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A Word from Our Owners – BSU Residence Halls

George Edwards – Associate Director of Housing and Residence Life Facilities at Ball State University

Joel Bynum – Assistant Director for Coordination of Living Learning Programs at Ball State University

Ball State Residence Halls

When did Ball State University decide to implement the Living Learning Community model in their residence halls and why?

It’s a long history, but I’ll try to make it short. In 1998, Ball State University started offering Living Learning Communities as part of a larger first-year student experience. We called it Freshman Connections. At that time, first-year students were registered into shared sections of core curriculum courses with students they lived with together in their residence hall. These students taking classes together and living together in the same hall formed Freshmen Connection cohorts or learning communities. The Freshman Connection model still existed in 2006, but there was a new push to assign students to live together in cohorts who shared the same college or major–Honors College, Criminal Justice majors, Communications majors, etc.–while still utilizing the core course connection model. We also provided co-curricular programmatic support to address social needs and interests.

When I started in 2011, we started to push towards all the living-learning communities on our campus being major-oriented, not just ‘interest-based’. Students who were living together shared an interest in study abroad, exercise, eating healthy, leadership, etc. Now, our living-learning communities are solely college- or major-based with direct academic partners.

Around 2016, we discontinued Freshman Connections and no longer connect our students based on core curriculum, rather we connect them based on the entry-level courses related directly to their major. It was this shift to being intentional about supporting students academically in their major, as well as socially, that started to shift our thinking about including amenity spaces like discipline-oriented makerspaces into our residence hall design.

We started this to support university retention efforts and to assist students in their academic success. We know the more involved a student is on campus, whether participating in an organization or holding a campus job, knowing faculty or staff, having mentors, friends in their same major, etc., the more likely they are to continue with their education and graduate on time. In light of this data, we decided to provide a richer academic and skill development-oriented experience. In addition, we are improving faculty and staff support in these environments to be more conducive to what our students came here to study. The students who participate in our programs are significantly more likely to retain to the building with these amenities as well as retain to university and graduate on time.

What implications does the Living Learning Community have on the overall design?

It doesn’t really change how we do the ‘rooms’, but it greatly impacts the common spaces. Around 2010, in Schmidt/Wilson before it was renovated, the top floor penthouse was a open space with equipment for Emerging Media students. It wasn’t very big and was a bit of a pilot. Students really liked it and used the equipment for classes, personal projects, and to hang out.

Later, I got linked with Dr. Kate Shively, who introduced me to the concept of ‘makerspaces’ that was beginning to catch on and has now taken off on campuses and in communities all over the nation. Dr. Shively teaches first-year Elementary Education courses at Ball State and wanted a makerspace for her students studying education. We reconditioned some under-utilized lounge space to make that makerspace, and the students love to use it, especially in relationship to what they are learning in the classroom with Dr. Shively.

Around this time, we were starting to look at renovating Botsford/Swinford and wanted to build in a makerspace for the Communications and Emerging Media students who would be living there. Now there are two media studios and a large equipment storage area stocked with DSLR cameras, light kits, sounds kits and all sort of gear for students to check out and use as an amenity associated with living in this community. The students can study in the space or use the green screens and open space to rearrange furniture and set up video shoots and use the computers right there to edit. All of this is available to students living in this community before they have completed their communications gateway courses, which allows students in these majors to start developing their skills earlier and allows them to immediately get their hands on equipment to start making a thing.

BotsSwin - Living Learning Community

Botsford/Swinford Residence Hall

Gen Z students want to have hands-on experience now. While we can’t teach the class, we can provide equipment, some basic workshop instruction, and space for them to start learning on their own immediately. For those students who might need a little nudge, we provide opportunities for students to engage in major-oriented or skill-oriented co-curricular projects. The success was so strong, we decided to do a dance studio, design studio, and black box theater for our Theatre, Dance, Architecture, Art and Design majors in the next residence hall, Schmidt/Wilson. The students love having these specialized spaces where they live to practice in, to work in or to play with something new in line with their studies.

