The new mural installed at McGranahan Architects is the latest in Tacoma’s grassroots Hope Grows Here campaign. The campaign which originated in the early days of the Covid-19 lockdown, offers flowers for Tacoma as a way of adding beauty to our community, thanking those battling this pandemic, and connecting with one another. Our office wanted to add our message of thanks for the healthcare workers who are helping keep us safe, as well as express support to members of our community who protect, heal, and educate during these difficult times. Words of encouragement and signs of support are important to developing the resolve to get through and power on.
Project Architect Brett Santhuff came up with the concept for the artwork this spring inspired by the signs he was seeing sprout on other storefronts. That same time we all started working from home and public events, like the Daffodil Parade which passes directly in front of our office each year, were canceled. In style and execution, the artwork pays homage to Andy Warhol, who’s never realized flower design for the roof of the Tacoma Dome has become part of the city’s alter ego.
“I’ve long had affinity for Warhol and his work, graphic style, and ability to transform the ordinary to art. Andy Warhol’s Flowers for Tacoma, 2012, exhibit is among my favorites organized by the Tacoma Art Museum,” said Brett. “When the idea for this work originated, I realized how fun it would be to explore Warhol’s work and try to make something of my own and for Tacoma. It was just the kind of creative outlet I needed to feel engaged and hopeful in those first weeks of lockdown.”
Brett shared his idea and a rendering for the mural with the office as part of a digital art gallery which the office organized to help keep employees connected. The idea took root and with the support of the partners and other staff the design was refined and the technicalities resolved. ARC Reprographic printed the artwork on perforated vinyl and installed it at cost. McGranahan’s Leah Engelhardt, whose hobbies include paper cut art, volunteered to cut out the letters.
“How fun to see Brett’s idea come alive! We wanted to share in the energy and determination of our community as we wrestle with so many important issues and work towards healing and progress. Here are a few flowers from all of us to all of you to help brighten the neighborhood a little,” stated Marc Gleason, Principal for Design.
The mural now gives the McGranahan Architects building a colorful and welcoming charm among the many artistic displays throughout the city of Tacoma.
Early on in her career, Project Designer Shona Bose challenged herself to build up her skills, get involved and make an impact in her community. Today, she is the Chair for Conversations Regarding Tacoma – group of design, architecture and urban planning professionals who have a passion for making Tacoma a better place for everyone who lives here. On top of that, Shona has made her mark as a talented architect at McGranahan Architects on notable projects such as the UWT Learning Commons and is also a strong advocate for Diversity and Inclusion. It is due to her passion for these projects that Shona was recently interviewed for South Sound Business Journal’s 40 Under 40.
Leading by example is something Shona is known for. Her passion for combining creativity and community help paved the road to success and allow others to learn from her as well. We decided to interview Shona to learn more about her recent work:
How does being recognized for the 40 Under 40 inspire you in your work moving forward?
Our brains are more ready to accept new information and grow directly after exercise. Students need time and space to move throughout the day to engage deeply in education. In addition to P.E. and recess, we learn that there are schools using design interventions in tangent with teacher training to create spaces for kids to be physically and mentally active and engaged.
What does making the 40 Under 40 list mean to you?
It feels very cool to be recognized and be interviewed by South Sound Business magazine. I feel so honored, but I also recognize that I can use this opportunity as a platform to start conversations about important issues.
What are you most proud of as you reflect on your career thus far?
I’m very proud of the Diversity and Inclusion work we do here at McGranahan Architects. We started out two years ago and since then have learned how to listen and communicate better with each other. This group taught me the importance of patience and how to help guide others on this journey. We’ve all worked together to get this far. I’m very thankful that our Partners and others on the committee didn’t give up, but everyone continued to stay engaged. I learned so much throughout the process.
What aspects of your work to date do you feel best reflect what this award means to you?
I think the work we’re doing at the UWT’s new Learning Commons as well as the Diversity & Inclusion work at our firm play big parts. McGranahan started a Diversity and Inclusion Committee a few years ago to address the inequities in our own workplace as well as in the field of architecture. I have deeply held beliefs for creating more equitable spaces, especially as my career has been in the educational architecture field. However, talking across the table and bringing these ideas to action was more challenging than I had known. The conversations we’ve had exploring these issues have led to deeper understandings and meaningful actions.
The UWT Learning Commons is a unique project that will serve all students at UWT. It has been an amazing journey to work with Director of Design Seong Shin and the students and staff at UWT. Together, we built coalitions and created a design that is not only embedded in academia and scholarship, but is also reflective of the diverse student population and cognizant UWT’s urban, historical campus.
