| MONDAY, MAY 4, 2026 | 9:45 – 10:45 AM |
| Adapting to Changing Tides: Designing for Diverse Student Needs |
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Causeway
Drawing from neuroscience, social-emotional learning, trauma-informed design, and environmental psychology, this session explores how classroom layouts and shared spaces influence student regulation, engagement, and readiness to learn. Dr. Malloy and Dr. Robertson from Guilford County Schools provide the end-user perspective, sharing how these research-backed design principles translate into real-world practice across a large, diverse district—what has worked, what has required adjustment, and lessons learned along the way. Through applied design scenarios and district-informed examples, participants will explore how movement, choice, flexibility, and sensory considerations can be implemented to support neurodiverse learners and evolving instructional models. Attendees will leave with practical, evidence-informed strategies grounded not only in research, but in lived experience from the school systems putting these ideas into action.
Learning Objectives:
- Explain how research from neuroscience, social-emotional learning, and trauma-informed design informs empathy-driven learning environment decisions.
- Experience and describe how learning spaces affect student regulation, engagement, and access by participating in perspective-taking activities grounded in student experience.
- Evaluate classroom and shared learning environments through an empathy-based lens that centers diverse student needs and identifies design barriers and opportunities.
- Apply practical, evidence-informed design strategies—such as movement, choice, flexibility, and sensory support—that translate student experience into adaptable, inclusive learning environments.
Lizzie Scott, M.Ed, Business Development Manager, Artcobell
Lizzie is a former educator and educational design professional focused on creating inclusive, student-centered learning environments. Drawing on her classroom experience and background in research, program development, and user experience, her work examines how space, movement, and choice impact student success. Lizzie collaborates with educators, designers, and administrators to bridge pedagogy and design, supporting equitable, engaging, and well-being–focused learning environments.
Dr. Kimberly C. Robertson, Executive Director of Choice Schools and Programs, Guilford County Public Schools
Dr. Kimberly Robertson is the Executive Director of Choice Schools and Programs for Guilford County Schools, leading the design, implementation, and continuous improvement of 60+ schools and programs. Dr. Robertson is a future focused leader dedicated to reimagining the educational institution and creating learning environments that foster equity, innovation, and student success. With over 24 years in education, she has served as a district leader, principal, and special education teacher in both public and private sectors. She holds degrees from North Carolina A&T State University and a doctorate from UNC Greensboro. Dr. Robertson is also the Founder and CEO of the consulting firm, Vantage Strategy Group.
Dr. Nakita Malloy, Director of Choice Schools and Programs, Guilford Co Public Schools
Dr. Nakita R. Malloy is an educational leader and innovator with over 15 years of experience designing equitable, future-ready learning experiences. As Director of Choice Schools and Programs for Guilford County Schools, Dr. Malloy’s work sits at the intersection of learning design, instructional innovation, and systems-level strategy. She has led large-scale program development efforts including Signature Career Academies, summer accelerator experiences, and industry-aligned pathways that integrate experiential learning, technology, and real-world application. Dr. Malloy brings a design-minded approach to education, focusing on intentional program design, collaboration, and systems that prepare students for college, career, and beyond.
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| Anchored in History, Focused on Health: Community-Led Design for Changing Educational Tides |
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Masonboro
How do we modernize historic schools without losing what makes them matter? In dense urban districts, aging school buildings must support new educational models, meet today’s performance standards, and honor deep community ties—all with limited resources. This session shows how community-driven, carbon-conscious design can transform historic school campuses to meet 21st-century needs. Using the District of Columbia’s Oyster-Adams Bilingual Campus as a case study, the presentation demonstrates how the District’s School Improvement Team (S.I.T.) process—paired with the LEED v4 Integrative Process for Health Promotion—translated community values into high-performance design outcomes. Through surveys, focused workshops, and facilitated town-hall engagement, the design team united teachers, parents, administrators, and District of Columbia Department of General Services (DGS) stakeholders around a shared vision. The process surfaced clear priorities: preserve architectural character, create safe and healthy learning environments, and deliver flexible spaces that support bilingual education and future-ready teaching. While the process was complex and at times challenging, it ultimately reshaped both the project and the District’s broader approach to school modernization. Targeting LEED for Schools v4 Gold, the Oyster-Adams project reused over 90% of its existing structure and enclosure—cutting embodied carbon by an estimated 40–70% compared to new construction. High-efficiency air filtration, low-emitting materials, outdoor learning environments, biophilic strategies, and adaptable learning spaces were integrated to directly support student health, well-being, and engagement, without compromising the campus’s historic identity within the Washington Heights Historic District. The architect and sustainability consultant will share an honest look at the engagement process—its challenges, breakthroughs, and the actionable outcomes that turned community input into design success.
