By Lindsey Coulter

The University of Missouri–Kansas City continues advancing several major construction and renovation projects across campus, with work underway on academic, student-support and administrative facilities tied to the university’s strategic goals.

Current projects include the Healthcare Delivery and Innovation Building at 25th and Charlotte��streets��and renovations to the Atterbury Student Success Center.��Additional��projects expected to begin construction this year include the expansion of the Conservatory’s Olson Performing Arts Center and renovations to the UMKC Administrative Center.����

Healthcare Delivery and Innovation Building��

The 160,000-square-foot Healthcare Delivery and Innovation Building��remains��the largest capital improvement project in UMKC history.����

According to the university, the project reached a major��milestone��Sept. 17 when crews placed the final structural beam after a signing ceremony involving elected officials, university leadership, students,��faculty��and staff.����

Construction crews are continuing interior and exterior work throughout the facility. Interior wall framing is progressing, while drywall installation, piping insulation and overhead��mechanical,��electrical, plumbing and fire-protection systems continue advancing. Exterior work includes completion of penthouse metal panels, curtain wall installation,��roofing��and remaining fire-hydrant connections.����

The building is expected to open in 2027.����

Atterbury Student Success Center��

Renovations at the Atterbury Student Success Center began in May 2025 and are expected to conclude in summer 2026.����

The university reported that walls and ceilings are��nearly fully��installed, while carpet installation, painting and finish work are underway. Construction at the building’s north entry is expected to continue into the first part of summer.����

Once complete, the renovated facility will house Admissions, the UMKC School of Graduate Studies, the Center for Transfer Students and Adult Learners, Roo Advising, Career Services, University��College��and International Student Affairs. Plans also include a Welcome Center with a two-story atrium intended to host prospective students and their families.����

Career Services programming will also expand to include a Professional Wardrobe Studio, providing students with access to professional clothing options and interview headshots. UMKC Central and the Financial Wellness Center will��relocate��from the Administrative Center into the renovated building as part of the project.����

Olson Performing Arts Center Expansion��

UMKC Chancellor Mauli Agrawal announced during the 2025 State of the University that the Olson Performing Arts Center expansion is expected to break ground in 2026.����

The 35,000-square-foot addition will add performance and rehearsal spaces on the east side of the building extending toward Volker Boulevard.����

University officials said the project will increase performance, classroom and collaboration opportunities for students and the Kansas City community. The first phase of construction is estimated at $35 million and includes a large music ensemble performance and rehearsal space, two dance rehearsal rooms, support space for the dance program and a new accessible black box performance venue.����

According to the university, the black box addition will help create a “theatre district” alongside White Recital Hall, Spencer��Theatre��and the McIlrath Lobby.����

The second phase will renovate existing facilities, including White Recital Hall, to create��additional��classroom and theatre space as well as expanded student collaboration areas.��

UMKC Administrative Center Renovation��

Renovations to the UMKC Administrative Center are expected to begin in late spring and conclude in winter 2027.����

The project will focus on the building’s front exterior and first floor, including accessibility improvements such as removing stairs in the entryway and lobby and adding accessible parking spaces.����

Interior renovations include a refreshed lobby and new reception desk. As part of the changes, UMKC Central will��relocate��to the Atterbury Student Success Center, while its former Administrative Center space will become an alumni reception area and office suite for the UMKC Foundation.����

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MILPITAS, Calif. — Milpitas Unified School District has broken ground on Phase III of its Milpitas Innovation Campus, starting the final construction stage of a multi-phase learning and career training hub in Milpitas.����

District and project leaders said the last phase will add dedicated facilities for workforce development and early childhood education research, building on campus components that opened in fall 2023 and fall 2024.����

Phase III is planned to deliver two separate buildings: a 9,000-square-foot Workforce Development Center and a 3,500-square-foot Early Childhood Education Research Center, according to QKA.����

MUSD Superintendent Cheryl Jordan pointed to the campus’s broader impact, saying, “The multi-year development of this project at the intersection of global Silicon Valley has allowed us to see the benefits these facilities and programs are already bringing to our students, residents and businesses.”��

Jordan also described the role of the final phase within the overall campus plan: “Phase Three is the cornerstone of the MUSD Innovation Campus as it provides our industry, governance, community organizations and educators with a place to convene in partnership for work-based learning and durable skills development for career and life.”��

QKA said the Workforce Development Center will include meeting rooms, offices, conference rooms, a cafe,��kitchen��and lobby. The meeting rooms are designed to be reconfigured using operable partitions to create larger gathering space for conferences and��MUSD��Board of Education meetings. The kitchen is planned to open to a covered outdoor dining area��adjacent to��the campus’s existing main quad.����

The Early Childhood Education Research Center is described as having two classrooms with restrooms, along with breakout and administrative spaces.����

QKA President Aaron Jobson said the team emphasized flexibility across age groups and subject areas, noting the goal was to create “adaptable learning environments” that can support “a wide range of subjects and industries.”����

Project partners include QKA as designer for all phases, Blach Construction as builder and TBK Construction Management as construction manager.����

The release also notes sustainability measures such as designing toward Collaborative for High Performance Schools (CHPS) certification, using renewable power from MUSD’s existing photovoltaic system, and incorporating energy-efficient lighting, all-electric mechanical systems, stormwater��catchment��and water-efficient landscaping.����

Funding for the $90 million,��nearly 100,000-square-foot��Innovation Campus is attributed to the 2018 Bond Measure AA and California state-matching grants, with Phase��III��expected to complete in��summer 2027.����

This article is based on a press release originally published by Quattrocchi Kwok Architects on April 28, 2026.����

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By Sarah Clow

As student housing is a growing part of the higher education design and construction conversation,���鶹������ attended the Bisnow San Diego Student Housing & Higher Education Conference on May 13. The event brought together developers, university administrators, architects, and construction leaders, with a focus on balancing growth with affordability and changing��needs and��expecations��regarding��student experience. Across the board,��panelists��agreed that��institutions are rethinking��the traditional student housing model, and for many students next-generation housing options are��non-negotiable.��

Building For All — Balancing Housing Growth with Affordability��

There is a growing��student housing crisis in San Diego, where most universities can only guarantee housing for first- and second-year students. Panelists��were��candid about the structural barriers to building more attainable housing — and financing topped the list. When asked to��identify��the biggest hurdle — financing, land,��or approvals —��nearly every��panelist��pointed to��financing but also pointed��to strategies��for bringing costs down. Chief among them: increasing density.����

Adding more beds to existing builds helps spread construction costs across more units, improving the economics of a project without sacrificing quality. Delivery methods also came up as a key lever, with progressive design-build highlighted as an effective tool for faster, more cost-efficient delivery.��

Panelists��noted a��distinct��shift in how institutions are thinking about the relationship between unit size and community space. Square footage per student is shrinking, while investment in recreation and amenity spaces is growing — a deliberate strategy to push students toward shared community while also keeping per-bed costs down. When asked��about must-have��amenities for higher education projects, panelists pointed to outdoor programmatic space and collaborative, community-focused interiors as essential.��

Speakers included:��Hemlata Jhaveri, Senior Associate Vice Chancellor at UC San Diego; Bob Schulz, University Architect and Associate VP of Real Estate at SDSU; Abbie Hawkins, VP of Development at The Michaels Organization; Lindsey Sielaff, Operations Manager at Hensel Phelps; Richard King, Principal at Gensler; and Lisa Norombaba, Executive Director of Wesley House.��

Panel 2: From Dorms to Destination — Redefining the Student Living Experience

Today’s students��value��quality over quantity, and the��student housing��industry is responding.��

The ongoing��shift toward wellness-focused design��is��bringing spas, fitness centers, relaxation spaces, and mental health-supportive environments��into student housing. Interestingly,��these offerings��are no longer��considered��amenities —��they’re��expectations. Panelists noted that younger students are willing to trade square footage for higher-quality finishes and thoughtful design, a trend that is reshaping unit mix strategies toward smaller one- and two-bedroom configurations.��

Landscape and outdoor space took center stage, particularly in the Southern California context. Panelists from McCullough Landscape Architecture emphasized the growing importance of connection to nature, flexible outdoor��programming��and visibility — both for community building and for safety. Transparency and sightlines in outdoor spaces were called out as important design tools for creating environments where students feel secure.��

However, the panel pushed back on trend-chasing in amenity design. For example,��rather than��including a��golf simulator��—��a shiny��amenity that��doesn’t��hold long-term value��—��panelists��emphasized��creating genuine “third spaces” for socialization: areas that��aren’t��over-programmed, allowing students to use them organically.��

Walkability and bike-ability also��emerged��as a priority, with several panelists��advocating for��pedestrian-focused campus design as a means of supporting both student health and affordability by reducing transportation costs.��

The panel also highlighted an interesting tension in the market: while many developers are moving toward smaller bed counts and higher-end amenities to attract students willing to pay a premium, San Diego Community College District is taking a different approach — building higher-density housing with fewer amenities to maximize access for lower-income students. Both strategies reflect the breadth of need in the market.��

On the technology and security front, panelists pointed to smart package and food delivery lockers as an increasingly expected feature — a practical response to the realities of how students live today.��

Finally, the Southern California advantage was hard to ignore. The indoor-outdoor lifestyle is a genuine differentiator in design, and solar energy adoption is accelerating. Core Spaces highlighted a project near UCSD where rooftop and parking structure solar arrays are expected to cover��the majority of��the building’s energy costs — a compelling case for sustainability as both a��values��play and a financial one.��

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• Southbury and Middlebury voters backed Region 15’s $95.6 million 2026-27 operating budget at the May 6 referendum, according to posted unofficial results.��
• Voters also approved $224 million in bonding to replace��Gainfield��and Pomperaug elementary schools; the bond question passed overall even though Middlebury voters opposed it locally.��
• District materials say the plan is to build new PK–5 schools on the existing sites, keep students in their current buildings until the replacements are ready, and add dedicated preschool space while upgrading safety,��accessibility��and traffic circulation.��

SOUTHBURY, MIDDLEBURY, Conn. — Voters in Southbury and Middlebury approved Region 15’s $95.6 million operating budget for fiscal 2026-27 and authorized $224 million in school construction bonding to replace the district’s two oldest elementary buildings, according to referendum results released after the May 6 vote.����

The bond would support replacement buildings for��Gainfield��Elementary School and Pomperaug Elementary School, with the district planning to pursue state school construction grants that could significantly reduce the local share of eligible project costs.��

Unofficial results posted by the Town of Southbury show the Region 15 school budget passed 2,679-1,618 overall (Southbury: 2,048-1,059; Middlebury: 631-559). The construction financing question passed 2,474-1,820 overall, with Southbury approving 1,935-1,172 and Middlebury voting against the question 539-648, according to��.��

The Stamford Advocate reported the adopted budget totals $95.6 million, a $4.86 million (5.4%) increase over the current $90.78 million plan. The same report said the $224 million bond package would fund replacement schools on each existing site, with plans calling for larger buildings designed to serve about 550 students per school and include prekindergarten space, according to��.��

District project materials describe��Gainfield’s��original sections as dating to 1941 and Pomperaug opening in 1967, noting both facilities have aging infrastructure and systems nearing the end of their useful life. “many��of our systems and spaces are significantly aged, flawed, functioning unreliably, or��become��obsolete,” according to��.��

Region 15’s facilities materials say new construction — rather than renovation — was selected after feasibility work evaluated both approaches. The FAQ says early estimates compared roughly $80 million for renovation to about $86 million for new construction, but renovation would add significant costs and complications, including temporary swing space estimated at about $12 million and a longer timeline that could increase escalation costs, according to .����

On design and operations, the district says replacement buildings would address code and safety upgrades that older schools are exempt from because of their��age, and��improve circulation and traffic safety. The “Key Project �鶹������” page says the new layouts would funnel visitors from the main entrance to the front office for screening and bring the schools up to current fire and energy codes (including sprinklers and updated HVAC), while expanding parking and dedicated bus lanes, according to��.��

Project scope materials also cite improved traffic circulation at both campuses, including altered traffic patterns and a new access road intended to reduce congestion near Main Street and Poverty Road in Southbury. Region 15 further says the proposal is designed to keep schools��operating��throughout construction by allowing the district to occupy the existing buildings until the new schools are complete and ready for occupancy, according to��.��

Programming elements highlighted by the district include adding dedicated preschool classrooms and replacing makeshift instructional spaces (such as interventions held in closets or hallways) with purpose-built rooms and small-group areas, according to��.��

In its March 30 Board of Education newsletter, Region 15 said it sought voter approval in May to��submit��a school construction grant application by the state’s June 30 deadline. The newsletter also estimated total construction costs at about $224 million and��anticipated��roughly 64.2%��reimbursement of eligible costs under current assumptions, with a projected $80 million to $90 million local borrowing need, according to��.��

Before the May 6 vote, Region 15 said the Connecticut General Assembly approved a space waiver intended to support the district’s eligibility for its expected reimbursement rate while allowing some flexibility in shared spaces. “This legislation allows us to thoughtfully plan school spaces that meet student needs while also providing areas that can serve the wider community,” according to��.��

As the district moves toward a state funding application, Superintendent Joshua Smith described near-term steps, including governance and procurement work. “We will also begin the work of identifying building committees, grant application approvals and releasing a request for project proposals that will select an architectural firm for the design phase of the project,” according to��.��

The Stamford Advocate reported Smith hopes construction will begin in 2028 and that the new schools could be completed by 2030, subject to��state��grant approvals and other preconstruction steps, according to��.��

This article is based on reporting originally published by the Stamford Advocate, official materials posted by the Town of Southbury and Pomperaug Regional School District 15, and Region 15’s facilities project website in 2026. ()��

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The Board of Regents of The Texas A&M University System last week voted��unanimously to appoint Susan Ballabina, Ph.D.,��as 28th president of Texas A&M University.��Ballabina assumed��her new role on May 11, building on��more than three decades of service to Texas A&M and the State of Texas.��

Ballabina��previously��served��as Executive Vice Chancellor of The Texas A&M University System, where she helped lead systemwide operations, advance strategic initiatives and support the work of the A&M System’s universities and agencies across Texas.��

Throughout her career,��Ballabina��has held senior leadership roles spanning the university and the A&M System, including Chief of Staff to the president, Senior Vice President for Academic and Strategic Collaborations, and Deputy Vice Chancellor and Chief Operating Officer for Texas A&M AgriLife. Her work has included strengthening statewide programs, building partnerships, supporting research and educational initiatives, and coordinating large-scale efforts such as the Healthy South Texas initiative and the disaster recovery following Hurricane Harvey.��

“Texas A&M has a strong foundation, a clear mission, and passionate faculty, staff, students, and former students who care deeply about its future,”��Ballabina��said��in a statement.��“I’m grateful for the trust placed in me by the regents and Chancellor Hegar, and I look forward to working alongside the Aggie community to build on that strength and move the university forward.”��

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By Rob Filary, AIA

Across the country, Transitional Kindergarten is moving from pilot to policy, from niche offering to a foundational layer of public education. As districts expand access, a practical question comes into focus: where do four-year-olds fit within systems built for older children?��

The answer is beginning to reshape the physical environment of schools in ways both subtle and consequential. Transitional Kindergarten is not a program that can simply be absorbed into existing classrooms. It asks for spaces tailored to a different stage of development, where independence is��emerging��but not yet assumed, and where the first experience of school can shape a child’s long-term relationship to learning.��

Design, in this context, becomes less about accommodation and more about calibration.��

A Different Kind of Classroom����

Traditional elementary classrooms are organized around independence and routine. Transitional Kindergarten��operates��on a more fluid threshold. Students are learning how to be at school, and the environment plays��a central role��in that transition.��

Classrooms are larger, more��flexible��and intentionally zoned. Distinct areas for quiet reading, active play, group instruction, and sensory exploration allow students to move between modes of learning with clarity. Fixtures,��storage��and visual cues are scaled to a child’s perspective, supporting autonomy without overwhelming choice. In-class restrooms reduce disruption and reinforce independence, while material shifts from soft flooring to durable surfaces support a range of activities throughout the day.��

These intentional adjustments shape how students navigate space, build��confidence��and begin to understand the rhythms of school.��

The Architecture of a First Experience��

For many families, Transitional Kindergarten marks a child’s first sustained interaction with the school system. Design decisions at the campus level carry weight beyond the classroom.��

Locating Transitional Kindergarten classrooms near the front of campus, with direct access to drop-off zones, can ease daily routines and reduce stress for caregivers and children alike. What appears to be a logistical decision becomes part of a family’s sense of trust and belonging.