What inspiration do you draw from the type of projects you work on?
Education and access to education has always been essential to me. My dad is a professor and my mother was a school teacher, so I grew up in a household that stressed the importance of education. Getting to work with school districts and build new places dedicated to learning is incredibly meaningful, and I love being a part of the incredible work we do at McGranahan. My absolute favorite part is seeing the students’ and teachers’ faces when they finally see their newly built school. There’s nothing like it.
Where do you want to go from here? What kind of projects/project roles do you want in the future?
Oh, this is always a tough question for me as there are so many possibilities. For my career, I want to continue developing leadership skills and working with amazing teams. For Conversations Regarding Tacoma, I want to build our audience and engage more people around what Tacoma looks like and how we develop going forward. At some point, I’d like to own my own business (most likely a gym of some sort connecting minds to bodies and showing people what they’re capable of).
But the big thing I’d like to get involved with next is the funding structures in public education, which seems like an incredibly tricky subject. But what I see in architecture are the budgets that different districts are able to have based on their locations. Districts build and renovate schools based on the levies and bonds they can pass taxing the land in their district. Districts with lower income and lower property values inherently have less money to work with than richer neighborhoods. This inequitable system perpetuates a cycle of haves and have nots whereas education should be a way to level the playing field. It is an important touchstone of our society to build equitable access to education.
How do you feel diversity and inclusion can support you and others to thrive in your careers?
I think that it’s so important, if not one of the most important factors. We cannot design the world for only one point of view – it doesn’t make sense to me to do it that way. I want to design with many different perspectives in mind. For example, the ADA regulations made spaces more equitable for many different people – those with disabilities, the elderly, new parents with strollers, etc. Building our cities so that they are accessible to everyone just makes sense, but it took the ADA to regulate ramps and door swings and restrooms for it to happen. Designing spaces with Diversity and Inclusion in mind to reflect the whole city is so important. The world is diverse, and we have to design for that.
This article is a collaborative effort lead by Valerie Harris, Aaron Winston, Benjamin Fields, and Amanda Russell.
As we work with our clients to develop and design learning environments, we are passionate about the wholistic well-being of every student and providing a thoughtful approach that best sets them up for success in a lifetime of learning. We believe that the spaces we create can be part of the empowerment for success. In this series, we take a dive into the holistic approach for student success in the exploration of key components such as nutrition, fitness, connection with nature, hands-on learning, atmosphere considerations, and environmental impacts.
Creating a space for movement & learning
Our brains are more ready to accept new information and grow directly after
exercise. Students need time and space to move throughout the day to engage
deeply in education. In addition to P.E. and recess, we learn that there are
schools using design interventions in tangent with teacher training to create
spaces for kids to be physically and mentally active and engaged.
As architects work with our clients to develop and design learning
environments, we need to mindfully consider the inclusion of space that is
centered around student health and movement. Physical activity has been linked
to the creation of Brain Derived Neurotrophic Factor, a chemical that promotes
the growth and malleability of brain cells, thereby aiding student in learning.
Providing the opportunity to move regularly throughout the day in
a variety of ways will help to spark creativity, encourage curiosity and create
an atmosphere that enriches deep learning for students. By reinforcing these
key aspects through the design of the built environment, schools can become an
even stronger tool for student success and emotional wellbeing.
Incorporating nature & exploration with learning environments
Learning environments are not limited to interior spaces – the
natural environment offers incredible opportunities for people of all ages to
learn by doing. To learn more, our team took a field trip to The Farm at
Franklin Pierce School District.
Agriculture offers students the opportunity to create
relationships with people and the cycle of food production. Students who
participate in crop production and harvesting at farms learn the responsibility
of cultivating something that their community depends on for their health and
well-being.
Adults interested in learning about farming can sign up for Farm
Foundations, a season-long course in residential farming.
Emily, the Farm Manager at Franklin Pierce, gave us a tour of the
10-acre working vegetable farm owned and operated by the school district. One
third of crops produced on site are used in FPSD cafeterias, another third goes
to community members who volunteer on site, and the last portion are donated to
local food banks.
High school students can earn science credits working on The Farm
with the fields serving as the primary “classroom.” A local beekeeper houses a
few boxes of beehives on site, and chickens are also present to help curb the
insect population. The Farm also receives regular deliveries of rich compost
through a local partnership. Greenhouses on site are used to nurse seedlings
through the early stages of growth and protect crops during colder weather.
