America's Children and the Environment: Measures of Contaminants, Body Burdens and Illnesses
Peter Grevatt, Ph.D.
Peter Grevatt is the Director of the Office of Children’s Health Protection and the Senior Advisor to EPA Administrator Jackson for Children's Environmental Health. He is responsible for ensuring that all EPA decisions are protective of children’s health and that EPA is an international leader on children’s environmental health issues.
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Cost Benefit Analysis of Sustainable Building
Greg Kats, LEED AP
Studying the costs and benefits of sustainable initiatives is of paramount importance as educational leaders continue to face shrinking budgets for building maintenance, operation, and construction. As a result, many educational leaders are asking if the benefits of green design outweigh the costs of green premiums. While, the additional costs of building green are given substantially more attention than potential benefits, educational leaders need to examine the cumulative financial benefits over the building’s life-cycle rather than up-front costs alone. The financial benefits of building green outweigh costs 20 to 1 as green premiums are typically covered by energy savings alone. Considering costs and benefits across the life-cycle of sustainable buildings, as well as multiple monetized and non-monetized indicators, may provide a valuable approach by which to consider investing in green building. In addition to financial savings, health and environmental benefits have identified sustainable building as fiscally prudent and lower risk than conventional building. Educational leaders and industry professionals are encouraged to attend this session to analyze the costs and benefits to sustainable building design.
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Engaging ENERGY STAR: How to Increase Students Involvement in Your Energy Management Plan
Hanna Grene, LEEP AP, The Cadmus Group
The U.S. Environmental Protection Agency’s (EPA’s) ENERGY STAR program has helped hundreds of K-12 school districts across the country to improve the energy performance of their facilities, saving money and cutting greenhouse gas emissions. Some of the program’s greatest success stories have come from those school districts that have gone beyond simple behavioral changes and retrofits to include students in their energy management programs. Districts across the country have enlisted students of all ages to help with everything from making sure lights are off when a classroom is empty to encouraging broad adoption of energy management plans across many school districts. This session will discuss the different ways in which K-12 districts have made student involvement a key element of managing their energy use. Being a good steward of taxpayer dollars is just the beginning; students can learn the link between energy use and environmental impact, all while helping the energy manager ensure all systems are working as intended. This session will present several case studies discussing successful student involvement programs and strategies from ENERGY STAR partner K-12 districts. Availability permitting, this session will also include a guest speaker from a partner district or energy education program to expand on the importance of student involvement. Finally, this session will briefly discuss EPA’s tools and resources available through ENERGY STAR to help all K-12 districts improve their energy performance. Districts can track and manage their energy use with EPA’s Portfolio Manager, a no-cost online tool that tracks energy and water use across an entire portfolio of buildings. Districts can also earn several levels of recognition from EPA for improving their energy performance and can get help promoting their achievements to their communities.
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Learning Really Starts when the Students Gain Control in the Classroom
Helle Kirstine Petersen, Teacher at Hellerup School in Denmark
This session through theory and examples will show how working with learners autonomy, peer-to-peer and multiple learning strategies can enhance learning. When the teacher becomes a coach and the students are in control of the learning environment, the classroom will have to reflect that.This places new demands on the interior, electronics, decor etc. Hellerup School is a new school founded on learnings styles and learners autonomy and autonomous teams. It has been a mentor school for Microsoft the past 2 years and is now a member of Microsoft’s Management Team.
The CEFPI/SDSU Certification Program: A Growing Community of Practice
Cynthia Uline, Ph. D.
We know that adult professionals learn best when they actively engage with others in work that matters. Authentic, meaningful experiences motivate even the most experienced professionals to learn and grow. Students and graduates of the CEFPI/SDSU Advanced Certificate Program in Educational Facility Planning describe their learning as directly relevant to day-to-day practice. They talk about discovering more inclusive, discriminating, and integrative understandings of how to plan, design, build, and maintain learner-centered schools. Throughout the program, course projects draw upon and advance this important work, in some cases resulting in funded projects for school districts and firms. Session participants will learn about this unique, fully online learning experience. Following a brief program overview, participants will engage in discussion with current students, graduates, and program faculty. They will explore course websites and student projects, experiencing firsthand a growing community of practice that now includes professionals from 28 states, Canada, Australia, and Peru.
