris Smith, Ryan Schmit, Mia Katz and Jeff Crocker who completed the design phases of the building attended with a photographer. The project now enters construction administration and TDA is working closely with Shook Construction to ensure the building is completed successfully. The entire team is committed to supporting the district from all aspects of production, whether that is in design, construction, or communication.
“School buildings have the opportunity to serve as hubs for the community and serve the population for decades to come…”
ThenDesign Architecture
These types of groundbreaking events are key to furthering public support, communicating the project’s progress, and provide an avenue to bringing teachers, parents, and students inside the process. School buildings have the opportunity to serve as hubs for the community and serve the population for decades to come and TDA works with stakeholders, engaging the community to ensure the end product is a well-designed space that makes a positive impact in on students’ lives for years to come.
We are all navigating through a challenging time due to the pandemic. Our work helping districts plan to reopen the schools in the fall, and assisting those communities that continue to plan for educational opportunities for their students and staff, will help them to confidently move forward from a position of newfound safety and strength.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: Ken Monsman, RA, NCARB, CCM, LEED AP BD+CKen Monsman is a registered architect working as a construction administrator for ThenDesign Architecture TDA. Ken works with contractors, architects and designers to ensure the client’s vision for the building is met.
My name is Ken Monsman, I’m a registered architect, I’m a certified construction manager, and I also am a member of the NCARB. Architecture has a profound impact on people, I mean, whether you are just a regular person and not pay attention to it, but regardless it’s having an impact on you. It’s exciting to be part of that and to have such a big influence on people, even without them knowing it. I mean, it’s very fulfilling more recently, being at TDA has been a really good experience for me. Great people, good management, great projects. I’m primarily on in construction administration. Construction administration we’re really not doing the drafting and design, at that point, the building’s designed and we’re working with the contractor or the CM [construction manager] to get the thing built. Typically at the beginning of the job, we’re reviewing bids, you know, helping those CM make, make some of those decisions.
And then, once construction starts, we’re there to periodically site visit, questions that come up, RFI’s, shop drawings, review is a huge part and questions that come from the contractor or CM are all funneled through us. And then we’ll send them to the consultants or our in house staff, for answers, or some of the answers we come up with on our own.
My philosophy is at the end of the job, we should be able to shake hands and walk away and say, I would work with you again. Especially when you get to a market like Cleveland, where, you know, you work with people over and over again and so you’re bound to run into somebody. So that’s why I say never treat anybody badly, including the guy in the mail room. So I try to do that. I try not to be unreasonable when reviewing change orders and stuff and I keep everybody in mind, the owner contractor. So, like I said, just want to be fair with everybody.
TDA is very involved in the, I really enjoy working with the couple of designers that were on the projects at North High School, Longfellow and now I’m working on North Royalton with a different designer. There are little different nuances, but the overall concept is consistent and, they are going with this flexible learning space. And when the space is complete, especially as collaborative spaces with those seated steps in the large areas, like a stadium seating there, the schools love it. And then it’s nice to see once, you know, when school started and it was great to see the kids, not only sitting there during class time, but a lot of times, uh, the, the lunchroom collaborative students were up there eating, sitting with little groups.
It’s a very flexible space and very useful. So construction administration, it’s exciting. You actually see the building come out of the ground. That is very fulfilling. Going all the way through the project and seeing, you know, although it’s not my design work, you know, I feel very much a part of it. And you know, where there’s issues that come up on the project where something doesn’t work, we’ll work together to make it work. Ultimately when the thing’s done it’s, it’s nice to see that thing that came on paper, standing there in three dimensions in front of you.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: Ken Monsman, RA, NCARB, CCM, LEED AP BD+CKen Monsman is a registered architect working as a construction administrator for ThenDesign Architecture TDA. Ken works with contractors, architects and designers to ensure the client’s vision for the building is met.
My name is Ken Monsman, I’m a registered architect, I’m a certified construction manager, and I also am a member of the NCARB. Architecture has a profound impact on people, I mean, whether you are just a regular person and not pay attention to it, but regardless it’s having an impact on you. It’s exciting to be part of that and to have such a big influence on people, even without them knowing it. I mean, it’s very fulfilling more recently, being at TDA has been a really good experience for me. Great people, good management, great projects. I’m primarily on in construction administration. Construction administration we’re really not doing the drafting and design, at that point, the building’s designed and we’re working with the contractor or the CM [construction manager] to get the thing built. Typically at the beginning of the job, we’re reviewing bids, you know, helping those CM make, make some of those decisions.
And then, once construction starts, we’re there to periodically site visit, questions that come up, RFI’s, shop drawings, review is a huge part and questions that come from the contractor or CM are all funneled through us. And then we’ll send them to the consultants or our in house staff, for answers, or some of the answers we come up with on our own.
My philosophy is at the end of the job, we should be able to shake hands and walk away and say, I would work with you again. Especially when you get to a market like Cleveland, where, you know, you work with people over and over again and so you’re bound to run into somebody. So that’s why I say never treat anybody badly, including the guy in the mail room. So I try to do that. I try not to be unreasonable when reviewing change orders and stuff and I keep everybody in mind, the owner contractor. So, like I said, just want to be fair with everybody.