Learning Objectives:
- Apply a structured community engagement process that aligns sustainability goals, educational priorities, and community values in school modernization projects.
- Explore how adaptive reuse—particularly within historic school buildings—can enable high-performance design that meets modern educational needs while significantly reducing a project’s embodied carbon footprint.
- Identify and integrate interior biophilic design strategies that support student well-being and create an optimized learning environment.
- Understand how the LEED v4 Integrative Process for Health can be used to navigate unclear or competing stakeholder sustainability priorities by synthesizing community input and best practices into actionable design strategies that can be leveraged across a public school district.
Chandler Householder, AIA, Project Architect, StudioMB
A graduate of the University of Texas at Austin and proud Texas native, Chandler is passionate about creating and contributing to communities through architecture, particularly through exploration of the unique intersections of public and semi-private programs, adaptive reuse, and sustainable design. She most enjoys designing spaces other people find joy in, such as educational, cultural, and recreational projects.
Marisa Britton, LEED AP, Project Manager, Sustainable Building Partners
Marisa, a University of Miami architecture graduate, applies her expertise as a sustainability consultant, particularly in community-based design. She is driven by creating buildings that foster opportunity and improvement, supporting project teams through strategic guidance, education, and data-driven analysis.
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| Course Correction: How to Navigate Mid-stream Change with Leadership, Planning, and Design Abstract
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Arlie
Educational facilities are increasingly shaped by shifting enrollment patterns, evolving instructional models, and funding realities—often requiring critical decisions long after a project is underway. This presentation examines how Wake County Public School System, EVOKE Studio Architecture, and TA Loving collaboratively navigated a major course correction on the Morrisville High School project when, 18 months into construction, WCPSS made the strategic decision to convert the campus from a middle school into a full high school. The session will explore how the team adapted planning, design, and construction processes to accommodate expanded high school programming within a building already far along in construction—while also planning and executing additional phases including a 530-car parking deck, an expanded athletic stadium, and a pedestrian bridge. These changes occurred on a highly constrained site shaped by a gas easement, substantial topography, wetlands, stream buffers, and impervious area limits, requiring disciplined coordination, creative problem-solving, and careful stewardship of budget and schedule. The project’s phased delivery strategy allowed the school to open on time as a temporary magnet high school, with the full high school program coming online after completion of the parking deck 18 months later. Framed by the conference theme, Ride the Wave: Adapting Education Spaces for Changing Tides, this presentation highlights how strong leadership, trust-based collaboration, and flexible design and construction management thinking enabled the team to respond to change without compromising educational objectives. Attendees will gain practical insights into managing mid-stream change, aligning stakeholders, and designing schools that can adapt to an evolving future.
Learning Objectives:
- Understand strategies for managing major programmatic changes during active construction, including how to re-evaluate scope, sequencing, and priorities without derailing budget or schedule.
- Identify collaborative decision-making models that enable owners, architects, and construction managers to respond effectively to evolving educational needs and external constraints.
- Learn design and planning approaches that support phased occupancy and future adaptability, particularly when buildings must serve interim uses before full build-out.
- Apply lessons from a highly constrained site—including environmental buffers, utility easements, and impervious surface limits—to future K–12 projects facing similar regulatory and physical challenges.
Billy Askey, AIA, LEED AP, Principal & Founder, EVOKE Studio | Architecture
Billy is Principal and Co-Founder of EVOKE Studio | Architecture, a design practice based in Durham, NC. With over two decades of experience, his work spans cultural, civic, and educational projects grounded in community impact and design excellence. He balances professional practice with a continued commitment to mentoring the next generation of architects at NC State, where he has been an Adjunct Professor at the School of Architecture since 2014.
