James Seaman, PhD, AIA, ALEP

James Seaman, PhD, AIA, ALEP Managing Principal

Say "Hello!" to James
james@fieldingintl.com

James Seaman, PhD, AIA, ALEP Managing Principal

Say "Hello!" to James james@fieldingintl.com

It is the cross-pollination of disciplines and a holistic approach to design that form the cornerstones of James’ career.”

James Seaman is not just an architect, but also an educational researcher. With a career spanning over twenty years, he has dedicated his work to designing and improving places for learning, and has managed, planned, and designed numerous innovative schools around the world.

James seamlessly straddles the worlds of architecture and education. His approach to designing schools begins with a deep understanding and vision for learning. He views the physical environment as a technology that can be designed to shape and support teaching and learning activities. This philosophy has led him to author articles about architecture and educational innovation and regularly present at conferences. He’s also an experienced teacher, having taught university courses in education and design.

James holds a Master’s degree in Architecture from Lawrence Technological University, a graduate-level certificate in Educational Facility Planning through San Diego State University, and a Ph.D. in Educational Psychology and Educational Technology from Michigan State University. His academic work enriches his practice, as he approaches design with a methodology rooted in academic research.

Dedicated to the profession of educational facility planning, James has served as the President of the Association for Learning Environments Midwest Great Lakes Region, an organization committed to best practices in K-12 and Higher Education. He holds the organization’s top distinction of Accredited Learning Environment Planner (ALEP) and received a Regional Service Citation Award.

James in the News

2024 Annual Impact Report

Strengthening Our Impact: Fielding International’s 2024 B Corp Journey As the first school design firm to achieve Certified B Corporation™ status, our commitment to using business as a force for good continues to grow. This year, we’ve set new benchmarks for social and environmental impact, deepening community connections and expanding our reach worldwide. Through transformative projects in new countries and renewed partnerships with longstanding clients, we’ve helped shape future-ready learning environments that empower students and educators alike. Internally, we’ve invested in our team with enhanced benefits and professional development, fostering a culture of growth and support. Our Global Learning Commons network has expanded, connecting educators and leaders globally, while our Future-Ready Fund continues to provide essential resources for students. Engaging in worldwide events has strengthened our mission, reinforcing education’s role in driving positive change. Looking ahead, we remain focused on innovation and impact—dedicated to shaping thriving schools, supporting our team, and leading the way in responsible business practices. Read our 2024 Impact Report below: What does it mean to be a Certified B Corporation™? Fielding International has the honor of being the first school design company to receive B Corp certification, joining a global movement of companies committed to using business as a force for good. Together, we are a community of businesses using our collective power to solve some of the world’s most pressing challenges, such as climate change, inequality, and—in our position—education. B Corp certification is a rigorous process that evaluates a company’s social and environmental impact, accountability, and transparency. By becoming a B Corp, we have committed to a higher standard of social and environmental performance, along with ethical practice. Moving forward, Fielding International remains committed to leveraging our B Corp certification to drive meaningful change in our industry and beyond, advancing innovation, equity, and sustainability in education.