TDA is very involved in the, I really enjoy working with the couple of designers that were on the projects at North High School, Longfellow and now I’m working on North Royalton with a different designer. There are little different nuances, but the overall concept is consistent and, they are going with this flexible learning space. And when the space is complete, especially as collaborative spaces with those seated steps in the large areas, like a stadium seating there, the schools love it. And then it’s nice to see once, you know, when school started and it was great to see the kids, not only sitting there during class time, but a lot of times, uh, the, the lunchroom collaborative students were up there eating, sitting with little groups.
It’s a very flexible space and very useful. So construction administration, it’s exciting. You actually see the building come out of the ground. That is very fulfilling. Going all the way through the project and seeing, you know, although it’s not my design work, you know, I feel very much a part of it. And you know, where there’s issues that come up on the project where something doesn’t work, we’ll work together to make it work. Ultimately when the thing’s done it’s, it’s nice to see that thing that came on paper, standing there in three dimensions in front of you.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: Lydia HarrisonLydia Harrison is an architectural associate at TDA. Starting her design career in interior design, she brings the same careful materials based approach to her architectural work.
Going into the interior design field, I knew that my ultimate goal was always to get to architecture eventually. I feel like I started with interior design because I feel like it translated more closely to the 2D art I was focusing on. It’s a lot of colors, it’s a lot of textures and so that kind of created a more seamless transition. The line between interior design and architecture is not necessarily a line it’s, it’s kind of a haze, I guess, because I feel like they’re truly one in the same, you’re just focusing on different parts of the building. And so I feel that in a lot of my projects, the inside is really influenced by the outside. Of course, we do take it to account the site plans and sun studies and things like that, but I find that the inside of the spaces where people are spending the majority of their time are what’s really influencing the shape and the construction of the building.
While engaging for projects, a lot of my work is to facilitate a conversation between TDA and the clients. We’ll work through a space planning, we’ll work through the communication between the inside and the outside of the building, so making sure color palettes work together. They tell me words like “beautiful” or “large” or “open.” I’ll take notes about that, take notes about their needs and their wants, kind of bring that back and TDA as a team, we’ll discuss what best fits that need or that want. My favorite part of the design process is the documentation phase, because I’m a very detail oriented person. So in architecture, the detailed phase of design begins at a DD or Design Development and moves into Construction Documents, where we actually start to really focus on pulling together details that create a building.
TDA does a really great job at providing clients with the team members that best fit the project. It’s not like PM’s are competing for a project as maybe you would in a typical large scale firm. The partners, focus on the project and they look at the clients, who most of the time we’ve worked with them pre-bond or we’ve worked with on previous projects and they kind of look at us then and they say, okay, you would be a really great fit for this project or for this team. It kind of helps to allow us to build these really great relationships with the clients because you’re kind of in one way or another, going to end up tied to this client, it’s going to hopefully be a relationship that continues on even after the project is completed.
So I really enjoy working in the K to 12 education market because I feel it is very “selfless” design. I feel like you’re always putting in your heart and your soul into a building that you will never be able to experience. And you will never know the impact that that building has on its inhabitants until those generations are growing up and going through life just as you are.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: Lydia HarrisonLydia Harrison is an architectural associate at TDA. Starting her design career in interior design, she brings the same careful materials based approach to her architectural work.
Going into the interior design field, I knew that my ultimate goal was always to get to architecture eventually. I feel like I started with interior design because I feel like it translated more closely to the 2D art I was focusing on. It’s a lot of colors, it’s a lot of textures and so that kind of created a more seamless transition. The line between interior design and architecture is not necessarily a line it’s, it’s kind of a haze, I guess, because I feel like they’re truly one in the same, you’re just focusing on different parts of the building. And so I feel that in a lot of my projects, the inside is really influenced by the outside. Of course, we do take it to account the site plans and sun studies and things like that, but I find that the inside of the spaces where people are spending the majority of their time are what’s really influencing the shape and the construction of the building.
While engaging for projects, a lot of my work is to facilitate a conversation between TDA and the clients. We’ll work through a space planning, we’ll work through the communication between the inside and the outside of the building, so making sure color palettes work together. They tell me words like “beautiful” or “large” or “open.” I’ll take notes about that, take notes about their needs and their wants, kind of bring that back and TDA as a team, we’ll discuss what best fits that need or that want. My favorite part of the design process is the documentation phase, because I’m a very detail oriented person. So in architecture, the detailed phase of design begins at a DD or Design Development and moves into Construction Documents, where we actually start to really focus on pulling together details that create a building.
TDA does a really great job at providing clients with the team members that best fit the project. It’s not like PM’s are competing for a project as maybe you would in a typical large scale firm. The partners, focus on the project and they look at the clients, who most of the time we’ve worked with them pre-bond or we’ve worked with on previous projects and they kind of look at us then and they say, okay, you would be a really great fit for this project or for this team. It kind of helps to allow us to build these really great relationships with the clients because you’re kind of in one way or another, going to end up tied to this client, it’s going to hopefully be a relationship that continues on even after the project is completed.