Mark Cooney, Director, Program Controls, Wake County Public School System
Mark is Director of Program Controls for Wake County Public School System (WCPSS). Mark has 29 years of project management and engineering experience including his previous roles as Principal of a Professional Engineering Consulting Firm, Director of Capital Projects for the NC Department of Natural and Cultural Resources (DNCR), and Director of Capital Planning and Finance for the NC Community Colleges System. He is a graduate of NC State University's Civil Engineering Program and veteran of the US Navy, serving as Surface Warfare Officer and Intelligence Officer.
James Wood, K-12 Project Executive, T. A. Loving Company
James serves as the K–12 Project Executive at T. A. Loving Company, a North Carolina–based construction management and general contracting firm headquartered in Goldsboro. With twelve years of experience overseeing large-scale educational and laboratory projects, he brings a deep commitment to lifelong learning, reflected in his pursuit of the Executive Construction Management Graduate Certificate from Purdue University.
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| MONDAY, MAY 4, 2026 | 11:15 AM – 12:15 PM |
| Design Strategies to Restore Calm, Connection, and Improve Student Success |
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Causeway
Anxiety, overstimulation, technology dependence, and social isolation are shaping today's children and teens. As these challenges continue, the design of PK–12 learning environments plays an important role in supporting well-being, engagement, and student success. Drawing on research from The Anxious Generation by social psychologist Jonathan Haidt, this session examines the shift from a play-based childhood to a phone-based childhood and its implications for student mental health. While technology continues to influence how students learn and connect, the learning environment offers an opportunity to support the learner and foster authentic learning experiences. As architects and designers specializing in the design of PK-12 environments, we understand these emerging challenges and how thoughtful design can respond to them. When learning environments are intentionally designed to foster connection, engagement, and safety, they can play a critical role in student success. In this session, we will focus on intentional design solutions for PK-12 environments that can be integrated to prioritize student well-being. Through recent case studies and educator perspectives, we will share how thoughtful school design can meet current challenges through exploration spaces, hands-on learning areas, and biophilic connections. Join us to engage in an open dialogue to discuss bridging the gap between current student challenges and the role that valued school design plays in supporting the success of our next generation.
Learning Objectives:
- Understand the environmental and social factors contributing to rising anxiety in today’s students.
- Explore how mental health research and sensory-processing insights can be translated into practical architectural design strategies.
- Hear about case studies that demonstrate design strategies for promoting agency, exploration, interaction, nature connections, and emotional support.
- Gain perspectives from administrators and educators about the mental health challenges and how well-designed learning environments reduce anxiety and promote calm, connection, and resilience.
Adele Willson, ALEP, AIA, LEED AP, Principal, Hord Coplan Macht
Adele joined Hord Coplan Macht in 1984 and leads the office’s practice for K-12 schools and during her 35+ years of experience, has worked with all levels of public schools throughout the state related to programming, master planning, and design of their facilities. She is passionate about designing high performing beautiful schools that meet the needs of Next Generation learners.
Anne Lebo, AIA, LEED AP BD+C, WELL AP, Senior Associate, Hord Coplan Macht
Anne has over 15 years of experience as a project manager on North Carolina education projects. Anne has deep experience leading teams of architects, planners, designers, and engineers dedicated to the design of PK12 grade learning environments. Her focus on programming, placemaking, and collaboration helps to keep projects in-budget and aligned with goals from the very beginning.
Leah Wettstein, ASID, CID, IIDA, NCIDQ, Principal, Hord Coplan Macht
As leader of HCM’s interior design studio, Leah brings an in-depth understanding of how to create spaces that are flexible, timeless, and reflect the unique culture and brand of each client. With an emphasis on creating successful academic and workplace environments that address her clients’ unique and evolving needs, Leah has extensive experience developing creative solutions through strategic programming, space planning, and interior architecture, as well as selecting furniture and finishes for academic, corporate, healthcare and hospitality projects.
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| Navigating from Intent to Impact: Where Research, Design, and Student Success Converge |
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Masonboro
Facilities are one of the largest investments districts make and one of the least frequently evaluated for their impact on learning. This session highlights a sustained, highly effective collaboration model between a school district and a design team that can be replicated and adapted as resources and needs change. By pairing research-informed design with post-occupancy evaluation, the district is better positioned to ensure that their facilities investments contribute directly to student learning, well-being, and long-term success, not simply to square footage or enrollment capacity. In addition to sharing research findings linking biophilic and student-centered design to improved academic performance, student well-being and behavior, and teaching practice, the session incorporates an interactive, workshop-style component in which participants collaboratively examine design features, identify intended outcomes, and consider how post-occupancy assessment can be used to evaluate impact and communicate value to districts and communities. The session fits well with the conference theme. To adapt to the ebbs and flows in education, we must rely on strong anchors to keep us on course—a strong district vision, research-based design, and sustained collaboration for continuous improvement in the spaces we create for students.
