By Lindsey Coulter

Construction��recently topped out��on��Metropolitan State University of Denver’s��(MSU Denver)��Summit House, a 12-story student housing development that marks the university’s first on-campus residence hall in its 60-year history. Scheduled for completion in��summer��2027, the approximately $118��million mixed-use development will provide��more than��550 student beds, dining and retail space, and a permanent home for the university’s Classroom to Career Hub.����

Located on the Auraria Campus��(also shared with the Community College of Denver and University of Colorado, Denver) and��across from Ball Arena��(home to the Denver Nuggets and Colorado Avalanche sports teams), the project expands affordable housing while��demonstrating��how mass timber construction can accelerate project delivery and enhance the student experience.

Making a��Mass Timber��Statement

When complete,��Summit House��will be the tallest structure on the downtown-adjacent��tri-institutional��campus. As the tallest mass-timber structure in the state, it will also be��a��showcase��for��the��design and construction��advantages of��this highly renewable building material.

Ryan Marshall, Superintendent for��project builder��PCL Construction, noted that the��thoughtful use of mass timber��helped accelerate construction, as many��components could be��fabricated��off site��down to��a��1/16-inch��tolerance.��By maximizing panel sizes, the design��requires approximately 25 cross-laminated timber panels per residential floor, with the two podium levels composed of concrete.��

��“I’ve got to tip my hat to our architect and structural designer,��because this project was��really��designed around maximizing the capabilities��and efficiencies��of mass timber,” Marshall said.��“”The width of the structure on the dormitory floors is 60 feet,��which is��the longest��[cross-laminated timber]��panel you can feasibly ship without it being an astronomical cost.��In turn,��that makes for a quick install,��because it goes faster and you’re covering more area.”��

While prefabrication speeds construction, it��also��required��significantly more coordination��with��supplier��Mercer Mass Timber��during design.��

“Every penetration in the whole building had to be dialed in,” said��Macy Huffaker, Project Architect with designer SAR+ Architects. “Every light fixture, every shaft, every dimension that they were making out of mass timber had to be locked in a lot earlier than��it��would on something that’s��site built.”����

Martha Nelson, Director of Planning, Design and��Construction for MSU Denver, noted that mass timber was��a good choice��for helping meet the project’s��timeline and��sustainability��goals, but also for enhancing student experience, campus identity, market��differentiation��and long-term institutional value.����

“The most important decision wasn’t choosing mass timber; it was understanding how student housing could advance MSU Denver’s mission to provide a high-quality, accessible and enriching education. Mass timber became one of the ways we delivered on those institutional goals in a sustainable and cost-effective way,” Nelson said.

“There’s plenty of data showing that students who live on campus perform better academically and stay enrolled at higher rates than those who commute,” added Ben Diaz��Senior Development Manager with��Columbia Ventures, which serves as the project’s��developer.��“We’re proud to bring students for a true on-campus college experience, and we hope this project is the first of many��—��helping shift the Auraria campus from a commuter campus to an active, live-in community that blurs the line between downtown and the university.”����

Solving Urban Construction��Challenges

While mass timber and early collaboration��helped��accelerate the building’s timeline, constructing��a large-scale��residence hall��just��off��downtown Denver��required��careful logistical planning.

“One thing that was definitely a concern when I got the project was��figuring��out if a 60-foot panel could make its way into downtown Denver,” Marshall said. “Just making turns and pulling in can be a challenge.”

Getting all materials to the project site required a significant level of planning, including run-throughs with 60-foot semis and coordination with trucking companies that understood the limitations of oversized loads. The team also head to adhere to curfews enforced within the city limits, which prevented deliveries during rush-hour traffic periods.

Delivering Through Partnership

Innovation and creative problem solving was a theme for the project even down to the funding mechanisms. Columbia Ventures, which serves as the project’s developer, partnered with the Auraria Higher Education Center and MSU Denver on this public-private partnership (P3) structure, which leveraged Auraria’s unique P3 statutory authority that helped accelerate project delivery.����

“From a P3 perspective, we could move at a pace and cost structure that’s hard to achieve through traditional public procurement,” said Diaz. “That let us release work quicker and often at a more competitive negotiated rate.”��

This strategy was one reason the project was able to move��from concept to groundbreaking in��just��eight months, which Diaz said is notable for a P3 project��with multiple stakeholders��and goals��happening��on such a dynamic campus.����

“Part of our success��here was MSU Denver’s commitment��to��the project,” Diaz said.��“We would not have been able to make it��at��that pace without their support in this execution methodology.”