So I really enjoy working in the K to 12 education market because I feel it is very “selfless” design. I feel like you’re always putting in your heart and your soul into a building that you will never be able to experience. And you will never know the impact that that building has on its inhabitants until those generations are growing up and going through life just as you are.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: Claire Bank, RAClaire Bank is a registered architect working for ThenDesign Architecture (TDA). Having a background in education, Claire works to design next generational educational spaces. Having designed schools in northeast Ohio, she shares her experiences and how her love of educational architecture has been shaped.
My name is Claire Bank, and I am a registered architect with ThenDesign Architecture.
At TDA, it’s a very collaborative environment. I think what really adds value to the projects is the number of voices and input. With an open studio, you just hear what’s going on in different projects, and it’s very easy to pull anybody’s opinion on something that could really help to shape and influence a design in a way that you wouldn’t have necessarily thought of otherwise.
As far as sort of what we bring to a school district, who’s trying to shape the educational spaces for their future, we go through a lot of engagement with their staff and with their administration and with their students, that all let us know types of projects they’re working on types of vision that they have for their education in the future. So we’re seeing less of a desire for really traditional educational spaces with like corridor and double loaded classrooms on either side and more and more different scaled spaces for different types of groups to meet and to do education in kind of a transforming way.
So schools already are really ingrained in their community and I think have always served as a hub for their community in some form. With each school that we do, we’re seeing more community aspects woven into it. And even with the pandemic closing schools down, I think people started to realize just how much of a hub those schools are. In the future, I could see more community influence and more community use of the schools that would help to shape some of the spaces.
Watching my parents as I grew up and their involvement in education, you really could pull different lessons about how schools function and the importance of schools from each one. My dad being more of the administrative side of things. My mom on the other hand was a second grade teacher. And she is, I’d say the softer heart of the two [laughter]. And there you see more just kind of the social functions that schools can serve and the level of care that she would bring to those students. From watching both of them, I could get a really great kind of well-rounded idea of how much schools do for their communities and with that, as far as architecture’s relationship, they need, they need the right facilities.
I know that educators are always creative with whatever facilities they have, but the more we can help them to have the facilities that support what they want to do the better.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Meet the Designers: Claire Bank, RAClaire Bank is a registered architect working for ThenDesign Architecture (TDA). Having a background in education, Claire works to design next generational educational spaces. Having designed schools in northeast Ohio, she shares her experiences and how her love of educational architecture has been shaped.
My name is Claire Bank, and I am a registered architect with ThenDesign Architecture.
At TDA, it’s a very collaborative environment. I think what really adds value to the projects is the number of voices and input. With an open studio, you just hear what’s going on in different projects, and it’s very easy to pull anybody’s opinion on something that could really help to shape and influence a design in a way that you wouldn’t have necessarily thought of otherwise.
As far as sort of what we bring to a school district, who’s trying to shape the educational spaces for their future, we go through a lot of engagement with their staff and with their administration and with their students, that all let us know types of projects they’re working on types of vision that they have for their education in the future. So we’re seeing less of a desire for really traditional educational spaces with like corridor and double loaded classrooms on either side and more and more different scaled spaces for different types of groups to meet and to do education in kind of a transforming way.
So schools already are really ingrained in their community and I think have always served as a hub for their community in some form. With each school that we do, we’re seeing more community aspects woven into it. And even with the pandemic closing schools down, I think people started to realize just how much of a hub those schools are. In the future, I could see more community influence and more community use of the schools that would help to shape some of the spaces.
Watching my parents as I grew up and their involvement in education, you really could pull different lessons about how schools function and the importance of schools from each one. My dad being more of the administrative side of things. My mom on the other hand was a second grade teacher. And she is, I’d say the softer heart of the two [laughter]. And there you see more just kind of the social functions that schools can serve and the level of care that she would bring to those students. From watching both of them, I could get a really great kind of well-rounded idea of how much schools do for their communities and with that, as far as architecture’s relationship, they need, they need the right facilities.
I know that educators are always creative with whatever facilities they have, but the more we can help them to have the facilities that support what they want to do the better.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Architecture for a Week: Student Designed Softball FieldA Mentor school student’s summer experience shadowing our design team and making an impact on her high school for years to come.
ThenDesign Architecture has a longstanding relationship with the Mentor School District. We understand their vision for the future of education in their region and continue to support them through a variety of construction projects over sixty years. One such project was the completion of a new softball field adjacent to the Mentor high school in 2020. This was a part of a larger project in revitalizing the high school campus, in 2015.
Recognizing the need to train the next generation of architectural designers, TDA seeks to provide internships and other opportunities for students to work with us and see the challenges and opportunities presented in a design firm. Anselma Panic was a Mentor High School student and experienced the new additions developed by the school district and TDA.
Being impressed by the collaborative nature of the spaces and how they transformed her educational environment, Anselma reached out to us and inquire about additional learning opportunities. At that time, TDA was in the process of designing new softball fields for her former school and we thought it would be an excellent project for this recent graduate!
Anselma is now attending Notre Dame University to study architecture and she reflects on her first experiences in a professional design environment.
TDA: How did you come in contact with ThenDesign Architecture (TDA) and what was your initial experience like?