Why Schools Need Future-Focused Strategic Planning

By James Seaman, PhD, AIA, ALEP, and Michael Posthumus M.Ed In today’s rapidly changing world, traditional approaches to strategic planning in schools are proving inadequate. While plans focused on finances, demographics, and operational efficiency are necessary, they often fail to equip schools for an uncertain and fast-evolving future. To truly prepare students for success in this dynamic environment, schools must shift toward future-focused strategic planning. This blog explores why this approach is necessary and offers actionable strategies to help schools innovate and thrive in the 21st century. The Limitations of Traditional Strategic Planning Traditional strategic plans in education often prioritize short-term goals and familiar metrics, such as budget allocations, student enrollment projections, and regulatory compliance. While these elements are important, they often maintain the status quo rather than promote transformative change. Many schools unconsciously draft plans designed to avoid disruption, focusing on stability over innovation. As a result, they risk becoming obsolete in a rapidly evolving educational landscape. Michael Porter, a Harvard Business School professor and a leading thinker on strategy, argues that "the worst error in strategy is to compete with rivals on the same dimensions."1 Traditional planning approaches often lack this clarity and specificity, which are essential for navigating a complex future. Instead of focusing on unique strengths and making strategic trade-offs, schools tend to adopt generic plans that fail to differentiate themselves or address their unique needs. The Importance of Thinking Globally to Act Locally To be future-ready, schools must look beyond their immediate environment and adopt a global perspective. This means learning from diverse educational practices worldwide and considering global trends that could impact local contexts. UNESCO has highlighted the importance of integrating global insights into educational planning to ensure schools are prepared for technological advancements, societal shifts, and new learning modalities that transcend borders.2 Schools should engage in “futuring” activities—intentional efforts to imagine different possible futures and develop strategies that are flexible and responsive to these possibilities. By understanding how innovative schools around the world are responding to challenges, local schools can adapt practices that make sense for their specific needs and contexts. Leveraging Strategic Foresight and Horizon Scanning One powerful method for future-focused planning is the use of strategic foresight and horizon scanning. Strategic foresight allows schools to explore multiple possible futures and prepare for them proactively. Horizon scanning involves continuously monitoring emerging trends, technologies, and societal shifts to identify opportunities and threats early. This approach can help schools stay agile and responsive to change rather than being caught off guard by new developments.3 For example, the trends of digital learning and the personalization of education require schools to adapt their curricula and teaching methods to remain relevant in a digital-first world. By using scenario building, a key component of strategic foresight, schools can think creatively about different potential futures and develop strategies that are robust across a range of possible outcomes. Building a Strategy Around Innovation and Agility Future-focused strategic planning emphasizes innovation and agility. Schools must be willing to take calculated risks, make strategic trade-offs, and focus on what makes them unique. For example, design thinking methods, such as design sprints and collaborative prototyping, can foster a culture of innovation and rapid iteration within the school community. These practices encourage a mindset of continuous improvement, where new ideas are constantly tested, refined, and implemented.4 Agile planning also means moving away from rigid, long-term plans and adopting a more flexible approach. Instead of adhering strictly to a fixed five-year timeline, schools should adopt a rolling strategy that is regularly reviewed and adjusted based on new information and changing circumstances. This approach allows for greater responsiveness to external forces, such as technological disruptions or shifts in community needs, and helps schools remain adaptive and forward-looking.5 Engaging Stakeholders in Futuring Activities Future-focused planning cannot happen in isolation. It requires the engagement of diverse stakeholders, including students, teachers, parents, administrators, and community members. Collaborative visioning sessions, participatory design activities, and global dialogues help surface diverse perspectives and build collective ownership of the school's future direction.6 Schools should leverage these engagements to challenge assumptions, generate bold ideas, and co-create a shared vision for the future. For example, workshops that bring together various stakeholders to explore future scenarios can help build a common understanding of potential challenges and opportunities. This inclusive process ensures that all voices are heard and that the resulting strategic plan reflects the aspirations and concerns of the entire school community. Incorporating Global Best Practices and Innovative Approaches Global educational initiatives provide valuable insights into innovative approaches that schools can adapt to their local contexts. The Global Partnership for Education (GPE) emphasizes the need for equitable, inclusive, and resilient education systems fit for the 21st century. Their strategic plan, GPE 2025, focuses on mobilizing global and national resources to drive transformative change in education systems worldwide.7 Similarly, UNESCO's work in regions such as Africa and Latin America demonstrates the importance of policy dialogue, public-private partnerships, and flexible pathways in education to promote equity and employability.2 Schools should draw on these global examples to inspire their own strategic plans and create learning environments that are responsive to both local and global needs. Conclusion: Reimagining Strategic Planning for a Rapidly Changing World In conclusion, schools must transition from traditional strategic planning methods to future-focused approaches that prepare them for a rapidly changing world. By thinking globally, leveraging strategic foresight, embracing innovation, and engaging stakeholders, schools can create dynamic strategies that are flexible, inclusive, and future-ready. This shift is essential for ensuring that students are equipped with the skills and knowledge they need to thrive in the 21st century. To explore how your school can develop a future-focused strategic plan, or to learn more about how Fielding International can assist you in this transformative journey, reach out to us today. Our team specializes in innovative strategic planning that aligns with your school’s unique vision and goals. Let's reimagine learning and design a future that empowers every student to succeed. References Porter, M. E. (2017). Strategy Keynote. Harvard Business School. PDF Link. ↩ UNESCO. (2021). Transforming education starts with planning. IIEP-UNESCO. ↩ ↩2 Futures Platform. (2023). Strategic foresight in education planning: A guideline. Futures Platform. ↩ Global Online Academy. (2023). Five strategic steps to design for the future of school. Global Online Academy. ↩ National Association of Independent Schools [NAIS]. (2022). How vision and real strategy can help schools shape the future. NAIS. ↩ Davies, B., & Davies, B. J. (2010). Strategic leadership: How to think and plan strategically and provide direction. Sage Publications. ↩ Global Partnership for Education. (2022). GPE 2025 strategic plan. Global Partnership for Education. ↩

