Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.
Design Architect
Local Architect of Record
Contractor
Photography
The Arizona Diamondbacks academy returns to the organization’s original foothold in the Dominican Republic. The site once held the club’s first academy, organized around four diamonds in a clover formation. That facility has been removed, but its geometry and presence remain embedded in the ground. The new campus extends this lineage, building from what was there rather than replacing it outright.
The academy is conceived as a distributed campus. Five buildings—administration, education, athletic, dining, and residential—are set apart across the site, allowing each to operate independently while contributing to a larger whole. Their spacing establishes a network of paths and open ground that structure daily movement.
Circulation follows both new alignments and those inherited from the previous academy. A primary path traces the geometry of the former complex, extending it across the site and anchoring the campus in its own history. Portions of the original outfield wall are retained within this system, not as objects, but as fragments that register change over time.
The administration building marks the point of arrival and establishes a threshold between the public face of the academy and its internal life. From here, the campus resolves into two domains: training and education to one side, residential and communal life to the other. This organization is legible but open, allowing daily routines to overlap.
Education is positioned at the front of this sequence. Its proximity to the entry signals its role as central to the development of student athletes, not secondary to training.
Deeper within the site, the footprint of the former clover arrangement is selectively reworked. One of the original diamonds is removed to create a more varied training environment, accommodating agility fields, batting areas, and pitching infrastructure. The primary diamond is redefined through added seating and lighting, extending its use into the evening and supporting a higher level of play.
The residential building forms a more protected condition. Its L-shaped plan defines an exterior space used for both daily gathering and larger events, including graduation. This space operates in contrast to the more open grounds of the campus, offering a contained setting for communal life.
Environmental strategies are embedded in the architecture. Pitched roofs with deep overhangs provide shade and allow heat to rise and dissipate. Narrow building profiles and open-air circulation promote cross ventilation, reducing reliance on mechanical systems. Materials draw from local construction practices, including concrete block and regionally sourced finishes.
The landscape carries equal weight to the buildings. Existing stands of laurel trees are preserved, and new planting establishes shaded outdoor rooms that support informal use throughout the day. Movement through these spaces becomes the primary experience of the campus.
The project is defined by what it retains as much as what it builds. Through paths, fragments, and open ground, the academy connects past and present, creating an environment where student athletes move through a continuous field of training, learning, and daily life.