Mat Su Career & Technical High School

1. 2008 Exhibition of School Planning and Architecture Mat Su Career & Technical High School Wasilla, Alaska Project of Distinction McCool Carlson Green Architects with Dr. George Copa

2. Mat Su Career & Technical High

3. Planning Process With less than 2 months to explore new directions, update the Ed Spec and create a concept design the project team adopted an integrated approach combining concept design activities with visioning exercises in a series of interactive user driven workshops. Breaking from the usual linear progression this process created unique opportunities and insights as design and program discussions evolved on parallel tracks. Learning Plan Visioning Planning Concepts

4. Planning Workshops The more than 50 participants included a broad range of school, community and business partners creating diverse and highly relevant input. Published as a supplement to the Ed Spec the Learning Plan summarizes the process and identifies critical areas of change and sets the stage for future exploration and growth of the CTE program. Participants developed a compelling Learning Signature; Changing, Adapting, Connecting / Inviting, Welcoming, Responding thatspeaks eloquently to the center’s future orientation and its deep roots within the community. The project responds to the signature’s reference to the Matanuska River with flowing textures and a core design concept focused on agility and adaptability.

5. Culinary Arts Learning Plan Concepts Create a Learning Network: while functioning as a comprehensive full time high school the facility should also serve part time high school students with future plans to serve post secondary and adult learners. Distance learning programs should reach out to remote areas of the Borough, State and the world. Integrate Academics: collocate academic and technical spaces to support the integrated, academy style curriculum, meeting the expectations for both continued post secondary learning and productive family-wage work. Adapt to Change: flexible instructional spaces should support individual, small group and large group learning with offices, technical laboratories, resources, and storage for project based learning. Over time it should be capable of transitioning from a classroom based instruction model to an individual standards based instructional model. Shared core functions should have the agility to change throughout the day to meet multiple needs and future program changes. Nursing

6. Partners Room Learning Plan Concepts Decentralized Resources: locate shared resources where they are needed most. Administrative functions should be located in or near career pathways to improve interactions between students, school staff and administrators. Libraries and other technical resources are included in each pathway where they provide ready references for hands-on learning. Create Compelling Identities: develop a sense of belonging and pride for each student, staff member, parent and community partner. Express the unique, compelling vision of the Center’s educational aspirations through development of a relevant Learning Signature. Within the complex develop unique identities for each small learning community of 100 students. Embrace the Community: recognize the community as the ultimate client, a source of vitality and renewal for the program. Create relevant, meaningful opportunities for business partner interaction within the daily operations of the school. Flexible Instruction Space

7. Welcoming Entry Learning Signature Inspiring and motivating students, this bold facility brings the power of the Alaskan landscape and technology together. The new facility creates a positive and visible focus for the Borough CTE programs with strong connections to the community and business partners. At once fun and serious, students respond with pride to its strong sense of purpose and unique expression. Natural Patterns respond to the program’s relationship to the dramatic Alaskan landscape. Exterior wall systems feature undulating, connecting patterns with a ‘glacial’ color scheme. Flowing texturesoninterior concrete floors and railings respond to the Learning Signature’s allusion to the ‘connecting, changing, dynamic Matanuska River.’ Much more than an aesthetic device, they give visible form to the changeable and connecting nature of the community, spaces and programs. Color, Texture, Pattern

8. Pathway Portal Agility & Identity Pathway Identities: portalsincorporate angular shapes, distinctive colors and custom logos creating individual identities for each pathway connected to the whole through the MPR/Partners Room, creating layers of community. As one moves through the portal, each small learning community further expresses its own personality, culture and supporting environment. Transformational Spaces like adaptable labs, flexible learning areas and reconfigurable MPR/Partners Room respond to changing community needs. Seismic braces located at the perimeter of the modularly designed learning spaces allow for adaptation over time to a more individual based learning or other program model. Partners Room in Transition

9. Transparency & Connections Welcoming First Impressions: the dynamic entrance canopy reaches out dramatically proclaiming the school’s technical orientation and leading to an expansively glazed entry lobby. Low winter sun penetrates the entry and MPR/Partners Room creating a warm, welcoming experience for students, staff and visitors Outdoor Learning areas are oriented towards the sun, protected from prevailing winds and weather, connecting visually and programmatically to the interior learning spaces. Learning, socializing and celebrating spills out into the sun filled patio areas through a large overhead door. Outdoor Learning

10. Accessible Systems Sustainability Buildings Teach: architectural features and advanced engineering systems are on display, intriguing and challenging students to learn more about the world around them, especially appropriate for a program that includes Architecture, Engineering & Construction. Visible systems include cable distribution, ductwork, lighting and an innovative buckling restraint seismic bracing system. Sustainable Features include high performance glass, low maintenance polished concrete floors, prefinished wall materials (less painting), highly efficient mechanical and lighting systems and readily accessible infrastructure. The existing mature birch forest is substantially preserved screening parking, providing buffers to neighborhoods and enhancing recreational opportunities for school programs. Located adjacent to an existing Middle School the program shares athletic fields further reducing tree cutting requirements. Articulated Structure

11. Exhibition of School Planning and Architecture 2008 Project Data

12. Exhibition of School Planning and Architecture 2008 Project Details

13. Pathway Anatomy Integration of Academic Spaces: spaces for core academics and specialized technical labs collocated throughout the facility to support the integrated, academy style curriculum. Small Learning Communities: five career pathways comprise the current program with a maximum enrollment of 100 students each. Each pathway has separate interior and exterior entrances facilitating after hours use and convenient access for students, staff and business partners. Informal Instructional Space: flexible instructional space provides individual work areas, small group work areas, large group instruction, teaching team offices, technical library, and storage. An important characteristic of this space is the ability to configure and reconfigure to meet the diverse and changing needs of each pathway.

14. Adaptable Core Designed for meaningful community interaction, the expansive and flexible MPR/Partners room creates an excellent after-hours venue where large gatherings can be easily accommodated while maintaining building security. An overhead door provides access for large equipment, vehicles and exhibits. Transitioning throughout the day the Partners room provides supplemental support space for all Pathways as well as a gathering space for formal and informal school events.

15. Pathway Logos Unique color signatures and logos were created for each pathway enhancing their individual identities. One day each month students wear their pathway colors (t-shirts, cap and kakis) as an expression of their identification with their chosen pathway.

16. Flexible Planning Module Flexibility in planning and future adaptability are facilitated by the use of a planning grid based on a basic classroom module. The 3 bay module was developed on support a variety of configurations that allow the program to migrate from a classroom based system to a individual focused standards based system over time.

17. Flowing Textures Responding to the Learning Signature’s reference to fluid, changing patterns of local glacial rivers was challenging within the projects tight budget constraints. Creating curved, flowing space was clearly not affordable and potentially not as suitable for the flexible interior functions. The strategies employed; exterior plaster patterns, arced entrance canopy, stained concrete floor patters and railing overlays were easily achievable with conventional materials and techniques, creating maximum impact with minimal cost.