Learning Objectives:
- Explain how biophilic and student-centered design strategies influence student learning, engagement, emotional well-being, and belonging, school climate, and teacher satisfaction.
- Apply a post-occupancy assessment framework to evaluate whether a school’s design is supporting intended academic, behavioral, and well-being outcomes.
- Use research findings to communicate the connection between design decisions and outcomes such as improved student performance, reduced absenteeism, and enhanced well-being.
- Participate in interactive discussion to connect desired student outcomes with specific design features and identify methods for measuring success to strengthen future design decisions.
Scott Powell, AIA, Managing Senior Principal, Craig Gaulden Davis PBK
Scott is passionate about educational spaces and student well-being. He is recognized for designing exceptional learning environments that treat facilities as interactive partners in learning inside or outside of the building; they inspire creative thinking, promote hands-on-learning, and foster connections with others. Scott is a deeply involved architect who generously uses his talents to improve the quality of life of public and educational communities. Working closely with community members to discover how a learning environment will work best, Scott’s expertise allows a fluidity between incorporating users’ needs and anticipating problems that resulting in safe, beautiful, inspiring, and value-conscious schools. His leadership has led to the design of state-of-the-art, award-winning schools that feature innovative, dynamic spaces that engage students and teachers, and in many cases, change their lives. Scott has led many community and professional organizations including the Association for Learning Environments (A4LE), PTA, Rotary, and the Greenville Chapter of the American Institute of Architects. He currently serves as one of two architects on the South Carolina Office of School Facilities Planning Guide Committee.
Ali McClure, AIA, Senior Associate, Project Manager, Craig Gaulden Davis PBK
Ali is an accomplished architect with experience in a variety of market sectors. Through her career at Craig Gaulden Davis Architecture, she has developed a passion for researching and thoughtfully designing k-12 educational spaces. Over the past eight years, she has played a key role in innovative, award-winning educational projects that foster engaging learning environments. Ali has also been instrumental in research development and knowledge sharing for learning environments. Active in the community and professional organizations, Ali has exemplified leadership and professionalism through her dedication and service to the American Institute of Architects (AIA) at local, state, and national levels and the Association for Learning Environments (A4LE). She is the distinguished recipient of the 2025 AIA Greenville Young Architect Award and the 2023 AIA South Carolina Associate Award showcasing her commitment to bettering the profession of Architecture.
Crystal O’Connor, PhD, Education Research & Client Engagement Specialist, Craig Gaulden Davis PBK
Crystal is Craig Gaulden Davis Architecture’s Education Specialist, and works to improve the understanding of how education spaces can enhance teaching and learning then incorporate that understanding into the design of excellent schools. She served on the Greenville County School Board for 20 years, and played a lead role in the nationally recognized program that built or renovated 70 excellent schools over a six year period. Crystal received her Doctorate in Education and Human Development from Vanderbilt University.
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| Pick Your Path: Charting the Course for A/E/C Delivery |
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Arlie
Selecting the right project delivery method has a direct impact on cost certainty, schedule control, risk allocation, and overall project success for K–12 school facilities. Design-Bid-Build, Construction Manager at Risk (CMAR), and Design-Build each offer distinct benefits and challenges, and choosing the wrong approach can lead to budget overruns, schedule delays, or misaligned expectations. This session focuses on how each delivery method performs in real-world school projects. Through concise case examples, the panel will highlight how delivery method selection influences early decision-making, collaboration, change management, and long-term outcomes. Attendees will leave with practical guidance to help align delivery strategies with district goals, funding structures, and project risk tolerance.
Learning Objectives:
- Compare delivery methods (Design-Bid-Build, CMAR, Design-Build) based on cost certainty, schedule control, and owner risk.
- Recognize key decision drivers owners should evaluate when selecting a delivery method for K–12 projects.
- Understand roles and responsibilities under each delivery model and how they impact project oversight and accountability.
- Apply real-world lessons learned to improve delivery outcomes on future school facility projects.
