| THURSDAY | MAY 3, 2018 – Motif 4th Floor |
| 8:30 AM |
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Current and Future Trends in Classroom Technology
Speakers:
Jim Wolch, AIA, Project Manager, BCRA
Mike Cozart, Principal, BCE
Mark Vetter, Executive Director of Instructional Technology, Puyallup School District
 LU
Seattle Room 1
Designing for the 21st-century learner means understanding how one-to-one devices, interactive flat screen monitors, digital resources and other technology is integrated and how the built environment supports and enhances student learning.
Learning Objectives:
- Learn how districts are currently using technology to support student learning objectives
- Discuss case study from Puyallup School District
- Discuss age-appropriate technology for the k-12 learner
- Discuss future trends and devices that will impact the school community
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Informing School Design with Research: Caulfield Primary
LU
Seattle Room 2
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Resilient Design: The Expanding Evolution of Sustainable Design Methodologies
Speakers:
Kristian Kicinski, Associate Principal, Bassetti Architects
Craig Stauffer, President, PCS Structural Solutions
Eric Becker, Senior Project Manager, Seattle Public Schools
LU
Seattle Room 3
View presentation »
Sustainability has been a focus of school design for many years. Beyond the emphasis of reducing the carbon footprint of a facility, Sustainable Design enhances our learning environments by providing improved natural lighting, better control of the environmental systems, amongst many other things. However, Sustainable Design is only truly sustainable if it is also “resilient”. The Resilient Design Institute defines resilient design as “the intentional design of buildings, landscapes, communities, and regions in response to vulnerabilities to disaster and disruption of normal life”. Schools, perhaps as much as any other community building, are a critical point in this discussion. Whether it be as a temporary emergency shelter, or with the desire to help students return to a “normal life” as soon as possible after a natural disaster, the importance for resilience in educational facility design is paramount. The presenters will discuss the evolving environment of Resilient Design and explain how this approach will continue to be an expanding emphasis on the form and function of school design.
Learning Objectives:
- Attendees will engage in conversations regarding the overall objectives of Resilient Design, and will understand the breadth of environmental factors and human behavior that influences Resilient Design.
- Attendees will gain knowledge of how various professional organizations are currently approaching Resilient Design, and how the design industry can assist with bridging these differences to develop unified goals.
- Attendees will be able to describe how resilient and sustainable design objectives currently align, as well as gain an understanding of where goals may conflict.
- Attendees will understand how the performance objectives of Resilient Design varies amongst school districts, such as the importance of emergency preparedness versus disaster recovery. The attendee will gain knowledge on the importance of developing an understanding of the unified goals at the commencement of the design process.
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Welcome to Your School: How Our Learning Environments Shape Our Lives
Speakers:
Brian Carter, AIA, LEED AP, ALEP, Principal | CEO, Integrus Architecture
Edward Peters, ALEP, Capital Projects Director, Edmonds School District
LU
Beltown Room
View presentation »
Welcome to your World: how the Built Environment Shapes our Lives has been one of the most influential architectural publications of 2017. Author Sarah Williams Goldhagen seeks to reveal the ways in which architecture profoundly shapes our feelings, memories and well-being. This session will align Ms. Goldhagen’s observations with many of the fundamental tenets of school planning and design. How is a school situated as an object in its natural world, in its neighborhood, and in the physical boundaries of its community? What impact does light, space, color, texture have on how we perceive the world around us, and therefore how we learn? Does beauty matter, and how do we show our student’s that we value what they do?
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Reinventing CTE
Speakers:
Dusty Eaton, CEO/Principal, A&E Architects
Scott Anderson, Principal, Billings Public High School’s Career Center
Sam Shafer, Senior Associate, Integrus Architecture
LU
Pioneer Room
The landscape of Career Technology Education is shifting rapidly. There is a change in how we approach CTE, called active learning, and a new way of shaping spaces to support it. Active learning marks a shift away from a single person imparting knowledge to a large, passive group to a pedagogy in which students develop content together, facilitated by a teacher, and driven by industry needs. Research finds that active learning propels the understanding, interpretation, and growth of knowledge and entrepreneurial creativity through collaboration. Architecture promotes it by encouraging strategic relationships between people, technology, and spaces. Montana consistently ranks near the top in the nation for entrepreneurial development and technology innovation. These high rankings reflect the strength of Montana’s CTE and STEM programs and their increasingly effective alignment to industry needs. This is achieved despite Montana ranking at the very bottom, compared to other states, for CTE state funding. This session will use case studies to focus on programs, industry partnerships, and spaces that drive successful CTE programs, despite funding challenges.
