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Q&A Session with Cindy McLoed

Ask most architects in Indianapolis where they went to school… they will most likely say Ball State. But not Cindy McLoed! Cindy’s architectural allegiance is to Mississippi State University, home of the Bulldogs.

 

 

 

Why Mississippi State University?
I was born in Mississippi, and my Dad’s side of the family is firmly rooted in Starkville (home to Mississippi State University). I grew up going to all the games and have always been surrounded by family who are fans.

It seems like I always knew that I was going to be an architect. I have always loved buildings. Even when I was playing with toys as a child, I was more interested in creating the buildings and spaces for them. Artistically, most kids would draw a picture of their house while I was busy creating the spaces from building blocks and anything that I could find. Since Mississippi State had an accredited School of Architecture, it only made sense that I go to school there. My son, Oliver, is also attending State now, and we still go down to many of the games and follow the teams.

And you are still connected to the area as well?
My family owns property in the Starkville area. My dad started a 300-acre managed tree farm in the 1960s growing Loblolly Pine Trees. It is now a family company with shared ownership between my parents and us “kids”. We are certified by the American Tree Farm System which promotes responsible forest management for private forests. Basically, they set standards for wildlife habitats and managed growth plans emphasizing staged harvest with no clear cuts. In my lifetime, I have seen giant trees come down, but they have always been followed with new ones coming up.

Tell me about your family.
I married Marty in 1994, and we have two kids—Oliver (18) and Neely (21). Marty works in IT for LSC Communications and is always working on our home or landscape projects. As mentioned, Oliver graduated from Brownsburg High School and is attending Mississippi State—majoring in the Department of Wildlife, Fisheries, and Aquaculture with a focus in Conservation Law Enforcement. Neely is getting a degree in Ministry Leadership and went to Guatemala in August 2018 for long-term mission work. My furry children are Yogi and Yeager, two Golden Doodles. They have their own Instagram account—@yogiandyeager.

Do you collect anything?
I had an awesome neon collection in college. We would find abandoned neon at old buildings around town and create new arrangements with the tubes. The thing many people don’t know is that there is an art to learning the wire neon. I definitely got shocked a few times learning to do it. Unfortunately, the transformers were all made out of lead, so I got rid of all the neon and transformers when I had kids. Now my collecting is a bit less adventurous—I collect patches from places we have visited.

Do you keep anything special at your desk?
Beyond the mess, I have a Mississippi State banner. Being an out-of-state trained architect, I like to show my allegiance and love for my school.

If you ever have architectural questions, want more Golden Doodles pictures, or are a Mississippi State fan — give Cindy a call!

 

Also learn about Sarah HempsteadTricia SmithCharlie WilsonTom NeffJoe RedarDave JonesPatricia BrantPhil MedleyLiam KeeslingSayo AdesiyakanBen BainAsia CoffeeEric BroemelMatt DurbinKevin ShelleyEddie LaytonAnna Marie Burrell, Kyle MillerSteve SchaecherMyrisha Colston Drew Morgan, Steve Spangler, and Bill Gruen

5 Ways to Improve School Safety through Site Design

Physical design features are only one piece of enhancing school safety and security that we—as designers—can directly play a part in. School Corporations regularly tell us student and staff safety are their top priority when taking on a new project, as it is ours as well.

School safety includes crime prevention as well as traffic safety. Looking at the outside of a school, we have 5 main ways to improve school safety through site design alone:

1. Fencing

  • Fencing helps to designate a sense of place, maintain lines of site, and restrict access to areas of the school that might not be highly visible.
  • Fences around playground areas help keep kids in a safe area while running around at recess, separate the “little kids” from the “big kids”, and keeps others out. Including fencing around vehicular areas, providing separation between walkways and drop-off/pick-up areas, can help to keep kids from darting into traffic.
  • Choose a material that is easy to see through but difficult to climb or vandalize—often wrought iron or ornamental fencing.
West Lafayette New Intermediate School - Fenced Playground

West Lafayette New Intermediate School – Fenced Playground

2. Security system

  • Include real-time security on the premises that local police can have access to in the event of an emergency.
  • Making the security cameras highly visible can also deter criminal activity before it starts.