Read more about the project in the Design & Construction issue of 91ԭƬ, available now.

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By Lindsey Coulter��

A school building is more than the backdrop for education. It is where students develop relationships, teachers build community and young people begin to understand their place in the world. For Dr. Drew Coleman, Chief of Schools at Jeffco Public Schools, the physical environment is an important — and sometimes overlooked — part of that experience.��

At the recent 2026 91ԭƬ Design + Construction Symposium, Coleman served as the keynote speaker. In his presentation, “Building Belonging: Designing Schools Where Students Feel Safe Enough to Learn and Prepared Enough to Lead,” Coleman examined how school environments can support belonging,��safety��and student success.��The symposium brought together education leaders and the A/E/C community to explore the trends, challenges and projects shaping K-12 and higher education facilities.��

In advance of the event, 91ԭƬ��(SCN)��spoke with Coleman about his path from classroom teacher to district leader, what he has learned about the relationship between physical spaces and student outcomes, and why designing��—��or redesigning��—��a school should begin with how the people inside it experience that space.��

SCN: What initially drew you to education?��

Coleman:��I believe education��is a great equalizer. I had an awesome educational experience, with parents who viewed public education as��very important��and educators who invested in me. They pushed me academically, challenged me through��activities��and helped me build character.��

I went into public education wanting to ensure that other people had��that��same experience.��I realized my experience wasn’t the experience of all of my friends and counterparts, so I wanted everyone else to have that same opportunity.��

SCN: How did your classroom experience shape the way you think about learning environments?��

Coleman:��Once I became a teacher, I realized education was more than putting standards and information in front of students.��Students have to understand that we care about them.��

I taught in Title I schools and some of our most impoverished schools, where buildings were often��old��and classrooms��hadn’t��received much investment. I wanted my students to have the kind of experience I had, so I invested in my own classroom.��

A college professor once told me, “Your classroom should make your students feel like home.” I created little nooks and��reading��corners with a couch and bookshelf. I would put a lamp there. It was about reminding students what reading could be like and creating a space where they felt comfortable.��

SCN: What have you learned about the relationship between belonging, the physical��environment��and student success?��

Coleman:��When a leader creates a sense of belonging, educators take pride in their space.��I’ve��worked in old buildings where educators were given the ability to make modifications and updates to their classrooms. They made their classrooms their own.��

That��translated��to the students. They took ownership and pride in their classrooms, too.��When students feel safe, feel like they belong and feel like they matter, it makes a difference.��I’ve��seen that��reflected in��academic outcomes.��

The��flip side��is also true. If students walk into an old building where paint is chipping off the walls and they��don’t��have spaces that feel uniquely theirs, that has an emotional and mental impact on how they view education and learning. It also affects how they perceive how adults feel about them.��

SCN: Does creating that environment always require a new building or major capital investment?��

Coleman:��No. I know money and finances are difficult for most schools and districts. New, innovative buildings are great, but��it’s��also about how we reimagine our current��spaces��so they align with 21st-century learning and what students need.��

You can take an old home and fix it up on the inside. The same thing applies to schools. It��isn’t��necessarily about the neighborhood or location of the building.��It’s��about how we make the building and how we make students feel.��

If students don’t feel they matter or don’t have a sense of belonging, it shows up in their academic outcomes and their behavior data.��

SCN: How has your expanded role in safety and security changed how you think about the built environment?��

Coleman:��Safety and security��is��a unique space. There is the physical safety of the building—making sure we have the technical things in��place��so buildings are physically secure and feel safe. In Jeffco,��we’ve��done an extremely��good job��ensuring that our buildings have that sense of physical safety.��

But��there’s��also a sense of safety and belonging. A building can be physically safe, but there can still be people in our communities who��don’t��feel safe.��

That’s��why listening is so important. We��have to��ask, “If you don’t feel safe, what would make you feel safe?”��Then we have to determine what we can actually do.��

SCN: What do you hope attendees��took��away from your symposium keynote?��

Coleman:��What we do in K-12 education is going to be so important, especially as we think about the next generation and what happens after high school. What we do in our schools makes a difference.��

When��we’re��able to create an environment where students really feel that they belong,��we’re��able to decrease the dropout rate and increase the graduation rate.��

The space��matters. It matters more than people sometimes realize.��

That’s��why conversations between educators and the design and construction community are so important. Educators understand what students and teachers experience every day. Architects,��engineers��and contractors bring��expertise��about what is possible within the built environment. When those perspectives come together early and thoughtfully, we have an opportunity to create spaces that don’t just look��good, but��actually support the people who use them.��

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THORNTON, Colo. — Adams 12 Five Star Schools celebrated the official groundbreaking for the new Thornton High School on Tuesday, May 19, marking a major milestone in the district’s voter-approved 2024 bond program and the future of one of the district’s longest-standing high school communities.��

“Today’s groundbreaking is about honoring history, while looking ahead to new chapters,” said Thornton High School Principal Charles Arellano, a Thornton High alumnus, according to a statement from the district. “The new Thornton High School will create new opportunities for students and staff and will also carry over the pride, the relationships and the rich traditions that make the school so special.”��

The new Thornton High School is one of the core projects included in the district’s 2024 bond, which was approved by voters to support investments in schools throughout the district.��

Construction begins this month and will be completed in phases, allowing Thornton High School to continue serving students while the new building is constructed. The first wing of the new school is scheduled to open in summer 2028. The second wing is scheduled to be completed in winter 2029, with the completed building ready for students in fall 2030.��

The project will replace the existing Thornton High School with a modern learning environment designed to support current and future students while honoring the school’s history and deep community ties. Student leaders from Thornton Elementary, a Thornton High feeder school, also��participated��in the ceremony,��representing��future Trojans who could be among the first students to attend the fully completed new school.��

On the project website, Treanor noted that the design team listened closely to what project stakeholders loved, hoped for and felt was missing from the current Thornton High School facility. That feedback ultimately shaped the design. ��

“What’s��emerged is not just a school but a cultural hub: a welcoming, inclusive space that honors tradition and fosters innovation,” the firm said.��“Together,��we’re��creating a place of pride that honors the school’s rich heritage and paves the way for a bold, bright future.”��

From open, light-filled spaces that invite collaboration to��features��that promote academic growth, student confidence,��accessibility��and wellness, the new THS is designed to support the whole student.����

The design was intentionally developed to support��six��core��career and technical education (CTE)��pathways:����

1. Advanced Manufacturing
2. Media Arts and Entertainment
3. Computer Science and Digital Technology��
4. Culinary and Consumer Science
5. Business and Entrepreneurship
6. Interpretation and Translation Services

These��educational pathways��are��woven into the layout, creating opportunities for��hands-on learning spaces where students explore real-world skills and discover their passions, according to Treanor.��The new curriculum is designed to accommodate the full spectrum of students who attend THS, including those��seeking��to build skills and enter the workforce��immediately��after graduation, as well as students planning to pursue higher education.����

The project team also includes Accenture and Adolfson & Peterson Construction.��

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The architecture firm ��—��with��offices��in Santa Rosa, Calif.,��and Oakland,��Calif. —��recently advanced��it’s��2030 vision by��establishing��an office in Castle Rock, Colo.��The��nearly 80-person��firm now has three employees in Colorado��supporting��projects across the company and��as they��look to build a strategic pipeline of opportunities in��the region.��Led by Studio Director Joel��Williams,��AIA,��LEED AP, ALEP,��the team also includes��Project��Designers Joseph Puyot and Spencer Robinson.��

Williams joined��QKA in 2020��and��has more than 18 years of experience in education design, from��small classroom renovations to large-scale campus master planning projects. With a leadership��style rooted in collaboration and��communication,��he will build on his established client and��partner relationships to grow QKA’s presence in the Rocky Mountains.����

“This��expansion is a natural extension of our community-minded work in��California and��offers great��opportunities to build our talent pipeline in a��highly desirable��region to live and work,” Williams said.��

Williams, who will also share his insights at the 91ԭƬ (SCN)��Design & Construction Symposium��in August, spoke recently with SCN to explain why Colorado is a compelling market for K-12 design, and how architecture can help schools do more with limited resources.��

SCN:��Colorado has seen significant growth and voter support for school bonds. How do you see those market conditions shaping the next generation of school design in the state?��

Williams:��Colorado voters approved��nearly��$6 billion��in new school bond funding in the 2024 election cycle, with��additional��measures��anticipated��on the 2026 ballot. That sustained community investment reflects the same conviction��we’ve��seen across the Bay Area: that well-designed schools are worth funding, and that communities will��back��that commitment at the ballot box.��

The policy landscape is similarly aligned. Evolving energy codes in both states are driving demand for schools that prioritize efficiency, renewable generation, and reduced fossil fuel reliance. Sustainability strategies that were once aspirational—daylighting, natural ventilation, solar generation, stormwater management—are now baseline expectations in both markets. The frontier of the conversation has moved upstream, from operational energy use to the embodied carbon inherent in the materials and processes��required��to build and renovate in the first place.����

The key distinction between the two markets is demographic. California enrollment is��largely stable��or slightly declining, while Colorado’s population growth is driving enrollment increases and expanding housing development across the region. That translates into demand for both new campuses and significant modernization of existing ones.��

SCN:��Many districts are balancing enrollment growth, aging infrastructure, and budget pressure. How can architecture help schools do more with limited resources?��

Williams:��There is no universal answer to the gap between funding and��need��that every public school district faces. Sometimes a creative renovation is the right investment; sometimes demolition and replacement of an aging facility is the better long-term decision. What matters is that the solution fits the place.��

In every case, the goal is the same: buildings that meet today’s needs while��remaining��adaptable, and that incorporate systems district facilities staff can��actually operate��and maintain effectively. Architecture helps schools do more with limited resources when��it’s��rigorous about long-term cost of ownership, not just first cost—and when��it’s��honest about which investments will still be paying dividends in 20 or 30 years.��

SCN:��Colorado districts vary widely—from fast-growing suburban systems to rural communities. How should education design adapt to��very different��local needs rather than relying on one-size-fits-all solutions?��

Williams:��Every project starts with active listening. Before we reach for a solution, we work to understand what a particular district, campus, and community actually��need. We have decades of experience in school design, but we focus more on bringing that��expertise��to creatively respond to a client’s goals than on telling them what they should think. The best designs respond to the constraints that make a school community and site unique—not necessarily those with the largest footprint or the biggest budgets. Across a state as varied as Colorado, that posture��isn’t��optional;��it’s��the only approach that works.��

SCN:��You bring��nearly��20��years of education design experience. What are the biggest shifts��you’ve��seen in learning environments over that time, and how will those lessons influence your Colorado work?��

Williams:��The biggest shifts��haven’t��been in classroom layout or building configuration;��they’ve��come from the systems, technology, and construction methods that make schools work��over time. As I mentioned previously, this is��apparent��in the shift in priorities��regarding��sustainability strategies. As certain strategies become the baseline, we can move to��focusing��more on concerns like embodied carbon.����

That whole-lifecycle thinking, developed through years of California work, is a direct asset as Colorado districts make long-term infrastructure decisions. Our Colorado presence��isn’t��designed to function as a stand-alone regional office; the vision is a distributed studio model—one firm,��operating��across multiple geographies, carrying the same design standards, technical rigor, and culture that have defined QKA for four decades. For Colorado districts, that means access not just to a local team, but to the full depth of QKA’s institutional knowledge, built project by project, district by district, over 40 years.��

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• Haxtun School District RE-2J marked the start of construction May 13 on a renovation and addition project to unify its PK–12 campus.��
• The project follows several years of planning and is funded through a bond election and a Building Excellent Schools Today (BEST) grant awarded in May 2025.��
• Work includes reorganizing classrooms and support spaces, safety and operational upgrades, and new/repurposed nutrition and athletics areas.��
• Plans also call for replacing the district’s 1956 vocational agriculture building with a new facility supporting multiple agricultural programs.����
• Construction is expected to be completed in July 2027 with��Wold��Architects and Engineers, Bryan Construction and NV5 partnering on the project.��

HAXTUN, Colo. — Haxtun School District RE-2J has begun construction on a renovation and addition project designed to unify its prekindergarten through 12th-grade campus and update learning spaces.����

District officials, staff,��students��and community members gathered May 13 for a groundbreaking ceremony following several years of planning and a funding package built on a successful bond election and a BEST grant award in May 2025.����

Superintendent Aron Jones said the project is intended to create a more connected campus that supports student learning and collaboration.����

“Our goal has always been to provide the best possible learning environment for our students,” said Superintendent Aron Jones. “By bringing our students and programs together in a more organized, connected environment, we’re creating a school that better supports learning, collaboration and day-to-day success.”��

The project scope includes reshaping spaces that district officials said have been fragmented by multiple additions over time. Early childhood and kindergarten classrooms will be��consolidated��with improved access to playgrounds, while special education and sensory spaces will be grouped together.����

The redesigned campus will improve wayfinding and strengthen connections between grade levels while creating dedicated spaces for early childhood education, special��education��and��sensory-support��programs. The project also prioritizes safety through a more secure main entry sequence and improved organization of high-activity spaces such as athletics and physical education.����

A significant feature of the project includes repurposing the existing elementary gym into a centralized cafeteria serving the entire PK-12 population. In addition, the district will construct a new auxiliary gym with expanded seating and improved access to locker rooms and outdoor athletic facilities.����

Career and technical education��is��another focus. The district plans to replace its 1956 vocational agriculture building with a new facility intended for agricultural mechanics, welding, animal��science��and crop science programs.����

Construction is expected to conclude in July 2027.��Wold��Architects and Engineers partnered with Bryan Construction and owner’s representative NV5 to design and deliver the project, which will��consolidate��previously fragmented facilities into a more connected and student-centered campus.��

This article is based on reporting originally published by��ColoradoBiz��on May 14, 2026, and information posted by Haxtun School District RE-2J.��

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By Greg Cromer��

Public school systems across the country are entering a period of sustained enrollment decline, driven by a convergence of demographic and behavioral shifts, particularly��evident��along Colorado’s Front Range.��As explained in Part I of this article, Colorado��is projected to lose more than 15,000 children ages 0–17��over the next five years, due to factors such as��persistently low birth rates, high housing costs, an aging��population��and slower immigration.��

Online programs, private schools or homeschooling offer further competition for public schools across the country, helping to accelerate enrollment losses that exceeded 10,000 students this year alone, the largest drop since COVID-19. ��

Part I of this article discussed how��declining��enrollment��across the nation��is forcing��leaders to consider��consolidation,��closures��and replacement. However, this shift is also��creating��opportunities��to modernize aging facilities and rethink how space supports evolving educational models, from flexible, data-informed facility plans��to right-sizing��school capacity through consolidation and reconfiguration. Read further recommendations here:��

Establish Shared Understanding to Align Community and System Needs��

Engaging communities in school closures or consolidation is one of the most challenging responsibilities for school boards because it sits at the intersection of personal impact and systemwide necessity. Families often focus on identity, commute��changes��and neighborhood stability, while districts must address enrollment decline, underused facilities, financial��pressure��and equity. Bridging this gap requires transparent, data-driven storytelling that connects individual decisions to broader trends while also acknowledging the real loss communities feel—an essential step in��maintaining��trust.��

These decisions also require courage from district leaders, as delays or inaction can deepen inequities and strain limited resources. The transition also offers a powerful opportunity for community renewal by reimagining school identity through a new name, mascot,��colors��or symbols, which allows architectural teams to embed that identity into the built environment and shape a unifying community asset.��

Additionally, districts are increasingly designing schools for flexibility from the outset by positioning facilities as civic assets. Through adaptable layouts and coordinated shared-use spaces like flexible commons, gyms or auditoriums, schools can better serve both students and communities year-round, maximizing public investment and long-term value. This approach positions facilities not as static assets, but as adaptable infrastructure and dynamic tools that can continue to deliver student success and community buy-in.��

Unlock��Value in��Existing��Assets��

Reframing existing school assets is a key strategy for districts facing enrollment decline and uneven��utilization, shifting underused schools from excess capacity to flexible hubs that can be repurposed to meet emerging needs. Converting space for early childhood education, expanding special education or alternative programs, co-locating community services and even exploring workforce housing to support educator recruitment and retention can make an impact. Alongside physical reuse, specialized models such as STEM, Career and Technical Education (CTE) or arts-focused programs can also re-energize underenrolled facilities by drawing students across traditional boundaries.��

Partnering with architecture and design firms can help reimagine and maximize the value of existing assets. Consider repurposing underutilized wings into collaboration zones, student��services��or community spaces. At Sheridan High School, the design team revitalized an abandoned pool building into a trades skills workshop where students could work alongside trade professionals to develop hands-on skills in carpentry, plumbing, electrical and HVAC systems.��

Districts such as Aurora Public Schools are leaning into programmatic strategies to attract and��retain��students in a competitive enrollment landscape. As choice expands and demographic pressures intensify, districts are moving beyond boundary-based enrollment to emphasize what makes each school distinct. This includes developing and branding focus-based schools built around themes, specialized��programming��or community partnerships to create a clear value proposition for families. For example, in response to shifting enrollment patterns, the Clara Brown Entrepreneurial Academy leaned into its identity rooted in entrepreneurship and innovation, using its programmatic focus to differentiate itself and re-engage families.��

Designing for��consolidation and future repurposing is essential to creating resilient school environments that attract and��retain��students. Flexibility helps future-proof facilities against demographic shifts, funding��changes��and broader disruptions, enabling districts to respond to enrollment changes without stranded assets and keeping buildings relevant and impactful over time.��

Greg Cromer is an education practice leader at��Wold��Architects and Engineers with more than 40 years of experience designing K–12 learning environments. He can be reached via email at��gcromer@woldae.com.��

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

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By Greg Cromer

Public school systems across the country are entering a period of sustained enrollment decline, driven by a convergence of demographic and behavioral shifts, particularly��evident��along Colorado’s Front Range. Over the next five years, the state is projected to lose more than 15,000 children ages 0–17, as persistently low birth rates, high housing costs, an aging��population��and slower immigration reduce the number of school-aged students.��

With more families considering online programs, private schools or homeschooling, public schools across the country are facing declines in student enrollment, accelerating enrollment losses that exceeded 10,000 students this year alone, the largest drop since COVID-19. According to projections from the National Center for Education Statistics, this downward trend is expected to continue nationally, placing increasing pressure on district funding, staffing and long-term planning, especially in high-poverty communities where per-pupil revenue is critical.��

Within this challenge lies a strategic inflection point: declining enrollment is forcing long-delayed conversations around consolidation,��closures��and replacement, while simultaneously creating an opportunity to modernize aging facilities and rethink how space supports evolving educational models. As some districts grapple with underutilized buildings and shifting community needs, the question is no longer whether change is necessary, but how to approach it. Below are strategies to unlock strategic investment in existing assets, align facilities with evolving educational programs and position schools to attract and��retain��students in a more competitive, choice-driven landscape.��

1. Build flexible, data-informed facility plans

In neighborhoods with aging populations, schools are��operating��below capacity, prompting consolidation or closure, while growth areas on the urban fringe��and in��redeveloping corridors face rising demand and need targeted expansion. This divergence is pushing districts toward more nuanced, data-driven strategies that balance right-sizing in legacy neighborhoods with growth planning elsewhere.��

To respond, districts are adopting more disciplined, long-range planning approaches that integrate enrollment projections, birth rates, housing trends and migration patterns with facility condition,��capacity��and educational adequacy data. Financial modeling grounded in per-pupil revenue forecasts and capital funding scenarios helps weigh renovation versus replacement, while scenario planning prepares districts for shifting demographic and policy conditions. Paired with transparent, community-informed engagement, this approach enables districts to move beyond reactive decisions and build flexible roadmaps that align facilities with evolving programs,��optimize��existing assets and support long-term sustainability.��

2. Right-size school capacity through consolidation and reconfiguration

Many schools were built during the post–World War II boom (1950s–70s), with a second wave in the 1990s–early 2000s tied to suburban growth. As a result, much of the portfolio, especially in established��districts,��is��now 45 to 65 years old, with some buildings exceeding 70 and requiring significant modernization. While newer schools exist in growth areas, portfolios are��largely defined��by older campuses in mature neighborhoods and newer ones on the fringe. This imbalance is driving complex capital decisions, as districts weigh modernization against replacement amid declining or uneven enrollment.��

Rather than defaulting to replacement, districts are rethinking aging assets and are prioritizing renovation and adaptive reuse to better match capacity with current and projected enrollment. At��Peakview��Academy at Conrad Ball, declining enrollment prompted consolidation efforts, with Thompson School District merging a middle school and two elementary schools into a��new schools��into a new PK–8 campus designed to better align staffing,��programming��and enrollment needs. Similar models, including High Plains School and Riverview PK-8 School, reflect a broader shift toward right-sizing facilities while��maintaining��neighborhood access to education.��

This approach supports more strategic capital investment, reduces long-term maintenance��costs��and improves operational efficiency while enabling evolving instructional models. By��consolidating��underused facilities and reconfiguring grade structures, districts can better balance educational quality with fiscal responsibility, transforming aging infrastructure into more sustainable, future-ready learning environments.��

Stay tuned for Part II of this article later this week, focused on establishing shared understanding to align community and system needs and how to unlock value in existing assets.

