Programs & Events


2013 Annual Conference & Exposition > 2013 Annual Conference

Sunday Session Presentations

Sunday, September 22, 2013     10:45 am - 11:45 pm (60 minutes)

A National Model for Success: Creating Healthy School Indoor Environments

Tracy Washington Enger, U.S. EPA, Indoor Environments Division
Dave Hill, Blue Valley School District

Learn effective strategies for managing school indoor environmental health during new construction, renovation and retrofit, and ongoing operations to improve indoor environmental quality, reduce energy use, support green solutions and boost academic performance. U.S. EPA's Indoor Environments Division equips schools nationwide-regardless of size, location, or budget -to proactively manage environmental health. This interactive workshop will equip each participant with the skills, knowledge, and tools to aggressively address a wide range of indoor environmental issues, which affect health, facilities, and academic performance. The session leads will combine their experience with continuous improvement systems and real-life school scenarios to guide participants through designing their own effective IAQ action plans.

View presentation [0.97 MB]

Thinking Outside the Box

Robin R. Randall, AIA, LEED AP BD+C, ED lab INC
Steven R. Turckes, AIA, REFP, LEED AP, Perkins + Will
Peter C Lippman, EIW architects

This session is a panel discussion that will address collaborative learning environments from three points of view; The science of learning, the language of nature and the art of innovation. Science of Learning: Curriculum delivery is transforming the way 21st Century learning takes place. Collaboration, teaming skills, networking, and critical thinking spaces are necessary to support these learning strategies. Project based learning environments require team building and flexibility for multiple creative curriculum delivery methods.

  • What is collaboration and why is it important?
  • Understand how spaces might be designed to support different teaching and learning styles
  • Identify the characteristics of these spaces to support the learning process. Language of Nature: To create and/or produce collaborative environments that address the learners unique motivations, goals, and actions, the design team must think beyond technology and incorporate nature as a supportive educational tool. Biophilia is instinctive bond between human beings and other living systems. By providing environments incorporating natural elements both interior and exterior, we stimulate our instincts to learn.
  • What are the benefits of nature within learning environments?
  • How can exterior space be shaped to support learning and collaboration?
  • What are key elements encourage use and curriculum expansion? Art of Innovation: Clients' inspired vision to teach collaboratively can drive new programming elements within a design. Using recent examples and a case study of the Center for Advanced Professional Studies (CAPS) for Blue Valley School, we can explore successful strategies of incorporating flexible learning environments within education facilities.
  • How can the programming and planning process model the collaboration that we expect to happen in our schools?
  • How are collaborative areas included in the programming of new facilities?
  • How critical is curriculum to supporting the use of these areas?
  • What are the key design elements to leading innovation? The goal of this interactive presentation/workshop is to offer a framework for creating collaborative spaces for learning environments highlighting the research and presenting examples that offer insight to create successful places for teaching and learning.

Curriculum delivery is transforming the way 21st Century learning takes place. Collaboration, teaming skills, networking, and critical thinking spaces are necessary to support these learning strategies. Project based learning environments require team building and flexibility for multiple creative curriculum delivery methods. By using the science of learning, the language of nature and the art of innovation - we can look through these lenses to transform design.

View presentation [0.97 MB]

11:00 am – 12:00 pm (60 minutes)

The Power of Collaboration: Improving School Design Through Stakeholder Creativity

Barry Svigals, FAIA, Svigals + Partners
Julia McFadden, AIA, Svigals + Partners
Alan Kramer, Dean of Magnet Schools, Goodwin College

Leadership in the 21st century is evolving. The new paradigm demands leadership penetrating the entire educational institution, with every member of a team taking unique responsibilities for leading. The primary driver of this evolution is the understanding that the most effective and powerful innovation derives from true collaboration, an iterative process of mutual learning that promotes creativity in each individual, and harnesses the passion of each. We are beginning to see this new paradigm in the facilities planning and design process, with significant benefits for educational institutions. This interactive seminar will show participants how to achieve greater collaboration, expanding the role of planners, educators and administrators in the design of new teaching modalities. The presentation and interactive dialogue will demonstrate a specific, identifiable process for the design team and institutional client that engages the educational group's creative force to yield optimal results in the eventual design. Focusing on true collaboration as a tool, several exercises will be employed to identify the common pitfalls of group interaction, especially those typifying institutional exchange, that threaten to impede open communication and short-circuit creativity. In their place, the presenters will provide tools and techniques for eliciting increasingly valuable contributions from the project team members. The seminar will be modeled on the successful implementation of this pre-design approach in the creative planning of projects, specifically the Goodwin College Early Childhood Magnet School, currently operating in East Hartford, CT. In this case, the collaborative process included a group dance exercise; this seminar may involve a series of movement exercises and emotional engagement methods, and culminate in the creation of a collectively designed work of art. Lessons from these exercises will be directly correlated with the goal of collaborative leadership in institutional projects.