Learning Objectives:
- Learn what technological and special strategies are supporting students and teachers in the active learning pedagogy.
- Learn how to create successful CTE industry partnerships, and build alignment and economic development opportunities between our schools and our businesses in our communities.
- Learn about specific architectural and interior design strategies conducive to active learning in and around CTE programs.
- Look at specific case-studies on aligning industry needs with CTE program development
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| 9:45 AM |
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Design as an Extension of Education; the Process of Designing CreativeLIVE
Speakers:
Andrew van Leeuwen, Partner, Architect BUILD LLC
Jill Callan , CreativeLIVE
Sandy Ha, Partner, Architect BUILD LLC
LU/HSW
Seattle Room 1
CreativeLIVE’s learning environments combine their live-broadcast, creative educational mission with the adaptive reuse of older buildings in both Seattle and San Francisco. The melding together of the design process for the programming of these technical spaces, along with maintaining the patina and layering of the older buildings, complements and extends the creative educational opportunities for CreativeLIVE’s diverse students and participants. This talk will take a behind the scenes look at the substantial alterations of the facilities required for classroom and online education, and how design can be an extension of the process and layering of education.
Learning Objectives:
- Structural integrity and seismic updates to existing brick buildings
- Healthy, flexible working environments with natural light and ventilation
- Acoustic design and sound proofing
- Designing for the technical challenges of online education
The CreativeLIVE Seattle and San Francisco education facilities each offer lessons in adaptive reuse of older buildings as well as technical details involving the structural integrity and seismic updates to brick structures. These buildings have industrial histories and converting them into modern day uses required design strategies for natural light, ventilation, and access to outdoor space. The nature of online education required many acoustical design considerations in addition to sound-proofing for the broadcasting studios. It was important that the mechanical systems be quiet, effective, and well-integrated with the structure. The new design also involved a host of life-safety and fire-rated requirements.
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Growth Mindset Incubators: A Case Study
Speakers:
Liz Katz, AIA, Associate, NAC Architecture
Faith Eakin, Lead Program Manager, Greater Seattle Bureau of Fearless Ideas (BFI)
Student, TBD
LU
Seattle Room 2
Imagine the possibility of literally being transported into a new type of learning environment where there are endless possibilities. Growth Mindset is an idea developed by Stanford researcher Carrol Dweck – opposing the idea of the Fixed Mindset which asserts that people are born with certain characteristics (i.e. - being smart, strong, kind, adventuresome, or not), and they don’t really change. Growth Mindset allows a person to believe in the possibility of changing their pre-conceived characteristics. It allows students to recognize and see through stereotypes. “A growth mindset is the belief that you can develop your abilities through hard work; good strategies; and input, help, and mentoring from others." —Carol Dweck The concept of Growth Mindset is becoming more widely used in education among teachers and students, and is consistently being improved and applied in both educational theory and practice. Challenges exist in transferring the language and strategies taught through a growth-mindset approach to everyday interactions with teachers, parents, and others outside the classroom. How can a child apply Growth Mindset tools in a society that is still full of stereotypes? The Greater Seattle Bureau of Fearless Ideas (BFI), an educational non-profit in Seattle, fosters an environment that gives students the confidence to take Growth Mindset into the real world. They are also striving to bridge this disconnect by building a Growth Mindset environment outside of school that reinforces these core concepts for students, families, and community volunteers, encouraging students to apply Growth Mindset even more broadly. Our presentation will outline the concept of Growth Mindset v. Fixed Mindset and how to overcome what Claude M. Steele calls the Threat of Stereotypes. We will show how Growth Mindset is working in BFI’s after school tutoring program. The audience will hear from the Lead Program Manager at BFI, Faith Eakin, on how they are creating programs that motivate and inspire kids to learn and want to return again and again. The audience will also hear firsthand from a public school student who use what they learn at BFI, at their school and home. They will also share ideas on how Growth mindset could be incorporated into a larger school setting. Liz Katz with NAC Architecture will explore how the design of BFI’s unique learning environment promotes social and emotional learning, and share strategies to create Growth Mindset incubators in both new and existing schools.
