Every student learns differently and there is no one size fits all approach to education. As technology has evolved, so has our ability to modernize today’s classroom to meet the needs of all students, regardless of their learning style.
In this issue, we explain agency-rich learning environments and other key takeaways from EDspaces 2023. Our experience collaborating with over a dozen industry experts to design a STEAM school with classrooms that mimic real-world work environments is illustrative of what’s possible.
A new type of demand—electric school buses—is challenging districts to look at their existing infrastructure and budgets to meet aggressive zero-emission regulations. We take you through a strategic approach toward zero-emission transportation and consider how the electric grid will also require modernization. Included with this publication is a separate infographic poster designed to simplify important dates and information as we progress towards electrification.
Finally, since modernization requires investment and prioritization, we close this issue with a breakdown of Building Condition Surveys as BCS season arrives.
Want to see your idea in the next issue of In Session? We would love to hear more about it. Submit your topic to insession@labellapc.com.
LaBella is excited to announce the addition of a Potsdam, New York office, bringing our total number of offices in New York State to 14. This new office expands our presence and will enable us to more effectively serve the North Country community. The establishment of this office was initiated by the addition of Regional Business Development Manager Ana Thomas, RA, LEED AP BD&C (pictured above), and the acquisition of Brooks Washburn Architecture to our growing team.
The diverse geography and economic influences of the North Country benefit from local knowledge of the region. Our growing team in Potsdam is now comprised of nine architectural team members with significant experience and expertise across residential, commercial, and educational architecture. The Potsdam office regularly teams up with our colleagues throughout multiple offices and disciplines to provide fullservice offerings that result in highquality deliverables to the region.
In November 2023, members of our K-12 and Higher Education studios traveled to Charlotte, North Carolina for EDspaces, an annual conference that explores how schools and educational campuses can better serve pedagogical needs and student success. The 2023 conference featured an expansive showroom of educational furniture and technology solutions, local facility tours, and a wide range of educational sessions to further attendees’ knowledge of how space impacts learning. Additionally, LaBella’s Senior Interior Designer Danielle Lewis, CID, IIDA, WELL AP, and Higher Education Studio Manager Jerry DeRomanis, AIA, joined Chad Weeden, Director of Esports and CyberSecurity Range at Rochester Institute of Technology (RIT), to present “Decoding Cybersecurity,” a discussion of immersive learning environments through the lens of RIT’s ESL Global Cybersecurity Institute.
Over the past several years, conference themes have been focused on student mental health and well-being, diversity and inclusion, and student involvement in design, as well as emerging trends in education such as makerspaces or esports. While these topics were everpresent in the 2023 EDspaces conference, an overarching topic of “agency-rich environments” guided the direction of this weeklong event.
Tom Vander Ark, CEO of Getting Smart, kicked off EDspaces by presenting this idea at the plenary keynote session. Agency, he explained, refers to the ability of students to act with autonomy as well as advocate for themselves in how they interact and learn.
As educators and designers know, not all students learn in the same way, but many learning environments have
stayed static in design and use since the industrial era. These traditional learning environments favor teacher-centric, lecturefocused styles of learning. However, many psychologists and learning theorists, such as Howard Gardner, have shown that students learn best in a variety of ways.
Gardner’s theory of multiple intelligence suggests that learners have a wide range of abilities and are stronger in certain ones than in others. Of his eight “intelligences,” traditional learning environments cater toward verbal and linguistic learners, who can easily remember written or spoken information.
ILEs, continued from page 3
However, as Vander Ark would likely agree, students need spaces and instruction that support a variety of learning styles. His talk delved into the importance of allowing students to take ownership over how they learn through five key building blocks: creating projects, having a solid advisory system, utilizing extended learning, having personalized blends of instruction, and participating in immersive experiences. These components promote a sense of curiosity and encourage students to conduct their own research, collaborate with others, and present and reflect on their findings. Traditional learning environments, as described above, struggle to effectively support this next generation of teaching and learning.
So, what kinds of spaces and what design elements create an effective learning environment? The short answer is that a variety of flexible and adaptable spaces allows students to choose and shape the environments they’re learning in.
