Tours

Friday, October 18, 2024
7:30 – 11:00 am & 12:00 – 3:30 pm

Tarkett
V/S America
Download AIA Form »

Tour A

7:30 – 11:00 am (Limited to 53 Seats)
12:00 – 3:30 pm (Limited to 53 Seats)

Bus Loading: 7:15 am & 11:45 am
Leaving promptly at 7:30 am & 12:00 pm

Lincoln High School & Portland State University’s Fariborz Maseeh Hall

3.5 LU

Subject to Change

In order to ensure the safety and security of campuses, we would like to remind you that no one is allowed to go to schools directly for tours.

Please note that you must sign up in advance in order to attend a tour and utilize the A4LE provided transportation. Thank you for your cooperation in maintaining a safe and secure environment for everyone.

Lincoln High School

Lincoln High School

This tour highlights the remarkable journey of Lincoln High School’s transformation, specifically focusing on the shift from a socially segregated community to a thriving and inclusive environment, and from a mid-century model of education to an urban, next generation high school. The heart of this transformation lies in the innovative design and functionality of a series of interconnected spaces including the Commons, covered outdoor seating, a Multicultural Center and several Flex areas, and the open, “enticing” and transparent stair creating the high-rise high school on this small downtown site.

This walking tour of Portland Public Schools’ new Lincoln High School will allow attendees to explore the modern learning environment of the only high-rise school on the West Coast and a unique high school located in Portland’s downtown core. Starting at the main entry, participants will walk through the main office and then the Commons, which seats over 400 students, in addition to covered outdoor seating outside the large, field-facing windows. The Commons’ location as a crossroads, proximate to gym, theater, media center, and main stairs, serves as the heart to the school, bringing together students of different socio-economic and cultural backgrounds and creating a profound change in the school culture. After visiting the 500-seat theater, the group will view the second-floor Gymnasium, then taking one of the two glass-enclosed staircases to the 6th floor. From this top level, attendees will visit the art and science classrooms while taking in views of downtown Portland and the student flex spaces on each floor.

Learning Objectives:
  1. Gain insight into the challenges of designing and building an urban high-rise school.
  2. Understand, using specific examples, the benefits and challenges of early design assistance with the contractor and their subconsultants, and review the split permit strategy used by the team to achieve the owner's desired schedule.
  3. Learn the challenges of building on an urban site with poor sub-soil, including a still-active creek. The opportunity to re-imagine the school Commons (cafeteria) to bring students together through shared meals.
Architect of Record: Bora Architecture and Interiors
Landscape Architect: Mayer | Reed
Structural Engineer: KPFF
Electrical Engineer: Interface Engineering
Civil Engineer: Harper Houf Peterson Righellis, Inc (HHPR)
Contractor: Hoffman/Pacificmark
Specialized Consultants: Acoustical – Greenbusch; Lighting – O-; Theater – Shalleck; Cost – RLB
Owner: Portland Public Schools

Download Presentation »
Portland State University’s Fariborz Maseeh Hall

Portland State University’s
Fariborz Maseeh Hall 

With the aim of modernizing and revitalizing the 1960s fortress-like Neuberger Hall (now Fariborz Maseeh Hall) into a vibrant academic hub serving nearly all of Portland State University’s students, the design team was given a clear directive; transform the building with a contemporary, interactive, and light-filled atmosphere, enhancing connectivity, wayfinding, and accessibility. Additionally, it aimed to ensure compliance with life safety standards while fostering a stronger connection between the university and the city.

The design concept was driven by a desire to create an engaging, open, and humane experience. With emphasis on access to daylight and connections between indoor and outdoor spaces, Fariborz Maseeh Hall now connects to both active thoroughfare and park settings present on this urban campus. A new central lightwell brings daylight into the heart of this dense building, and a more transparent facade provides visual connectivity to the outdoors. With programs ranging from art and design, to math and world languages, to academic advising, a more connected and transparent building gives students, faculty, and staff more opportunities for cross-pollination. Improved ground floor program distribution provides both visual and physical connections between the plaza and park amenity spaces and expand opportunities for more student activity and interaction outside of the classroom. The physical connections are improved with a continuous accessible floor plan with full ADA access. Previously closed-in hallways and circulations now have unobstructed line of sight between the building’s eastern and western perimeter. 

