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Wednesday, April 11, 2018 – 5:00 pm
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School Safety Discussion |
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School Safety is on everyone’s minds and the ramifications are felt in our hearts. The leadership and members from both organizations have been discussing this issue and would like to broaden the discussion with conference attendees. We have found a time where we can have an informal get together to discuss all of the issues:
- Do our organizations, A4LE and the AIA/CAE and our memberships have public and private roles / responsibilities to contribute to the discussion?
- Can we reshape the national discussion away from hardening to one that focuses on kids and engaging learning environments?
- Are we willing to expand our discussion to include more than the physical environment and tackle the more comprehensive issues of weapons, rights, mental health, and social justice?
- How can we be more proactive?
All of us need to be involved.
Please join us Wednesday 5:00 pm in Stadium 2, 3, 4 at the conference hotel.
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Thursday, April 12, 2018 – 9:00 am-10:00 am
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A Community Building for Education |
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Speaker
Ron Lamarre, AIA, ALEP, Design Principal, Lavallee Brensinger Architects
 LU 1
View presentation »
How does a community define where education "begins" and where education "ends"? The Mid-Coast Region of Maine recognized an opportunity to define their educational future as their Regional Technical High School was deteriorating. A grass roots movement involving community leaders, industry leaders, educational leaders, and economic leaders began a Visioning process to solve a variety of educational and business needs. Envision the creation of a new Technical High School to serve 7 regional school districts, community college students, adult education, and professional development for industry partners within a region of 21 cities and towns. The process was engaging, inclusive, broad-minded, and responsive; resulting in every city and town voting to financially support 100% of the costs for this educational facility by 3:1 margin. Content: Participate in the Visioning Process that created a all-ages technical educational facility. Discuss the Obstacles, Obstructions, and Opportunities; such as ownership, operational costs, scheduling, community access, and more. Discuss the future of all-ages educational facilities.
Learning Objectives:
- Sharing ideas on encouraging change in community-driven education.
- Sharing ideas of a community's "Sustainable" educational future.
- Sharing strategies to design ultra-low energy consuming learning environments.
- Sharing ideas on a community's return on investment in education.
Bio
Ron Lamarre is an award-winning Architect, Certified Educational Facility Planner, and Accredited Learning Environment Planner. He has led educational projects ranging from K12 and higher-ed to public libraries; encompassing cradle to grave life-long learning. His work focuses on creating unique community-driven solutions comprised of meaningful and innovative learning environments planned to evolve with advances in education and designed for a sustainable future. Ron was also President – Northeast Region and New England Chapter of the Association for Learning Environments. Ron is also a member of the American Institute of Architects Committee on Architecture for Education (CAE), and Committee on the Environment (COTE), the American Library Association, and the American Association of School Libraries. Ron graduated, with a Bachelor of Architecture from Roger Williams College, and an Advanced Certificate in Educational Planning from San Diego State University. Ron’s work has been featured in Learning by Design, American School and University, and the Green Building Journal.
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Doing More with Less, Providing Equity through Value Based Design: Lessons Learned through Case Studies in Queen Anne’s County, Maryland. |
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Panelists
Larry Levato, AIA, REFP, Crabtree, Rohrbaugh & Associates
Jillian Storms, AIA, Assistant Capital Projects Manager, School Facilities Branch, Maryland State Department of Education
Sidney Pinder, Director of Operations, Queen Anne's County Public Schools
Carla Van Pullen, Facilities Planner, Queen Anne's County Public Schools
Moderator
Lori Walls, Director of Client Relations, Crabtree Rohrbaugh & Associates
LU 1
Across our country there has been a renaissance in education that has resulted in teaching and learning process that help our students develop skills to succeed in the 21st century. Many of these require spaces that are different from traditional education. At the same time school systems across the country are dealing with limited budgets and existing infrastructure designed for traditional approaches to education. Our challenge as learning environment planners and designers is to create spaces that inspire all students and support evolving pedagogy in a way that provides equal access and equity. This panel discussion will explore the issues of equity from the macro (state level) to the micro (community school) with representatives from the state of Maryland, Queen Anne’s County Public Schools, and the design team. The Panel will use case studies from recently completed projects in Queen Anne’s County that made a big impact with a limited budget. These projects implemented value based design to create inspiring environments at reduced cost and have become examples in the State of Maryland of how to do more with less. The session will be a panel discussion format with attendee interaction through Q&A at key points in the discussion.
Learning Objectives:
- How social justice issues, particularly equal access and equity in school facilities are being addressed at the state, and local levels.
- How to plan and design inspiring educational environments on a limited budget.
- How to bring value to a community through thoughtful, collaborative value based design decisions.
Bios
Larry Levato is a Principal architect and Senior Project Manager at Crabtree, Rohrbaugh & Associates with 17 years of experience planning and designing schools. Larry has a passion for developing innovative learning environments and has been an active member of the Association for over 10 years.
