Experience // Volume 03

EXPERIENCE VOLUME 03

INSIDE VLK ACOUSTIC EXPERIENCE Fine Arts spaces that reflect the specialized curricula

THE ADOLESCENT MIND

Designing spaces with the end user in mind

CONTINUING EXCELLENCE A community’s commitment to improvement and involvement

Cover: Purple Heart Elementary, Socorro ISD. This page: Clinton Schiver, Associate and Whitney Tong, Interior Designer, discuss material palettes for upcoming projects.

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Ah! The Adolescent Years

The VLK Experience People, Service, Solutions

“

Adolescent Learners... Require Unique Spaces Understanding Generation Z

Putting all the Pieces Together Architectural programming in schools

Safe from the Storm

Navigating the complexities of storm shelters in facilities

A Lifetime of Music

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Live, Work, Play at VLK

“

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A Sound Design

VLK is successful because we don’t just design buildings, we think about the people that will be in them.

A trumpet player’s perspective

Moving Forward

Innovation and Improvement

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A Tradition of Excellence

Letter from Leadership

The VLK Experience Sloan Harris, AIA, Principal

Experience – that is the name of this publication because it carries weight. It carries the weight of decades of educational design for the largest school districts in Texas. It carries the weight of working for small, hometown school districts whose singular school embodies the entire community. It carries the weight of generations of dedication to crafting our profession so our service and designs capture the vision of our clients and inspire the students who learn there. It carries the weight of years of research and development in linking the design of the learning space to the methods of teaching and the way in which students learn. It carries the weight that says when you partner with VLK, you are partnered with the benchmark in educational design, and we’ll never stop innovating.

This volume of our Experience shares a glimpse of the successes that come with true partnerships with our clients, dedication to service, and thought leadership in school design. Credit must be given to those partnerships.

We are truly grateful for the opportunity to serve our clients and be their representative to their parents, students, and communities. Those opportunities come with trust in our firm, and we do not take that trust 4

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lightly. We know that the work we do today impacts the future; this fortifies our resolve to do great work and it inspires us to always challenge the status quo for learning environments, so not only the students of today benefit from the school, but also the generations to come.

This volume also captures the significance of people – those at VLK and the people we get to work with. Our profession takes an unimaginable amount of devotion.

The devotion our clients have in providing for their communities’ children is reflected in turn in the work of designing their schools. To say we are proud of the results of that work would be an understatement. It doesn’t capture the blood, sweat, and tears that go into a new, 3,500-student high school or the jubilation of the students arriving at a new campus conceived for them five years before. It doesn’t capture all of the work required to develop unique programs and the spaces that will support them in a new world class STEAM Center. And, it doesn’t capture the many hours of planning and work within a community to gain the voters’ trust so a district can replace their 80-year-old, heart-of-the-community, elementary school campus.

These people, these successes, these Experiences – they

come from a framework of fortitude. It wasn’t long ago that our economy was in dire straits. Banks collapsed, the housing market dried up, and the state’s education budget was drastically cut, making an already intolerable situation worse. Now, with the growing economy and our clients actively building new facilities, times are good again. But, it is no time to simply celebrate. We are leveraging that success and investing in the VLK brand – People, Service, and Solutions. We have grown our firm’s leadership, benefiting from our employees’ decades of experience,which in turn allows us to continue to maximize service to our clients. We have expanded our reach across Texas with offices in El Paso and Austin. And we are driving the future of learning environment design through the development of VLK’s Curriculum Council where we work with the foremost leaders in the state in curriculum leadership and research. As in all things, the pendulum will likely swing in the other direction. The economy could slow, there could be new budget cuts, legislation could implement new unfunded mandates, etc.

But facilities will still need to be improved, students will still need new schools, and our clients will still need to plan for the future. When these challenging times arrive, that’s when EXPERIENCE truly counts.

“Exhibit Integrity without Compromise.” Of all our core values, this is my favorite. It inspires us to always do the right thing – to continue to strive for the ultimate solution; to stand in front of a school board and be accountable, just as they are accountable to their community; to embrace the talent and intelligence of the entire team; to deliver on the promise to provide unparalleled service; to provide the best learning environment possible for the students. It exemplifies VLK.

Opposite Sloan Harris and Leesa Vardeman, Principals, discuss district needs and facility design with Niki Schoessow, Designer.

