This blog has MOVED. Please visit the new TruexCullins blog at: www.truexcullins.com/blog
Showing posts with label TruexCullins. Show all posts
Showing posts with label TruexCullins. Show all posts
Aug 12, 2013
Apr 8, 2013
Building Hope, One Bag at a Time
In an earlier blog post, we described the innovative building technique known as earthbag construction that is being used to build schools in the rural countryside of Nepal. We shared the details of our own earthbag construction project that we are designing with Edge of Seven. And we invited you to celebrate with us as we commemorate the transition for Sparky Millikin from TruexCullins Managing Principal to Himalayan mountain climber.
Well, these is one more surprise we have in store. To build excitement for our earthbag construction project in Mankhu Village in Nepal, we are building a wall of our own in our offices at 209 Battery Street in Burlington.
LET’S BUILD THIS TOGETHER
FILL A BAG FOR A NEPALESE SCHOOL
The “earthbags” will come together during Sparky’s retirement party on Thursday, May 9th. For a $50 tax-deductible donation to Edge of Seven, we will place your name on a polypropylene bag like the ones we will use to construct a new community center for Nepalese girls. As our wall rises, it will symbolize our collective efforts to lift up these girls out of poverty and raise opportunities for all.
In Nepal, your donation will go far to educate and empower girls and break the cycle of poverty. Edge of Seven is a non-profit organization that works closely with local NGOs to ensure that all projects are carried out in a cost-effective manner. In 2010 and 2011, less than 10% of donations went toward administrative costs.
Donate Today! You can make a donation through our crowdrise site at: http://www.crowdrise.com/truexcullins-nepal
And please join us on May 9 to celebrate Sparky’s lifelong career and support the work of the Edge of Seven in Nepal!
Mar 21, 2013
Tips for Collaborative Workplace Design published in Free Press Business pages
by Matthew Bushey
The following article appeared in the 'Innovate' Business section of the Burlington Free Press on Thursday March 21, 2013. It is also available for viewing online.
Creative Corner: Not Behind Closed Doors
Designing for teamwork in the workplace
In today’s workplace, one of the biggest challenges we face is how to foster creative teamwork while allowing for privacy and concentration. Most office workers spend their time split between group meetings and individual tasks, so it is difficult to apply a one-size-fits-all solution and expect good results.
Yahoo CEO Marissa Mayer recently announced plans to eliminate her company’s work-at-home policy, ordering everyone back to the office. In explaining the change, the company cited the need for greater communication and collaboration.
This rationale follows the general industry trend toward a more open and collaborative workplace. There is an increased recognition that the most creative problem-solving does not occur by an individual behind closed doors, but rather by a group effort of people putting their heads together.
Over the past few years the walls have been coming down, and more people are moving out of the private office into an open office setting. The problem here - and the reason many Yahoo employees had chosen to work from home – is that the visual distractions and noisy interruptions of the office prevent them from focusing on their work.
This is one of the biggest challenges we face with the design of the workplace: How to provide a comfortable balance between teamwork and individual privacy.
The first place we start is with the design and planning of the open office workstation. Repetitive rows of Dilbert-style cubicles do a poor job of providing privacy, and they are not conducive to group work. One solution is to break out of the box and think about alternative planning modules, or scatter workstations in a layout that gives each person a unique boundary and line of sight. The in-between spaces then become additional opportunities for impromptu collaboration, while promoting individuality.
Another method to support conflicting work styles is to provide a variety of spaces that people can use throughout the day as their needs change. Working in an open office is more accepted if other spaces are available for a private phone call or a quiet one-on-one meeting with a colleague. These are not scheduled rooms. They are free for anyone to use on a moment’s notice.
Finally, we look at the design of group spaces that maximize the benefits of working together. Often the most creative problem solving comes not from scheduled meetings but from spontaneous interactions among coworkers. Conference rooms are still necessary, but informal, social spaces are becoming more important. A cafeteria or lunchroom can double as a social meeting space, with furnishings and technology that can turn a casual encounter into a productive work session.
The move by Yahoo is a sign that companies are starting to rethink the role of the workplace. In this age of remote access and virtual meetings, the message is clear that face-to-face interaction is still valued for successful teamwork. Ultimately to be effective, our spaces need to be flexible and responsive to meet the needs of groups and individuals alike.
Matthew Bushey, AIA, LEED AP is a registered architect and the lead project manager for the Workplace Interiors Studio at TruexCullins Architecture and Interior Design. www.truexcullins.com
The following article appeared in the 'Innovate' Business section of the Burlington Free Press on Thursday March 21, 2013. It is also available for viewing online.
Creative Corner: Not Behind Closed Doors
Designing for teamwork in the workplace
In today’s workplace, one of the biggest challenges we face is how to foster creative teamwork while allowing for privacy and concentration. Most office workers spend their time split between group meetings and individual tasks, so it is difficult to apply a one-size-fits-all solution and expect good results.
Yahoo CEO Marissa Mayer recently announced plans to eliminate her company’s work-at-home policy, ordering everyone back to the office. In explaining the change, the company cited the need for greater communication and collaboration.
This rationale follows the general industry trend toward a more open and collaborative workplace. There is an increased recognition that the most creative problem-solving does not occur by an individual behind closed doors, but rather by a group effort of people putting their heads together.
Over the past few years the walls have been coming down, and more people are moving out of the private office into an open office setting. The problem here - and the reason many Yahoo employees had chosen to work from home – is that the visual distractions and noisy interruptions of the office prevent them from focusing on their work.
This is one of the biggest challenges we face with the design of the workplace: How to provide a comfortable balance between teamwork and individual privacy.