After
touring the farm, our group returned to the greenhouse to plant herb seeds in
mason jars for a McGranahan indoor herb garden.
Nutrition & Environmental Materials
For the last part of our Whole Child Learning Series, we took a
look at how the ingredients in our food and built environment impact our health
and wellbeing. How do we better make informed choices on what are putting into
our bodies and our buildings?
From common dyes in many snack foods that have known carcinogens
such as Yellow #5 and Yellow #6, to dough conditioner used in some breads
containing either human hair or duck feathers, to sugar levels so high in some
sodas that phosphoric acid is included to counteract the bodies’ natural vomit,
the results of attempting to digest what is in our foods can be unsettling.
Healthy alternatives and more natural options such as kombucha, berries, and other more natural ingredients can have more positive effects on our health such as helping to prevent cancer cell growth and helping us manage a healthy body weight.
Thankfully, information on ingredients in food are more often
available thanks to a growing cultural awareness on the effect in our overall
wellbeing by what we eat.
When we look at building materials, their effects are often less known than that of foods, so the research is more challenging. However, some materials such as certain types of refrigerants like CFC, are currently being regulated out of use after having discovered to have global warming potentials. For other common materials, such as ROCKWOOL, avoiding harmful ingredients such as formaldehyde is as simple as asking for it in the specification. Industry tools to better understand and select building materials continue to grow thanks to research. Some helpful ones include: the EC3 embodied carbon in construction calculator, HPD public repository website, the data base from Spot UL, the transparency catalog from Sustainable Minds, the Declare Label from Living-Future, the international Environmental Product Declarations (EPD) program, and the material hub from ORIGIN. At a minimum, design firms can begin to request declare labels on building materials to help push the industry towards improvement.
As we continue to work with our clients to design learning environments, our research and knowledge grows as well. Learning about how to improve the well-being of every student and providing a thoughtful approach sets us up for success every project we immerse ourselves in. We believe in continuously building our knowledge of tools and materials to serve our clients on a holistic level and that the spaces we create can be part of the empowerment for success.
I
looked up from my desk in a sharply lit office on a rainy January day in 2018
and, somehow noticing for the first time, how many others were spending their
lunch hour the same way.
McGranahan
had expanded with a crushing regularity in the last a couple of years, resulting
in an abundance of new projects and opportunities for our architects, but consequentially
less time to connect with each other on a personal level. Besides a coffee or
lunch on occasion, it was difficult to create opportunities to develop
relationships, share stories and ideas, as well as to connect and to rejuvenate
during our brief lunch hour.
How
well do I know the team members who collaborate with me beyond the surface
level?
Then I
thought, Why not start initiating group lunches?
Why not share our personal stories over meals? Why not open ourselves up to
create a sense of connection and belonging through storytelling?
There
is no better way to connect than with meals and storytelling. Eating together
has been a longstanding tradition in many cultures. It is a great way to get to
know other and to strengthen relationships; it also helps us realize that we
have a lot in common.
I brought
this idea up to two coworkers and together we created “Story to Story,” a
gathering experience where everybody can get together over homemade lunch to connect
through personal storytelling. This includes sharing stories based on an array
of entertaining, insightful, meaningful and conversation-starting topics including
Odd Jobs, Culture, Food, Family, and Travel–and connect on a human level.
Every Story to Story lunch gathering usually involves sharing homemade dishes and making connections through storytelling.
Sometimes
we would even collaborate with other groups in the office to lead Story to
Story. Our most recent Story to Story in September was lead through a
collaboration by our Vital Workplace team and the Diversity & Inclusion Committee.
The goal was to better understand how our unique experiences and backgrounds help
make us better coworkers as well as stronger architectural planners and
designers.
Under
the guidance of our Diversity and Inclusion Committee, we formed a safe space
for our speakers to share meaningful stories on the topic of Ancestry,
Allyship, and Inclusivity and for our audience to ask respectful and insightful
questions.
During
the first Story to Story lunch of the season, we shared about our ancestry and
how we all came to be in the City of Tacoma now thanks to our families’
immigration to the U.S. during the 1600s to 1990s. We hung a map, strings, a
pen, and a sheet of paper with a list of all the names of those in the firm on
a wall near the lobby. We then invite everyone to engage by putting a pin on
the map to indicate their ancestors’ home country, then use a string to connect
another pin on the sheet of paper by the map next to their name and write down
the year their family immigrated to America. This unique exercise yielded interesting
results. The widespread pins indicated that we all are descendants of
immigrants–that our families came to America from a myriad of different places
and brought along with them unique cultures and traditions.