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From Tents to the Taj Mahal: Connecting Students, Teachers & the Learning Environment
George Kacan, AIA, REFP, LEED AP, BD+C
Greg Monberg, AIA, REFP, LEED AP, BD+C
Educational environments vary across the world – from the "tent schools" of Haiti to the progressive learning environments of Helsinki to the "Taj Mahal" schools of the United States. But while the buildings may vary, the needs of students are much the same. Greg Monberg, George Kacan, and Riyad Bannourah of Fanning Howey will take attendees on a 120-minute journey through schools from across the world. Over the course of three collaborative workshops, they will discuss everything from tents to Taj Mahals, as the group examines a student's "hierarchy of needs," discusses the various factors that influence student performance, and explores how "connections" differ in a variety of modern classrooms. After experiencing this fast-paced tour of "Tents to Taj Mahals," attendees will have an understanding of the basic needs of students, and how schools can meet these needs. They will also be able to explain the various factors that contribute to a student's academic potential, and will have a deeper understanding of how students connect with each other in different parts of a school.
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Career-Tech Time Machine: Adapting Old Space for New Use
Greg Monberg, AIA, REFP, LEED, AP BD+C
This session will be conducted using the Intelligent Interruptions method of audience engagement. The questions posed during these presentation breaks will focus on making sure that participants understand the evaluation process required for the adaptive reuse of such a space, as well as the unique planning and design requirements of a Multimedia Editing and Production program. In addition, participants will be encouraged to interrogate the final design solution and offer thoughts on how similar projects might be improved in the future.
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Green + Fun + Learner Inspired = Atascocita Springs Elementary School
Irene Nigaglioni, AIA, REFP
The session will address the following: Sustainable Design – as the first “double major” school in the state – LEED Certified and CHPS-TX Verified – the session will share the tips and techniques to achieving both without breaking the bank, and while gaining learning opportunities from it. Materials and Methods – Participants will see how every material decision in a building can be made with learning in mind. From magnetic boards to proportionate tile, every material in the building was carefully selected to enhance learning. Planning – Taking on a difficult challenge from the district, the design team and district team approached the planning process with students in mind, and were able to weave the community history and tradition into part of learning. Teaching methods – ASES is a building that truly embraces a diverse variety of teaching methods, by making the entire site a classroom for learning.
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The Power of Students Voice in Connecting Learning to the Design of the Physical Environment
Lettie Boggs, Colbi Technologies
The session will explore real case scenarios, lessons learnt and demonstrate a wide range of strategies / materials that have achieved demonstrable success in engaging young people in the design and construction process. We will run active '5' minute activities where delegates will explore and begin to plan their own strategies to increase students involvement in the design of learning spaces, and the factors around construction of a new building. We will also explore the opportunities available to include design, construction, sustainability within the curriculum and the impact of a variety of agile learning spaces on pedagogical approaches. Topics covered will include design, construction, and sustainable design.
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Frank Locker, Ph. D, REFP, AIA
Nick Salmon, REFP
This workshop will explore the emerging world of school furnishings in an interactive dialogue with participants. Examples from schools around the world, and new models from innovative manufacturers, will be shared to cover the field and stimulate debate among participants. Inherent in this dialogue will be references to innovative and effective educational deliveries, including student collaboration, long-term projects, flexible groupings, and varied learning group sizes. The implications of brain research will be explored, as will research in user satisfaction with non-standard furniture.
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Safe, High Performance Sustainable Precast School Design
High-performance school designs utilizing integrated architectural and structural precast and prestressed concrete components have gained acceptance recently for numerous reasons, including increasingly sophisticated owners and material benefits such as: sustainability, energy efficiency, storm resistance, cost effectiveness (initial and life-cycle), durability and low maintenance. In this session, participants will learn the basics of precast/prestressed concrete school design, in the context of integrated architectural and structural solutions. We'll explore safety, security, thermal properties and other high-performance characteristics of schools built with architectural, structurally composite, insulated, load-bearing wall systems and double tee floor/roof systems in case studies from several school districts.