Learning Objectives:
  1. Identify effective strategies for creating a welcoming and inclusive environment geared towards fostering collaboration, community and student success from a design, planning and programming standpoint.
  2. Understand limitations of structural systems in brutalist buildings of this era, and solutions to structural deficiency to improve overall building performance.
  3. Understand the challenges and opportunities for replacement building systems in buildings of this era, and how this informs the building design and execution.
  4. Identify possible solutions to accessibility and barrier removal within the constraints of an existing building, to make it welcoming to all.
  5. Understand the power of design to transform outdated buildings to be relevant to modern pedagogy and institutional goals, and to create a hub for student success.
Architect of Record: Hacker Architects
Landscape Architect: Mayer | Reed
Structural Engineer: ABHT Structural Engineers
Electrical Engineer: Reyes Engineers
Civil Engineer: KPFF
Contractor: Fortis Construction
Specialized Consultants: Lighting – Biella Lighting; Acoustics – Stantec; Envelope – RDH; Sustainability – LENSA
Owner: Portland State University

Tour B

7:30 – 11:00 am (Limited to 53 Seats)
12:00 – 3:30 pm (Limited to 53 Seats)

Bus Loading: 7:15 am & 11:45 am
Leaving promptly at 7:30 am & 12:00 pm

River Grove Elementary School and Lakeridge Middle School

3.5 LU

Subject to Change

In order to ensure the safety and security of campuses, we would like to remind you that no one is allowed to go to schools directly for tours.

Please note that you must sign up in advance in order to attend a tour and utilize the A4LE provided transportation. Thank you for your cooperation in maintaining a safe and secure environment for everyone.

River Grove Elementary School

River Grove Elementary School

The River Grove Elementary School project is a thoughtful, environmentally progressive replacement of a 1967 elementary school that existed on the same site. The previous 68,846 square foot elementary school was fully demolished, and students moved off-site to Uplands Elementary School during construction. At roughly 82,000 square feet, the new elementary school is currently under construction on the footprint of the original building.

When completed in Fall 2024, the new River Grove Elementary School will provide classrooms, extended learning areas, innovation lab, music room, stage, library, administration offices, gymnasium, kitchen, outdoor covered play area, outdoor learning spaces, and play fields. This school will bring the District’s goal for resiliency to a new level. The structure is designed to a higher seismic importance factor as a Category IV building that can offer shelter and emergency services to the neighboring community in the event of a seismic or other natural disaster. In a region previously known for successful passive design projects, Oregonians are having to adjust to a new normal of annual forest fire activity and record-setting heatwaves. In response to the changing climate conditions, the River Grove design incorporates a fully electric, sophisticated ventilation and cooling system that, when fully operational, will have a net zero energy use. A collaboration between the school district and local utility provider enabled the design team to innovate further by developing a microgrid design, one of the first American schools to feature this innovation and actively supports the state’s effort to reach zero carbon energy production by 2040. Implementing these systems means that the school will not only provide a healthy environment for students and teachers but provide a sanctuary during times of emergency for the greater community.

Learning Objectives:
  1. Sharing the benefits of climate resilient, carbon zero school.
  2. Educating other professionals about the benefits of microgrids in community buildings.
  3. Using data to examine traditional sustainable building methods to see what will specifically benefit the district you are designing for/collaborating with.
  4. Learning about what an elementary level CTE space in a sustainably designed school looks like. Seeing elementary level outdoor learning classrooms, their spaces and capabilities.
Architect of Record: Arcadis
Landscape Architect: Walker Macy
Structural Engineer: KPFF
Electrical Engineer: Glumac (MEP)
Civil Engineer: 3J Consulting
Contractor: Triplett Wellman
Specialized Consultants: Listen Acoustics, Vertex
Owner: Lake Oswego School District

Lakeridge Middle School

Lakeridge Middle School

With its welcoming, biophilic environment, Lakeridge Middle School is designed to support the unique needs of the middle school learner. The 141,000 SF school was configured to embrace the site’s mature trees. Twenty-nine trees that could not be saved were harvested and converted into interior and exterior structural columns. The biophilic elements within the building’s circulation, material palette, and performance re-enforce a connection to nature, which has been shown to create improved learning outcomes. The “loop” organization of the building creates an engaging and active environment that exposes the teenage learner to multiple learning opportunities.