Vision Alignment for Bonds: Transforming Educational Spaces to Support Future-Ready Learning

By Rob Atkins (Kingscott), James Seaman (Fielding International), and Sara Easter (Communications By Design) Most school bond efforts focus on repairing, upgrading, or replacing aging facilities. But what if bonds could do more than just maintain the status quo? By aligning bond initiatives with a clear and forward-thinking vision for education, districts can transform these investments into catalysts for meaningful pedagogical change. The Traditional Approach: A Missed Opportunity Pre-bond planning typically begins with a facility condition assessment that calculates a Facility Condition Index (FCI), a metric used to evaluate the physical state of a district’s buildings. While this is necessary to identify essential repairs—like roofs, HVAC systems, or infrastructure upgrades—it often results in a narrow focus on maintaining existing conditions. New buildings that are proposed frequently replicate old models, with only minor updates, such as a maker space or an innovation hub. This method prioritizes "what is broken" over "what is possible," seldom asking: Are these facilities truly suitable for today’s educational needs? As a result, the focus remains on short-term fixes rather than long-term transformation, missing an opportunity to create environments that foster innovative teaching and learning practices. A New Perspective: Bonds as Catalysts for Change To maximize the potential of bonds, districts must start with a compelling educational vision that guides every decision, from architectural design to technology integration. Every dollar spent should contribute to a transformative learning experience that prepares students for the future. However, a key factor often overlooked is the disparity in how schools receive funding. In Michigan, for example, schools receive significantly more funding for capital improvements through bonds than for operational budgets that directly support educational programs. This imbalance presents a unique challenge: districts must use bond funding wisely, prioritizing investments that genuinely enhance education rather than simply maintaining the status quo. Instead of asking, "What needs fixing?" districts should be asking, "What do we want our schools to become?" By strategically leveraging bonds, districts can move beyond repairing infrastructure to making substantial, long-term changes that align with their educational vision. Start with a Vision for Education, Not Just Buildings To innovate effectively, districts need to look beyond local examples and consider broader, global perspectives. In a hyper-connected world, students already interact with global ideas and technologies. A district’s educational vision should reflect this reality by incorporating innovative concepts from across the globe. Begin by involving all stakeholders—teachers, students, parents, and community members—in creating a shared vision for education. Ask, “What does future-ready learning look like?” and “How can our physical spaces support that vision?” This collaborative process ensures that the vision aligns with the community's values and needs and sets a clear direction for future investments. Evaluate Current Facilities Through a Visionary Lens With a clear vision in place, the next step is to assess how well existing facilities support new educational goals. Moving beyond traditional maintenance needs to identify both gaps and opportunities. Consider the following questions: Are classrooms adaptable for different teaching styles? Does the infrastructure support seamless technology integration? Are there collaborative spaces that encourage group work and creativity? This holistic assessment examines how every square foot can contribute to a better educational experience. By evaluating facilities through this visionary lens, districts can create environments that eliminate barriers to innovative teaching and learning. Reimagine Educational Programs Without Constraints Traditional facility planning often constrains educational innovation by retaining outdated classroom models and layouts. By aligning facility planning with a forward-thinking educational vision, districts can explore new ways to deliver curriculum and support diverse learning styles. This requires more than simply adding a maker space or an innovation lab; it involves rethinking how all spaces—classrooms, corridors, common areas—can support various