Immersive learning environments greatly benefit interpersonal and social learners who thrive from interaction and discussion, visual and spatial learners who learn best by seeing examples, and bodily or kinesthetic learners who understand deeply by experience among others.
As always, the EDspaces showroom floor featured a diverse range of furniture solutions that promote these concepts through student movement, collaboration, and ergonomics. Several pieces focused on tactile elements to benefit Gardner’s kinesthetic and movement-based learners. Furniture that provides acoustic isolation while allowing for visual access supports introverted and intrapersonal learners who need space for solo reflection. Easily movable and reconfigurable items allow interpersonal learners to rearrange space to support large group discussions and collaboration. These simple affordances give students the autonomy to make decisions that best support their needs.
Aside from these tangible furniture options, several conference education sessions touched on the idea of student agency through immersive learning experiences. This type of teaching and learning is heavily student-centric and hands-on, much like the concept of projectbased learning. Similarly, where traditional environments focus on the teacher as the source and distributor of knowledge, immersive learning environments (ILEs) understand that teachers should be guides or advisors rather than the single source of information. What differentiates an ILE from any other space supporting project-based learning is that the environment and/or technology used within it replicates real-world scenarios in an educational setting. This method provides a low-risk but highly effective setting for students to apply the knowledge they’ve learned to simulated situations.
ILEs are particularly prevalent in spaces like nursing school environments where hyperrealistic technology such as virtual reality and simulative environments prepare students for the healthcare field, in esports facilities where athletes compete in realistic arenas and “shoutcasters” produce live broadcasts, or in Career and Technical Education (CTE)
programs where students use professional equipment to understand how to produce and service practical items and systems. These environments greatly benefit interpersonal and social learners who thrive from interaction and discussion, visual and spatial learners who learn best by seeing examples, and bodily or kinesthetic learners who understand deeply by experience, among others. The 2023 EDspaces conference had several discussions on these types of spaces, detailing the benefits of immersive learning as well as best practices to implement supportive space design.
LaBella’s own presentation, “Decoding Cybersecurity,” explored how the concept of ILEs was applied to RIT’s ESL Global Cybersecurity Institute, an addition to the Golisano College of Computing and Information Sciences completed in 2020. This 52,000-square-foot facility is home to multiple computer training labs, research facilities, faculty and student spaces, and the Eaton Cyber Security Range. This space, at the heart of the building, epitomizes the concept of an ILE, acting as a sort of “mission control” for cybersecurity education. The space also serves as an arena for the college’s esports team and curriculum, allowing for multipurpose use despite a highly tailored design.
This collaborative simulation environment replicates realworld command centers that students can expect to work in and features immersive elements that engage students’ senses to replicate realistic and often high-stress scenarios. Technology such as a 38-foot, 4K video wall paired with a state-of-the-art
remote control system allows the instructor and students to cast information from any computer or location in the room to the main screen. RGB-capable LED lights are included in the ceiling and within the custom workstations to convey different levels of complexity or mood (green may indicate an easy task, while red implies a stressful or complex scenario). Under-mounted bass transducers at the desks and easily programmable HVAC controls give an opportunity for 4D experiences to simulate cyber and physical attacks where the desks can vibrate and the room temperature can increase to induce anxiety.
All of this is not to torment students, but rather to better prepare them for the types of scenarios and emotions they may experience upon entering the profession. As a few presenters discussed, these ideas are found in nursing simulation labs where high-tech mannequins outfitted
with microphones and speakers allow instructors to simulate patients in distress and see how students react and apply their skills.
These ILEs and experiences also emphasize the importance of student agency by giving students the opportunity to synthesize and test what they’ve learned. While not every school or space can be outfitted with such extensive technology, strategically designed, multipurpose spaces or supportive technology can enhance the ways our students interact with space, one another, and learning. Whether it’s providing ways for students to customize their environments through furniture and writable surfaces or allowing space for project-based and immersive learning, the key takeaways underscore the significance of giving students a sense of agency in shaping the future of education.