The restroom’s non-gendered toilet rooms allow for privacy and safety for all students, regardless of gender identity. Dubbed as “learning studios,” the learning spaces have been reimagined as a series of adjoining classrooms. Each tech-savvy classroom features multiple teaching walls, mobile technology, and flexible furniture, while the adjoining larger rooms are outfitted with hanging power grids, shop-style sinks, and mobile tool closets for shared project work. The building is designed to be used as a community emergency shelter in case of a seismic or other disruptive event. It is designed as a Seismic Risk Category IV Structure, with enhanced lateral bracing throughout. A robust building envelope and operable windows allow the school to be habitable without any utility power. The school features hybrid-passive cooling systems in the classroom wings and cafeteria/commons. The system includes dampers that draw cool air through the building. It is aided by ceiling fans that mix the air within the rooms and exposed thermal mass. These strategies allow the building to reduce its energy use to a measured EUI of 22kBTU/sf/yr. Lakeridge has been honored with local, regional and national awards, including: A4LE LEsolutions Awards, New School Award (2023) and the A4LE Pacific Northwest Region Chapter, Award of Distinction (2023). 

Learning Objectives:
  1. Observe the calming principles of biophilia in action and learn how material selection can improve health and wellbeing in students.
  2. Understand how a public school can support the health of a community via low-cost resiliency measures.
  3. Learn to articulate ways to equitably support the learning center and identify resources and tools, including appropriate acoustics and daylighting.
  4. Consider how natural ventilation, air filtration, sinks, moveable walls, and inclusive restrooms facilitate the adjustment to a post-Covid world.
Architect of Record: Mahlum Architects
Landscape Architect: Mayer | Reed
Structural Engineer: KPFF
Electrical Engineer: PAE
Civil Engineer: Harper Houf Peterson Righellis, Inc (HHPR)
Contractor: Skanska
Specialized Consultants: Whole Trees Structures, Halliday, Greenbush, Stantec
Owner: Lake Oswego School District

Tour C

7:30 – 11:00 am (Limited to 53 Seats)
12:00 – 3:30 pm (Limited to 53 Seats)

Bus Loading: 7:15 am & 11:45 am
Leaving promptly at 7:30 am & 12:00 pm

Leodis V. McDaniel High School and Wy’east Middle School

3.5 LU

Subject to Change

In order to ensure the safety and security of campuses, we would like to remind you that no one is allowed to go to schools directly for tours.

Please note that you must sign up in advance in order to attend a tour and utilize the A4LE provided transportation. Thank you for your cooperation in maintaining a safe and secure environment for everyone.

Leodis V. McDaniel High School

Leodis V. McDaniel High School

The rebuilding of the new 296,000 sf Leodis V. McDaniel High School (McDaniel High School) transformed the former 1957 facility into a next-generation learning environment that serves the city’s most culturally diverse student population, encompassing more than 30 languages. A five-year planning and design effort involved hundreds of school and community stakeholders through a series of hands-on interactive workshops.

School Principal Adam Skyles, who was central to the design process, will tell the stories of how this facility has transformed the McDaniel school community. The building tour will show how the selective demolition of portions of the existing building was combined with new construction that weaves together the school into a seamless community. The new design inserts a new school Commons and Crossroads Atrium that connects all the major wings of the building and weaves together the five building levels as the school steps down a steeply sloped site in Northeast Portland. A STEAM wing brings together a wide range of hands-on labs and flexible workspaces connected through garage doors out to an active working courtyard, all visible at the center of the school. Participants will learn how grouping these programs has supported multi-disciplinary project-based learning. A new Performing Arts and Career Technical Education (CTE) wing brings together state-of-the-art music and theater facilities with real world robotics, engineering and digital media labs. The new athletics facility includes a 1,700-seat gym, an auxiliary gym, a weight room, and exercise, health and wellness spaces. The new Science wing is a “beacon” on the hilltop, giving the school a strong presence in the community. McDaniel High School’s regionally recognized Sustainable Agriculture program features a flexible cooking lab, greenhouse and large teaching garden. 

