Visionary Design in Education: An Exclusive Interview with Dr. Christi Morgan, WRA’s Director of Educational Planning
Dr. Christi Morgan joined WRA in July 2023 as our Director of Educational Planning. She has an extensive history of serving as both a public k-12 educator and administrator. Her role with us focuses on guiding our design teams and nurturing our client relationships to improve learning environments that positively impact student engagement and achievement.
In this exclusive interview, we explore seven pivotal questions that shed light on the evolving dynamics, challenges, and innovations shaping the educational journey for students and educators alike. From emerging technologies to pedagogical shifts, Dr. Morgan offers invaluable insights into what lies ahead for the realm of K-12 education design.
Q: You joined us in July 2023. We hired you not only for your exceptional experience as an educator but also as a leader in your field to bring our Next Gen vision to fruition. What are some of your aspirations for our education design going forward?
When designing classrooms and campuses, the goal is connecting students to learning opportunities while maximizing flexibility for educators. Educators are charged with designing learning that sparks curiosity and meets the unique needs of every learner. As I join the WRA team, my goal is to support meaningful conversations focused on learners of today. Research validates how students of today learn differently, and they need opportunities to wrestle with content, solve problems, ask questions, and develop solutions to store information and generalize learning across content areas. The design of classrooms must remain flexible to provide places and spaces to work independently, engage in conversations with peers, and present their learning.
Q: We take a holistic approach to our design and this position is meant to infuse pedagogy into the planning stage to design schools that are focused on educating the whole child. What do you believe should drive the design of this ideology?
An all-around classroom design, which moves beyond the traditional method of teaching solely from the front of the room, emphasizes a student-centered focus. This approach incorporates interactive tools and technology to enhance learning experiences. It fosters movement through intentional design between spaces and utilizes furniture that allows and encourages physical activity, creating a dynamic and engaging learning environment.
Q: With your tenure in the industry, you have a solid grasp of our clients’ needs and problem-solve for their developments. How does your background help our clients understand overall visioning and constructability?
My desire is to seamlessly connect educational design and practice through facilitating client conversations focused on how space impacts teaching and learning, while also teaching our architecture staff more about the function of places and spaces. Facilities planning begins in the bond planning process, and having the opportunity to work with our clients, and stakeholders, at this early phase ensures exploration and identification of client goals that remain forefront throughout the entire design process.
Q: You started out as a teacher which also seems to inform the design. Does knowing how students and teachers experience these facilities make you more sensitive to their needs, and how does this bridge into architecture, both aesthetically and emotionally?
When I’m talking with teams, I often “walk through” the buildings and classrooms we are designing in my mind. Some of the technology we use brings design into three-dimensions, yet I think taking time to “walk through” the space allows me to ask questions about how the space could be used, how spaces interact, and how the flow of the space could support or hinder classroom instruction. Asking questions of our design teams and of our clients keeps classroom instruction and the function of each space at the forefront of design decisions. In my mental “walk-throughs,” I often spend an extended amount of time thinking through the student experience in areas serving special populations, the parent and staff interaction in admin areas, student experience in large community spaces, and places where students go to receive emotional support.
Q: You have a very diverse background: from teacher to diagnostician, and superintendent to professor, what motivates you to be a leader and mentor here at WRA?
Having the opportunity to work with our clients and learn how they meet the unique needs of their school community is energizing and motivating. I continue to be a teacher at heart and love designing learning experiences for our WRA team. Working with our team to build knowledge of education and supporting our team through leadership development allows the opportunity to teach and to apply things I learned as teacher and administrator.
Q: We have a bevy of projects in the works that you’re influencing with your knowledge and expertise. What are some of the most exciting projects on your plate?
Irving ISD Crockett Middle School: The replacement school aims to provide updated and flexible spaces designed to facilitate student collaboration, presentations, and performances, aligning with the project's design goals. I had the opportunity to lead visioning sessions, guiding the development of these innovative learning environments. These sessions focused on creating versatile areas that adapt to various educational activities, ensuring that the new school will support a dynamic and engaging learning experience for all students.
Castleberry ISD: Consulting with the design team, we focused on making additions to connect and update the high school space, ensuring a seamless integration of new and existing areas. A key aspect of our approach was enhancing the interaction between indoor and outdoor spaces, particularly in relation to career and technology education and future planning. By emphasizing this connection, we aimed to create an environment that supports modern educational needs and prepares students for future challenges.
Bond planning with many of our districts has provided an invaluable opportunity to engage with school leaders, staff, students, and community members to determine both long-term and short-term facility needs. Through these collaborative efforts, we have been able to gather diverse perspectives and insights, ensuring that our planning process is comprehensive and addresses the various requirements of our educational community. This engagement is essential for developing effective and sustainable solutions that will benefit our schools for years to come.
Q: Is there anything you wish more K-12 clients would know about the impact of architecture plays in students and administrators lives?
Several things come to mind. The design of educational spaces has a profound impact on the mental health of students, providing access to natural light and green spaces as well as areas that encourage movement. Additionally, the configuration of classrooms directly influences how educators design and deliver their instruction, shaping the overall learning experience. Finally, focusing on intentional design that fosters a love for learning, transforming schools from places where students feel they "have" to go into environments where they "want" to go.