Anselma: TDA does a lot of work with Mentor high school, I knew they did the renovation when we were designing more modern work. So that’s how I heard about TDA and I just thought it’d be really interesting to work with them since they worked on my high school and I liked the things they did. They really made our environment much nicer. I came into contact with Angie [Staedt] and I emailed her asking if there were any senior projects and she got back to me. At the time, the only thing I really knew about, TDA was what they had done at my school. They built this thing called “The Paradigm,” [a professional development center] and “the Hub” [a renovated media center inside the high school] and it changed the whole dynamic of our high school, which I thought was really interesting. Before we always had old desks, old seating and kind of boring old classrooms, but once they started to work on my school, they utilized simple things like rolling chairs and just those made it a lot easier to be more collaborative, it changed the whole dynamic to be more collaborative. The ball field project was just beginning when I started working with TDA. They just threw that idea at me and I ran with it.
“Before we always had old desks, old seating and kind of boring old classrooms, but once they started to work on my school…it changed the whole dynamic to be more collaborative.”
-Anselma Panic
TDA: Tell me about the Mentor Schools Softball Field design project you worked on. What was that project specifically and as a high school student how did you feed into the design process?
Anselma: I’ve always wanted to be an architect. Art is a passion of mine and I’m really good at math, so I felt like the two just combined for me and that’s why I wanted to study architecture, and I love ThenDesign’s work. All I knew coming into it was that I would be working on a design project and would be shadowing an architect. When I came in, I learned about this softball project for my high school. The first day, I researched what goes into a field, like the materials, necessary dimensions, and I calculated how much everything would cost. Then I started using AutoCAD for the first time to design the layout for the field. I learned to communicate with people around the office about different parts of a project. Even with something as simple as a fence–I had to talk to someone that had specialized knowledge of that! There’s a lot behind it and everything has to be considered. They gave me workspace with a computer and everything. Every once in a while, I would check in with the project architect and everyone was super friendly. It was really great. I even saw their little office dog Casey! She was always around. It was so nice.
Ryan Schmit showed me how to help design the whole project. He showed me how to do program research, and explained what went into that, as well as what the client wants to see, and how to exactly lay out the whole field. I would be at my desk and he would come around to check up on me, which was good because I was usually confused with AutoCAD. He would help me out, but I was working very independently, this was really unique. Every day I had a different focus but feel I really was able to experience the firm and work.
Ryan really encouraged me to talk to the other people who were knowledgeable about the project and I was considering their opinions while making my design. He was really helpful I learned a lot about program research.
“You have to become a master at everything in order to make the best product.”
-Anselma Panic
TDA: In what ways did this experience change your perception of working in the architecture field?
Anselma: It was actually similar to the architectural studio environment at college where I am in my first year of architecture school at Notre Dame University. It was where everyone is working together, and you can always go to the person next to you and they could help you. It’s great!
I remember I was surprised with how much of the day that you just spend sitting down [laughs]. Seriously though, I really loved the office environment. Everyone at TDA was easy to talk to and were willing to discuss what they were working on. I learned a lot about the design process and drafting with AutoCAD. I was really surprised with just how much time you spend familiarizing yourself with everything that goes into a project. You have to become a master at everything in order to make the best product.
TDA: You helped with the design of this project for five days in the summer, then were off to college. What was it like returning to Mentor High School and seeing the finished project?
Anselma: I just drove past it one day and I’m like, “That’s my field.” It was a great feeling to see it all there. Before that, it was just an AutoCAD drawing and on these [cost] spreadsheets. Seeing it there, I took a bunch of pictures and said to myself: “Look at it!” It was really cool, and I felt so blessed to be a part of it and to see it come together.
“I just drove past it one day and I’m like, “That’s my field.” It was a great feeling to see it all there.”
-Anselma Panic
TDA is always on the lookout for talent and for those who are as passionate as we are about designing 21st century educational spaces. If you are interested in connecting to see if there are opportunities for you, please reach out to Angie Staedt at AStaedt@thendesign.com
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Architecture for a Week: Student Designed Softball FieldA Mentor school student’s summer experience shadowing our design team and making an impact on her high school for years to come.
ThenDesign Architecture has a longstanding relationship with the Mentor School District. We understand their vision for the future of education in their region and continue to support them through a variety of construction projects over sixty years. One such project was the completion of a new softball field adjacent to the Mentor high school in 2020. This was a part of a larger project in revitalizing the high school campus, in 2015.
Recognizing the need to train the next generation of architectural designers, TDA seeks to provide internships and other opportunities for students to work with us and see the challenges and opportunities presented in a design firm. Anselma Panic was a Mentor High School student and experienced the new additions developed by the school district and TDA.
Being impressed by the collaborative nature of the spaces and how they transformed her educational environment, Anselma reached out to us and inquire about additional learning opportunities. At that time, TDA was in the process of designing new softball fields for her former school and we thought it would be an excellent project for this recent graduate!
Anselma is now attending Notre Dame University to study architecture and she reflects on her first experiences in a professional design environment.
TDA: How did you come in contact with ThenDesign Architecture (TDA) and what was your initial experience like?