James Johnston, AIA, Senior Project Manager, LS3P
James is a senior project manager in LS3P’s Raleigh office. He brings 20 years of experience from several Raleigh- and Miami-based architecture and engineering firms. James works as a senior project manager in charge of numerous large-scale K-12 projects, overseeing all aspects from design to final construction. James prides himself on successfully maintaining clients’ schedule and budget while maintaining exceptional technical standards of quality.
Matthew Johnson, Executive Director of Operations, Cumberland County Schools
Matthew is the Executive Director of Operations for Cumberland County Schools, bringing more than 20 years of hands-on experience in construction and facilities maintenance. His background includes leading electrical, carpentry, and other technical teams, giving him a firsthand understanding of what contractors and vendors deal with in the field every day. Matthew has overseen projects delivered through Design-Build, Design-Bid-Build, and CM at Risk. His focus is on connecting K–12 design decisions with long-term operational realities. Known for his collaborative approach and ability to navigate the political and funding challenges of public projects, Matthew works closely with the AEC community to help move projects from the drawing board to successful completion.
Matt Turner, Vice President, Barnhill Building Group
Matt serves as Vice President of Barnhill Building Group, where he leads all public design-build projects from pursuit to closeout. Matt has built a well-rounded career spanning Project Management, Preconstruction, and Business Development throughout his 17 years of construction experience. His deep understanding of the industry, strategic mindset and exceptional interpersonal skills make him a trusted resource for clients and industry partners.
Will Altman, PE, Senior Project Manager, Timmons Group
Will is a site/civil Senior Project Manager in our Raleigh office, with experience providing engineering design support, including grading, drainage, stormwater management, and utility and site development design for various public and private clients. Specializing in K-12 and Higher Education projects, he is involved in the design process from schematic-level design and permitting through bidding and construction administration.
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| MONDAY, MAY 4, 2026 | 2:00 – 3:00 PM |
| Designing for Instructional Impact: Beyond Good, Better, Best |
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Causeway
The most resilient learning environments aren’t the ones that perfectly forecast what’s next-they’re the ones built to flex when conditions change. This session reframes school design as an act of foresight – anticipating how instruction will shift, adapt, and evolve within a single lesson. Rather than treating classrooms as fixed outcomes, participants are invited to think of them as responsive infrastructures that must perform under constant change. Adaptability, in this context, is not about novelty or abundance, but about designing for readiness so learning can keep forging ahead. We’ll anchor the conversation in the question that matters most when the tide turns: What is your design actually doing during instruction? Using authentic K–12 classrooms, participants step into the rhythm of a typical class period to understand how transitions, circulation, and room organization either reduce friction or introduce it in innovative learning environments. This session invites architects, designers, and dealers to step inside a new Instructionally Informed framework used with educators to evaluate learning environments – reframing furniture and planning decisions as instructional tools and a standard for determining whether design choices truly support student success as conditions change.
Learning Objectives:
- Analyze classroom layouts through the lens of instructional flow and student experience.
- Identify how spatial design supports movement, focus, access, and equity.
- Evaluate real classroom plans using an Instructionally Informed framework.
- Apply practical metrics to connect design decisions directly to student success.
Courtney Sevigny, Learning Environment Specialist, VS America
Courtney is an accomplished educator, school leader, and Learning Environment Specialist with more than twenty years of experience advancing transformational change in K–12 education. Her work spans classroom teaching, instructional leadership, and systems-level initiatives. She collaborates with architects, designers, district leaders, and educators to align pedagogy, design, and well-being. Courtney brings experience across visioning, planning, implementation, and post-occupancy support, guiding schools through instructional and cultural transitions so learning environments meaningfully serve teachers and students.
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| Redefining School Design Guidelines: Innovation, Savings, and Sustainability Combined |
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Masonboro
Redefining the way school districts approach building system design presents both a complex challenge and a unique opportunity to achieve significant, long-term benefits. Charlotte Mecklenburg Schools embraced this challenge by partnering with design teams to reimagine district design guidelines and prioritize heat pump technology in their facilities. This forward-thinking approach will not only exceed sustainability goals but also deliver impressive energy and first cost savings. In 2025, the first project completed under this initiative came in a remarkable $2 million under budget on the HVAC system, proving that renewable energy technologies are not only cost-effective in the long term but also financially feasible from the outset. Join design team members in a dynamic session that explores the collaborative process behind the district’s new, high-performance design approach. Attendees will gain a deeper understanding of the process behind this success, including lessons learned and actionable steps for implementing similar strategies in their own districts. By challenging traditional approaches, design teams have the potential to help schools optimize limited resources while creating healthy, energy-efficient spaces for students and staff. School administrators will leave equipped with practical insights and inspiration to drive meaningful change and redefine what’s achievable for modern educational facilities.
