Gilliam Collegiate Academy
PROJECT DESCRIPTION Kathlyn Joy Gilliam Collegiate Academy is a result of the community’s desire for a program that would help close the achievement gap and improve college success across the community. The architecture emulates the collegiate experience to introduce students to the culture and rigors of higher education. GOALS & VISION Our design team met with the district administration and persuaded them to step back and begin a process to reinvent their current programs and processes, and to envision what the ideal portrait of a graduate would look like. This early college high school is specifically tailored to prepare primarily first-generation college students for academic success in college and beyond. The school’s curriculum combines high school and college courses during grades 9 through 12, allowing students the opportunity to graduate with up to 60 transferable college credit hours. The facility was designed to promote this curriculum while providing spaces that create a collegiate experience that encourages and supports student interactiA visioning committee representing all segments of the Early College High School (ECHS) (students, teachers, parents, administrators, board members, community and business leaders, college representatives and architects) met frequently to focus on preparing students to successfully complete college in alignment with the districts Theory of Action. Based on the information gathered in these sessions, the design team determined 10 problem statements that needed to be solved through thoughtful planning and design. on in both collaborative and social settings. Students are encouraged to seek knowledge and effectively manage their time. EDUCATIONAL NEED / PROGRAM The project scope was to create the first custom designed early college high school in the State of Texas, a project initiated by a grant through Educate Texas on behalf of the Gates Foundation and the district’s needs. The project consists of two story academic spaces, administration, dining, food service, gymnasium, supporting athletic areas, library, and a tiered lecture hall with multipurpose stage. Related site development included the integration of intramural spaces to support basketball and soccer, and the creation of a nature preserve. The two-story building provides varied academic and social experiences for 9th-10th and 11th-12th grade students. Higher grade levels are housed on the first floor, allowing for more freedom and unstructured time, and thus, more informal learning areas. The lower grade levels, which are located on the second floor, have more structure, a more controlled environment and a more structured learning environment. Large and small group instruction spaces have projection capability. Students and teachers have 1:1 technology. 3 large display screen in dining space exhibit student work and information. Wireless technology throughout school supports Whenever, Whatever, Wherever Learning. Spaces are capable of individual control for increased comfort. PLANNING PROCESS The Early College High School Community was created as part of a partnership between the Dallas Independent School District, Cedar Valley College, the University of North Texas Dallas Campus, and the Texas High School Projects of the Communities Foundation of Texas. The District had dedicated funds from the 2008 bond program to build a new facility. A visioning committee representing all segments of the Early College High School (ECHS) (students, teachers, parents, administrators, board members, community and business leaders, college representatives and architects) met frequently to focus on preparing students to successfully complete college in alignment with the districts Theory of Action. Based on the information gathered in these sessions, the design team determined 10 problem statements that needed to be solved through thoughtful planning and design. CHALLENGES AND SOLUTIONS
The school is specifically tailored to students who are underrepresented in higher education by providing opportunity and support for college success. The architecture emulates the collegiate experience as a means to introduce students to the rigors of higher education. Students learn to manage and utilize unstructured time imperative to college success. Spaces for collaboration outside of the classroom, spaces for learning during unstructured time, and preparing students for the 21 century skills drove the design of the common spaces. The architecture responds to creating a student centric learning environment that supports small learning communities. Student teacher interaction, peer interaction, and active community involvement to encourage formal and informal learning. SITE CONSIDERATIONS The early college high school is located in the South Dallas area to serve the six area high schools that are within the Cedar Valley Community College attendance zone - a college within the Dallas County Community College District. The project is nestled in the northeast corner of University of North Texas’ South (Dallas) campus providing easy access to the area university and to Cedar Valley Community College that is located less than four miles away. It is also located less than one-half mile from the area police substation, a community recreation center, and a Dallas Area Rapid Transit bus stop for use by the students. The design preserved areas of site that were heavily wooded. Multi-level spaces define separate functions within the building while responding to the 14’ feet of fall across the site. The school's theater and career research center also address community needs and encourage involvement. UNIQUE FEATURES/INNOVATIONS This 106,000-square-foot facility is designed to mirror a collegiate environment while maintaining the supervision appropriate for high school students. The commons is treated as a plaza between collegiate buildings that accommodates a number of functions. It supports individual and collaborative learning, also supports daily functions of dining, reading, and gathering. The main commons transitions from noisy, public space to quiet, private space. The professors and advisors are housed in the 'perch' to encourage vertical teaming and easy access at student's unstructured time. The perch engages the nature preserve on the outside and the commons on the inside. This location provides direct access to 9-10 grades and sought access to 11-12 grades. The building has a tiered lecture hall with stage which can be closed off from the rest of the building to provide a gathering space for the community. The stage functions as an indoor/ outdoor stage to be used with the lecture hall or the outdoor amphitheater. The building is intended to be used to provide the community access to books and technology, and may also be used for neighborhood events and in obtaining a G.E.D. MATERIAL CHOICES The undulating metal ceiling strategically deflects sound, while rubber flooring below masks incidental noises to absorb sound in the informal learning spaces, so group study will not disrupt the surrounding classrooms. A limited number of strategically selected furniture types create a harmonious aesthetic throughout a space containing multiple functions. Bamboo steps transition descending floor levels and act as gathering platforms for student collaboration. Writable surfaces on walls throughout the building encourage spontaneous student collaboration and creativity. Bright color highlights elements which house staff and support. Unique exterior fenestration material on each of the facades, the elimination of lockers, and an enclosed plaza contribute to the professional, collegiate feel. SAFETY AND SECURITY CONSIDERATIONS Open visibility to all spaces allows staff to maximize supervision, providing transparency and accountability, while still encouraging self-directed learning. Instead of traditional “home rooms,” faculty offices are located in a “perch,” a large, cubic space suspended on the second floor. From this space, faculty can view the various academic spaces. As is the case in a collegiate environment, students must seek out teachers or counselors when they need help outside of their normal class. Younger students are in closer proximity to teachers, providing more structure and supervision. Cedar Valley College provides college courses and other resources to students. The GO Center in the academy helps guide students in their decisions about college and career. ENVIRONMENTAL CONSIDERATIONS The school’s location on a 10-acre greenfield site adjacent to a nature preserve south of Dallas overlooking the downtown skyline provides a unique juxtaposition of natural and metropolitan landscape. The building incorporates a number of sustainable features, including daylighting, low-VOC paint, geothermal mechanical system, recycled materials, and enhance acoustical separation. In addition, the school is certified by the Collaborative for High Performance Schools (Texas CHPS), the nation’s first green building rating program especially designed for K-12 schools. Buildings are placed on site to minimize required earth work, while maximizing benefits of natural light to program elements. Highly reflective roofing and paving reduce heat island effects. Geothermal heating and air conditioning system reduce energy consumption by 17% better than code. Advanced lighting controls and improved noise control between classrooms enhances the quality of learning spaces. Environmental education and display panels in the common areas educate the occupants and visitors about sustainable features in the building. COST EFFECTIVENESS Dallas ISD began with a budget for construction of a new early college high school to serve 950 students that would take place in a traditional style high school setting. By convincing the district to envision their early college high school’s future, the construction budget, the program of spaces, the number of students serves, and the amount of square feet per student were reconsidered. The budget, beginning at $23,500,000.00, concluded with a significant reduction resulting in a final project price of $21,500,000. This project cost included all improvements related to site work, building construction, fixed furnishings, and technology infrastructure. Many of the spaces are multifunctional to allow for a variety of different teaching and learning styles. As a byproduct, the money saved in square footage was able to be used to incorporate high-end finishes, which further enhance the aesthetics and durability.
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