Creating a Learning Landscape in a Digital World

Greg Monberg, AIA, REFP, LEED AP, Fanning Howey

The rise of on-line learning has raised important questions about the role of bricks and mortar schools. If students can access classes from their living room, what service will the educational facilities of the future provide? This presentation will address future trends in school planning and design, asking questions such as: What should be done on-line? What should be done in the classroom? And what are the implications for school facilities? The ideas and research presented will show that there is no ideal classroom of the future. Rather, schools will need to provide students with choice through a variety of flexible options that balance personalized instruction with group activities and active learning with passive learning. In addition, we will examine one-of-a-kind research that suggests a new way of viewing the built environment's impact on learning outcomes. If school morale has the greatest impact on test scores (as the research suggests), owners, architects, and facility professionals must place a new approach to planning and design. School environments must become increasingly engaging, dynamic, and inviting. This presentation will suggest some strategies for achieving this goal and will examine examples of existing educational facilities that are implementing these strategies today.

View presentation [26.9 MB]

11:15 am – 12:15 pm (60 minutes)

Play On!: Playground Design and Programming to Promote Youth Fitness

Jennie Sumrell, PlayCore

Seeking creative solutions to providing outdoor play environments specifically designed to exceed safety and accessibility, while providing motivation to get kids moving and increase physical activity? Play equipment, free play, and outdoor fitness programming can offer new and creative ways to utilize playgrounds during physical education class, recess, before/after school programming, or “energizers” throughout the day. This session will highlight the benefits that innovative playground design and programming have on outdoor play environments to promote overall health and well-being of students, while offering fun and creative activities to enhance programming and academic initiatives.

Researchers from Western Michigan University conducted an objective analysis of the Play On! program to evaluate its role in getting kids moving and having fun! Research included pre- and post- intervention surveys and qualitative measurements from children, parents, and teachers. Over 6,000 children from 14 Beta Sites in 5 states participated in the research, administered by AAPAR.

  • 91% of teachers reported that playground use increased
  • 90% of teachers plan to use the program in the future
  • 100% rated the program 4-5 on a 5 point scale, with 5 denoting “super easy” to use
  • 1/4 of parents participated in more family physical activity after the Play On! program was initiated
  • 100% of students reported having fun engaging in Play On! activities
  • 90-100% of teachers reported that Play On! motivated students

This interactive session will focus on designing play environments that promote physical fitness and foster the developmental progression of skills around six key elements of play- balancing, brachiating, climbing, swinging, sliding, and spinning. Funding resources, design tools, and additional educational information will also be provided.

The iLab – a New Model for Learning Spaces

Tim Springer, Ph.D., Human Environmental Research Organization, inc. (HERO)
Don Orth, EdM, Hillbrook School

This session will present the results of a research project examining the impact of agile learning spaces and mobile technology on teaching and learning. Hillbrook School, a private PK-8 academy in Los gatos California, decided to introduce 1:1 iPads in place of its aging, traditional computing laboratory. Quickly, and almost organically, with the introduction of these instant-on, ever-ready, almost-transparent devices, the flow of the classroom began to shift. Teachers could easily transition from introducing content to enabling individual or collaborative work. Students, conversely, weren't confined to their desks to take notes or to the board to share. These personal powerful, mobile devices altered - and improved – the ways students and teachers learned and taught. They also began to change how Hillbrook thought about the spaces in which learning occurs. The result is the Idea Lab (iLab for short). The iLab is an agile, experimental learning space developed in partnership between Hillbrook School, Bretford – a manufacturer of educational and library furniture and the Human Environmental Research Organization (HERO, inc), a research and consulting firm. The original computer laboratory was emptied and repopulated it with Bretford mobile flip top tables, mobile stacking chairs, mobile whiteboards, and soft seating chairs. This gave everyone 'room to move', and enabled iLab users to manipulate their learning space as needed for class, group, or individual work. The iLab research project has collected a wide variety of data and information from interviews and surveys to photos and videos. The result is a rich combination of quantitative and qualitative evidence that addresses how this agile learning space is used and how agility affects teaching and learning.