Schmidt/Wilson Residence Hall - Living learning

Schmidt/Wilson Residence Hall

 

What feedback are you hearing from students?

We haven’t put out a survey or anything like that until right now, but anecdotally, there has been a transformation on campus and there are now students coming to Ball State University for the learning communities. The students want to live in the buildings that are connected to their major. It has shifted the conversation to “I want to live here because of the amenity”, not because of its location or age of building. It’s because they want access to the amenity spaces related to their area of study.

Before any experience with Ball State University, prospective students are asking about the learning communities, not the residence hall. It’s exciting to see. We don’t know what all it means yet, or what it will lead to, but it’s positive feedback. It’s not just defining the experience a student has here, but before they even get here.

Do you have any measurable data on the effect the Living Learning Community model has on student recruitment or retention?

I don’t have data about how the space impacts the student’s decision, but we have some very basic use data from the Botsford/Swinford equipment storage area. The first year it wasn’t used much, but the response from students was positive about having the space. Equipment use has more than tripled since then. and we have had to keep adding equipment to the space to keep up with demand. The use data drives the decision of what other equipment we need to buy.

When we opened Botsford/Swinford, which is on the edge of campus and has traditionally been a hard sell to get students to want to live there, the question was whether they would want to return their Sophomore year. We were nervous as to whether this would retain students, but this building now has one of the highest return rates of freshman to sophomore year on campus, despite the location.

Overall, the retention to buildings with makerspaces is significantly higher than those without. Student participation in Living Learning Communities on our campus has been recognized by the Office of Institutional Effectiveness as one the leading predictors for student retention on our campus.

Describe the process of working with Schmidt Associates?

In my role as the Assistant Director of Living Learning Communities, typically I would not have had a seat at the table in a new building or renovation design. Not because my opinion isn’t valued, but generally my role is not one of decision maker in matters of building design. When the idea for a specifically designed amenity came across, Schmidt Associates asked questions to seek an understanding of what was needed in the space and how the space would be used to inform its design. From my perspective, I enjoyed the process because it felt like we were creating something new, something tailored to Ball State University. I had the opportunity to sit at a table I don’t usually sit at and appreciated the questions Schmidt Associates asked about how to design a space that would fit our needs. Equally, I am appreciative of my Ball State University Housing leadership and facilities colleagues for allowing me the opportunity to speak directly to Schmidt Associates about my vision for how the space would be used. I very much see the product of those conversations in the design elements of our spaces.

I think after the early design conversations, we got into the nitty gritty details about where to put focal points, sound treatment, electrical outlets, etc. It was new to me, but I appreciated going through the process because I learned a lot about how the design process works and was able to help shape and form the building. The questions asked drove what the space would be, and how students would actually use and experience the space to ensure it was functional and would add value.

What are the Roles of a Design/Build Team?

Typically there are three primary team members on a design/build project. They include the Owner, the criteria developer, and the design/build (D/B) contractor. Each one is explained in more detail below:

1. Owner

•  Work with criteria developer to capture needs and desires in criteria documents/contract documents
•  Implement a process to select D/B contractor
•  Work with D/B contractor to finalize design and construction (sometimes through criteria developer/project manager)
•  Communicate changing needs to D/B contractor
•  Participate in punch list process
•  Move in and enjoy the new facility

2. Criteria Developer

•  Work with Owner personnel and stakeholders to draft criteria documents/contract documents
•  Sometimes hired to represent the Owner throughout construction and review design/construction/completion activities
•  May review pay applications and change orders and assist Owner in the punch list process
•  Advise Owner on contractual matters and D/B contractor compliance with contract
•  Assist Owner to maintain budget integrity

3. Design/Build Contractor 

•  Provide qualifications proposal and initial renderings to demonstrate their vision of compliance with the criteria documents
•  Confirm pricing with subcontractors that meets design criteria
•  Provide scope compliance information and agree on cost with Owner
•  Design the project using qualified design professionals and obtain Owner approval of code- compliant design that meets the criteria documents
•  Design team maintains engagement in project throughout construction
•  Construct the project, draft changes, punch out and complete the facility
•  Maintain budget and schedule throughout the duration of the project
•  Provide clear and regular communication with Owner on project status and any changes
•  Obtain good reference from satisfied Owner

So, why should an Owner select design/build?