The first place we start is with the design and planning of the open office workstation. Repetitive rows of Dilbert-style cubicles do a poor job of providing privacy, and they are not conducive to group work. One solution is to break out of the box and think about alternative planning modules, or scatter workstations in a layout that gives each person a unique boundary and line of sight. The in-between spaces then become additional opportunities for impromptu collaboration, while promoting individuality.
Another method to support conflicting work styles is to provide a variety of spaces that people can use throughout the day as their needs change. Working in an open office is more accepted if other spaces are available for a private phone call or a quiet one-on-one meeting with a colleague. These are not scheduled rooms. They are free for anyone to use on a moment’s notice.
Finally, we look at the design of group spaces that maximize the benefits of working together. Often the most creative problem solving comes not from scheduled meetings but from spontaneous interactions among coworkers. Conference rooms are still necessary, but informal, social spaces are becoming more important. A cafeteria or lunchroom can double as a social meeting space, with furnishings and technology that can turn a casual encounter into a productive work session.
The move by Yahoo is a sign that companies are starting to rethink the role of the workplace. In this age of remote access and virtual meetings, the message is clear that face-to-face interaction is still valued for successful teamwork. Ultimately to be effective, our spaces need to be flexible and responsive to meet the needs of groups and individuals alike.
Matthew Bushey, AIA, LEED AP is a registered architect and the lead project manager for the Workplace Interiors Studio at TruexCullins Architecture and Interior Design. www.truexcullins.comFeb 18, 2013
Digital Crayon: Article 12- School Design for the Whole Child
posted by David Epstein, AIA, LEED AP
For a few years now, we have been giving a presentation entitled “Design for the Whole Child”, which describes our view of the goal of school design. The thesis is this: the mission of schools has expanded to address the needs of the whole child: academic, social, emotional and physical. When we design schools, we need to be thinking about how the design affects these four aspects of the whole child.
• Social: A school can demonstrate its social mission by embracing sustainable design (see Articles 8 & 9). It can also be designed for easy use by the broader community.
• Emotional: School design can create a sense of place using scale, form and color elements that help children feel connected and give them a sense of well-being. Natural light and views to the exterior can also contribute to this feeling.
• Physical: Schools can provide spaces such as fitness and movement rooms that teach kids long-term healthy lifestyles. They can be located in walkable communities and provide bike racks and access to public transit.
These are but a few examples. The reality is that every part of a school should address the four components listed above. We find that the Whole Child approach reminds us of the true goals of school design. It guides our thinking as we work with schools around the world to design creative buildings where young people thrive.
Last Article 11 - Aligning Existing Facilities with 21st-Century Learning
Next Article - Flexible Learning Environments
Historically, schools focused primarily on academic and physical needs. This is why so many older schools consist of mainly classrooms and gyms (cafeterias too). Now schools are working to develop children into good community members and global citizens, imbuing them with a sense of social mission. They are concerned with a child’s emotional well-being as well. Teachers often remark how positive classroom dynamics makes for a more effective educational experience. This focus on wellness encompasses physical education as well, where kids are learning about healthy lifestyles, including fitness, diet, drug/alcohol awareness, and meditation. Typically, we present these ideas to the entire school community at the outset of the planning process. We find it gets the staff’s juices flowing and helps them think beyond their own experience.
School design can address these broad goals in many ways. Here are but a few examples:
School design can address these broad goals in many ways. Here are but a few examples:
• Academic: A school can meet its students’ academic needs by facilitating “21st Century Learning” concepts (see Articles 5 and 10). This includes providing ample space for collaboration and meetings in multiple configurations.
• Social: A school can demonstrate its social mission by embracing sustainable design (see Articles 8 & 9). It can also be designed for easy use by the broader community.
• Emotional: School design can create a sense of place using scale, form and color elements that help children feel connected and give them a sense of well-being. Natural light and views to the exterior can also contribute to this feeling.
• Physical: Schools can provide spaces such as fitness and movement rooms that teach kids long-term healthy lifestyles. They can be located in walkable communities and provide bike racks and access to public transit.
These are but a few examples. The reality is that every part of a school should address the four components listed above. We find that the Whole Child approach reminds us of the true goals of school design. It guides our thinking as we work with schools around the world to design creative buildings where young people thrive.
Last Article 11 - Aligning Existing Facilities with 21st-Century Learning
Next Article - Flexible Learning Environments
Feb 6, 2013
Join our Team
We are happy to say that due to an increase in our project workload, we are now hiring Architects and Project Managers to join our team at TruexCullins. We currently have immediate openings for these full-time positions:
ARCHITECT / PROJECT MANAGER
TruexCullins is seeking a senior level Architect / Project Manager with 10+ years of experience to work on a variety of project types in our resort, workplace and education studios. Registered architects with a B.Arch or M.Arch degree are preferred. Qualified candidates should possess extensive Project Management experience, experience coordinating a consultant team, superior design and communication skills, familiarity with building and life-safety codes and be capable of running multiple projects independently. Proficiency in AutoCAD, SketchUp and Revit is required, and LEED AP Certification is highly desirable.
ARCHITECT / PROJECT MANAGER, EDUCATION STUDIO
TruexCullins seeks a registered architect with 10+ years of experience in K-12 school planning and design to work in our Education Studio on US and International school projects around the world. Familiarity with educational trends, space programming and master planning required. Qualified candidates should have Project Management experience, superior design and communication skills, and be capable of running multiple projects independently. Proficiency in AutoCAD, SketchUp, Revit and LEED AP Certification is highly desirable.
Our creative team is currently comprised of over 25 talented and dedicated individuals who are passionate about design and enjoy working together. Our work includes local, national and international projects in the residential, commercial, education and resort markets. We offer competitive compensation with full benefits including health insurance, 401k retirement plans, profit sharing, flexible vacation and sick time.