Anselma: TDA does a lot of work with Mentor high school, I knew they did the renovation when we were designing more modern work. So that’s how I heard about TDA and I just thought it’d be really interesting to work with them since they worked on my high school and I liked the things they did. They really made our environment much nicer. I came into contact with Angie [Staedt] and I emailed her asking if there were any senior projects and she got back to me. At the time, the only thing I really knew about, TDA was what they had done at my school. They built this thing called “The Paradigm,” [a professional development center] and “the Hub” [a renovated media center inside the high school] and it changed the whole dynamic of our high school, which I thought was really interesting. Before we always had old desks, old seating and kind of boring old classrooms, but once they started to work on my school, they utilized simple things like rolling chairs and just those made it a lot easier to be more collaborative, it changed the whole dynamic to be more collaborative. The ball field project was just beginning when I started working with TDA. They just threw that idea at me and I ran with it.
“Before we always had old desks, old seating and kind of boring old classrooms, but once they started to work on my school…it changed the whole dynamic to be more collaborative.”
-Anselma Panic
TDA: Tell me about the Mentor Schools Softball Field design project you worked on. What was that project specifically and as a high school student how did you feed into the design process?
Anselma: I’ve always wanted to be an architect. Art is a passion of mine and I’m really good at math, so I felt like the two just combined for me and that’s why I wanted to study architecture, and I love ThenDesign’s work. All I knew coming into it was that I would be working on a design project and would be shadowing an architect. When I came in, I learned about this softball project for my high school. The first day, I researched what goes into a field, like the materials, necessary dimensions, and I calculated how much everything would cost. Then I started using AutoCAD for the first time to design the layout for the field. I learned to communicate with people around the office about different parts of a project. Even with something as simple as a fence–I had to talk to someone that had specialized knowledge of that! There’s a lot behind it and everything has to be considered. They gave me workspace with a computer and everything. Every once in a while, I would check in with the project architect and everyone was super friendly. It was really great. I even saw their little office dog Casey! She was always around. It was so nice.
Ryan Schmit showed me how to help design the whole project. He showed me how to do program research, and explained what went into that, as well as what the client wants to see, and how to exactly lay out the whole field. I would be at my desk and he would come around to check up on me, which was good because I was usually confused with AutoCAD. He would help me out, but I was working very independently, this was really unique. Every day I had a different focus but feel I really was able to experience the firm and work.
Ryan really encouraged me to talk to the other people who were knowledgeable about the project and I was considering their opinions while making my design. He was really helpful I learned a lot about program research.
“You have to become a master at everything in order to make the best product.”
-Anselma Panic
TDA: In what ways did this experience change your perception of working in the architecture field?
Anselma: It was actually similar to the architectural studio environment at college where I am in my first year of architecture school at Notre Dame University. It was where everyone is working together, and you can always go to the person next to you and they could help you. It’s great!
I remember I was surprised with how much of the day that you just spend sitting down [laughs]. Seriously though, I really loved the office environment. Everyone at TDA was easy to talk to and were willing to discuss what they were working on. I learned a lot about the design process and drafting with AutoCAD. I was really surprised with just how much time you spend familiarizing yourself with everything that goes into a project. You have to become a master at everything in order to make the best product.
TDA: You helped with the design of this project for five days in the summer, then were off to college. What was it like returning to Mentor High School and seeing the finished project?
Anselma: I just drove past it one day and I’m like, “That’s my field.” It was a great feeling to see it all there. Before that, it was just an AutoCAD drawing and on these [cost] spreadsheets. Seeing it there, I took a bunch of pictures and said to myself: “Look at it!” It was really cool, and I felt so blessed to be a part of it and to see it come together.
“I just drove past it one day and I’m like, “That’s my field.” It was a great feeling to see it all there.”
-Anselma Panic
TDA is always on the lookout for talent and for those who are as passionate as we are about designing 21st century educational spaces. If you are interested in connecting to see if there are opportunities for you, please reach out to Angie Staedt at AStaedt@thendesign.com
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
City of Willoughby: Historic Center of Medical EducationEven though Willoughby is a small city, it’s impact is huge in the educational and medical fields in Ohio. How much do you know about the City of Willoughby?
Willoughby Ohio is known for being an idyllic “small town” in Northeastern Ohio. However most don’t know that even though it’s small, it made a huge impact in the founding of modern medical and educational facilities in our state. The secret to understanding this, is found in the name of our city…Willoughby.
It’s easy to ignore a town’s name, relegating it to the “dust bin,” of history, but there is a lot in a name. Charlton, Chagrin and Chagrin Mills–all of those were given to our community before the early citizens settled on Willoughby. In 1834, the residents (under 400 people at the time–and a lot of cats from the grist mill) changed the town name to “Willoughby,” after Dr. Westel Willoughby, a medical doctor serving in New York state. The suggestion came from Dr. George W. Card and Dr. John M. Henderson, two of his students, who founded the Willoughby University of Lake Erie, trying to draw their teacher, Dr. Willoughby, to support their medical school. Their big ambition? To create the most advanced medical school in Northeast Ohio.
Unfortunately, the doctor didn’t relocate to Ohio, but was so honored by their efforts, that he donated a complete medical library, he outlined the first year’s curriculum and sent $1,200 in support to the fledgling school. They had his blessing, despite the long distance. Around that time, the city incorporated and adopted his name. This signaled the beginning of advanced medical education in Northeast Ohio.
From the start, education influenced the story of our city.