Learning Objectives:
- Understand the difference between Growth Mindset v. Fixed Mindset
- Understand how to recognize hidden biases and avoid the Threat of Stereotypes
- See how both Growth Mindset and Social and Emotional Learning are being used by teachers and students at the Greater Seattle Bureau of Fearless Ideas
- Understand how Growth Mindset incubators—spaces that support social and emotional learning—can be incorporated in both new and existing schools
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Middle School “Habitat” for our Next Generation of Global Citizens
Speakers:
Stefee Knudsen, AIA, LEED AP BD+C, Associate Principal, Hacker
Christine Chang, Chair of the Board of Trustees, French American International School
LU
Seattle Room 3
View presentation »
Our world is changing more rapidly than ever before. Much of this change is exciting: expanding learning opportunities, ever-evolving technologies, and pedagogical advances. Some of this change inspires concern: global political insecurity, climate change, and the influence of media on students. As students begin middle school, how can schools embrace the social independence that students crave while ensuring that they are also energized to drive their learning and are able to critically assess the media and information at their fingertips? The French American International School in Portland began thinking about these issues in planning for the replacement of their 20-year old modular classrooms with permanent structures, starting with their middle school program. In addition to reaching the end of their life, the scattered modulars had outdoor circulation, and in this rainy climate, offered no social spaces for gathering, much less for fostering community or empowering students. As the school began their long-term campus plan, they set bold goals for sustainability and resiliency, but they also asked what it means to lead an internationally-focused campus into a changing, unpredictable future? How can the design of this multi-lingual school facilitate creating the next generation of global leaders and creative thinkers who will solve future problems? And finally, how can the beautiful forest that borders the school inspire environmental stewardship and community resiliency? The design solution took inspiration from the nurse logs, which create habitat for new seedlings by providing them initial structure and nourishment. For this project, the school created “habitat for middle schoolers” to grow, find their own inspiration, and work in community with their teachers to become our next global citizens.
- Collaborative thinking and problem solving are two skills that will be increasingly important as technology continues to replace a larger portion of our workforce. A student who learns these has will move forward with a more promising future.
- Fostering a variety of social spaces is age appropriate for middle-schoolers and is a key component in the healthy emotional and academic development of these students.
- A strong sense of local community is a springboard for global citizenship. Understanding how physical space can contribute to community resiliency in the middle school environment opens us to a more inclusive way of thinking about education.
- A combination of energy efficiency, daylighting, and natural building materials create a net zero ready healthy building for learning and teaching.
Learning Objectives:
- Describe how providing a diversity of space types invites students to focus their energy on critical thinking and collaborative problem solving.
- Understand how spaces outside of the classroom spaces can foster social growth, can help build community, and expand the learning environment, and how creating a diversity of learning environments empowers the entire range of learners to enhance their outcomes.
- Describe how creating a place that helped to build a strong sense of local community, with an internationally focused curriculum became a springboard for global citizenship.
- Identify lessons learned in designing the project with adaptability, sustainability, and resilience in mind, and describe the energy efficiency features that allowed the project to be considered “net zero ready” and participate in the “Path to Net Zero” program.
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Space Matters: Research Begins to Prove Student Engagement in Grades 9-12
Speakers:
Lennie Scott-Webber, PhD, NCIDQ, AIA, Allied Member Principal, INSYNC :: Education Research + Design
Jim French, FAIA, Global K-12 Education Leader, DLR Group
LU
Belltown Room
“Can we demonstrate that the design of the built environment for grades 9-12 impacts student academic engagement levels?” DLR Group and Lennie Scott-Webber, a nationally recognized researcher developed a survey instrument for post-occupancy that queries both educators and students, to understand how the physical environment impacts student engagement levels. This tool does not measure if students just “like” the space, or if grades went up, but truly if the academic engagement levels increased based on the built environment. A sample was designed and tested with goals including:
- answer the research question,
- build a reliable and valid instrument, and
- hopefully draw research significance.
