The Master Plan Update, in Association with Hanbury Evans Wright Vlattas +Co, provided a comprehensive overview of the University's facilities and a flexible vision for the overall shape and pattern of future development.  It also provided guidance to the general character of development within the various campuses and within the districts of those campuses.  The master plan process identified areas of programmatic growth and change and recommended strategies to respond to the issues.  The update is based on the themes and concepts established in the 1996 Master Site Plan.  The updated plan also provides greater definition to the quality of the campus environments as they support the community of VCU, as well as greater definition to the desired external image of the university in the wider community of Richmond and the Commonwealth. The scope of the plan includes both the Academic and Medical College of Virginia campuses as well and Virginia Commonwealth University satellite facilities and programs.

The original study consolidated all data about the City's 61 school facilities relating to building structure and systems, sites, student enrollment and demographics, technology, transportation.  Over 677 total acres that included 36 elementary schools, 10 middle schools 6 comprehensive high schools, a number of alternative schools and school board facilities were a part of this study.  Approximately one-third of the facilities are over 50 years of age (many of significant historic nature), another third are over thirty years of age, and only four have been built within the last ten years.  

Several facilities options were reviewed and a second round of Community Dialogues was held to respond to closings, consolidations, renovations/additions, and new construction.  As many as 200 people attended these meetings.  A significant decision in the process was the elimination of at least one high school due to decreasing enrollment and increasing specialty or alternative programs provided by the City for high school level students.  A preliminary report was reviewed with the School Board at the end of October.  Eperitus provided project management services for the BCWH Architects Facilities Team.

BCWH engaged HOPE church leadership and community in an extensive collaborative master planning process which included a comprehensive review of the church's history, values, identity, ministries, program needs and anticipated growth. This process led to the development of several "Planning Values" that were to be incorporated in every aspect of the design.   BCWH wanted Hope Church to have the flexibility to implement construction on any of the four main areas of the site in whatever sequence and priority was suggested by future ministry needs and growth.  We called this "dynamic phasing." In fact, the intention is that most any area could be developed in any sequence according to ministry needs and available funds.  The intended flexibility and adaptability of the design of the spaces will also support conversion and retrofit of existing spaces to serve new program functions as the rest of the facility is developed.   BCWH and HOPE have successfully completed design and construction of phase one of this long range master plan.

BCWH was engaged to assist this private boarding school situated on the Rappahannock River in Middlesex County in the development of a long range campus master plan.  Consistent with earlier patterns of development, this plan would guide the placement of new buildings and, in some instances, stipulate the removal of existing buildings to respond to programmatic needs of the School. From this planning exercise, came the decision to design a new 12,500 square foot science building and a 21,000 square foot dormitory.  The science building is situated on a hill at the edge of the existing main campus to both take advantage of the dramatic views of the river and to reinforce the School's strategic goal to link the marine and environmental science curriculum to the school's riverfront setting.   

The new science building was designed following LEED-for-schools criteria. The school decided to pursue a LEED approach as a reflection of their campus philosophy.  An energy model was developed from the start and energy efficiency was pursued along with strategies involving all disciplines that minimize the building's environmental impact.