The establishment of the New York School Bus Incentive Program by the New York State Energy Research and Development Authority (NYSERDA) has sparked many school districts to begin asking questions about the financial incentives available to support the switch to zero-emission buses. Both the New York State Electric School Bus Roadmap1 and the New York State Electric School Bus Guidebook serve as valuable resources, providing detailed information explaining how to navigate converting your district’s fleet and infrastructure to electric alternatives as well as the funding available to support this change.
Many districts are reluctant to begin applying for financial incentives due to practical concerns about fully transitioning away from fossil fuels.
However, it is important to note that an immediate, complete conversion to electric school buses is unnecessary. In most cases, it is anticipated that the process will take several years, primarily due to the infrastructure needed for charging these vehicles. Therefore, starting small with a few buses is an alternative approach to a full zero emissions conversion while allowing districts to capture potential incentives. This article aims to offer an incredibly brief overview for school districts that are ready to begin exploring realistic shortand long-term electrification solutions for a more sustainable future.
According to an update webinar held by NYSERDA on March 12, 2024, nearly half of all districts are in the pre-planning and planning stages.
If you have not started outreach, the time to begin is now while incentives are available. To kickstart the process, a school district should establish the three connections listed below. It’s best to time this outreach so that all groups are contacted simultaneously, facilitating collaborative efforts.
Almost all state and federal funding for charging infrastructure requires at least one bus to be on order. Your vendor or dealer can provide information on bus costs and available incentives specific to your district.
2. Utility Provider
It is imperative to know what electric service is available at your fleet location and to be sure your utility provider is aware of plans for electric bus implementation.
This consultant can help your district develop a Fleet Electrification Plan—a comprehensive assessment of current fleet operations and an examination of existing site electrical capabilities. This plan serves as a roadmap for electrifying your district’s entire bus fleet by 2035.
Completing a Fleet Electrification Plan is not only a best practice for long-term success—it also increases the funding available from the New York School Bus Incentive Program for chargers by $30,000 per charging port! Fleet Electrification Plans, which are reimbursable by NYSERDA2 , encompass the following:
• Electrification Goals –Includes goals for both the vehicles and any associated facilities
• Route Analysis – Includes analysis of current routes as well as how routes may need to be altered due to battery range
• Utility Assessment – Includes a grid capacity evaluation in collaboration with an engineering firm and your utility provider
Footnotes:
For more information on how LaBella can support your district on the route to electric buses, scan the QR code located below.
• Charging Strategy – Includes equipment and operations
• Phasing Plan – Includes a viable timeline and related financial factors
• Incentive Opportunities –Includes all eligible state, federal, and utility incentives
Aside from funding for chargers, New York State school districts can access additional financial incentives through NYSERDA. The amount of funding provided by NYSERDA is determined by the number of buses a district has purchased or is in the process of purchasing. Even just one bus on order will enable your district to secure access to these funds, work with specialists to devise a financially feasible plan, and obtain a full picture of what electrification will look like for your district.
While reluctance exists among some school districts to fully commit to zero-emission transportation, it’s emphasized that an immediate, complete conversion isn’t required, and a phased approach is often preferable due to infrastructure considerations.
Furthermore, developing a comprehensive Fleet Electrification Plan not only enhances the likelihood of longterm success in transitioning to electric school buses but also unlocks additional funding opportunities, including increased incentives from programs like the New York School Bus Incentive Program.
Getting to a zero-emission fleet requires a collaborative team comprised of your district leadership, bus vendors, your local utility provider, and engineering consultants specializing in fleet/site electrification planning.
With many districts already in the pre-planning and planning stages, as highlighted in the recent NYSERDA webinar, now is the opportune moment to begin outreach and establish these crucial connections. Offering expertise in energy, MEP and power systems engineering, infrastructure upgrades, and planning, LaBella’s full-service team is well-equipped and ready to support your district through the process of electrifying its bus fleet.
Electrification
Amid a growing awareness of the advantages of clean energy, ongoing advancements in electric bus technology, and the availability of $100 million in federal funding for implementation of the New York School Bus Incentive Program, electric school buses are emerging as a priority project for K-12 school districts. A critical driver of this transition is the New York State Legislature’s mandate for all new bus purchases to be zero-emission starting in 2027, and a 2035 deadline for conversion of total fleets.
