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.

Knowing What Makes Your District Stand Out

Every district has unique strengths, challenges, and community characteristics. Data can bring those differences into focus. Whether your district excels in producing college-bound graduates or your graduates are more interested in trades or enrolling in technical programs, both are valuable paths for students to pursue. But each pathway requires different investments in facilities and programming.

Demographic and enrollment trends also shape the story. Are more young families moving into the area, requiring additional classrooms, especially at the early childhood level? Has your district experienced dramatic shifts in enrollment due to schools of choice or employment changes in the community? Has your institution experienced an increased demand for certain specialized programming, creating new demands for flexible spaces?

Some districts find themselves maintaining more buildings than their peers to serve the same number of students, while others are growing so quickly that every available classroom feels full. In some cases, rising salary costs can make it difficult to invest in facilities, technology, or curriculum resources. Large geographic areas can stretch transportation programs thin, driving up costs simply because buses have farther to go. Even utility spending can quietly climb above benchmark values, increasing the overall cost of educating each student.

Every district’s story is different. The right combination of data points helps reveal what makes yours unique — where resources are stretched, where efficiencies can be gained, and where investment will have the greatest impact. Framing those realities within the proper context helps build a clear, compelling case for long-term improvements and smarter operations.

The districts that thrive in challenging times are the ones that use data strategically to guide decision-making and inspire action:

• Enrollment analysis helps leaders forecast needs based on demographic shifts, ensuring proactive planning for the future.
• Strategic reporting creates clarity around financials, enrollment, staffing levels, student outcomes, and other important district characteristics.
• Regular financial reporting can help create a shared language within a district’s community, making complex funding mechanisms like bonds, operating millages, and sinking funds easier for voters to understand when necessary.

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.

Start with a Plan

From the outset, intentional planning was key. First, ensuring sufficient funds in the bond issue to support a pilot program was essential. This meant thinking ahead and setting aside resources to test different furniture solutions before making district-wide decisions. Second, the stakeholders, including administration, teachers, and students, were identified early in the process to ensure broad-based input and buy-in. Third, choosing furniture and classroom technology needed to support the type of learning Lake Orion was implementing. 

The primary objective of the pilot was to identify the optimal combination of furniture styles and technology to support flexible learning throughout the district. The program was rolled out in two phases: elementary schools first, followed by middle and high schools. Each pilot ran for six weeks, during which feedback was collected from the students, teachers, and administrators. 

The pilot program tested various types of furniture within the same classrooms to determine what worked best. Students tested out different furniture options like chairs with casters, group tables, wobble stools, soft seating, storage, individual desks and more. Additionally, the program evaluated technology options to establish district standards, including smart boards, webcams, audio enhancement systems, and student devices. 

Since implementation, the new furniture has had a significant positive impact on student engagement and well-being. Flexible furniture options provide students with a sense of autonomy, allowing them to move and choose seating arrangements that best suit their learning styles. The increased movement and flexibility also contribute to higher engagement levels and improved physical and mental well-being. 

To support educators, the district has provided training on how to set up and use the new classroom furniture packages effectively. Instructional coaches were available to assist with technology integration, ensuring that teachers felt confident and capable in the updated learning environments. 

A key goal of the initiative was to create equitable learning environments across the district. Each grade level and department received the same “kit of parts” for instruction, promoting consistency and fairness. This district-wide initiative also reinforced the commitment to providing all Lake Orion students with the best possible learning environments. 

Looking to the Future

The success of the furniture pilot program has instilled trust in the community that Lake Orion Community Schools is making well-informed decisions to enhance teaching and learning environments. Presentations to the community and the school board have highlighted the program’s impact on students, setting the district up for future success in capital improvement initiatives. 

By gaining buy-in from educators, students, and the community, Lake Orion Community Schools has positioned itself as a forward-thinking district dedicated to continuous improvement and student success. 

Providing staff with appropriate training and plans for any safety risk — whether that’s a medical emergency, a natural disaster, or an active violence threat — is paramount to success. This should include reaching out to local fire and law-enforcement officials or third-party security consultants to assist in training. Their expert perspectives will provide additional insights and will also allow them to better understand the facility before an emergency hits.    

Beyond physical safety, schools should also be designed to address student’s psychological well-being. For many students, school is a place where they feel most secure, most connected, and most cared for. It can offer an escape from circumstances where they’re not sure when their next meal is coming or if their basic needs will be met. Promoting social-emotional learning through design empowers kids to identify their emotions and develop interpersonal relationship skills with self-advocacy strategies that promote positive conflict resolution. When students are equipped with the skills to recognize their mental health needs, they are more proactive in seeking out resources and can better identify at-risk behaviors in their peers.

Finally, keep in mind that the earlier in the design process these measures are taken, the better. It is easier to embed safety into a building or to make any needed adjustments before any work has begun. Combining security elements specific to each facility with educational best practices will result in safer schools designed to support students and staff. 

