Education is ripe for disruptive change leading to innovative practices that improve learning outcomes for our students. What might have worked in the past will not necessarily have the same impact today, as the world has changed dramatically in a short period of time. It’s safe to say that the seismic shifts we are witnessing as a result of technological advances will continue to reshape our world in ways that we could never have imagined. Disruption has become commonplace in the new world and organizations have moved from adaptation to evolution in order to not only survive, but more importantly thrive. Disruptive innovation compels educators to go against the flow, challenge the status quo, take on the resistance, and shift our thinking in a more growth-oriented way. Disruptive leadership will lead to disruptive innovation. If we hang on to the same type of thinking we will continue to get the same old results...or worse.

   1 LU

• Examine how school furnishings can support team work in learning
• Examine how multidisciplinary activities require flexible space and technology
• Reflect on how technology and sustainability must be intertwined in new spaces
• Reflect on how outdoors education can be accommodated in spaces that integrate nature and shelter

• Observe how the vertical development has enabled the creation of all the required spaces for different functions and reduced maintenance costs
• Examine how the use of daylight for all common areas helps in maintaining effective passive monitoring and creates a comfortable atmosphere for the occupants
• Examine sustainable solutions that help improve comfort, like the opaque glass panels on the facade that are calibrated to most efficiently regulate natural heat and light from the sun.
• Observe the solutions adopted to avoid negative impact on the environment, like a “green alley” that collects rainwater during storms and releases it slowly to avoid overwhelming the sewer system, and the green roof that further helps control solar heating and storm water runoff.

Breakout Seminar (choose 1)
Seminar #1 – Erie Room

Natural Light as a Planning Tool to Economically Transform Internalized Schools

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Robin Randall, AIA, LEED BD + C, Vice President and Director of PreK-12 Education, Legat Architects, Adjunct Professor of Architecture, Judson University; Phil Prale, Assistant Superintendent for Curriculum and Instruction, Oak Park River Forest High School; Catherine Varnas, Project Designer and Associate, Legat Architects; Loren Johnson, Project Designer and Associate, Legat Architects

This workshop will balance research showing improved student performance in daylight environments and the economic benefits of biophilic design with adaptive reuse of existing internalized schools. Showing design interventions including light wells, living walls, terrarium insertions, and learning stair case studies, the panel discussion will show that learning outcomes are improved with natural light and design innovation. Sharing personal stories of students that “just want to see outside” we will show that simple measures can transform space. Workshop agenda includes:

• Interactive icebreaker discussion on learning and natural light
• Presentation of the facts and research supporting our thesis
• Application of thesis through case studies and analysis
• Design workshop using an existing internalized school in small groups
• Report out of small groups to large group critique
• Review of learner outcomes and applications for future projects

• Connect documented research to educational learning outcomes and positive impact on health and the value of natural light and biophilic design.
• Encourage positive neurobiophic stimuli and reduced conflict through access to views of nature.
• Demonstrate applications of design interventions and share tools for communication.
• Calculate benefits through learning outcomes, health impact and operational costs

Breakout Seminar (choose 1)
Seminar #1 – Huron Room

Amy M. Yurko

School and District-wide Transformations:  One Room at a Time

Estimates show that there are nearly four million classrooms in use in the US today. In the greater Chicago area, there are over 1.5 million students attending public schools. The average area district maintains about 300 existing classrooms and numerous other educational spaces. As demand for supporting 21st century skills, incorporating new technologies, and addressing the increasing needs of students, School Districts must address aging and inadequate facilities in addition to developing new schools. Looking to use capital budgets efficiently and effectively, Districts are increasingly seeking data and research to identify which specific design strategies will have the biggest impact on teaching and learning. While, thankfully, the development and availability of such data is expanding, there is still relatively little data that can be applied to specific District parameters. In response, Districts are beginning to develop their own data by prototyping state-of-the-art learning environments, observing impacts, and tweaking spaces before embarking on large-scale renovations of their school facilities. This session will share several examples of Chicago area learning environments that have been transformed for this reason. A discussion of lessons learned and next steps will round out the session.

• Examine the major differences in space requirements between traditional learning and the new trends
• Review the impact of new technology on facility maintenance
• Give examples of solutions adopted to obtain grants and support from various government and private entities
• Give examples of school districts that experienced positive student outcomes after renovations