Greg Cromer is an education practice leader at��Wold��Architects and Engineers with more than 40 years of experience designing K–12 learning environments. He can be reached via email at��gcromer@woldae.com.��

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

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• Colorado State University held an April 24 topping-out ceremony for the ATLAS Facility, a two-story laser research building on the Foothills Campus.
• The project team completed the structural steel frame for the 77,626-square-foot facility, with participants signing the final beam before placement.
• The $150 million public-private partnership includes CSU and Marvel Fusion, with additional support from the U.S. Department of Energy and other sources.
• Substantial completion is scheduled for December 2026, and the university anticipates an official opening in 2027.
• The specialized interior build-out will include cleanrooms and vibration-sensitive labs designed for high-performance laser research.

FORT COLLINS, Colo. — Colorado State University marked a major construction milestone April 24 with a topping-out ceremony for the Advanced Technology Lasers for Applications and Science, or ATLAS, Facility, a project officials say will become one of the world’s most advanced laser research centers.��

The event recognized completion of the structural steel frame for the two-story, 77,626-square-foot building now rising on the university’s Foothills Campus near the Department of Atmospheric Science building. During the ceremony, faculty,��students��and staff were invited to sign the final beam before it was placed atop the structure, a longstanding construction tradition symbolizing progress and safety.��

“As the United States works to lead in areas like fusion energy and directed-energy technologies, facilities like this are essential,” said Cassandra Moseley, Vice President for Research at CSU. “ATLAS will serve as a critical testbed, bringing together academia, industry and government to accelerate innovation, strengthen energy security and ensure our competitiveness on a global stage. I’m grateful for our industry and federal partners who have been — and will be critical in making this vision for scientific progress a reality.

When complete, the ATLAS Facility is expected to house one of the most powerful laser systems in the world, supporting research in��fusion��energy,��medicine��and fundamental science. University leaders have said the project is intended to position Colorado State as a global hub for next-generation laser science and related technologies.��

The project is being delivered through a $150 million public-private partnership involving Colorado State University and Marvel Fusion, with��additional��support from the U.S. Department of Energy and other funding sources. The facility was developed by Tetrad Real Estate, designed by architecture and engineering firm SWBR, and is being built by McCarthy Building Companies.��

Ground��was broken on the project in fall 2024. Substantial completion is scheduled for December 2026, with an official opening��anticipated��in 2027.��

With the steel frame now in place, construction will shift to��enclosure��of the building exterior, followed by installation of mechanical,��electrical��and plumbing systems. Crews will then begin the specialized interior build-out��required��for high-performance research operations, including cleanrooms, vibration-sensitive laboratories and precision environments needed to support advanced laser equipment.��

Facilities of this type typically require stringent environmental controls to��maintain��stable temperature,��humidity��and air quality, while also minimizing vibration and electromagnetic interference that could affect experiments.��Those technical requirements often make research laboratories more complex than conventional academic buildings.��

University officials have said the ATLAS Facility will expand Colorado State’s long-standing leadership in laser and plasma science while creating opportunities for faculty recruitment, student��training��and industry collaboration. The project��also is��expected to attract visiting researchers and federal research partnerships.��

Fusion energy research has drawn increasing international attention in recent years as governments, universities and private companies pursue technologies that could provide large-scale carbon-free power. Laser-based systems are among several approaches under development to achieve controlled fusion reactions.��

Beyond research, the facility is expected to generate economic benefits for the Fort Collins region during both construction and operation. Large capital projects typically support jobs across the design,��engineering��and construction sectors, while new research infrastructure can create longer-term demand for technical talent,��suppliers��and related business activity.��

The topping-out ceremony also highlighted continued momentum on Colorado State’s Foothills Campus, which has become a center for research initiatives tied to engineering, atmospheric science,��energy��and technology.��

Once operational, ATLAS is expected to serve as a flagship asset for the university and a prominent addition to the state’s research infrastructure. Officials say the facility’s combination of scale, technical sophistication and partnerships could make it a significant contributor to scientific discovery for years to come.��

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By Shelby Hinchliff

In Fort Collins, Colo., what was once a dated 1980s office park is now a thriving junior high school campus: Liberty Common School. This ambitious adaptive reuse project exemplifies the opportunities of adaptive reuse and shines a light on how we can reimagine spaces to evolve as the community needs them to.