For either of the above positions, please send a cover letter, resume, and a portfolio sample of your work to: employment@truexcullins.com.
Feb 4, 2013
Digital Crayon: Article 11 - Aligning Existing School Facilities with 21st Century Learning
posted by David Epstein, AIA, LEED AP
In the last article, we discussed how greening an existing school is often more difficult than building a new school. The same could be said for integrating 21st century learning concepts into an existing facility. Despite the challenges, I would say this is a goal of every school we work with so we are happy to share our insights.
We discussed 21st Century Learning as it is called back in Article 5. The term “21st Century Learning” has come to describe the paradigm shift from teacher-centered instruction to student-centered inquiry, recognizing that schools must provide multiple pathways to learning to accommodate the different learning styles of students. This often translates into more project-based curriculum, interdisciplinary themes, and collaboration between teachers and among students.
The kinds of spaces that support these activities include project rooms, small group meeting spaces, larger team meeting spaces, etc. The bottom line is that if your existing facility is at capacity, incorporating these features requires adding more space to your facility.
Many schools, especially middle schools, are organized in grade level teams. Organizing support and instructional space in a way that supports this concept, such as pods or clusters is challenging in an existing facility. Often the end result is a compromise between the ideal and the reality of the geometry of the existing structure, availability of expansion space, cost and disruption to normal operations.
There are several strategies worth considering. If your classrooms are sufficiently large, it is sometimes possible to insert small group spaces between classrooms. Other times a whole classroom can be transformed into a suite of smaller spaces.
To create a team environment, it may be possible to remove the wall to the corridor of one classroom to create a common space serving the surrounding classrooms. If there is enough exterior space, a new classroom can be added to the exterior of this common space, creating a suite of three classrooms with a common space.
Another technique is to outfit an existing classroom as a project room. This includes adding sinks, storage, sufficient electrical and data, work tables and durable flooring and wall materials.
Probable the simplest strategy to encourage collaboration is to add a connecting door between classrooms. This allows for easy flow and communication between teachers and students on the same team.
Last Article: 10 - Greening Your Existing School Facility
Next Article 12 - School Design for the Whole Child
In the last article, we discussed how greening an existing school is often more difficult than building a new school. The same could be said for integrating 21st century learning concepts into an existing facility. Despite the challenges, I would say this is a goal of every school we work with so we are happy to share our insights.
We discussed 21st Century Learning as it is called back in Article 5. The term “21st Century Learning” has come to describe the paradigm shift from teacher-centered instruction to student-centered inquiry, recognizing that schools must provide multiple pathways to learning to accommodate the different learning styles of students. This often translates into more project-based curriculum, interdisciplinary themes, and collaboration between teachers and among students.
The kinds of spaces that support these activities include project rooms, small group meeting spaces, larger team meeting spaces, etc. The bottom line is that if your existing facility is at capacity, incorporating these features requires adding more space to your facility.
Many schools, especially middle schools, are organized in grade level teams. Organizing support and instructional space in a way that supports this concept, such as pods or clusters is challenging in an existing facility. Often the end result is a compromise between the ideal and the reality of the geometry of the existing structure, availability of expansion space, cost and disruption to normal operations.
There are several strategies worth considering. If your classrooms are sufficiently large, it is sometimes possible to insert small group spaces between classrooms. Other times a whole classroom can be transformed into a suite of smaller spaces.
To create a team environment, it may be possible to remove the wall to the corridor of one classroom to create a common space serving the surrounding classrooms. If there is enough exterior space, a new classroom can be added to the exterior of this common space, creating a suite of three classrooms with a common space.
Another technique is to outfit an existing classroom as a project room. This includes adding sinks, storage, sufficient electrical and data, work tables and durable flooring and wall materials.
Probable the simplest strategy to encourage collaboration is to add a connecting door between classrooms. This allows for easy flow and communication between teachers and students on the same team.
Last Article: 10 - Greening Your Existing School Facility
Next Article 12 - School Design for the Whole Child
Jan 21, 2013
Digital Crayon: Article 10 – Greening Your Existing School Facility
posted by David Epstein, AIA, LEED AP
In our last article,
we discussed the sustainability in a general way as viewed through the lens of the
LEED Green Building Rating System. I am sure many of you are wondering: how do
I green my existing facility. Here again, looking at LEED’s Existing Building:
Operations + Maintenance (EBOM) program is instructive.
As you might imagine, greening an
existing facility is much harder than building a new one to green standards.
For starters, the new construction program is a single event while the existing
program is an ongoing process. This process includes changing the way you
purchase materials, food, furniture and even how you clean the building. In
short, it requires institutional behavior changes, which is often harder to do.
And the EBOM system requires recertification every five years.
Many of the other credits in the
EBOM system are similar to the new construction program: storm water control,
water and energy efficiency, etc. But rather than speak in generalities, let’s
drill down into a few topics to see how it works. First up: energy efficiency.
Our approach to making a new or
existing structure energy efficient can be summarized in three steps. Step 1:
Make the building envelope well-insulated and air-tight. This helps reduce
loads on your heating and/or air-conditioning equipment, allowing them to be
sized smaller. Next, specify energy- efficient equipment with options like
heat-recovery and free-cooling. Third, is to specify smart controls. These include
occupancy and CO2 sensors, dimming and multi-level lighting. The idea is to
only run the lights and HVAC when you have to. Educating the users of each
space to assist with these goals helps too!
Now some of these measures may
cost additional money up front. The key to successful implementation of green
design is to look at the life-cycle cost analysis of the proposed system. This
is done by computing the energy costs of the proposed system vs. a baseline
system and determining the when the energy savings have paid for the
incremental cost difference of the upgrade. It’s always helpful to have a
criteria (ex: 10 years) beforehand – just make sure is it shorter than the life
of the equipment being considered!