Genius Loci: MacConnell Award Projects and Ewan Mclntosh‘s Seven Space
Edward J. Peters, Karina Ruiz, AIA
Rebecca Baibak, AIA, REFP, LEED AP
Ross Parker, AIA, LEED AP
What is a school’s sense of place with 21st Century technology? Traditionally, schools have served as places for information finding, project creating, publishing, and presenting student work. They have evolved into places to support technological tools and the performance and display of student work. They have also served as real-world spaces for interpersonal interaction, from purely social interactions to structured collaborative learning. But with the emergence of more mobile, more affordable technology, the distinction between the virtual and real-world places where we learn has blurred. What does this mean for the design of physical learning spaces themselves? Ewan McIntosh (via recorded video) presents a framework he has used in the construction of digital spaces, and shows how the Seven Spaces of technology are critical, not only for powerful learning but also for those constructing tomorrow's places of learning. Eleven MacConnell Award projects from the Pacific Northwest will be reviewed through the lens of the Seven Spaces and a synthesis presented of what this might mean for schools, designers, and facility owners. Participants will then form small groups to discuss how they see the application and effects of the Seven Spaces on learning environments with the goal of developing real world methods of integrating these concepts into school facility designs.
View presentation [43.1 MB]
Ewan McIntosh's Seven Spaces
Lynnwood High School
Cavelero Mid High School
Rosa Parks School
Benjamin Franklin Elementary School
White River High School
Harry S. Truman High School
Todd Beamer High School
Redmond Junior High School
Edmonds-Woodway High School
Discovery Middle School
The Mayfield Project Experience
The Mayfield Project, a research programme for young professionals, has seen internationally renowned mentors team up with young architects, teachers, planners and educators from across the country. The Mayfield Project was first presented as the Young Professionals Project in May 2006 at the CEFPI Australasia Conference in Adelaide, South Australia. The second iteration of the Mayfield Project was presented at the CEFPI Australasia Conference in Perth, Western Australia in May 2010. YPP 2006 The Young Professionals Project aimed to raise awareness of new ways to plan, design, deliver and manage community services for a life of learning and to provide young professionals with an opportunity to work across disciplines and develop ongoing learning networks. Architects, educators, planners and designers joined forces late in 2005 to investigate the benefits of lifelong learning in a developed greenfield community. The project brief was to investigate and develop creative ideas for a community in which everyone is a learner.
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Place-Based Learning: Interactive Learning and Net-Zero Design
In this presentation, we will detail the Permaculture-based curriculum that both informed the building design and was also transformed through the integrated design process. We will also address the design, construction and current uses of the building, which houses the School’s science program and also acts as a teaching tool. This project won the first 2030 Challenge Design Award, is one of the first net-zero K-12 projects completed in Oregon, and is currently under review for LEED Platinum certification. It offers a tangible demonstration of how decentralized energy and water systems, aquaculture, biological energy systems, year-round food production and performance monitoring can be incorporated in K-12 design and woven into school curriculum. The speaker will use graphics and video to illustrate how the building is literally a living laboratory for the students. Sections of the wall and floor assemblies for the building remain exposed through glass, so students can see how they work.
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LearnSpace – Researching Pedagogy & Behavioral Spaces
LearnSpace is a new research facility developed in the UK to build an evidence base between pedagogy and learning spaces. The authors will describe the development of the facility, due to open in September 2011, and its ongoing research programme.The United Kingdom has seen a dramatic change in the focus of delivering an improved school estate over the next decade. A change in Government and a sharp refocus of public spending has set a new agenda and new priorities. The emphasis on Academies and localized governance, the emergence of Free Schools and a thrust towards evidence based investments all lead to create a new dynamic. In response our industry professionals will need to recognize the development of new providers in the education system, and rethink the potential to refurbish and remodel a range of existing buildings that can contribute to and deliver a wider range of learning opportunities to young people and adults.
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Introduction to NSF/NSSEA 380 School Supplies and Equipment Standard and Certification Program
The development of the standard, NSF/NSSEA 380, is an innovative and transparent approach to accomplish this goal throughout the industry supply chain. The standard will incorporate mandatory legislative standards along with other testing schemes to assure products are both safe and in compliance in the areas of physical and mechanical testing, chemical analysis and determining volatile organic compositions. Designed to simplify the process for industry stakeholders, this NSF program is founded on consensus-based requirements, with balanced input from product manufacturers, retailers and regulatory agencies in coordination with the NSSEA.