Learning Objectives:
- Explore the collaborative process utilized by Charlotte Mecklenburg Schools and the design team to redefine district design guidelines, highlighting key strategies and decision-making frameworks.
- Learn how to incorporate high-performance design strategies and integrate efficient technologies to achieve energy goals.
- Apply innovative approaches that can optimize limited resources while creating energy-efficient, healthy learning environments for students and staff.
- Evaluate the financial and operational impacts of prioritizing high-performance technologies, such as heat pump systems, in school district facilities through real-world examples.
Vincent Spencer, AIA, LEED AP, NCARB, NC NOMA, Senior Design Manager, Charlotte Mecklenburg Schools
As a Senior Designer Manager at LeCHASE Charlotte, Vincent is a licensed Architect, AIA member, NCNOMA board member, and Certified CPTED professional for education environments. With over 20 years in educational and commercial design, he is involved in all aspects of design and construction, overseeing planning, design, and contract processes. Vincent is dedicated to ensuring projects exceed client, environmental, and regulatory standards while making a lasting impact on students, teachers, and families.
Zachary Schneider, PE, LEED AP, CxA, LC, Partner, CMTA
Zac is a CMTA partner and seasoned electrical engineer with a wealth of experience in electrical systems and advanced lighting controls. Collaborating closely with owners and design teams, Zac delivers energy-efficient and sustainable solutions that exceed client expectations. An authority in daylight harvesting and low-power density lighting design, he employs innovative strategies to optimize both functionality and efficiency, creating impactful solutions that address current demands while anticipating future challenges and opportunities.
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| Serious Play: Why Schools Should Look More Like Playgrounds |
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Arlie
As educational priorities continue to evolve, schools must be designed not just for today’s needs, but for what learning will demand tomorrow. This session challenges traditional approaches to school design by exploring how play-informed environments foster flexibility, confidence, and a culture of joy across K–12 settings. Grounded in neuroscience and shaped by the combined perspectives of an education planner, a K–12 architect, and a school leader, participants will examine how intentional design and leadership can empower learners, support changing instructional models, and create resilient spaces that adapt as educational tides shift. This presentation invites attendees to rethink learning environments as catalysts for curiosity, growth, and belonging.
Learning Objectives:
- Recognize how research on play and learning informs the design of environments that support student engagement, confidence, and adaptability.
- Examine how learning environment design influences culture, behavior, and learner agency across K–12 settings.
- Identify design principles that promote flexibility, joy, and resilience in learning spaces to meet evolving educational needs.
- Understand the role of the design team in translating educational vision and culture into intentional, flexible learning environments that support long-term use and growth.
Brian Proctor, K12 Education Leader/Education Specialist, RATIO Design
With more than 25 years of experience in public education, Brian serves as an Education Specialist and K–12 Practice Area Leader at RATIO, helping lead change in the evolving K–12 design market. A former elementary school principal and district-level leader, Brian brings deep, first-hand insight into teaching, learning, and school leadership, serving as a trusted bridge between school communities and design teams. Known for his ability to build meaningful relationships and connect people around a shared vision, he leads inclusive visioning and engagement processes that translate educational values into purposeful, human-centered design. A frequent presenter at national and regional conferences, Brian is a recognized voice in educational design, sharing how learning environments shape culture, behavior, and student outcomes. His work focuses on creating joyful, flexible, and nurturing spaces that reduce barriers, support wellness and belonging, and inspire students and educators to thrive.
Lori Nelson, Principal and Lead Learner, Briarcliff Elementary School, Wake County Schools
Lori is the Lead Learner and Principal of Briarcliff Elementary School, where she has served since 2019. With 28 years of experience in public education, including 25 years in Wake County Public Schools, she has spent the majority of her career working with elementary students and families. A former National Board-Certified Teacher, Lori holds a master’s degree in School Administration and has taught kindergarten through sixth grade. She believes that every child needs at least one adult who is irrationally crazy about them and that schools must be places where students feel known, valued, and supported. Lori also believes that space holds meaning and that classrooms must be welcoming, purposeful spaces for all learners.