Designed with flexibility, efficiency and student well-being at the forefront, phase one of the new campus officially opened for the 2025-2026 school year. The full school will be completed in time for the 2026-2027 school year.

For Liberty Common, a charter-public school focused on a classical, core knowledge-based curriculum, the project offered an opportunity to give junior high students a space uniquely tailored to their needs without the cost or timeline of new construction. The facility’s location further bolsters the school’s historic role closing achievement gaps for its district’s low-income and minority students, for which Liberty Common School has achieved national recognition.

“We needed a space that would not limit our growth. Having a regulation sized gym, consolidated classroom spaces and a space to support performances and presentations elevates the experience of our students,” said Kathleen Kearney, Liberty Common Junior High School principal and project manager. “Transforming an outdated office building into a fully functional school campus takes a great deal of planning and coordination, but we are so proud of the final product. It was a rewarding experience to revitalize a space in Fort Collins rather than let it go to waste.”

Reimagining space through adaptive reuse

Originally built as part of a suburban office park, the site presented clear challenges and unique potential. With flat, ribbon-windowed architecture typical of its era, the buildings were far from school-ready. But by reconfiguring the interiors, adding a connective structure between them, and completely reworking the site layout, the design team created a secure, efficient and inspiring learning environment.

The two existing buildings will house classrooms and administrative areas. A new addition, referred to as the “loggia” in a nod to Roman architectural tradition — will connect the structures and includes a regulation-sized gymnasium, multi-use cafeteria and a space to host concerts, musical-theater practice and presentations.

Parking areas will be replaced with green space, providing outdoor learning and recreation areas while supporting critical stormwater rerouting infrastructure.

Fast-tracked timeline and phased construction

Charter school construction typically requires 14-15 months for permitting, design and buildout. But strategic overlap in the design and construction process, along with a highly collaborative approach, allowed the team to deliver the project’s first phase in just 10 months, from design start to occupancy.

Phased approaches are beneficial to many different spaces, but especially critical for schools. In order to prevent any academic disruptions, Neenan and Liberty Common completed phase one, 19,000 square-feet of academic classrooms and administrative areas, in time for the 2025 school year. Phase two will include a second building, loggia, gymnasium, support spaces, specialty classrooms and site work.

With critical areas of the school fully operational, Neenan is working in lockstep with the school to coordinate daily activities. This high caliber of collaboration is needed to ensure student safety in the areas adjacent to an active construction site.

Navigating complexity with collaboration

Converting the office park into a school wasn’t just a matter of design. It also required navigating multiple layers of local and state approval. The teams worked with the City of Fort Collins to remove a public street between the two buildings, reroute stormwater systems and reconfigure vehicle access and parking.

The project remained on schedule thanks to close coordination among Neenan, the school, the city and the owner’s representative, Jeff Jensen.

“Because we’ve worked with Liberty for years, we were able to help them quickly weigh their options, support the financing package and push through approvals efficiently,” said Bill Pigg, president of Neenan Archistruction. “This project is a perfect example of how design-build can accelerate delivery without sacrificing quality.”

Planning with purpose

Prior to selecting the site, Liberty Common considered multiple options, including a ground-up build and adaptive reuse of other properties.

Site selection is a critical component of setting up an adaptive reuse project for success. It is necessary to conduct a comprehensive evaluation. Ultimately, Liberty Common selected this site based on proximity to existing campuses, cost efficiency and design flexibility. Neenan supported the funding agreement by helping the school develop its financing package and understand the full lifecycle value of the adaptive reuse model.

Liberty Common School was an opportunity to translate the school’s classical academic philosophy into its physical environment. Architects worked to incorporate traditional design references while optimizing the functionality of a modern school. Classrooms were built with adaptability in mind, supporting future growth.

A model for charter school innovation

The Liberty Common Junior High stands as a proof-of-concept for adaptive reuse in K-12 education. This is especially impressive within the charter sector, where limited budgets and tight timelines are common.

By leveraging Neenan’s integrated design-build model, strong municipal relationships and deep understanding of charter regulations, Liberty Common gained a cost-effective, future-ready campus in record time.

Shelby Hinchliff is a Principal Architect at Neenan Archistruction.

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