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View handout [132 KB]
Riding the S.T.E.M Wave: An exploration of the impact STEM programs are having on school planning and design
Brian Carter, AIA, REFP
Forrest W. Miller, CFM, Dennis Erwood, AIA
This seminar first will explore how STEM programs have developed and evolved to date, including funding evolutions and impacts that programs are having on school district decisions for career and technology classes, science tracks, and other traditional programs. Next, through a series of case studies, we will interactively explore several best practice planning solutions for facilities that accommodate STEM programs. Last, we will engage in a group design exploration to develop and present multiple planning solutions for a series of fictional STEM programs, and we will publish the solutions for global consumption and discussion via several social networking sites.
Easing Overcrowded High Schools with Limited Capital Funds
Christina Lighthall, REFP
The greatest capital expenditure a school system can make is a high school. What can be done to accommodate students and programs when capital funding is scarce, high schools are crowded, and more students are expected to arrive each year?
Participants will brainstorm and share creative solutions to relieve overburdened core facilities at high schools to include the pros and cons of: split shift models, a trimester approach, reconfigured school grades, and 9th Grade Centers. A large school system of 146,000 students, Wake County Public Schools (WCPSS), will share their evaluation of these different solutions.
Small groups will then develop either the program, school size, capacity model, or processes & procedures (as needed) to add high school capacity "on a dime" and report to the group. Total group will review and discuss.
WCPSS will share how a program, school size(s), capacity models, processes & procedures were created for developing 9th grade centers in four different satellite locations: 1) a modified elementary school, 2) a middle school, 3) a renovated grocery store, and 4) a modular campus. Plan on very lively discussions and lots of creative thinking!
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Students Design Tomorrow’s Sustainable Schools and Communities... and our Future
David L. Schrader, AIA
Michael Carlson, AIA
Given today's global economic challenges, socially responsible citizens are turning to sustainability – not just because it is the right thing to do, but also because it is the smart thing to do. There is no standard way to accomplish it, because people and communities are unique and have to approach the solution in various ways. Students across the country participating in the School of the Future Design Competition, centerpiece of School Building Week, solve a real world problem relevant to their lives and come up with some amazing concepts and solutions. Representative of the passion and motivation all children have to think creatively about designing tomorrow's green schools, they demonstrate extraordinary vision, social responsibility and environmental stewardship in creating better places to learn – healthy, high performance schools that enhance student and teacher performance and contribute to community culture and vitality. Listen to the kids! Learn the ABC's of staging this middle school competition from colleagues who have successfully engaged their school/school district in this opportunity for experiential learning, real-world problem solving skills, critical thinking, leadership and team building.
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Think you can’t afford “Green”? Think again.
William Orr & Edward Wansing
Join the Collaborative for High Performance Schools (CHPS) for an in-depth examination of high performance building attributes and how to achieve them cost-effectively. The session will take participants to through the cycle of assessment, goal-setting and project prioritizing in the context of two non-traditional green project types: existing schools and prefabricated classrooms. Participants will learn about four important school building attributes: energy efficiency and bench-marking, indoor air quality, acoustics, and lighting and daylighting. Attendees will take measurements in the actual lecture room and benchmark the performance of the room using a new existing schools tool, the CHPS Operations Report Card. Participants will learn about the basic metrics and best practices for optimizing these attributes, as well as how the CHPS Operations Report Card can be used to improve performance in each category. The session will also cover the CHPS Prefabricated Classroom Criteria, which applies these green building principles to Prefabricated classrooms.
21st Century Skills, 21st Century Schools
Frank Locker, PhD, REFP, AIA
One of the most comprehensive visions for education has been developed by the Partnership for 21st Century Skills. Their framework defines educational goals in the context of global citizenry, competitiveness, and collaboration. Arguing that traditional core learning is important but now insufficient, the partnership advocates new skills and learning themes as essential daily components of school. These skills include collaboration, communication, creativity, and critical thinking. The framework challenges traditional educational concepts, calling for learning that crosses and interweaves traditional subject-based disciplines, and fosters critical thinking and problem solving, communication, collaboration, and creativity and innovation. Supporting these new deliveries also challenges traditional ways of making school buildings.
