American School & University - July 2026

July 2026 asumag.com | schooldesigns.com

ALSO INSIDE: Planning & Design

26

HVAC Systems

32

FACILITIES UPGRADE AND RETROFIT Strategies to Improve Educational Facilities, Save Money and Create Better Learning Environments.

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TABLE OF CONTENTS

CONTENTS V O LU M E 9 8 • I S S U E 6 • J U LY 2 0 2 6

10 26 FEATURES 18 Flexible Infrastructure

Incorporating flexibility into facility designs provides schools and universities with more options as their needs evolve.

26 Designing for Belonging

How campus spaces can address student mental health.

32 Duct Design

Duct system upgrades can result in healthier, quieter and more eff icient school facilities.

40 DEPARTMENTS 10 Inside

Recreation/athletic facilities

12 Knowledge Center Security

14 Construction Zone Renovation

42 Profiles

People, Places and Goings-on

32

VIEWPOINTS 38 Facility Planning

Pathways for school facility closures

ALSO IN EVERY ISSUE ...

6 EDITOR’S FOCUS

8 ON THE WEB

39 MARKET PLACE

40 PRODUCT SOLUTIONS

41 AD INDEX

American School & University (USPS Permit 023-180, ISSN 0003-0945 print, ISSN 2161-7791 online) is published 7x a year (Jan/Feb, Mar/Apr, May/Jun, July, August, Sep/Oct, Nov/Dec) by Endeavor Business Media, LLC., 201 N. Main St., 5th Floor, Fort Atkinson, WI 53538. Periodicals postage paid at Fort Atkinson, WI, and additional mailing offices. POSTMASTER: Send address changes to American School & University, PO Box 3257, Northbrook, IL 60065-3257. SUBSCRIPTIONS: Publisher reserves the right to reject non-qualified subscriptions. Subscription prices: U.S. ($ 123.75); Canada/Mexico ($ 98.75); All other countries ($ 123.75). All subscriptions are payable in U.S. funds. Send subscription inquiries to American School & University, PO Box 3257, Northbrook, IL 60065-3257. Customer service can be reached toll-free at 877-382-9187 or at americanschool@omeda.com for magazine subscription assistance or questions.

Printed in the USA. Copyright 2026 Endeavor Business Media, LLC. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopies, recordings, or any information storage or retrieval system without permission from the publisher. Endeavor Business Media, LLC does not assume and hereby disclaims any liability to any person or company for any loss or damage caused by errors or omissions in the material herein, regardless of whether such errors result from negligence, accident, or any other cause whatsoever. The views and opinions in the articles herein are not to be taken as official expressions of the publishers, unless so stated. The publishers do not warrant either expressly or by implication, the factual accuracy of the articles herein, nor do they so warrant any views or opinions by the authors of said articles.

4 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ editor's focus

Spare change

By Mike Kennedy

A EDITORIAL ADVISORY BOARD Bruce Mather Executive Director of Facilities Management Elmhurst College, IL Martin Montaño Capital Projects Administrator Rio Rancho Public Schools Rio Rancho, NM James E. Rydeen FAIA, Armstrong Torseth Skold and Rydeen, Inc. Minneapolis, MN

RESERVE A Q&A PAGE IN THE

AUGUST 2026 EDUCATIONAL INTERIOR SHOWCASE

ttending a private school as a child, I was often called on to help raise money to close the gap between the tuition my family paid and the actual cost of the education. You might find me selling my mother’s homemade fudge at an afterchurch bake sale, hawking chocolate bars or magazine subscriptions to weary commuters as they exited a train station at the end of the day or asking neighbors and family friends to pledge a per-mile amount for my upcoming marathon walk. We students weren’t always in the loop as to how the money would be spent, but we were convinced that we had to do our part because the school wasn’t getting any taxpayer funding.

In theory, public school systems in the United States should not need such outside assistance.

Taxpayer funding should generate enough money so that a school district can provide all its students with a suitable education. But that theory gets twisted and torn apart when politics determines where funding goes—too often to the “haves” at the expense of the “have nots.”

Lawsuits over inequitable distribution of education funding are commonplace but never seem to achieve the long-term goal of equity.

So it’s not surprising that more public schools are relying on raising outside revenue to supplement what they get from taxpayers.

An analysis by Chalkbeat Chicago and the Chicago Tribune of fiscal 2025 spending found that campuses run by Chicago Public Schools spent $48 million in independently raised revenue. That represents a 78% increase compared with 2021. The revenue includes parent fundraising, renting facilities and parking lots, payments for cellphone towers on school roofs, student fees from paid after-school programs, and grant funds that individual schools are awarded.

And, rather than paying for extras, the money being raised is increasingly allocated for essential needs—closing budget gaps, paying for staff positions, and repairing buildings. The analysis showed that 77 teacher and staff positions in 2025-26 were funding through independent revenue.

Although it’s a positive sign that communities are engaged with their local schools and stepping up to support them, schools shouldn’t have to rely on outside revenue to have sufficient staffing and safe facilities. 

Senior Editor Mike Kennedy has written for AS&U on a wide range of educational issues since 1999.

Showcase your insights, leadership, projects, and more.

American School & University is the publication for thought leaders shaping school and university facilities. The August 2026 Educational Interiors Showcase issue is the guidebook for those planning interior learning environments. Q&A pages are a unique, cost-effective way to show your expertise in this special magazine devoted to the best in educational interiors and facility planning.

Contact Heather Buzzard at hbuzzard@asumag.com or visit SchoolDesigns.com for information.

6 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ on the web | asumag.com www.asumag.com www.schooldesigns.com

CONTENT DIRECTOR/ ASSOCIATE PUBLISHER Joe Agron • jagron@endeavorb2b.com SENIOR EDITOR Mike Kennedy • mkennedy@asumag.com ART DIRECTOR Julie Whitty • jwhitty@endeavorb2b.com AWARD PROGRAM MANAGER Heather Buzzard • hbuzzard@endeavorb2b.com EDITORIAL CONTRIBUTORS Stephen Ashkin; Paul Erickson; American Institute of Architects Committee on Architecture for Education SENIOR PRODUCTION OPERATIONS MANAGER Greg Araujo • garaujo@endeavorb2b.com PRODUCTION MANAGER Sheila Ward • sward@endeavorb2b.com

ENDEAVOR BUSINESS MEDIA, LLC CEO | Chris Ferrell COO | Patrick Rains CDO | Jacquie Niemiec CALO | Tracy Kane CMO | Amanda Landsaw EVP Building & Construction Group | Chris Perrino VP of Content Strategy— Buildings & Construction Group | Mike Eby • meby@endeavorb2b.com

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Planned residence hall for University of Arizona will be a not-so-high rise

T

he University of Arizona says plans for a residence hall in Tucson have changed significantly: Originally planned as a 19-story building, it will now stand just nine stories tall.

The Arizona Daily Star reports that the plan also calls for an increased capacity of 1,300 beds, up from the projected 1,200. The residence hall is still scheduled to open in fall 2028.

“The reconfigured plan makes more efficient use of the property and also allows us to increase the

new dorm’s capacity,” university spokesperson Mitch Zak said.

The university has undertaken the $250 million project in partnership with the nonprofit Collegiate Housing Foundation.

The new housing is part of an effort to get first-year, full-time students to live in on-campus housing. The university has capacity for more than 7,200 beds in existing residence halls, but it plans to decommission some older units that have costly maintenance needs. https://asumag.com/55382494

Christian school system is buying shuttered college campus in Palos Heights, Illinois

A

Christian school system in Chicago’s Southwest suburbs plans to buy the campus of a recently shuttered Christian college in Palos Heights, Illinois.