Our interactive “Family Story” map on the McGranahan art wall
Our
Project Designer Shona shared with us how her background shaped her to the designer
and individual she is today:
“I am biracial, growing up in
two cultures from my mother’s bohemian ancestors who have farmed the Midwest
since the 1850s to my father who immigrated here in 1968. I am heartland
American and first generation respectively.
It’s interesting living between
two cultures and finding a voice between. But I also realized today that I grew
up cultivating a kind of strength that comes from being just a little different
and a confidence that evolved through navigating my unique cultural
experiences. I can bring those experiences to my work helping design schools
that serve every student.”
Our
next few topics on Allyship and Inclusivity also resulted in enriching
conversations and deeper connections with each other.
“I’ve enjoyed all the stories,
but I think I was especially impacted by Shona and Dion’s stories. They discussed
topics we don’t normally get a chance to talk about in the office and I’m so
glad this series has created an opportunity for it,” said our Project Architect Aaron. “Not only did I get to know them on a
deeper level, but I was inspired by their vulnerability and creativity at the
same time.”
Our Diversity & Inclusion Committee’s group purpose statement successfully highlights our values: McGranahan Architects’ Diversity and Inclusion Committee encourages all employees to take an active role in creating a culture of trust, vulnerability, and authenticity within the company. We believe that a diverse and inclusive workplace is the foundation of meaningful contribution, genuine collaboration, and a sense of belonging for all of us.
Conferences
are a time to learn from your peers, bond with your colleagues and clients, and
to reaffirm that you’re not alone in your effort to create inspiring schools.
This
year’s international A4LE conference, LearningSCAPES 2019 was held in Anaheim, California. The theme was ‘Co-Creation,’ which
focused on how our combined knowledge, accumulated wisdom and collaborative
experiences work together to contribute to the creation of exemplary learning
environments for people all over the world. LearningSCAPES attendees were
encouraged to embrace co-creation as a driver of the planning, design,
construction, teaching pedagogies and operations of our places of learning. The
theme also touched on the benefits of collaborating pro-actively and
authentically with the community in the planning and design of educational
facilities.
Keynote speakers Sarah Williams Goldhagen and David Thronburg spoke about their research on how experience of the built environment affects human behavior and health. Goldhagen’s keynote inspired discussions on how to use environmental psychology to create better-designed, healthier environments that address the complex range of human individual and societal needs. Thronburg explored ways telecommunication and multimedia will change the face of learning in the classroom as well as at home.
Tours
of schools throughout the greater Los Angeles region provided examples of thoughtful
design and provoked several fun-natured jealous comments about designing in
such a warm climate.
There
were over 50 learning sessions to choose from over the course of three days.
Each one I attended offered something valuable, but there were a few common
threads that seemed to emerge. The first was an increased effort and value on
post occupancy evaluations. Firms from all over the country presented alongside
school districts with transparency and vulnerability as they shared evaluations
of the ‘good, bad and the ugly’ from their projects. These inspired me to grow
in this area and to bring lessons learned from other firms into my own work.
Another common thread of the conference was the idea that we are social creatures and this affects our willingness to fully engage in learning. When a design provides a variety of ‘action settings’ the result is increased motivation and engagement beyond providing a single flexible space. I plan to keep the following key space types in mind for future projects:
Campfire – learning from a single speaker
A space where people gather to learn from an expert. The experts are not only teachers and guest speakers, but also students who are empowered to share their learning with peers.
Watering hole – learning within a group
An informal space where peers can share information and discoveries, acting the role of both student and teacher simultaneously. These spaces also provide social emotional learning opportunities.
Cave – learning in solitude
A private or semi-private space where an individual can think, reflect and transform learning from external knowledge to internal understanding.
Life – learning by doing
A space for experiential learning, often in a real world setting where students test out their ideas and assumptions to foster critical thinking.
A learning environment with a variety of space types like these are only effective if the culture of the school is ready and willing to use them. Changing a school’s culture to be collaborative can be a challenge for schools currently working in silos. An important first step to consider is partnering with another organization in a mentor-type role. CannonDesign worked with the Children’s Museum of Pittsburgh during the design of a new school for Seneca Valley School District. They not only learned how to create engaging hands-on learning areas but they also worked with staff to understand how to use them within their curriculum. This effort of co-creation is an example of the emerging need for architects to be actively involved in their communities to help foster connections between school districts and local organizations.