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A Roadmap to Take a Charter School Project from Inception to Groundbreaking and Beyond
Jose Murguido, AIA, REFP
Mark Howard Gotz
Sean Tracy, AIA
This presentation will be of interest to existing charter schools that have just met the eligibility criteria for a capital outlay budget, new charter schools that want to understand how to plan for the future, and established charter schools ready to build their own campus. It will also interest planners, architects, and developers who are involved in charter school projects. Actual Case Study: Miami Community Charter School is a 640 student middle and high school that recently broke ground on its new campus. The panel will discuss the following topics that any charter school must address as it matures through its first three years and receives access to a capital budget, permitting it to consider constructing its own campus: Financing – Understanding the pro forma of a school
When does it become economically feasible for a school to be self-sustaining and able to build?
How a project is financed (DOE capital budget allocation, grants, bank loans, independent investing), and how a school gets there.
View presentation [5.12 MB]
Some Call it STEM, other call it Project-Based Learning. We call it the FUTURE
Jim Brady, AIA, REFP
Jason Lembke, AIA, LEED AP
This interactive session will explore ways to re-envision the planning process as a co-creative experience. The results are learning “settings” that can adapt to meet the challenges of this unpredictable future, and engage students in a variety of learning experiences. How are schools throughout the nation integrating concepts such as learning styles, S.T.E.M. education, and co-curricular inquiry-based programs? And how do these innovative concepts impact planning and design? We will share examples not as solutions but as provocations. The workshop explores community attributes and values, and how they can be incorporated into the planning process to create a connection with collaborative learning settings. Participants will understand how to create pathways between schools, stakeholder communities, and current teaching methods, resulting in a new dialogue to facilitate creation of spaces that relate to community ideals.
View presentation [36.8 MB]
Green as it Gets – Landscape Master Planning
Kim McNeely & Linda Gates
The building design and construction of campus master plans is often the beginning and end of master plan efforts in a school district. The areas beyond and between building spaces are considered as an afterthought or only as they relate to buildings. There lies in this gap and opportunity to greatly expand and enhance the educational experience by exploring areas beyond the buildings in support of instruction and benefit to the communities we are part of. Our district has embarked on an ambitious effort to not only standardize our landscape systems but to develop landscape master plans for each campus. We are looking for opportunities beyond even the hard-court and play structures to playfields and courtyard areas. These areas are often overlooked as places to allow for student experiences that are more hands on in nature or create another venue for instruction. We would like to review the challenges of developing an approach and process for landscape master planning as it has developed from a district perspective. The discussion will include approaches to new campuses and the opportunities on existing campuses as well. We will set up some campus examples within our own district and explore with the attendees the options to solve the challenges that are so different on each and every campus. There are opportunities for both active and passive spaces the reinforce classroom instruction. The goal is for participants to walk away with some samples and thought process to return to their districts with a single campus or a district-wide approach to implement.
View presentation [6.98 MB]
Master Planning Over 800 Schools – One at a Time
Kimberly Coffeen, REFP, LEED AP
Donald Pender, AIA, REFP, LEED AP
The Los Angeles Unified School District has approximately 650,000 students attending more than 800 school sites comprised of Elementary, Middle, Senior High, SPAN, Magnet, Primary, Charter, Adult Education, Early Education, Vocational Training, Continuation and Community Day Schools. Since 1997, a series of four voter approved local bonds have completed approximately $13 Billion of new construction and modernization projects. The program has made significant strides in providing new facilities, adding more than 74,000 new classrooms seats to enable students to return to their neighborhood schools. However the majority of the student population is still housed in existing facilities, the majority of which were built from the 1910’s to the 1960s. In 2010, the District embarked on one of the largest master planning efforts in the nation. The monumental task includes master planning over 581 sites, using 17 planning firms and 21 survey teams, and running on a 120 day schedule for each of the 57 high school complexes. The process will take up to three years to complete. From the onset of the process, the District stressed the importance of the planning teams shaping the exhibits and providing their creativity to the conceptual master plans. This session will focus on process and the importance of maintaining flexibility and creativity as the plan evolves.