Over the past two years Dr. Springer has led a research project in partnership with Don Orth, Tech Director at Hillbrook School (a private K-8 academy in Los Gatos, California) and Bretford, manufacturer of education supporting furniture. The essential question we investigated was whether agile learning space affects teaching, learning, mobility and motion.

http://hillbrookilab.com/story/ http://hillbrookilab.com/approach/ http://www.youtube.com/watch?v=wWNcSY0_V6Q Don Orth's video presentation for the Apple Distinguished Educator: http://dl.dropbox.com/u/29867034/ADE%202%20min%20final.m4v

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Maximizing Investment in Energy Efficiency

Maryanne McGowan, Duke Energy

Lower your energy cost for years to come is only one of the many ways you can maximize your investment in energy efficiency. Learn of ways to develop a Sustainable Energy Management Plan, how to involve all levels of your institution in the ownership of energy management, energy conservation, energy efficiency, and energy use. Discover how to stimulate student's interest in STEM (science, technology, engineering, and math) careers thru energy management. Learn of the financial offerings available for energy efficiency projects. Hear of success stories thru case studies of schools that have enjoyed the benefits of Sustainable Energy Planning and Implementation. Learn how to experience the triple bottom-line effect of the benefits to people, planet, and profits. Display your financial and environmental leadership by learning the lessons of Maximizing Investment in Energy Efficiency.

1:00 pm – 2:00 pm (60 minutes)

Understanding the Challenges and Opportunities of Schools Siting

Kara Belle, US EPA
Brian Fellows, Safe Routes to School, Arizona Department of Transportation

Participants will be introduced to EPA's School Siting Guidelines released in 2011 that can help communities protect the health of students and staff from environmental threats when selecting new locations for schools. The voluntary guidelines will help local communities consider environmental health issues in establishing school site selection criteria and in conducting effective environmental reviews of prospective school sites. Participants will be presented case studies, and exercises to encourage dialog and discussion about the complex issues surrounding school siting decisions. This session will provide tools to help participants guide school board members, administrators and personnel, planners, and other decision-makers through the children's health and environmental impacts that should be considered when making difficult decisions regarding school siting and school closure.

View presentation [994 KB]

State School Facilities Officials moderated by Mary Filardo of 21CSF

State Facilities Directors will discuss school facilities for the future, what trends will affect them, and some of the major questions. Can we be smarter about school locations and their size? With ongoing staffing constraints, how might we reduce the tremendous operational costs associated with the expanding technological complexities of facilities? Will public funding be sufficient for quality schools?

1:15 pm – 2:15 pm (60 minutes)

TEDxCEFPI – Stories of Leadership / Creativity / Passion

Wendy Rogers, LPA Inc
Don Pender, LPA Inc.
Erik Ring, LPA Inc.

TED's mission, "ideas worth spreading" fosters learning, inspiration and wonder and provokes conversations that matter. LPA Inc., a pioneer in sustainable architectural design, will present three of their top Green Schools thought leaders for a provocative TED-like experience.

Between the three presenters is over 60 years of planning, designing, engineering and building of educational facilities. Learn what inspires them in designing sustainable schools and how leadership, creativity and passion support education.

Inter+Act: Leadership from the Practical to the Poetic

Don Pender, AIA, LEED BD+C

The design of places and spaces for learning is measured according to many criteria; from the basic to the inspirational, from the practical to the poetic.

To transform schools to support 21st Century Skills, we need to think about transforming the process we use to design them. We will discuss how school districts are embracing an integrated, collaborative design approach. By doing so, they are building schools that speak eloquently to the aspirations of their students, while succeeding at the basic needs of providing sustainable, cost-effective facilities. Become a leading supporter for the needs of your school district.

Challenge Convention: A Journey to Cultivate your Creativity

Wendy Rogers, AIA, LEED BD+C

We are part of a worldwide movement to make our schools better places to learn. This requires both challenging convention and taking action. Are you prepared to create change in your school?

Together, we'll review how one school successfully captured fine-grained measurement of their classrooms' technical performance and learning outcomes, the results of which provide solid evidence for the value of sustainable, high-performance educational environments. You'll learn why your voice matters and how you can bring these lessons to life. Be inspired to impact the students and families in your school.

