First Impressions Matter

Campus tours continue to be an important factor in students’ enrollment decisions. The National Association for College Admission Counseling reports that over 70% of prospective students have a stronger interest in an institution after an in person visit. Positive interactions on campus coupled with up-to-date and engaging buildings can help tip decisions in an institution’s favor.

The Lake County campus of Ivy Tech Community College (ITCC) underwent extensive renovations including a reconstruction of the entrance to create a predominate, accessible front entry space that is visible from the street and enhances the building user’s entry experience. The ITCC brand and digital graphics, furniture, and building materials reflect both an industrial and technical aesthetic to create a warm and welcoming lobby. Several of the program entrance “front porches” off the main corridor are included in the design to increase visibility of the programs and provide a space for students to collaborate.

Branding Through Architecture

Facilities are also a large branding tool. Architecture that reflects institutional identity not only shapes student and community perceptions but also strengthens recruitment campaigns.

At Grand Rapids Community College (GRCC), design decisions were made to highlight technical learning as visible and transparent. The exterior façade incorporates industrial materials and even a large-scale logo — functioning like a billboard that proudly communicates the college’s values and community role. Research has shown that distinctive campus design can increase a student’s sense of institutional pride and belonging, two factors tied to retention.

Connection to Nature

Outdoor spaces aren’t just amenities — they’re linked to improved student well-being and engagement. In fact, campus green spaces have been recognized as the most important environmental intervention for students’ mental health, as it can provide them with a space to relax and socialize. Colleges that integrate green spaces and biophilic design on campus report higher satisfaction rates among students.

At MCCC, the Warrick Student Center is designed to connect directly with the campus’s main quad, providing access to restorative green space. A patio on the outdoor mall will feature a canopy for shade and pant life, alongside a variety of seating, to draw students to the building. As landscape architect Frederick Law Olmsted once noted, nature offers “refreshing rest and reinvigoration,” and modern research continues to affirm its role in supporting student success.

AIA’s annual Honor awards celebrate excellence in local architecture and architectural design by honoring projects completed, individual architects, students, and community leaders for their contributions to the profession. Founded in 1857, AIA is the preeminent professional organization for architects across the country, working to create more valuable, healthy, secure, and sustainable buildings, neighborhoods, and communities through the creation and promotion of ethical standards and code of conduct for all members.

As part of the Kentwood’s 2021 bond, a new culinary arts center addition replaced the high school’s 1970s style kitchen with a state-of-the-art facility. New appliances and technology support innovative curriculum in the new instructional kitchen, which now provides students with on-campus access to technical programs that prepare students for real-world experiences after high school. 

“Our district prides itself on our ability to provide real-world experiences and innovative learning,” said Kevin Polston, Superintendent at Kentwood Public Schools. “The new culinary arts spaces exemplify that mission by giving students meaningful skills and practical knowledge that will positively influence their futures.”

East Kentwood High School currently offers two levels of culinary arts classes: an introductory class for students to learn basic cooking techniques, measurements, nutrition, and safety; and another where students learn more advanced techniques and commercial-level cooking.

“The learning that takes place in our culinary arts facility involves more than just a cooking class. Students are building lifelong skills in time management, teamwork, food safety, and professional service — skills that directly translate into careers and college opportunities,” said Chef Donald Ram, East Kentwood High School Culinary Arts Instructor.

Core Principles

At the heart of gamification are these game-like elements designed to motivate and inspire students:

• Points, badges, levels and leaderboards provide recognition and a sense of achievement. Using the leveling-up approach, for example, students can see their learning progress using levels to demonstrate how much they are achieving.
• Quests, quizzes, hidden tasks and team challenges invite learners to work toward goals in ways that feel exploratory and fun. For example, role-playing quests can place students in the shoes of a biologist or engineer, encouraging creativity and problem-solving.
• Choose-your-own-adventure structures give learners autonomy to make decisions and explore different pathways, fostering ownership of their learning journey. For instance, a branching story sends students down different paths depending on what route they choose, helping students use critical thinking to plan ahead.
• Storytelling and narrative development transforms lessons into immersive experiences. When learning is framed through a storyline, it becomes more memorable, creating emotional connections that help knowledge stick.