  1. Single source of accountability – this goes for design and construction
  2. Budget management – discussing budget throughout the duration of design
  3. Enhanced communication – early and ongoing communications between Owner, design contractor, and subcontractor(s)
  4. Faster project completion – can shorten overall schedule since construction starts while design is being completed

If you have more questions or want to get started on your next project with us, reach out!

 

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!

Workforce Skills Training in K-12 Facilities

Since 2011, 11.5 million jobs have been created in the United States for workers with education past high school. However, only about 47% of working-aged adults in Indiana currently have degrees. One way to fill this gap is to include workforce-ready spaces and programs directly within high schools. Think auto shops, TV broadcasting spaces, welding labs, hair salons, etc.

We touch on why it is important to teach these real-world skills, the different focus areas, design considerations, and our project experience in this magazine below:

If you have questions or want to know how we can help with your next project, reach out!

5 Tips for Designing More Interactive Classrooms

Interactive learning is one of the best ways for teachers and educators to make sure their students are actually grasping the knowledge and skills they are sharing.

An effort to combat Mark Twain’s famous sentiment of higher education being “a place where a professor’s lecture notes go straight to the students’ lecture notes without passing through the brains of either,” interactive learning encourages students and educators to get actively involved. In fact, some of the best interactive classrooms can, at first glance, look chaotic because of this type of engagement and often physical movement.

But, as research shows, not giving students an opportunity to interact is likely to impede their ability to really learn – not just memorize and repeat. And teachers agree. In a recent survey, 97% of all educators said that interactive learning experiences undoubtedly lead to improved learning.

Here are some tips for building and designing more interactive classrooms that will benefit both teachers and their students.

1. Provide Flexibility

An interactive classroom needs to be a welcoming, easy-to-use classroom. When designing the space, it’s important to make sure all students, including ones with disabilities, find it easy to move around, join in conversations, sit at tables, etc. Furniture layouts should be flexible, going from lecture-based to project-based collaboration spontaneously. The more a classroom is able to adapt to the subject or project of the day, and whims of the teacher and students (think about including elements like movable tables, rolling/swiveling chairs, comfortable furniture), the more interactive it will be.

2. Smart Surfaces

From large interactive walls to mobile smart boards, the surfaces in the classroom need to be functional and attractive. Teachers should also have access to multiple surfaces, preferably not just at the front of the room, to help facilitate conversations and offer guidance for specific subject material. Increasing flexibility even more, mobile teacher presentation carts allow the teacher to un-tether from a wall location and move about the room.

Mary Castle Elementary

Multiple Writing Surfaces & Mobile Technology Boards for Teachers – Mary Castle Elementary

3. Adjustable Lighting

Light plays a big role in the classroom environment. To help students feel comfortable and relaxed while interacting with each other and teachers, design lighting fixtures that can be adjusted and controlled. Dimmers as well as ambient lighting, not just the standard overhead lights, allow the environment to be changed as needed and will better facilitate conversations, presentations, etc.

4. Maximize Visibility

The best interactive classrooms don’t have a designated “front of the classroom”. Create spaces with your design that allow student seating to be optimized from every point of the room. Students should feel connected with their teachers – not separate from them. By eliminating the ability for students to be placed in designated “back” and “front” of the classroom, design can help equalize the playing field for all students.

