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Home » Topics » Construction & Retrofits » K-12 Case Study: Education Renovation

K-12 Case Study: Education Renovation

By Anne Cosgrove From the March 2014 issue of Today’s Facility Manager

T he administrators at Dunklin R-V School District located in eastern Missouri are expecting recently completed improvements to four of its facilities to save nearly $27,000 a year while enhancing the academic environment and avoiding future capital costs of up to nearly $300,000 annually. Completed in September 2013, the project was initially focused on the district’s Senn-Thomas Middle School, Pevely Elementary, and Taylor Early Childhood Center. Once the project was set in motion, a subsequent energy audit revealed that it would be beneficial to include the Butterfly Building, a facility also serving the early childhood and special needs programs.

The Dunklin R-V School District is comprised of the cities of Herculaneum, Pevely, Horine, and southwest Barnhart in Missouri. The district has three educational campuses: Pevely Elementary, Senn-Thomas Middle School, and Herculaneum High School.

Commenting on the project, Stan Stratton, superintendent of the Dunklin R-V School District, says, “These upgrades not only increase energy and operational efficiency and reduce energy costs, but they also enable the district to avoid significant capital costs which would have been needed to keep the buildings operational. Most importantly, they improve the academic environment to help us better fulfill our chief objective: educating our students.”

Broad Improvements In Order

Heading up the project for the district was Russ Waugh, maintenance director there since 2007. In discussing the impact this project has had on his department, he says, “Simply put, it has freed up our staff up to focus on additional tasks.” Inefficient HVAC systems and roof leaks were among the challenges Waugh and his staff had contended with in the past.

In late 2012, the district put out an RFP for a guaranteed energy savings contract. Under this contract structure, the energy services company (ESCO) hired for the project would guarantee a certain level of energy savings over a specified period of time. Those savings are used to pay the ESCO for its work for the district.

“After the resulting energy savings have paid for the improvements,” says Waugh, “our energy costs, which will only increase over time, will be reduced due to the improvements we’ve made. Simultaneously, we have increased the comfort of our occupants.”

Superintendent Stratton and Waugh collaborated to identify the company best suited to provide project services. Says Waugh, “We began by selecting five possible firms, narrowed down the list, and ultimately chose Trane for the project.” In January 2013, that company began evaluating what course of action to take for the district’s needs.

Waugh was a daily point of contact for the Trane team, working closely with Tiffany Duncan, an account executive there. Notes Duncan, “The biggest challenge was the need to complete major renovations and infrastructure upgrades in the early childhood center within a tight budget and schedule. We teamed up with Dunklin R-V School District to develop a plan to address both of these challenges while accomplishing the majority of their goals and objectives.”

The largest impact can be found in the Taylor Early Childhood Center and the accompanying Butterfly Building. These buildings were in need of major improvements, and these also house revenue producing programs. Explains Waugh, “These facilities are also central to the district’s special needs program. That program is also expanding, so it is important to continue making improvements for the students.”

Upgrades to the Taylor facility included modernizing the HVAC systems, upgrading electrical systems, and replacing domestic hot water piping and an electric water heater. Meanwhile, a partial roof replacement addressed comfort and leak issues. “The through the wall heating and cooling units we had been using there were very inefficient. We now have energy efficient rooftop units. Coupled with the work on the roof, this has made a huge difference in the comfort and indoor air quality in that facility,” says Waugh.

He continues, “The old HVAC units were working as hard as they could, but teachers and students still complained they were cold. Now we have adequate heating. This past winter, even when the temperatures [dropped into the negative or single digits], we didn’t have those types of complaints.”

Other improvements to the Taylor building were restroom renovations, which made these spaces compliant with the Americans with Disabilities Act and age appropriate. The upgrades included replacing plumbing fixtures, updating toilets with battery operated flush valves, adding three station lavatory systems (also with battery operated automation), and installing an epoxy coating over a ceramic tile floor.

Rounding out the work in that facility was the installation of new acoustical ceilings (and reducing heights from 12′ to 8′), exhaust fans, and T8 fluorescent lighting with electronic ballasts. In some areas, lighting occupancy sensors were used to save energy further. Outside, a walkway between the Taylor facility and the Butterfly Building was modernized, and LED lighting was used there for evening illumination.

HVAC and lighting were top items for replacement across the board. The Butterfly Building, which houses the early childhood program’s meal and nap areas, received new HVAC rooftop units and T8 fluorescent lighting and electronic ballasts. A full roof replacement was performed, which addressed issues with leaks. This facility also contains the IT department for the district.