3. Management of access points

  • Create a welcoming main entrance to the building through a secure vestibule which leads directly to the main reception area. Access into school corridors are controlled from here. Including card readers to monitor when a door is being opened and by who also helps with access control.
  • Limit the number of access points so school personnel can better monitor the comings and goings throughout the school day.
  • Physically separate school bus drive, parent drop-off/pick-up routes, and parking areas to help alleviate the chance of traffic-related issues. Clearly mark all separate areas with signs and include traffic flow directions for clear orientation. This is helpful in guiding students, parents, and emergency personnel.
Battell Elementary School, School City of Mishawaka – Secure Entry Technology

Battell Elementary School, School City of Mishawaka – Secure Entry Technology

4. Natural surveillance – maximize visibility from within

  • Give people who might consider committing a crime on the school grounds a sense that they are being watched. This alone can help prevent crimes from occurring in the first place.
  • There should be clear lines of sight from road/parking lot/entry for school personnel. Make sure any landscape elements are maintained and trimmed regularly so bushes or trees do not block this line of sight.
  • Include windows in main office area so staff can monitor parking lots and entry walkways.
  • Sufficient exterior lighting eliminates potential hiding spots and increases overall visibility from school personnel.

5. Territoriality

  • By creating a well-defined and appealing exterior, incoming visitors will know they are coming into a protected, cared for, and proud space. This can be done through:
    • Clear, recognizable main entry.
    • Exterior door numbering for the public and authorities in emergency.
    • Utilizing school colors to define walking spaces from vehicular traffic areas.
    • Landscaping elements like shrubs, trees, stones, and fencing that are low to the ground for visibility and well maintained.
    • Site signage that clearly identifies school name, front entry, and other specific destinations such as athletic fields and performing arts entries.
  • Ongoing maintenance is important, such as repairing and updating doors and windows before they begin to “really show their age”.
  • Landscape elements should be low to the ground or have a high canopy to prevent spaces that can’t be supervised or monitored.

LaPorte High School – Performing Arts Center Entrance

There are many approaches to take when it comes to improving school safety through design, this is in no way a be-all-end-all list. Each school has a unique site and a specific set of needs, but these five simple tactics can be used as part of an overall strategy.

It is also important to note there are no school safety measures that are 100% reliable—despite the best plans and precautions. Please reach out if you are interested in learning about what is best for your school, have questions, or would like additional safety tips. Our K-12 team is ready to work for and with you!

The Importance of STEM in K-12 Schools

Science, Technology, Engineering, and Math (STEM) might seem like a buzz word or a trend these days, but demand for careers in these fields are steadily increasingly. Our economy and overall well-being depend heavily on STEM-related occupations—whether it is computer programming, manufacturing, civil engineering, or general family medicine. Getting kids involved and interested in STEM-related activities at a young age, even if they don’t pursue a STEM degree in the future, teaches them problem-solving skills, how to interact with technology, and instills creativity.

Here are some quick stats from the Smithsonian Science Education Center on the importance of STEM:

STEM stats

How can STEM-related fields help the world?
  • Improving sanitation and access to clean water to the 780 million people who currently without clean water
  • Balancing our footprint as energy demand and consumption is increasing at rapid rates
  • Improving agricultural practices to help feed the 870 million people in the world suffering from hunger
  • Fighting global climate change
  • Caring for a large aging population – just think about the 74 million Baby Boomers who are alive today

To get children today ready for a career in the future, it is imperative we pique their interest in the STEM field as early as possible. Getting a program set in place in the classroom is a perfect way to start. So how can we, as architects and engineers, help schools with STEM programs? Take a look at two examples below to see how we’ve helped our Owners prepare kids for their futures:

 

Best Buy Teen Tech Center at the MLK Community Center

STEM - Best Buy Teen Tech Center at the MLK Community Center

The Martin Luther King Community Center is a profoundly important community resource in the Butler-Tarkington neighborhood in Indianapolis. Through a grant from Best Buy and local support, the MLK Center was able to make a considerable investment in access to technology. In order to help this project, come to fruition, Schmidt Associates was hired to take the dream and translate it into a built reality. This Teen Tech Center gives teens a safe place to go to learn, grow, create, and prepare for their futures.