This page, from top Chad Davis, Senior Associate, and Richard Hunt, Architect, sketch solutions to a complex problem; Jim Stevenson, Principal, reviews changes to a qualification statement with Katherine Thomas, Marketing Coordinator; Justin Hiles, Architecture Director, and Deborah McDow, Architectural Intern, go over construction documents; Clinton Schiver and John Klein, Project Directors, discuss details of a district’s technical design guidelines.

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Our Solutions

A Sound Design

by Chad M. Davis, AIA, Senior Associate and Dalane E. Bouillion, Ed. D., Educational Planner

Project Timber Creek High School Client Keller ISD Principal in Charge Leesa Vardeman, AIA

T

o say that fine arts are important in Texas would be an understatement. Ruppert (2006) revealed to us via Critical Evidence that the arts benefits student achievement in many ways. It is easy to see that the arts add value to everyday life. Students who learn in the arts experience not only a well-rounded education, but achieve both academically and socially.

Ruppert (2006) found more than 65 relationships between fine arts and educational outcomes. Specifically, reading and language development skills, mathematics skills, critical thinking skills, social skills, personal motivation, and a positive school environment all result when students study the fine arts.

The opportunity for high school students in Texas to gain an endorsement in the Arts & Humanities for graduation underscores the importance of the fine arts in our schools today. Students who select this endorsement area will spend much time in specialized spaces that function to support the arts.

These fine arts spaces should be dynamic, reflect the needs of specialized curricula, support active learners, and exist to provide unique experiences not only for students, but also for the community.

Keller ISD understands the importance of the fine arts for students. Timber Creek High School is the fourth and 6

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“VLK paid special attention to the needs of our Fine Arts spaces. They were well versed in the newest available technologies and worked to ensure we had aesthetically beautiful spaces with all the functionality we needed. �

Kim Blann Director of Fine Arts, Keller ISD

Top, clockwise from left Detailed view of the intricate basket-weave pattern of acoustic wood panels; a black box theatre serves as specialized performance space as well as rehearsal space; band students practice in their large rehearsal space.

Right A motorized rigging system provides safety and optimal control.

Opposite A view of beautiful Timber Creek High School from across the pond.

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most recently constructed high school in the district. The performing arts programs occupy a large section of the building and cover 44,000 sf, which is 10% of the entire campus. The design was constructed with sand-filled, load-bearing concrete masonry units to further increase acoustic performance. In fact, sound was a driving factor throughout the design process. The rooms were arranged with specific attention to buffering the performance and rehearsal areas with support spaces such as instrument storage, offices, and classrooms to prevent unwanted noise from entering or exiting the spaces.

To fulfill the particular needs of these academic programs, the band and choir areas feature large rehearsal spaces, large and small ensemble rooms, instrument and uniform storage, and sound-proof Wenger practice rooms, as each of these components are necessary to accomplish comprehensive instructional programs and performances. The drama program includes a flexible black box theatre, ample classrooms, prop storage, costume storage, and dressing rooms to fulfill the highly active needs of a theatre program from the first set build session to the live production on opening night.

The centrally located 800-seat auditorium showpiece beckons parents and the community to the school to experience the talents of Timber Creek High School students. The auditorium is warm, an intricate basket weave pattern of wood panels creates optimal acoustics and a stunning visual impression. The auditorium design is celebrated by visitors who experience the beauty of the space and received a special detail award from the Fort Worth Chapter of the American Institute of Architects.

The generous lobby includes a ticket booth and separate concession area, emulating professional theaters in major cities. Visitors enter the auditorium through a pair of ramps that function as light and sound traps to eliminate performance interruptions when the lobby doors are opened.

When designing high school auditoriums, it is important to remember that they are teaching as well as performance spaces. In order to integrate the many disciplines within the performing arts, the large stage includes a full orchestra pit and removable band shell.

A temperature controlled piano storage room ensures proper care of expensive equipment. Support spaces include a dimmer and AV room, projector booth, follow spot rooms, and a lighting catwalk. These specialized technical areas allow for student-led experiences with professional equipment. The control room is designed to accommodate an entire class of students, so lighting and sound board operation can be taught as well as managed throughout a production. A motorized rigging system on the stage provides optimal safety for student operation as well.