Educations Impact in Willoughby
While hopes were high for the school, The Willoughby University of Lake Erie only operated between 1834-1846. It produced 618 graduates, 160 of which were doctors. They fanned out across the region, helping those in need and starting practices all over the state. This group was educated in modern methods of medicine (like using anesthesia for surgical operations—aren’t we glad for that?) and included anatomy, chemistry and surgery. Many of their techniques were controversial and when the source of cadavers for the anatomy classes were discovered, there was a huge public outcry. (Grave robbing always gets you in trouble with the public!). This, combined with a loss of funding and internal disagreements shuttered the university in 1847. The faculty dispersed but many of them ultimately seeded medical schools elsewhere in the state. Both the Case Western Reserve School of Medicine and The Ohio State University College of Medicine, trace their roots through these early pioneers.
Previous
Next
Specifically, the OSU College of Medicine traces its lineage through the original Willoughby University of Lake Erie. OSU states, “The College [of Medicine] stands upon a foundation of six medical schools with a continuity of college life spanning 178 years.” This makes them the second oldest medical college in the state incorporating all the major medical disciplines.
So even though the Willoughby University of Lake Erie was shuttered in 1847, The Willoughby Female Seminary assumed the building and opened shortly afterwards. This educational institution was one of the first female colleges in Northeast Ohio. It was novel at the time since opportunities for women to enroll in higher education was not a common occurrence. It was dedicated to educating women in math, music, art, language, and philosophy. Due to its popularity, it enrolled 100 women in the first year of operation.
So, the little town of Willoughby, was named after an educator and doctor. While it wasn’t specifically known for medicine or education, it seeded world renowned medical and educational schools, was home to advances in medicine and supported women’s education, long before this was commonly accepted.
All that buried in the name of our city!
Transition to Modern History
During the late nineteenth and early 20th century, Willoughby was a peaceful oasis outside of Cleveland, Ohio. Later this idea would be further popularized by the Twilight Zone episode, “A Stop at Willoughby”. Cleveland, which was a busy metropolis, offered many economic opportunities for American workers and its proximity to nearby communities fronting Lake Erie, furthered its appeal. Even though automobiles were common in Cleveland in the early 1900’s, the advent of expressways in the early 1940s shortened time it took motorists to travel outside the city. When the national Interstate Highway System came through in late 1950s and mid-1970s, it more easily allowed those living in Cleveland to enjoy cottages or second homes in the surrounding cities–Willoughby being one. Cleveland continued developing and more and more people living in this urban environment, could easily travel and enjoy smaller lake front communities.
Today, Willoughby continues to build on its “small town roots” but still providing easy access to Cleveland. A thriving downtown promotes many community activities. One activity is the annual “ArtsFest.” This downtown gathering brings together over 140 juried artists, musicians, and local food, all centered around the downtown neighborhood. Another event is the “Last Stop Willoughby Parade” which celebrates the Willoughby’s historic connection to the rail industry in Cleveland.
City leadership regularly, meets with surrounding municipal leaders to strategize on issues facing their communities. (Even if it’s just to record a Facebook video together, encouraging citizens to enjoy a doughnut or beer when businesses reopen.) In 1980, Richard Gaede F.A.I.A. was hired to conduct a study of Downtown Willoughby, redesign the streetscape, foster economic viability, and preserve the central historic district. On November 29, 1995 approximately nine blocks centered around the junction of Erie and River Streets and Euclid Avenue in Downtown Willoughby were placed on the National Historic Register, recognizing the architectural importance of the structures to the community, and further promoting business downtown.
“Historically, Willoughby foreshadowed a major impact in education, medicine, and the arts.”
ThenDesign Architecture
While there are always ups and downs, education continues to be a regular focus of the Willoughby-Eastlake communities, with a recent $155 million bond issue passing narrowly, providing funding for the construction of three new schools in the area, along with a new YMCA and senior center.
The Fine Arts Association, was established by Jim and Louise Savage. Early on, it was hosted in their home, but has expanded through the generations to its current home on Mentor avenue. The Association is provides music and art lessons for young people, grants scholarships and sponsors other art related activities in the community. The Savages, who were masters at “getting things done” dedicated themselves to creating a space to provide opportunities for education in the fine arts. Now, 62 years later, the FAA enhances the lives of over 60,000 people annually through classes in theater, music, dance, and art, and stands as one of the preeminent organization to advocate for art education in Northeast Ohio.
What is in a name? Historically, Willoughby foreshadowed a major impact in education, medicine, and the arts. Our community continues its tradition of promoting education, and fostering a strong sense of civic pride and that reaches far back to its historic roots.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
City of Willoughby: Historic Center of Medical EducationEven though Willoughby is a small city, it’s impact is huge in the educational and medical fields in Ohio. How much do you know about the City of Willoughby?
Willoughby Ohio is known for being an idyllic “small town” in Northeastern Ohio. However most don’t know that even though it’s small, it made a huge impact in the founding of modern medical and educational facilities in our state. The secret to understanding this, is found in the name of our city…Willoughby.
