Transcript ADHendersonUni

2011 Exhibition of School Planning and
Architecture
Florida Atlantic University
A.D. Henderson University
School Addition
Boca Raton, Florida
New Construction I Middle School/Jr. High
Zyscovich Architects
Florida Atlantic University A.D. Henderson University School Addition
Transitional Learning: Creating
Self-directed Learners in the
New Addition
Future Learning: Self-directed
Learning on the FAU Campus
Traditional, Transitional & Future Learning
Traditional Learning:
Teacher-directed Classrooms
for Young Students
| COMMUNITY ENVIRONMENT
The A.D. Henderson University School (ADHUS) is a public laboratory school associated with the Florida Atlantic University (FAU) College of
Education and situated on FAU’s main campus. The school has a three-fold mission of (1) being a demonstration site for teacher education; (2)
developing curricula; and (3) conducting research. The PK-12 school’s learning environment begins in a traditional teacher-centered classroom
setting in the lower grades and ultimately transitions students to being self-directed, high performing, autonomous students taking classes on
the University campus in grades 10-12. The students’ academic transformation takes place in this new addition, which primarily houses the
upper middle school grades (6-9) but also provides space for students in grades 10-12. The objective of the project was to create multiple
flexible learning environments for everything from traditional teacher-centered learning to self-directed, student-centered learning in a single,
flexible facility.
ADHUS Site Plan I
COMMUNITY ENVIRONMENT
In keeping with Zyscovich’s philosophy that “Learning Happens Everywhere,” both the site plan and architectural design emphasize flexibility and
fluidity. The site plan re-forms the campus, redefining its center as a space for circulation, gathering, assembly and teaching. This area allows for
the mixing of various grade levels and facilitates the sharing of experiences among students of varying ages and interests.
Main Entry & School Assembly Amphitheater | COMMUNITY ENVIRONMENT
Instructional areas are located in close proximity to all of the school’s supporting program areas. The existing school did not have a gathering
space large enough to hold the student body, therefore the firm designed an extension to the Music in Motion Studio that connects to the
outdoors via a bermed amphitheater and performance space/stage at the main entry, sized to hold the entire student population.
Research & Development: Administration
| COMMUNITY ENVIRONMENT
The Administration area doubles as an Educational Research & Development Lab. Like the school, this space is highly flexible, allowing for
endless reconfiguration of furniture to accommodate parent-teacher conferences, staff meetings, and group collaboration amongst College of
Education staff, school staff, student teachers and researchers. The curriculums and teaching modalities invented here are tested in the facility.
Dry-Erase board locker
surfaces allow for the
exchange of ideas
everywhere.
The Oasis | COMMUNITY/LEARNING ENVIRONMENT
The design specifically allows for engagement with the University community as well as dedicated areas within the school for upper level
students to return to for guidance, study, collaboration, research, and socialization amongst their peers. The upper level students also share their
experiences with the younger ADHUS community, providing guidance and support.
Music in Motion Stage
Views from Studio to
Outdoors
Music in Motion Amphitheater
Music in Motion Studio
| LEARNING ENVIRONMENT
The flexibility of the building’s interior overflows into the site. The Music in Motion Studio is not only visually connected to the exterior through
fenestration providing daylighting and views, but also extends outward with the main entry to the facility doubling as a stage for the outdoor
bermed amphitheater.
Discovery Lab & Patio
| LEARNING ENVIRONMENT
The Discovery Lab is a highly flexible space designed to accommodate all manner of project-based learning and collaboration in a variety of
subjects, including science and art. The Lab extends to the outdoors via the Discovery Patio, which has planned spaces for student projects in
and around the building. Exposed building systems, resource monitoring , and visible mechanical rooms also inspire “What’s that?” questions.
Traditional Lecture Configuration
Traditional (but Flexible) Lecture
Small Group Configuration
| LEARNING ENVIRONMENT
All furniture throughout the facility is on casters, allowing for endless configurations to adapt to the content of the curriculums and modalities
being tested and each student’s learning style. Technology is integrated throughout all classrooms, commons and collaborative areas to promote
on-demand, serendipitous 21st century learning opportunities. Each classroom and the collaboration spaces include sound reinforcement
systems, computer projection and smart boards, and the traditional lecture rooms double as a Distance Learning Lab.
Red lines
indicate
operable
partitions
The Learning Studios
| LEARNING ENVIRONMENT
Surrounding the traditional “box” classrooms and filling the School Commons (corridor) are numerous flexible studio spaces designed to shrink
or grow according to the teaching modality being implemented. These include a Harkness Table Studio, a Debate Studio, Independent Learning
Studios and Seminar Studios, as well as “Innovation Hubs” in the corridor. Operable partitions and doors connect or close off spaces.