Active learning spaces scene on the school tour of TVT Day School in Irvine, CA
One session broadened the discussion of social impact to look at the trend of disappearing social space for teachers and staff. They presented statistics showing how this has likely been a contributing factor to the currently high turnover rate for teachers. Recent studies have shown increased levels of stress, workplace loneliness and decreased levels of autonomy are reasons why teachers are leaving for other professions. This is especially evident in high impact schools. To compete with other professional work environments, school designs should include social spaces for staff to cultivate collaboration, peer mentorship in order to decrease stress and loneliness for staff.
Staff lounge at WeWork stands in contrast to a typical school break room
Why Diversity and Inclusion in Learning Spaces Matter
Today, I am reflecting upon my American experience and the diversity and inclusion efforts on college and university campuses. I will explore what it means to create more diverse, inclusive, and equitable spaces in college and university educational environments, drawing from my unique position as both a foreign-born Korean-American woman and as an architectural designer whose focus is on environmental design.
My life journey in America started in 1979 with a dream of continuing education in the U.S., the melting pot country made up of immigrants from all over the world. I graduated with a Bachelor of Science in Interior Architecture and worked in Palo Alto, California – a city full of creative minds, colorful faces, and voices with foreign accents during the ‘80s. I remember how it felt working and socializing there; I felt comfortable and that I belonged in that beautiful and innovative city.
Eventually, I moved to the Northwest in the ‘90s, first to Seattle’s Queen Anne Hill, and then to a gated country club in Gig Harbor, a neighborhood with mostly white faces. I spent all my time immersing and assimilating to a mono culture. However, in 2007, I moved to the Tacoma Triangle District, the center of an urban environment with a diverse population made up of multi-racial, multi-generational, LGBTQ, and socioeconomically diverse neighbors and professionals. My journey of planning and designing colleges and universities started at the same time. I am grateful to apply my personal life experiences to the practice of more inclusive learning and environmental design.
How do we design campus learning spaces with the intent of creating more welcoming and inclusive environments to all students, with different backgrounds and from all walks of life? I want to share my experience with three essential campus environments: welcoming spaces that reflect students’ heritage and identity, safe spaces to support those students who are marginalized, and accessible and non-discriminatory spaces to serve all of us.
Welcoming
Spaces that Reflect Students’ Heritage and Identity
Higher
education institutions are more diverse today than ever before and represent
the rich diversity that defines our country. College and university campuses
have become much more diverse in terms of race, gender, generational status,
nationality, ethnicity, linguistic background, sexual orientation, religious
affiliation, and socioeconomic status, among other social identities.
Institutions have responded to this changing context in multiple ways – by
creating separate cultural center spaces in the past and gradually addressing
physical facility planning and design opportunities associated with co-located
diverse and inclusive environments.
By
sharing common spaces on their campuses, historically marginalized communities
can be in closer proximity to one another while maintaining a sense of their
own space. These communities are often seeking a strong sense of
connection within their own group as well as solidarity with others.
I believe that the ability of individuals to see their heritage and identity reflected in their surroundings is essential to creating a welcoming and inclusive environment. The campus aesthetics and its history communicate meaning and influence upon each individual’s perceptions of welcome and belonging. The homogeneity of buildings, as well as neutral and uniform palettes of interior spaces, can reinforce feelings of exclusion and intimidation by highlighting a single vernacular.
As planners and designers, we need to seize opportunities to include moments of variety and physical expression. Saint Martin’s University, like many institutions across the country, has seen an increase in the number of students speaking foreign languages. Our design team and the SMU art committee added featured wood panels in the fireplace Study Lounge and carved a welcoming message in the 16 languages spoken on the campus. This design strategy has helped students feel more at home.
Saint Martin’s University Harned Hall Academic Building Lobby Art Panel in 16 Languages
Safe
Spaces to Support Marginalized Students
We
can also support students in their personal development by creating ‘safe
spaces,’ or places from which they can develop comfort in cross-cultural interactions
at their own pace.
We recently worked with the University of Washington Tacoma on a predesign for their new “Learning Commons,” which will connect three existing buildings. Our design team proposed a plan that brings their Center for Equity and Inclusion (CEI), previously separated, into the new Learning Commons. The idea is that while this new relocated CEI is planned in a central location, they should also exist independently from highly visible public spaces.
