Flexible spaces that work: renovating today for tomorrow's needs.

As America's schools drive toward the 21st century, the ability of buildings to address and accommodate the needs of teachers and students is changing. A Buffalo, NY-based architectural firm is designing facilities that can grow and change with the times by using technology and space planning.

Two schools in suburban Buffalo, NY, needed flexibility in the design of their teaching areas to better meet the goals of the teachers, students, and schools. In both cases, the districts

wanted to expand the technological opportunities offered to its students, and make that technology an integral part of the curriculum. When the districts decided on renovation projects recently, both tapped Mach Architecture + Engineering. The firm, also based in Buffalo, designed facilities that responded to each district's commitment to technology.

The Library/Media Center

Constructed in the 1970s as an open-plan building with no walls, the East Aurora Senior High School now features a library/media center, computer lab, classrooms wired for technology, and shared mini-computer labs. In an effort to combine the middle and high school grade levels, the Victor Central School District put a 100,000-square-foot addition on the existing Senior High School. It also features a library/media center, shared mini-labs, classrooms wired for technology, and a full-size computer lab.

In each design the library/media center serves as a focal point. Located at the center of the building, it provides easy access to classroom wings, and features much more architectural detail (including skylights and multiple levels) than school libraries of the past.

The differences from traditional school libraries are not limited to aesthetics. The library/media centers in both schools also offer more resources to the students. Not only are there computer stations along with text resources, but the library/media centers are located adjacent to the computer lab. This expands its resource capability and makes it the hub of scholastic activity.

The facility is also designed for community use. The resources can be accessed by community members after school, since both centers are located adjacent to the main building entrances. In essence, the library/media center serves as a local branch library for the members of the community.

Variable Spaces and Mini-Labs

The driving force behind both designs was providing flexibility. In the "traditional" classroom setting, teachers would have 25-30 students in the same space for 40 minutes. This left few, if any, options for large or small group instruction, collaboration between classes, or flexibility in teaching a class.

In the new prototype classroom, however, teachers have a wide range of options in conducting their classes. Semester scheduling calls for class periods to be 80 minutes in length. Teachers can plan more varied lessons.

The mini-labs are internal spaces without outside windows, providing a glare-free working environment for teachers and students. Student supervision is not a problem, because the mini-lab can be seen clearly by two teachers. Computers face the window of the mini-lab, so teachers can monitor what projects students have on their screens.

Teachers from adjacent classrooms can each have students use the shared mini-lab. At the same time, two teachers can collaborate on teaching in the two rooms. In essence, two 30-student classrooms can be converted into one 60-student classroom simply by retracting a wall. A third option might call for one teacher to conduct small group instruction in the mini-lab, while the other conducts large group instruction in the expanded classroom. Projects not completed in the classroom, or those assigned for homework, could then be completed in the library/media center and adjacent computer lab.

At each facility, the wiring for the fiber optic network follows along the corridor wall. If service is required, the wiring is accessible above the corridor ceiling by removing ceiling tiles.

Designated server hubs throughout each building are located in telecommunications closets, eliminating the need for a separate server room.

Telecommunications closets provide a transition point between the backbone cable system and the horizontal distribution for each area served. In short, they are points where the main cable is brought together with the cable serving a specific set of rooms. The closets are easily accessible and are located in the corridors. Since there is approximately 300 feet between closets, it is easy to track and correct wiring problems.

In the space between telecommunications closets, the fiber optic cable serves as the backbone cabling system. The wiring that is distributed into the classrooms, however, is enhanced category 5 copper cable, transporting more than 100 megabytes of information per second. The decision to use copper cabling was based on the cost of network cards for the computer stations (fiber optic network cards are generally more expensive). Since the networks in East Aurora and Victor are both 10 Base T systems, the copper cabling and network cards were used in each classroom. Also, each computer features one RJ45 outlet and one double duplex receptacle.

Each project received matching funds from New York State in the 60 percent range. Remaining costs were raised by increasing the local tax base over a 10- to 20-year period. This had moderate impact on each community.

As teachers explore various teaching and learning styles, the need for schools to accommodate these new styles is a pressing issue. With technology-driven design, Mach Architecture + Engineering has helped these two districts address the need for flexibility and plan for the future.

Phil Pantano is marketing manager for Mach Architecture + Engineering, Buffalo, NY.