The Chicago Tribune reports that Chicago Christian Schools has coord i nated Google an investment effort to acquire the 60-acre campus of Trinity Christian College.

The purchase would take place through Chicago Christian Educational Opportunity LLC, a newly established group of investors. The group is still evaluating potential plans for the campus and working to

identify the parts that will help it further its goals.

Mark Hamstra, superintendent of Chicago Christian Schools, said the campus could usher in more vocational training as well as improved arts, science, technology, engineering and math, and athletic facilities.

Chicago Christian Schools has preK-8 campuses in nearby suburbs Oak Lawn and Tinley Park and a high school in Palos Heights. The high school is adjacent to the Trinity Christian College campus.

Trinity Christian’s board of trustees voted in November to shutter the 66-year-old Christian private college. The college listed the property and its 22 buildings for sale, though there was no listing price and Chicago Christian Schools has not said how much it is paying for the campus. https://asumag.com/55381824

EPA says North Carolina State University can tear down Poe Hall

N

orth Carolina State University plans to demolish Poe Hall after receiving approval to do so from the U.S. Environmental Protection Agency.

The Raleigh News & Observer reports that Poe Hall, the building on the Raleigh campus that once housed the university’s education department, contains harmful chemicals known as PCBs, and former occupants of the building say the chemicals are the cause of their cancer.

The university shut down the building in 2023.

Earlier this year, a federal investigation confirmed elevated levels of certain types of cancer among former employees and students, but researchers couldn’t say for certain whether the PCBs they found in the building were the cause.

Mu lt iple lawsuits su r rou nding Poe Hall are active.

A group of 12 sickened people who once worked or studied in the building have sued the university and the chemical company Monsanto, which developed PCBs. North Carolina State says that following the demolition, the university plans to construct a building for the College of Education.

North Carolina State University

VP/MARKET LEADER— BUILDINGS & CONSTRUCTION Mike Hellmann • mhellmann@endeavorb2b.com

https://asumag.com/55381186

New elementary will replace 3 existing campuses in Fargo, N.D.

T

he Fargo (Nor t h Dakota) district has broken ground on an elementary school that will replace three existing campuses.

The Forum reports that the new Horace Mann

Elementary will be a $45 million facility and is set to open in 2028. It is being constructed on the site of the existing Horace Mann, a 110-year-old school.

The new school will have capacity for 444 students and replace the existing Horace Mann, Roosevelt and Madison elementary schools.

Once the existing Horace Mann is demolished this summer, construction on the new building will begin.  https://asumag.com/55379732

8 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ inside | recreation/athletic facilities

$165 million recreation center opens at University of Michigan

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he University of Michigan has opened a $165 million recreation and well-being center on its Ann Arbor campus.

The Hadley Family Recreation & Well-Being Center, constructed on the former site of the Central Campus Recreation Building, was first approved in September 2018, but the project was paused during the Covid-19 pandemic.

The facility has more than 200,000 square feet of space on five levels. It has equipment and amenities for swimming, running or walking, strength, fitness and cardiovascular training, basketball, volleyball, badminton, racquetball, squash, wallyball, group exercise, spin cycle studio, sauna, steam room, turf court and climbing and bouldering walls.

The building supports users’ mental health with a mind and body studio, wellness equipment, and social spaces for users to recover and relax. Each of the five floors has natural light and ample space for exercising, socializing and exploring the mind-body connection.

“The sense of community built here will be just as important as building physical health,” says Mike Widen, director of Michigan Recreation. “We wanted this facility to be intentional about that, which is why it was important to have well-being in the name. It’s

Michigan Recreation

not just a recreation center.”

The facility includes accessible entrances, elevators, wide pathways, accessible restrooms and locker rooms.

The center also has multiple levels of adaptive fitness equipment, such as accessible machines, hand cycles, pool lifts and ramps, or modified strength-training equipment.

The facility has been designed to receive LEED Platinum certification, making it one of the most sustainable buildings on the university campus.

Stadium upgrade at Auburn University Auburn University

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he Auburn University Board of Trustees has approved a $323 million upgrade of the football stadium on the Auburn, Alabama, campus.

Al.com reports that the project will add a multipurpose event center to the north end zone of Jordan-Hare Stadium.

The building is designed for both game-day and campus use and will include dining and concession venues, a multipurpose hall and ballroom, and premium suites.

“The Jordan-Hare North Project will benefit Auburn for generations, elevating the experience for all fans on football Saturdays while also enhancing the campus community year-round,” Auburn athletic director John Cohen said.

Along with the building project, the board also approved a “reenvisioning” of the space outside the stadium.

The university will construct an elevated plaza above Heisman Drive between Jordan-Hare Stadium and Petrie Hall that will provide an outdoor gathering space that strengthens pedestrian connectivity across campus.

The projects are expected to be finished by fall 2029.

Florida school board opts not to buy stadium from city of Gainesville

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he Alachua County (Florida) School Board has rejected a proposed contract with the city of Gainesville to buy a local stadium.

The Gainesville Sun reports that the board vote has halted more than 18 months of negotiations and leaves the district without a clear path forward on long-term stadium facilities City of Gainesville for its high school athletics programs.

Citizens Field Stadium, which is owned by the city, has been used for decades by three of the district’s large high schools: Gainesville, Eastside and Buchholz. Had the board approved the contract, the district would have put down a $100,000 deposit to begin an environmental investigation at Citizens Field, with the option to

withdraw from the agreement if significant concerns were found at the site.

The rejected contract would have had the district buy the stadium for $500,000, with additional infrastructure costs of about $5 million and estimated construction costs between $22 million and $25 million.

After voting down the contract, the board asked district staff to present alternative options timates at a future meeting. Those options include building separate stadiums at Eastside, Buchholz and Gainesville High Schools, building a shared stadium at another site and renovating Citizens Field under a renegotiated agreement with the city. Board Chair Thomas Vu said he would prefer separate stadiums on school campuses. 

10 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ knowledge center | security

SECURITY CHECK The summer recess may provide school administrators with an opportunity to evaluate and improve security in their facilities.

By Mike Kennedy

S

chools and universities typically have fewer people on their campuses during the summer, so many facility managers try to schedule upgrades then. Security has become an increasingly important aspect of the school environment that administrators should be focusing on over the summer to enhance safety for students and staff.

Those improvements may include repairing and replacing doors, adding or upgrading fencing and gates on school property, installing or repositioning cameras to monitor buildings and grounds more effectively, and testing communications and alarm systems to make sure they are working properly.

The Cybersecurity & Infrastructure Security Agency (CISA) K-12 School Security Guide emphasizes a systems-based approach that creates layered security measures rather than isolated steps.

“A layered, systems-based approach to physical security ensures that (1) physical security equipment and technology, (2) site and building design features, (3) personnel and staff, (4) policies and procedures, and (5) training programs work cohesively to provide security benefits,” the guide says.

Looking at physical security, the CISA guide says a school’s focus should stress five elements: equipment and technology; site and building design features; school security personnel; policies and procedures; and training, exercises and drills.

Summer safety The Partner Alliance for Safer Schools (PASS) has compiled a list of areas for school systems to evaluate during the summer recess to bolster security in their facilities:

WDnet / iStock / Getty Images Plus

▶ Emergency operations plan.

Schools should review their emergency operations plans and then build other risk assessment ideas into it. Comprehensive security plans and the procedures created to put them in place will then form the foundation of school safety and security.