5. Technological Savvy

Almost all modern design incorporates the latest technological needs, but perhaps it’s most important when applied to the classroom setting. In order to create interactive classrooms, technology almost always needs to be incorporated. Wireless technology provides the most flexibility in connecting students and teachers to projectors, monitors, and each other for sharing work. Provide multiple charging locations, including floor boxes with USB ports, throughout the room for both students and teachers.

While every classroom can be tailored to specific subjects and grade levels, all interactive classrooms will share the same basic fundamentals. And, because the best interactive designs allow space to be easily reconfigured, these types of classrooms are highly adaptable, making them a great asset for schools across the country.

 

If you think we would be a good fit for your next project, reach out to us!

A Word from our Owners – Greenwood Community Schools

Mike Hildebrand

Mike Hildebrand is a retired Indiana State Police Detective with over 23 years of service. He began his career in education with the Pike County School Corporation in Petersburg, Indiana in 2003. Mike was hired by Greenwood Community Schools in 2014 as the Director of Operations. He is the Administrator over the facilities, grounds, maintenance, transportation, and School Safety. Mike enjoys everything about the Greenwood Community Schools System because it is a great place to work and a great place for an education. He says it is a corporation where everyone feels like family. Mike and his wife Ruthann reside in Greenwood, and they have four grown children and 10 grandchildren. Of course, he is also a huge Alabama Football fan. Roll Tide!

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When you walk through the new Greenwood Middle School, you can easily forget that you are even in a K-12 facility. The school is designed around a STEAM (Science Technology Engineering Arts and Math) curriculum that engages students and staff in project-based learning opportunities. All 160,000 square feet, each of the three floors, every single educational space was built with the student in mind. We wanted to talk with Mike Hildebrand to see how the engineering systems bring everything together, creating an efficient learning environment for all.

Greenwood Middle School

Tell us a little about the why Greenwood needed a new Middle School.

I can say the new Middle School was an absolute necessity, not just for our students and staff, but for the community. If you hadn’t seen the old school, just imagine décor from the 60’s to the 90’s, old restrooms, dark hallways, outdated cabinets in the classrooms, poor lighting, and few windows. The HVAC system was as old as the student’s parents and some grandparents. This new middle school is a better setting for our students. The better the learning atmosphere, the more desire there is to attend school. This gets teachers more excited to teach. Even the food tastes better in the new cafeteria!

The entire school is now welcoming, has easy lines of sight, and the aesthetics are wonderful. Just enough to make it appealing without the cost of fancy features.

Have you seen an increased level of occupant comfort in the new building?

Comfort is a must in every classroom setting. The Siemens control system is wonderful. The features are easy to understand, and changing a room or area’s temperature is a breeze. The ability to go to a night or unoccupied set back has saved us a considerable amount on utilities as well. Our custodial and maintenance staff dove in head first and are continuing to learn new tricks every day. The air quality is also a vast improvement from our old middle school, which had some sections starting from 1960’s.

The design of the facility itself makes the visual observation of students during the passing periods simple. One faculty member can stand at the junction of the two wings and see both halls from one vantage point. The design and features of today’s school has changed so much since I was in school, back in the 60’s and 70’s. The newest technology is used in every classroom, students are learning robotics at a much younger age, and every aspect of this facility was discussed to determine if this was going to benefit our students for the better. This facility was designed just to do that very thing. It was done the Greenwood way.

How has the learning environment improved daily life here at Greenwood Middle School – for the students, teachers, and those maintaining the new systems?

As you know, lighting is an important feature in any educational facility. Having gone from our old school’s lighting to new LED is absolutely a huge improvement, both for the students and staff. The automatic light features that turn on/off upon entry was a huge success with our staff. The dimmer capabilities are used almost daily by all of our staff while instruction is taking place with the overhead units onto the whiteboard marker walls. Each classroom has outdoor light access as well, offering the inviting ray of sunshine in for our students.