This plan is in response to a feeling expressed by students and faculty from historically marginalized groups. They felt that too much exposure might lead to their feeling under surveillance by other members of the campus community. They wanted a new space to provide students with a sense of freedom from judgment, harassment, or discrimination based on their various social identities. They also wanted a space that facilitates the opportunity to build solidarity with others who are also seeking a more just and equitable university atmosphere. The new transparent glass wall system, with branding colors and logo, was planned to create movement that promotes interaction, dialogue, and collaboration.
UWT Center for Equity and Inclusion Design Concept Sketch Transparent Glass Wall System with Brand Colors and Logo
Accessible
and Non-discriminatory Spaces to Serve Us All
Finally, many institutions are embracing fully accessible non-discriminatory spaces. I share the belief that accessible design serves to benefit us all. There has been a recent emphasis on providing all-genders restrooms, and our Pacific Lutheran University School of Nursing Simulation and Skills Center is a great example. The PLU School of Nursing believes that the art and science of nursing is relationship-based and directed by humanitarian values of dignity, interdependence, and social justice. The university’s efforts to provide restrooms to all-gender facilities reflect its commitment to person-centered care and inclusiveness. Our environmental and social design strategies for this project include not only creating healthy learning environments to support nursing education spaces and industry partnerships, but also designing accessible non-discriminatory ‘built’ environment as one way to respect the dignity of each individual.
Space
matters.
Welcoming
and inclusive learning environments support a growing number of students from
all walks of life. Promoting openness and expanding student participation in
our planning and design process are extremely important. Listening to the needs
and desires of our students is crucial to closing the achievement gap. We
must provide students and faculty with every available opportunity to feel that
they belong. That they can grow and succeed for our future society, just as I
did in Palo Alto, collaborating with and supporting one another through the
kaleidoscope of various experiences and identities.
Recently, we sponsored our two architectural associates Shona Bose
and Dion Serra to fly to Las Vegas for the much-anticipated AIA 2019
National Conference. This year’s theme, “Blueprint for A Better
Future,” explored topics such as Sustainability in Design as well as Diversity,
Equity, and Inclusion. As the largest architecture convention in the nation,
the A’19 offers over 750 exhibitors as well as 500 sessions, tours and
networking opportunities.
The attendee count this year climbed to over 30,000–with a list of
keynote speakers including notable influencers like Black Panther director Ryan Coogler
and Girls Who Code
founder Reshma Saujani
headlining. Learning opportunities are boundless as attendees were able to take
advantage of opportunities for hands-on learning at the many workshops offered
as well as connect with architects and developers from all over the nation.
“I am grateful to have the opportunity to connect with so many women leaders in architecture,” said Shona, who is a committee member on McGranahan’s Diversity and Inclusion Board. Conference attendees included women industry leaders, entrepreneurs, and other influential figures from many different backgrounds–several whom Shona connected with personally as an Indian-American woman in Architecture. “The people I have met here and the workshops I joined all left a huge impact on my perception of architecture and inspired me to continue to invest in my professional development.”
Among the 500 sessions offered, A’19 also gave attendees the opportunity to peek at new technology emerging in the industry. One of Shona’s favorite workshops include “Future of AI in Architecture,” which explored the utilization of machine learning in architectural design. She also had a chance to demo holographic sensory lenses as one of the emerging tools in A/E/C among other high-tech solutions that challenge traditional methods of approaching design. The lenses not only allowed users to view building models in a true-to-scale perspective, but also provided them the ability to walk through the rooms and halls of said models in real size while simultaneously maintaining awareness of their physical surroundings in the real world. Such intricate tools may soon revolutionize countless factors such as how architects access their own ability to design to how firms work with clients in the next upcoming decades.
Another A’19 favorite included “Leadership Skills: Taking It to
the Next Level,” which Dion had the opportunity to explore alongside innovative
peers. As a creative who enjoyed diving into in-depth topics and discussions,
the workshops provided a collaborative space for Dion to immerse himself in
sharing new ideas with other industry professionals.
“There seems to be a session
for every person’s interest,” said Dion. “There’s so much to learn.”
Each workshop inspired thoughtful conversations–whether in designing
safer schools or discovering ways to improve sustainability efforts. This
year’s theme of “Blueprint for A Better Future” also allowed for more discussion
on increasing inclusivity and broadening the circle to invite new voices to
contribute.
Our values include cultivating a culture of learning, so it was thrilling to witness Dion and Shona explore new ways to design solutions and grow their connections at the A’19. Our goal is to be involved in the combined efforts toward sustainability, diversity, inclusion – and above all – invest in each member of our team and set them up for success.