The term gamification often evokes thoughts of technology, but gamification thrives in both physical and digital spaces. In-person tools can include projectors or wall displays for point tracking, as well as activity-based learning that blends movement with academics. These strategies not only engage students but also support motor skills, brain activation, and memory retention. On the other hand, digital tools like Kahoot!, Prodigy, and Zearn seamlessly integrate into eLearning. They offer interactive, curriculum-aligned platforms that turn routine lessons into competitions or cooperative quests with real-time feedback and personalized learning paths.

Wherever gamification is used, its accessibility is a key strength. Gamification is highly adaptable to nearly any subject area, teaching method, or budget, ensuring that all learners can participate in meaningful, playful instruction.

Benefits Beyond Engagement

While engagement is the most visible outcome, gamification offers a much deeper range of benefits:

• Inclusivity and accessibility ensure that gamified experiences can be designed for all learners, regardless of subject, background, or ability.
• Collaboration and competition help students build teamwork and resilience while embracing healthy rivalries.
• Problem-solving and creativity flourish in environments that encourage experimentation and open-ended challenges.
• Physical and mental health are strengthened when movement is integrated, as neuroscience links exercise with improved brain function, memory, and wellness.
• Social learning is embedded, with students often learning from and with each other in shared goals and team dynamics.

Pedagogy and Gamified Learning Environments

For gamification to be effective, it must be intentional. Simply adding games to a lesson isn’t enough — the activities must align with learning objectives and instructional goals. When thoughtfully applied, gamification complements flexible, tech-enabled, and socially interactive learning environments.

Research projects like the Gameful Assessment in Michigan Education (GAME) Project, led by the University of Michigan, highlight how gamified systems can transform assessment and instruction. These approaches encourage learners to think beyond grades, focusing instead on subject mastery and growth.

Educators can also blend gamification with traditional methods, adapting strategies for different subjects and learners. Over time, building these systems and training teachers to use them becomes an investment in the future, ensuring sustainable, engaging models of instruction.

Meeting Families Where They Are

Early childhood centers (ECCs) that serve three- to five-year-olds can help districts address the childcare gap, positioning ECCs as both schools and solutions for working families. Full day preschool or half-days with wrap around care offer families the chance to integrate kids into the district earlier and can provide a single location for families with multi-age children. Across the U.S. there is growing momentum for access to free universal preschool and in Michigan, the state has set a goal of providing universal preschool for all four-year-olds by 2027.

Districts without a standalone ECC can still meet family needs with creative programming, such as offering “junior kindergarten” or “young fives” within elementary schools, providing an on-ramp for children not yet ready for traditional kindergarten. These models can provide age-appropriate learning experiences and make preschool more accessible for more students, especially in rural areas or geographically large districts where transportation may be a barrier.

The childcare challenge is not just about students — it affects the workforce at large. Access to resources and affordability directly impact parents’ ability to participate fully in the workforce. ECCs can serve as a workplace solution when districts establish early childhood education options to retain staff and support local families.

A recent Michigan Center for Data and Analytics report shows that preschool staff in Michigan typically earn more than childcare workers in private centers, making district-based ECCs a competitive employment option. But to sustain quality, it’s essential to invest in professional development, fair wages, and retention strategies for early educators.

Fewer school transitions are another retention strategy with student impact in mind. Especially for at-risk learners, minimizing moves between programs and schools provides greater stability and supports long-term academic success.

The Future Begins Here

When districts commit to providing early childhood education, they commit to long-term student success and stronger communities. Districts that invest intentionally in ECCs are creating opportunities beyond just early learning, they are creating a path to future readiness, equity, and prosperity.

Shared Resources and Centralized ECCs

In a centralized ECC model, a district serves all its youngest learners from one dedicated facility or campus. This approach can appeal to small/mid-size or urban districts seeking to consolidate resources and streamline operations.

Benefits of a Centralized Model:

• Consolidation of resources: Specialized staff like speech therapists, social workers, and early childhood specialists can serve all students from a single location.
• Facility efficiency: Maintaining one site is often more cost-effective than spreading programs across multiple schools.
• Program consistency: Housing all early childhood programs together, like Head Start, GSRP, and tuition-based preschool, promotes consistent curriculum delivery and equitable student experiences.

Challenges of a Centralized Model:

• Neighborhood identity: Centralized ECCs can feel disconnected from local schools, making it harder for children and families to build neighborhood-based relationships.
• Transportation logistics: Families may need to travel farther, and the district may need to account for busing young children and additional drop off/pick up traffic.