Critical skills are being acquired by students who select the arts in high school. Significant accomplishments in the form of voice, musicality, and acting take place daily in these spaces. Aspiring students in the fine arts programs at Keller ISD’s Timber Creek High School are being prepared to one day fill the entertainment opportunities that will be offered to so many of them.

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Our Insights

Ah! The Adolescent Years!

by Dalane E. Bouillion, Ed. D., Educational Planner

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hen architects and educators work together, the most dynamic and innovative designs are born. Aligned beliefs about learning and knowledge of the development of students make educational spaces more impactful. VLK is committed to curriculum and instruction driving the design process. Child development must always be considered as a part of that process, because the more we understand about the end user, the better we envision the spaces designed for them.

The adolescent brain is less of a mystery today. Prior to research proven over the past decade, it was believed that the brain reached full maturation during puberty.

However, we now know that the brain continues to develop into the mid-20s. The teenage brain has a similar level of activity as it did when it was an infant brain. But the connections it makes are of a more complex nature, requiring it to process information at new levels without the maturation to consistently cope with the social, 10

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emotional, and cognitive vacillations that are shaping the plasticity of the brain.

Knowing this, we have an opportunity as educators and architects to use the built environment to positively influence learning while both the right and left hemispheres of the brain continue to be active while acquiring skills in the arts and academics respectively.

Every new experience literally makes an impression in the brain. When we take these impressions, translate and transform them into positive learning experiences,

THE MORE WE UNDERSTAND ABOUT THE END USER, THE BETTER WE ENVISION THE SPACES DESIGNED FOR THEM. we blend academics with the social and emotional experiences so crucial during the high school years.

Extracurricular involvement in school activities is important for social development and the building of friendships that the brain craves. The spaces we create for these experiences not only support learning, but also help to make memories that can last a lifetime.

Flexible and adaptable spaces support the unique learners who are currently in our schools. We recognize that they learn differently, and that educators are preparing them for careers that have not yet been discovered or developed. Additionally, we identify with the importance of needed “soft skills” industry leaders are requiring for the highly collaborative nature of future careers that must be developed in the high schools of today. The spaces that we design foster the types of environments that assist teachers to prepare their students for the world of tomorrow.

Opposite Three girls sit against a wall in the main corridor of Ray Braswell High School, Denton ISD. This page, clockwise from top left Freshmen get oriented to their new building and life as a high schooler at Ray Braswell High School, Denton ISD; expansive glass and garage style doors extend the learning environment at Allen ISD’s STEAM Center; junior girls relax and chat during lunch; conceptual image for a Middle School.

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ADOLESCENT LEARNERS...

BODY DEVELOPMENT

GENERATION Z IN SCHOOLS NOW

Z?

BORN FROM

1998 ON

CHILDREN OF

GENERATION

X

UNIQUELY SHAPED BY

13%

MORE THAN

23

CURRENTLY IN GRADE SCHOOL, MIDDLE SCHOOL AND HIGH

MILLION IN SIZE

SCHOOL

NOT JUST “MORE OF

GEN Y”

GEN X PARENTS

Rise of tablets & smartphones

Parents with lower divorce rate High rates of stay-at-home parent

18%

AGE 14 Height = 64.5” Height = 62.5”

UNIQUELY SHAPED BY

SIGNIFICANT CIRCUMSTANCES

Weight = 112 lb Weight = 105 lb AGE 18 Height = 69.2” Height = 64.2” Weight = 148 lb Weight = 125 lb

Strong social media usage

High home schooling rates

BOYS’ BRAINS VS. GIRLS’ BRAINS Move it!

Cross Talk

Boys’ brains have more cortical areas dedicated to spatial-mechanical functioning, making them want to move objects through space (balls, airplanes, etc).

A girl’s corpus callosum can be up to 25% larger than a boy’s. This enables more cross communication between hemispheres.

Quick Decisions

Well-thought decisions

Boys’ have less serotonin AND less oxytocin, meaning they are more likely to be physically impulsive, and less likely to sit quietly and chat.

Girls’ prefrontal cortex is generally more active than boys; for this reason, girls tend to make fewer impulsive decisions than boys.

Recharge

Making Connections

The male brain is set to renew and reorient itself by entering a “rest state.” The male brain is better suited for symbols, abstractions, diagrams, pictures, and objects moving through space. The more words a teacher uses, the more likely boys are to “zone out,” or go into rest state.