Prove It: Bringing Passion to the Classroom

Erik Ring, PE, LEED BD+C

Passion is a necessary commodity when it comes to education. And if you're truly passionate about something, you want to know its inner workings. How do we know what makes education work? Research.

Numerous studies show a link between indoor environmental quality and educational performance. An integrated design approach, focused on enhancing indoor environmental quality for K-12 classrooms, provides valuable insights and lessons learned for creating healthy classrooms. You'll learn how designers and facility managers assess the qualitative aspects of classrooms so that the health, comfort, and productivity of your students and fellow educators are enhanced. Become prepared to make your classroom environment support learning.

View presentation [11.1 MB]

Canada's Newest High School and its Leading 21st Century Learning and Design Initiatives

Ron Hoffart, Graham Hoffart Mathiasen Architects (GHMA)
Hugh Skinner, Graham Hoffart Mathiasen Architects (GHMA)

Vancouver School Board is embracing 21st Century Learning and translating the educational initiative into innovate learning environments through several capital projects. The Vancouver had developed 21st Century Design Principles. This presentation will focus on the Vancouver School Board's 21st Century Learning Initiative, its 21st Century Design Principles, and how the Initiative and Design Principles are being translated into a planning and design process that results in innovative designs. Vancouver School Board's University Hill Secondary School was constructed and occupied in January 2013. Creating a school environment that inspires and motivates requires a definition that goes beyond square-footage, a construction budget, or a design aesthetic; more importantly, it becomes about establishing a thoughtful connection between learning and educational facilities. This connection is the result of a guiding Vision that resonates with the entire educational community. The Vancouver School Board wrote an educational prospectus for this group of schools to lead the way with 21st Century Learning objectives. The new school gives physical form to the Vancouver School Board's concept of 21st Century Learning, with the school organized into 9 Learning Communities arrayed around shared “Learning Commons”. The Learning Communities will accommodate multi-grade groupings of students in spaces that encourage collaborative teaching and individualized project-based and experiential learning. Common areas are enhanced by Neighbourhood Learning Centre area to enhance community use. University Hill Secondary was built to meet LEED Gold standards.

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Making Space for Personalized Learning: Reconsidering the Open Classroom

Andrew Plemmons Pratt, New Classrooms

The ingenuity that repeatedly transforms our lives has bypassed the classroom. Since Horace Mann introduced the traditional classroom 170 years ago, we still have 28 children and one teacher in a box - not because it is effective, but because no one has stopped to question it. The time is ripe to address the fundamental problem in our system: Education is not one-size-fits all. We need new classrooms, designed for a more personalized pedagogy. This presentation will explore how a large open classroom can enable multiple learning experiences to take place within a single classroom environment. We will look at the theory behind open classrooms and how the experiments with open classrooms in the 1970s floundered not because of an absence of walls but because of an absence of clear, purposeful instructional programs. We will see how recent initiatives like School of One, an award-winning, personalized educational initiative within the New York City Department of Education (NYCDOE) that was profiled by Architectural Record in 2009, have led educators to reconsider the possibilities of an open classroom. In combination with new technologies and new instructional approaches, an open space design can be used in transforming the classroom from 28 children and one teacher in a box to a dynamic space that fosters individualized learning. We will then examine how the principles of open space design were applied in implementing the Teach to One: Math model, which uses resources from multiple classrooms, combined in an open space, to give each student a targeted, individualized learning experience. We will conclude by considering how what we now know about the advantages of an open classroom can be leveraged in future efforts to personalize learning.

For more information on the application of open space design in next generation learning models, please see the following article profiling School of One in Architectural Record: http://archrecord.construction.com/schools/09_School_of_One.asp

View presentation [4 MB]

Reshaping Education Facilities to Encourage Movement

Shelly Duff, California State University, Sacramento

In contemporary American society the understanding, expectations and realities of children's education and scholastic experience have changed significantly from earlier models. Causes of these changes range from children's health to reduced funding for schools. Simultaneously there has been a significant increase in the number of students diagnosed with Attention Deficits and Hyperactivity Disorders (ADHD) and Autism Spectrum Disorders (ASD), as well as an increasing understanding of how these children, along with typically developing children, learn and appropriate environments in which they do so. However, despite these many transformations that have taken place in schools, frequently the one unchanging aspect of the educational environment has been the environment itself: the building, the classroom, and even the furniture. Elementary school education in America still primarily occurs in outdated facilities from earlier generations. This presentation will provide an examination of the existing conditions of elementary schools throughout the United States and reports on the current state of the trifecta of wellbeing: the Health, Happiness, and Opportunities for Learning, within those environments. Additionally I will discuss methods in which changes in the physical environment have been, or could be, utilized to address inactivity and while simultaneously assisting in the transition into a traditional classroom for children with ADHD and ASD.