Every district’s ECC strategy is shaped by its unique community. These real-world examples shine a light on different approaches to ECCs:

Building a Centralized ECC at Lake Orion Community Schools

Lake Orion Community Schools sought to bring early education programming from multiple elementary schools under one roof, creating a specialized facility designed specifically for their youngest learners. The new Early Childhood Center accommodates up to 230 students in a safe, welcoming environment tailored to support curiosity, growth, and school readiness. By centralizing early childhood education, the district ensures equitable access to high-quality learning opportunities for all families in the Lake Orion community.

“This is really going to be a child’s first school experience in the Lake Orion Community School district before they get to kindergarten. We also have opportunities for kids to work together with their own families in our center and with the adults that are teaching the programs.” – Kimberly McLean, Director of Early Childhood Services at the ribbon cutting.

With its dedicated spaces, purposeful design, and focus on building relationships from day one, the Early Childhood Center sets the stage for a strong start and lasting connection to the Lake Orion community.

Following a Decentralized Model at Lakeview Community Schools

In contrast, Lakeview School District embraces a more neighborhood-based approach. The district integrated early childhood classrooms into multiple elementary schools, moving the program out of its aging administration facility. Today, Riverside Elementary and Prairie View Elementary each house two early childhood classrooms, welcoming the district’s youngest learners in updated and bright environments. This geographic split shortens commutes and simplifies drop-off for families on different sides of the district, while also fostering early connections between students and the elementary communities they will be part of through 5th grade.

Exploring an Alternative Model at Little Hawks Nature Preschool

Some districts are even exploring more specialized ECC models, like Little Hawks Nature Preschool. Operating independently yet supported by local school partnerships, Little Hawks offers outdoor, nature-based early childhood education. Outdoor models are particularly effective in rural areas where access to traditional facilities is limited. Research highlights benefits such as increased sensory engagement, improved motor skills, and reductions in behavioral issues. Nature-based preschools represent a flexible alternative or complement to traditional ECC facilities, meeting community needs in creative ways.

Why a Strategic Plan is Essential

At the heart of a strategic plan is a clearly defined vision and purpose. Your vision paints a picture of the future your district aspires to be, while your purpose defines its core reason for existing. In a landscape where families have choices, differentiation becomes essential. It’s about communicating what makes your district unique — whether that’s innovative programs, an inclusive culture, academic excellence, or countless other strengths. What matters is honing in on the qualities that set your district apart.

As part of the strategic planning process, many districts consider what the graduates from their school will pursue after graduation and what skills or competencies the students should possess to achieve their goals. This idea goes beyond academic achievement to include attributes like critical thinking, collaboration, empathy, social responsibility, or adaptability to ensure students are prepared for success in college, career, and life. Keeping this image in mind further helps align curriculum, instruction, and culture with long-term student outcomes. 

A well-structured strategic plan proactively positions the district for long-term success. Here’s how:

• Accurate Picture of the District: By assessing current enrollment projections, community perceptions, and demographic information, a district can make informed decisions that align with its future.
• Community Transparency and Communication: A clearly articulated plan enables consistent, clear communication of district goals to parents, educators, and community members — fostering buy-in, advocacy, and shared ownership. Transparency builds trust, creates accountability, and encourages deeper community engagement.
• Attracting and Retaining Staff: School districts that have a clear vision for the future are more attractive to educators and staff. When employees see where the district is headed, they feel more secure and motivated in their roles.

A robust strategic plan also strengthens the district’s ability to advocate for future funding and bond proposals by clearly demonstrating the district’s needs and priorities. Additionally, a well-communicated plan helps engage the community, making it easier to gain support for district initiatives by ensuring that every decision ties back to a unified vision and demonstrates that your team is delivering on promises made. Since educational needs evolve over time, strategic planning is an ongoing effort that requires regular updates to stay aligned with the district’s growth, student needs, and shifting community expectations.

Districts that engage in a strategic planning process that is well communicated and delivers on the promises made can foster trust and confidence in the district. Kentwood Public Schools (KPS) is a district that has embraced strategic planning and created a unique dashboard interface that demonstrates the progress made toward their goals. KPS employs collaboration and feedback from stakeholders to inform their plan and move the initiatives forward in the pursuit of supporting the needs and success of their students.