Without proper policies and procedures, it is impossible to successfully use security technology and other measures. ▶ Roles and training.

Knowing what roles people will have if the worst-case scenario happens in a school can increase feelings of preparedness and buy-in, PASS says. Personnel make up the most critical component of each layer. All students and staff should be empowered to take effective action in emergencies and receive appropriate training and instructions relevant to a school or district’s safety processes, plans, technologies and procedures.

Summer is the time to build this team, PASS says. It urges school systems to create a safety/security/emergency management planning team made up of parents, teachers, law enforcement, fire officials, private industry and students. “This diverse group can help lead you in developing or enhancing your security/emergency management procedures over the next year because they have perspectives you would have never thought of,” PASS says. ▶ Access control Controlling access to school property, buildings and classrooms is a primary security function. Mechanical locks have historically formed the base for any access-control system, but other critical elements should be considered.

Many schools have invested in electronic access control. They can be an effective solution to prevent intruders from get-

ting into a building during school hours and for monitoring access points for the various layers. ▶ Video surveillance In the past, video recordings were used primarily in a forensic capacity to help determine the who, what, when and where of an incident after the fact. However, as surveillance technology has advanced, so have capabilities that enable security professionals to use video as a tool to help mitigate risks before and as they occur.

PASS emphasizes that there is no such thing as a “one-size-fits-all” approach in in video surveillance. Designing an effective video surveillance system requires a collaborative approach involving multiple professionals. ▶ Detection and alarms Traditional intrusion detection systems represent a key platform that has evolved beyond burglar alarms to provide the capability to report other types of emergencies and support an all-hazards approach to safety and security. Detection and alarm systems provide the technological means to easily translate the detection of a security threat to a strategic notification that best fits with the processes and protocols put in place to respond to the dangers that schools face. ▶ Communication systems It is important to distinguish between emergency and routine communication systems. An emergency communication system is defined as “a system for the protection of life by indicating the existence of an emergency situation and communicating information necessary to facilitate an appropriate response and action.” Routine communication systems handle day-to-day communication on all matters outside this definition. 

12 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ construction zone | renovation

3 residence halls to be renovated at University of Wisconsin

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he University of Wisconsin-Madison plans to renovate three of its residence halls this fall.

The Capital Times reports that the $79.2 million project would add air conditioning among other improvements to the buildings, according to Deej Lundgren, associate vice president for capital planning and budget.

UW-Madison would permanently lose 18 total beds as a result of the renovations at the Kronshage, Jorns and Humphrey residence halls.

UW-Madison’s residence halls were at 116% capacity in 202526. The university has met student demand primarily by turning larger double rooms into triples and by converting study dens into resident rooms.

The Board of Regents has voted to begin the residence hall upgrades at UW-Madison this fall. The project needs approval from the State Building Commission.

The renovated buildings are expected to reopen by fall 2029.

The upgrades are designed to preserve t he bu i lding’s historical character while making Google essential improvements.

The project calls for installing elevators in each building, upgrading restrooms and resident rooms, and adding new laundry rooms, kitchenettes and outdoor patios. Fire alarm and suppression systems would be updated and windows and roofing would be replaced.

First-year students aren’t required to live on campus, but about 93% have chosen to live in UW-Madison’s residence halls in recent years.

University converts former post office to academic center

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irginia State University in Petersburg has completed a $6 million renovation of the school’s former post office building and converted it to a Center for Academic Innovation.

The university says the facility will serve as a hub for academic innovation and collaboration among Virginia State faculty. It will have modern instructional technology and provide faculty with a

dedicated space to create more inclusive classrooms, explore new teaching strategies, experiment with emerging technologies and partner with students to generate new knowledge.

The first floor has two classrooms, reception spaces and faculty offices that open onto three outdoor terraces with brick pavers and seating for informal gatherings.

The second floor has a faculty commons area with multiple media collaboration areas, break areas, a refreshment galley and an open faculty lounge equipped with extra-large TV monitors.

The structure that now houses the center was built in 1928, making it one of the oldest buildings on the Virginia State campus. The building first served as a laundry and was repurposed as a post office in 1978.

Renovated facility at SUNY Fredonia will become student center

S

tate University of New York at Fredonia has begun a $52 million renovation of Jewett Hall in an effort to centralize essential student services.

The university says the renovated facility will serve as a Student Success Center that houses key offices including Career Development, Academic Advising, Financial Aid, Student Accounts, the Registrar, and the Advancing Completion through Engagement Office.

The building also will house programs that support global learning and access such as International Education, International Student Services, Study Abroad, Educational Development Program, and the Honors Program. It also will have classrooms, conference and multipurpose spaces, a tranquility room, and student lounges.

Constructed in 1962, Jewett Hall served as a center of science

education. It housed laboratories, faculty offices, a lecture hall and a planetarium. Science departments have been relocated after construction of the Science Center and the renovation of Houghton Hall in reSUNY Fredonia cent years.

The Jewett Hall renovation will reconfigure much of the building’s interior but will preserve and rehabilitate the existing planetarium and 200-seat lecture hall. The upgrades are expected to be completed in 2028.

14 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ construction zone | renovation

Renovated hall at Princeton will be new home for computer science

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rinceton University in Princeton, New Jersey, has begun construction on a project that will convert Guyot Hall into Eric and Wendy Schmidt Hall.

The university says Guyot Hall, the longtime home of environmental sciences, is being transformed into a new home for Princeton’s Department of Computer Science.

The renovation and addition will more than double the size of former Guyot Hall.

The 95,000-square-foot 1907 building will be updated, and a 136,000-square-foot addition will be constructed.

The existing structure’s exterior and its primary interior spaces, such as the central Commons, will be restored to its original configuration.

The building will have new classrooms, teaching labs, offices, collaboration and meeting spaces, an indoor bike room, a courtyard and a raised terrace.

Princeton University

Elvis Presley’s former high school will become school for technology and arts

T

he Memphis, Te n n e s s e e , school where Elvis Presley graduated in 1953 is set to get a new life as a school for technology and the arts.

WR EG-TV reGoogle ports that the Memphis Middle and High School for the Arts and Technology (MEMArtsTech) has bought the former Humes Middle School.

Plans call for the campus to become a public contract school

for grades 6 to 12. The renovation is expected to cost $73 million.

Funding will come from a mix of private donations, tax credits and other financing tools.

The New Arts Foundation will serve as the school’s dedicated nonprofit fundraising partner, and New Ballet Ensemble & School will serve as the fiscal agent.

The Memphis-Shelby County School board agreed last year to sell the shuttered school building for $257,000. MEMArtsTech says the 1920s building, which is listed on the National Register of Historic Places, has about $26 million in deferred maintenance needs.

Humes Middle, which had been a high school when Presley was a student there, closed in 2024.

Renovation will remove 108-year-old building from private school in Ohio he Wellington School, a private preK-12 school in Upper Arlington, Ohio, plans to demolish a more-than-100-year-old school building to make space for a renovation and expansion.

The Columbus Dispat reports that when the new construction is completed in 2027, students will move into “fully reimagined academic and community spaces designed to support collaborative, inquiry-driven learning.”

The transformation also will include a new upper school entrance, enhanced visual and performing arts facilities, and new outdoor and community spaces, the school says.

Wellington was founded in 1982 as the first coeducational, independent school in the Columbus area. It educates more than 700 students ranging from 3-year-olds to 12th graders.

A key part of the renovation is the demolition of the original 1918 South Perry Township school building on the property. The

The Wellington School

T

building served as the original Perry Township School, along with a mid-20th century addition that once served as an Upper Arlington elementary school.