Jillian Storms is an architect and capital programs manager at the School Facilities Branch of the Maryland State Department of Education. She assists counties throughout Maryland with their public school projects (grades K-12) to create safe, accessible facilities that are conducive to learning and sustainable in their design. In addition to over a decade in public service, Jillian’s 30 year career in architecture includes experience at several prominent Baltimore firms in campus planning, accessibility compliance, historic preservation, and affordable housing. She holds a bachelor’s degree in Urban Planning & Studies from Goucher College and a Masters in Architecture from the University of Oregon. She once served as President of the Baltimore Architecture Foundation and helped found the Kids-in-Design Program, for which she received an AIA Outstanding Service Award. She recently served on the Board of Directors of the American Institute of Architects, Baltimore Chapter, and curated an exhibit on the Early Women of Architecture in Maryland.
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Good Neighbors: Developing a Synergistic STEM and CTE Campus |
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Speakers
Deborah Szyfer, Montgomery County Public Schools
Kieran Wilmes, Grimm + Parker Architects
Shawn Krasa, Thomas Edison High School of Technology
LU 1
View presentation »
How can active engagement lead to school designs that meet the needs of the students while also serving the broader community? Montgomery County Public Schools (MCPS) was tasked with delivering two new schools—a comprehensive STEM high school and countywide CTE high school—on one campus, located in one the most diverse parts of the county. This session will explore the methods the architects and planners utilized to engage students, staff, and community during the design and decision-making process to meet the needs of two unique programs co-located on a shared site. Through these processes, MCPS and the architects designed two high schools that will adapt to changing pedagogy while offering a wide range of STEM and CTE programs. In addition, this session will illustrate the unique programs and partnerships that were leveraged with non-profit and local business partners to maximize student services, provide accessible neighborhood amenities, and enhance the community experience.
Learning Objectives:
- Explore how community and student engagement can positively impact the design process, decision making and final outcomes.
- Discover opportunities for schools to offer and house a variety community-based resources and vital neighborhood amenities.
- Investigate the potential synergies, benefits and challenges resulting from co-locating a STEM-focused comprehensive high school and a Career + Technology high school on the same campus.
- Analyze and leverage potential partnerships with community-based organizations and non-profits to maximize the student and family experience.
Bios
Deborah Szyfer is the senior planner for Montgomery County Public Schools, the largest school system in Maryland and 14th largest system in the U.S. With a strong knowledge of instructional programs, she works with educators to ensure educational specifications are current and works closely with architects to identify creative and efficient solutions to space and facility issues. She received her Master in Regional Planning from Cornell University and a BA in Psychology from the University of Rochester.
Kieran Wilmes is a Principal and Partner at Grimm + Parker Architects in Maryland, where he has worked for two decades designing educational environments for learners of all ages. He has led k-12 and higher education design teams throughout the Mid-Atlantic region with a focus on user & community engagement, collaborative design and sustainability. Kieran is active in numerous mentoring and outreach initiatives as well as national conversations regarding educational design through A4LE, AIA, USGBC and SCUP.
Shawn Krasa earned a B.S. at Buffalo State College in Technology Education, a M.S. in Technology for Educators and a graduate certificate in Administration & Supervision at Johns Hopkins University. Shawn Krasa was a technology education teacher, administrator and stakeholder in the building and/or classroom design of Wood Middle School, Parkland Magnet School for Aerospace Technology and Northwood High School, prior to opening the new Thomas Edison High School of Technology as principal.
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Telling our Stories; Places That Create a Sense of Belonging |
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Speakers
James E. LaPosta, Jr., FAIA, LEED AP, JCJ Architecture
Emily Czarnecki, NCIDQ, JCJ Architecture
LU 1
View presentation »
Stories are one of the most powerful ways we learn. Every community has a set of stories that explains its origin, embodies it values, and defines its identity. The sharing of our stories creates a continuum of culture from one generation to the next and can be a powerful tool in the development of learning environments. A compelling example of this process can be seen in Native American communities as they seek to transmit their mythological, spiritual and historical understanding of themselves. In attempting to deal with the intertwined issues of language, cultural preservation, and community building, Tribal Nations are seeking to provide life changing and multi-generational educational opportunities. By tapping their rich tradition of storytelling they have created a variety of physical environments that connect deeply to their culture and offer broader lessons as we seek to create strong communities. This session will discuss approaches from a variety of tribal nations and discuss key aspects that influence the successful implementation of culturally sensitive and mission driven learning environments.
Learning Objectives:
- Review the characteristics of belonging to a community
- Explore the ways storytelling can inform the built environment
- Discuss the applicability of storytelling to public school design
- Develop a set of storytelling tools to engage communities in the design process
Bios
James LaPosta, Jr. is Chief Architectural Officer of JCJ and serves as Design Principal for many of the firm’s academic commissions. An articulate contributor to the collective dialogue surrounding architecture, Jim has worked with client and professional organizations at the local, regional and national level. Jim has led the JCJ’s ongoing efforts as Knowledge Partner to the American Architecture Foundation’s Design for Learning program, which works with progressive educators in applying design thinking in the transformation of their school districts into centers for personalized learning.
Emily Czarnecki is a Senior Interior Designer and has over 15 years of experience in the planning and design of educational environments. She works closely with administrators, teachers and students in the design of spaces that positively influence academic achievement and the social-emotional development of children. Her work has been recognized for excellence by the National School Boards Association and the American Association of School Administrators.