Powering electric school buses throughout the state will require not only an extensive charging and energy storage infrastructure at each bus garage, but also substantial modifications to the grid itself. Despite its extensive reach—more than 9,200 electric generating units connected to more than 600,000 miles of transmission lines—the U.S. electric grid is aging and inadequately equipped to handle the additional load expected from widespread electrification.
Some components of the grid are over a century old— well beyond their 50-year life expectancy—while others are into the second half of their lifespans. Infrastructure upgrades are imperative to meet future demands.
A major consideration for any school district planning electrification projects is how to account for grid modifications that may be required to support the increased electrical demand. When will your school district know if grid capacity is an issue for your transition to electric buses? Without a grid capacity evaluation, the answer might be “too late in the planning process.”
A grid capacity evaluation is used to determine if a designated site (i.e., a district bus storage facility) has enough capacity to support a proposed project (i.e., installing electric charging stations and energy storage systems). This evaluation entails analyzing existing infrastructure to gauge if the current distribution grid can accommodate the anticipated load for the project and proposing potential grid improvements that may be required.
the project site, insights into required grid improvements, and estimated costs for implementing them. Once loads are obtained, the entire grid capacity evaluation process can take anywhere between three to five weeks to complete, pending a site visit.
Overall, the goal of a grid capacity evaluation is to provide clients with this information early in the project development phase, enabling them to make informed financial decisions related to the viability of their projects. This proactive approach allows clients to plan ahead, avoiding unexpected costs and delays later in the project life cycle and ensures that their electrification objectives can be achieved within budget constraints.
Early outreach from school districts, in partnership with an engineering firm, to a local utility company is strongly recommended to navigate potential utility costs and facilitate cooperative design efforts.
Using publicly available information, the anticipated project load is compared with the existing capacity of the distribution lines near the project site. On-site observation and verification of existing data results in a complete assessment of the need for grid upgrades. The final deliverable of this process is a detailed report containing a conceptual-level review and evaluation of the existing electric distribution system in and around
With roughly 50,000 school buses across New York State, there are several challenges for school districts to consider when planning for a conversion to electric buses. Knowing what electrical service your district will need is only the beginning of the project planning. It will also be important for your district to know ahead of time if the existing electrical grid will need to be modified to support the heightened demand from your future electric bus fleet, and to account for funding if it does.
Providing enough electricity to power a fleet of electric buses and their charging stations is the most challenging technical hurdle to implementing a fleet of electric buses.
Electrification, continued from page 9
Not only will your district’s transportation facility electrical service require replacement or a separate service, but there may also be significant modifications needed on the part of the utility company to provide the amount of electricity needed to power your district’s fleet. The utility company may not be able to provide this quantity of power without upgrades to substations or providing power distribution from a different source altogether, if available. For example, a new line may need to be run back to the nearest substation, which may also have to be upgraded to accommodate the additional load.
School districts should conduct their own due diligence to determine grid capacity for their future fleet of electric buses that will place a load on the existing system.
Hiring an engineering firm that has the expertise to conduct a grid capacity evaluation can play a crucial role in this process, as this evaluation involves assessing both the electrical capacity of the site and the capacity of the local electric utility, as well as experienced estimating and scheduling for work of this scope.
Having this information early in the project development phase allows districts and utilities to plan effectively for funding and infrastructure requirements, ensuring a smoother transition to electric buses while minimizing disruptions and delays.
As school districts across New York State prepare for the mandate for electric bus fleets, the importance of grid capacity evaluation cannot be overstated.
The current electric grid does not contain the elements necessary to support the increased demand from the forthcoming fleet of electric buses, and this type of evaluation is a critical first step in creating a resilient and reliable electric grid. Without a grid capacity evaluation, districts risk encountering obstacles late in the planning process, potentially derailing their electrification initiatives.
School districts can benefit from partnering with an engineering firm that can serve as a skilled intermediary and facilitate communication with local utility companies, ensuring seamless coordination and proactive planning. Leveraging our extensive combined experience in K-12 education and utility work, LaBella is uniquely positioned to guide your school district through the intricacies of grid capacity evaluation and prepare you to power your electric bus fleets effectively.
