The design features innovative spaces for experiential learning, including: flexible classrooms where local professionals teach workplace-style classes, centers staffed by organizations that involve students in research and outreach, and collaborative workspaces where students develop their own business in concert with experts from the region. The building represents Butler’s competitive distinction from its peer institutions by making activities and interaction immediately visible and central to students’ experience. The design provides visibility by creating transparent spaces that invite participation in central locations around the multi-story atrium at the heart of the building. In addition, the central, broad, open stairs and generous balconies encourage creative collisions as students, faculty, and visitors move and interact throughout the building.
The Innovation Commons, which opens onto the central atrium, is equipped for students to start and run their own businesses as well as a wide range of other types of experiential learning. The Centers, distributed around the main level, provide space where business professionals, faculty, and students work together to solve business challenges. Glass overhead doors open to connect to the atrium and convey the importance and vitality of that work to the school and its guests.
The Butler Business School is named in honor of Andre B. Lacy, a local, successful entrepreneur and philanthropist, as well as a committed family man and daring adventurer. CSO’s interior design studio honored his life with a series of installations that incorporate a collection of custom-designed icons representing his many facets. The icons appear throughout the building as design elements in areas such as the rug in the main atrium and small medallions that are hidden throughout the building. A timeline of his life takes the form of 25 envelopes, connecting his first job in a mailroom and the endowment gift, reminding students that their humble beginnings can build to something great. The design team also featured objects that were important to Lacy – the time clock Lacy once used to clock into his job and the motorcycle he rode across continents. These were both gifts from the family who were intimate collaborators on the project. The conference table in the board room adjacent to the Dean’s office features the Lacy family knot and is a duplication of a table that exists at Lacy’s corporate headquarters.
Located in a prominent place on the campus, visible from the east entrance, the building completes the cross axis of the original campus masterplan. The building’s vertical towers and active silhouette reflect the characteristics of the much-loved historic campus. The building replaces a parking lot and defines the intersection of the two major green spaces at the center of the campus. CSO completed this project in collaboration with Goody Clancy.
The design of this new two-story K-4 elementary builds on concepts from CSO’s design of Southeastern Elementary School. While programming for this new school with HSE administrators, principals, and faculty, the design team determined the previous school design was a resounding success and very few enhancements were recommended for improvement. Daylighting and views, visibility, flexible furniture, classroom extensions, and multiple types of learning spaces are still key elements of the inquiry-based learning environment created.
Each learning neighborhood includes six studios (classrooms) and a central shared activity commons that is large enough for the entire neighborhood to gather. Also included in each neighborhood is a small STEM lab/kitchenette, three small group rooms, and three sets of student restrooms. Outdoor courtyards, patios, and rooftop terraces help bring the outdoors in and provide additional opportunity for extending the classroom outside.
Adjacent to the learning neighborhoods are instructional spaces for art and music along with a language/global studies/resource studio The close proximity between the neighborhoods and the enrichment areas provides the possibility of a flex classroom should a grade level size fluctuate and need an additional classroom.
The most central point in the building is the Discovery Center (Media Center) and support spaces. A large, two-story open area draws students into the space with various zones for gathering and reading as well as providing space for media production.
When the community supported WWS in their endeavor to address growing facility needs throughout the district with approval of a referendum, the largest allocation was put toward expanding the existing high school. Administrators saw this as an opportunity to not only address the needs of growing programs and an aging building, but to transform its education model and align the built environment with their pedagogical vision.
CSO studied existing facility use and programming information to quantify space utilization and projected student and program growth. Using CSO’s data, administrators decided to make the leap to a university model of education, allowing them to increase building efficiency and maximize the use of their budget to benefit as many parts of the building and programs as possible. In addition to this shift in space usage, WHS sought to accommodate growing demand for career ready programs, provide flexible areas for student use, and create spaces where students would want to spend time. All new and renovated spaces were designed to easily adapt to future program needs by minimizing built-in fixtures and maximizing use of mobile and flexible furniture. CSO worked closely with WHS to establish an aesthetic that mirrored the new educational direction with a high-tech, industrial feel while maintaining subtle touches that are distinctly Westfield.
The collaborative process between WHS and CSO and in-depth programming was critical to the success of this project. This approach allowed WHS to accomplish so much more than a traditional approach to projected growth would have allowed. The resultant custom tailored building will better support today’s students and staff in their endeavors and allow WHS to adapt to an unknown future much more readily and rapidly.
The vision for the Center was to provide a wide variety of educational learning and collaboration spaces, including specialty labs for robotics, PLC, warehousing, industrial maintenance, testing and health occupations. Multiple educational partners were recruited to share this facility to ensure a wide variety of program offerings. Participants include Vincennes University, Ivy Tech Community College, WorkOne, Hendricks College Network, and the Indiana Department of Homeland Security.
CSO led a collaborative process to program and design the facility. Visioning workshops for all stakeholders defined the important aspects of the projects. Then, during programming, looked globally across all space needs to identify opportunities for stakeholders to share key spaces to reduce the overall building square footage and increase space efficiency. Competitors, such as Ivy Tech and Vincennes University, had never shared a facility, so they were initially reluctant to consider sharing spaces. CSO’s expertise in building consensus helped all stakeholders successfully work through this challenging issue and prove out the benefits. Ultimately conference rooms, several classrooms, the community room, lounge/vending areas, collaboration/study areas, restrooms, and even the flex lab became shared spaces. The overall building design was key to gaining acceptance of this strategy.
The approach created a consistent design for the shared common spaces at the main entrance lobby and along the building’s main corridors. Stakeholder’s individual spaces were distributed along these splines and carefully positioned with enough separation to allow for individual identity.