The improvements for Pevely Elementary School and Senn-Thomas Middle School also focused on HVAC and lighting. The elementary school renovation included replacing hot water boiler systems in two areas of the facility as well as installing efficient lighting.

At Senn-Thomas, a significant impact from the project involved the gymnasium and locker room cooling systems. Two high efficiency packaged rooftop units now provide those spaces with comfort levels not possible before the project. Explains Waugh, “Air conditioning was virtually nonexistent in the gym before this project was done, and the new equipment has made all the difference in the world.” Other improvements at Senn-Thomas were to the heating and lighting systems.

The New Normal

Nearly six months on, the new equipment and interior items are easing both daily and long-term tasks for Waugh and his staff. Offering one example, Waugh says, “Here is a basic example. Before this project, when it would rain or snow the custodial staff would be kept busy addressing any leaks, cleaning wet areas, and examining the roof for perforations. The new roofing allows us to focus on the task at end when it rains or snows.”

Other time consuming activities related to rain and snow events included replacing damaged ceiling tiles, drying out materials, and preventing mold growth. “There had been a good deal of redundancy,” says Waugh.

The more efficient lighting has also eased facilities maintenance by reducing the replacement frequency. “I don’t believe we’ve needed to change a light bulb during this school year thus far,” quips Waugh.

Tying all these changes together is the district’s new energy management system (EMS), and Waugh is pleased with the capabilities this technology is delivering to his department. “The system has really increased our productivity. We are using our resources in a much more efficient manner,” he says.

“At Senn-Thomas, for instance, even before this project, we had other fairly new rooftop units, but it was not connected to an energy management system,” adds Waugh. “Now, after the project, we have 31 rooftop units, and it’s not uncommon for an air conditioning unit to throw a belt or have a fan motor go out. Now, when we receive a complaint call, I do not have to dispatch someone to the roof first. Rather, a mechanic can bring it up on the computer through the EMS to find out what is happening. This saves us a lot of time.

The EMS is also easing the task of tracking energy use and costs, and the district will be keeping tabs on this data. “That is an important part of our project, and we will be tracking utility costs for each campus,” says Waugh.

“I’ve been involved in $19 million worth of projects while working for the district,” he adds, “and this one was one of the most enjoyable. Working with [Duncan] and the rest of her team from St. Louis provided us access to a great deal of expertise.”

As the Dunklin R-V School District prepares for the end of the 2013-14 school year, Waugh and his colleagues continue to refine the new equipment at these four facilities. “We are very pleased with the technology that is now available to us,” says Waugh. The new building systems, coupled with the EMS and materials improvements, have enabled this district to enter a new era of efficiency.

This article was based on an interview with Duncan and Waugh .

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Educational Renovation in a Restructuring Society: Vietnam’s Case Study

• First Online: 01 December 2021

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• Phuong Thi Bui 4  

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In Vietnam’s society where the economy is under restructuring into a market one, the renovation of education started in 1982 and the comprehensive educational renovation have created huge changes in the national educational system in 2001. The educational renovation has been led by the Vietnam Communist Party’s (CPV) policy course, regulated by the country’s legislation and has opened up education opportunities, reduced social inequality in education, and changing educational level structure. A number of studies have clarified factors of educational opportunities and their relationship to the human resource and economy, but these studies are relevant mainly to societies with developed and developing market economy. Therefore, based on the systematical theory approach and literature analysis method, this paper concentrates on clarifying the education renovation triangle comprising education policy, education opportunity, and educational level in a society restructuring into a market economy in Vietnam.

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Le, H.N., Bui, P.T. (2022). Educational Renovation in a Restructuring Society: Vietnam’s Case Study. In: Nguyen, A.T., Hens, L. (eds) Global Changes and Sustainable Development in Asian Emerging Market Economies Vol. 2. Springer, Cham. https://doi.org/10.1007/978-3-030-81443-4_4

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Harper College

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Extensive Renovation Creates Welcoming Learning Environment

Harper College is one of the nation's premier community colleges, serving more than 35,000 students annually in Chicago's northwest suburbs. The College offers 40-plus degree programs and more than 100 career certificates. Harper's Building D, virtually unchanged since opening in 1969, recently received an extension renovation.

Building D now meets LEED Silver standards and provides enhanced accessibility. The renovations bring natural light into every modernized classroom and the building's acoustics were greatly improved.

According to campus architect Steve Petersen, KI furniture is used throughout because of the company's commitment to service, its product quality, and its attention to education trends.

