JCJ Architecture Archives - 91ԭƬ /tag/jcj-architecture/ K-12 + Higher Education Market Coverage Tue, 24 Mar 2026 14:34:51 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.5 /wp-content/uploads/2026/01/cropped-SCN_favicon-32x32.png JCJ Architecture Archives - 91ԭƬ /tag/jcj-architecture/ 32 32 The Power of Feasibility Studies in School Planning and Community Building /2026/03/24/the-power-of-feasibility-studies-in-school-planning-and-community-building-2/ Tue, 24 Mar 2026 14:34:51 +0000 /?p=54822 Feasibility studies prove to be a useful tool both internally and externally, delivering relevant data and information to project teams while informing stakeholders at every level of the why behind each decision.

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]]> Locatedin Massachusetts, Tyngsborough Middle Schoolprovides a compelling example of a successful feasibility study-backed project execution. | Photo Credit: Robert Benson Photography

By Douglas Roberts, AIA, LEED AP

Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E to space limitations and impact on adoption of current instructional models.
Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E to space limitations and impact on adoption of current instructional models.

In an era of projects that face delays or increasing challenges around securing funding approvals,it’snever been more critical to apply strategic thinking and creative approaches to problem solvingin order tosteer educational projects through to completion. Feasibility studies prove to be a useful tool both internally and externally, delivering relevant data and information to project teams while informing stakeholders at every level of thewhybehind each decision. These essential undertakings provide a deep dive to define a program, evaluate existing facilities, and build public consensus on a project.

The importance of adevelopment’srelationship with the public cannot be overstated, particularly when it comes to education. These projects are typically publicly funded andlargely dependon approval by local voters to bring these initiatives to fruition. With the importance of providing value to the community and demonstrating prudent stewardship of financial resources, designers and project managers take on the unique role of educating the community, pulling the curtain back to walk these audiences through the logic behind the development of feasibility options including the educational value, cost implications and schedule impacts. The use of feasibility studies clarifies this important context, evaluating critical components of a project and delivering this information through data-backed decision-making.

Located in Massachusetts, Tyngsborough Middle Schoolprovidesa compelling example of a successful feasibility study-backed project execution. Developed in tandem with the Town of Tyngsborough and Tyngsborough Public Schools, the study informed the decision-making process for the new school whilefacilitatingan informative dialogue with the community.

Overview of Feasibility Study Process

The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporating state-of-the-art spaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.
The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporating state-of-the-art spaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.

In addition to local processes, the project first had to navigate the rigorous requirements of the Massachusetts School Building Authority (MSBA), a quasi-independent government authority that collaborates with local communities to help to elevate delivery of educational services. The organization’s prescriptive process promotesequitabledistribution of tax dollars and prioritizes educational outcomes throughout the Commonwealth. MSBA independently evaluates the school district’s definedneeds of a schoolthrough the educational program. The educational program focuses on the delivery of education which can result in design solutions that range from code upgrades, additions, and renovations to ground-up facilities.

Project teams are engaged to conduct feasibility studies that evaluate options for an educational environment that meets the district’s needs and is cost effective, safe,sustainableand energy efficient. Using MSBA’s guidelines to chart a reasonable path forward for the development, the study must be factual, creating context for dialogue without advocating for a single solution. A successful study andsubsequentprojectrelieson the close collaboration of a “three-headed team”: the school district (via its School Building Committee), the owner’s project manager (OPM), and the design team. Additionally, having strong community advocates, like school administrators and building committee chairs, can makea big differencein successfully navigating the process and garnering support throughout a community.

Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E to space limitations andimpact onadoption of current instructional models. After consideration of multiple design options from the study, the Townelectedto pursue a new constructionoptionbased on its needs.

Relationship to Public

The community’s demands, priorities, and feedback are essential throughout thefeasibilitystudy and project planning.It’snot a one-size-fits-all situation; to build trust and support from stakeholders, education projects must be catered to the area. This requires a variety of considerations: is there a focus on sports and recreation, or the arts? Are there certain programs that draw more community participation than others? For Tyngsborough, this meant investing ina state-of-the-artsoftball field and a flexible performance space to support existing, high-value theater programs shared by the middle and high school. The community recognized the benefit of the project through the successful vote approving the project funding.

These studies are also critical for educating the public on hidden infrastructure needs, such as outdated MEP systems, and building consensus. If votersdon’tcomprehenddemands thataren’tvisuallyapparent, a project could fail, which can result in years-long delayed funding and increased costs. Clear and direct communication is key to relaying these messages; this can beaccomplishedthrough in-person and digital forums, attending Parent Teacher Organization (PTO) meetings, or even visiting local senior centers for those with limited mobility. Streamlining this dialogue through direct action is the most effective way to keep communities knowledgeable and satisfied, resulting in more positive project outcomes for every stakeholder.