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Thursday, April 12, 2018 – 10:15 am-11:15 am |
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School Building and Citizenship: How can school facilities be leveraged as broader community assets to enhance citizenship? |
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Panel
David Lever, R.A., D.A., Educational Facilities Planning LLC
Sarah Woodhead, AIA, NCARB, K-12 Education Leader | Principal, DLR Group
Milton Nagel, CPA, Assistant Superintendent of Administrative Services, Caroline County Public Schools (MD)
Moderator
Beth Penfield, ALEP, Senior Project Manager, Brailsford & Dunlavey
LU 1
View presentation »
The first task of education in a democratic society is to the cultivate future citizens. No one can deny that students should learn the skills they will need for success in a fast-moving, globalizing economy. More important than these specific skills, students must acquire the facility to continually acquire new skills and perspectives that we can hardly imagine today: in 30, 40, or 50 years these abilities will be as important to them as the computer skills that were unimaginable to us only a few decades ago. Still more important, however, are the attitudes, inclinations, and social habits that form the bedrock of a decent society. When our children are the decision makers of future years, this legacy of their student years will be every bit as consequential as the skills and knowledge they acquired in the school house.
How can the school facility enhance this moral dimension of education? For young students, the school building is second only to their home as the place where they spend their time. How they greet their peers and elders in school, how they meet the neighborhood around them, will shape their attitudes toward community and civic life for decades to come. For community members, the school can be a focus of activity and affection, the place where they hold meetings, join with their neighbors and children in common projects and tasks, and themselves acquire the skills they need for success in daily life.
Our panel will explore guiding principles for how a school building can engage with this problem: internally, to cultivate citizenship among the young; externally, to enhance civic participation in the community. The panelists include former and current school district and agency employees who will bring examples that show not only how the completed building works with its students and community, but how the process of planning, design and construction can also be a process for building the identity and spirit of the community.
The panel will be moderated by Beth Penfield, ALEP from Brailsford & Dunlavey who has worked with school districts across the United States.
Learning Objectives:
- Participants will be able to describe the fundamental concepts of cultivating citizenship
- Participants will be able to describe strategies for utilizing the planning, design, and construction process to bring together a community
- Participants will be able to describe best practices for designing school facilities to foster student engagement and cultivate citizenship
- Participants will learn case study examples of innovative practices for planning and designing facilities that support broader community needs
Bios
David Lever served as Executive Director of the Maryland Public School Construction Program (2003 to 2016). Under his leadership, his agency promoted high performance schools, innovative design, and the integration of school facilities with neighborhoods and community services. He now advises local boards of education, local and State governments, and private entities on educational facility matters. He has a masters degree in architecture from Harvard University and a doctorate in urban design from Rice University.
Sarah Woodhead is the Atlantic Coast leader of DLR Group’s K-12 Education practice, where she plans and designs the next generation of school facilities. She brings a unique perspective to projects, having a background in architecture, policy, advocacy, and program management. While a focus has been urban schools in the greater DC region where she held leadership roles for District of Columbia and Prince George’s County Public Schools, her experience also spans internationally.
Milton Nagel is the Assistant Superintendent of Administrative Services for Caroline County Public Schools on Maryland’s Eastern Shore since 1992. In this role, he oversees the design, construction, and operations and maintenance of facilities. Caroline County consists of approximately 5,500 students. Projects represent generational investments, highlighting the importance to maximize the value projects provide to the broader community. Civic engagement is very important to him and his role in this small community.
Beth Penfield help leads Brailsford & Dunlavey’s K12 practice. She has led the development of over $25 billion in school facility master plans and capital improvement programs. She also supports B&D’s program management services group with strategic leadership advice related to facility planning and budgeting for K12 clients. Her project work has spanned nationally, including Austin Independent School District, District of Columbia Public Schools, Prince George’s County Maryland, and Baltimore City Schools.
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Student Engagement: How Students Are Making a Difference in Philadelphia |
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Speakers
Mary Murphy Lee, School District of Philadelphia
Bill Bradley, Stantec Architecture
Amanda Brown, School District of Philadelphia
LU 1
Students from two schools in Philadelphia are collaborating to set the stage for success when their two schools are co-located two years hence. Students from Ben Franklin High School and the Science Leadership Academy, two schools serving disparate populations, met to untangle some of the challenges associated with maintaining separate identities while at the same time leveraging opportunities afforded through co-location. Led by leaders from the School District of Philadelphia and educational planners and architect, the students engaged in activities to better understand the role of architecture in education and design a variety of shared spaces within the proposed facility. Deliverables included the articulation of shared ideas and a series design emanating from student design charrettes. And while their collective thoughts informed the final design of the building, what was even more formative for the adults working with them is how quickly they pushed through barriers in order to collaborate. It became clear that the students were excited about the possibilities, and their enthusiasm spread to the team. Indeed they were building community through education! This session will identify some of the challenges inherent in co-locating schools, specify some of the challenges particular to this project, share ideas about student engagement, and articulate solutions that resulted that might also be applicable elsewhere. The artifacts created by the students – videos of the collaboration, images from their charrettes, etc. – will be shared as well.