The Teen Tech Center provides training and internship opportunities, where teens can learn about robotics, 3D design, music production, and more. Nationwide, there are currently 22 Best Buy Teen Tech Centers – a number Best Buy hopes to triple by 2020. 95% of teens who attend these centers plan on pursuing education after high school, and 71% plan to pursue a field in STEM. As Indianapolis welcomes more and more jobs in the STEM fields, this center will make sure the future workforce is well-prepared for a brighter future.

 

Decatur Township School for Excellence – Innovation and Design Hub

STEM - Decatur Township School for Excellence – Innovation and Design Hub

The MSD of Decatur Township is a diverse school district, offering innovative initiatives to their students and members of their community. This new, state-of-the-art Innovation and Design Hub is available for students of all grade levels, teachers, and faculty district-wide to use while expanding their learning capabilities for future careers and pathways in STEM and other areas.

The space includes interactive promethium boards, 3D printers, audio/visual production, a computer programming lab, and more technologies to help students develop better computer, problem-solving, and design thinking skills. It is also flexible in design, replicating an open lab concept to host many people at one time while also providing quiet environments and presentation spaces. Students have the chance to work directly with local industry partners to further increase their knowledge and experience specific to their chosen pathway.

 

If you have any questions about how to get your school or community center equipped with STEM-related spaces, please reach out!

“One of the things that my experience has taught me is that if you are trained as a scientist in your youth – through your high school and college – if you stay with the STEM disciplines, you can learn pretty much all of the subjects as you move along in life. And your scientific disciplines play a very important role and ground you very well as you move into positions of higher and higher authority, whatever the job is.”

– Indra Nooyi, CEO of Pepsi

Community Engagement

A building project is far more than pieces and parts that define spaces.

Projects reflect the goals and aspirations of the communities they serve.

Schmidt Associates views community engagement as an essential part of our strategic, data-based planning, giving Owners information to evaluate viable options and make good decisions. We take a proactive role in planning for public meetings that inform, gather feedback, and incorporate public input to achieve a relevant facility solution that the public can support.

In order to understand what is truly important in the eyes of the end user, we like to become part of the “fabric of the community” by gathering input directly from community members and project stakeholders throughout our process. Here are a handful of community engagement tactics we typically use:

Community Workshops

The target audience for these workshops are neighboring businesses, residents, the end users, students and parents, property and business owners, others who visit and work within the area, etc.

These workshops can range from presentations with Q&A, to an open-ended SWOT analysis, to interactive display boards where people can vote on the types of spaces, furniture, aesthetics, etc. they like the best. Depending on the scope of the project, these could be hour-long sessions, last a few hours, or be an open-house where attendees can interact and ask questions for as long as they need.

We want to hear from as many community members as possible, which can be hard to do. Some tactics we utilize to ensure these workshops are as convenient as possible are:

  • Setting up a variety of time slots, across several days, held in various locations—in the evening after the school day, Saturday morning with coffee and donuts, on a Sunday after church services, etc. It all depends on each unique community and type of project.
  • Providing childcare options, if children aren’t an integrated part of the workshop process. For example, we can meet with community members at a school with child-friendly activities held in the gym under the supervision of adults.
  • Offering a variety of input methods—like notecards, email, and limited access blogs—to ensure the quiet voices are heard and allow 24/7 access to the conversation.

