Extreme Makeovers: Dealing With the Realities of Existing Building Renovations
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The decision to renovate or build new can have long-term consequences for institutions. Renovation might be less expensive, faster, or involve historic or sentimental buildings. However, existing space may also be inefficient, outdated and unable to serve current teaching methods without compromises. This session, presented at EDspaces 2017 in Kansas City, explores factors to be considered when making the decision to keep, extensively modify, or demolish and build new, using examples from both the K-12 public school and university levels. Presenters Sanjay Kadu, AIA and Dan Kemme, AIA, LEED AP - architects and principals at Dekker/Perich/Sabatini - share best practices that can be generally applied to renovation and adaptive reuse projects.
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Extreme Makeovers: Dealing With the Realities of Existing Building Renovations
- 1. On your portable device, go to: PollEv.com/edspaces2017
- 2. Understand the factors relating to renovation of existing structures through lessons learned from actual projects. Learn strategies for determining when to renovate and when to build new based on budgetary goals and desired learning outcomes. Understand planning and design strategies for maintaining budgets and schedules during complex makeover projects based on strategies used on the presented case studies. Learn potential pitfalls to be aware of when executing building and site renovations through an analysis of completed campus revitalization projects. LEARNING OBJECTIVES
- 3. SANJAY KADU AIA Principal | Architect Dekker/Perich/Sabatini INTRODUCTION DAN KEMME AIA, LEED AP Principal | Architect Dekker/Perich/Sabatini KIZITO WIJENJE Director | Capital Master Plan Albuquerque Public Schools HEIDI FROHNAPFEL AIA, LEED AP Project Manager | Design New Mexico State University
- 6. 2015
- 7. 2015
- 9. 2014
- 12. Del Norte High School History and what it means to be a 1960s school Urban context Campus makeover due to population growth and evolving technology Phasing strategies and challenges Building organization Results
- 13. WORD ASSOCIATION What do we think of when we say “1950s school” or “1960s school”? Educational models Physical appearance Building organization Image courtesy of 1965 DNHS yearbook
- 14. HISTORY Image courtesy of 1965 DNHS yearbook Opened in 1964 on a 45 acre site Original: 800 students and 124,900sf Eventual: 1400 students and 265,142sf 1965 Pacemaker Award for Revolutionary Design Honeycomb layout – flexible teaching Movable partitions in 40% of classrooms Largest library in the state at the time
- 15. HISTORY Image courtesy of 1965 DNHS yearbook Opened in 1964 on a 45 acre site Original: 800 students and 124,900sf Eventual: 1400 students and 265,142sf 1965 Pacemaker Award for Revolutionary Design Honeycomb layout – flexible teaching Movable partitions in 40% of classrooms Largest library in the state at the time
- 16. HISTORY Image courtesy of 1965 DNHS yearbook
- 19. Facilitate programmatic innovations Sustainable enrollment trend Sustainable energy saving design that enhances classroom environment and safety in an urban setting Smart design to get maximum “bang for the buck” Revitalize an urban area in transition
- 20. 1964 1967 1973 1975 1977 2008 Population growth Unplanned development Circulation Portables Campus Makeover
- 31. ACTIVE CAMPUS Student and staff safety Temporary circulation and drainage Utilities
- 32. RENOVATE Adaptive reuse Minimize new construction
- 33. IDENTITY
- 34. New Identity
- 35. Student commons
- 36. Secured campus
- 37. Outdoor spaces
- 38. IDENTITY
- 42. Revitalize the campus and the neighborhood Created a sense of pride and respect Avoid overcrowding at other schools Student behavior and academic performance
- 43. The context and goals of the proposed renovation The reality of the existing structures Obstacles to economical renovation Strategies for making the project successful NEW MEXICO STATE UNIVERSITY Hardman and Jacobs Undergraduate Learning Center “ULC”
- 44. SETTING
- 46. M c F i e C i r c l e H a d l e y H a l l
- 47. SETTING
- 48. JACOBS HALL HARDMAN HALL REALITY
- 50. REALITY
- 56. RENO
- 57. RENO
- 58. ARTIFACTS
- 59. RENO
- 61. NEW
- 62. GROUPS
- 63. GROUPS
- 64. LEARN
- 65. LEARN
- 66. GATHER
- 67. GATHER
- 68. GATHER
- 69. INTERFACE
- 70. INVITE
- 71. ACTIVATE
- 72. Building Names Funding Source and Restrictions Building Artifacts Structural Conditions Grading and Accessibility SUMMARY