Over the past three decades my professional experiences have exposed me to design concepts, methodologies, and visions for creating the optimal built environment. Methods like Human-Centered Design or Universal Design (UD) strategies are intuitive. Other concepts are more complex and emerged from the study of natural and social sciences.
Evidence-based methodologies and ideas, which found their genesis in tangential sciences like biology, anthropology, physics and psychology, have transcended into education campus design thinking. Neuroarchitecture, an interdisciplinary field that combines neuroscience, architecture, and environmental psychology, is an example. Or biophilic architecture which is a social science because it combines social and natural sciences to create environments that promote the well-being of people. Their intent, purpose, and generated proof of concepts have influenced and dictated a future where research-informed education architecture, building system engineering, and best-in-class pedagogy are complementary and imperative.
While attending, the September 2024 Healthy Building Summit, themed Spaces of Connection, held in Austin, Texas and powered by Tarkett, I witnessed firsthand the importance of deploying a trans-disciplinary team when designing educational spaces for future learners. The gathering brought together PreK–12 school district superintendents, educators, scientists and researchers, higher-education campus faculty, not-for-profit and business executives, architects and interior designers, and students who found consensus to strive to improve the human condition. We examined how applying a host of natural and social sciences design interventions affect built environment outcomes.
Discussions pondered how learning needs to understand and adapt to generational differences related to knowledge translation and comprehension; the utilization and growth of digital tools and artificial intelligence; the influence and innate symbiotic relationship between nature and humankind; the negative impact on learning outcomes and faculty retention by prioritizing first-cost construction economics over long-term facility-life-cycle return on investment; or the importance to foster citizens who embody self-purpose through mentorship and in their chosen career path.
This recent experience only reinforced that in order to create optimal and enduring schools, universities, career technical education environments or any type of learning space all vested persons holding a fiduciary responsibility must have an open mindset, have conversations inclusive of all stakeholders, and be willing to take into consideration all types of design thinking and applicable research.
Articles and Awarded Projects of Excellence (pg. 54) descriptions found in this edition of Learning By Design emphasize distinct aspects and considerations you and your leadership team can consider for creating your next learning environment. One design scheme or community’s approach is not better than another. Rather, all offer important insights, lessons learned, methodologies employed, and each project or article talks about how to fulfill vital objectives germane to all education facility-design decision makers.
I hope you enjoy and value this fall 2024 edition of Learning By Design. Should you wish to share an article or the entire edition with a colleague, a digital e-magazine version can be found on our website at: www.learningbydesignmagazine.com which includes a gallery of all the building projects’ plans, images, and descriptions found in this and past Awards Showcases.