Looking for more inspiring examples? Check out the work being done in these districts:

• West Ottawa Public Schools
• Mason Public Schools
• Grand Haven Public Schools

What Really is an Early Childhood Center?

A true ECC is a dedicated facility focused exclusively on early learners, typically from birth through age five. These centers may house a wide range of programming under one roof, including:

• Michigan’s Great Start Readiness Program (GSRP) – a state-funded preschool initiative for four-year-olds. Since 2023, Michigan has adopted a PreK for All program, aimed at providing every 4-year-old in the state with access to prekindergarten by 2027.
• Head Start – federally funded programming supporting income-eligible families.
• Early Childhood Special Education – targeted interventions and inclusive support for children with developmental delays or disabilities.
• Tuition-Based Preschool – options for families seeking enrichment or full-day preschool.
• Daycare and Wraparound Services – extended care options that align with family work schedules and provide consistency throughout the day.

This mix of services allows ECCs to meet families where they are and provide a consistent, nurturing experience during the most formative years. Children gain a sense of familiarity and comfort with their school environment early on, easing transitions into kindergarten and beyond.

Today’s ECCs are embracing broader educational goals that focus not just on academics, but on nurturing the whole child.

• Sensory and Tactile Exploration: Learning through touch, motion, sound, and play is essential for young children. Materials that encourage interaction help develop fine motor skills and sensory integration.
• Outdoor Learning Environments: Nature-based play areas, trike paths, and gardens allow children to engage with the natural world, develop gross motor skills, and experience the benefits of unstructured exploration. Outdoor classrooms and covered extended learning areas can encourage learning beyond four walls.
• STEM Exposure: Even our youngest learners can experiment with simple STEM-based activities, build structures, and explore technology. Creating opportunities for curiosity, collaboration, and discovery in age-appropriate ways builds the foundation for future curiosity and academic success.

Kenowa Hills Public Schools has embraced a 10+ year strategy to improve facilities, technology, and learning environments while maintaining communications with community members. Since 2016, the district has passed $159,320,000 in bonds, structured in a three-phase approach that ensures steady, sustainable enhancements across all grade levels.

• 2016 Bond: The initial bond focused on remodeling and equipping elementary schools, addressing district-wide security concerns, and improving early learning environments. Prioritizing the district’s youngest learners first demonstrated an investment in the growth of the district and reinforced a commitment to early childhood education and safety.
• 2020 Bond: A follow-up bond proposal shifted focus to the middle and high schools, improving learning facilities, upgrading technology, and furthering renovations at the early childhood center to expand opportunities for younger students. Building off the success of the 2016 bond and showcasing the improvements with strong exterior branding created trust within the community.
• 2024 Bond: Dedicated to site improvements that enhance campus connectivity, outdoor learning spaces, athletic facilities, and community recreation, the final phase of the early childhood center project will also be completed. Creating accessible spaces that can improve the district’s athletics and outdoor spaces for the entire community, even those without students in the district, helps solidify the investment for everyone.

Student-Focused Communication

Kenowa Hills’ continued success relies, in part, on clear and consistent communication with the community. By keeping stakeholders informed through the district’s webpage, community workshops, and social media, they remain engaged and focused on seeing the student benefits. This level of transparency fosters trust and keeps the community invested in the district’s long-term vision.

Key messaging from the district has centered on:

• Enhancing Learning Environments: Creating spaces that foster collaboration among students, faculty, and staff while strengthening community pride across all grade levels.
• Allowing for Flexibility: Designing adaptable learning spaces, including pods, large-group areas, and individualized workstations, to accommodate various learning styles and future enrollment growth.
• Improving Infrastructure: Ensuring efficient, long-lasting building systems that support evolving educational needs.

The district also carefully crafts its messaging to resonate with all community members, including those without students in the schools. By positioning school investments as a benefit to the entire community, Kenowa Hills has reinforced the idea that strong schools attract families, increase property values, and enhance overall quality of life.

Learning is Part of the Rhythm

We’ve embedded learning into the natural rhythm of our organization. This starts with GMB University (GMBU), our quarterly all-company gatherings for shared learning and alignment. Beyond that, we offer regular opportunities to learn across disciplines: weekly and monthly sessions hosted by our discipline-focused teams, K-12 and Higher Education groups, and subject matter experts across the firm. These sessions tackle everything from technical knowledge to emerging challenges, creating a shared space for curiosity and collaboration.