Conclusion/Outlook

For Tyngsborough, pursuing a ground-up structure allowed the school to provide the infrastructure and spatial requirements for flexible, project-based learning and co-teaching methodologies. The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporatingstate-of-the-artspaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.

As school districts and organizations like MSBA continue to evaluate needs as learning environments and technology evolves, these feasibility-informed decisions chart a well-rounded path forward for students, educators, and communities. Creating unique education design solutions tailored to a community’s long-term vision and needs, not just its current state, is made possible through this process—embracing the future while honoring the present.

Douglas Roberts, AIA, LEED AP, is Principal at

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]]> The Power of Feasibility Studies in School Planning and Community Building /2026/02/16/the-power-of-feasibility-studies-in-school-planning-and-community-building/ Mon, 16 Feb 2026 22:03:19 +0000 /?p=54709 Feasibility studies are a useful tool both internally and externally, delivering relevant data and information to project teams while informing stakeholders of the why behind each decision.

The post The Power of Feasibility Studies in School Planning and Community Building appeared first on 91ԭƬ.

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]]> For Tyngsborough, pursuing a ground-up structure allowed the school to provide the infrastructure and spatial requirements for flexible, project-based learning and co-teaching methodologies. | Photo Credit (all): Robert Benson Photography

By Douglas Roberts, AIA, LEED AP

Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E.
Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E.

In an era of projectdelaysandincreasing challenges around funding approvals,it’snever been more critical to apply strategic thinking and creative approaches to problem solvingto steer education projects to completion. Feasibility studiesarea useful tool both internally and externally, delivering relevant data and information to project teams while informing stakeholders of thewhybehind each decision. These essential undertakings provide a deep dive to define a program, evaluate existing facilities, and build public consensus on a project.

The importance of aproject’s relationship with the public cannot be overstated, particularly when it comes to education.Educationprojects are typically publicly funded andlargely dependon approval by local voters. With the importance of providing value to the community anddemonstratingprudentfinancialstewardship, designers and project managers take on the unique role of pulling the curtain back to walkstakeholdersthrough the logic behindeducational value, costimplicationsand schedule impacts. The use of feasibility studies clarifies this important context, evaluating critical components of a project and delivering this information through data-backed decision-making.

Located in Massachusetts, Tyngsborough Middle Schoolprovidesa compelling example. Developed in tandem with the Town of Tyngsborough and Tyngsborough Public Schools, thefeasibilitystudy informed the decision-making process for the new school whilefacilitatingan informative dialogue with the community.

Overview of Feasibility Study Process

The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporating state-of-the-art spaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.
The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporating state-of-the-art spaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.

In addition to local processes, the project first had to navigate the rigorous requirements of the Massachusetts School Building Authority (MSBA), a quasi-independent government authority that collaborates with local communities to help to elevate delivery of educational services. The organization’s prescriptive process promotesequitabledistribution of tax dollars and prioritizes educational outcomes throughout the Commonwealth. MSBA independently evaluates the school district’s definedneedsthrough the educational program,which can result in design solutions that range from code upgrades,additionsand renovations to ground-up facilities.

Project teams are engaged to conduct feasibility studies that evaluate options for an educational environment that meets the district’s needs and is cost effective, safe,sustainableand energy efficient. Using MSBA’s guidelines to chart a reasonable path forward for the development, the study must be factual, creating context for dialogue without advocating for a single solution. A successful study(andsubsequentproject)relies on the close collaboration of a “three-headed team”: the school district (via its School Building Committee), the owner’s project manager (OPM), and the design team. Additionally, having strong community advocates, like school administrators and building committee chairs, can makea big differencein successfully navigating the process and garnering support throughout a community.

Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E to space limitations andimpact onadoption of current instructional models. After consideration of multiple design options from the study, the Townelectedto pursue a new constructionoptionbased on its needs.

Relationship to Public

The community’s demands, priorities, and feedback are essential throughout thefeasibilitystudy and project planning.It’snot a one-size-fits-all situation; to build trust and support from stakeholders, education projects must be catered to the area. This requires a variety of considerations: is there a focus on sports and recreation, or the arts? Are there certain programs that draw more community participation than others? For Tyngsborough, this meant investing ina state-of-the-artsoftball field and aflexible performance space to support existing, high-value theater programs shared by the middle and high school. The community recognized the benefit of the project through the successful vote approving the project funding.