Learning Objectives:
- Challenges associated with co-locating schools within a single facility
- Opportunities associated with co-locating schools with a single facility
- Strategies for engaging students in the planning and design process
- Lessons learned from student engagement
- How all of the above relate to a specific project in the School District of Philadelphia
Bios
Mrs. Lee is an Educational Facility Planner for the Capital Projects division of the School District of Philadelphia. As a recent graduate of the ALEP course of study she is one of the Association's most newly minted Accredited Learning Environment Planners.
Bill Bradley is a Senior Educational Planner for Stantec, a multi-national specializing in the planning and design of educational facilities. Besides his perspective as an architect, Bill lends his background as an educator having studied in and taught at the University of Virginia’s Curry School of Education before going into practice to plan and design schools. Bill has worked with school districts across the country for over 20 years and is currently working with the School District of Philadelphia. Bill is a past-president of the Virginia chapter of the A4LE, a past-president of the southeast region of the A4LE, and now serves on the A4LE's international board of directors as its representative from the southeast region. He received his BS in Architecture Design from Clemson University and his Master of Education and Doctor of Philosophy from the University of Virginia.
Amanda Brown is a Design Project Manager for the School District of Philadelphia's Office of Capital Programs. Prior to joining the School District in 2017, Amanda collaborated on a wide range of cultural and educational projects as an architect at design firms in Philadelphia and Baltimore City. Over the past 11 years, she has had the opportunity to work on new construction, renovation, and feasibility studies for K-12 projects, advancing project design from the conceptual phase through Construction Documents and Construction Administration. Amanda received her Bachelor of Architecture from Virginia Tech.
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Open Building: Creating Resilient Educational Environments as Centers of Communities |
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Speakers
John Dale, FAIA, HED
Stephen Kendall, PhD, Professor Emeritus, Ball State University
LU | HSW 1
Educational buildings constitute a huge and influential part of our built environment and directly impact a huge portion of our population on a daily basis. At any given point in time the majority of these facilities are inadequate to the task at hand – providing meaningful, relevant, accommodating, healthy settings for learning, In fact, many of these buildings continue to operate long after they have become obsolete. Many of our school districts undergo cycles of renewal and rebuilding in 30-year increments and are – in between these disruptive renewal programs – frequently finding their building stock an impediment to the vital activities essential to effective and progressive education. This presentation / workshop is an exploration of decision-making strategies designed to support a longer and more dynamic vision about the creation of educational facilities and highlights some recent school projects from across the Unities States that embody the principals of Open Building particularly well. Open Building advocates the creation of a resilient building stock capable of change and adaptation over time while facilitating decision making on multiple levels. In the context of education architecture – in particular schools – this means creating facilities that accommodate change as the communities around them evolve.
Learning Objectives:
- Become acquainted with the principals of Open Building and the origins of an international movement for the creation of flexible, resilient, place-specific structures.
- Learn about recent, cutting edge educational projects that embody Open Building principals.
- Gain insight into the multiple perspectives on planning for flexibility in educational environments.
- Understand the implications of systems design and its relationship to healthy, resilient environments as a critical aspect of Open Building.
Bios
John Dale has been planning, programming and designing educational environments for over 25 years. In 2007, he was named a Fellow of the American Institute of Architects (AIA) for this focus. By defining small learning communities which boost student achievement and galvanize community involvement, he creates high performance learning environments that are widely recognized models of regional and national significance. Mr. Dale also promotes green schools. Building on evidence-based research, he puts in practice the theory that students are healthier and learn more effectively in sustainable, resilient environments. As Principal, and Pre-K--12 Studio Leader for Harley Ellis Devereaux (HED), a national Architecture and Engineering firm, John’s projects have been honored with numerous awards at national, state and local levels. John has just completed his term on the Leadership Group of AIA’s National Committee on Architecture for Education (CAE) where he served as 2016 Chair. He is also a member and Past-President of the Board of Directors of the A+D (Architecture and Design) Museum, Los Angeles; sits on the Board of Directors for HED; and is a founder and Co-Chair of the recently formed North American Open Building Council.
Dr. Stephen Kendall’s research, lecturing and consulting focus on the Open Building approach to the design, construction and continuous adaptation of buildings. This approach emphasizes planning for change, by assuring that parts of buildings with long-term asset value (e.g. structure, façade, egress systems) are clearly disentangled from parts that change at more frequent cycles (e.g. functional layouts, function-dependent mechanical systems). In long-lasting buildings, distributed control of change must be recognized and planned for. Steve is a registered architect whose academic and research career spans more than 35 years. He has a professional degree from the University of Cincinnati, a Masters of Architecture and Urban Design from Washington University in St. Louis, and a PhD in Design Theory and Methods from the Massachusetts Institute of Technology. He is a founder and Co-Chair of the recently formed North American Open Building Council.