This year we are also immersing GMB’s summer interns into this learning rhythm by flipping the script. Our talented interns will step into the spotlight – not just as learners, but as leaders – in our internal Intern Panel Series where they’ll share their unfiltered insights into the future of design, education, technology, and teamwork. Each session explores a timely topic through the eyes of those currently a part of the education ecosystem who have first-hand knowledge of the evolving world of education and campus life.

By having structured rhythms and a team responsible for curating content, we ensure that learning doesn’t happen “when there’s time” but it happens because we’ve made time.

Being a “learning organization” isn’t just about offering courses or hosting webinars. We care about cultivating an authentic culture where curiosity is rewarded, where knowledge is shared freely, and where teammates actively connect each other to resources that can help them grow. It’s also about believing that everyone has something to learn and something to teach — regardless of role or tenure.

Our Learning Hubs are one way we bring this philosophy to life. These are physical and virtual spaces where educators, teammates, and students can access meaningful content, connect with others, and grow together. Beyond just meeting rooms or training spaces, our Learning Hubs are designed to feel welcoming and inclusive and become places people want to be. With great tech, strong social connection, and a shared sense of purpose, the Hubs create an environment where learning is naturally social, participatory, and transformational.

Early Childhood and Elementary

Playscapes designed to address the unique needs of early childhood and elementary-age students require multiple areas for physical play that are inclusive yet challenging. Early elementary play can be more focused on motion and spinning, which provided positive, vestibular stimulation for brain development. “Spinning is an important form of sensory input that the brain takes in and processes that can help with balance, decision-making, and even attention span,” says GMB landscape architect Dana Hernalsteen. “Incorporating different areas of play also gives students a choice in how they want to explore and engage with their surroundings.” For example, pavement activities can take many shapes and promote different types of play, from group games like foursquare, to active learning from painted maps or solar systems, and social emotional needs like peace paths and buddy circles.

Ludington’s new elementary school aimed to create meaningful connections to the outdoors, an important initiative for the district. All the classroom wings connect outside through covered outdoor learning areas to playgrounds that encourage both outdoor learning and play. Multiple playgrounds address the needs of students from kindergarten through 5th grade on one campus. Broken down into distinct age categories, each playscape was designed to create meaningful play as students grow. For the youngest learners, areas that promote balance, like spinners and climbers, and creativity, like chalk and sandboxes, were included. For the oldest group, more challenging spaces for parkour and rope climbing encourage strength building, teamwork, and competition.

Special Education and Accessibility Needs

Creating an inclusive and accessible playscape presents students with many opportunities. Completely barrier-free design, with compliance for national standards, can be just as fun, intentional, and creative as traditional play areas. Incorporating the necessary signage, railings, fencing, and transitions into the natural surroundings where possible makes the accessibility requirements feel like just another part of the design. At Hamilton Community Schools, a special education wing’s new playground provides accessible play for all students. An ADA accessible ramp into the rubberized surface area for wheelchairs is the first impression of accessible use. The playground also includes equipment that can accommodate wheelchair users plus their adult paraprofessionals. “Incorporating different kinds of sensory elements from texture, sound, height levels, spinning, and signage gives the playscape something for everyone,” said GMB landscape architect Chris Markham. “Multiple zones throughout the area and the new equipment allow kids of different abilities to interact and play together without physical constraints.”

Serving Multiple Age Groups

At schools where multiple age groups share a single campus or facility, outdoor spaces can be creatively utilized to address the needs of multiple age groups. By blending programs together in flexible spaces that promote both play and learning on a smaller footprint, yet intentionally separating age group activities, districts can accommodate outdoor play for any age group. Potterville Public Schools is utilizing their shared campus to create outdoor areas that fit students from kindergarten through high school. Similar age zones are placed near each other to create the appropriate separation of activities while maximizing their square footage. The youngest group’s play area is enclosed in a courtyard and requires the least amount of space, while the middle school group will have play structures of varying scale and opportunity for free play. High schoolers will be able to physically exert themselves on play fields if they choose or can utilize seating with shade to read, study, and converse.