These studies are also critical for educating the public on hidden infrastructure needs, such as outdated MEP systems, and building consensus. If votersdon’tcomprehenddemands thataren’tvisuallyapparent, a project could fail, which can result in years-long delayed funding and increased costs. Clear and direct communication is key to relaying these messages; this can beaccomplishedthrough in-person and digital forums, attending Parent Teacher Organization (PTO) meetings, or even visiting local seniorcenters for those with limited mobility. Streamlining this dialogue through direct action is the most effective way to keep communities knowledgeable and satisfied, resulting in more positive project outcomes for every stakeholder.

Looking Ahead

For Tyngsborough, pursuing a ground-up structure allowed the school to provide the infrastructure and spatial requirements for flexible, project-based learning and co-teaching methodologies. The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporatingstate-of-the-artspaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.

As school districts and organizations like MSBA continue to evaluate needs as learning environments and technology evolves, these feasibility-informed decisions chart a well-rounded path forward for students, educators, and communities. Creating unique education design solutions tailored to a community’s long-term vision and needs, not just its current state, is made possible through this process—embracing the future while honoring the present.

Douglas Roberts, AIA, LEED AP, is Principal at

The post The Power of Feasibility Studies in School Planning and Community Building appeared first on 91ԭƬ.

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]]> University Of Saint Joseph Renovates Athletic Center /2022/05/02/university-of-saint-joseph-renovates-athletic-center/ Mon, 02 May 2022 11:22:52 +0000 /?p=50513 The New England-based design firm JCJ Architecture has renovated and expanded the on-campus athletic center at the University of Saint Joseph.

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]]> By Eric Althoff

WEST HARTFORD, Conn.—The New England-based design firm JCJ Architecture has renovated and expanded the on-campus athletic center at the University of Saint Joseph. JCJ’s mandate was to modernize the facility for an increasing student body and accommodate the school’s expanding athletics.

The new areas of the athletic facility encompass 31,277 square feet of space and are meant to provide a warm atmosphere to visitors and students alike. Part of the redesign entails melding the red brick colonial motif of the original building with more modern elements. Accordingly, the red brick materials will be married to new yellow doorways, and the athletic facility will also feature cantilevers, modern glass elements and “projections.”

One of the main new additions at the athletic facility was an NCAA regulation-size basketball court. The court will double as a gathering and performance space when not in use for games and practices. The facility’s main lobby will offer concessions and ticket-purchase areas, as well as lounging seating for students and visitors. Furthermore, the suite for the student health services, which used to reside in another nearby building, is now located on the ground floor of the new building.

Because the athletic center is adjacent to the Student Center, it represents a kind of central hub for student activity at Saint Joseph. The school had been an all-women’s college—until 2018, when it became co-educational. The school at that point increased its number and variety of sports, which thus required a renovation to the athletic center for such expanded sports activities.

Working alongside JCJ Architecture was general contractor O&G Industries, which is also based in Connecticut.

“Helping USJ to advance its institutional goals and seeing the way students, administrators and faculty have embraced the building has been truly rewarding,” Jim LaPosta, principal and chief architectural officer at JCJ Architecture, said in a statement emailed to 91ԭƬ. “It’s been a great experience to see how the new space became a hub of campus activity.”

Added LaPosta: “Because it was a relatively modest addition to an existing building, each space had to support a range of student needs including varsity athletics, recreation, academics, and social gathering.

“We’ve been told that visits to the new Student Health Center have increased due to its new and more accessible location within the O’Connell Center, while the lobby seating has become a much-used social and study drop-in spot for students.”

Among JCJ Architecture’s professional affiliations in the educational sphere are the American Institute of Architecture, the Society of College and University Planners, the Association for Learning Environments and the National Intramural and Recreational Sports Association.

The University of Saint Joseph has just over 2,000 students in a variety of programs of study. It was first founded as a private Catholic university in 1932.

 

 

 

 

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]]> New UCONN Rec Center Gains National Recognition /2021/04/13/new-uconn-rec-center-gains-national-recognition/ Tue, 13 Apr 2021 12:10:51 +0000 http://schoolconstructionnews.com/?p=49433 The Student Recreation Center, located at the heart of the University of Connecticut’s (UCONN) Storrs campus, has been recognized by the National Intramural and Recreational Sports Association as an Outstanding Facility of Merit as part of its 2021 NIRSA Awards.

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]]> By Eric Althoff

STORRS, Conn.—The Student Recreation Center, located at the heart of the University of Connecticut’s (UCONN) Storrs campus, has been recognized by the National Intramural and Recreational Sports Association as an Outstanding Facility of Merit as part of its 2021 NIRSA Awards.