Learning Objectives:
  1. Learn how the design process combined renovation and new construction to transform a 1950’s “cells and bells” design into a connected community of learning spaces.
  2. Hear from the Principal who was deeply involved in the design phases on how the resulting building reinforced the sense of school community within the highly diverse urban setting.
  3. See the dynamic horizontal and vertical circulation system over five levels that creates a wide variety of unique places for students to study and socialize.
  4. Talk with students about what makes their school facility special.
Architect of Record, Prime/Design Architect: Opsis Architecture Associate Architect and DAO Architecture LLC
Landscape Architect: Mayer | Reed (also signage/environmental graphics)
Structural Engineer: ABHT Structural Engineers
Electrical Engineer: Reyes Engineering
Civil Engineer: Mazetti (formerly BHE Group)
Contractor: Fortis Construction
Owner: Portland Public Schools

Wy'east Middle School

Wy’east Middle School

Through extensive engagement with the district, users, and community, Mahlum crafted thorough educational specifications and designed a school to support the needs of each student. The new 134,000 SF Wy’east Middle School serves a diverse population of 900 students in Vancouver, WA. The new school is organized into an academic building surrounding an outdoor courtyard and a renovation and addition to an existing gymnasium. Circulation between buildings and wings through the courtyards, as well as use of designed outdoor classroom and gathering space, allows students to experience nature throughout their day.

The two classroom wings surround the Teaching Courtyard, which offers gathering spaces of various sizes organized around a central sloped turf green. The Commons Green encourages open play at lunch, with both a hardscaped zone for dining and an open turf zone ringed by a paved path. A central, double-height and natural-daylit north-south circulation spine connects the classroom wings and features exposed wood DLT structure and large expanses of glazing to bring warmth and connections to nature into the space. CTE/STEAM spaces, including large culinary and shop classrooms, are placed along the main circulation paths in the heart of the school to showcase those programs along with student-created work. The design centers around a simple framework that supports an ecosystem of flexible spaces sized for “one, some, many, or all” students. These spaces encourage positive social relationships by allowing students to find places throughout the day where they are most comfortable.  

Learning Objectives:
  1. Describe the process used to create a new District educational specification and build the first building to be constructed with these standards.
  2. Analyze the elements for successfully integrating exterior spaces into the secure learning boundary.
  3. Explore multi-functional materials and elements that support the creation of great student spaces: ground concrete floors, acoustic DLT ceilings, operable walls, and felt acoustic baffles.
  4. Investigate the features that support high-quality middle school specialty spaces, such as culinary labs, woodworking shops, and band, orchestra, and choir rooms.
Architect of Record: Mahlum Architects
Landscape Architect: Mayer | Reed
Structural Engineer: KPFF
Electrical Engineer: Interface Engineering
Civil Engineer: Robertson, Fick Engineering
Contractor: Todd Construction
Specialized Consultants: Food Service – Halliday; Security – Listen Acoustics, Reyah; Global Transportation Engineering
Owner: Evergreen Public Schools

Tour D

7:30 – 11:00 am (Limited to 53 Seats)
12:00 – 3:30 pm (Limited to 53 Seats)

Bus Loading: 7:15 am & 11:45 am
Leaving promptly at 7:30 am & 12:00 pm

iTech Preparatory and Center for the Deaf and Hard of Hearing Youth, Divine Academic and Hunter Gymnasium

3.5 LU / HSW

Subject to Change

In order to ensure the safety and security of campuses, we would like to remind you that no one is allowed to go to schools directly for tours.

Please note that you must sign up in advance in order to attend a tour and utilize the A4LE provided transportation. Thank you for your cooperation in maintaining a safe and secure environment for everyone.

iTech Preparatory

iTech Preparatory

Vancouver iTech Preparatory is a grades 6-12, early college, STEM-focused program created and operated by Vancouver Public Schools on the campus of Washington State University Vancouver. Supported by partnerships with business/industry and higher education, iTech combines STEM—science, technology, engineering and math—with liberal arts by integrating art and design principles into research and problem-based learning.