The HVAC units are definitely a well-received item and the biggest change from old univent systems to the new buildings system. No more high fan speed noise disrupting instruction, and no more too cold or too hot depending on where you sit in the room. The capability to change the temp + or – 3 degrees at the thermostat is awesome. Students learn better when they are comfortable in their environment.

In the old school, each classroom had a univent system. When there was a failure you could count on at least a 4-hour repair as you had to pull the unit from the wall, make the repairs, and then put it back in place. What a difference the vertical unit ventilation systems have made. Easy access, easier repairs, and less time consuming for our maintenance staff. Even the filter change is simpler and can take only a couple of minutes.

In general, what have you heard from staff, teachers, parents, and students about the new school?

Superintendent Dr. Kent DeKoninck and Asst. Superintendent Mr. Todd Pritchett were an integral part of the success of the construction and completion of our new school. All of the physical aspects–the aesthetics, flooring, cafeteria area, media center and classrooms–have been praised by students, staff, and community. Our easy access points for the office area during the school day or the secondary entrance for our indoor athletic events are very welcoming without going over the top in costs.

The pride of Greenwood Community Schools has once again peaked to the point of happiness. Even our residential neighbors have had nothing but good things to say about what once used to be a farm field to now becoming a modern and beautiful school facility. In short, no one is more pleased than our students, our parents, our staff and our school leaders. We could not have hoped for more than what we’ve received in our new Greenwood Middle School.

How would you describe the process of working with Schmidt Associates, specifically the engineering team?

My experience of working with Schmidt Associates has been wonderful, from the design portion all the way through to completion. Even with minor punch list items remaining a year in now, the cooperative effort has been amazing.

As issues would arise during the construction, the Schmidt team would provide detailed alternatives to the issues, have quick remedies as a solution, and implement the changes into the plan. Our relationship with Schmidt Associates has become one of trust, and their team of experts have addressed our needs and concerns in a timely manner.

Greenwood Community Schools has also used Schmidt Associates on other projects, and we are in the process of beginning yet another project at our High School.

 

If you think we can help with your next project, reach out to us!

 

A Word from our Owners – Marian University

Russ Kershaw

Dr. Russ Kershaw has been the Dean of the Byrum School of Business at Marian University since 2010. Previously, he was the Dean of the School of Business Administration at Philadelphia University and also has held various positions at Butler University. Before entering the academic world, Russ spent 13 years in corporate America. During this time he held a variety of financial management positions at both Digital Equipment Corporation and General Electric. Russ holds a B.S. degree in accounting from Bentley College, an MBA from Babson College, and a Ph.D. in accounting from the University of South Carolina. He is also a graduate of General Electric’s Financial Management Program.

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With growing enrollment in the Byrum School of Business, Marian University needed a facility that supported the school’s unique, experiential approach to learning. Breathing new life into this early 1900 facility, the addition and renovation of this facility has given the business school prominence on campus. Hear from Dr. Kershaw about how this new facility caters to Marian University students, professors, and the surrounding community.

Marian COB front

Addition to Historic Building

Tell us a little about the College of Business project and how the building is benefiting campus:

It was a significant addition to the Marian University academic facilities. In six short months, it has become a very popular facility across campus. Not only the classrooms, but the presentation room and the board room. The spaces are popular across campus and outside of campus with companies holding meetings in the board room and presentation room, which are being used as we speak by an outside organization. They are very flexible in design and can be set up in different formats to accommodate a five-person or 90-person meeting. The technology is there to support the needs of each group.

This is the coolest academic building on campus right now, other than the medical school. During the school year, med students are coming here to use the team rooms to study in. It helps that we have a Subway restaurant inside our building so people can get food. It’s become a very popular place, and all the spaces are being widely used across campus in its entirety.

We’ve only been in the business school for one semester, but the way to describe it is ‘that it was designed precisely for our program.’ We do a lot of project work, team-based teaching, experiential learning. This facility was designed for that, and we couldn’t be more thrilled with the classroom layouts and the use of the presentation and board room. It’s designed perfectly for the way we teach business at Marian University.