learning modalities. Imagine a school where classrooms are not confined by walls and technology is seamlessly integrated throughout. How might teaching and learning evolve in such an environment? By eliminating these physical and technological constraints, districts can create spaces that support collaboration, creativity, and personalized learning. Design Solutions Aligned with Your Vision After understanding both the vision and the limitations of current facilities, districts should develop design solutions that bridge the gap. Focus on creating flexible, future-ready spaces that maximize the impact on learning outcomes. This might involve flexible seating arrangements, movable walls, or open spaces that accommodate both independent study and collaborative projects. The objective is to spend smarter, not spend more, direct funds to areas where they can most impact students and educators, prioritize investments that support dynamic and adaptable learning environments, preparing students for the future rather than reinforcing outdated models. Build Community Support Through Transparent Communication Strong community backing is essential for passing a successful bond initiative. Clearly communicate how the bond will directly benefit students and enhance learning environments. Use compelling narratives, visual aids, and success stories from other districts to illustrate the tangible benefits of transformed spaces. Utilize innovative practices to collect community input. Frame the bond initiative as an opportunity to make lasting, positive changes that benefit students for generations. Show stakeholders that this is not merely about fixing problems but creating new growth and innovation opportunities. Execute a Strategic Campaign Focused on Transformation When campaigning for the bond, emphasize its potential to create new opportunities rather than just repair old problems. Highlight this unique chance to move beyond “fixing up” to “building up” a more dynamic, engaging, and effective educational environment. Make the case for acting boldly and investing in a future that prioritizes educational excellence. Position the bond as a once-in-a-generation opportunity to reshape education meaningfully. Seize the Opportunity for Lasting Impact Bonds provide a rare opportunity to invest in the future of education. Rather than replicating old models or settling for short-term fixes, use this chance to implement meaningful changes that align with your district's vision. Focus on creating flexible learning environments, integrating cutting-edge technology, and incorporating design elements that promote collaboration, creativity, and personalized learning. By aligning your bond initiative with a clear educational vision, you ensure your schools are ready to meet the needs of future learners. Don’t just fix—transform. About the Authors and their Organizations Rob Atkins, PEKingscott Associates Rob Atkins is the President of Kingscott, a Michigan-based architecture and engineering firm with over 90 years of experience designing spaces that enhance communities. Kingscott's expertise spans educational, municipal, and commercial sectors, with a deep commitment to creating environments that support learning and growth. Rob leads Kingscott with a focus on innovative, student-centered design, collaborating with schools to develop environments that align with their educational visions. James Seaman, PhD, AIA, ALEPFielding International James Seaman, PhD, AIA, ALEP, is a Managing Principal at Fielding International, a global leader in designing learner-centered schools. James brings a unique blend of expertise in architecture and education, viewing the physical environment as a critical element in shaping teaching and learning. Fielding International is a certified B Corporation™, dedicated to using architecture and education to create positive social impact, focusing on designs that nurture student agency, collaboration, and well-being. Sara EasterCommunications by Design (CBD) Sara Easter is the President of Communications By Design, a Michigan-based firm specializing in technology integration and educational design. CBD works with schools to ensure their technology and infrastructure support a future-ready learning environment. By aligning educational technology with vision-driven goals, CBD helps districts eliminate barriers to innovation, ensuring that every technological investment enhances learning outcomes and supports educational change.