Olympic Hills Elementary School: A Daily Sustainable Lesson Plan
Olympic Hills Elementary
School was designed to support Differentiated Instruction pedagogy, meeting
each student where they are learning best and providing an environment in which
the whole child can thrive. At the same time, the new building has
significantly reduced the operational carbon footprint and serves as an example
for the District, the community, and educational designers about being a better
steward of the environment.
Washington state has one of
the nation’s most stringent energy codes, and biannual code updates ensure new buildings
are minimizing their overall energy consumption.
AIA 2030
Architectural firms
participating in the 2030 Commitment saved 17.8 million metric tons of CO2 in
2017 alone, which is equivalent to the carbon that would be sequestered by 21 million
acres of forest – nearly the size of the state of Maine! As signatories to the
AIA 2030 Commitment, our goal is to reduce carbon emissions on all our
projects, track progress, and evaluate the impact design decisions have on
energy performance. We believe the way we address energy and climate issues
through the built environment is crucial to our mission.
When this project started, it was benchmarked against the 2015 target to achieve a 70% reduction in energy consumption as tracked by the buildings Energy Use Index (EUI). Knowing this was a challenging target, we were thrilled to learn that the verified performance of 18.4 EUI exceeded our goal by nearly 15%.
With future projects needing
to meet a higher energy reduction rate in 2020, our mechanical engineer, Brian Cawley
of Hargis Engineers, noted that adding heat recovery to classrooms and
installing 100kw of PV’s on the roof could achieve another 15% EUI reduction.
Greenhouse Gas Emissions (GGE)
At the outset of design, we
pursued an “All-Electric” school, eliminating the use of fossil fuels across
the entire site. What does that mean for Seattle Public Schools, their students
and teachers, and the community?
It starts with an incredibly
clean energy source. The City of Seattle generates its own electrical power and
less than 2% of the energy is created by sources that generate greenhouse
gases!
Thoughtful building
orientation and judicious placement of windows minimize the need for
supplemental lighting. The high-performance building envelope results in a
minimal 5-degree heat loss overnight. Compiling this all together results in an
annual utility bill (heat and lighting) of just over 65-cents per square foot
per year. (around $100/student each year).
Based on actual consumption data, Olympic Hills only contributes an average of 23.2 kilograms of GGE per day. That is the equivalent of driving a typical car 57 miles. Over time, each new building that Seattle Public Schools completes makes a significant impact.
Plug Loads
The real story of the success
of Olympic Hills is grounded in the daily habits of the teachers and students.
As the built environment gets more efficient each code cycle, the habits of the
users and what they plug-in to the building accounts for over half of the
annual consumption of the building.
The City of Seattle energy
code exceeds the state code on many levels, and in particular, utilizes
mandatory ‘green plugs’ that de-energized each night to ensure conservation. Seattle
Public Schools has verified that Olympic Hills has the lowest plug-load
consumption of energy in the district.
As part of the project, we created a simple User’s Guidebook that identifies the manual and automatic energy systems in the building and explains the ’why’ behind the green-plugs. By raising the awareness regarding this system, there is little to no circumvention of this system. This guidebook was provided to everyone who works in the building and survives digitally allowing new educators to become acquainted with the way the building operates.
Does Designing For a Better World Begin at School?
At our Learning Environments session on August 16, we listened to architect Rosan Bosch talk about the design of learning environments. Ms. Bosch’s 15 minute TedX Talk is thought provoking. The Scandinavian project that she designed splendidly changes the physical environment of traditional educational institutions and successfully turns the school into a meaningful and significant experience that engages children in a whole new way. The colorful and imaginative interior space and furnishings kindles mindfulness and play. By deploying unconventional organization of space through “Educational Markers” and a total lack of formality it encourages informal group gathering, shared teaching and shared learning.
She proposes that we must change the common perception of the learning environment, so that children can take responsibility for their own learning and become engaged, excited, explorative, and curious about the world that they are living in. Therefore as architects, it is our challenge to overcome and change the way that school is designed and built, so children can be better prepared for what their future demands, become lifelong learners and creative thinkers.
The informal conversation following this presentation among McGranahan colleagues was lively and diverse. We discussed the possibility and probability of designing a non-traditional school with public funding, the sociological issues, economic inequities, mental and physical disabilities, and everything in between, including teaching styles and techniques.