Prior to occupying it’s new building in January 2020, Vancouver iTech Preparatory was one of seven schools to earn Washington state’s “Innovative Schools” designation for 2016 and was the focus of a “Most Innovative School Districts” case study by the American Association of School Administrators in 2018. The school currently serves around 600 students with plans to grow to 670 over the next few years. The school consists of three stories of approximately 80,000 sf of new construction on a land-lease parcel on the campus of Washington State University-Vancouver. Programmatic elements include science and computer labs, collaboration break-out spaces, maker spaces, media center, fitness/activity turfnasium, and commons/gathering space.

Learning Objectives:
  1. Health: Throughout this innovative learning environment, there is a natural integration of elements that promote wellness, movement, and mental health. The infusion of the indoor / outdoor play space in the form of the second floor turfnasium offers a fun location to play and exercise.
  2. Safety: The collaborative and open style of teaching supports the technological needs of students while fostering a sense of belonging through the opportunity to solve problems together.
  3. Welfare: This tour will showcase how the building layout emphasizes that individual learning is connected to the greater whole. While classrooms and labs are used for specific lessons or workshops, they can just as easily be opened up to sounds of peers gathering on the central learning staircase, encouraging social interaction.

Center for Deaf and Hard of Hearing Youth Academics and PE Building

Center for the Deaf and Hard of Hearing Youth, Divine Academic and Hunter Gymnasium

The Center for the Deaf and Hard of Hearing Youth (CDHY) is nearing completion of a 35,000-sf new mass-timber K-12 academic and 15,000-sf physical education project on the historic Washington School for the Deaf campus. As the only residential ASL-English bilingual school in the state, CDHY offers a holistic approach focused on fostering linguistic, cognitive, social and emotional development, while also promoting the maintenance and study of American Sign Language (ASL) and English.

Deaf-led workshops activated a robust curve of user engagement throughout the process, informing a design that contributes to campus connectivity, transparency, and sense of belonging. Working closely with DeafSpace design consultants Hansel Bauman and Robert T. Sirvage, the progressive design-build team Skanska + Mithun partnered with the CDHY community to co-create spaces that provide engaging, Deaf-centric learning environments tailored to ASL-English bilingual education, leveraging mass-timber to reduce embodied carbon and support occupant wellbeing—reducing stress, improving daylighting, and increasing engagement in a conducive, home-like learning environment. DeafSpace design is about physical and emotional wellbeing, centering the Deaf experience and honoring Deaf culture. Everything from visual connection, “invisible corners”, extended peripheral and sensory reach, thoughtful lighting, high-performance glazing, colors that won’t accelerate eye strain, and more; needs to be considered to enhance the provision of instruction and services that meet the unique communication, education and safety needs of children/youth who are Deaf and hard of hearing. Student engagement is critically essential to positively impact Deaf education. Research on the biophilic influences of wood in interior environments has proven that connection to natural materials increases productivity, reduces stress, and improves overall well-being—all core tenets behind positive student engagement. The CDHY project embodies a holistic vision of Deaf education, where architectural innovation harmonizes with cultural heritage to create spaces that inspire learning, foster inclusivity, and empower future generations of Deaf leaders.  

Learning Objectives:
  1. Identify the links between education space design and student engagement, excitement, learning, focus, and wellbeing.
  2. Explore the DeafSpace Design Guidelines’ five major touch points between Deaf experiences and the built environment: space and proximity, sensory reach, mobility and proximity, light and color, and acoustics.
  3. Learn how highly tuned spaces maximize American Sign Language (ASL) / bilingual instruction practices and equip students for visual learning in conversation.
  4. Identify a way to optimize mass timber technology that affords a cost-competitive biophilic approach to build green schools with cognitive benefits to students.
Architect of Record & Landscape Architect: Mithun
Structural Engineer: PCS
Electrical Engineer: Glumac + JH Kelly
Civil Engineer: Harper Houf Peterson Righellis, Inc (HHPR)
Contractor: Skanska
Specialized Consultants: DeafSpace Consultant – HB A+P; Lighting Consultant – Dark-Light; Signage Consultant – Mayer | Reed; Acoustics – A3 Acoustics
Owner: Washington State Department of Enterprise Services / Washington State School for the Deaf

Tour E

7:30 – 11:00 am (Limited to 53 Seats)
12:00 – 3:30 pm (Limited to 53 Seats)

Bus Loading: 7:15 am & 11:45 am
Leaving promptly at 7:30 am & 12:00 pm

Art Rutkin Elementary School and Oregon Episcopal School Athletic Center

3.5 LU

Subject to Change

In order to ensure the safety and security of campuses, we would like to remind you that no one is allowed to go to schools directly for tours.