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Planning for 21st Century and Net Zero Energy Schools |
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Speaker
Cynthia Smith, Baltimore City Public Schools
Amy Upton, Grimm & Parker Architects
LU | HSW 1
View presentation »
In the midst of the 21st Century Buildings Program, which is currently set to renovate or rebuild 23 to 28 schools in the district, Baltimore City Public Schools still has a portfolio of approximately 140 schools which fall under the traditional capital program. While the capital program traditionally supports systemic projects, there are currently two new schools in construction that were funded and designed outside of the 21st Century Program under the capital program. Before the Buildings Program began, to insure that the work was visionary and long lasting, City Schools undertook an intensive effort to redefine what a 21st Century School is and what it means to the students of Baltimore City. Fundamental to this effort was the development of Educational Specification Standards, carefully considered to meet budget and square footage requirements while providing the student centered spaces for learning considered necessary for the implantation of City School’s goals for 21st Century learning. Holabird Elementary/Middle School and Graceland Park – O’Donnell Heights Elementary/Middle School are community schools being transformed using the 21st Century standards that the district defined. In addition, City Schools obtained a grant from the Maryland Department of Energy to make both schools Net Zero Energy. This session will include review of the inclusive process used to generate the Educational Specification Standards as well as the compromises and goals these standards contain. You will then hear how City Schools developed the Site Specific Ed Specs for these two schools, including how and why they may differ from the original standards, how the communities impact the development of the ed specs, and how the net zero requirements have impacted the ed specs and design of the schools.
Learning Objectives:
- Understand how net zero energy goals were incorporated into the ed specs and design.
- Understand how the district wide ed specs were used to create the site specific ed specs.
- Understand how the community needs and the academic requirements were integrated into the design of the schools.
- Understand how the design of a building can foster what the district values as 21st Century Learning while allowing for flexibility to change as the academic program and building evolves over time.
Bio
Cyndi Smith is the Director of Facilities Design and Construction at Baltimore City Public Schools in Baltimore, Maryland. Prior to this, she was the Senior Educational Facilities Planner for City Schools. In her Director role, she oversees the design and construction of all of the City Schools Capital projects, which is approximately 20-30 projects and about $35 - $45M per year of work. In addition, she is involved in the 21st Century Schools initiative which City Schools is currently undertaking. Cyndi is a registered Professional Engineer (P.E.) in Maryland, a Project Management Professional (PMP), and an Accredited Learning Environments Professional (ALEP).
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Thursday, April 12, 2018 – 11:30 am-12:30 pm |
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Strengthening Neighborhoods through their Schools: Lessons Learned from DC for Urban School Revitalization Programs |
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Speakers
Ann Neeriemer, AIA, Perkins Eastman DC
Peter James, AIA, Perkins Eastman DC
LU 1
View presentation »
Last summer, Baltimore City opened the first school built under its $1 billion 21st Century Schools Initiative. As the city embarks on the journey to revitalize its schools, the neighboring District of Columbia is nearing completion of a similar program. The successes and lessons of DCs renewal program are worthy of celebration, and can also be useful to other cities as they embark on renewal programs of their own. This session will present the overarching themes and lessons of the DC school renewal program, illustrating how it created stronger and more resilient communities. Through public engagement in the process, communities become more deeply invested in the outcomes and can transform neighborhoods. The resulting new facilities provide continued resident involvement in their schools and communities. A more in-depth look at two projects will examine some of the specific features that engaged citizens, increased community pride, and created sustainable projects for the future. Over nearly two decades, the DC School Renewal program has had significant impact on the public school and community infrastructure of the District. These efforts have transformed not only buildings, but entire neighborhoods and in the process have strengthened community engagement and built strong ties among neighbors.
Learning Objectives:
- Describe the DC school renewal program.
- Analyze how the process and design of school facilities and campuses can impact community involvement and educational outcomes.
- Identify features and components of school facilities that contribute to student engagement and build neighborhood pride.
- Summarize design and program concepts of sustainable education facilities that build community resiliency.
Bios
Ann Neeriemer has a passion for place-making and community based design which she has utilized on a variety of project types including master and campus planning, mixed-use developments, and primary and secondary education facilities. With experience in all phases of design and construction, Ann's expertise in visioning, master-planning, and programming for educational spaces guides schools to create sustainable facilities for the future.
Peter James has years almost ten years of experience with a focus on educational facilities and campus and large-scale planning. His diverse experience shares two common threads—social equity and environmental sustainability. He endeavors to design high-performance learning environments for students of all backgrounds and abilities. He believes that sustainable buildings and campuses are key to improving student wellness and achievement.
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Embracing Diversity and Promoting Community: How One School Risked Conformity for Inclusivity |
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Speakers
Anne Lintner, Principal, Bluestone Elementary School
Kelly Callahan, VMDO Architects
LU 1
View presentation »
‘Welcoming’ was the first adjective that leadership offered when brainstorming the vision for a new elementary school in the diverse small city of Harrisonburg, Virginia. And it was one that stuck. Harrisonburg is a prosperous city in the beautiful Shenandoah Valley, and continues to earn its nickname 'the friendly city' by integrating newcomers from around the world into its growing community. As a refugee relocation area, Harrisonburg has experienced the highest school enrollment growth rate in Virginia over the past 7 years. 35% of Harrisonburg City Public Schools students are identified as English Learners, representing over 60 different countries and speaking 57 languages in addition to English. This diversity offers both cultural opportunities for learning and exposure as well as challenges in terms of ensuring appropriate levels of support and development are championed for this unique and growing population. This presentation will highlight how school design can effectively support educational pedagogy while promoting equity and inclusivity, especially for diverse and high need demographics. Finding the right balance between learning and equity is a challenge that affects all schools and communities. Using Harrisonburg's Elementary School as one example among others, attendees will be able to visualize methodologies for developing vibrant, welcoming learning environments that effectively foster belonging, social engagement, and meaningful relationships.