How important is the student to student, student to faculty, and faculty to faculty interaction? Where did this occur in your old spaces? Where is it now?

It’s critical to our program. We have shifted from the traditional read a text book, come to class, listen to a lecture, and take a test while sitting in nice neat rows facing the professor and taking notes. We now have shifted to a project based learning mode where we are teaching accounting, economic, finance, marketing, etc. all while doing projects for real clients with key concepts. The students are constantly working in teams collaborating, so our classrooms are modular. If you looked at our classrooms right now, most are set up in pods of 5-6 students because that’s how we teach.

The communication among students and faculty is a different ball game in our program than a traditional one-way professor to student interaction.  The space is designed to make that happen, encourage it, and make it easy to do. It’s two-way, and the faculty is a facilitator instead of a professor. They roam the classroom answering questions and asking questions. They meet with individual groups to help or listen to the students present in the presentation hall. Sometimes it’s a practice presentation before the ‘grand finale’ at the end of the semester. It’s not a final exam anymore, it’s a presentation to the client they were doing the project for.

In our old facility, we were in old style classrooms with fixed seating or the chairs with their own folding desk. In some classrooms it was virtually impossible to teach our curriculum with the space we have. This new space is critical to the program we have built.

Pod-Style Classroom

As you walk through the building each day, how much of the ‘accidental interaction’ spaces are being used?

When students are here, it’s constant. Outside of the main classroom area, the soft seating area is constantly filled with students and faculty. It’s like a Starbucks with many impromptu meetings, waiting before or after class, etc. This open area is great to have in addition to the extensively used, more private team rooms.

The presentation room, when it’s not in use for a presentation with the glass door closed, the door is purposely left open. Students meet on the stairs, eat lunch in there, maybe even take a nap! (I just ask them to use a low stair if they are going nap so they don’t roll all the way down). It gets used quite a bit when it is open because it is a cool space with all the light, windows, and high ceilings. It has become the center piece and show off point for the building. People say ‘wow’ when they see it, and they like to be in it. There’s also plenty of outlets for them to charge their devices in the spaces, which is critical.

COB Spaces

Student Lounge Space and Presentation Room

How would you describe the process of working with Schmidt Associates?

I was mostly involved in the design phase as opposed to construction phase, so I can’t speak to the construction details. From a design stand point, it couldn’t have been better. It probably helped that Sarah Hempstead is a member of the Business School Advisory Board. It worked well because she was very aware of the curriculum and intimately involved with understanding how we teach. This really helped with the design process. If I had a thought or idea, Sarah could finish my sentence because she knew what I was thinking. I didn’t have to explain anything. From my perspective, it was awesome to work with someone who knew what we wanted to accomplish.

Anything else?

We are over the moon and ecstatic about the facility. When we opened last January, which was our second semester, the students were shocked when they came and saw the space designed for them. They were excited to be in such a cool facility. It’s great to see that reaction and know they are grateful and proud of the school.

 

If you think we can help with your next project, reach out to us!

 

A Word from our Owners – Shelbyville Central Schools

David Adams, Shelbyville Central SchoolsDr. David Adams has 36 years of service in public school systems, all in Indiana. He earned his Bachelor of Science in Secondary Education at Ball State University, Masters of Science from Indiana University, Ed. S from Ball State University, and Ph.D. in Education Administration from Indiana State University. He will retire next year, after completing his fourteenth year as superintendent of Shelbyville Central Schools. He and his wife, Dr. Cindy

Adams, have two married children and two grandchildren.

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When Marsh Supermarkets closed up shop in 2017, there have been numerous literal empty holes in the communities they served. A year later, there are still several dilapidated stores sitting as vacant eyesores around Indiana. However, some communities have taken initiative and capitalized on this large amount of empty potential.