Please note that you must sign up in advance in order to attend a tour and utilize the A4LE provided transportation. Thank you for your cooperation in maintaining a safe and secure environment for everyone.

Art Rutkin Elementary School

Art Rutkin Elementary School

Named in honor of a beloved teacher and District leader, The Art Rutkin Elementary School reflects the community-oriented spirit of its’ namesake. Nestled into a steep hillside, the design of the new facility evokes the patterns and textures of the surrounding forest, clearly expresses the timber structure and maximizes students’ connection to the natural world. The school steps up a hill and is arranged in two parallel bars linked by a central community gathering space.  

The south bar is designed to allow community access after school hours and contains public spaces including the gym and media center. The north bar contains the school’s classrooms and collaborative spaces. Open courtyards to the east and west create indoor/outdoor connections to the landscape while bringing in daylight and ventilation. The overall site plan was designed with sustainability and equity in mind. A public multi-modal path runs through the site and connects a series of natural features throughout the neighborhood, including a significant storm water pond, a learning garden, a playground, and a soccer field. Equitable access is available to all members of the public in addition to the school community. A key design objective was to minimize embodied and operational carbon. The use of mass timber structure as well as traditional wood framing results in minimal use of carbon intensive concrete and steel. On the operational side, the school is designed to house the entire program under a broad, sweeping, continuous roof that is both angled and oriented to optimize on-site PV production. Community health is a key concern for TTSD. In addition to abundant natural light, low-to-no VOC interior materials and an extremely tight building envelope, the school also introduces an abundant amount of fresh outside air into the building via the use of heat recovery ventilators – a first for this District.  

Learning Objectives:
  1. Designing for community access and use.
  2. Explore and understand design approaches to low-embodied carbon building structures.
  3. Learn how to design “Net-Zero electric” facilities and navigate Oregon net-metering laws.
  4. Discover strategies that maximize “connectivity to nature” in the learning environment.
  5. Reflect on project lessons learned and improvements for the next one.
Architect of Record: Bora Architecture and Interiors
Landscape Architect: Lango Hansen
Structural Engineer: Catena Engineers
Electrical Engineer: Glumac
Civil Engineer: KPFF
Contractor: P&C Constructions
Specialized Consultants: Lighting Design, AV Designer, Energy Analysis, Technology Integration – Glumac; Owner’s Representative – OTAK; Acoustical Designer – Listen Acoustics
Owner: Tigard Tualatin School District

Download Presentation »
Oregon Episcopal School Athletic Center

Oregon Episcopal School Athletic Center

The Oregon Episcopal School (OES) Athletic Center has undergone a significant redesign, tailored to meet the evolving needs of students, athletes, and academic departments. Informed by input from both students and faculty, the updated facility boasts flexible team rooms and gender-inclusive facilities, promoting equity and a sense of belonging. Traditional locker rooms have been replaced with versatile team rooms, accommodating diverse preferences and fostering inclusivity for mixed-gender teams. Emphasizing the revitalization of underutilized spaces, the design encourages collaboration among coaches and their mixed-gender teams.

The OES Athletics Center serves as a community hub, offering spaces for varsity sports, physical education, and various gatherings. It prioritizes inclusivity and resilience, designed to seismic standards and boasting energy efficiency. The redesign reflects a shift away from traditional locker rooms, with fewer shower stalls and larger toilet stalls for private changing rooms. The Athletics Center, spanning 42,000 square feet, connects the lower school (also designed by Hacker) and high school campuses, featuring a central, multi-purpose space designed for play, exploration, and community engagement. The south-facing elevated concourse integrates with the surrounding landscape, providing access to nature and maximizing daylight. Overall, the OES Athletics Center embodies a forward-thinking approach to athletics, well-being, and discovery.