Emily Earle, AIA, LEED AP, Principal/K12 Education Leader, RATIO Design
Emily’s more than 20 years of design experience includes work in educational facilities, commercial renovations, and facility studies. Her extensive expertise in the architecture of primary school environments is an invaluable asset to any team. Emily thrives in collaborative environments and enjoys leading projects from design through construction. Her exceptional design and communication skills allow Emily to easily interface between multiple disciplines, outside consultants and the many user and ownership groups of our clients.
Hal Bowen, AIA, LEED AP, Principal/K12 Education Leader, RATIO Design
Hal is the Director of RATIO’s Raleigh studio and leads the firm’s K12 educational practice. With a rich, diversified background of more than 30 years designing learning environments throughout North Carolina, Hal understands the emerging issues and expectations facing educational institutions today. Hal leads the design team through a comprehensive planning and design process, focusing on key goals to ensure strategic, customized and creative solutions that accomplish the client’s goals. He engages his team and the numerous stakeholders for each project to create a unique solution that enhances the facility and enriches the educational experience.
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| MONDAY, MAY 4, 2026 | 3:30 – 4:30 PM |
| Navigating from Intent to Impact: Where Research, Design, and Student Success Converge |
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Causeway
Facilities are one of the largest investments districts make and one of the least frequently evaluated for their impact on learning. This session highlights a sustained, highly effective collaboration model between a school district and a design team that can be replicated and adapted as resources and needs change. By pairing research-informed design with post-occupancy evaluation, the district is better positioned to ensure that their facilities investments contribute directly to student learning, well-being, and long-term success, not simply to square footage or enrollment capacity. In addition to sharing research findings linking biophilic and student-centered design to improved academic performance, student well-being and behavior, and teaching practice, the session incorporates an interactive, workshop-style component in which participants collaboratively examine design features, identify intended outcomes, and consider how post-occupancy assessment can be used to evaluate impact and communicate value to districts and communities. The session fits well with the conference theme. To adapt to the ebbs and flows in education, we must rely on strong anchors to keep us on course—a strong district vision, research-based design, and sustained collaboration for continuous improvement in the spaces we create for students.
Learning Objectives:
- Explain how biophilic and student-centered design strategies influence student learning, engagement, emotional well-being, and belonging, school climate, and teacher satisfaction.
- Apply a post-occupancy assessment framework to evaluate whether a school’s design is supporting intended academic, behavioral, and well-being outcomes.
- Use research findings to communicate the connection between design decisions and outcomes such as improved student performance, reduced absenteeism, and enhanced well-being.
- Participate in interactive discussion to connect desired student outcomes with specific design features and identify methods for measuring success to strengthen future design decisions.
Scott Powell, AIA, Managing Senior Principal, Craig Gaulden Davis PBK
Scott is passionate about educational spaces and student well-being. He is recognized for designing exceptional learning environments that treat facilities as interactive partners in learning inside or outside of the building; they inspire creative thinking, promote hands-on-learning, and foster connections with others. Scott is a deeply involved architect who generously uses his talents to improve the quality of life of public and educational communities. Working closely with community members to discover how a learning environment will work best, Scott’s expertise allows a fluidity between incorporating users’ needs and anticipating problems that resulting in safe, beautiful, inspiring, and value-conscious schools. His leadership has led to the design of state-of-the-art, award-winning schools that feature innovative, dynamic spaces that engage students and teachers, and in many cases, change their lives. Scott has led many community and professional organizations including the Association for Learning Environments (A4LE), PTA, Rotary, and the Greenville Chapter of the American Institute of Architects. He currently serves as one of two architects on the South Carolina Office of School Facilities Planning Guide Committee.