Community Engagement - Community Workshops

Stakeholder Meetings

This is where we gather key targeted stakeholders and leadership in a casual environment to build interest and allow their influence on the project. We quickly share the community workshop findings and offer a brainstorming session to continue building ideas and support for the project. Our team then creates a deliverable that can be posted to a website and distributed to the community, stakeholders, and other interest groups.

The targeted attendees typically include property and business owners, developers, and neighborhood and city representatives. We take similar approaches to making these meetings as convenient for the stakeholders as we did with the community workshops. As the planning process moves forward, we often will reconnect with these stakeholders to communicate any findings, recommendations, and intent of the results.

Community Engagement - Stakeholders

Community Empowerment

The plan for any project must be intentional and community-driven so stakeholders will feel a sense of ownership. To create community empowerment, we have found that allowing physical, deliberate interaction with the space is essential. Together, we will visit the physical space and brainstorm ideas on-site, allowing the realities of the space to influence decision making.

Another approach we often take is to attend community, city council, or PTO meetings.

Community Engagement - Community Empowerment

Project Blogs

Along with our physical approach to community engagement, we also leverage technology to bring it all together. We have successfully used a blog on projects to have a way for the community, stakeholders, and Owners to see the progress and to offer input. This is a controlled way to manage feedback and disperse current information, as determined by the project’s leadership team. Each blog features a “Make a Comment” button which sends comments as emails to Schmidt Associates. This way, we can receive comments, review with the Owner, and post appropriate responses.

We have used a link to our website to post the ongoing status of the project—from planning through construction—to keep the public involved and informed throughout the process.

Community Engagement - Project Blogs

Ultimately, only community projects built on community input can maximize their influence and create shared ownership and investment. If you have questions about our community engagement process or want to learn more about how we can help you with your next project – reach out!

Top 6 Things to Know when Considering Adaptive Reuse

We have all heard the real estate mantra “Location, location, location!” However, great location does not also lead to perfect buildings. In fact, oftentimes the least perfect building is situated right on the site you want. And while some may consider a total demolition and rebuild as the only option, there are oftentimes a lot of arguments for adaptive reuse. Buildings that have been neglected, abandoned, or modified over the years are all great candidates for this type of project. Through adaptive reuse, older historic buildings can be restored – bringing back their charm and unique characteristics through careful planning and strategic design.

St. Joseph Brewery & Public House - Prior to Renovation

St. Joseph Brewery & Public House – Prior to Renovation

St. Joseph Brewery & Public House - After

St. Joseph Brewery & Public House – After

If you’re considering adaptive reuse for your next project, here are the top six things you need to know:

  1. Land Availability. When land in the area you want is hard to come by, adaptive reuse is a great option. Rather than contributing to urban sprawl, or moving to a less than desirable location, revitalizing a building in need allows you to conserve space. This type of project is one of the best ways to keep our cities and towns walkable and vibrant.
  2. Environmental Conservation. While the easy solution often appears to be building from scratch, the truth is this type of thinking can cause a lot of complications down the road, including added cost. Remember in elementary school when they taught us “reduce, reuse and recycle”? The first step in reducing our environmental footprint is to reduce our use of materials. Adaptive reuse is a choice to care for the buildings that have already been built and to help us get out of the mindset of constantly consuming. If there’s one thing we will never get more of, it’s land.
  3. Historic Consideration. One of the beauties of working with historic buildings is that you constantly discover hidden treasures. From unique features to hard-to-come-by materials, many historic buildings are proof we really “don’t build ‘em like we used to.” Adaptive reuse not only allows us to preserve a part of history, but it also allows projects to take advantage of these ‘trademarks’ of historic buildings, showcasing them now and into the future. In some cases, adaptive reuse is the only option, especially when you are dealing with buildings that are preserved and protected by organizations, such as historical societies.
  4. Reimagining Function. Although adaptive reuse strives to preserve many of the architectural features of buildings, there is a great deal of reimagining that can take place throughout the project. Buildings built for a certain prior use do not need to continue that use to be successful. Old chapels can become inns, water towers can be converted into apartments, and industrial buildings transformed to residential homes. When the location is right, and you mix in a little creativity – anything is possible.
  5. Future Accommodation. Needs are constantly changing, which is something adaptive reuse understands. Just because older buildings – even ones only a few decades old – may no longer meet the standards or desires of today’s businesses and property owners, doesn’t mean they should be written off. Adaptive reuse allows for change, while still being mindful of what already exists. Adaptive reuse protects the future, ensuring resources, including land, aren’t wasted or taken for granted.
  6. Intelligent Reconciliation. When done well, adaptive reuse is the bridge that connects past to present, history to future. Adaptive reuse projects can bring the best of modern-day technologies and innovations to beautiful, historic buildings in prime locations. This type of holistic approach ensures existing buildings and materials are honored without sacrificing today’s needs and styles. Intelligent reconciliation also happens when architectural firms work on behalf of clients to communicate plans with the community, getting the proper permissions and permits to move forward with the project.