View presentation [2.07 MB]

2:30 pm – 3:30 pm (60 minutes)

How British Columbia's Neighbourhood Learning Centres are Transforming School Design and Community Fit

Hugh Skinner, Graham Hoffart Mathiasen Architects (GHMA)
Ron Hoffart, Graham Hoffart Mathiasen Architects (GHMA)

In September 2008, the Province of British Columbia announced a vision for Neighbourhood Learning Centres (NLC's) and setting out a two-part initiative, including: a. providing extra capital funding to districts incorporating NLC approaches into plans for new schools or major renovations. All new school facilities that receive capital funding from the provincial government will receive a 15% additional space allowance that can be used for Neighbourhood Learning Centres. b. enabling all other schools to use their existing space to accommodate a wider range of services for students, families and the community to maximize the public benefits of school facilities. Neighbourhood Learning Centre is an overarching term for schools that offer educational programs for all ages and reach out to engage their communities on a year-round basis. It is recognized that all schools in the province have unique characteristics that have evolved to meet local community needs and interests and that there are varying levels of engagement between schools and their communities. NLC's encompass a range of models including community schools, community hubs, schools with municipal recreation services and schools with community services such as health care, theatres, libraries, early learning facilities, seniors centres and cultural centres. This presentation will focus on the background of British Columbia's Neighbourhood Learning Centres, the public consultation processes that have resulted in the successful public engagements, and the design solutions that have resulted in innovative and relevant joint school community facilities that benefit the entire community.

View presentation [9.68 MB]

Building Healthy Schools: A New Vision for Green Design

Robert W. Moje, FAIA, LEED AP, VMDO Architects
Kelly Callahan, AIA LEED Green Associate, VMDO Architects

This session will highlight collaborative, data-driven work currently being done to test-drive a novel set of healthy eating design guidelines in a new K-5 school in rural Buckingham County, Virginia. The Healthy Eating Design Guidelines (HEDG) - developed collaboratively by VMDO Architects, Dr. Terry Huang and a team of researchers from the University of Nebraska, and Dr. Matthew Trowbridge and a team of researchers from the University of Virginia - outline sets of strategies that informed the health- and food-conscious design of the Buckingham school. These guidelines provide one specialized example of our design culture's current response to the question "how do we improve the health of our children and future generations?” Other health-based parameters that have been put into practice include New York City's 2010 Active Design Guidelines and the American Institute of Architects' 2012 Local Leaders: Healthier Communities through Design. Both promote healthier communities through design-driven methods that call for activity, movement, recreation, active transportation, and interaction with nature. These guidelines, including the HEDG, lay a foundation that supports an integrated system of behavior change - where health is addressed from different vantage points. Other examples of health-related change to be discussed include the following trends: Green in Transition The face of “green” is transitioning from the incorporation of measured amounts of non-toxic materials, healthy indoor air quality levels, and kBtu usage to more broad-based pushes for health and wellness in green building design. While energy efficiency and sustainability are important goals that have been advanced by the LEED system, health is important too, and we as a society are consciously considering how to incorporate healthy parameters into building design, particularly as children are concerned. The Cost of Food A related movement that plays a critical role in the 'health' debate and which has been gaining traction from grassroots to governmental levels for years is the question of food and its connection to health, education, ethics, sustainability, and the future of our nation's well-being, which, according to many scholars, is under extreme duress. As today's children may be the first generation to not outlive their parents due to obesity-related health complications, public health and medical research and analysis need to inform the ways that we design public spaces, particularly schools, in which children spend a large percentage of their developmental years. Health for Life While data, measurements, and rubrics are important in overall helping to analyze the course that change takes, what is responsible for driving such change include qualitative tactics like healthy programming, collaboratively-written guidelines, awareness and access to new systems of thought and practice, and education. Starting in schools, where education happens at so many levels and where children are malleable and receptive to change, is where the insight and impact of health-driven guidelines is occurring and what we would like to discuss in this presentation.