The 191,000-square-foot recreation center was designed jointly by JCJ Architecture and Moody Nolan to replace an older athletic facility that offered only 25,000 square feet of space. Turner Construction, whose home base is in New York, served on the project as the general contractor.

Among the rec center’s amenities are a 20,000-square-foot fitness center, basketball and volleyball courts, running track, climbing wall, outdoor fitness spaces, as well as space that can be utilized for larger events.

One of the key features of the new recreation center, and which likely caught the attention of the NIRSA selection committee, was that UCONN wanted the new facility to be a place of inclusion, with programs focusing on personal growth and wellness for a diverse segment of students and the surrounding community.

“This project gave us the opportunity to work closely with the students, faculty and staff at UCONN and to create an exciting facility that meets the needs of this dynamic institution,” James E. LaPosta Jr., who serves as chief architectural officer at JCJ, said in a recent statement when the award was announced. “We are thrilled to have the team’s work recognized by NIRSA because of their focus on promoting the very best in design and innovative programs for collegiate recreation.”

Each year, the NIRSA Outstanding Facilities Awards recognize innovative work in collegiate recreational facilities in several categories, including renovations, ground-up and expansions. The judges examine nominees along such criteria as functionality, design and how closely the project hews to the original intentions for the recreational building. The selection process also looks for structures that will inspire other designers in the future.

In a statement to 91ԭƬ, Cynthia Costanzo, executive director of UCONN Recreation, said the school was honored to have the Student Recreation Facility named as a 2021 NISRA Facility of Merit.

“This recognition establishes our facility amongst the best-of-the-best as we continue to strive to be leaders in collegiate recreation, helping our community to lead healthier lives,” she said.

“This past year has clearly reminded us of the importance of health and human connection,” JCJ’s LaPosta commented to 91ԭƬ. “The Student Rec Center is a tangible representation of the University’s commitment to fostering wellness and personal growth. The NIRSA Facility of Merit designation is a testament to how the design team and the UCONN community came together to make the new Student Rec Center a reality.”

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]]> Obama Magnet School Breaks Ground in New Haven /2018/06/26/obama-magnet-school-breaks-ground-in-new-haven/ Tue, 26 Jun 2018 14:00:23 +0000 http://schoolconstructionnews.com/?p=45301 Construction broke ground on June 14 for the Barack H. Obama Magnet University School, designed by the international architectural firm Pickard Chilton as the first project of theirs located in the firm’s native New Haven.

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]]> NEW HAVEN, Conn. — Construction broke ground on June 14 for the Barack H. Obama Magnet University School, designed by the international architectural firm Pickard Chilton as the first project of theirs located in the firm’s native New Haven.

The three-story, 63,000-square-foot project on the campus of Southern Connecticut State University (SCSU) will be a New Haven Public School (NHPS) for 490 Pre-K through 4th grade students. It will additionally extend opportunities for interning, volunteering and mentoring for SCSU’s School of Education students that are studying to become teachers. The Barack H. Obama Magnet University School will boost the bond between SCSU and NHPS, by nurturing a mutual focus on innovation and best practices for STEM (science, technology, engineering and mathematics) disciplines, and special education.

Developed in a partnership between Pickard Chilton and Hartford, Conn.-based JCJ Architecture, the school’s architectural design creates an effective educational environment by providing all classrooms with access to natural light and scenic views, and all primary classrooms will have vibrant vistas of West Rock. The heart of the building is the Cafetorium and Gym, which can combine to form a larger space for entire school functions. This space has sightlines to the classroom corridor and to the outdoor play areas. The building will boast an open courtyard that aligns the adjacent woodlands in order to easily connect students with nature. Two wings around the courtyard contain the Media Center, Art, Music and Science Discovery Center.

Pickard Chilton incorporated into the school such sustainable highlights as photovoltaic rooftop panels and green roofs, and the plan complies with the NHPS High Performance Schools Design Requirements and the State of Connecticut High Performance Building standards.

“We are excited and proud to be a part of this project, the first in our hometown of New Haven,” said Pickard Chilton Principal Jon Pickard in a statement. “The Barack H. Obama Magnet University School will be first and foremost an education and innovation facility, and our design was developed with the needs of both the school’s students and SCSU’s teachers-in-training in mind.”

Pickard Chilton has extensive experience working on both public and institutional facilities, having designed projects such as the Minnesota State Senate Building, the Orville L. Freeman Building and the Emory University Hospital, among others.

The $45 million school is scheduled to open in fall 2019. It is believed to be the first school in New England named in honor of President Obama, and will replace Strong School’s Orchard Street location.

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