Adaptive reuse isn’t always the best solution, but more and more often we believe it’s an option that should be seriously considered. A smart way to conserve materials, protect the environment, and preserve the past, adaptive reuse can be the solution you’re looking for, especially when you’re sold on a building’s location or charm.

 

Becoming an Interior Designer

Interior Designer
While our interior designers do make great material and color selections, they do much more than that.

We all have our stereotyped image of what interior designers do from design shows, design magazines, and social media. However, the reality is much different.

A common misconception is that interior designers only select interior finishes, but structural knowledge of the building is necessary (and required) for understanding how interior spaces can be manipulated. Interior Designers think about the way a space functions and design it accordingly. They take a building shell and create a safe, functional, aesthetically pleasing space specific to each owner, in coordination with the architects and engineers.

From fixtures and furniture, to materials and finishes, Interior Designers help spaces come alive. A wide range of product knowledge is required for interior designers to make the most informed and appropriate decisions during the selection process.

But how to do they learn these skills? Registered Interior Designers begin with an education—either a Bachelor’s or an Associate’s degree in Interior Design.

There are many reputable universities with great Interior Design programs, but it is important for future students to do their research and find the right fit for what they need.

The Council for Interior Design Accreditation (CIDA) is an independent, non-profit accrediting organization for Interior Design programs in the United States and internationally. Not all Interior Design programs are CIDA-accredited—and this is a great way to help students compare programs. Some students will choose to enroll in a non-accredited program and still be just as successful; or some will start at one and move to the accredited program to finish. Every student has their own path, and there are a lot of options.

However, just because a college degree has been obtained, one is still not a registered interior designer.

Any professional with a degree in Interior Design looking to gain registration (not everyone chooses to pursue registration), must then begin gaining professional experience (3,520-5,280 hours, depending on the degree). This professional experience must be in the Interior Design field to qualify for sitting for the exam.

At different times throughout their education and professional experience, professionals must sit for all sections of the National Council for Interior Design Qualification (NCIDQ) exam.

This exam is broken into three sections:

  • The Practicum Exam (PRAC) – 4 Hours
    • Codes and Standards
    • Building Systems & Integration
    • Programming & Site Analysis
    • Contract Documents
  • Fundamentals Exam (IDFX) – 3 Hours
    • Design Communication
    • Building Systems & Construction
    • Programming & Site Analysis
    • Construction Drawings & Specification
    • Human Behavior & the Design Environment
    • Furniture, Finishes, Equipment, & Lighting
    • Technical Drawing Conventions
  • Professional Exam (IDPX) – 4 Hours
    • Professional Practice
    • Building Systems and Integration
    • Contract Administration
    • Project Coordination
    • Contract Documents
    • Product and Material Coordination
    • Codes and Standards

Each section is taken, and passed or failed, individually. Once the individual passes all sections and has met all the other requirements, he/she can apply for registration with the State of Indiana. Once this final hurdle has been cleared, the celebration can commence, and one can officially call him/herself a Registered Interior Designer.