Learning Objectives:
- Understand how birth rates and student retention rates affect student enrollment growth.
- Compare and contrast examples of responses to school enrollment growth in the region and draw conclusions about their effectiveness.
- Discover educational design solutions for creating a sense of belonging, student autonomy, and inclusivity among diverse student populations.
- Analyze how we can better prepare teachers and administrators to balance educational outcomes with equity inside and outside of the classroom.
Bios
Anne Lintner is a veteran teacher and administrator with over 25 years of experience, 15 of which have been in service to Harrisonburg City Schools. In 2016, she was named the principal of Harrisonburg’s new Bluestone Elementary School, after serving as the principal of Harrisonburg’s Keister Elementary School for 12 years. Anne strives to honor student discovery, wonder, and autonomy in her work developing learning communities of resilient teachers, students, parents, and community members.
Kelly Callahan is a licensed architect with over 30 years of experience programming, planning, and designing innovative public and educational buildings. Kelly was the project architect for Harrisonburg’s Bluestone Elementary School and Elon Rhodes Early Learning Center, both of which opened in fall 2017. Her talent at engaging a diversity of people in the process of design has led to projects that serve as community assets that express the mission and beauty of a place.
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Changing Minds and Achieving Success Through the Community Planning & Design Process |
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Speakers
Paul Hume, AIA, LEED AP, GWWO, Inc./Architects
Beth Pasierb, Frederick County Public Schools
Eric Feiss, AIA, LEED AP, GWWO, Inc./Architects
Dr. Theresa Alban, Superintendent, Frederick County Public Schools
LU 1
View presentation »
The session will focus on the community design process that resulted in the replacement of the historic Frederick High School located in Frederick, MD. Attendees will develop an understanding of how active community participation can and should shape the planning and design of safe and nurturing learning environments. The presentation will cover the entire process from initial approval through the opening of the school. Specific topics discussed, but not limited to, will include:
- Challenges with replacing a historic school
- Engaging the community through meetings and social media
- The process of reexamining and modifying Educational Specifications to improve educational settings
- Overcoming obstacles such as “this is the way we have always done it so why change”
- Tools and techniques used to convey design intent to all interested parties
- Working with state education officials to ensure acceptance and funding
Learning Objectives:
- Attendees will be able to describe how to develop, nurture, and achieve agreement from differing interested parties including local community residents, educators, administrative personnel, and others.
- Be able to describe how collaboration with educators and the community can provide effective learning environment for students.
- Be able to list strategies that ensure a safe, yet nonrestrictive, light filled environment for learning.
- Be able to utilize community input to improve campus safety while integrating existing and new buildings.
Bios
A member of A4LE and ASBO, Paul Hume has dedicated his career to improving the learning environments of K-12 students in Maryland. A Principal with GWWO, Paul is a former President of the Baltimore Building Congress & Exchange and was chair of the organization’s Construction Technology committee. He has also served on the Board of the Baltimore chapter of the AIA and as the chair of AIA Baltimore’s Technology in Practice committee.
Elizabeth Pasierb has been the Supervisor of Facilities Planning for Frederick County Public Schools since 2014. In this role, she prepares $350 million CIPs for a school system with 41,000 students, 66 buildings, 6.4 million square feet and 1,400 acres; prepares 10-year enrollment projections and annual Educational Facilities Master Plans; conducts redistricting and feasibility studies; and plans school construction projects and prepares educational specifications. She is a member of the A4LE Chesapeake Bay/Delaware Valley Board.
Dr. Theresa Alban has served as Superintendent of Frederick County Public Schools since July 2011. She leads a dynamic organization of approximately 5,650 employees and is responsible for overseeing the academic achievement of more than 40,500 students. An educator with over 30 years experience in several leading school districts, Dr. Alban is committed to working with the people of Frederick County to ensure that FCPS remains a premier school system. In 2017 she was named Maryland Superintendent of the Year.
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Teachers Village: An urban model in education-driven development |
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Speakers
Ron Beit, CEO, RBH Group
Vivian Lee, Associate Partner, Richard Meier & Partners Architects
Matthew McChesney, Partner, KSS Architects
Benjamin B. Carson, Chief Financial Officer, Great Oaks Legacy Charter School
LU | HSW 1
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Can a community of education act as a catalyst for urban revitalization? Can where teachers live affect the relevance and vibrancy of a neighborhood? How can we change the fact that only 19% of Newark’s teachers live in the city? These are the driving questions behind Teachers Village, the 7-building, mixed-use development in downtown Newark. At the heart of Teachers Village is a live-play-learn approach to the urban fabric, with 200 residential units marketed to teachers, 3 new charter schools and a daycare facility, and 65,000 square feet of retail for 20 businesses. This session will explore how Teachers Village offers a national model for how an education-driven development can revitalize a community through design that connects educational, social and economic systems. From the perspectives of developer, architects, and schools, the session will share development principles, design strategies, and educational frameworks that participate in the project’s success as a model for education-powered urban revitalization nationwide.