Respondents saw a real effect of the physical environment on student engagement in both their teaching and learning. Come hear how research efforts are used to develop a survey instrument, gain an understanding of why DLR Group believes in generating an empirical research platform using academic scientific standards, and discuss the survey outcomes through an interactive Q&A session to more fully understand the process and possibilities of incorporating a tool like this.
Learning Objectives:
- Become aware of the research efforts used to develop a survey instrument looking at the impact of the design of the built environment on student engagement;
- Recognize the significance of this type of research on reducing anxiety for developing the macro and micro environments for schools for decision makers;
- Develop an in-depth understanding of why one architectural firm believes in generating an empirical research platform using academic scientific standards;
- Discuss the details shared in the presentation through an interactive Q&A session to more fully understand the (a) process, and (b) possibilities of incorporating a tool such as the one developed.
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Musical Chairs: Enhance learning, simplify procurement, and ease facility maintenance with furniture
Speakers:
Stacey Crumbaker, IIDA, Assoc. AIA Interior Designer, Associate, Mahlum
Sherri Kokx, M. Ed., School Operations in Teaching & Learning, Seattle Public Schools
Richard Best, Director of Capital Projects & Planning, Seattle Public Schools
LU
Pioneer Room
As pedagogies evolve, furniture allows educators to develop flexible and dynamic learning experiences adapted to the needs of individual learners and empowering students to academic success. To establish consistency across their facilities, Seattle Public Schools launched a cohesive approach to furniture procurement developing furniture guidelines and a coordinating procurement contract that would enhance learning environments and support long term facility performance. Prior to developing furniture guidelines, design teams and district staff made decisions in isolation, resulting in inconsistency, inequity and an inability to share furniture to adapt to the needs of program shifts across the districts’ many sites. With an advisory group representing the disparate, often competing, voices involved in selection, daily use, and long-term maintenance of furniture, the district developed consensus with clear priorities to support successful capital projects, teaching and learning, facility operations, and procurement. The resulting effort is a furniture catalog that supports diverse learning activities and teaching styles, fosters a sense of community across the district, and addresses the physical needs of students and staff to support healthy, comfortable and engaging learning experiences. The furniture guidelines are also a companion to the educational specifications, integrating furniture planning into new facilities earlier in the process to better inform the development of each building and clarifying the specification process for design firms to minimize redundancies and simplify the efforts of individual design teams collaborating with capital projects. Presenters will summarize the process from different stakeholder perspectives and will share the collaborative process that guided decision making. This panel discussion will provide effective and replicable strategies to align procurement decisions with capital project goals to create effective learning environments loved by students and staff. Join in the dialogue with the Seattle Public Schools Capital Projects team members and the design firm collaborating with the district on the development of their furniture guidelines.
Learning Objectives:
- Understanding how to create uniform furniture specifications and a streamlined procurement process.
- Strategies to empower decision makers to develop a shared consensus that benefits the group while still meeting individual needs.
- Understanding the benefits of a district-wide approach to furniture planning and procurement.
- Connecting the value of integrated furniture planning with the educational specifications to allow furniture to inform and impact building development.
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| 11:00 AM |
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Goodbye to Traditional Classrooms – Hello to Active, Explorative Experiences for Prekindergarten Students
Speakers:
Jeff Brogden, Associate Superintendent, Mansfield ISD
Holly Teague, Associate Superintendent, Mansfield ISD
Jim Vaszauskas, Superintendent, Mansfield ISD
LU
Seattle Room 1
View presentation »
During the primary years, real world experiences are the most important thing schools provide. Come learn how building design can foster play, exploration, and learning when you say "goodbye to the traditional classroom."
Learning Objectives:
- Participants will be able to think creatively and develop new ideas regarding new designs for early childhood education.
- Participants will learn about the research regarding best practices for how 3 and 4 year olds learn and how a building design can support that.
- Participants will be exposed to the design for an Academy for Early Learners that feature 16 distinct learning experiences that replicate museum environments.