School Commons |
LEARNING ENVIRONMENT
Important learning occurs outside classrooms in spaces designed to encourage student interaction with peers, staff, faculty and parents. The
studios and classrooms are arranged around a central collaboration corridor which is designed not as a circulation space with added furniture,
but as a meaningful programmatic element. The collaboration spaces and studios are flexible so that the students can make them “their own.”
Future Student Project Areas
with Rainwater Cisterns for
Irrigation
The Site as a Teaching Tool
| PHYSICAL ENVIRONMENT
A.D. Henderson’s commitment to learning innovation and the environment is equally demonstrated in its charge to design the school in
accordance with requirements for LEED Gold Certification. In addition to spatial innovation, Zyscovich applied equal inventiveness to the use of
materials and their application. Glass rather than concrete walls and doors that open out onto patios and grounds allow for views of student
activity from administrative quarters as well as for increased space, light, and ventilation. Innovative classroom-extending spaces were created in
breezeways, porches and outdoor courtyards to enlarge the effective educational footprint of the facility. A landscape buffer and nature trail at
the east side of the campus have been maintained along with areas for student projects focusing on the cultivation of existing native species.
Exposed Ductwork &
Mechanical Systems
Visible Mechanical &
Data Rooms
Signage Explaining
LEED Features
The Building as a Teaching Tool
| PHYSICAL ENVIRONMENT
The firm strove to recapture those programmatic fractions of space normally occupied by walls and circulation by applying dry-erase marker film
on the outside of student lockers, making them instructional surfaces and the corridors learning galleries. The building itself was designed in a
way that makes many of its environmental benefits obvious to the students and teachers, i.e. the buildings themselves teach via the use of
exposed mechanicals, rain water cisterns, and a system of data collection on solar power and air cooling and distribution. Mechanical and Data
Rooms are accessible to students in order to make visible the facility’s technological backbone. The school employs the building and its systems
as daily 3-D learning opportunities to foster student questions and promote data analysis of such areas as energy production, water harvesting
and environmental conditions in real time. Acoustic materials divide the various teaching spaces.
Sustainable Systems & Materials
| PHYSICAL ENVIRONMENT
The design team evaluated various materials, electrical, and mechanical systems, exploring the newest technologies, and applied the best
concepts to this facility. Since energy use and sustainability were an important part of the school’s vision, building energy modeling was utilized
as an assessment tool, and meetings with maintenance staff were conducted to ensure the future maintainability of all building systems.
Learning Studio with Traditional Furniture Arrangement
| PLANNING PROCESS
In addition to analyzing post-occupancy evaluations of other facilities, the planning process engaged numerous stakeholders, from the
superintendent, school administrators, and senior School and College staff to architects, engineers, building maintenance personnel and the FAU
facilities management department A major part of the planning revolved around the programming of the facility, including a review of past,
present and potential future teaching modalities and pedagogies. The firm targeted and provided recommendations on how the flexible spaces,
furniture, technology and systems would ultimately be utilized in the facility to ensure both the 21st century educational and research missions
of the school were met.
Floor Plan
Exhibition of School Planning and Architecture
2010 Project Data
Submitting Firm :
Project Role
Project Contact
Title
Address
City, State or Province, Country
Phone
Zyscovich Architects
Architect of Record
Jose Murguido, AIA, REFP
Principal
100 N Biscayne Blvd., 27th Floor
Miami, FL 33132 USA
305.372.5222
Joint Partner Firm:
Project Role
Project Contact
Title
Address
City, State or Province, Country
Phone
N/A
Other Firm:
Project Role
Project Contact
Title
Address
City, State or Province, Country
Phone
N/A
Construction Firm:
Project Role
Project Contact
Title
Address
City, State or Province, Country
Phone
Pirtle Construction Company
Construction Manager
Matt Mahoney
Project Manager
5700 Griffin Road, Suite 200
Davie, FL 33314 USA
954.797.0410
Exhibition of School Planning and Architecture
2010 Project Details
Project Name
Florida Atlantic University A.D. Henderson University
School Addition
City
Boca Raton
State
Florida
District Name
Florida Atlantic University Schools
Supt/President
Dr. Valerie J. Bristor
Occupancy Date
August 2010
Grades Housed
Addition: 6-9 with program spaces for 10-12
Capacity(Students)
250
Site Size (acres)
12 Acres
Gross Area (sq. ft.)
16,000 GSF
Per Occupant(pupil)
64/student gross
gross/net please indicate
Design and Build?
Yes
If yes, Total Cost:
$3.24 M
Site Development, Building Construction, Fixed
Equipment
Includes:
If no,
Site Development:
Building Construction:
Fixed Equipment:
Other:
Total:
$3.24 M