Learning Objectives:
- Formulate an integrated approach to a new or existing project that engages all stakeholders in the conversation surrounding design techniques for urban revitalization & community engagement.
- Discuss the implications of disruptive development and project models that offer new approaches to shared resources, weaving an urban fabric, and visual engagement in design of educational facilities.
- Articulate the business case for sustainable neighborhood development.
- Demonstrate how LEED for Neighborhood Development can be applied to multi-partner education-driven projects.
Bios
Ron Beit is the founding partner and CEO of RBH Group, LLC, president of RBH Management, LLC, asset and property management companies; as well as managing member of RBH-TRB Newark Holdings, LLC. Ron has acquired, developed, rehabilitated, and/or operated over 1 million square feet of existing commercial and residential real estate in numerous projects throughout the U.S. as well as over 6 million additional developable square feet in institutional-grade sites throughout downtown, Newark, NJ.
Vivian Lee became an Associate Partner in 2014. Prior to joining Richard Meier & Partners, she lived and worked in both Europe and Asia, and brings to the Firm her diverse background and international experience. Her current portfolio includes the Oaks Frontline Apartments & Villas in the Czech Republic, the Taichung Condominium Tower, Residential Villas in Taipei, Taiwan, and the SoMA Master Plan and Teachers Village Charter Schools and Workforce Housing in Newark, New Jersey. Her contribution to the firm’s creative portfolio also include the recently completed Seamarq Hotel in Gangneung, South Korea, the OCT Clubhouse in Shenzhen, China, and the Italcementi i.lab in Bergamo, Italy.
Clients know Matthew McChesney for his ability to listen to their needs, understand their values, and create spaces where they can maximize their potential. Matt is a powerful force in the K-12 community—he is a trusted advisor to many, helping to build community and facilitate education pedagogy, thereby empowering students to succeed and neighborhoods to flourish. With all projects, he strives to integrate both simple and complex systems that minimize architecture’s impact on the environment and help preserve resources for future generations. Matt attended Syracuse University and has more than 20 years of experience in the field, working for clients like KIPP, Uncommon Schools, and on new, cutting-edge developments like Teachers Village in Newark.
Benjamin Carson is the Chief Financial Officer of the Great Oaks Legacy Charter School, a PreK-12 network of schools serving 1,400 students in 5 campuses across Newark, New Jersey. A founder of the Great Oaks Charter School, Ben has supported all aspects of the school's facilities projects since 2011. Previously, Ben worked on charter school policy and accountability for the New York City Department of Education and on charter school facilities financing for the Local Initiatives Support Corporation. Ben has a Bachelors degree in Economics from Trinity University in San Antonio and a Masters in Public Affairs from the University of Texas in Austin.
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Thursday, April 12, 2018 – 2:00 pm
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Beyond Bricks and Mortar: Interactive Ways to Involve Communities in Addressing Unique School Modernization Circumstances |
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This session will be given on the learning tour of Fort Worthington Elementary / Middle School (K-8 Public School)
Speakers
Nicole Price, 21st Century School Buildings Program
Kelly Connell, 21st Century School Buildings Program (Brailsford & Dunlavey)
LU 3.5
The 21st Century School Buildings Program is a historic $1 billion effort to address Baltimore City’s aging and inadequate public school buildings. Groundwork was laid by communities, education advocacy groups, the school system, and other stakeholders leading up to the passing of the legislation to fund the modernization of Baltimore’s public schools. The promise of new and renovated schools will help transform student opportunities and achievement, provide jobs and resources to families, and revitalize neighborhoods.
In this session, participants will learn about steps taken within the 21st Century School Buildings Program to ensure communities’ involvement in addressing unique circumstances related to Baltimore’s school modernization that extend beyond ‘bricks and mortar’ like school program and building closures, school co-location, school relocation, and grade configuration changes. This session will include talks from end-users, principals and students, of Lyndhurst Elementary School, Rognel Heights Elementary/Middle School, and Dorothy I. Height Elementary School. Nicole Price, Director of Community & Public Relations- 21st Century School Buildings Program, will introduce specific strategies developed by her team and creative productions from support staff of the program management firm Brailsford & Dunlavey that address community engagement and communications needs.
Learning Objectives:
- Participants will learn about specific strategies developed by the 21st Century School Buildings Program’s Communications & Public Relations (CPR) Team to ensure community’s’ involvement in circumstances that extend beyond ‘brick and mortar.’
- Participants will hear directly from end-users, principals and students, on how schools engaged and partnered with their communities to identify specific themes for the architect to incorporate into the design of the new school building.
- Participants will gain exposure to various engagement and communications tools developed by the CPR Team.
- Participants will learn the basic steps of several creative engagement activities from the production of ‘Welcome Videos’ to ‘LEGOBuild Activities’ and apply what they’ve learned through hands-on demonstrations.