- Participants will learn best practices for collaborative design processes to create a building that is defined as the ultimate learning tool.
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Collaborative Development: How Program Juxtapositions Provide Unique Learning Experiences
Speakers:
Matthew Zinski, AIA, LEED AP, Associate, Weinstein A+U
Heather Hargesheimer, AIA, LEED AP, Principal, Weinstein A+U
Laurie de Koch, Executive Director, Seattle JazzED
LU
Seattle Room 2
View presentation »
JazzED, a Seattle, WA-based non-profit, has empowered youth through exceptional music education for nearly a decade. Critical to this mission is a commitment to understanding and supporting racial, social and economic inclusion and equity. Since its founding in 2010, JazzED has been supporting this goal through a myriad of year round educational programs and community outreach but in a substantially undersized and outdated facility. Now provided with an opportunity to build a new facility in the City of Seattle, JazzED has the chance to build a space that represents and supports their vision of an inclusive and vibrant community hub. The new facility will expand program space from two classrooms to a multi-functional learning environment with seven classrooms, practice rooms, student lounge, café, administration suite, and full sized performance hall. Diversity is not limited to the student body or educational approach; JazzED will team up with Capitol Hill Housing, an affordable housing developer, to mix two program typologies rarely seen in unison. Recognizing the importance of their mission and what this project represents to the history and future of the program, Weinstein A+U has worked closely with the faculty & staff, students, community, and Capitol Hill Housing to thoughtfully design a building that investigates program juxtapositions and the educational experience. This session will review how collaborative development and diverse programs can foster an inclusive, community-oriented, learning environment rich with exceptional student experiences.
Learning Objectives:
- Consider methodologies of community outreach and engagement within the design process.
- Learn how dense, mixed-use development can provide affordability and educational opportunity in rapidly growing urban environments.
- Analyze spatial and experiential outcomes of program juxtaposition.
- Understand how architectural elements can foster diversity, inclusivity, and community.
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Student-Led Green Portable Advocacy Campaign
Speakers:
Aashna Sheth, High School Student, Junior Sustainability Ambassadors
Calista Morley, High School Student, Sophomore Sustainability Ambassadors
Isabel Yueh, High School Student, Freshman Sustainability Ambassadors
LU
Seattle Room 3
View presentation »
A team of students from Sustainability Ambassadors will present our Green Portable Advocacy Campaign focused on eliminating inefficient and unhealthy portables and securing more green portables in schools throughout King County. This camping could be a model for the state. Further, we want to explore ways to use these buildings to educate for sustainability. Our campaign consists of four goals:
- benchmark current conditions,
- identify and prioritize steps to improve current conditions,
- measure progress, and
- communicate to stakeholders who need to know.
Our work is focused on developing the moral, financial, and technical case for why our school district (and all school districts) should invest in green portables for all their future school expansion projects. Through our work we hope to record the percentage increase in green portables each year and to advance a communications strategy of well-informed, youth-led, positive peer pressure in school districts that not purchasing with sustainability in mind. Like, A4LE we believe in the positive effect of thoughtfully designed environments and would love to share our work in progress with and receive feedback from professionals in the green building field. You can help us answer questions like; “Why do we need portables at all? Where is the policy or law that forces school districts to build at current student capacity rather than the obvious future need? Why do we sometimes see brand new schools with portables?”
Learning Objectives:
- At the end of the workshop participants will be able to articulate the moral, technical and financial case for Green Portables.
- Practice engaging directly with high school youth in a mutual exploration of policy and advocacy strategies related to green portables and green school construction.
- Stay up to date on new developments in the field of school portables and learn about best practices.
- Understand the national movement towards educating for sustainability and think creatively about how to more effectively and directly engage youth, educators, and curriculum directors in learning about the buildings they inhabit.