Just as we discussed with new buildings, sustainability
addresses much more than energy consumption. For example, a key quality of
sustainable design is good indoor air quality. In an existing building, this can
be improved in several ways.
The primary way is to ensure there is adequate fresh air
ventilation of the space. This can be done with passively with operable windows
or mechanically with ventilation equipment. Beware that the split system air
conditioners, so popular for retro-fits, only recirculate air and do not
provide fresh air. Indoor environmental quality can also be improved by using
low-VOC paints, furnishings and finishes. Cleaning practices, too, should be
examined to avoid using toxic chemicals or dust creating practices. Green Guard
Environmental Institute (www.greenguard.org) certifies cleaning and other
products as environmentally friendly and is accepted by LEED.
In addition to considering the VOCs (Volatile Organic
Compounds) content in each product, the type and percentage of recycled
content, location of origin and renewable nature of each choice must be
considered to lower your school’s environmental footprint. Changing your
purchasing selection criteria is an important way you can green your school –
with or without a construction project.
 |
Jan 2, 2013
The Top Blog Posts of 2012
Happy New Year, everyone. At this time of year, we see a lot of year-end top-ten lists, looking back to the best and brightest of the 12 months that just passed. So we figured, why not us? Thanks to the magic of Google Analytics, we’ve compiled the top ten most popular blog posts that we wrote in 2012. These are the articles from 2012 that received the most hits from January 1st to December 31st:
1. Respecting Victorian Design. In 2012, our Interiors Studio designed the new guestrooms of the 1885 Victorian Mansion of the Casa Madrona Hotel in Sausalito California. This was the inspiration for this article on the history of the Victorian era, and how it is still relevant to our world today. Some of you must agree, as this was our most-read blog post of the year.
2. Home is Where the Hearth Is. If a home has a soul, the fireplace is where it may come alive. In this blog post, we shared some of our favorite fireplace designs from our residential projects. (Part II, which covered our commercial work, also made it to the list, in 6th place.)3. The Architecture of Happiness. Alain de Button wrote this book on architectural style and beauty. Here we offer a brief overview of this fascinating look at why and how our built environment influences us the way it does.
The next two most popular posts related to our work on Hotel Vermont, the 125-room hotel now
under construction on Cherry Street in Burlington. Our Interior Design Studio is working with Smith Buckley Architects on this LEED-certified building.
4. Hotel Vermont Under Construction. In April 2012, construction had resumed and the building began to form on the previously laid foundations.
5. Hotel Vermont Ice Bar. The Hotel celebrated with this outdoor ice bar during the Burlington Winter Festival in 2012.
Sixth place is actually a tie:
6. Working Fireplaces is the second part of our overview of our favorite fireplace designs. These are located in some of our workplace, educational and resort projects.
8. Digital Crayon Article 3: Growth and Capacity. This is one from a series of articles written by David Epstein on various issues related to the planning and design of schools today. David is one of the principals of TruexCullins and heads up the K-12 education studio for the firm.
9. Stowe Home Featured in Vermont Magazine. This small, energy-efficient home was featured in Vermont Magazine in the March/April 2012 issue.
10. And the last blog post to make it to the top-ten list of most popular for 2012 was another article from the Digital Crayon series. Digital Crayon Article 5: 21st Century Learning.
Keep reading in 2013, for there’s plenty more to come!
Dec 21, 2012
Happy Holidays from TruexCullins
To our cherished clients, colleagues and friends, both around the corner and around the world, we would like to extend a warm wish of peace and joy during this special holiday season.
We have had the great fortune to work with some wonderful people over the past year on many successfully completed architecture and interior design projects. We have also enjoyed building our ongoing relationships with some of our cherished community organizations in 2012 such as the United Way, Camp Ta-Kum-Ta, and the King Street Center.
This week, we take a break to enjoy the holidays with our family and friends, while looking forward to some exciting projects we have in store for 2013. On behalf of all of us at TruexCullins, Peace, Joy and Happy New Year!
Cover image: Private Residence, Jericho, Vermont. Photo by Jim Westphalen.
Bottom image: TC Staff at King Arthur Flour, Norwich, Vermont.
Dec 3, 2012
Digital Crayon: Article 8 - Sustainablity
posted by David Epstein, AIA, LEED AP
Sustainability, Green Schools, Environmental Design – it goes by many names these days. Everybody wants it for their schools, but few schools understand what it means and the level of commitment required to make it happen. We believe sustainable design is a great fit for schools because it creates healthy productive environments that help students excel and are resource and earth-friendly facilities that are durable and energy efficient. With so many schools teaching environmental stewardship and global citizenship, it is a unique opportunity demonstrate its commitment to these concepts. At its highest level, we can create buildings that teach these fundamental ideas through their thoughtful design.
We use the LEED (Leadership in Energy and Environmental Design) Green Building Rating System as the starting point in our discussions. Over the past several years, it has become the defacto green building credential. It provides a useful conceptual framework by which to assess environmental design opportunities at a school.
LEED is divided into five primary categories: Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources and Indoor Environmental Quality. There are also Innovation and Regional credits available as well. In each of the five categories, there are credits that are mandatory and some that are optional. The idea is to select the credits that make sense for your project. Each credit is documented and reviewed by the LEED accrediting group. Based on the number of credits accepted, a project can receive a Certified, Silver, Gold or Platinum certification.
What does LEED look for? In Sustainable Sites, credits are available for projects to be located in dense area near mass transit, on brownfield sites, to maximize open space and restore habitat. LEED also encourages responsible storm water management. This is a big issue when storm water runs on the surface or in pipes directly to nearby waterways, carrying pollutants, fertilizers and pesticides with it. In this case, green design is about being good for the environment. Implementation costs money and there is no financial payback. This is when commitment to the goals of sustainability is strictly about environmental impact and the future of our communities.