These buildings formed Wellington’s first home and remained part of campus life for decades. The 1918 building was closed in 2010. 

16 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ feature | facility planning

The mechanical, electrical and plumbing systems behind the walls often determine whether a building can adapt or becomes a bottleneck.

Rightsizing this infrastructure early keeps future options open without overbuilding on day one.

Photos courtesy of HEAPY

Incorporating flexibility into facility designs provides schools and universities with more options as their needs evolve.

By Daric Hess

W

hen a campus building becomes obsolete, it’s rarely because a classroom wall can’t be moved. More often, it’s because of the parts of the facility that students and faculty never see. It is above in the ceilings, behind the walls, beneath the campus and inside the central infrastructure

systems that support multiple facilities at once.

Infrastructure determines whether a facility can adapt to new programs, technologies and energy strategies.

In an environment with shifting enrollment patterns, quickly evolving academic programs, constrained funding, new technologies, campus

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■ feature | facility planning

As programs shift toward research and advanced computing, facilities must support the infrastructure demands those uses require; this transition is far easier when planned from the start. (Butler University Science Complex, Indianapolis)

decarbonization goals and scrutinized capital investments, it is critical to build for flexibility. For colleges and universities, planning for that flexibility starts with the infrastructure that enables change at both the building and campus scales.

Innovation on campus is often visible in new labs, learning environments and research programs. But the ability to support facility upgrades depends on less visible systems: power, ventilation, controls, utilities, data infrastructure and energy networks that can evolve as institutional needs change.

From static to adaptable Historically, institutions designed campus buildings around a defined program with limited expectation of change. A science building served a stable academic function. A classroom building supported consistent instructional needs. Engineers sized and configured systems accordingly.

That approach no longer reflects how institutions operate.

Programs expand and contract. Departments merge or relocate. New disciplines emerge, requiring different types of space and infrastructure. Even within a single building, uses can shift significantly over time, from classrooms to labs, from offices to collaborative environments or from general academic space to specialized research.

Emerging academic programs may require more sophisticated technology, higher energy loads, enhanced ventilation, specialized equipment or more flexible research environments.

A building that once supported traditional instruction may need in the future to support interdisciplinary research, simulation, makerspaces or advanced computing.

Those changes do not stop at the walls of an individual building. When an art building becomes a research facility, or a traditional classroom building begins supporting more energy-intensive programs, the impact extends to power, chilled water, heating systems, controls and the broader campus utility network.

When buildings are designed without this level of change in mind, institutions risk costly renovations, operational disruptions and, in some cases, facilities that can no longer support their intended use.

Flexible infrastructure provides institutions with more options before complete reinvention becomes the only path forward.

Infrastructure limits One of the most common misconceptions about flexible design is that it is primarily an architectural problem. But really, HVAC systems, electrical capacity, distribution pathways, controls and utilities determine whether a space can be repurposed efficiently or at all.

For example, converting a classroom into a laboratory is not simply a matter of reconfiguring furniture. It requires sufficient ventilation, appropriate air changes, specialized exhaust, additional power and often upgraded controls. If those systems were not anticipated in the original design, the cost and complexity of retrofitting can be significant.

For institutions, this is where innovation can either accelerate or stall. A campus may have the academic vision for a new

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program. It may even have the space available for it, but if the infrastructure cannot support the required equipment, environmental controls, power demands or connectivity, the project becomes more expensive, more disruptive or less feasible. Flexible infrastructure gives institutions more room to pursue new ideas without being constrained by systems designed for yesterday’s needs. Without early infrastructure planning, institutions may find that the biggest barrier to reuse is not the building itself but the systems that feed it.

The same is true for technology infrastructure. As digital tools, research requirements and data demands continue to grow, buildings must be able to accommodate higher loads, greater connectivity and more sophisticated systems than originally envisioned.

In this sense, flexibility is less about creating generic space and more about building the capacity and pathways that make change possible.

Rightsizing without overbuilding

NE W

!

Institutions often struggle to balance existing needs with future uncertainty. Designing systems to account for every possible scenario can quickly strain the budget. At the same time, designing too narrowly limits future options and increases long-term costs.

A more effective approach is to focus on strategic flexibility within the building’s infrastructure. This means right-sizing

systems for current demand while incorporating targeted provisions for future expansion.

In practice, that often means distinguishing between capacity that needs to be installed now and capacity that should simply be planned for. Institutions may not need to buy and install every piece of equipment on day one, but they should consider whether the building has the space, pathways and connection points to support future growth.

This is especially important for phased development. Rather than constructing buildings or infrastructure to ultimate capacity immediately, campuses can build what is needed now while planning for expansion as funding, enrollment and program demand become clearer.

Practical strategies include planning for additional capacity in electrical rooms or central plants, even if not all equipment is installed initially; providing clear distribution pathways, such as accessible ceiling space or utility corridors, that enable systems to expand without major disruption; designing modular systems that can be incrementally scaled as needs evolve; and incorporating adaptable controls that can support different space uses over time.

These approaches enable institutions to manage upfront costs while preserving future options. Done well, rightsizing is not about building less or building more. It is about making targeted

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■ feature | facility planning

Adaptable learning environments with movable furniture, modular zones and flexible infrastructure, like here at the Butler University Science Complex, enable campuses to reconfigure spaces as programs evolve without major reinvestment.

infrastructure decisions that reduce financial exposure today while protecting long-term value.

planning with operational performance rather than treating sustainability as a separate initiative.

Flexibility and sustainability

Modernizing without interruption

Flexibility and sustainability reinforce each other.

Buildings that can adapt over time require minimal renovations or replacement, reducing material waste and embodied carbon. At the same time, rightsized systems and phased investments help avoid unnecessary energy consumption and capital expenditure.

Flexible infrastructure also helps institutions keep pace with evolving sustainability goals. As colleges and universities pursue decarbonization, electrification and other energy strategies, buildings must accommodate the latest advancements and system configurations.

This is especially important on existing campuses, where innovation and sustainability are closely connected. Decarbonization is rarely achieved through a single project. Institutions may need to transition away from legacy fossil-fuel systems, evaluate central plant strategies, incorporate heat recovery, add renewable energy sources, improve controls or prepare for greater electrification over time. Each decision affects the next, and each one depends on infrastructure that can accept change.

Campuses that plan for adaptability are better positioned to test, scale and integrate emerging solutions without treating every advancement as a significant retrofit. It also helps institutions lower long-term energy costs by aligning capital

The Science Complex at Butler University in Indianapolis, Indiana, shows how systems-led planning can support modernization without stopping campus operations. The university upgraded mechanical and electrical systems for a major expansion and renovation of Gallahue Hall and Holcomb Hall.

The project transformed two older academic buildings into a refreshed science complex supporting classrooms, private study areas, a library, chemistry and research labs, common spaces and a new glass-enclosed atrium connector. The work was completed over four years, enabling the university to continue offering a full curriculum while construction was underway.

That phasing required careful coordination of the infrastructure behind the learning environment, including scheduled shutdowns, access to critical spaces, noise mitigation and continued support for classes and research experiments.

In addition to bringing the building up to current codes and standards, the renovation created flexible and resilient infrastructure that the university needed moving forward.

For higher education leaders, the lesson is clear: flexibility is not only about what a building can become years from now.

It is also about how institutions can renew, expand and modernize existing facilities while keeping academic life moving.

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■ feature | facility planning

These strategies can help campuses think more intentionally about continuity.

Rather than treating all loads equally, institutions can determine which functions must remain operational during an outage, which buildings or systems should be prioritized and which loads can be temporarily reduced.