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A New Education Partnership: 3 to PhD – Planning, Design, and Results
Speakers:
Chris Linn, Principal, Bora Architects
Jen McCalley, Principal, Faubion School
Gwen Thompson, 3 to PhD College of Education + Faubion Liaison, Concordia University
LU
Belltown Room
View presentation »
Faubion School, part of Portland Public Schools (PPS), and Concordia University (CU) have been neighbors in education for 63 years, sharing 24 adjacent acres in one of Portland’s most diverse and socio-economically challenged communities where 82% of students are eligible for free and reduced lunch. In 2013, the two joined forced to launch 3 to PhD, a program designed to broaden and diversify the educational experience from pre-school through higher education. The Faubion School is the nation’s first 3 to Phd campus and fully integrates an Early Childhood Education Center (ages 3 months to 4 years), a K-8 school (ages 5 to 13) and College of Education (ages 18 to 60) under one roof, advancing a public/private partnership that is generating remarkable results. In partnership with Kaiser Permanente, the facility also includes critical wrap around service for the community including a student health and wellness clinic (partially staffed by students from CU’s College of Health and Human Services), reduced-price organic food club, offices for non-profit social services, and community education spaces. In an increasingly resource scare economic environment for public schools and an increasingly competitive higher education marketplace, institutions are seeking innovative and effective ways to ensure student success and offer real world experiences alongside academic pedagogy. Attendees will hear first-hand accounts of the successes and challenges – during both the planning of this project and following the first year of operation – from the lead architect, the Faubion School Principal, and a Concordia University doctoral candidate who is also the 3 to PhD College of Education liaison for the Faubion School. This presentation will consider:
- How the program seeks to address student experiences that extend outside of the classroom – health & wellness, trauma-informed care, hunger, homelessness, and familial custody issues – and how a school becomes a more holistic educational environment in which children come to school healthy, well fed, cared for, and ready to learn.
- The experiences of the College of Education students, resulting from their full immersion into the realities of teaching in a diverse urban setting and dealing with real world problems as a fundamental part of a teacher’s role.
- How aspects of the building’s design and unique program arrangements support interactions between students of all ages as well as the faculty/administration of both institutions.
- The array of spaces and programs within the school that support STE(A)M education and how these spaces serve both primary and college age students/faculty.
Learning Objectives:
- How student experiences outside of school/classroom shape school design and learning outcomes;
- What to look for in an educational partnership and how to develop guiding and operational principles for working in partnership;
- How this unique project has impacted the surrounding neighborhood and broader community;
- How STE(A)M curriculum shaped the architectural design
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IEP For All: Facility Implications of Empowering All Learner Voices
Speakers:
Nick Salmon, Educational Facility Planner, Collaborative Learning Network
Cyndi Elliot, Occupational Therapist, I See Ability
LU
Pioneer Room
View presentation »
Although inclusion model special education has been the law of the land for 28 years, exclusion model special education continues in schools large and small. 1/3 of any group is likely to be introverts, yet we continue to design learning environments that are focused on similar-sized, whole-group instruction. We schedule the learning experience in ways that make it difficult for young people to truly learn at their own pace, experience deep dives into learning and discover relevance to themselves, their culture, community or global citizenship. We will share how teachers and learners are using time, space, furnishings and technology from our observations of thousands of learning environments found around the world. We will focus on the wide spectrum of student voices not often heard or supported, including the challenges and wonder of special needs students. We will provide new tools for use during programming and design of new or renovated facilities. This session will include brief presentations addressing student voice, learning modalities and time, interrupted by essential questions for participants to explore and generate new strategies for empowering the student voice including tuning learning environments for learning, restorative justice and mindfulness. Essential Questions Student Voice Why do we continue to organize schools around the needs of adults, rather than what young people need to thrive? How can we truly practice inclusion model where all students are able to offer the world their unique gifts? What changes do we need to make to programming and planning of learning environments that support diverse student voices? Learning Modalities Why do continue to develop learning environments that support a narrow range of learning modalities and relentlessly repeat them without regard to age, activity or group size? How do the young people you work with learn best? What can we do to develop a better understanding of the needs of learners? Time Why do we continue to accept the inefficiency of 30% unassignable, 65% Utilization, 6.5 hours a day, half a year? How can develop schedules that support a wide-range of learning experiences? What would a learning-focused schedule look like?
Learning Objectives:
- Learn why questioning our traditional practices of student engagement is necessary for long-term success.
- Learn how to engage the full spectrum of learners in your community.
- Learn what highly effective schools around the world are doing to increase student engagement.
- Learn what new practices you can implement in your next project.
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