The Water Efficiency credits encourage the reduction of potable water use for landscaping, wastewater and process water use. The Energy and Atmosphere section addresses energy performance, and is where the mother lode of credits are available. Central to LEED’s approach to energy performance is the use of a computer energy model, that predicts the building’s energy performance. This interactive tool allows the design team to optimize the building performance by looking at the interrelationship of the building design envelope, HVAC systems, and site orientation. On-site renewables and green power are also encouraged.
In Materials and Resources, the emphasis is on using regional, recycled, low-emitting and rapidly renewable materials.
The Indoor Environmental Quality section tends to start quite a conversation, especially in international schools. Here LEED shows its U.S. bias, where mechanical ventilation in classrooms is common. In most of the world, however, it is not. In these places, ventilation is achieved with operable windows. The issue becomes in the winter, when the heat is on and windows are closed. The same is true in the summer with schools that have split system air-conditioning, which does not bring in fresh air. We breathe in oxygen and exhale carbon dioxide. In these sealed environments, the carbon dioxide level can build up resulting in drowsiness. We believe effective ventilation strategies in all temperature conditions are key to creating healthy, productive environments.
LEED is but one path to making our buildings more sustainable. In the UK, they use a similar system called BREEAM. In any case, we always the welcome the opportunity to talk more about this important issue, so don’t hesitate to chime in.
Next Article - Article 9 - School Safety and Security
Last Article - Article 7 - Technology in Schools
Sustainability, Green Schools, Environmental Design – it goes by many names these days. Everybody wants it for their schools, but few schools understand what it means and the level of commitment required to make it happen. We believe sustainable design is a great fit for schools because it creates healthy productive environments that help students excel and are resource and earth-friendly facilities that are durable and energy efficient. With so many schools teaching environmental stewardship and global citizenship, it is a unique opportunity demonstrate its commitment to these concepts. At its highest level, we can create buildings that teach these fundamental ideas through their thoughtful design.
We use the LEED (Leadership in Energy and Environmental Design) Green Building Rating System as the starting point in our discussions. Over the past several years, it has become the defacto green building credential. It provides a useful conceptual framework by which to assess environmental design opportunities at a school.
LEED is divided into five primary categories: Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources and Indoor Environmental Quality. There are also Innovation and Regional credits available as well. In each of the five categories, there are credits that are mandatory and some that are optional. The idea is to select the credits that make sense for your project. Each credit is documented and reviewed by the LEED accrediting group. Based on the number of credits accepted, a project can receive a Certified, Silver, Gold or Platinum certification.
What does LEED look for? In Sustainable Sites, credits are available for projects to be located in dense area near mass transit, on brownfield sites, to maximize open space and restore habitat. LEED also encourages responsible storm water management. This is a big issue when storm water runs on the surface or in pipes directly to nearby waterways, carrying pollutants, fertilizers and pesticides with it. In this case, green design is about being good for the environment. Implementation costs money and there is no financial payback. This is when commitment to the goals of sustainability is strictly about environmental impact and the future of our communities.The Water Efficiency credits encourage the reduction of potable water use for landscaping, wastewater and process water use. The Energy and Atmosphere section addresses energy performance, and is where the mother lode of credits are available. Central to LEED’s approach to energy performance is the use of a computer energy model, that predicts the building’s energy performance. This interactive tool allows the design team to optimize the building performance by looking at the interrelationship of the building design envelope, HVAC systems, and site orientation. On-site renewables and green power are also encouraged.
In Materials and Resources, the emphasis is on using regional, recycled, low-emitting and rapidly renewable materials. The Indoor Environmental Quality section tends to start quite a conversation, especially in international schools. Here LEED shows its U.S. bias, where mechanical ventilation in classrooms is common. In most of the world, however, it is not. In these places, ventilation is achieved with operable windows. The issue becomes in the winter, when the heat is on and windows are closed. The same is true in the summer with schools that have split system air-conditioning, which does not bring in fresh air. We breathe in oxygen and exhale carbon dioxide. In these sealed environments, the carbon dioxide level can build up resulting in drowsiness. We believe effective ventilation strategies in all temperature conditions are key to creating healthy, productive environments.
LEED is but one path to making our buildings more sustainable. In the UK, they use a similar system called BREEAM. In any case, we always the welcome the opportunity to talk more about this important issue, so don’t hesitate to chime in.
Next Article - Article 9 - School Safety and Security
Last Article - Article 7 - Technology in Schools
Nov 19, 2012
Digital Crayon: Article 7 - Technology in Schools
posted by David Epstein, AIA, LEED AP
In our last conversation, we looked at the Learning Commons (aka Library) and started discussing technology. This is a subject worth spending a little more time on. While schools we work with are all increasingly integrating technology into the learning experience, they are all at different parts of the journey. Some have one-to-one laptop programs, some have laptop carts, others a few hardwired computers in each classroom. Some have all of the above!
A decent percentage of the schools have a technology plan. Like a strategic plan, this plan lays out the school’s goals and approach over a fixed period of time. However, the technology is changing so fast that these plans often become obsolete quickly
Let’s first talk about laptops. The first issue affecting facilities was the need for charging stations. Some schools have carts, others have put outlets in lockers. Recently, we have heard of some schools who put the responsibility on the students to do this at home. This depends of course on battery life. We suspect with the advent of solid state hard drives and longer battery life, this issue will go away.
Laptops generally run on a wireless network. Concern has been raised by some schools about the health effects of wireless technology. As far as we have read, the evidence is not conclusive. However, the concerns are real. Wireless technology can be less reliable than wired networks and can’t support large file transfers as readily.