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View presentation 2 [36.8 MB]
Creating a Public School Land Trust to Build 21st Century Schools in the State of Hawaii
Alan M. Oshima
The session will provide an informative and inspirational synopsis of the progress made to date in Hawaii to create landmark reform in developing a sustainable funding mechanism to build 21st century schools. In only 18 months, the Hawaii Institute for Public Affairs (HIPA), a non-partisan independent public policy institute, conducted a statewide study on public school sites, engaged key stakeholders, and introduced legislation for sweeping land use and educational reform to maximize the use of public school lands as sustainable means to retrofit and build modern, technology-based school facilities.
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A Process for Innovation: Rethinking the Contemporary School
Louis W. Cherry, FAIA, LEED AP
How can a large school system create a visionary design that improves the high school experience for our young people? Our presentation will explore how a design team worked in conjunction with a school system to redefine the modern public high school with a values-based design process. The Wake County Public School System made the difficult decision to increase the capacity of their high school from 1600 to 2324 students. They recognized that there were inherent problems with a large school and the administration desired to innovate ways to enhance the experiential opportunities within a large student body. Administration agreed that a new design and a new approach were needed. Critical to the success of design was the strong consensus on the need for change The design team was charged creating a design that would echo the values of the school system, specifically a design that would increase the personalization of the experience for students, foster all types of collaboration, create small learning communities and pay special attention to the Ninth Grade Experience. This surprising and inspiring presentation will detail how participation can facilitate collaboration. The process we will share was truly invigorated by everyone's ultimate goal, to educate our next generation. By keeping the changing and diverse needs of our young people at the fore during every step of the process everyone was willing to embrace change as a necessary step to improving the school everyone.
View presentation [11.9 MB]
U.S. Department of Education Green Ribbon Schools
Andrea Suarez Falken
The U.S. Department of Education Green Ribbon Schools (ED-GRS) will recognize public and private elementary, middle and high schools that save energy, reduce costs, protect health and exemplify environmentally sustainable learning spaces and educational programs to boost academic achievement and community involvement. ED-GRS is the first comprehensive and coordinated federal policy in the three institutional roles of schools related to environment, health and education. Unlike other environment-related policy mechanisms impacting schools, the award acknowledges the work of schools in reaching high levels of achievement under three areas, rather than one: 1) Environmental impact and energy efficiency; 2) Healthy environment; and 3) Environmental literacy. Andrea Falken of U.S. Department of Education Green Ribbon Schools will provide a brief overview of the recognition award, how it fits into other federal, inter-agency and other sector initiatives and respond to your questions.
What's in your Toolbox? “A Discussion of Planning Techniques and Tips-Making it Fun and Purposeful”
Molly Smith, AICP, REFP
Jim Brady, AIA, REFP
This presentation stems from a desire to share many years experience in planning and facilitating successful school projects from the perspective of state-level, school district, consultant, and architectural planning. Our purpose will be to share and demonstrate successful “tools of the trade” developed through our collective experiences. The following topics will be discussed, debated and demonstrated:
Collaborative Planning – the Who and Why: Our team will discuss the importance of collaborative planning and team composition, seating, time frames of meetings, and why they are so important to creating a dynamic committee.
Facilitator vs. Preacher: Our team will compare and contrast facilitated discussions with presentations and the important work that needs to be completed by the committee – both within the meetings and outside. Challenging committee dynamics and how to handle them will also be discussed.
Touring: Virtual and Otherwise We will discuss the importance of touring peer facilities and how to conduct an in-district, out-of-district or virtual tour.
A War Chest of Session Exercises: Our team will discuss and demonstrate a variety of innovative session exercises we regularly utilize and how these are used to produce different committee responses. Some techniques discussed will be interactive group discussions, carousel questions, visual surveys, curriculum mapping, space renaming, hands-on block and lego exercises, learning scenarios w/furniture props, Participants will be asked to add their own experiences and successful techniques with the group.
Presentations and How to Make the Most of Them: We will discuss how, when and why to utilize presentations to inform and intrigue your committee, how to utilize group expertise, and how to keep a meeting moving.
Virtual Interaction and Committee Information: A variety of free web-based resources allow planners to maintain a critical project record and on-going contact with their planning committees and communities. Facilitators will discuss how to create blogs and wikispaces through free on-line resources.