Within the classroom, access to daylight, views to nature, and controlled sensory input support focus and emotional regulation. Just beyond it, outdoor environments extend this experience in more physical, immediate ways.��

Outdoor Transitional Kindergarten play yards do more than providing a space recess by functioning as a dynamic extension of the classroom where learning becomes physical,��sensory��and directly connected to the surrounding environment. A well-designed outdoor space carries the same intentionality as its indoor counterpart, supporting exploration,��discovery��and skill-building across developmental domains.��

These environments play a critical role in social and emotional development. Open-ended areas invite collaboration, negotiation, and problem-solving, as children learn to navigate shared spaces and group activity. The ability to move freely and make choices fosters independence,��confidence��and self-regulation which are skills that underpin long-term academic readiness.��

Support for the student’s physical development is embedded in the landscape itself. Climbing elements, varied terrain, and adaptable materials support coordination, spatial awareness, and both fine and gross motor skills. At this stage, movement is fundamental to well-rounded learning.��

Thoughtful outdoor classrooms also reflect a broader commitment to inclusivity. Shaded areas, quiet nooks, sensory gardens, and flexible play features create multiple points of entry, allowing all students to engage in ways that align with their individual needs and comfort. Designing a yard with these elements in mind provides even the youngest students with an environment that broadens the definition of learning while��remaining��legible and supportive to every child.��

Here, play is not separate from learning but one of its primary vehicles.��

Fitting into the Larger Whole��

As Transitional Kindergarten expands, its integration into existing campuses becomes a strategic exercise. These classrooms do not��operate��in isolation but instead influence circulation,��supervision��and daily operations across the site.��

Proximity to kindergarten can support developmental continuity, while a degree of separation helps��maintain��an appropriate scale��for younger students. Many schools are beginning to cluster early learning environments into dedicated zones, creating a “school within a school” that balances connection with protection.��

Operational patterns shift as well. Drop-off and pick-up routines change when families��accompany��younger children. Supervision lines, restroom access, and security measures must account for different behaviors and needs. Even the orientation of windows and outdoor spaces contributes to a sense of safety and enclosure.��

These considerations extend beyond design in the narrow sense and shape how the campus functions over the course of the day.��

A Foundation with Lasting Impact��

Well-designed Transitional Kindergarten spaces help students understand where they are, what is expected, and how to move through the school day with growing confidence. They offer families clarity and reassurance and give educators environments that support a range of teaching approaches.��

As districts continue to invest in these programs, the question is no longer whether Transitional Kindergarten belongs on the elementary campus, but how its presence can strengthen it for everyone.��

By getting it right early, schools can reduce friction for families, support educators more effectively, and create environments aligned with how young children learn and develop. A stronger start for students and a more responsive campus begins with treating the first step into education as a moment worth designing with care.����

Rob Filary, AIA, is an Education Sector Leader at��.

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

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By Lindsey Coulter

Dorian Maness, GGP, is a Senior Project Manager and Mechanical Engineer for the Education Division of Matern Professional Engineering in Maitland, Fla.��Focusing on��project management and mechanical systems design, Maness��delivers��innovative,��tailored��HVAC systems��that allow��students and educators to focus on learning, while giving school leaders operational peace of mind.��

“School environments are often occupied and require continuous, rapid maintenance,” Maness said. “So, there’s a��balance to be struck between what the owner wants, what mechanical system��success��needs to meet the functionality of the school, and what the maintenance team can maintain to ensure the system operates effectively.”����

Maness joined the �鶹������ (SCN) Editorial Advisory Board in 2025, bringing valuable��expertise��in��engineering and mechanical systems for��K-12 and higher education.��As school facilities must contend with more extreme temperatures, changing codes, shifting maintenance budgets��and��higher��performance expectations, Maness��spoke with SCN about��what it takes to design and deliver systems that work and last.��

SCN:��What’s��your philosophy on balancing performance and cost in HVAC design?��

Maness:��Each project is��unique��and��it’s��critical we have the right conversations to figure out what works within the framework of the project and the owner.��My philosophy breaks down to “Make it make sense.” There is a fine line between the performance��of��a system and the cost of getting that performance out of the system. Clients often approach a project with the notion that they want the highest performance system. However, there is a��[financial]��tradeoff. As an engineer and project manager,��it’s��my job to understand things like budget and Life Cycle Costs to be able to have conversations with the owners or clients to guide them in a way that makes sense for their needs and the needs of their school. Sometimes��I’m��able to design a��cool��high-performance system and give them the most efficient HVAC system,��which can save money over time or get tax rebates for the district. At other times, due to first costs and budget, we must design a more robust system that is more easily��maintained��and that the district is more familiar with.����

SCN:��What innovations in mechanical system design are most promising for schools?��

Maness:��Schools are becoming more complex.��They’re��constantly��changing and��offering many��new programs��that used to be��available��only in colleges or technical schools. Mechanical equipment has become smaller and more powerful, allowing us to support various programming spaces, such as auditoriums, large gymnasiums, welding labs, automotive��labs��and robotics labs. Along with mechanical equipment, innovations in programming and BAS control have also been crucial to the advancement of how mechanical systems��operate. Adjusting to various school loads, allowing owners to see real-time alarms and failures on the equipment, are all innovations that have allowed us to change the way we design schools and give value back to the owners and clients.��

Additionally, in Florida, high temperatures and high humidity will always drive the mechanical system design in schools. Ensuring that the mechanical system has capacity to cool all spaces as required will become more challenging as the climate increasingly gets warmer or stays warmer longer. However, one trend I’ve seen is mechanical equipment becoming more efficient and better at handling high humidity or high temperatures. Utilizing this equipment in newer designs will be crucial to keeping up with future demands.��

SCN:��What’s��a misconception owners often have about mechanical design?��

Maness:��Owners underestimate the cost and space��required��to house mechanical systems. Most owners care��first and foremost��about how their building looks aesthetically, not about the space inside the building that no one sees. Ironically, this is the space that mechanical engineers care about the most:��the cavity above ceilings, the space on the roof, or mechanical rooms on a floor plan that no one will ever go into or see. These are the areas that house our��ductwork and��air��handlers,��chillers,��exhaust��fans��and many more pieces of mechanical equipment that are crucial to our design. Often, I hear how surprised they are about how many mechanical rooms we need on a floor plan or how much space we need outside for our chillers. This makes it crucial for us to be involved in early talks with the owner and architect when designing the footprint of a new building.��

SCN:��In what��other��ways do you collaborate with architects and planners to��optimize��student comfort?��

Maness:��I collaborate very closely with architects and planners to be sure the overarching designs maximize student comfort. While the architects design the layout of a school in respect to hallways, classrooms, gymnasiums, and more,��it’s��my job to ensure that our mechanical design��maintains��the various spaces and makes them��comfortable��—��no matter what the students are doing. The same type of mechanical system that serves a classroom��wouldn’t��be useful in a gymnasium or a cafeteria. Ensuring that these different areas of a school have the��appropriate mechanical��design is our most important job. Working closely with architects and planners is critical, and we communicate extensively about the spaces we need for all these different areas to ensure we can fit our equipment and have enough space above the ceiling for our larger ductwork.��

SCN: What project taught you the most about energy-smart system design?��

Maness:��Whether��it’s��elementary,��middle��or high school, the first question is always about costs. Since most schools are��supported by taxpayer dollars, cost savings and energy savings are always the first topics with owners.��In my experience, high-school projects present the most opportunity to��utilize��high-energy saving designs because they are larger and have more diverse student programming; kitchens, culinary labs, chemistry labs, auditoriums, and gymnasiums are all high-energy use spaces. These unique spaces create opportunities such as Bi-Polar��Ionization or��Demand Control Ventilation, which are energy-saving designs that help to reduce energy and life cycle costs over time.��

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

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