View presentation [14.8 MB]

2:45 pm – 3:45 pm (60 minutes)

Agile Learning Spaces: A Changed Paradigm - A Changed Approach

Tim Springer, Ph.D., Human Environmental Research Organization, Inc. (HERO)

Change is constant. Perhaps nowhere this maxim truer than with education and technology. Smart, portable, mobile devices are changing the paradigm of education and learning. Smart phones, tablets and other mobile devices are encouraging new approaches to curriculum, teaching, learning and the design and use of learning spaces. Flexibility is often cited as the best way to accommodate change. As a goal, flexibility connotes a certain looseness. It suggests attempting to be all things to all users – often resulting in nothing done well. Effective solutions need to be more than simply flexible. What's needed is agility. As a goal for process, place or people, agility is purposeful, nimble and adaptive. Most learning space designs do not incorporate mobility, adaptability and agility. This CEU will address how to design spaces to support different activities, learning and teaching styles and explore the key elements in creating agile learning spaces.

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School Safety and the Whole Child

Anjali Grant, Mahlum
Dr. William Pfohl, Western Kentucky University
Dr. Thomas Huberty, Indiana University

Contemporary discussions on school safety have tended to focus on security and lockdown. We would like to offer a holistic and student-centered view. Using insights gained from research by Dr. Margaret Hobart, Dr. William Pfohl and Dr. Thomas Huberty, we will talk about how safety in facilities might be considered from the perspective of both the child and the community. Dr. Pfohl is an expert on school violence and victim response. Dr. Huberty's research focuses on children's mental health and the association of stress and anxiety with personal and school functioning. Anjali Grant worked with Dr. Margaret Hobart on Building Dignity, a website constructed to help the Domestic Violence Prevention Community and their architects design, renovate and re-envision facilities for domestic violence survivors. We will look at how feelings of safety enable students to thrive in an educational environment, and what stressors might impact student success at different ages and levels of development. Using research conducted by Dr. Pfohl, we will look at how strengthening community ties can support children's safety at schools. Finally, the session will conclude with a discussion session during which audience members may voice their own approaches to the topic.

View presentation [4.87 MB]

3:00 pm – 4:00 pm (96 minutes)

Great Design, Energy Efficiency and Excellent Economics: High Performance and Sustainability on a Budget

Douglas R. Hundley, Jr., PE, LEED AP, MAT Consulting Engineers
Steven Ward, Studio Kramer Architects

Using two schools in Nelson County, Kentucky as examples, Doug Hundley (CMTA Consulting Engineers) and Steven Ward (Studio Kremer Architects) will discuss strategies for realization of attractive, economical, and high performing school facilities. Foster Heights Elementary was a school built in multiple sections (1958, 1970, 1978, and 1992). An adjacent former high school was used as an intermediate school (grades 4-5) due to overcrowding at Foster Heights. The district had to decided whether to renovate both facilities, renovate one and retire the other, or tear down and replace the elementary school with a new building. The design team prepared a master plan recommending two phases of renovation of the elementary school and retirement of the intermediate school facility. Now complete, after one year in use Phase 1 showed performance results that met the Energy Star requirements with a score of 99 out of 100. After Phase 2 completion, the current energy consumption is 29 kBtu/sf/yr – less than half that of a typical new school. Thomas Nelson High School is a new facility designed to accommodate 1,000 students. This new school would split the current student body into two schools, the first time this had ever occurred in Nelson County. Because this was a sensitive issue, the design team worked closely with a a group including faculty, staff, administrators, parents, and members of the community to ensure the school communicated that it is part of the larger community. After almost one year of operation the building has exceeded performance expectations: The district was told they could expect energy use of 30 kBtu/sf/yr, but the building is currently operating at about 23 kBtu/sf/yr - one of the most efficient high schools in Kentucky. 'Green' thinking, for this design team, was an integral part of a holistic effort to design a project that was efficiently planned, economical to operate and, most importantly, that it engages its community and users in a way that they will want to be its stewards for decades to come.

View presentation [3.48 MB]

Planning for the Whole Mind: Creative Environments for Project Based Learning

Brian J. Donnelly AIA, LEED AP, Perkins Eastman

In an effort to educate the whole person, rote memorization and static lectures are increasingly being replaced by applied, project-based learning in a variety of settings. Educational facilities can respond to these pedagogical changes with spaces that are designed to encourage collaborative learning at a variety of scales. Recognizing that there is not one way to design for collaborative learning, this session will offer participants an opportunity to investigate a range of learning environments, from elementary schools to colleges and universities, to find the common threads that make these spaces effective. This interactive, collaborative workshop will focus on pedagogy as a guide to the next generation of school design.