Girls tend to have stronger neural connectors in their temporal lobes than boys have. This means more sensory detailed memory storage, better listening skills, and better discrimination among the various tones of voice.

CORE CHANGES

BRAIN DEVELOPMENT

High school students begin to find multiple solutions to problems.

They use deductive reasoning, and can conceptualize the abstract. They question authority and seek role models while needing structure and craving autonomy.

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INTELLECTUAL POWER

HIGH SCHOOLERS

AMOUNT OF GREY MATTER

For many years it was believed brain development largely finished during the teen years. However, scientists have found that the brain continues to change into the early 20s with the frontal lobes, responsible for reasoning and problem solving, developing last.

0

10

20

30

40 50 AGE

60

70

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The capacity of the adolescent mind is a match for an adult’s. There is no greater opportunity for learning than during adolescence.

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2

3

[SLEEP IS KEY] Adequate sleep is central to main development, and both physical and emotional health.

...REQUIRE UNIQUE SPACES FLEXIBILITY For the most effective use of instructional space, high school students and teachers need flexible areas and furniture that support small group dialogue, and work space to allow for active learning.

VLK designers create meaningful instructional spaces that support teaching and learning because we understand both the developmental and curricular needs of students.

ENGAGE

Math and science content always seems to demand more space. Students working in these content areas are more apt to engage in learning if provided the necessary space and tools to do the work.

They need spaces that help them understand the purpose and relevance of instructional activities.

SPACES FOR ENDORSEMENTS

The creation of the five endorsement areas can make high school a very interesting place, while students connect to their career interests in:

STEM Business and Industry

VLK DYNAMICALLY DESIGNS INNOVATIVE SPACES THAT SUPPORT SPECIALIZED CURRICULUM

Public Services Arts and Humanities Multidisciplinary approach

CONNECT

Provide unique spaces that allow students to connect to their school.

They are intersted in co-ed activities, desire adult leadership roles, and require opportunities for self-expression.

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Putting All the Pieces Together 14

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“Great buildings come from great programs� is a phrase I often say when talking about the design process. So what is programming and why is it so important?

Our Solutions

Architectural Programing for Schools

by Chad M. Davis, AIA, Senior Associate

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rogramming is a critical pre-design task that engages all stakeholders in a collaborative process of defining the goals for a project. It is a massive information gathering exercise that translates complex relationships into a clear road map for the design process to follow.

While teachers and students grace the hallways and classrooms of facilities they learn how to navigate the school; They locate important areas like the cafeteria, and establish routes that lead to restrooms and classrooms in the most efficient manner. Do they ever wonder about the size of certain spaces, the number of offices, or why some areas seem to have a specialized purpose? If the program was well-developed, they probably do not, as the spaces should comfortably and unobtrusively support the users.

School buildings have become more complex and more flexible in recent years. The impact of curriculum delivery on space design is more evident than ever before.

Each space needs to respond to the needs of the individual, small group, and large group interactions. Curriculum needs and instructional approaches should drive the process.

Opposite Dalane Bouillion, VLK Educational Planner, assists in a pre-design charrette for Shepton High School, Plano ISD. Left Keller ISD’s administrative staff work through the VLK gaming charrette process to assist in establishing program and providing conceptual design for a middle school.

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No longer can we program schools based on the simple math of multiplying the number of classrooms by 25 students. Comprehensive architectural programming now combines the client’s needs, current district policy, and specialized academic programs with building codes and regulations, safety requirements for specialized equipment, ADA accessibility, cost limitations, sustainability, required adjacencies, flow of people, equipment and materials, and even social impacts.

A thorough programming process saves money and provides clarity as potential problems are identified at an early stage in the design, when changes are the least disruptive and least costly.

As time goes on, the impact of changes gets more expensive and slows down the design and construction process. Staying within budget and on schedule is crucial for school districts, as we must be cognizant of the constant use of public funds for these facilities.

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Above This graphic shows the simultaneous increase in cost and decrease in design influence at various stages in a project, underscoring the need for proper planning and programming.

Our Insights

Left NASA photo of a tornado outbreak above the DFW metroplex in 2012.

Below Our children are our most precious commodity.

Safe from the Storm Ross Rivers, AIA, Senior Associate

S

torm Shelters have recently become a point of focus and discussion for many school districts across the state of Texas. While not every district falls within the code designated areas requiring shelters, it is important to understand the potential impact a school district will face if they are constructed.