Laptop carts have become quite popular. This is a mobile cart holding 20-25 laptops that several classes can share. As a result, we have been converting some computer labs back into classroom space. The two areas where this is not possible is with young students (Pre-K, K, 1) and High School video editing labs. The younger kids can’t carry the laptops around easily. Video editing requires fairy robust desktop computers to process the large files.
This brings us to tablets. To date, we have not seen wide spread adoption of a one-to-one program with a tablet but we are sure it's coming. With their relatively low cost, low weight and long battery life, they seem a natural for the school environment.
Many students, especially in high school, own their own device(s) and prefer using them to school issued equipment. As a result, some schools have a BYOD (bring your own device) approach to technology, investing their resources in an infrastructure that allows many types of devices to access the network, digital curriculum and printing options.
In this rapidly evolving environment, the key to a successful approach is flexibility. Focusing on providing the infrastructure to support multiple platforms will help keep the school ready for the next new device. Easy access to power and data outlets, wireless, network resources, internet, printers and most importantly the school’s educational and communication tools are always good investments amidst the changing digital landscape.
Next Article - Article 8 - Sustainability - Coming in two weeks!
Last Article - Article 6 - The Learning Commons
A decent percentage of the schools have a technology plan. Like a strategic plan, this plan lays out the school’s goals and approach over a fixed period of time. However, the technology is changing so fast that these plans often become obsolete quicklyLet’s first talk about laptops. The first issue affecting facilities was the need for charging stations. Some schools have carts, others have put outlets in lockers. Recently, we have heard of some schools who put the responsibility on the students to do this at home. This depends of course on battery life. We suspect with the advent of solid state hard drives and longer battery life, this issue will go away.
Laptops generally run on a wireless network. Concern has been raised by some schools about the health effects of wireless technology. As far as we have read, the evidence is not conclusive. However, the concerns are real. Wireless technology can be less reliable than wired networks and can’t support large file transfers as readily.
Laptop carts have become quite popular. This is a mobile cart holding 20-25 laptops that several classes can share. As a result, we have been converting some computer labs back into classroom space. The two areas where this is not possible is with young students (Pre-K, K, 1) and High School video editing labs. The younger kids can’t carry the laptops around easily. Video editing requires fairy robust desktop computers to process the large files.
This brings us to tablets. To date, we have not seen wide spread adoption of a one-to-one program with a tablet but we are sure it's coming. With their relatively low cost, low weight and long battery life, they seem a natural for the school environment.Many students, especially in high school, own their own device(s) and prefer using them to school issued equipment. As a result, some schools have a BYOD (bring your own device) approach to technology, investing their resources in an infrastructure that allows many types of devices to access the network, digital curriculum and printing options.
In this rapidly evolving environment, the key to a successful approach is flexibility. Focusing on providing the infrastructure to support multiple platforms will help keep the school ready for the next new device. Easy access to power and data outlets, wireless, network resources, internet, printers and most importantly the school’s educational and communication tools are always good investments amidst the changing digital landscape.
Next Article - Article 8 - Sustainability - Coming in two weeks!
Last Article - Article 6 - The Learning Commons
Nov 2, 2012
TruexCullins Welcomes Marjorie Dickstein
TruexCullins Architecture and Interior Design welcomes seasoned architect Marjorie K. Dickstein, AIA, LEED® AP as Project Manager. She is a resident of Starkboro, and the daughter of Sue and Richard Dickstein of Williston, Vermont.
Dickstein graduated from Yale University with a Master of Architecture. She received her Bachelor of Fine Arts in Environmental Design from Parsons School of Design. She also has a Bachelor of Arts from Eugene Lang College of the New School for Social Research, with a concentration in Urban Studies. Dickstein was an adjunct faculty in the Department of Furniture Design at Rhode Island School of Design.
She is a licensed architect in Vermont and Connecticut, and a registered interior designer in Connecticut. She has served on the Development Review Board in Starksboro, Vermont since 2010.
Oct 15, 2012
TruexCullins Fundraiser
CALL TO ARCHITECTS!
Bird House Silent Auction for King Street Youth Center.
Clients,
vendors and other friends of TruexCullins are welcome to design and donate a
bird. Houses are due on Monday, December 3rd.Since space is limited, TruexCullins reserves the right to select the best to show.
For more information: contact Carmen George at 802.488.8232.
Digital Crayon: Article 5 - 21st Century Learning
posted by David Epstein, AIA, LEED AP
Another key driver behind school change is the need to align facilities with the way schools now teach (or at least want to). The full spectrum of changes in education these days is generally termed “21st Century Learning”. This term refers to ideas like student-centered learning, project-based inquiry, interdisciplinary themes, etc. The goal is to either build or adapt school environments that facilitate this kind of learning.
As you know, many of our schools were built post World War II and consist of a small office area, multipurpose space, library and classrooms. They lack the kind of spaces needed for the modern teaching paradigm.
What exactly does this mean? Well first of all there is less emphasis on lecture based instruction, especially at the younger grades. There is more work in small groups and more project work. At the same time, there is more collaboration among teachers which results in the need to bring grade level teams together for presentations, meetings, etc. As a result, we consistently hear about the need for small spaces for small group work and large spaces for team gatherings. These are spaces that a post-War school just doesn’t have.
21st Century Learning concepts also recognize that kids learn in different ways and as a result, need different modalities in their school spaces to optimize learning. Some students are very hands-on learners, others require quiet space for deep immersion, while others thrive in a social environment. Creating flexible environments that provide multiple pathways for learning is key in supporting student learning.