The IB Approach to 21st Century/Global Learning/Connecting Learning Styles to the Environment
Pamela Loeffelman, FAIA, LEED, AP
Preschool, kindergarten, and elementary school environments – such as the International Magnet School for Global Citizenship – and their curriculum play a vital role in the development of children. What children learn and experience during their early years can shape the views of themselves and the world and can affect success in school, work and their personal lives. Children enter school with an active interest in themselves and the world around them. Their learning environment should include “places of wonder” to actively engage students in the learning process. The International Magnet School for Global Citizenship (IMS) offers a comprehensive approach to early childhood teaching and learning beginning at ages 3 and 4, aligned with the CT Pre-school Frameworks and guidelines on teaching methodologies and assessment strategies. IMS is managed by the Capitol Region Education Council (CREC) – a regional educational service center serving 35 Greater Hartford public school districts. IMS offers students broad exposure to the world, cultures and species using the IB inquiry-based model for learning and development. With a student body comprised of over 11 different nationalities from 24 different towns in the area, diversity and difference is celebrated and fostered through organized events and special programs including the Global Explorers program, as well as the school’s intervention programs offerings including English Language Learner (ELL), IMS students will gain an understanding of the larger context within which they live, as well as the impact they can have on their local community and environment. With a great emphasis on ‘action’, students at IMS are encouraged to become active community members by better understanding the value that their actions have other others. The CREC International Magnet School for Global Citizenship (Pre-K through 5) has been designed foremost for its inhabitants: its students, its faculty, staff, and daily visitors from across the globe. It provides a seamless relationship of these users to each other and to their immediate environments. Every design decision, from the grandest gesture to the most mundane has been programmed and designed to enhance learning, collaboration, and community around this world. This balance has been extended to the overall campus design, the massing of the building(s), and the selection of materials, furniture, technology systems, signage, landscape and infrastructure, as well as the long term performance of the building.
View presentation part 1 [2.14 MB]
View presentation part 2 [2.79 MB]
View presentation part 3 [1 MB]
While it’s not about the building; It’s all about the Building
Peter C. Lippman, AIA, REFP
Jeffrey D. Chambers, NCARB, AIA, REFP, LEED AP
Ritchard Sherman, AIA
Research has shown that the physical environment can have positive and/or negative effects on how people acquire knowledge. However, these findings focus specifically on mechanical, electrical and plumbing systems of the facility. It is not surprise that research on schools conducted by Organization for Economic Co-operation and Development (OECD) indicates that the physical environment is ranked 10th. The most influential factors are the parents’ educational level and the presence of books in the home. Given this, how can research inform designers and their clients to the value of the physical environment? Furthermore, research has to show the connectedness between the social factors, socialization, and how the physical environment can become designed to be the vehicle to encourage teaching and learning. Research must expand but in the meantime, rather than isolating elements of the learning environment to show how spaces influence and shape the things to be learned, design professionals must demonstrate how the physical must be understood as a partner in the teaching and learning. In doing this, planners will be able to show educational communities the connectedness with 21st Century Learning Skills to 21st Learning Environments, because while it may seem that it is not about the buildings, it is all about the learning environment in them.
View presentation [5.66 MB]
STEM for All
Richard Charles Sr.
The presentation will be focused on a facility designed to house a STEM (Science, Technology, Engineering and Mathematics) educational program for Middle and High School Students. The Cherry Creek School District is establishing a state of the art STEM facility in its most ethnically diverse feeder school system. The stand alone structure is located on a campus which already includes Overland High School and Prairie Middle School. The new STEM center will equally accommodate these middle and high school students. In addition, it will occasionally host students from all six elementary schools in the feeder system, bringing to 5,000 the total number of students served there. The challenge of the facility is to offer a STEM based curriculum to students in a feeder system that is performing below state averages, yet still respond to the demands for an academically advanced program in keeping with the District’s stellar reputation and commitment to excellence. Cherry Creek School District selected Hutton Architecture Studio (HAS) to respond to this complex Design challenge, in part based on their previous STEM experience. The HAS team generated a design that responds to the Owner’s program criteria, but it evolved to be much more. The building, located midway between the two existing structures knits the campus together architecturally. It will be the District’s most sustainable and energy efficient building. It will enable the District to create and offer new programs unthinkable in any of its other traditional buildings. Hopefully, it will inspire students from a wide variety of backgrounds to consider and pursue fulfilling careers in these fields that are so vital to the future of our economy and our society. Programs such as the Cherry Creek School districts STEM program at the Institute of Science and Technology will serve to increase student and community awareness of their role in their environment. Students educated in these facilities will be better equipped to effect change for a brighter future.