In the early 2000s, transitions in STEM curriculum created opportunities for robotics programs to grow in K-12 settings. While robotics education used to be out of reach for many public schools due to cost and lack of teacher availability, it is now becoming more affordable through corporate sponsorships, repurposing of equipment, and increased access to resources.

Today’s students have never known a world without internet access and education that supports future career paths in technology is essential. Robotics are a considerable tool in many of today’s industries and early interaction with robotics is encouraged. Students in robotics can learn the ins and outs of in-demand skills like engineering, coding, manufacturing and more. Connecting robotics principles to overall academics gives students the opportunity to apply their knowledge in real-world applications and fosters a love for lifelong learning. Beyond technical skills, robotics teaches students critical thinking skills, teamwork, and leadership while also building their confidence.

Mason Public Schools continues to enhance their robotics program, dubbed Tractor Nation, at all ages throughout the district. To meet the growing demand, a new robotics competition space was proposed and supported through the district’s bond and sinking fund. The completed space, housed within the high school, has become a state-of-the-art area for students to learn, create, and compete. The robotics center features a new fabrication workshop, a full-size practice FIRST Robotics field, and adjoining classroom. The center also supports programs for other local schools to practice, collaborate, and learn from each other.

Mason Public Schools has successfully integrated robotics curriculum at the middle school and high school levels within their district. The middle school robotics class introduces students to VEX IQ coding and building, while the high school classes include Introduction to Robotics, Competitive Robotics, and 3D Printing classes. Introducing these concepts into the curriculum helps connect student’s academic knowledge in engineering, mathematics, and science, while also spreading awareness of robotics education.

“This is real-world application,” explained Ben Shoemaker, the Lead Mentor for Team 3655, to WILX News 10 at the facility’s ribbon cutting. “We’re teaching kids how to run equipment, we’re teaching kids how to build things…the robot is a vehicle for us to teach kids how to problem solve no matter what discipline they’re interested in doing or what their future plans are.”

Grandville Public Schools signature extracurricular robotics program consists of the Grandville Robodawgs team for high school age students and the Grandville Robotics that serves 3^rd – 8^th graders. Their programs have recently finished their first competition season in the newly constructed robotics arena, one of the largest built-for-purpose robotics competition centers in the United States. The robotics arena can host a variety of competitions with up to 2,000 spectators. The venue can be used for FIRST Robotics Competitions (FRC), VEX Robotics, Lego League and even aerial drone robotics with multiple competition fields and pits for up to 120 teams. The polished concrete floors are low maintenance and scratch resistant, the perfect surface for battle bot events. Acoustics in the space were specifically designed to dampen the sounds of robotics use with perforated acoustical roof deck and wall panels. Air flow disseminated from the ductwork controls arena temperature and does not disrupt the sensitive ariel drone competitions. The arena is also supplied with separate electric circuits that will not impact the rest of the school building during high volume electrical usage times.

The adjoining multi-purpose gymnasium space with a traditional wood floor can also be combined to host large tournament events. Adjacent woodshop spaces, mini hardware store, concessions, and multiple load-in points with large rollup doors allow for robot building and practice, 3D printing, storage, and multi-purpose use. The district can control the amount of access to the school’s non-academic spaces for after-hours use, keeping the academics wing secure while still welcoming groups for events or extracurricular activities.

“This is a game changer for all West Michigan robotics and their programs who can use this top-notch facility to build their programs,” said Roger Bearup, Grandville Public Schools Superintendent.

SCALE-UP stands for Student-Centered Active Learning Environment with Upside-Down Pedagogies. This model has been pioneered by Dr. Robert Beichner of North Carolina State University to encourage collaboration among college-aged students. The program supports project-based learning, rather than lecture style, to keep students engaged with the curriculum. The design of a SCALE-UP large group room is very specific in nature and requires exact elements to achieve the program’s goals. Fundamental elements of these classrooms can include:

• Round, fixed tables that seat multiple groups of three students each.
• Classrooms must be square or rectangular with no obstructed views so that all students can be seen equally.
• Technology at the table that connects throughout the room for equal viewing.

Beyond changing the physical environment of the classroom, SCALE-UP also challenges educators to change how they deliver the curriculum and encourages students to get more involved in their own learning.

Rockford had utilized an existing large group instruction space in their high school for many years but was looking to create a new and engaging space for students. At the start of their bond process, the Rockford team asked themselves how they could best improve learner skills for all learning and for students’ postsecondary experiences, as well as how could the district grow and spread teaching best practices among staff? These questions led to the vision of:

• Creating an integrated learning environment that provides students active learning experiences
• Emphasis would be placed on time spent with hands-on activities, inquiry-based thinking, and simulations that take students deeper into content.
• Creating an environment that is highly collaborative where small groups of students work in teams to investigate, communicate, create, and learn.

The district and members from GMB toured North Carolina State University and University of North Carolina to see first-hand how they designed their SCALE-UP classrooms to simulate a collaborative workplace environment. The team also met with Dr. Beichner personally to walk through the instruction model and started discussing how to adapt the elements to fit into a high school program.