Continued Education Units (CEU) are also required, similar to what other professions must do to keep their registration updated. Once CEU’s are obtained, each Registered Interior Designer is responsible for tracking and meeting the credit requirements.

 

Also see what it takes to become an architect.

Vacant Big Box Store Finds New Life as a Preschool

Building Indiana

Features Anna Marie Burrell, Sarah Hempstead, Brandon Fox, and Shelbyville Central Schools

January 24, 2019

“In the small Indiana community of Shelbyville, Shelbyville Central Schools District will transform a nearly 63,000 square foot abandoned Marsh Food Store and the adjacent strip center – once housing other retail stores, a restaurant, movie rental store, and a bank – into a preschool, space for children with special needs, and the school district’s offices.”… read full article

Becoming an Architect

Becoming an Architect

 

A lot goes into becoming a licensed architect.

As many already know, hiring Schmidt Associates for a facility project is a “no brainer”. However, have you thought about the process your designers go through in order to be qualified to design your facilities?

Though we can stereotype and say that all architects loved building with Legos when they were children, that is not entirely true. And it certainly takes more than a keen awareness of plastic to become licensed within the profession. Architects are problem-solvers. They go beyond the placement of bricks and mortar to get to the deeper need of an Owner so they can solve existing problems and anticipate future needs. Architects are also responsible for helping protect the health, safety, and welfare of the public.

But how to do they learn these skills? A college degree from a National Architectural Accrediting Board (NAAB) accredited program is the first step in the process of becoming a licensed architect in Indiana. There are three types of professional architectural degrees in the United States:

  • Bachelor of Architecture (B. Arch), typically a 5-year-program
  • Master of Architecture (M. Arch), typically a 2-year program
  • Doctor of Architecture (D. Arch), varies

Alternatively, students can also pursue a 4+2 program. Using this method, students can get a Bachelor of Science (B.S.) in Architecture and follow up with a 2-year Master of Architecture.

However, just because a college degree has been attained, one is still not licensed.

Any professional looking to gain licensure (not everyone who graduates with an architectural degree chooses to pursue licensure), must then begin the Architectural Experience Program (AXP). This experiential process requires a minimum of 3,740 hours of hands-on training in Indiana (some states vary) where professionals are directed to complete 96 tasks across six practice areas:

  • Practice Management – 160 required hours
  • Project Management – 360 required hours
  • Programming and Analysis – 260 required hours
  • Project Planning and Design – 1,080 required hours
  • Project Development and Documentation – 1,520 required hours
  • Construction Evaluation – 360 required hours

At least half of this documented experience (1,860 hours) must be achieved under the supervision of a licensed architect while working for an architecture firm.

In addition to the education and experience, architectural professionals must also take and pass the Architectural Registration Examination (ARE)—a six-part, 21-hour exam to assess an architect’s skills and ability to protect the welfare of those they serve. Topics include:

  • Practice Management
  • Project Management
  • Programming & Analysis
  • Project Planning & Design
  • Project Development & Documentation
  • Construction & Evaluation

Each section is taken (and passed or failed) individually, and the order in which the exams are taken is up to the individual professional. Once they pass all sections and have met all the other requirements, he/she can apply for a license. After this final hurdle has been cleared, the celebration can commence and one can officially call him/herself an architect!

But training for an architect does not end there. In order to stay current with new technologies, construction methodologies, and current code requirements, architects must participate in continuing education courses. In Indiana, architects must obtain 24 learning units—16 of which must be focused on health, safety, and welfare (HSW) topics—every two years.

And here you thought your architect just did really well with Legos.

 

A Word from Our Owners – Marian University & The Children’s Museum

Audra Blasdel

Audra Blasdel graduated from DePauw University in 2005 with a Bachelor of Arts in Economics and Computer Science and received her Masters of Business Administration with a focus in global supply chain management from the University of Indianapolis in 2009. Prior to starting her own company–Blasdel Solutions, a WBE Certified Project Management and Business Analysis company–she served as Marian University’s Executive Director of Facilities, Construction, and Purchasing.