Award-Winning Project
On December 3, 2023, Webster Central School District and LaBella Associates received an award at the American Sports Builders Association (ASBA) Technical Meeting and Trade Show in Houston, Texas. The multipurpose athletic facility at Webster Thomas High School was recognized as a 2023 Distinguished Facility in the MultiField Facility category. This award is presented to facilities that support ASBA’s goal of promoting excellence in sports facility construction and design.
The previous athletic fields at Webster Thomas High School required extensive maintenance at all times of the year and were not designed to maximize available space on-site. LaBella teamed with Webster Central School District to improve the athletic and parking facilities in a manner that was consistent with the district’s long-term plans. The natural grass fields were replaced with a multipurpose turf to eliminate the extensive maintenance that
the grass fields required and to allow student athletes to use the fields during the early spring and late fall. Additionally, the multipurpose nature of the fields allows the district to utilize the fields for a number of different sports throughout the year while maximizing on-site space for other activities.
The new, highly functional site facilities allow Webster Thomas High School to retain its status as a cutting-edge community high school.
Webster Thomas High School Athletic FacilityAcademic spaces are evolving from a teacher-centric lecture format to interactive learning environments. From robotics labs and manufacturing shops to digital animation studios and theatres, these handson settings—often seen in career and technical education curricula—are exposing students to higher education interest areas and preparing them for the workforce. While educators and design teams are well versed in planning and designing for the traditional academic space, there’s a lot more to consider with immersive learning environments. As designers, we find ourselves more involved in earlier curriculum discussions. Most notably though, we recognize the need to call in industry experts.
Queue the collaboration— bringing educators, design teams, and industry leaders to the table to discuss programming, select appropriate learning tools, and design a space that best delivers the desired educational outcome. Industry experts might be business consultants, leaders in shipping and logistics, an entertainment engineer, or a semiconductor manufacturer, to name a few.
Projects of all scales are benefiting from engagement with these key players as the curriculum and space design process merges the expertise of educators with the experience of these business partners. For example, a school district hired LaBella to renovate their automotive lab.
This type of hands-on learning environment has specific requirements, especially for equipment. LaBella called on automotive industry experts to consult with the educators and design team on curriculum goals and space requirements. The result is a learning environment that mirrors a real-world workplace, and a curriculum that drives students toward related higher education pathways or the automotive workforce.
On a larger scale, the City of Syracuse, the Syracuse City School District, Onondaga County, and Onondaga, Cortland, and Madison County BOCES are collaborating on Central New York’s first-ever STEAM high school.
Proposed programs include visual arts, entertainment engineering, robotics/ automation, data analytics, semiconductor microchip technology, performing arts, media technology and design, construction management, and business entrepreneurship.
LaBella moderated meetings with over a dozen outside experts— from robotics companies to theatre organizations. Primary discussion topics focused on space programming, curriculum, and necessary skills or knowledge requirements. Overarching questions included: What do the students need to learn or know upon completing each program? What will best position them for the next step? These discussions started to inform the space planning and prompted consideration of simpler questions such as: How many students will be enrolled in a program? How much space do we need for lecture and laboratory activities? More complicated questions were related to providing students with access to program tools to complete complex assignments outside of typical class periods.
Insights gained from these collaboration sessions included an understanding of the realworld guidelines for working in each of the outside expert’s industries, the optimal equipment and the infrastructure needed to support related curriculum, and space planning to create effective, realistic, and safe work environments. For example, a leader in the semiconductor manufacturing industry made recommendations on what training equipment and machinery a classroom should include and the corresponding space and electrical requirements. The resulting design is a shop that closely resembles that of an operational semiconductor manufacturing facility.
LaBella gathered this input, documented it, and then translated that information into design. Collaboration with mechanical, electrical, plumbing, and structural engineers; interior designers; and other consultants helped effectively design these spaces.
Power requirements for complex equipment or unique ventilation requirements was a common theme. Acoustics were critical for recording, dance, and animation spaces. Storage and long-term flexibility were always in play as rooms were configured and planned. Specialty furniture and fixtures were explored for versatility as spaces were often planned to be multipurpose, delivering immersive learning environments as well as a typical classroom setting.