The goal is not to make every building fully independent.

It is to make smarter decisions about continuity, cost and risk.

Buildings planned with flexible infrastructure can support both lecture-based and research-intensive uses within the same facility over time. (Butler University Science Complex, Indianapolis)

Embracing flexibility

Collaborative approach Achieving meaningful flexibility requires a shift in project mindset.

Teams cannot add it late in the design process or address it with a single decision. It requires early alignment between administrators, designers and engineers on long-term goals, potential future scenarios and acceptable levels of risk.

It also requires a willingness to think differently. The most innovative campuses are not just adding new technologies. They are building infrastructure that can keep adapting as academic, energy and operational needs evolve. This requires holding conversations about future academic programs, energy priorities, resilience needs and funding realities before design decisions become fixed.

From an engineering perspective, the role extends beyond delivering systems. Engineers can serve as a strategic partner, helping institutions navigate complex decisions and build infrastructure that supports their mission over time.

Flexibility ultimately comes down to making better longterm decisions.

It enables institutions to respond to change without starting over. It reduces the risk of obsolescence. It supports decarbonization without forcing disruptive, one-time overhauls. It helps campuses manage energy costs, protect continuity and extend the value of major capital investments.

By prioritizing flexible infrastructure, colleges and universities can make campus investments that are cost-conscious today, while remaining resilient, efficient and adaptable for the future. 

These steps will help education institutions incorporate flexibility in their facility decisions.

1. Plan for innovation, not excess Rightsize systems for today, but design systems with the flexibility to support tomorrow.

2. Prioritize distribution and access Accessible ceilings, utility corridors and clear routing make future changes faster and less disruptive.

3. Think in systems, not spaces A room can change function quickly, but only if the infrastructure supporting it can adapt.

4. Align early on long-term goals Flexibility requires early collaboration between facilities, design teams and leadership to define priorities and tradeoffs.

5. Connect building decisions to campus energy strategy Evaluate how each project affects decarbonization, electrification, resilience, utility costs and long-term infrastructure planning.

Resilience and uncertainty Resilience adds another reason to prioritize f lexible infrastructure.

Utility cost volatility, grid instability and extreme weather place growing pressure on campus infrastructure. As a result, many institutions are rethinking how infrastructure supports not just day-to-day operations, but also continuity during disruptions. This includes evaluating backup power strategies, on-site energy systems and more intentional load prioritization.

For a college or university, resilience may not carry the same life-safety urgency as a hospital, but the consequences are still significant. If campus infrastructure fails, institutions may be forced to cancel classes, relocate students, pause research, shut down residence halls or send students away. That disruption affects academic continuity, student experience, research activity and institutional reputation.

As energy technology continues to evolve, campuses do not need to solve every resilience challenge at once. But they do need infrastructure that enables them to adopt better solutions as they become practical, affordable and aligned with institutional goals.

Flexible infrastructure makes it easier to integrate these solutions over time, from backup power and renewable generation to battery storage, distributed energy resources and microgrids.

Daric Hess is Chief Innovation Officer at HEAPY, an engineering firm based in Dayton, Ohio.

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■ feature | planning & design

How campus spaces can address student mental health.

By Quinn O’Heeney

C

olleges and universities are facing increasing pressure to address student mental health in meaningful, measurable ways. Rising levels of stress, anxiety and depression among students are no longer peripheral concerns. They are directly tied to retention, academic performance and the overall campus experience.

Institutions have expanded counseling services and student support programs, but the built environment remains an underused tool in shaping student well-being. Renovation projects, in particular, offer a strategic opportunity. Rather than viewing facilities updates as purely functional or aesthetic, campus leaders can leverage them to foster connection, reduce isolation and support healthier daily experiences for students.

Students and visitors at the University of Notre Dame can feel at home in the lounge at the Morris Inn. Al Ensley

Thoughtful design interventions do not need to be complex or costly. When applied intentionally, they can significantly influence how students engage with their campus and with one another.

Feeling connected A sense of belonging is foundational to a student’s success. Spaces that feel inaccessible, disorienting or exclusive can reinforce isolation. Conversely, environments that are intuitive and welcoming signal that students are supported and seen.

Quiet gardens, low-stimulation environments and areas designed for small-group interaction provide alternatives to the often high-energy, highly social nature of campus life.

Inclusive design strategies are often used to serve specific populations, but their impact extends across the entire campus community. Features such as tactile wayfinding elements, accessible entries and thoughtfully designed restrooms improve usability for all users, not just those with defined needs.

Inclusivity also extends to how institutions address affordability, independence and varying student lifestyles. At Lake Michigan College in Benton Harbor,

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A group of students takes a break in between classes to study together in Huntington University’s student union building, known as HUB. Students also can take advantage of a variety of seating options and lakeside views on the patio outside the HUB. Al Ensley

Michigan, a residence hall was designed to support increased student retention at a two-year institution where many learners traditionally commute. The suite-style layout incorporates shared kitchens on every floor, creating opportunities for social interaction while also reducing the cost of living compared with off-campus apartments. This approach not only makes on-campus housing more accessible financially, but also fosters

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■ feature | planning & design

connection and recovery throughout the day.

Strengthening social connectivity

Flexible seating options inside the Horne Academic Center on the Taylor University campus accommodate both independent and group study.

Tom Galliher

a stronger sense of community among students who may otherwise feel disconnected from campus life.

Equally important are spaces that acknowledge a range of sensory and social preferences. Quiet gardens, low-stimulation environments and areas designed for small-group interaction provide alternatives to the often high-energy, highly social nature of campus life. These environments create opportunities for students to engage on their own terms, reducing stress while reinforcing a sense of inclusion.

The U.S. Surgeon General has identified social connection as a key factor in addressing the mental health crisis. On college campuses, the design of everyday spaces can either encourage or inhibit that connection.

Renovation projects can intentionally activate underused areas by focusing on how students move through and occupy space. Corridors, lobbies and transitional zones can become opportunities for engagement rather than simply paths of travel.

At Taylor University in Upland, Indiana, campus center environments have been designed to serve as highly visible, highly active hubs that draw students in throughout the day. Flexible layouts in the university’s Horne Academic Center support a range of uses, from individual study to group collaboration, and integrated recreation and student organization spaces foster shared experiences. Expanding on Students and student-athletes have several places to connect for casual conversations in the lobby of Frann’s Fieldhouse on the Heidelberg University campus.

Al Ensley

“Third places” Students move constantly between structured environments such as classrooms and private spaces like residence halls.

What is often missing are informal, comfortable settings that exist somewhere in between.

These “third places” play a critical role in supporting mental health. They offer students a place to pause, reset and engage socially without pressure. On campus, these spaces can take many forms, from student centers and academic lounges to study areas embedded within residence halls.

Successful examples often draw from hospitality design. At institutions like the University of Notre Dame, lounge environments have been reimagined as living room–style settings, incorporating soft seating, warm materials, and amenities that encourage students and guests to linger. Similarly, at Huntington University in Huntington, Indiana, the student-focused HUB blends café culture with flexible seating and informal gathering areas, supporting both social interaction and quiet downtime.

These environments are not ancillary. They are essential infrastructure for student well-being, creating space for both 28 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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this approach, the university’s planned Bond Servant Plaza will introduce an amphitheater designed to host campus programming and events. Creating a centralized venue for shared experiences will strengthen community connections.

