• The University of California, San Francisco selected Suffolk and CO Architects to deliver a new Mission Bay Education Center and Dental Clinics project in San Francisco.
• The project will use a progressive design-build delivery model, bringing construction and design expertise into planning from the outset.
• Plans call for educational, clinical and collaborative spaces supporting dental education, research, patient care and the broader health sciences community.
• Suffolk Design will support design management, technical reviews and sustainability efforts during project development.

SAN FRANCISCO — The University of California, San Francisco has selected Suffolk and CO Architects to deliver its Mission Bay Education Center and Dental Clinics project, an initiative intended to expand and modernize space for dental education, clinical care, research and interdisciplinary health sciences learning.

The team will use a progressive design-build model, with Suffolk and CO Architects working with UCSF early in the planning process. , the approach is intended to bring construction and design expertise into decisions involving project complexity, scope, budget and schedule.

Suffolk Design, the contractor’s integrated design management team, will provide design management, technical reviews and sustainability expertise. The planned facility will include educational, clinical and collaborative environments designed to serve dental students, faculty, researchers and clinicians while also supporting UCSF’s broader health sciences community. , the project will create these new spaces within an existing 261,117-square-foot life sciences facility in San Francisco’s Mission Bay neighborhood

“UCSF is a world-class institution for dental education, research and patient care, and we’re excited to help bring this next generation of learning and clinical environment to life,” said Preston Hoopes, General Manager of Northern California at Suffolk, .

The project team said the new spaces are intended to encourage collaboration among faculty, researchers and clinicians and support emerging models of interdisciplinary health care. The announcement also identifies adaptable learning environments and technology integration as priorities for the facility.

“This project will integrate cutting-edge technologies, adaptable learning environments, and spaces that foster collaboration and innovation to establish a new benchmark for academic excellence,” said James Simeo, FAIA, Principal-in-Charge for the project at CO Architects, .

The selection adds to Suffolk’s California higher education and design-build portfolio. The company is also involved in the UCSF Parnassus Heights Central Campus Site Improvements project and California Polytechnic State University’s multi-phase student housing expansion program, according to the announcement.

This article is based on a press release published by on Aug. 31, 2026, with additional project information from .

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By Jim Lewis��

Across much of the United States, storm shelters are no longer a future consideration for K–12 school districts. They are a present-day requirement, driven by evolving building codes, intensifying weather patterns and growing expectations that schools serve as community safe havens.��

In high-wind regions, especially across the Southeast, storm shelters sit at the intersection of life safety, schedule certainty and durability. The question is no longer whether to build them, but how to deliver shelters that meet stringent performance standards without disrupting project timelines.��

Projects like the storm shelter at Saraland High School in Saraland, Ala., reflect a broader shift in how districts approach severe weather resilience — and why many are turning to precast concrete to meet those demands.��

Codes, Compliance and Rising Expectations��

The regulatory framework surrounding storm shelters has tightened over the past decade. Under the International Building Code, K–12 schools classified as Group E occupancies with more than 50 occupants must include storm shelters in designated high-wind regions. These requirements reference ICC 500, the national standard for storm shelter design and construction, along with FEMA P-361 guidelines for life safety performance.��

These standards leave little margin for error. ICC 500-compliant shelters must withstand wind speeds up to 250 mph, equivalent to an EF-5 tornado. Meeting those demands requires close coordination among architects, structural engineers and construction partners.��

Storm shelters are one of the few building components where there is no partial credit. The structure either performs as designed under extreme load or it fails, and that failure is not something uncovered during routine inspection.