As you can probably surmise, incorporating these concepts requires more space than the traditional school. After all, nothing is more space efficient than rows of tablet chairs. In fact, when touring a school, we often look at the furniture. The kind and arrangement of the furniture in a classroom often hints at the kind of learning taking place. We often engage our interior design team to assist with selecting furniture that best needs the needs of the school.
What exactly does this mean? Well first of all there is less emphasis on lecture based instruction, especially at the younger grades. There is more work in small groups and more project work. At the same time, there is more collaboration among teachers which results in the need to bring grade level teams together for presentations, meetings, etc. As a result, we consistently hear about the need for small spaces for small group work and large spaces for team gatherings. These are spaces that a post-War school just doesn’t have.
21st Century Learning concepts also recognize that kids learn in different ways and as a result, need different modalities in their school spaces to optimize learning. Some students are very hands-on learners, others require quiet space for deep immersion, while others thrive in a social environment. Creating flexible environments that provide multiple pathways for learning is key in supporting student learning.As you can probably surmise, incorporating these concepts requires more space than the traditional school. After all, nothing is more space efficient than rows of tablet chairs. In fact, when touring a school, we often look at the furniture. The kind and arrangement of the furniture in a classroom often hints at the kind of learning taking place. We often engage our interior design team to assist with selecting furniture that best needs the needs of the school.
Oct 8, 2012
Digital Crayon: Article 4 - Traffic and Safety
posted by David Epstein, AIA, LEED AP
Our last article was about growth and community. Another big issue with virtually all schools we work with is on-site traffic congestion and safety. Everybody is driving their kids to schools these days. This results in backups and delays, both on and off the school grounds. Because of this, people park everywhere and kids cross through travel lanes, between cars – it’s a wonder accidents don’t happen more often.
There are many design strategies that can be employed to mitigate the problems, but often there are just too many cars. We often gently suggest what’s known as “demand side management” which is an effort to reduce car usage with techniques such as improved bus service, incentives, sidewalks, bike racks and/or carpooling. This is often met with resistance, especially in international schools where safety is a big concern. People like to drive their cars!
In addition to physical improvements, there are a few things that can be done operationally that we have seen help. One is having helpers available to help small kids exit and enter their car so that the driver does not to have to get out. This seems to speed up the pickup and delivery process. One school we work with even calls out the students names so they are ready when the car arrives. In the end, the key to decreasing congestion is improving flow.
One of the key concerns, and rightly so, is safety. This can be improved by separating bus and parent drop-off areas. If there is not enough space for this and students must cross a travelled way, it should be only at well-marked designated areas. To ensure this happens, we often have to create barriers between parking areas and travel lanes to guide pedestrians to the safe crossings. We try to do this with landscaping when we can, but sometimes a nice looking fence will have to do!
Last Digital Crayon - Article 3 - Growth and Capacity
Our last article was about growth and community. Another big issue with virtually all schools we work with is on-site traffic congestion and safety. Everybody is driving their kids to schools these days. This results in backups and delays, both on and off the school grounds. Because of this, people park everywhere and kids cross through travel lanes, between cars – it’s a wonder accidents don’t happen more often.
There are many design strategies that can be employed to mitigate the problems, but often there are just too many cars. We often gently suggest what’s known as “demand side management” which is an effort to reduce car usage with techniques such as improved bus service, incentives, sidewalks, bike racks and/or carpooling. This is often met with resistance, especially in international schools where safety is a big concern. People like to drive their cars!
In addition to physical improvements, there are a few things that can be done operationally that we have seen help. One is having helpers available to help small kids exit and enter their car so that the driver does not to have to get out. This seems to speed up the pickup and delivery process. One school we work with even calls out the students names so they are ready when the car arrives. In the end, the key to decreasing congestion is improving flow.
One of the key concerns, and rightly so, is safety. This can be improved by separating bus and parent drop-off areas. If there is not enough space for this and students must cross a travelled way, it should be only at well-marked designated areas. To ensure this happens, we often have to create barriers between parking areas and travel lanes to guide pedestrians to the safe crossings. We try to do this with landscaping when we can, but sometimes a nice looking fence will have to do!
Next Digital Crayon - Article 5 - 21st Century Learning
Last Digital Crayon - Article 3 - Growth and Capacity
Sep 19, 2012
Digital Crayon: Article 2 - The Planning Process
Last article we discussed getting started on a facility project. In this article, let’s discuss how the master planning process might work. If it is an existing building or campus, we generally divide up the process into three components: Facility Analysis, Programming and Concept Design. If it’s a totally new project, then of course the Facility Analysis is not applicable. In this case, an analysis of the site might be more appropriate.
In the Facility Analysis, we evaluate the building and site systems in terms of maintenance, improvement, or replacement with our team of engineers and produce a report.
In Programming, we interview all of the user groups of the building and create a Space Needs Program, which lists all of the existing and proposed spaces, their sizes and important adjacencies and environmental requirements. We also include a narrative describing existing functional deficiencies and the important driving forces behind the space requests.
Finally, in Concept Design, we develop several design alternatives based on the programming work. The selected approach is further refined and becomes the final master plan. I should note at this point that these drawings are conceptual and sketchy in nature – the 30,000 foot view. But they provide a roadmap for campus or building development that can be developed over time. The entire master planning process can take a semester, sometimes longer. Needless to say, it’s wise to have the master plan approved before there is a significant board member change over.
Along with this planning scope of work there are several options of course. Sometimes we are asked to provide cost estimating services. Often we include a sustainability review using the LEED Green Building Rating System. But more on that next time!