View presentation [911 KB]
Lighting Up Students with Technology and Progressive 21st Century Learning Strategies
Ronda L. Frueauff, Ed.D.
Ron Essley, AIA, REFP
Colonel Smith Middle School STEM Complex will be one of the country’s most progressive examples of collaborative and technology-based learning for Science, Technology, Engineering and Math Curriculum (STEM). The School will house 450 students in Grades 6-8 and an additional 150 in a proposed charter high school. STEM Programming will be appropriately differentiated for each grade level. Instructional delivery methods will put heavy emphasis on project based, inter-disciplinary instruction that stresses real world problem-solving and experimentation in a collaborative environment. This innovative facility will enable students to utilize hand-held technology (tablet computers, electronic workbooks, laptops, etc.) as learning tools within a fully functional cloud computing environment. All spaces inside and outside will be spaces for learning. The goal of this presentation is to introduce attendees to unique design solutions borne from visionary educational dreams envisioned by Dr. Ronda Frueauff, District Superintendent. Colonel Smith Middle School features truly unique spaces for student problem-solving and experimentation. Middle school students at CSMS are accustomed to a broad spectrum of technology, and this school is one of the first in the country to provide a space designed exclusively for collaborative learning, with flexible learning spaces and activity areas custom-designed for an electronic learning experience. This team will describe the school's unique design attributes and show how planning and design have met the Superintendent’s vision. Then, we will allow attendees to experience the same type of STEM lessons CSMS students will have through an interactive and dynamic learning activity. We're suggesting that the presentation team use Twitter for pre- and post-conference activities to expose attendees to some of the social media platforms that students encounter that will enhance the concept of learning in a truly technology-rich environment. Undoubtedly, attendees will light up to these new approaches to learning, and will appreciate the commitment and collaborative nature of design and education as the new face of learning evolves in the 21st century.
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Factories No More: the key role design and furniture has in enabling teachers to change pedagogy
This session will focus on the interplay between design and pedagogy, recognizing that under normal daily pressures, teachers will not be freed to move away from their default reversion to factory-mode pedagogies, (no doubt linked back to their own school experience), to 21st century multimodal learning, if a building and its spaces do not both enable and force the transition. In a design process that looks at school design – the very word ‘school’ will conjure up entrenched perceptions from the experience of all involved. The session will look at the need to commence planning and design from an entirely different paradigm, if teachers are to be empowered to make the pedagogical transitions expected of them, so that 21st learners can experience a model that resembles nothing of the factory models of the past.
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Make the Past our Future – Rebuilding Communities through Adaptive Reuse
Vern L. McKissick III, AIA
Today's urban landscape is littered with buildings abandoned when industries have relocated or closed. In some cases, industries themselves have become obsolete, and have left these empty buildings to become another statistic for urban blight and decay. Promoting the benefits of adaptive reuse to the community was a key focus of the design for the conversion of St. Joseph's Hospital into the new Reading Citadel Intermediate High School. St. Joseph’s Catholic Hospital anchored the city of Reading, Pennsylvania since the 1870s. In 2004, the Hospital was to leave the city for a newly built facility and rather than allow the building to become another unsightly blemish, it was offered to the Reading School District for one dollar. McKissick Associates coordinated the arrangement between the School District and the Hospital, providing a Risk Analysis Study to determine if the Hospital was a suitable facility and able to accommodate their school curriculum needs. Severe overcrowding at the existing High School, located six blocks away, made a new facility a necessity. Although the price tag was more than reasonable, with the issues of prevailing wages and unions existing in this state, it was determined that it would be less expensive for the Reading School District to have the Hospital coordinate the demolition. As a private owner the Hospital would not incur these mandated state regulated costs. McKissick Associates worked with the Hospital to coordinate the demolition to allow the School District to purchase the remaining structures, with all hazardous materials abated, ready for renovation. While almost half of the original hospital was demolished and replaced with new construction housing the school’s core support areas (113,000 SF), the effort was made to preserve much of the historic architecture including the brick façade of the original wood-frame structure and a 5-story stone chapel.
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