Contemporary educational trends call for school designers to create environments that motivate and inspire with a holistic design approach, maximize flexibility, pay attention to personal needs, and be respectful of the planet. While we can be inspired by Ms. Bosch’s project and design approach, as architects practicing in the USA we have different building codes, funding process, construction practices, and building performance expectations. Our pedagogical ideology and societal norms are vastly different from our European colleagues. This “road to change” seems daunting, tedious, and difficult, however a couple of thoughts towards the end of the McGranahan discussion stood out and got us all thinking differently:
What is the ratio of “Educational Marker” space to traditional space in this Copenhagen school?
How are the seemingly traditional school and structured teaching styles in Singapore, Hong Kong and Canada producing respectful students and higher testing scores?
Does that mean Educational Culture is the key to pedagogical success?
Shall we commission Design Intent, measuring the ratio of Educational Markers and traditional space relative to test scores, in similar way that we commission a building’s energy input and output?
We don’t have answers or solutions to all our questions, yet it is certain that “change” is here. There are a plethora of studies on learning environments, student motivation and whole-child education that can be easily found in printed books and the worldwide web. But how can these resources become practical design tools and help us design a better school? Good design cannot be prescribed by a checklist and program area, nor be qualified by esteemed peer reviews; so, for a moment, it felt like Ms. Bosch is preaching to the converted. What CAN we change in the way school is designed? How can we as designers work more proactively with teachers and educators to develop designs that bridge the gap of social poverty?
I believe the solution lies in going back to the basics. Perhaps through an evolution in thinking about the way schools are designed. Instead of form follows function, form follows a story. Architecture becomes a script. A school tells the story of students, their environments and what they can become. By becoming a proactive listener, architects will design school environments that express the true strength, character, integrity, and inspiration of its community. Architecture can become part of the movement that bridges social inequity, thus creating a better world.
While touring schools at an A4LE conference last year, we visited two buildings that seemed like a stark contrast in terms of what I would call “artifacts” of learning evident in the place. When artifacts of learning are manifest in a setting, it seems like students and teachers are thriving in what they are doing. The artifacts created were likely due to the culture of the teaching going on. But are there aspects of the design of the place that invite the creation of those artifacts and encourage a certain culture? Those are questions that have been on my mind since.
The goal of the session was to compare and contrast the design and culture of two high schools, with only the evidence presented in a short visit. Could we discern the qualities of the physical setting that invite more active learning? Here are two example images of the schools and the comments shared in our discussion…
Del Lago Academy, Escondido
Comments:
How do I relate to outdoors?
No natural light.
The hallway feels like an institution.
The school has a formal feel.
Does the school feel more empty because they have an outdoor area?
Is the corridor used as an extension of the classroom?
Maybe time of day affected the flow and use of the corridors/hallways.
The creative area is defined within bounds (chalkboard next to classroom doors).
The couches in the hallways look sterile.
Does the curriculum have anything to do with the welcoming affect?
The furniture does not create a welcoming presence.
Do teachers feel like they lose control of the space if classroom are more visible?
The corridors are wide, but the lower ceilings make it feel less open.
High Tech High Chula Vista
Comments:
Student work is everywhere and we can see into classrooms.
The building seems to accommodate and compliment the culture of the school.
The space invites students to put work up, to see inside other spaces, and it feels welcoming.
There is so much natural light.
The hallway feels like main street with shops and life.
The space has a makerspace feel.
Is school safety a concern? Safety and security limits the number of schools that would do an open concept the way this school has? Some school districts won’t allow such high visibility.
It looks like students are invited to create and show their work.
The hallway has a lot more transparency/storefront feel.
The space feels inviting, like you could participate in what is happening.
There are big windows that create openness between classroom and social spaces.
Collaboration zone, feels like a studio.
The walls seem less precious (there is no gypsum board) so students and staff are able to do what they want with those surfaces.
Higher ceilings and daylight coming in have a positive impact.
This project proves you can do a lot more with a lot less money. (The school was designed and built in 9 months.)
There is serenity in simplicity.
There is a connection to outside.
The space feels inviting: be here, there is life
One thought toward the end of the session stood out and I believe got us all thinking about the bigger question(s): Is the architecture fostering the success of the school or is it the curriculum and culture that creates that success? Is it a little of both? What if we did a “School Swap” – would the architecture limit the liveliness of HTH Chula Vista, and in turn enliven Del Lago? How would the students adapt and use the spaces if swapped? What affects a school’s success more: is it more cultural or more architectural?
It’s certainly the people who enliven the environment, but clearly the design of the environment can invite and support an active and communal teaching and learning culture, characteristics we associate with “thriving”.