Learning Objectives:
  1. Understand one design approach for inclusivity and flexibility within a program type most traditionally considered to be gendered space.
  2. Identify features of inclusive design that reinforce safety and comfort while fostering community for the users.
  3. Identify how faculty and community engagement can be organized to foster a design and programming vision that reflects the school’s values and teaching philosophy.
  4. Identify opportunities for the use of natural materials, connection to nature, and biophilic principles within the context of this program type.
  5. Understand the approach to the structural system and envelope that allowed for simple construction but still meets the adaptability, sustainability, and seismic and environmental resiliency goals of the school.
  6. Describe the energy efficiency features that allowed the project to be considered “net zero ready.”
Architect of Record: Hacker Architects
Landscape Architect: Walker Macy
Structural Engineer: DCI Engineering
Electrical Engineer: PAE
Civil Engineer: Cardno
Contractor: Fortis
Specialized Consultants: Mechanical & Plumbing – PAE; Lighting – O-; Acoustical Engineer & Theatrical/AV – Listen Acoustics

Tour F

7:30 – 11:00 am (Limited to 53 Seats)
12:00 – 3:30 pm (Limited to 53 Seats)

Bus Loading: 7:15 am & 11:45 am
Leaving promptly at 7:30 am & 12:00 pm

Benson Polytechnic High School and hayu aLqi uyxat

3.5 LU

Subject to Change

In order to ensure the safety and security of campuses, we would like to remind you that no one is allowed to go to schools directly for tours.

Please note that you must sign up in advance in order to attend a tour and utilize the A4LE provided transportation. Thank you for your cooperation in maintaining a safe and secure environment for everyone.

Benson Polytechnic High School

Benson Polytechnic High School

Serving students from all over the district, Benson Polytechnic High School is not a typical neighborhood high school in that it uses a lottery system for enrollment. Founded in 1917, Benson has contributed to the industrial and vocational education of countless students over its storied history. In more recent decades, it has been transformed into a CTE (Career Technical Education) focused school, at which students choose a tailored high school path.

This project modernized the most historically significant portions of this designated local historic landmark: the 1917 main classroom building, the 1925 gym, the 1929 auditorium and the 1917 foundry building. Additionally, the design retains the most public façade of the moderately-contributing 1917 north and 1918 south shop wings, providing continuity to the public-facing historic fabric while allowing the program needs to drive the layout of the classroom / shop wings, maximizing functionality and adjacencies. The facades of the historic buildings were restored, including restoration of the original masonry, terracotta and windows. Interior spaces were reconfigured and updated, with a focus on life safety, accessibility, functionality, sustainability, and historic significance. Located at the heart of the school, the design features a new wing that houses a commons, student store, and digital café / career center flanked by two secure courtyards, providing ample outdoor gathering, learning, and project space. New two-story wings facing the east “CTE” courtyard provide state-of-the-art CTE spaces co-located with academic classrooms in an arrangement that maximizes functionality, adaptability, transparency, daylight and outdoor access on a tight site. 

Learning Objectives:
  1. Understanding the Evolution of Vocational Education: Learn about the historical evolution of vocational education at Benson Polytechnic High School, exploring how it has transitioned from a traditional vocational school to a modern CTE-focused institution. Learn about the design of heavy-CTE spaces, and the infrastructure required to support it.
  2. Exploring Design Principles for Integrated Education: Examine the design principles employed in co-locating CTE and academic programs, emphasizing how these principles enhance student learning by bridging diverse curricula and promoting interdisciplinary experiences.
  3. Appreciating Historic Preservation and Adaptive Reuse: Gain insights into the challenges and successes of preserving historic landmarks within a modern educational context. This includes understanding the restoration process of the school’s historic buildings while meeting contemporary educational needs.
  4. Experiencing Innovative Educational Spaces: Experience innovative educational environments, including newly designed wings and shared spaces like the commons, student store, and digital café/career center. Learn how these spaces foster collaboration, creativity, and career readiness among students.
Architect of Record: Bassetti Architects
Landscape Architect: Mayer | Reed
Structural Engineer: KPFF
Electrical Engineer: Glumac Engineers
Civil Engineer: Mazzetti
Contractor: Andersen Construction
Mechanical Engineer: PAE 
Specialized Consultants: Acoustics / AV Design – The Greenbusch Group; Food Service Consultant – JBK Consulting & Design LEED – Lensa Consulting; Lighting Designer – O-LLC Lighting Design; Theater Design – PLA Designs; Hardware – Adams Consulting & Estimating Planner – Angelo Planning Group; Historic Preservation – Architectural Resources Group Survey – Ferguson Land; Surveying Envelope Consultant – Forensic Building Consultants; HazMat – PBS Engineering; Environmental Cost Estimating – Construction Focus 3D BIM; Laser Scan – i-TEN Associates
Owner: Portland Public Schools