The resulting design features a modern and inviting building exterior with large window walls surrounded by brick and metal wall panels. The two-story lobby at the main entrance is positioned at the building’s center to provide easy access for all tenants. The lobby is branded as MADE@Plainfield and features a reception desk, restrooms and dining area, offering direct views into both the flex lab and robotics lab for visitors. The main public corridors extend along the two window walls and incorporate the study and collaboration areas positioned along the outside walls. Natural light and exterior views make these inviting spaces for students. Natural light also floods into the adjacent classrooms spaces along the other side of these corridors though their interior windows. Large lab spaces are positioned behind the classrooms, allowing classrooms to have a direct connection. The project’s success comes from its unified appearance while at the same time meeting the individual needs of a diverse group of stakeholders.
The design for the building incorporates BMW Group’s guiding principles of modern architecture: monolithic, compact and cubic volume; asymmetrically composed and well-proportioned openings employing visual combination of smaller openings; a greater proportion of wall area to openings; and pure, simple detailing from a concise pallet of materials.
The training areas are set up to train for specific functions and each includes a classroom for theoretical instruction, practical training workshop areas, equipment prep, and storage area. Additionally, there is office space and conference areas for full time personnel, and a break room with seating for 60.
The building is designed with expansion capabilities for four additional classrooms totaling approximately 11,000 square feet.
Part of the University’s efforts to economically revive the south side neighborhood and attract new students, the Health Sciences building provides a new gateway to campus and an integrated hub where faculty, students, and healthcare professionals can collaborate on education and research.
The new Health Sciences building is reflective of the University’s commitment to inspiring excellence by providing learning opportunities that respond in innovative ways to the needs of all students. The building design presents a transparent, flexible concept that allows for current and future needs of the programs housed within. The building’s prominent location creates an ideal venue for an outdoor seating and interaction area adjacent to the indoor café.
The building consolidates several departments into a collaborative and integrated learning environment that promotes intellectual and social interaction among students and faculty. Included in the design are teaching spaces, faculty areas, research labs, and wellness-related areas for the Physical Therapy, Occupational Therapy, Nursing, Kinesiology, and Psychology Programs.
The goals for Columbus North High School included: flexible and adaptable learning spaces; an easily accessible, technology-rich environment; teacher and student work areas that inspire creativity, collaboration, problem solving, and innovation; the development of Centers of Excellence; and a safe and comfortable learning environment.
The project consists of 125,000 square feet of new additions and extensive renovations. By relocating the building entry to the opposite side and strategically placing building additions, the existing high school was transformed to fully address current needs and anticipate future needs. In order to bring the school up to current standards, five separate additions provide new space for music/performing arts, administrative areas, a new kitchen, additional classrooms, student resource and teacher resource areas, and for C4, a career and technical training center that serves multiple counties.
Interior renovations include the reconfiguration of existing areas to better accommodate the existing use of the space or to accommodate a new use for the space. Renovations of the first floor include the relocation of the existing cafeteria and kitchen areas, the relocation of the media center, new and/or renovated restrooms, and two new science labs.
The 4-story, 147,000 square foot building is designed to house research and laboratory space for Purdue’s School of Electrical and Computer Engineering, as well as 22,000 square feet of commercially-leased retail space and 60,000 square feet of Class A office space. Its beautiful common areas include an open, light-filled 4-story atrium and indoor and outdoor gathering and seating areas.
The building received LEED New Construction Gold certification recognizing Wang Hall’s best-in-class “green” building strategies and practices. The building was completed on a sustainable project site and is located in a community setting within existing residential and commercial infrastructure. In addition, the building and site were designed to minimize the impact of urban heat islands on neighboring developments and habitats. The design is mindful of both water efficiency and energy efficiency, and was designed with low-flow and high-efficiency flush and flow fixtures to reduce potable water use within the building.
The building features the University’s traditional blend of brick colors with light colored cast stone accents, copper gutters and downspouts, and a slate roof. The façade is punctuated with regularly spaced operable windows. The detailed profile of these windows exactly match the historic wood windows installed in the two buildings adjacent to the project, which were built in the 1940’s. The Geddes windows, however, reinterpret the window design in long lasting, energy efficient, and maintenance free anodized aluminum frames with high performance glazing.
The interior is distinctly arts and crafts inspired. Warm yellows, earthy reds, and muted deep green colors are used throughout the building giving it a cozy earthy character. Wood wainscoting used heavily in the public spaces adds to the building’s inviting nature and historic feel. Informal gathering spaces of various sizes are found throughout the building. Of particular note is the student library, found on the first floor, which features a fireplace centered along the north wall flanked by traditional built-in bookcases and classic arts and crafts furniture. Two of the other focal points on the first floor are the chapel and coffee house, located just off the building’s main entrance.
The replacement project for Central Middle School started with a series of workshops involving students, administrators, teachers, staff, parents, and Columbus community members. The goals for Central Middle School were to prepare for change in the future, promote collaboration through student-centered teams, integrate technology, incorporate flexible spaces, encourage community use and partnerships, and create a secure yet accessible environment.
CSO worked in collaboration with Perkins + Will to plan a flexible facility that would accommodate future growth and curriculum changes. The school is zoned into two components: an academic zone and a public zone. In the academic zone, spaces are grouped together to support the middle school team model and create a smaller scale environment for students, while remaining flexible for future teaching needs. Twenty four classrooms are grouped into teams consisting of three classrooms, a laboratory, and a shared space. Public spaces are separated from academic spaces by the building’s main entry. A multi-story commons acts as a cafeteria and multi-functional hub for students.
The use of historic signage and façade elements allow this new school to blend in with historic downtown Columbus. Significant green spaces create an educational park for the town while maintaining a neighborhood identity.