It’s easy to ignore a town’s name, relegating it to the “dust bin,” of history, but there is a lot in a name. Charlton, Chagrin and Chagrin Mills–all of those were given to our community before the early citizens settled on Willoughby. In 1834, the residents (under 400 people at the time–and a lot of cats from the grist mill) changed the town name to “Willoughby,” after Dr. Westel Willoughby, a medical doctor serving in New York state. The suggestion came from Dr. George W. Card and Dr. John M. Henderson, two of his students, who founded the Willoughby University of Lake Erie, trying to draw their teacher, Dr. Willoughby, to support their medical school. Their big ambition? To create the most advanced medical school in Northeast Ohio.
Unfortunately, the doctor didn’t relocate to Ohio, but was so honored by their efforts, that he donated a complete medical library, he outlined the first year’s curriculum and sent $1,200 in support to the fledgling school. They had his blessing, despite the long distance. Around that time, the city incorporated and adopted his name. This signaled the beginning of advanced medical education in Northeast Ohio.
From the start, education influenced the story of our city.
Educations Impact in Willoughby
While hopes were high for the school, The Willoughby University of Lake Erie only operated between 1834-1846. It produced 618 graduates, 160 of which were doctors. They fanned out across the region, helping those in need and starting practices all over the state. This group was educated in modern methods of medicine (like using anesthesia for surgical operations—aren’t we glad for that?) and included anatomy, chemistry and surgery. Many of their techniques were controversial and when the source of cadavers for the anatomy classes were discovered, there was a huge public outcry. (Grave robbing always gets you in trouble with the public!). This, combined with a loss of funding and internal disagreements shuttered the university in 1847. The faculty dispersed but many of them ultimately seeded medical schools elsewhere in the state. Both the Case Western Reserve School of Medicine and The Ohio State University College of Medicine, trace their roots through these early pioneers.
Previous
Next
Specifically, the OSU College of Medicine traces its lineage through the original Willoughby University of Lake Erie. OSU states, “The College [of Medicine] stands upon a foundation of six medical schools with a continuity of college life spanning 178 years.” This makes them the second oldest medical college in the state incorporating all the major medical disciplines.
So even though the Willoughby University of Lake Erie was shuttered in 1847, The Willoughby Female Seminary assumed the building and opened shortly afterwards. This educational institution was one of the first female colleges in Northeast Ohio. It was novel at the time since opportunities for women to enroll in higher education was not a common occurrence. It was dedicated to educating women in math, music, art, language, and philosophy. Due to its popularity, it enrolled 100 women in the first year of operation.
So, the little town of Willoughby, was named after an educator and doctor. While it wasn’t specifically known for medicine or education, it seeded world renowned medical and educational schools, was home to advances in medicine and supported women’s education, long before this was commonly accepted.
All that buried in the name of our city!
Transition to Modern History
During the late nineteenth and early 20th century, Willoughby was a peaceful oasis outside of Cleveland, Ohio. Later this idea would be further popularized by the Twilight Zone episode, “A Stop at Willoughby”. Cleveland, which was a busy metropolis, offered many economic opportunities for American workers and its proximity to nearby communities fronting Lake Erie, furthered its appeal. Even though automobiles were common in Cleveland in the early 1900’s, the advent of expressways in the early 1940s shortened time it took motorists to travel outside the city. When the national Interstate Highway System came through in late 1950s and mid-1970s, it more easily allowed those living in Cleveland to enjoy cottages or second homes in the surrounding cities–Willoughby being one. Cleveland continued developing and more and more people living in this urban environment, could easily travel and enjoy smaller lake front communities.
Today, Willoughby continues to build on its “small town roots” but still providing easy access to Cleveland. A thriving downtown promotes many community activities. One activity is the annual “ArtsFest.” This downtown gathering brings together over 140 juried artists, musicians, and local food, all centered around the downtown neighborhood. Another event is the “Last Stop Willoughby Parade” which celebrates the Willoughby’s historic connection to the rail industry in Cleveland.
City leadership regularly, meets with surrounding municipal leaders to strategize on issues facing their communities. (Even if it’s just to record a Facebook video together, encouraging citizens to enjoy a doughnut or beer when businesses reopen.) In 1980, Richard Gaede F.A.I.A. was hired to conduct a study of Downtown Willoughby, redesign the streetscape, foster economic viability, and preserve the central historic district. On November 29, 1995 approximately nine blocks centered around the junction of Erie and River Streets and Euclid Avenue in Downtown Willoughby were placed on the National Historic Register, recognizing the architectural importance of the structures to the community, and further promoting business downtown.
“Historically, Willoughby foreshadowed a major impact in education, medicine, and the arts.”
ThenDesign Architecture
While there are always ups and downs, education continues to be a regular focus of the Willoughby-Eastlake communities, with a recent $155 million bond issue passing narrowly, providing funding for the construction of three new schools in the area, along with a new YMCA and senior center.
The Fine Arts Association, was established by Jim and Louise Savage. Early on, it was hosted in their home, but has expanded through the generations to its current home on Mentor avenue. The Association is provides music and art lessons for young people, grants scholarships and sponsors other art related activities in the community. The Savages, who were masters at “getting things done” dedicated themselves to creating a space to provide opportunities for education in the fine arts. Now, 62 years later, the FAA enhances the lives of over 60,000 people annually through classes in theater, music, dance, and art, and stands as one of the preeminent organization to advocate for art education in Northeast Ohio.