hayu aLqi uyxat

hayu aLqi uyxat

hayu aLqi uyxat, Chinook for “many future paths”, represents a shift in how Portland Public Schools delivers alternative education. District programs that had been operating in “leftover space” across multiple campuses across the district will be given a home in one, beautiful new building tailored to meet the needs of students seeking options beyond traditional high school settings.

Developed to address diverse needs such as social/emotional issues, engagement difficulties, teenage pregnancy, and curriculum pace dissatisfaction, hayu aLqi uyxat programs provide tailored educational experiences. Situated in a former parking lot adjacent to Benson Polytechnic High School, the new 85,000 SF multi-story building houses a range of programs including Alliance at Benson and Meek, DART/Clinton, Teen Parent Childcare, and Reconnection Services. It features a 500-seat gym, Makerspace, and hosts CTE programs like Automotive, Manufacturing, Culinary, and Digital Media, adhering to LEED Gold standards and trauma-informed design principles. Incorporating a stacked, three-story design, the hayu aLqi uyxat building embraces a unique “tree house” concept, creatively utilizing the site’s oak trees, which optimizes daylighting through strategic building orientation. Moreover, the proximity of diverse programs fosters opportunities for cross-collaboration, enhancing the educational experience for students. Recognizing the varied needs and requirements of each school and program housed within the facility, thorough consideration was given to individual specifications during the master planning phase, ensuring a tailored and supportive environment for all occupants. As part of the Benson Polytechnic Modernization project, this standalone building supplements the Benson campus which accommodates a variety of other educational programs such as Portland Evening and Summer Scholars, aligning with hayu aLqi uyxat’s mission to provide diverse educational options preparing students for college, work training, and global citizenship. 

Learning Objectives:
  1. Explore Strategies for Successful Personalized Learning Environments: Examine how the hayu aLqi uyxat building design and masterplan support personalized learning pathways for students with diverse profiles and needs. This includes understanding how the physical environment and facilities cater to individualized lesson planning, differentiated teaching practices, and holistic student development.
  2. Experience Flexible and Responsive Educational Spaces: Experience firsthand the flexible and responsive learning spaces within the hayu aLqi uyxat facility. This includes observing how classroom sizes, layout configurations, and amenities are tailored to support smaller class sizes and varied teaching methodologies aimed at addressing the “whole child” (social, emotional, physical, and academic needs).
  3. Explore Creative Sustainable Design Strategies: Examine approaches to meet LEED Gold standards and innovative features inspired by biophilic design, by incorporating the use of mass timber, renewable energy, healthy materials and optimized daylighting.
  4. Understand How Experiential Graphics can Support Student Wellness and Sense of Pride: Learn how student and stakeholder engagement can inspire and influence the telling of a story through graphic imagery and thoughtfully chosen words, to instill a sense of connection and pride.
Architect of Record: Bassetti Architects
Landscape Architect: Mayer | Reed
Structural Engineer: KPFF Consulting Engineers
Electrical Engineer: Samata Consulting Engineers
Civil Engineer: Vega Civil Engineering
Contractor: Andersen Construction
Mechanical Engineer: Arris Consulting Telecom
Specialized Consultants: Low Voltage – TFWB Engineers; Acoustics/AV – The Greenbusch Group, Inc.; Food Service Consultant – JBK Consulting; Design Cost Estimating – Construction Focus; Hardware – Adams Consulting & Estimating
Owner: Portland Public Schools

LearningSCAPES 2024 Conference in Portland, Oregon

Venue

Oregon Convention Center
777 NE Martin Luther King, Jr. Blvd, Portland, OR 97232

Dates

October 16-19, 2024

Contact

Email: donna@a4le.org
+1 480.391.0840

Quick Links

© Copyright 2024 Association for Learning Environments - All Rights Reserved