"We're always looking for innovative ways to incorporate different types of furniture that can meet various faculty needs and we know KI is always introducing something new for those needs," said Petersen. As an example, Petersen pointed to the whiteboards that are used in the building's lecture halls and placed between fixed seating to encourage collaboration.

The lounge and the furniture selections were first and foremost designed for the students. It has become one of the most centered and student-filled spaces on the campus.

KI furniture complements the architectural changes to bring Building D into the modern era of education. A centerpiece of the renovated building is the two-story, glass rotunda that serves as a welcoming learning environment for students to meet and study. Designing the space to engage and accommodate students was “priority one” said Petersen.

“The space itself was meant to be transparent. Students can view the lake beyond the building and feel connected to campus,” said Petersen. He describes the impressive lounge as a very flexible, durable, and comfortable space. “There are spaces that are intimate, or the space can be manipulated and used for seminars,” Petersen explained. Petersen said all of the lounge furniture is used heavily and loved by the students, particularly the orbital Sway chairs .

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A public school system in Baltimore, MD had a major renovation and addition scheduled to an aging elementary school. The construction schedule was very tight with a start date after school commenced and an occupancy during the summer of 2019. Modular Genius, Inc. was contracted by the general contractor to provide a modular classroom complex that would house 8 classroom with restroom. The new 8,316 sf building was designed with a central corridor, classrooms on either side and boys and girls restrooms and IT and janitor’s closet.

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The purpose of this study was to evaluate how decisions are taken in the early stages of a renovation project, up to the design brief, leading up to the decisions on how to proceed with the renovation in the design phase. Although many technical solutions are visualised in the design phase, it is in the early evaluations of needs and demands, leading up to the design brief, that set the requirements for viable solutions in the design and production phases.

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The study was carried out as a longitudinal case study of the planning phases of a school renovation. The studied buildings were researched by document analysis and by attending meetings over a four-year period between the building owners and the municipality.

Aspects such as technical status, energy use and indoor environment in the buildings were not discussed to any great extent. A few inventories were carried out in the buildings to establish their technical and accessibility status. The aspects mainly discussed in the studied renovation project have been: accessibility, functionality with respect to teaching and learning requirements in addition to architectural and cultural values.

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This study illustrates the comprehensive analysis needed when renovating a building and on difficulties of addressing and evaluating all the viable aspects of concern. It also shows that this planning for a renovation is not a straight line but rather a process where conditions are continuously changing.

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Acknowledgements

In 2014, a national research network called Sustainable Integrated Renovation (SIRen) was initiated in Sweden, and it was funded by The Swedish Research Council FORMAS between 2014 and 2018. The SIRen research network aims at changing national renovation practice in Sweden through collaboration, participation and holistic views on sustainability. This research project is part of SIRen.

Farsäter, K. and Olander, S. (2019), "Early decision-making for school building renovation", Facilities , Vol. 37 No. 13/14, pp. 981-994. https://doi.org/10.1108/F-10-2017-0102

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Exploring bim implementation challenges in complex renovation projects: a case study of ubc’s brdf expansion, 1. introduction.

• Utilizing BIM to create a digital mockup of the existing environment that can be seamlessly integrated with the designed model.
• Advantages gained in project implementation by using 4D simulations, i.e., 3D models plus project schedule (time).
• Improved project management and coordination among multiple disciplines that can result in efficient project financials and planning.
• Effectively conveying the renovation or expansion objectives to clients and project partners, including aspects such as comfort, aesthetics, and energy performance.
• Providing more reliable estimations of construction waste volume during the renovation or destruction process.
• Enabling the use of prefabrication, resulting in more efficiencies.
• The standardization of spaces for equipment and building components that can subsequently lead to optimizations in cost, time, and quality.
• Examining how BIM tools and processes were utilized throughout the construction project, including the types of model uses and information requirements.
• Identifying how the use of BIM tools and processes impacted the project management practices and project outcomes.
• Documenting the benefits, challenges, and lessons learned from the BIM implementation process.

2. Research Background and Related Works

2.1. bim for renovation projects, 2.2. assessing the impact of bim, 2.3. literature review conclusion, 3. research methodology and approach, 4. case study: ubc’s brdf expansion project, 4.1. understanding the project background and current status, 4.2. understanding specific project constraints and challenges that led to the use of bim, 4.2.1. complex spatial constraints.