What is in a name? Historically, Willoughby foreshadowed a major impact in education, medicine, and the arts. Our community continues its tradition of promoting education, and fostering a strong sense of civic pride and that reaches far back to its historic roots.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Virtual Staff Meetings: Reconnecting While we are ApartCovid-19 has posed many serious challenges to normal business operations, especially for those in the creative, collaborative fields.
A challenging aspect of 2020 has been social distancing from our co-workers, our offices, and our normal routines. Staying home means a disrupted schedule and stopping into the office isn’t a reality for many of us. If we are parents, then we automatically became full-time teachers, cafeteria workers and crisis managers, juggling learning schedules, lunch breaks, and work-related deadlines. Seriously, how many times have we had our own “quarantined co-workers” (spouses, children, and the occasional dog or cat) “helpfully” join our client meetings to provide their opinions? The lines between work and home are blurred and we have to remember to find ways for self-care and manage these new sources of stress.
It’s been tough; however, we look forward to getting back together as creative professionals. Collaboration is the hallmark of the architectural field and it would be nice to see people again. TDA has been open throughout the pandemic as an essential business, and projects continue to move forward on schedule through the use of technology including video conference meetings with clients, contractors, and co-workers. Recently, we are seeing more of our staff coming back into the office to gather work, prepare for meetings, and to just check in.
The virtual staff meetings in which we’ve been engaging have been tremendously helpful to stay connected with our team of over 50 professionals in Northeast, Ohio, and Pittsburgh, Pennsylvania. These forums provide updates from the partners, allow us to meet new hires, and learn about what projects are on the horizon. Also, sometimes it provides us with shared good humor and the occasional webcam hijinks (–careful, the mics are hot!)
We are characterized by “Good people doing great things!” and recognize it is more important than ever to stay connected.
ThenDesign Architecture
With some staff coming in on a rotating basis, we also have around 15-20 members of our team working in the office regularly. To support a safe and productive culture, we’ve now adopted a “hybrid work model” allowing our architects, interior designers, and support staff to work remotely when possible and come into the office as needed. This allows us to remain dedicated to supporting our clients and current projects, and to remain supportive of each other. Additionally, we perform “temperature checks” using an infrared forehead thermometer when staff and visitors enter the building, and once inside, everyone wears a mask when interacting within 6 feet of contact. (Remember to smile with your eyes, otherwise, we look angry all the time!) We continue to practice thorough handwashing throughout the day, wipe down workspaces at the end of the day, and the offices are sanitized regularly. We are determined to keep these measures in place as long as they are needed, ensuring everyone is healthy and safe as we move forward as a creative team.
TDA continues to be a firm of “Good People Doing Great Things!” and we’re using our “What If” mindset to do so in the safest possible way in this health-challenged environment.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Virtual Staff Meetings: Reconnecting While we are ApartCovid-19 has posed many serious challenges to normal business operations, especially for those in the creative, collaborative fields.
A challenging aspect of 2020 has been social distancing from our co-workers, our offices, and our normal routines. Staying home means a disrupted schedule and stopping into the office isn’t a reality for many of us. If we are parents, then we automatically became full-time teachers, cafeteria workers and crisis managers, juggling learning schedules, lunch breaks, and work-related deadlines. Seriously, how many times have we had our own “quarantined co-workers” (spouses, children, and the occasional dog or cat) “helpfully” join our client meetings to provide their opinions? The lines between work and home are blurred and we have to remember to find ways for self-care and manage these new sources of stress.
It’s been tough; however, we look forward to getting back together as creative professionals. Collaboration is the hallmark of the architectural field and it would be nice to see people again. TDA has been open throughout the pandemic as an essential business, and projects continue to move forward on schedule through the use of technology including video conference meetings with clients, contractors, and co-workers. Recently, we are seeing more of our staff coming back into the office to gather work, prepare for meetings, and to just check in.
The virtual staff meetings in which we’ve been engaging have been tremendously helpful to stay connected with our team of over 50 professionals in Northeast, Ohio, and Pittsburgh, Pennsylvania. These forums provide updates from the partners, allow us to meet new hires, and learn about what projects are on the horizon. Also, sometimes it provides us with shared good humor and the occasional webcam hijinks (–careful, the mics are hot!)
We are characterized by “Good people doing great things!” and recognize it is more important than ever to stay connected.
ThenDesign Architecture
With some staff coming in on a rotating basis, we also have around 15-20 members of our team working in the office regularly. To support a safe and productive culture, we’ve now adopted a “hybrid work model” allowing our architects, interior designers, and support staff to work remotely when possible and come into the office as needed. This allows us to remain dedicated to supporting our clients and current projects, and to remain supportive of each other. Additionally, we perform “temperature checks” using an infrared forehead thermometer when staff and visitors enter the building, and once inside, everyone wears a mask when interacting within 6 feet of contact. (Remember to smile with your eyes, otherwise, we look angry all the time!) We continue to practice thorough handwashing throughout the day, wipe down workspaces at the end of the day, and the offices are sanitized regularly. We are determined to keep these measures in place as long as they are needed, ensuring everyone is healthy and safe as we move forward as a creative team.
TDA continues to be a firm of “Good People Doing Great Things!” and we’re using our “What If” mindset to do so in the safest possible way in this health-challenged environment.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