Designing for social connectivity also means reconsidering whom spaces are intended to serve. At Heidelberg University in Tiffin, Ohio, Frann’s Fieldhouse has been positioned as a destination for the entire student body, not just student-athletes. By broadening access and programming, the facility supports more inclusive patterns of use, encouraging interaction among students who might not otherwise cross paths.

Incorporating elements that reflect local culture or student identity further strengthens this connection. When students see themselves represented in their environment, spaces feel more personal and meaningful, reinforcing a sense of community.

well-being. Exposure to natural light, views of the outdoors, and the use of organic materials can reduce stress and improve focus.

Renovation projects offer multiple entry points for integrating biophilic design strategies. Opening up interior spaces so that daylight can penetrate deeper into buildings is one of the most effective approaches. At Saint Mary’s College in Notre Dame, Indiana, the transformation of an existing residence hall into a health sciences facility introduced a central atrium that

Bringing nature inside Access to nature, whether direct or indirect, has a measurable effect on mental

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■ feature | planning & design

Natural light infiltrates the two-story entrance of the Saint Mary’s College Health Science Building.

Al Ensley

brings natural light into previously enclosed areas. The result is a brighter, more open environment that supports both clarity and comfort.

Additional strategies can include incorporating interior plantings, using natural materials such as wood and stone, and creating direct connections to outdoor gathering spaces. Even modest interventions can significantly shift how a space feels and functions.

Renovation as a strategic tool For many institutions, large-scale new construction is not feasible. Renovation, however, offers a practical and often more immediate path forward. By rethinking how existing spaces are used, colleges and universities can achieve meaningful improvements without expanding their footprint.

High-impact strategies often include: • Reprogramming underutilized spaces into student-focused environments • Enhancing lighting and visibility to improve comfort and safety • Introducing flexible furniture to support multiple modes of use • Strengthening connections between indoor and outdoor spaces along with access to natural light These interventions can be carried out incrementally, aligning with budget cycles while still contributing to a larger vision for campus well-being.

Designing for student success Design alone cannot solve the mental health challenges facing higher education. However, it plays a critical supporting role. When students feel connected, comfortable and supported by their environment, they are more likely to engage with their peers, persist in their studies, and fully participate in campus life.

Renovation projects that prioritize inclusivity, mental respite, social connectivity and access to nature do more than improve facilities. They help create conditions where students can thrive.

For campus leaders, the opportunity is clear: By aligning facilities planning with student well-being goals, the built environment can become an active contributor to both mental health and institutional success.  Quinn O’Heeney, PE is a Senior Project Manager at Design Collaborative, an architecture firm in Fort Wayne, Indiana.

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■ feature | HVAC systems

Lightweight pre-insulated duct sections can simplify installation and reduce labor requirements, helping contractors meet tight construction and summer renovation schedules.

DUCT

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DESIGN

Duct system upgrades can result in healthier, quieter and more efficient school facilities.

By Ryne R. Sullivan

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ducational facilities are under increasing pressure to create healthier, more energy-efficient learning environments as they deal with constrained budgets, labor shortages and compressed construction schedules. Across K-12 and higher education, school administrators, engineers and facility teams are evaluating HVAC systems not only for heating and cooling performance, but also for their broader impact on occupant comfort, indoor air quality (IAQ), energy efficiency, constructability and long-term operational costs.

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Pre-insulated phenolic duct systems integrate thermal insulation directly into the duct assembly, helping reduce air leakage, improve thermal performance and support long-term energy efficiency.

in U.S. public schools is nearly 50 years old, and more than one-third of school buildings were constructed before 1970. At the same time, the U.S. Department of Energy estimates public schools face a deferred maintenance backlog of about $270 billion tied to aging infrastructure, including HVAC systems.

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As districts work to modernize facilities and improve building performance, they are placing greater attention on the role duct system design plays in supporting cleaner airflow, energy efficiency, acoustics and long-term operational performance.

Pre-insulated phenolic duct systems and advanced phenolic duct liner specifications can help reduce air leakage, improve acoustic performance and simplify installation within modern educational facilities.

Healthier indoor learning Supporting healthier indoor learning environments has become a growing priority for educational facilities as more schools recognize the connection between IAQ and student performance. According to the Environmental Protection Agency, indoor pollutant levels can be two to five times higher indoors than outdoors, an important concern in densely occupied school environments where students and staff spend extended hours each day. Poor IAQ has been linked to increased absenteeism, respiratory illnesses and reduced cognitive performance. Studies have shown that improving school facilities and indoor environmental conditions can contribute to measurable gains in reading and math scores.

Pre-insulated phenolic duct systems represent one approach for supporting cleaner, more controlled and more thermally

efficient air distribution within educational facilities. These systems use a non-fibrous rigid closed cell phenolic insulation core faced on both sides with an aluminum FSK (foilscrim-kraft) vapor barrier with strong vapor resistance and low thermal conductivity. This helps reduce heat transfer, moisture infiltration and uncontrolled air leakage throughout the air distribution system.

Unlike traditional soft, internally lined duct insulation systems, phenolic insulation is rigid and eliminates the potential for insulation erosion into the airstream, helping preserve air quality as conditioned air moves throughout a building. The insulation core remains resistant to moisture absorption and

Pre-insulated phenolic duct systems represent one approach for supporting cleaner, more controlled and more thermally efficient air distribution. compression, helping maintain thermal stability and reducing the risk of condensation-related problems over time.

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■ feature | HVAC systems

Factory-finished insulation and integrated vapor barriers can help streamline installation while supporting consistent system performance.

related noise and sound transmission through the duct assembly. The microperforated interior surface of the insulation helps dampen sound traveling through the duct system, reducing insertion loss and limiting “breakout noise” transmitted through duct walls. By integrating thermal insulation and sound attenuation within a single system, phenolic duct assemblies can support quieter classrooms and clearer communication without requiring additional sound attenuators, silencers or internal acoustic liners in some applications. educational facilities where condensation and humidity can contribute to mold growth and other indoor environmental concerns. Additionally, the rigid phenolic and interior FSK aluminum liner can be cleaned by traditional dry vacuum rotational brush cleaning methods, ensuring that a duct system can be properly maintained.

Acoustics and student performance ANSI/ASA S12.60 standards recommend that core learning spaces maintain background noise levels of 35 dBA (A-weighted decibels) or lower to support effective communication and learning. However, classroom noise levels frequently reach 50 to 60 dBA or higher because of HVAC systems, exterior sound intrusion and reverberation.

Research has shown that elevated noise levels can impair cognitive performance, and poor classroom acoustics may make it more difficult for students to listen and process spoken instruction. Conversely, studies have shown that improved acoustical conditions can increase speech intelligibility by more than 35%, helping support clearer communication.

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Improving energy efficiency Educational institutions also face mounting pressure to improve energy efficiency while managing limited operating budgets.

K-12 school districts in the United States spend nearly $8 billion annually on energy costs, making energy one of the largest operational expenses after personnel. In many districts, schools spend more on energy each year than on textbooks and computers combined; HVAC systems alone account for about 56% of total school energy use.

As operating costs continue to rise, improving HVAC efficiency has become an important strategy for reducing energy consumption and helping schools better manage operational costs and overall building performance. Heat gain or loss during air distribution can increase HVAC loads, elevate energy consumption and reduce overall system effectiveness, placing additional strain on aging infrastructure and already constrained operating budgets.

High-performance duct systems can help maintain more stable thermal conditions throughout air distribution networks by reducing heat transfer, limiting condensation risk and minimizing uncontrolled air leakage. Phenolic duct systems, for example, offer low thermal conductivity and high thermal performance within slimmer system profiles compared with some conventional duct insulation approaches. Some pre-insulated duct systems integrate insulation directly into the duct assembly, creating a continuous thermal barrier while reducing overall duct profile thickness and improving system efficiency.