As part of our ongoing study and understanding of the continually changing codes, VLK provides practical guidance for a district as they are faced with new requirements. For example, it is important to know that a building code defines the minimum standards for building structures and its main purpose is to protect public health, safety and general welfare. Storm shelters were first recognized by the International Building Code (IBC) in the 2009 Edition. At that time there were no scoping provisions to enact the technical requirements.

The latest version of the code is the 2015 Edition which now requires storm shelters in Group E Occupancies.

Group E designates K-12 facilities.

The IBC further mandates a shelter be designed in accordance with ICC 500 to house the total occupancy of a structure. This applies to all Group E occupancies with an aggregate occupant load of 50 or more in geographical areas with a potential exposure to wind speeds of 250 mph or more. Upon implementation of this code requirement school districts will be faced with several challenges such as planning for additional costs associated with design, construction, installation and inspection.

Another challenge will be to determine policies,

procedures and possibly a long term implementation plan that will address existing facilities. VLK is at the forefront of this process and is currently communicating with regional jurisdictions that have either adopted the 2015 IBC or are in discussions to do so. Dialogue among the city, school district and architect is critical to understand the specifics of code interpretation, procedural requirements, and expectations.

As the reality of providing storm shelters becomes more definite, a few basics must be understood. First, there is no guarantee of surviving a tornado unharmed even in a properly designed storm shelter, because there is no clear science that defines the upper limit of a tornadic wind event; we can only design to what we know and have experienced. Second, enforcement of this portion of the code is new to the local area. Because of this, there will most likely be a transitional period where the requirements fluctuate. Finally, cost information at this time is only an estimate based on what we anticipate will be required.

VLK helps clients navigate this uncertainty by asking the right questions and working through these issues in collaboration with school districts, local authorities, and the community to deliver innovative educational environments that are safe and secure for everyone.

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A Tradition of Excellence

by Clinton Schiver, AIA, Associate

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Project Keller High School Additions and Renovations Client Keller ISD Principal in Charge Leesa Vardeman, AIA

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hen speaking about a high school, what does it mean to have a Tradition of Excellence? Is it something that can be measured, and if so, by what standards—test scores, scholarship offers, or even state championships? Outcomes are important; but perhaps the real tradition of excellence lies in the on-going pursuits, the enrichment of students’ lives, and the vitality of the community around it.

Keller High School in its current form was built in 1984, but is tied to the establishment of the district in 1911. For those many decades KHS has been the core of a community that, while growing rapidly, continues to value its history and traditions. Historically, funds have been focused on new facilities, but as growth has stabilized, the community has an opportunity to come back and revitalize the 30-year-old campus.

Additions and renovations sounds very drab and it could have been. However, the community, campus, and administration partnered with VLK to try something different.

VLK organized and the campus hosted a charrette process to allow students, parents, staff, and the community to be involved in and influence the redesign of the building that would host the Tradition of Excellence for the next 50 years.

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Top, clockwise from above A charrette team makes adjustments to their scheme; Keller High students indicate which images and phrases best convey the school they want; each charrette team is required to present their concept to the larger group.

Below Avery Burke, KHS student, draws his typical path through the school.

Opposite page The renovated cafeteria becomes a light-filled, active space for eating, meeting, and learning.

Inset The old cafeteria suffered from aesthetic, acoustic and functional issues.

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“VLK did a masterful job of facilitating conversations to engage all stakeholders to be thoughtful in the renovations for Keller High School.

The charrette challenged our assumptions and allowed us to develop a unified vision for our school.”

Dr. Michael Nasra, Keller High School Principal

program of spaces was refined, and specific features were discussed. The result was a comprehensive and unified vision for the project.

The program of spaces for the additions included a new band hall, orchestra hall, an administration office, and additional classrooms. But now the purpose for these were more clearly focused and organized: flexible, innovative learning spaces to support today’s students, as well as a new main entrance to the campus that not only celebrates KHS, but helps the school community and visitors navigate the campus more easily, ensuring safety and security.

Keller’s Tradition of Excellence has centered on academics since its establishment. Continually oriented toward innovation and improvement, new teaching methodologies are frequently implemented and evaluated.