Because of that, owners are placing greater emphasis on documented performance. They want the same level of rigor in system selection that engineers apply in design, prioritizing proven outcomes over theoretical predictions.��

Precast Concrete’s Role in Life Safety Design��

Precast concrete continues to gain traction in storm shelter applications because it addresses both structural and logistical challenges. Manufactured in controlled environments, precast components provide consistent quality and tight tolerances — critical when designing for extreme wind and impact resistance.��

It also brings a clear schedule advantage. Panels can be produced concurrently with site work, and once delivered, installation moves quickly. That allows projects to reach enclosure sooner and keeps timelines aligned.��

In K–12 construction, that schedule certainty matters. Delays are not just inconveniences — they introduce risk. When a school does not open on time, districts face operational disruption, safety concerns and community pressure. Owners are not simply buying speed; they are investing in predictability. Precast offers a level of certainty where delivery, sequencing and performance are defined in advance, reducing the chance of downstream delays.��

Case Study: Saraland High School Storm Shelter��

In 2024, the Saraland City Board of Education initiated plans for a new storm shelter at Saraland High School to meet updated code requirements. Located in a high-risk wind zone along the Gulf Coast, the district prioritized durability, reliability and speed of delivery.��

The 17,894-square-foot facility, designed by McKee & Associates Architects and constructed by Waverly Construction of Alabama LLC, was built to protect students, staff and nearby residents during severe weather events.��

The project relied on a total precast concrete approach for its core structure. Components were manufactured off-site and delivered ready for installation, allowing erection to move quickly once foundations were in place.��

Installation began May 8, 2025, and the precast structure was erected in just three weeks. That timeline allowed other trades to mobilize earlier and helped the project stay aligned with strict K–12 scheduling requirements. The value extended beyond speed — owners could rely on a defined sequence and predictable outcomes from start to finish.��

Beyond Shelter: Flexibility and Future Use��

Modern storm shelters are rarely single-purpose spaces. Districts expect them to serve daily functions when not activated for emergencies, including gymnasiums, cafeterias, testing centers and community gathering spaces.��

Precast supports that flexibility. Panels can be customized to align with surrounding architecture, and interior layouts can be adapted for multiple uses. At Saraland High School, the shelter was designed with that versatility in mind, ensuring it remains an active part of campus life.��

Scalability is another advantage. Modular precast systems allow districts to expand capacity over time without starting from scratch, aligning long-term planning with enrollment growth and budget cycles.��

A Community Asset, Not Just a Compliance Measure��

As extreme weather events increase in frequency and severity, storm shelters are taking on a broader civic role. Many districts coordinate with municipalities to open school shelters to surrounding communities during emergencies.��

Properly designed shelters can significantly reduce tornado-related fatalities for those inside protected spaces. That reality reinforces why these structures are no longer viewed as optional upgrades, but as essential infrastructure.��

For K–12 leaders, storm shelters demand the same level of rigor as any critical building system. Material selection, delivery method and construction sequencing all carry life safety implications.��

Projects like the storm shelter at Saraland High School demonstrate how districts can meet those expectations while maintaining schedule control and design flexibility. As codes evolve and risks increase, storm-resilient construction will remain a defining factor in school design.��

Jim Lewis is a Registered Architect and Sales Manager at Tindall Corporation. This article was sponsored by Tindall Corporation. To learn more, visit .

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Over his career he has partnered with developers, higher education institutions, pharmaceutical companies, and research and development organizations to deliver spaces that pair technical performance with architectural innovation. A graduate of Syracuse University’s School of Architecture, he has directed complex initiatives and contributed to award-winning work across the sector since 1997.��

Science + Technology works in close partnership with Perkins Eastman’s College + University practice, which results in innovative computer science labs, wet labs, robotics��facilities��and other incubator spaces. This work serves top-tier research institutions, global pharmaceutical and biotech companies, and science and technology development firms.����

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The Two-Seater Mentor 2S is a collaborative seating solution designed for educational environments that support small-group learning, tutoring and informal discussion. The unit accommodates two users and combines comfortable seating with an integrated worksurface to facilitate face-to-face interaction. Its compact footprint allows it to fit within classrooms, libraries, commons areas and other shared learning spaces while supporting flexible room layouts. The Mentor 2S is constructed for daily use in high-traffic educational settings and is available in a range of upholstery, finish and color options to coordinate with existing interiors. The furniture is intended to encourage collaboration while providing a defined workspace for students, educators or mentors, making it suitable for both individual support sessions and collaborative project-based learning activities.��

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By��Valerie Peterson, AIA, LEED AP, and Alison Andrews, AIA��

��have sparked debate about how students with disabilities are supported in schools. As the Department of Health and Human Services takes oversight of special education and the Department of Justice assumes school civil rights enforcement, some advocates worry special education could shift from supporting how students learn to managing students’ disabilities separately.��

This raises an important question for school district leaders: How do buildings make students with disabilities feel like they belong?��

Regardless of how policy evolves, districts control how students experience support. Design determines whether special education programming is connected to peer groups or pulled out to spaces that isolate students from their school community. Over decades of experience designing special education space, Wold Architects & Engineers has learned to prioritize belonging, then layer in spaces, equipment, and safeguards students need to participate in an equitable school experience.��

Integrate Special Education��Into��School Life��

Special education classrooms, especially in aging schools, are often isolated from the rest of the building or too small to support students and staff, reinforcing separation, even when the district’s goal is inclusion.��

Planning should begin with the full��student day: where students start and end, how they move through the building and what they need to receive instruction and intervention. When specialized support connects to the rhythm of the school, transitions become easier physically and emotionally. Students with disabilities have better access to general education activities, fewer��disruptions��and more natural peer interaction. Their��peers��benefit, too. Familiarity builds acceptance, helping reduce��the isolation��and misunderstanding that can contribute to bullying.����

Make Support Accessible Without Singling Students Out��

Inclusion does not mean every student needs the same space or schedule. Some students need calming rooms, toileting support, therapy spaces, small-group��areas��or controlled sensory environments.����

The key is making support accessible without making students feel removed from the school community.��Specialized classrooms should be located��near�� shared��learning areas when appropriate. Small-group and sensory spaces should be easy to reach without requiring students to travel long, highly visible routes that feel isolating. Wayfinding should make resources clear and approachable, not��hidden��or confusing.��

Available resources also serve students beyond those receiving special education support. Small-group rooms, calming spaces and flexible furniture are shown to support focus,��regulation��and learning for all.��

Help Staff Help Students��

Special education spaces affect how students regulate, communicate, receive��care��and��participate. Calming rooms, small-group rooms, flexible furniture, adjustable lighting, acoustic control, durable finishes, accessible toileting rooms, changing tables, lifts and care areas are easy to treat as technical requirements. But students and staff experience these details every day.��

A restroom too small for��assistance��can compromise dignity. A sensory room too far from the classroom can incite dysregulation and delay relief. Poor acoustics can complicate focused instruction. An undersized room can force staff to��improvise around��equipment.��

These features support students’ comfort, safety and independence while giving teachers, paraprofessionals and related service providers spaces that match their daily routines. That is why special education staff should be part of planning conversations early: they understand where the day breaks down and which small design decisions make support more effective.��

How Existing Buildings Work Harder for Today’s Needs��

Many districts are supporting today’s special education needs inside buildings designed decades ago, based on outdated expectations for inclusion and accessibility. Renovation is an opportunity to ask if a building can support how services are delivered now.��

Capacity counts do not answer that question. Wold Architects & Engineers has seen many Districts experiencing a decline in overall enrollment while the number of students in special education programming more than doubles. With special education classrooms typically requiring a smaller student-to-staff ratio, specialized equipment and access to support spaces, the classrooms no longer utilized for general education may not accommodate the shift in building programming.��

For example, a former general education classroom may need different adjacencies, privacy, breakout space, storage, acoustic��control��or access to nearby care and therapy areas to function well. Without those considerations, renovation may add space while leaving the core service challenges unresolved.����

Facilities teams should evaluate the number of students a building serves and what support spaces they need. That lens can help districts prioritize the most meaningful interventions, especially when budgets do not allow for replacement or major additions.����

Design��Around��Belonging��

Districts do not need to wait for policy clarity to make better decisions inside their buildings.��They can bring special education teams into planning discussions early, map the student day before assigning rooms and plan adjacencies to support access and inclusion.��

Specialized support does not have to separate students from their peers. When schools are designed around belonging, students with disabilities can access the spaces, relationships and��supports��they need to��participate��more fully in their community and thrive.��

, AIA, LEED AP, and��, AIA, are education practice leaders at����who work with school districts to align planning,��programming��and design with the needs of students,��staff��and communities.��

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By Darien Clary��

It’s a late afternoon in May, and the Texas heat settles over the city like a heavy blanket, taxing aging HVAC systems. Inside, students collaborate on projects, teachers guide discussions, and campuses work hard to maintain the comfortable learning environments as rising temperatures place growing demands on buildings and infrastructure. The Austin Independent School District (Austin ISD) is working to ensure these environmental factors do not limit a student’s potential. Through its bond programs, the district isn’t just building classrooms, it’s creating sustainable learning environments with clean air, efficient cooling, natural light, and shaded outdoor areas so students can stay focused and ready to thrive.��

Sustainability is a driving force behind Austin ISD’s mission to prepare every student with the knowledge and skills to thrive in college, career and life. The district’s schools sit at the center of Austin’s most pressing environmental challenges, including extreme heat, air quality, equitable access to green space and the responsible use of limited public resources. Austin ISD approaches sustainability as a shared responsibility — one that supports student learning, environmental stewardship and community well-being.��

Make Sustainability a Non-Negotiable��

Too often, sustainability is approached as a “nice-to-have” instead of a fundamental part of building performance, which can make features targets for cuts with tight budgets. A solution to this can be found in Austin ISD’s Educational Specifications (Ed Specs), a board-approved document defining what every modernized campus must be. Every major construction project under the 2017 and 2022 Bond Programs must pursue Austin Energy Green Building (AEGB) and/or LEED certification. Additionally, the Ed Specs mandate 100% LED lighting with daylight sensors, energy-efficient HVAC, water-efficient fixtures, solar-ready roofs, and outdoor learning environments. When board members approved the Ed Specs, they made sustainability non-negotiable.��

Let the Community Define Sustainability��

Green building standards set the bar for resource efficiency and building performance, but sustainability is ultimately about people. Austin ISD centers a simple question: sustainable for whom? By working with the community, the district ensures every student has access to healthy, high-performing and inspiring learning environments that work for them.��

To do this, Austin ISD convenes a Campus Architectural Team (CAT) composed of teachers, parents, students and community members for every modernization project. They are co-designers, and what they know about their community shapes decisions no energy model can account for: which outdoor spaces will actually be used for learning, how a building should feel to the people spending their days inside it and what community values can be reflected in the design.��

An example of this process is designed by Perkins&Will. From the beginning, the CAT brought together staff, students, families, and alumni of the original L.C. Anderson High School, a cornerstone of East Austin’s African American community until its closure in 1971. What emerged is more than a high-performing building. Historic materials were salvaged and re-integrated, spaces like the original cafetorium were reimagined for modern learning, and the story of L.C. Anderson lives on through galleries. Paired with daylighting, efficient systems and reduced water use, the result is a school that reflects environmental responsibility and sustains cultural continuity.��

What It Looks Like in Practice��

At , designed by PBK Architects and modernized as part of the 2017 Bond Program, every dollar saved on energy is a dollar that stays focused on students, inside the classroom. Govalle now uses less energy per square foot than 95% of schools in the nation, according to data collected by the . That performance is driven by high-efficiency HVAC, a well-insulated building envelope and LED lighting paired with daylighting sensors. Heritage trees were preserved to cool the schoolyard and also help mitigate heat-island effect. Enhanced ventilation, high-efficiency air filtration, and low-emitting materials support strong indoor air quality, ensuring that efficiency gains also translate into healthier spaces.����

Govalle’s results are not isolated. Across the district, Austin ISD has avoided $15.4 million in energy costs and $6.7 million in water and wastewater costs since 2017 through sustainable design and resource conservation.��

Darien Clary is the Director of Sustainability, Energy & Environment at Austin ISD.