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Entry Forms Due: June 12 Portfolios Due: July 24 F O R T Y - F O U R T H

A N N U A L

2026 Call for Entries Entry Forms Due June 12. Portfolios Due July 24.

• Discounts for multiple projects and multiple pages.

• Open to projects completed since January 1, 2021.

• Entry categories for pre-K through higher-education. New construction, renovation, and work in progress.

• Featured in the fall 2026 Architectural Portfolio issue, full-screen galleries on SchoolDesigns, and our e-newsletter.

• Larger circulation, including expanded reach to school boards and industry event partners.

• National recognition for you, your project, and the school or university.

• Free print-ready PDF for multiple entries and multi-page projects.

Contact Heather Buzzard at hbuzzard@endeavorb2b.com or visit SchoolDesigns.com to enter today.

Presented by

Photo credits: (top row from left to right) 1. kga, Alabama-Coushatta Tribe of Texas Education Center, Photo Credit- Robert G. Gomez; 2. HMFH Architects, Josiah Quincy Upper School, Photo Credit- Ed Wonsek Artworks; 3. DLR Group, Douglas MacArthur Elementary School, Photo Credit- DLR Group and Thomas Holdsworth; (second row) 4. Little Diversified Architectural Consulting, Inc., Haywood Community College Health Sciences Education Building, Photo Credit- Sean Busher Imagery; 5. Architectural Workshop, University of Colorado Boulder Koelbel Suites Renovation, Photo Credit- Jess Blackwell Photography; 6. HMFH Architects, Josiah Quincy Upper School, Photo Credit- Ed Wonsek Artworks.

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■ feature | HVAC systems

Pre-insulated duct systems can be up to 70% lighter than traditional insulated sheet-metal ductwork, allowing for easier handling and installation in retrofit and construction applications where space and schedule constraints are critical.

These systems are available in a range of insulation values, helping support compliance with evolving efficiency standards such as ASHRAE 90.1 and the International Energy Conservation Code (IECC), which continue placing greater emphasis on high-performance mechanical systems and building envelopes.

This flexibility can also support broader campus sustainability initiatives and long-term energy performance goals.

Duct leakage remains another important consideration in educational facilities. Leakage in older or less efficient systems can range from 10% to 20% of total airflow, contributing to unnecessary energy loss, inconsistent occupant comfort and increased fan energy demand.

To help address these challenges, phenolic duct systems are engineered with high-performance sealing to achieve low airleakage rates. Reduced leakage means less fan energy is required to maintain airflow, enabling conditioned air to reach occupied spaces more efficiently while supporting more consistent HVAC performance throughout the building.

Construction and retrofit timelines Educational construction projects present unique logistical challenges, particularly as school districts work to modernize aging infrastructure while minimizing disruption to day-today operations. The American Society of Civil Engineers gave U.S. schools a D+ grade in its 2025 Infrastructure Report Card, highlighting the growing strain that deferred maintenance continues to place on educational facilities nationwide.

Many school renovations must be completed during short summer shutdown windows, often lasting only nine to 10 weeks, and retrofit work frequently takes place in occupied buildings where minimizing disruption is essential. At the same time, the construction industry continues to deal with significant labor shortages; estimates suggest the industry will need roughly

450,000 additional workers to meet growing demand across multiple sectors. Installation efficiency has therefore become increasingly important as contractors work within tighter schedules, labor constraints and active campus environments.

Compared with some traditional insulated duct assemblies, pre-insulated phenolic duct systems can also help accelerate installation timelines, reducing installation time by up to three times in some applications. The systems also can be up to 70% lighter than traditional insulated sheet-metal ductwork, helping simplify handling, transportation and installation.

These systems can also simplify retrofit coordination within constrained educational environments where structural limitations, existing specifications, occupied campuses, multistory buildings or space constraints make major system redesigns impractical. In high-density ceiling plenums, slimmer duct profiles can further simplify coordination with lighting, plumbing and other building systems while preserving valuable ceiling space, an important consideration in older educational facilities where crowded ceiling cavities often complicate renovation work.

The need for adaptable retrofit strategies continues to grow nationwide. According to the Government Accountability Office, about 41% of school districts need to update or replace HVAC systems in at least half of their schools, representing roughly 36,000 schools across the country that require HVAC improvements. With deferred maintenance pressures continuing to grow across both K-12 and higher education, practical HVAC strategies that balance constructability, operational value and occupant needs will remain a key consideration in school modernization efforts.  Ryne R. Sullivan is national sales manager for KoolDuct at Kingspan Insulation North America, which designs, fabricates and installs advanced duct systems.

36 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ facility planning

By Paul Erickson

Pathways for School Facility Closures S chool building closures continue to make headlines throughout the United States.

As enrollments drop and outside forces play out, the burden of dealing with the difficult decision to shutter facilities is challenging many school districts.

This trend has been in full swing for a while.

Dropping birth rates, greater access to schoolchoice programs, and the increased popularity of home schooling have all resulted in fewer students.

Projections from the National Center for Education Statistics state that K-12 public school enrollment will drop to 51.8 million in 2031 (compared with 56.4 million in 2017). The declines are not evenly distributed – several states are projected to gain, and others are expected to experience doubledigit percentage declines. Because much of school district funding is tied to student enrollment, many districts will have to address budget shortfalls.

Declining enrollments also result in an excess of building space. Districts such as Philadelphia, Chicago and San Francisco have experienced school closures in double digits.

School choice programs like vouchers continue to expand in several states, enticing students to leave public schools for private campuses.

With excess space in public schools, administrators may recommend closing smaller schools that are more expensive to operate. Districts frequently relocate students from closed campuses to larger, more centralized facilities.

Concerns are frequently raised about negative effects that closing schools has on neighborhoods.

A study from the University of Chicago and Johns Hopkins Bloomberg School of Public Health found that the closings of 50 Chicago schools in 2013 led to a 10% increase in gun violence in the areas surrounding the vacant closed schools compared wit neighborhoods with similar demographics where schools didn’t close.

Once a building is closed, will it be mothballed, sold, demolished or converted to a different function? Consolidating buildings may be worth a closer look.

A Minnesota school district operated two 1940sera schools in adjacent neighborhoods. The buildings were outdated, losing enrollment and unable to financially support comprehensive programs.

The district hired an architect to assess the schools for major repairs, educational adequacy and operations costs.

The school board determined that each neighborhood and the district as a whole would be best served by closing both schools and constructing a new facility on land that was adjacent to a community park and within the boundaries of the two neighborhoods.

The solution maintained the neighborhood school atmosphere, provided an improved, energyefficient facility, and enabled effective educational programming for students in each neighborhood.

One closed campus was repurposed, and the other was demolished for neighborhood green space.

This approach may be feasible for some districts, but for others overwhelmed with doubledigit building closures, the solution may not be as straightforward. In the Austin (Texas) Independent School District, the board decided to close 13 schools in 2026. As a result, school attendance boundaries have been redrawn, and the district is conducting a long-range planning process to determine the future use of properties. Sites would be “land-banked” (i.e., retaining district ownership) for eventual use, or identified as “surplus” (i.e., for conversion, lease or sale).

The trend over the years has been for districts to sell, repurpose or demolish closed schools in order to remove financial burdens from district operations. School building closures will continue to make headlines. With enrollment declining and other outside forces involved, many school districts will have to develop strategies for addressing predicted financial shortfalls.