The additions and renovations were intentionally designed to support these methods as well as the need

for flexible student groups, and the ever-increasing use of personalized technologies in order for students to conduct research. Through the involvement of district and campus administration and VLK’s Educational Planner, Dr. Dalane Bouillion, VLK designed unique learning areas including a tiered lecture seating platform for large groups, small group study alcoves along main corridors, and individual study spaces near the library.

An overarching theme of flexibility and adaptability informed every design decision; efforts were made so that ALL spaces became learning environments.

The Tradition also manifests itself in school spirit.

KHS is Home of the Indians and its colors of navy with 2016 | EXPERIENCE | Inside VLK

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gold trim can be seen on nearly every student every day. To ensure that this spirit was reflected in the redesign, D’Lee Marshall, Director of Marketing at VLK, worked with students, staff, and parents to create a comprehensive branding report, outlining the specific manifestations of school spirit that the KHS community holds dear. Items such as original artwork, senior class gifts and memorials, school colors, mascot, phrases, symbols, and even font were included. This report was delivered to every VLK design team member so that we could incorporate and protect these revered items throughout the design and construction process.

How does this all tie back to the original question? A Tradition of Excellence means a continued commitment to improvement and involvement, a community that speaks of the importance of education and is dedicated to that cause.

Top, clockwise from left The KHS varsity swim team holds a meeting on the new learning stairs in the renovated cafeteria; students during lunch enjoy the updated, modern cafeteria; an added staircase relieves congestion from the main stair and becomes a popular destination before school and during lunch.

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“Keller High School has been a place where I can explore my passions, excel academically, and meet lifelong friends. It was important for me to leave a lasting impact on the school, especially for my sister, who is a junior here.

I want to make sure she has the best experience.”

Avery Burke, KHS graduate

Our People

A Lifetime of Music

by Chad M. Davis, AIA, Senior Associate

“I understand how one additional second of reverberation time impacts the listener... and the importance of a whisper-quiet space to make band recordings to send to competition.”

Above Birdville High School participates in a marching band competition, 2015.

Inset Westlake High School Marching Band, circa 1989.

S

ome of my favorite projects in my more than 20 years at VLK have been performing arts facilities.

Like many people, when I entered the 6th grade, I had to choose an elective, and decided on band. Growing up watching Doc Severinsen lead the Tonight Show Band with Johnny Carson, blasting his high notes on the trumpet, was enough to get me hooked.

I played the trumpet from 6th grade on through my years at Westlake High School in Austin, and three years of college at the University of Texas at Arlington.

I was privileged to have had great band directors at every step. I’m passionate about performing arts because I’ve lived it myself.

I’ve had the 6:45 AM jazz band rehearsals, the August marching band practice in the school parking lot, and the 2:00 AM bus trips home from out-of-town football games. I’ve unloaded equipment in the dark, sold chocolate to fund band trips, and stood on the stage and played the trumpet solo in a fast-paced jazz number. I did not realize then the impact that my passion for music and performance would have on my

career as an architect. I understand how one additional second of reverberation time impacts the listener. I understand the importance of a whisper-quiet space to make band recordings to send to competition.

Education has changed since I decided on the trumpet, but my Friday nights have returned to something very familiar. My 14-year-old daughter plays the flute in the Birdville High School band. Football games have kicked off a new generation of musical tradition in our family. I look forward to living it all over again through her performances.

Music continues to be a great influence in my life. On my bedside table sits a copy of How Music Works by David Byrne, a book from which I continue to learn and find inspiration. I use this as motivation to help me understand how best to connect with music educators as I design innovative learning spaces for students like my daughter. The more students connect with the spaces in which they learn, the fonder the memories will be for our future high school graduates.

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Our People

Live, Work, And Play with VLK! Krista Thomas, Architectural Intern

I knew in my junior year at Cy-Fair High School that I wanted to be an architect. I discovered this in a class that fueled my desire to design. The spring semester of my final year at Texas A&M, I spent a great amount of time chasing career fairs and interviewing with firms all across Texas. It was at a career fair hosted by our American Institute of Architects Student (AIAS) Chapter at Texas A&M that I first was introduced and became intrigued by VLK Architects. I had no idea what type of architecture I wanted to practice after college but after looking into the projects that VLK had produced, education was a clear choice for me. With multiple offers on the table, I knew that I had to choose a company I felt best fit who I was not only as a designer, but as a person.