Next Digital Crayon - Article 3 - Growth and Capacity
Last Digital Crayon - Article 1 - Musings on School Design
Sep 4, 2012
Meet the Intern
posted by Carmen George
TruexCullins is pleased to welcome Pier Giovanni Spaziani to our firm. Pier began his internship at TruexCullins in June 2012. He is from Foligno, (near Pervgia) Italy, where he earned his master’s degree in sustainable architecture from the Sapienza University of Rome at Valle Giulia. Pier is a registered architect in Italy. He was recommended to TruexCullins by our good friend landscape architect Keith Wagner.
He has been enjoying his internship at TruexCullins. Residential and public buildings are his main interest, especially projects where community and sustainability are a priority. He has been contributing his European perspective to discussions about design projects.
Pier lives in Burlington with his wife Freya, whom he met in Rome four years ago. She is an assistant manager at Edgewater Gallery in Middlebury, Vermont.
TruexCullins is pleased to welcome Pier Giovanni Spaziani to our firm. Pier began his internship at TruexCullins in June 2012. He is from Foligno, (near Pervgia) Italy, where he earned his master’s degree in sustainable architecture from the Sapienza University of Rome at Valle Giulia. Pier is a registered architect in Italy. He was recommended to TruexCullins by our good friend landscape architect Keith Wagner.
Pier’s family values architecture. His father is an engineer, his mother is a professor of hospitality management, and his older sister is an architect. Growing up, he spent many hours with his father discussing building design. Pier is an artistic person who uses architecture to express his creativity. In school, he was drawn to design that deepened a person’s relationship with the natural world around them.
He has been enjoying his internship at TruexCullins. Residential and public buildings are his main interest, especially projects where community and sustainability are a priority. He has been contributing his European perspective to discussions about design projects.
Pier lives in Burlington with his wife Freya, whom he met in Rome four years ago. She is an assistant manager at Edgewater Gallery in Middlebury, Vermont.
Aug 31, 2012
Digital Crayon: Article 1 - Musings on School Design
Welcome to the first entry of Digital Crayon, a series on school planning and design. My goal with this series is to share with you some of the insights learned in our Education Studio and throughout my career.
By way of introduction, I am a partner here at TruexCullins and co-lead our Education Studio with fellow partner Richard Deane. Richard's area of expertise is higher education design. My specialty is K-12 school design. I am passionate about the interrelationship between school design and the “new” 21st century learning paradigm. As I often joke with my clients, I know enough about education to be dangerous, but please don’t expect a scholarly discourse – this will be more of a conversation. I welcome your feedback as well. So let’s get started. This is always the hardest part – getting started (with this blog too!).
It helps to have a strategic plan. Ideally a facility project grows out of a long term strategic direction for your school. Often, however, that is not the case. Sometimes projects are the result of growth and a response is needed – no time for a strategic plan.
There are two main kinds of projects: master planning and design. Master Planning projects look at an entire facility and create a roadmap for improvements over a five to ten year period. Once master planning is completed, a school may elect to implement phase I of the master plan. This is the point where the design project begins. Or if you have a specific need – like a new library – you can often proceed directly with a design project. The difference is really how broad a view of your facilities you would like to address. If it is the whole campus, then a master plan makes the most sense.
The first thing you need to do is define the project as best you can and hire an architect. Some schools have ongoing relationships with an architect; others issue a Request for Proposals (RFP). In either case, it always best to be as specific as you can be so that the proposal accurately reflect an appropriate scope of work. We have lots of examples of RFPs (good and bad) which we can share, just email me at David Epstein.The standard process is to invite several qualified architects, review their proposals and create a short list of three to four finalists for interviews. For international projects, the interviews are often done on Skype. Sometimes there is design work requested, sometimes not. As an architect, we always hope that the level of effort requested is commensurate with the opportunity.
It is really important to find a consultant that’s a good fit – someone not only with the expertise you need, but someone you have good chemistry with. After all, you may be working with them for quite a while. Good planning sets the table for a successful project and planning and design costs are minor compared with building and operating costs so we recommend focusing on the fit and getting the leadership, creativity and expertise with a firm you will enjoy working with.
Next Digital Crayon - Article 2, The Planning Process
Aug 27, 2012
TruexCullins Invited to Paris Competition
TruexCullins is one of four firms invited by the American School of Paris (ASP) to participate in an international design competition. In October, TruexCullins will travel to Paris, France to present their design. The TruexCullins team will comprise of Principal and Architect David Epstein, AIA LEED AP, Project Manager Diantha Korzun, AIA LEED AP and Pier Giovanni Spaziani, M.Arch.
“At TruexCullins, we are committed to creating healthy and productive environments,” imparts Epstein, “places that engage young people in 21st century learning.” Epstein has over 23 years of experience as a registered architect. He co-leads the Education Studio at TruexCullins, with a focus on K-12 and International Schools. Epstein has developed master plans and provided architectural services for schools in over 13 countries including: Belgium, Brazil, Bulgaria, Czech Republic, Romania, Russia, and Ethiopia.
Korzun served as the project manager on TruexCullins’ recently completed King Arthur Flour headquarters located in Norwich, Vermont. “We look forward to a vibrant competition,” she shares. “I am confident that our proposal will creatively address the client’s design needs.”
Aug 6, 2012
Now Hiring!
TruexCullins is currently seeking a high level Registered Interiors Architect/Project Manager or Certified Interior Design Professional/Project Manager with 10-20 years of experience to play a key role in Project Management of multiple residential, hospitality and institutional projects.
Qualified
candidates must have extensive Project Management experience, superior design
skills, technical proficiency, and be capable of running multiple projects
independently. Proficiency in AutoCAD, SketchUp, Revit, and LEED AP Certification are highly
desirable.
Those interested in applying for this position may contact Robert “Sparky” Millikin, Managing Principal, at smillikin@truexcullins.com
Subscribe to:
Posts (Atom)
- follow us on twitter
- become a facebook fan