Paul Erickson, AIA/NCARB/REFP, executive officer and partner, is past president of ATSR Planners/Architects/ Engineers. He has 49 years of experience in school planning, design, and construction. Erickson can be reached at perickson@atsr.com.

38 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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■ product solutions www.asumag.com www.schooldesigns.com

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More efficient fans from Greenheck

Greenheck energy recovery ventilators improve indoor air quality with highefficiency outdoor air ventilation in applications including schools, office buildings, health care, and multifamily housing. Greenheck’s Model ERVe energy recovery ventilators now feature direct drive plenum fans as standard. Direct drive fans eliminate belts and pulleys, reducing maintenance requirements and energy losses. Because of the increased efficiency of direct drive technology, Greenheck’s Model ERVe delivers 139% more airflow on average per cabinet size while using lower-horsepower motors.

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Draper introduces the Align Bar

Patios, decks and hardscapes rarely slope perfectly, yet shades still need to meet those surfaces with a clean, consistent appearance. Draper has introduced the Align Bar to solve that problem. The Align Bar is a floating, extruded aluminum bar that attaches directly to — and fully encapsulates — the standard FlexShade® ZIP hem bar. The “floating” design enables the bar to self-adjust as it lowers, following angled or out-of-level surfaces while maintaining a sealed, finished look.

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Jerr-Dan 15-Ton LP Industrial Carrier

JLG Industries, a manufacturer of mobile elevating work platforms and telehandlers, says an enhanced Jerr-Dan® 15-Ton LP Industrial Carrier is now available to support the transportation needs of rental, construction and industrial fleets. At the core of the new carrier is a 30,000-pound structural deck capacity, with multiple deck lengths — ranging from 24 to 30 feet — and material options including Apitong wood, traction plate decking over wood or steel diamond plate over wood.

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Transcribe LVT collection from Tarkett

Tarkett has launched Transcribe™, a premier carpet tile and luxury vinyl tile collection.

It is ideal for workplace settings and gives every space a sense of identity and connection. Transcribe includes four carpet styles available in nine shared colorways, as well as six LVT styles with four colorways each. All of the Transcribe carpet styles are available in ethos® carpet tile and Flex-Aire™ cushion carpet tile. Ethos carpet tile is a sustainable solution for high-traffic spaces where ease of installation is a must. Flex-Aire™ cushion carpet tile is a standout option for spaces that demand a durable flooring solution.

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Stock cabinet unit heaters from Marley

CUS900 Series Stock Cabinet Unit Heaters from Marley Engineered Products are engineered to help school projects stay on schedule with immediate shipment availability. Designed for school hallways, vestibules, classrooms, libraries and offices, the heaters combine contemporary aesthetics, robust construction and easy maintenance features in a cabinet unit heater built for long-term performance. The heater includes automatic thermal overload protection, motor fuse protection and two thermal safety cutouts that shut the unit off in the event of overheating.

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Yanmar mini excavator

The Yanmar SV26 mini excavator boasts a 2,740-kilogram operating weight with a Stage V diesel engine, strong digging forces and a carefully balanced undercarriage designed for stability in confined workspaces. The SV26 supports trenching, service installation and excavation around live infrastructure, combining a transport width of 1,550 millimeters with a maximum digging depth of 2,995 millimeters to deliver strong performance in restricted spaces.

www.yanmar.com/global/construction/

40 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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Explore the latest industry insights and techniques that will propel your career forward.

JULY 2026 • ASUMAG.COM • AMERICAN SCHOOL & UNIVERSITY 41 5/27/26 3:40 PM

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■ profiles | people, places & goings-on in education facilities & businesses

Boise (Idaho) district will pay $720,000 to teacher who became ill from rodent infestation

T

he Boise (Idaho) School District has agreed to pay $720,000 to settle assertions by a junior high school teacher that years of rodent contamination in her classroom endangered students and made her seriously ill.

KTVB-TV reports that Michelle Chung, who taught family and consumer sciences at West Junior High for six years, alleged that the infestation in room 113 began in 2019 and persisted for years despite repeated complaints to administrators. Chung said she was later diagnosed with babesiosis, a tick-borne illness her doctors linked to her exposure to rodents in the classroom.

The Boise district issued a statement that it agreed to resolve the case “to avoid protracted litigation and attendant disruption to students, staff, and district operations. Chung says that the district

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agreed in the settlement to have an independent company inspect the exterior of West Junior High school, her classroom, and inside the classroom walls and HVAC system to ensure that the building is safe. The district also agreed to remediate any weaknesses or vulnerabilities identified by the inspection.

Ohio State will pay $100 million to former students who said a university doctor sexually assaulted them

O

hio State University has agreed to pay $100 million in damages to 279 former students who said a campus doctor sexually assaulted them decades ago.

NBC News reports that the settlement is the latest development in an eight-year legal battle to get Ohio State to pay damages over allegations that it knew Dr. Richard Strauss was preying on students but did nothing to stop him.

Ohio State has been dealing with Strauss-related lawsuits since 2018, when a former wrestler named Mike DiSabato came forward with allegations that Strauss sexually abused him and hundreds of other male athletes under the guise of physical exams.

Before the latest settlement, Ohio State had settled Strauss abuse claims with 317 other survivors for more than $61 million. Both the university and its former president have publicly apologized “to each person who endured” abuse at the hands of Strauss, who

ID 96120943 © Webdata | Dreamstime.com

died by suicide in 2005.

An investigation by the law firm Perkins Coie concluded in May 2019 that Strauss sexually abused at least 177 male athletes and other students from the mid-1970s to the late 1990s and that coaches and administrators knew about it for two decades but failed to stop him.

Interim superintendent in Prince George’s County (Md.) district gets job permanently

S

hawn Joseph, interim superintendent of Prince George’s County (Maryland) Public Schools, will fill the job permanently.

The Washington Post reports that of the three finalists for the job, Joseph was consistently rated “the highest and strongest candidate” in interviews, according to County Prince George’s County Executive Aisha Braveboy.

(Maryland) Schools Braveboy said the school system was facing significant challenges when Joseph stepped into the interim role last year. But since Joseph stepped in, teacher vacancies have

declined by 52%, and the impasse between the school system and teachers has ended.

Joseph, a former Prince George’s deputy superintendent, was named the district’s interim leader after Millard House II stepped down.

Before he was appointed as interim, Joseph was an assistant professor at Howard University, and he previously served as superintendent of Metro Nashville Public Schools and the Seaford School District in Delaware.

The Nashville school board pushed him out in 2019 amid criticism over his handling of sexual misconduct allegations involving district employees, but he denied any wrongdoing. 

42 AMERICAN SCHOOL & UNIVERSITY • ASUMAG.COM • JULY 2026

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Reserve a Q&A page in the AUGUST 2026 Educational Interiors Showcase

Showcase your insights, leadership, projects, and more. > A full color page devoted to your company > You choose three questions and answers to showcase your expertise > Three images of your leadership and/ or your work > Company logo > Contact information > Great for architectural firms, interior designers, and design and building professionals who work with schools or universities > Discounts for design competition entrants

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Q&A with Jane Smith Principal, ABC Firm Question one? voles et landitaque sit latius, nos rem eosamuscia quos ex eaqui berum et ut esti ini ullest volupta quidunt, nem quam undebis mod quodicid quosandi aut liquo explit omniam faciliqui sinullaborum quatian torem. On et dollupt atecupta in pore labo. Ceatiae mosti voluptae doluptibus modi apiciame se sant.

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caption

Contact Heather Buzzard at hbuzzard@asumag.com for more information.

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Question two?

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