We often look at historic structures as the best candidates for adaptive reuse, however, any underutilized facility could be a good potential reuse opportunity. Schmidt Associates has been fortunate to help reimagine a church into a dynamic bar/restaurant, a hospital into a top of the line Higher Education facility, an old bank into a beautiful lobby and social hub, and now we are turning our sights to a former strip mall.

An abandoned, 63,000-square-foot complex–once housing a Marsh grocery store, retail area, restaurant, movie rental store, and a bank–will be transforming into something usable for Shelbyville Central Schools and the community. A new preschool will go into the grocery store area, Senses space will go into the retail spaces, and a bank will turn into administrative offices for the school corporation. Here at Schmidt Associates, we were up to the challenge of turning neglected, wide-open retail space into something productive for the community. Mayor Tom DeBaun said in his interview with The Shelbyville News, “with the plans they have, the things they are going to do for that facility, it’s growing their capacity and it’s stabilizing a neighborhood.”

We sat down with Dr. Adams to get his take on this unique and transformative project.

Shelbyville Preschool Main entry

Tell us how this project will benefit the students:

When Marsh Supermarket closed their Shelbyville store in 2011, the building remained vacant for many years. Shelbyville Central Schools saw an opportunity to turn it into something that could greatly benefit the community and school corporation.

Over time, we’ve found that we have many children entering school with diverse needs and are years behind in academic development before they even begin kindergarten. Their chances of success are very low. To address this problem, we want to establish this preschool to provide early intervention to better meet the needs of our students and community.

When you look at the dropout rates, you can often predict those students when you look at their lack of success throughout school. Our goal with this project is to get these 3- and 4-year-olds on track, and keep them there. Early intervention is the key in forming the beginning skills and habits necessary for students to be successful in their educational pursuits. It leads to a more positive learning experience, academic achievement, and higher graduation rates. We are also excited for the opportunity to have the chance to expand on our special needs program with this project.

An old Marsh is a unique location for a new preschool. Can you talk a little more about that?

Long term vacant buildings in a community sends the wrong message. Shelbyville Central Schools has been thinking about doing a new preschool for years, so we thought we could do a favor to the community by repurposing the empty Marsh building. Taking what was an eyesore and turning it into a new, attractive preschool benefits everyone. Schools are very important when it comes to attracting new business and young families to an area, which is why we believe this building will be an asset for all.

Shelbyville Preschool - admin entry

Proposed Rendering – Administrative Entrance

What are the most important aspects of an early childhood project, from your perspective?

Education has become very competitive, so there is a need to constantly market to prospective families. People can choose to enroll their children in any school corporation with open enrollment. Shelbyville Central Schools’ commitment to a quality education for children of all ages is made even more evident with the addition of this facility and the enhanced focus on early childhood education.

It is obvious that having an appropriate, solid educational curriculum is the most important aspect of early childhood education. But the building’s aesthetics, interior and exterior, are also important. When a parent drives by or is first walking up to the school, the exterior needs to draw them. The interior should prove it can meet the students’ needs.

This preschool is going to serve as a gateway into our K-12 schools, giving children a good start to their school career. We want parents to feel excited and comfortable to enroll their child in our preschool. We want to keep them within our community for the long-term, as well as attract new families.

How would you describe the process of working with Schmidt Associates?

I’ve worked on several projects with Schmidt Associates in the past. The experiences have always been positive, and the leadership is very strong. What I like most about Schmidt Associates, is their client-focus. They listen to your needs and work closely with you throughout the project. Millions of tax dollars are invested in school corporation projects, and Schmidt Associates excels in consistently providing the highest quality results.

I have worked with Sarah Hempstead throughout the years and have developed a level of trust and good communication with her. I am confident that Sarah and the Schmidt Associates team can guide our school corporation in the right direction, look out for our best interest, and have the skills to produce a quality facility for Shelbyville Central Schools and the Shelbyville community.

 

If you think we can help with your next project, reach out to us!