“Having major limits on the amount of space that we have in order to maneuver some of these massive pieces of equipment like the boiler and the ESP (Electrostatic Precipitator), and they’ve been basically shoehorned into this building. That was a huge challenge that we faced on this project” —Owner’s Project Manager

4.2.2. Lack of Reliable As-Built Information

“A couple of existing conditions that were found along the way like the communication ducts under the High Head Lab certainly delayed that scope of work. The conveyor pit conflicted with the existing underground conduits, and it also resulted and impacted the installation of the conveyors on the other end of the building”. —General Contractor’s Project Manager

4.2.3. Lack of Clarity and Changes in the Scope of Work

“I think another major issue was basically the growth in scope, which is related to the definition of the scope. There is definitely creeping scope in terms of what the consultants recognize in the contract versus what the client expected”. —Design Consultant’s Project Engineer

4.2.4. Other Notable Project Constraints and Challenges

• The renovation project encompassed complex activities, including the removal of existing equipment before installing new components.
• Coordinating with various project stakeholders, including facility managers, presented challenges, as the facility continued normal operations throughout the expansion project.
• The COVID-19 pandemic significantly impacted the project. Restrictions resulted in reduced workforce, communication challenges due to virtual work arrangements, and delays in major equipment deliveries from countries affected by the pandemic.

4.3. Overview of the Research Implementation and Findings

5. project organizational context associated with bim implementation on the brdf expansion project, 5.1. organizational relationships and team experience with bim, 5.2. project team’s bim experience and expectations, 6. project bim uses, 6.1. reality capture (as-is model), 6.2. design authoring and modeling, 6.3. design review and coordination, 6.4. constructability review, 6.5. 4d simulation, 6.6. communication and documentation, 6.7. vr application: enhanced design review, 7. bim implementation technologies and processes, 7.1. technology used in the brdf expansion project, 7.2. bim-related processes in the brdf expansion project, 7.2.1. data accessibility process, 7.2.2. model federation process, 7.2.3. communication process, 7.2.4. issue management process, 8. bim implementation impacts: benefits and challenges, 8.1. overall satisfaction with bim implementation.

“It was tight, and without the BIM model, we would definitely have said no to allowing the High Head Lab to construct before the equipment is in place”. —Design Builder’s Project Manager

“So, it [BIM allowed us to understand what our constraints were, and what space and room we had to work with. So, from that perspective, that was a huge milestone, that was extremely critical. Now, could we have done that without BIM? Probably. But could we have done it with 100% accuracy and confidence? No, probably not”. —Client’s Project Manager

8.2. Benefits of BIM Implementation

“Some kinds of structures are not easy to understand in a 2D environment, it would take us some additional calculations to figure out where things are. [… It was easy to understand the shape in 3D. [… There’s less time spent to determine how things are set up. In 3D modeling, you can just see, it’s right there”. —Superintendent, General Contractor

“There’s been several situations where we’ve identified conflicts before it was built. And it allowed us to correct those problems. [… It was understood that we had to try to figure it out before we actually got in there to install that pipe”. —Project Manager, Owner

8.3. Challenges with BIM Implementation

“There’s a third party that is facilitating the model, and that means if we want to communicate to the rest of the team in the model, we have to have that service party there to manipulate the model for us. So that’s somewhat of an inconvenience as well as it has a cost to it”. —Project Manager, General Contractor

“Our concern was every time we do that (use BIM), it has a cost. So, we want it to regulate viewing the model and having to spend those funds to manipulate the model for things that were, in our minds, relatively minor that could be shown in 2D way. So, we were trying to manage the 3d resource and allocate it where the cost seemed appropriate. [… I think if we had a 3D central model that was part of the project from day one, we wouldn’t have worried about any of that. [… So, we wind up alternating between communication in 3D and communication in 2D, based on a risk versus dollars sort of assessment”. —Project Manager, General Contractor

“Getting buy-in from other subcontractors would be the major issue. The steel structure, for example, there was nothing available, and I don’t think there was an intent to provide 3d models”. —Project Lead, VDC Service Provider

9. Lessons Learned

9.1. the organizational perspective, 9.1.1. bim requirements are essential, 9.1.2. choosing a suitable procurement method, 9.1.3. engaging organizations with sufficient skills and expertise in bim, 9.1.4. bim needs the involvement of the entire team, 9.2. the process perspective, 9.2.1. it is essential to implement bim for the entire workflow, 9.2.2. the information exchange process needs formalization, 9.2.3. preventing fragmented information, 9.2.4. facilitating model accessibility, 9.3. the technological perspective, 9.3.1. clarity on model lod, 9.3.2. clarity on model content, 9.3.3. clarity on software infrastructure, 10. summary and conclusions.