During my first office visit to VLK Architects, I was greeted with warm smiles and welcoming arms. As I walked the office, I was able to get a small glimpse of what my future at VLK could be. I loved not only the atmosphere at VLK but also that they worked with some of the same districts that I grew up in and

called home. I completed my degree in Environmental Design in the College of Architecture at Texas A&M on May 15, 2015 and accepted VLK’s offer to start my dream career. In my first couple of weeks of working at VLK, I quickly learned that they were not your average firm.

VLK is made up of many unique and talented individuals, and those talents are captured in each of the projects produced. They are innovative and firmly believe that the kinds of spaces we design help students to learn.

Because VLK does not divide the office into departments, everyone on the team has equal opportunities throughout the entire design process.

This team-effort approach guarantees that the client is getting the best possible product. VLK Interns are integrated into all aspects of this process and share in the responsibilities to the clients.

I have had the opportunity to work on a wide range of projects from design charrettes to leading community events, and of course many design tasks on various schools. VLK prides itself on allowing its interns to experience a broad

VLK RECOGNIZES THAT YOU NEVER TRULY STOP LEARNING.

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range of architectural skills while earning their intern development hours required by the National Council of Architectural Registration Boards. This exposure to a variety of skills strengthens the interaction between a client and the VLK team. These past few months have been a huge learning experience that not even the best of colleges could have afforded me.

VLK recognizes that you never truly stop learning.

For employees, VLK takes the time to make sure that each of us are current on the latest standards, programs, and products by providing “Lunch and Learn” events in the office. These weekly gatherings allow interns, associates, directors and principals to engage one another while learning directly from the other professionals in the industry. This helps each employee have a better understanding of the latest and most innovative materials and sustainability products available; it also sparks innovative design ideas. Other special learning

THIS EXPOSURE TO A VARIETY OF SKILLS STRENGTHENS THE INTERACTION BETWEEN A CLIENT AND THE VLK TEAM. opportunities are “VLK University” and monthly “Fireside Chats” allowing all offices to come together through video conference to discuss ideas and successes.

While the Fireside Chats recognize the success of the company, VLK University focuses on the technical side of our industry. VLK University lets one of our principals or directors lead sessions, to provide program knowledge and practice standards. VLK University allows the entire firm to stay connected and keep consistency throughout all of our projects resulting in a smooth process for our clients and guaranteeing them top level designs.

Opposite VLK Houston celebrates state pride on “Texan Day.” This page, from top Krista Thomas and Taylor Alford, VLK architectural interns, assist in leading a design charrette; the VLK team participates in the annual AIA Sandcastle competition, a local fundraising event; Experience Designer Brad Minton leads a session on visualization; Angela Mitchell and Josh Wilson, (former) architectural interns recently completed the rigorous path of licensure. Angela is the youngest registered architect in VLK history.

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Letter from Leadership

MOVING FORWARD

by Todd Lien, AIA, Principal

There are so many reasons why VLK Architects is celebrating another remarkable year. Now, with more than thirty years of experience, reflection only makes us realize the opportunities that exist for our future and continued success. At VLK, one of our core values is to innovate and improve. Our commitment to these values pertains not only to our external work with clients, but internally as well. We continuously provide transformative structure within our firm to enhance the collaboration among our teams. This team-based approach provides an environment that increases our creativity, producing the best solutions.

Our entire firm works seamlessly, with all members of the team understanding the goals of each project as well as the intended outcomes that will result from the collaborative process.

at an all-time high. We never tire of working to create designs that best support the ever-evolving educational needs of our clients. The collective wisdom gained from architects and educators sitting at the table together helps us realize tomorrow’s scholastic solutions today.

Our commitment to innovative architectural solutions and investment in our teammates extends beyond our firm. We endorse the notion of volunteering in the communities in which we live and serve. Many in our firm fulfill community leadership roles not only to learn, but also to serve and contribute to causes such as sustainability and the forward movement of Texas education.

We have always been client-focused, but feel that innovation of our organization increases our opportunities to better design an experience uniquely fitted to school district and community needs. We are also committed to continual research in the field of education, which sustains our belief that innovative teaching and learning spaces substantially enhance educational outcomes. We are utilizing this knowledge 2016 | EXPERIENCE | Inside VLK

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AUSTIN • EL PASO • FORT WORTH • HOUSTON