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The Room to Move Series Sit-to-Stand Workstation Wedge Top with Accessory Tray by Virco is designed to support flexible learning environments by allowing users to alternate between sitting and standing throughout the day. The workstation features a lever-operated pneumatic height adjustment with a range of 29 to 42 inches and a 26-by-41-inch wedge-shaped high-pressure laminate work surface. A tubular steel frame and locking casters allow the unit to be repositioned as needed within classrooms or collaborative spaces. The integrated accessory tray includes a tablet slot, cup holders and pencil holders to help organize frequently used items. Optional accessories such as a tote tray, pencil drawer and modesty panel are also available, providing additional storage and functionality for a variety of educational settings.

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Winebrenner has spent much of his career as a K-12 practice leader. His work has included school projects grounded in community dialogue, along with long-range master planning that balances today’s needs with tomorrow’s flexibility. He has also opened and grown architecture offices, including an education studio that grew from six employees to more than 50 people across three Mid-Atlantic locations.��

Winebrenner holds a Master of Architecture from the University of Maryland and a Bachelor of Arts in��fine arts��from the College of William & Mary. He is licensed to practice architecture in 15 states and the District of Columbia, holds NCARB certification, and is a LEED Accredited Professional. He is also a Recognized Education Facility Planner through the Association for Learning Environments.��

“Peter listens to school districts first, then designs,” said��, K-12 sector leader at Moseley, in a statement. “This approach has helped him build K-12 practices from the ground up, and it is exactly what we want as we grow in Charlotte.”��

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• The new 100,000-square-foot Gladstone Elementary School in Cranston, R.I.,��consolidates��Gladstone and Arlington elementary schools and is designed for 798 students in grades K-5.��
• Finegold Alexander Architects organized the school around six Learning Communities rather than a traditional classroom-and-corridor layout.��
• Curiosity Centers connect the Learning Communities with dedicated music,��art��and maker spaces, while shared areas include a cafetorium, gymnasium and gathering stairs.��
• The design uses the existing site’s topography and solar orientation to support a compact footprint, natural��daylight��and views.��
• Student input helped shape an inclusive “tree concept,” with student artwork incorporated into lobby graphics and interior signage.��

CRANSTON, R.I. — Cranston, R.I., is hosting a ribbon-cutting ceremony and open house Sept. 17 to celebrate the new Gladstone Elementary School designed around collaborative learning rather than the conventional classroom-and-corridor model.��

Designed by Finegold Alexander Architects, the 100,000-square-foot Gladstone Elementary School will serve 798 students in kindergarten through fifth grade and��consolidate��the former Gladstone and Arlington elementary school communities.��

The project centers on six Learning Communities, each arranged as a connected suite of spaces with��different sizes��and uses. According to project materials from Finegold Alexander Architects, each community includes a��learning commons, learning studios, an active lab, a teacher collaboration��workroom��and small-group rooms. The approach is intended to support a more community-based, collaborative teaching model.��

Specialized Curiosity Centers link the Learning Communities on each floor. These areas include purpose-built music,��art��and makerspaces. Larger shared spaces include a first-floor cafetorium described as the school’s “Social Heart,” a lower-level gymnasium and gathering stairs that can accommodate informal seating and interaction among students,��staff��and families.��

The school also extends learning outdoors through three outdoor learning areas, multiple��playgrounds��and a community garden. Finegold Alexander says the building was positioned to work with the site’s challenging terrain, creating a compact footprint while��optimizing��solar orientation for daylight and views.��

Student participation also influenced the interior concept. Project background materials say fourth graders developed a “Radiating Respect” project that helped inspire a welcoming and inclusive environment. The school is organized around a tree concept, with each floor��representing��a different part of the tree, and student artwork appears in entry lobby graphics and interior signage.��

“This is community (and) student-centered-driven from all aspects … It’s just such a great design,” said Roxanne Gustafson, Executive Director of Curriculum, Assessment and Grants for Cranston Public Schools.��

Finegold Alexander also emphasized cost-conscious design decisions, including vertically stacking the learning community wings to create structural and mechanical efficiencies and using durable, low-maintenance masonry for much of the building envelope.��

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By Justin Sinnott

With decades of local experience and a diverse portfolio, Erickson-Hall Construction Co. continues to set the standard for building world-class educational facilities across Southern California. And while summer typically signals a quiet period on school campuses, this is when the San Diego-based firm steps into its busiest, high-energy season: the annual “Summer Sprint.”��

During a tight, eight-week window, Erickson-Hall delivers major infrastructure improvements across multiple district sites before the school year begins. By making the most of the summer months, Erickson-Hall��is able to��upgrade campuses with minimal disruption to students and staff. As the firm gears up for another summer sprint in 2026, it is building off the momentum of several recently completed milestone projects. These large-scale builds��showcase��Erickson-Hall’s deep��expertise��in design-build, construction��management��and multi-phase modernizations.��

Erickson-Hall’s delivery of brand-new Upper Athletic Fields at Beverly Hills High School in March marked a major milestone in Beverly Hills Unified School District’s multi-phased campus transformation. This ambitious design-build project required upgrading aging recreational infrastructure while carefully��maintaining��the school’s historic character. The scope of work included the construction of brand-new tennis courts, a lighted softball field, comprehensive utility improvements,��retaining��walls and a permanent modular restroom building — delivering a dynamic environment for the district’s 3,300 students.��

With a similar focus on multi-use athletic spaces, Erickson-Hall also unveiled the��state-of-the-art��Wiseburn Sports Complex for Wiseburn Unified School District in April. Designed to function as both an athletic engine for student-athletes and a cornerstone for local youth sports organization events, the complex integrates fields for Little League baseball, high school��softball��and youth soccer. More than upgrades to playing surfaces, the scope of work extended to player and spectator amenities, including new dugouts, batting cages, scoreboards, upgraded parking and a full concession building with modern restrooms. These facilities are backed by heavy infrastructure upgrades including underground utilities, irrigation,��fencing��and low-voltage systems.����

Shifting focus from athletics to the arts, in April, Erickson-Hall also cut the ribbon on a new Center for the Arts at Hesperia High School in San Bernardino County. This project��represented��a significant investment in the school’s arts education, providing modern, high-capacity spaces designed for student learning, professional��development��and community engagement. At the heart of this 40,500-square-foot versatile hub is a 500-seat performance stage and a flexible multi-purpose area. To accommodate the new facility, the project team also managed broader campus adjustments, including the relocation of existing tennis courts, alongside landscaping and surrounding site improvements to enhance the general campus environment.��������

The seamless delivery of these projects highlights Erickson-Hall’s strong focus on preconstruction and early planning. Engaging corporate expertise early provides school districts and civic leaders with��constructibility��reviews and cost-saving strategies that eliminate expensive surprises and delays down the road.����

Ultimately, navigating these complex, multi-phase builds��requires��deep trust and transparent communication among owners,��architects��and subcontractors. As an employee-owned company, this collaborative spirit is built directly into Erickson-Hall’s culture. Every team member has a stake in the firm’s success, translating a personal commitment to quality into tangible, high-efficiency results for clients.������

This dedication to community-driven excellence is fully on display as Erickson-Hall works on this year’s Summer Sprint, which is well underway. The firm is carrying this momentum forward to build the next generation of spaces where Southern California communities can thrive.��

About Erickson-Hall Construction Co.��

Celebrating 28 years of excellence in the construction industry, Erickson-Hall is a recognized industry leader,��having completed��over $4.9 billion in successful construction projects, of which $4.3 billion has been for K-12 and higher education developments.����The employee-owned company has been serving the Southern California markets of San Diego, Imperial, Orange, South Los Angeles, Riverside and San Bernardino Counties since 1998. Services include preconstruction, general contracting, construction management, design-build, progressive design-build, design assist-build, lease-leaseback��and program management for educational, fire, essential services, civic, parks, recreation, faith-based, office and healthcare facilities. The company has an award-winning portfolio of completed projects and has received��numerous��awards for safety. For more information, visit��. Find us on LinkedIn and follow us on Instagram and Facebook.���� ��

Justin Sinnott is Vice President of Corporate Services��at Erickson-Hall Construction.����

See this article featured in the Design & Construction issue of 91ԭƬ, available now.

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