• Having clear BIM requirements.
• Choosing a suitable procurement method that enables BIM.
• Engaging organizations that are BIM-capable or at least providing sufficient BIM training at the project’s outset.
• Engaging the entire team in the process.
• Implementing BIM for all major workflows.
• Formalizing the information exchange process.
• Preventing fragmented information.
• Facilitating model accessibility.
• Having clarity on model LOD, model content, and software infrastructure.

Author Contributions

Institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Zadeh, P.A.; Han, S.; Staub-French, S. Exploring BIM Implementation Challenges in Complex Renovation Projects: A Case Study of UBC’s BRDF Expansion. Appl. Sci. 2023 , 13 , 12563. https://doi.org/10.3390/app132312563

Zadeh PA, Han S, Staub-French S. Exploring BIM Implementation Challenges in Complex Renovation Projects: A Case Study of UBC’s BRDF Expansion. Applied Sciences . 2023; 13(23):12563. https://doi.org/10.3390/app132312563

Zadeh, Puyan A., Seungho Han, and Sheryl Staub-French. 2023. "Exploring BIM Implementation Challenges in Complex Renovation Projects: A Case Study of UBC’s BRDF Expansion" Applied Sciences 13, no. 23: 12563. https://doi.org/10.3390/app132312563

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• Submit to  the daily :  Write a short article about your program or announce an information session and send it to the Office of Education Abroad to submit to the daily . 
• Attend the study abroad fair:  Study abroad fairs provide you with the opportunity to learn about other programs and promote your own. Students who go to the fairs are interested in going abroad, so this is a good venue to promote your course. 
• Send emails:  While it is never good to send out a lot of promotional emails, sending a few doesn't hurt. Ask your department chair or dean if he or she would be willing to send an email about your course to all of the students in your department or school. 

Marketing Statement for all print and virtual materials

For information about all study abroad programs offered through and approved by Case Western Reserve University, contact the Office of Education Abroad at  [email protected]  or visit the  Office of Education Abroad website .

Review the Application Requirements

All CWRU students intending to study abroad for credit are required to complete an advising meeting. For faculty-led study abroad programs, the faculty leader is responsible for holding an advising meeting with all students who intend to participate in your study abroad program to discuss academic expectations for the course, program logistics, and financial considerations . Faculty are responsible for tracking student advising meetings in the application portal.

Enroll Students

Once your course is approved by the appropriate university channels, you will need to submit your course to be listed in the appropriate term in the Student Information System (SIS). Study abroad courses are sent to the Office of the Registrar in the same way all other courses are submitted. When submitting your course to be listed in SIS, be sure to indicate that students will need your permission before they register for the course. Once the student has completed the study abroad program application and been accepted to your program, you will be able to give them permission to register in SIS. All faculty-led study abroad program participants must be students enrolled in the course for credit . Please note that participants may not enroll through an audit or College Credit Plus program.

Coordinate Program Fees and Finances

Faculty are required to submit to the Office of Education information on program finances and budget, including:

• The amount the students will pay as their study abroad program fee
• The account number where the student program fees will be kept or journaled
• The name of an individual in your department who will pay invoices and make reimbursements for the program

Most study abroad programs require a $250 or greater non-refundable deposit that is paid to the Office of Education Abroad and journaled back to the department.

For fall and spring semester study abroad programs , students pay their study abroad program fee as a course fee in SIS upon registration, and the funds are moved into the account number given on the program information form almost immediately. Reimbursements and invoices for the study abroad program are paid out of that account.

For summer term study abroad programs , students pay their study abroad program fee directly to the Office of Education Abroad by March 30. After the program fee due date, the Office of Education Abroad journals these funds and the student deposits back to the department to pay invoices and make reimbursements to fund the study abroad program. Students are also required to pay tuition for courses offered during the summer term (link out to summer term).

When a department is paying vendor invoices and faculty/staff reimbursements for a study abroad program, please note that these cannot be paid until the funds are in the department's account. 

The Office of Procurement requires that faculty complete W-8-BENE or W-8BEN tax form, as well as the Supplier Information Form . Faculty need to collect this information from foreign vendors early in the program development process. Both of these forms have extensive instructions on them. If the faculty member or the vendor have any questions, the faculty member should contact the Office of Procurement at [email protected] .

Next Steps: Before Going Abroad