In their new tech-rich Creative Teaching and Learning Center, Rockford’s students work together in smaller groups at pods spaced throughout the room, while the instructor displays their work on the screens, controlled from a central station. The room is outfitted with groups of tables that double as whiteboards. Students can cast their work onto any screen for display and discussion using their own devices while the teacher walks among them, facilitating their interactions.

“We have built a one-of-a-kind teaching and learning center that will have the opportunity to provide students with a learning experience they will take into their adult lives,” said Dr. Michael Shibler, Rockford Public Schools retired superintendent.

Rockford recognized that traditional classroom instruction would need to be adapted to fit this new learning model, but also that logistics like teacher contract language, training, and curriculum would need to be addressed. For example, students can receive multiple credits for taking a combined Communications and Algebra II class, which aims to develop students’ presentation and debate skills alongside mathematics.

“There’s not one linear path that any district would have to take for this to work,” said Mike Ramm, Assistant Superintendent of Instruction at Rockford. “But when we started, getting a group of teachers to believe in the new instructional experience and trained in that, was the singular focus for us. Giving them time to fully understand that teaching from a problem-focused concept was different, and then giving teachers space and support to build that instruction ahead of time so they felt comfortable.”

In SCALE-UP, teachers become facilitators of the information and instead of lecturing, the goal is to move around the classroom and present the curriculum to students in ways that allows them to process information and use it, rather than memorize. Teachers were also given training on the Harkness Method, which involves students discussing ideas in an encouraging, open-minded environment with only occasional or minimal teacher intervention.

“The greatest impact of the CTLC is going to be really making the students the center of the curriculum,” said Steve Story, a high school English teacher with Rockford. “What I am most excited about with the CTLC is handing the curriculum over to the students more-so than we normally do, just giving them the opportunity to spread their wings and fly and take direction and leadership of the classroom.”

Beyond the content of the classes, using the CTLC aims to also teach students positive behaviors using the seven norms of collaboration. These norms help students in the classroom but also as they prepare to go on to postsecondary education or interviews where they will work with many different groups of people. A unique blend of professional skills and critical thinking skills, along with academic knowledge, will give Rockford’s CTLC students the tools they need to succeed.

Technology is ever changing with new and innovative advancements that aim to enhance instruction and student learning. At Ivy Tech’s East Chicago Welding Lab, the use of technology is changing the way they teach welding, what they are calling a 22^nd century growing industry. A new way to immerse students in welding techniques is through the college’s new virtual welding simulators. Bays of virtual reality (VR) welding trainers, equipped with TV monitors on the wall, mirror the small virtual display unit so instructors, peers from the class, and other building users can see the technology in use. With realistic sounds and sparks, demonstrations and replay mode, the VR system enhances welding curriculum with safe, teachable training for all levels of students. When balancing a variety of learning styles with hands-on skills training, virtual learning and in-person instruction, technologies can bring students together in a way that provides an equitable experience for all learners.

However, it’s no coincidence that an emphasis on outdoor learning in higher education settings is also in focus. In what is perhaps a counter pendulum swing to the technology generation, we’re seeing health and wellbeing facilities and spaces being designed on college campuses everywhere. From outdoor meditation gardens and labyrinths with no WiFi signal, to spaces in residence halls and academic buildings that offer quiet personal time for contemplation, rejuvenation, and creation. A new residential master plan GMB completed included a new green space on campus with the purpose to foster additional opportunities for student connection and community-building, with features like a hammock park and outdoor firepits. As designers, we’re challenged with creating places where students and faculty alike can balance both their virtual and physical worlds.

As educational planners and designers who create places for learning, we believe that rich, in-person experiences are still important. However, we also acknowledge the complexity of learning and working, and that in-person engagement is not the sole method for the transfer of knowledge. While the term ‘hybrid’ may be overused, it is one way of acknowledging the flexible style of working and learning that has developed over the last few years and is increasingly sought after by students. People are looking for choice and variety in their learning and working experiences, seeking the ability to decide where they’re learning, how they’re learning, and when they’re learning. Higher ed institution leaders recognize that they may need different environmental conditions and circumstances to best support their students’ learning. That may be in a classroom environment, small group collaboration, or utilizing individual spaces where students feel most comfortable learning what they need for that day.

While the physical campus has faced new challenges because of the pandemic, the trend is still largely for students to be on campus in combination with a desire for other learning options. Being on campus, especially for undergraduate students, has a multitude of benefits from building relationships with fellow students to building pride for their institution. Many students, however, would appreciate the ability to have asynchronous or virtual learning in the comfort of their dorm room or apartment, even if they live on campus. To enhance the changing learning landscape, we have worked with higher education institutions to create new resident and learning spaces that reflect the student experience of next generation learners. On a recent campus residential master plan for Calvin University, GMB’s team recommended modifying break rooms, renovating group study and social spaces, adding space for content creation and consumption, and creating new privacy spaces (intended for hybrid learning, private wellness calls, podcasting, etc.) to meet these evolving needs.