In her current role as Director of Facility and Campus Operations at The Children’s Museum of Indianapolis, Audra is responsible for the day-to-day campus operations for maintenance, grounds, and custodial; strategic campus planning, and construction and renovations projects. She lives in Speedway, Indiana, with her husband and son.

_______________________________________________________________________________________________________________________

 

Structures and systems will require maintenance and periodic repair and rehabilitation (R&R) at some point. By keeping campus buildings running smoothly and efficiently, we are able to prolong a building’s lifetime while saving on overall future costs for our Owners. These seemingly “small projects” have a large impact for Owners and the end users. While our designers and engineers are obviously well-equipped to do the large-scale projects, we also are ready to help our Owners through R&R projects. Let’s hear from Audra on her experiences throughout the years.

How did a comprehensive understanding of your facility conditions impact R&R expenditures?

In general terms, it allows us to better plan for our expenditures and gives us a broader understanding of our needs. At Marian University, we brought Schmidt Associates in to do facilities strategic planning and a larger campus master plan, all derived from a 2025 strategic plan. We then needed to build the campus master plan and a facilities strategic plan so that we could take large capital needs and compare it to daily facility needs. This results in a coordinated and well-thought out investment plan.

For example, this helped make sure we didn’t do large system replacement when we would be doing an addition to that building in a few years. It helped build a knowledge base in a centralized place rather than in various individuals’ heads. This work with Schmidt Associates helped us be smarter and more responsible.

What role has Schmidt Associates played in helping you maintain facilities at both Marian University and The Children’s Museum?

Schmidt Associates has provided a baseline assessment of facilities with an investment/expenditure plan as well as some Owner-friendly tools that allow us to manage the plan going forward. Those plans are developed in a way that allows us to manipulate and adjust the plan as we go through implementation, ensuring that the plan stays relevant and usable.  Plans are often developed in a stagnant manner, and they quickly become stale and end up on the shelf.  Steve Schaecher, an architect at Schmidt Associates, even drew a comic at some point to joke about the master plan ‘graveyard’.

masterplan graveyard

That’s been the biggest benefit to working with Schmidt Associates on these plans: keeping the plan workable, usable, and modifiable so it plan doesn’t end up in that graveyard. The focus in working with Schmidt Associates has always been how we make it an owner-friendly plan that maintains its life.

What type of R&R projects has Schmidt Associates worked with you for?

R&R strategic planning projects have included the Marian University Campus Master Plan and Facilities Strategic Plan. We’re currently working on a strategic investment plan for the parking garage structure at The Children’s Museum. Schmidt Associates has also provided scopes of work, estimate checks, and preliminary assessments on a variety of large scale R&R projects, such as boiler replacements, electrical upgrades, plumbing retrofits, and accessibility upgrades.

Describe the process of working with Schmidt Associates.

For me, a lot of it has revolved around our long-lasting relationship over the past 7 years. This has included large- and small-scale projects and strategic planning. This opens the door for candid communication, something that is harder to have when everyone is new to the table. The consistency of who I work with and the way we work has allowed us to learn from each other and have an end product I can use going forward, which is really important. When I get a PDF that I have to regenerate documents out of, it’s not appealing. Facility priorities change every day and having a working document, not a stagnant document, is important for me on a strategic planning and R&R side.

Indianapolis Architects Redesign Restaurant and Cosmetology Learning Center

School Construction News

Features Anna Marie Burrell & McKenzie Center for Innovation and Technology

November 19, 2018

“Shortly after the visitors are seated in a comfortable banquette with modern art on the wall behind them, Devon, in a brilliant white and wrinkle-free chef’s jacket professionally greets them, “Good morning, welcome to Bernie’s Place! May I get you a water?”… read full article