Bios
Nicole Price is the Director of Community & Public Relations for the 21st Century Schools Buildings Program. She has led the creation and oversight for all public relations efforts for 21st Century Program since implementation begin in April 2013. Prior to joining Baltimore City Schools, Ms. Price spent 14 years in politics at every level including leadership roles in the historic 2008 & 2012 Presidential Election of Barack Obama, serving as White House Political Appointee to the U.S. Department of Labor and training political parties from 15 countries in Africa.
Kelly Connelly is the Communications Coordinator for Baltimore's 21st Century School Buildings Program and an employee of Brailsford & Dunlavey. She coordinates efforts for multiple levels of communications and engagement supports as part of the program's Community & Public Relations team. Connelly provides expertise in graphic design, photography, web management, and video production, all used to benefit students and communities throughout the school modernization process. Prior to working for the 21st Century School Buildings Program, Kelly Connelly filled roles as a Senior Marketing & Communications Manager, Teaching Artist, Editor-in-Chief, Photographer and Graphic Designer. Connelly holds a B.A. in Art History from New York University.
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Friday, April 13, 2018 – 8:30 am
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Reclaiming Community by Revitalizing Brutalist Structures: Marie H. Reed Community Learning Center |
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This session will be given on the learning tour of Green Street Acadamy
Speakers
Jenine Kotob, Quinn Evans Architects
Katie Lundgren, Principal, District of Columbia Public Schools
LU 6
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The transformation of the Marie H. Reed Community Learning Center in northwest Washington, D.C., reflects a community’s longstanding history of promoting diversity, global education, and wellness. Built in the 1970s, the initial structure was envisioned as a symbol of community strength in the face of racial tensions, with a Brutalist fortress façade protecting an open concept interior. In 2017, the Center was renovated, reclaiming its narrative of community, and re-envisioned from an inward-oriented facility to an outward embracing contemporary learning environment. Through a robust community engagement process, every space inside and out was revitalized, including: an elementary school, recreation facility, public day care, health clinic, playgrounds, outdoor plaza, and gardens. The newly modernized facility invites members of the Adams Morgan neighborhood to reconnect with the Center’s vibrant heritage, reinstills community spirit, and inspires growth in young minds.
Learning Objectives:
- Transforming a Brutalist structure into a 21st Century Learning Environment.
- How to have a successful community engagement process.
- How co-location of a school and public services can help your community.
- Embracing history of your site in the form of art.
Bios
Jenine Kotob is an architectural designer with Quinn Evans Architects (QEA) in Washington, D.C., focusing primarily on K-12 learning environments. She holds a Master of Science in Architecture from the Massachusetts Institute of Technology (MIT) and a Bachelor of Architecture from Virginia Tech University. She is a board member with the Committee on Architecture for Education in D.C.; and, was a former juror for the Educational Design Awards with AIA CAE National.
Katie Lundgren is the principal of Marie Reed Elementary School, a DC Public School in Washington, DC. Ms. Lundgren received her BA in Political Science from Rhodes College in Memphis, TN, and her Ed. M. in School Leadership from Harvard University Graduate School of Education. After teaching in New Orleans, LA, she relocated to Washington, DC in 2004 where she has served as an assistant principal and principal since 2009.
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Friday, April 13, 2018 – 3:00 pm
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An Old Building with a New Heart: Transforming Gilman Hall at Johns Hopkins University |
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This session will be given on the learning tour of Gilman Hall @ JHU
Speaker
Alex Diez, AIA, LEED AP, Kliment Halsband Architects
LU 2.5
The renovation of historic structures begins with a simultaneous exploration of programmatic needs and an analysis of the spatial limits of the existing structure. However, imaginative design solutions often transcend the initially perceived constraints of these historic structures. At Gilman Hall at Johns Hopkins University, through rigorous programming, building analysis and conceptual design process, the building “revealed” 12,500 gsf of new space at the heart of the building, maintaining its vital role as the center of the original, historic campus community.
The renovation of Gilman Hall is an example of how an architectural team worked with the University – Deans Office, faculty and staff to overcome the physical constraints of this important historic building at and transform it into a state-of-the-art facility that meets the needs of its various users today. This careful process is an excellent example of building community within a larger university context.
The presentation will focus on the methodology followed during the early design phases of this project to realize a successful response to the demands of a sophisticated and diverse college community.
Learning Objectives:
- Craft different strategies and interactive techniques for the programming, building analysis, and preliminary design for renovation of historic buildings.
- Foster user input that leads to innovative design directions that create optimal learning environments – programming methodology; questionnaire;
- Explore how program can generate multiple design alternatives that create meaningful consequences for users, administers, and students – demonstrate the process of providing options and narrowing down in an interactive and iterative process the desired alternative.
- Learn how to achieve LEED Silver certification when renovating an existing building.
Bio
Alex Diez, AIA, LEED AP, is a partner at Kliment Halsband Architects in New York City. He has over thirty years of experience in designing award-winning educational facilities at major colleges and universities. He was the Partner-in-Charge for Gilman Hall at Johns Hopkins University; the Humanities Building at SUNY Purchase College; and multiple projects at New York University. Alex received a Master of Architecture from Columbia University.
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