As academic spaces continue to evolve, outside industry experts can inspire and influence the programming and design of immersive learning environments now and into the future. LaBella is excited for the lessons we’ve learned through collaboration with outside industry experts. Listening and providing an inclusive process—like we see here—leads to thoughtful and comprehensive design aimed at preparing students for the next step in their education or career.
The laser scanning of facilities and infrastructure offers an accurate, measurable digital 3D model. The detailed digital photographic and spatial data are generated without the added time and costs typically associated with traditional methods.
Planning
Building Condition Surveys (BCS) are the cornerstone of a district’s strategic planning efforts, necessitating a systematic approach to comprehensively capture and evaluate existing infrastructure. Having collaborated with more than 30 districts, LaBella has refined a methodology aimed at not only fulfilling a district’s basic BCS requirements but also laying the groundwork for a Five-Year Plan to guide future projects. Below is a breakdown of our comprehensive approach.
Tailored to your specific needs, we propose a schedule designed to minimize disruption to daily operations while maximizing the efficiency of on-site observations, strategically timing our visits during scheduled student breaks or off-hours.
We introduce our key team members and outline their roles to district stakeholders. This meeting establishes primary points of contact for both the BCS and the Five-Year Plan, recognizing the nuances between the two.
Conducting separate interviews for the BCS and the FiveYear Plan ensures a focused discussion. For the BCS, we convene with building and grounds personnel and administrators to identify facility needs. Conversely, discussions for the Five-Year Plan involve district administrators and building principals to gauge future growth and curriculum requirements.
Our architects and engineers meticulously inspect identified buildings, scrutinizing major systems and components to assess their condition. This includes evaluating existing conditions noted during interviews and collecting additional data to inform the FiveYear Plan.
We evaluate observed conditions, estimate remaining lifespans, identify deficiencies impacting occupant safety, and provide probable costs for recommended actions. Our recommendations are accompanied by suggested timelines to aid in prioritizing future work.
Following a thorough review process, we deliver both preliminary and final reports. These reports, tailored to the BCS and the Five-Year Plan, undergo review and adjustments based on district feedback before final submission.
We ensure compliance with New York State Education Department (NYSED) requirements by submitting the necessary BCS forms in the specified format and within designated timelines.
Per NYSED guidelines, reimbursement for expenses related to BCS and Five-Year Plans is capped at an estimated rate of $0.31 per square foot. Calculated based on the district aid ratio and the total square footage surveyed, this reimbursement allows districts to investigate beyond the
fundamental survey, exploring critical building elements vital for informed decision-making regarding capital improvement projects and ongoing maintenance.
Our standard menu items can be found below and offer additional services like facilities assessment plans and infrared roof scans. Their inclusion can be discussed further based on your specific needs and priorities.
• Building Condition Plan and District Five-Year Plan
• Daily Operations / Facilities Assessment Plan
• Infrared Roof Scans and Roof Construction Dating
• Asbestos-Containing Materials (ACM) - Floor and Ceiling Tile
• Colored Finish Plans and Photo Documentation
• Site Survey
Site master planning is a comprehensive process that identifies a project’s challenges and opportunities, synthesizes programmatic aspirations, and summarizes the attributes and development potential of any given project.
• ADA Accessibility Survey
• Room-by-Room Analysis
• Digitizing Paper Documents
• Building Scanning - 3D Laser & Revit Model
• Photo Documentation
LaBella’s approach to BCS looks beyond compliance with basic requirements, prioritizing strategic partnerships with districts to pave the way for comprehensive master plans and informed decision-making. Our proven methodology, honed over years of experience, ensures not only the thorough assessment of existing infrastructure but also the strategic planning necessary for future projects. By tailoring schedules, conducting interviews, performing site surveys, and delivering detailed reports, we empower districts to prioritize actions, allocate resources effectively, and navigate the complexities of facilities management with confidence.
LaBella teamed with Webster Central School District to improve the athletic facilities and site vehicular circulation in a manner that was consistent with the district’s long-term plans. More information on Page 11.
www.labellapc.com/schools-in-session
ph. (877) 626-6606
insession@labellapc.com