Ali McClure, AIA, Senior Associate, Project Manager, Craig Gaulden Davis PBK
Ali is an accomplished architect with experience in a variety of market sectors. Through her career at Craig Gaulden Davis Architecture, she has developed a passion for researching and thoughtfully designing k-12 educational spaces. Over the past eight years, she has played a key role in innovative, award-winning educational projects that foster engaging learning environments. Ali has also been instrumental in research development and knowledge sharing for learning environments. Active in the community and professional organizations, Ali has exemplified leadership and professionalism through her dedication and service to the American Institute of Architects (AIA) at local, state, and national levels and the Association for Learning Environments (A4LE). She is the distinguished recipient of the 2025 AIA Greenville Young Architect Award and the 2023 AIA South Carolina Associate Award showcasing her commitment to bettering the profession of Architecture.
Crystal O’Connor, PhD, Education Research & Client Engagement Specialist, Craig Gaulden Davis PBK
Crystal is Craig Gaulden Davis Architecture’s Education Specialist, and works to improve the understanding of how education spaces can enhance teaching and learning then incorporate that understanding into the design of excellent schools. She served on the Greenville County School Board for 20 years, and played a lead role in the nationally recognized program that built or renovated 70 excellent schools over a six year period. Crystal received her Doctorate in Education and Human Development from Vanderbilt University.
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Ride the Wave: Adapting Education Spaces for Changing Tides
A Case Study: Peck Expeditionary Learning School – Guilford County Schools |
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Masonboro
As educational models continue to evolve, the physical environments that support them must adapt just as dynamically. Ride the Wave: Adapting Education Spaces for Changing Tides explores how innovative learning concepts, thoughtful design, and collaborative project delivery can come together to create resilient, future-ready learning environments. This session presents a case study of Peck Expeditionary Learning School in Guilford County Schools — the first purpose-built Expeditionary Learning (EL) school in North Carolina—and highlights how its design and construction responded to shifting educational priorities, operational realities, and long-term community needs. Grounded in the metaphor of “riding the wave,” the presentation examines how Expeditionary Learning’s emphasis on collaboration, hands-on exploration, and flexibility influenced architectural planning and material choices. Attendees will gain insight into how open and adaptable learning spaces can be balanced with traditional requirements such as safety, security, individual learning outcomes, and fiscal responsibility. The session will illustrate how intentional planning, durable materials, and robust infrastructure, particularly for data, power, and technology—can future-proof school facilities while providing flexibility for today’s learning environments. From the construction management perspective, the presentation will address strategies for aligning design with intent with budget realities through early collaboration, constructability reviews, and value-informed decision-making. Real-world examples from the Peck project, including material selection trade-offs and site and regulatory challenges, will demonstrate how proactive communication and teamwork between the architect, construction manager, and school district helped navigate evolving requirements without compromising the project’s educational vision. Through a shared architect and construction manager narrative, this session emphasizes partnership as a critical driver of success. Lessons learned from Peck Expeditionary Learning School will underscore the importance of early stakeholder engagement, transparency, and flexibility throughout both design and construction phases. The presentation concludes with a forward-looking discussion on emerging trends in educational facilities—such as outdoor learning environments, wellness-focused design, and technology integration—offering attendees practical takeaways they can apply to future K–12 projects. This session is designed for education, design, and construction professionals seeking actionable insights into how collaborative processes and adaptable design strategies can help schools not only respond to today’s educational tides but confidently prepare for those yet to come.
Learning Objectives:
- Understand how innovative curricula like Expeditionary Learning influence school design and construction.
- Learn strategies for balancing collaborative learning environments with traditional priorities (safety, individual learning outcomes).
- Explore methods for future-proofing educational spaces through infrastructure, durability, and adaptability.
- Gain insight into collaborative approaches for design and budget management that drive project success.
April Larkins, LEED AP, Project Executive, The Christman Company
April joined Christman in 2015 with a degree in Civil Engineering and Construction Management from Michigan State University. A recognized construction leader, she specializes in K–12 and educational facility delivery, bringing strategic, solutions‑focused oversight to complex projects. Her leadership has earned honors including Forty Under Forty and the Chix Dig It Emerging Professional Award. April also supports the industry through Rotary International, Zeta Phi Beta Sorority, Inc., and multiple education and historic preservation boards.
David Powell, AIA, LEED AP, Partner & Principal, SHP
David brings over 25 years of AEC industry experience, combining architectural expertise with strong project leadership. Known for fostering innovation and championing educational design, he is passionate about creating learning environments that support modern teaching methods. His work includes leading a net‑zero, LEED Platinum school project recognized for its sustainability impact. A committed lifelong learner, David values giving back to his profession. Outside of work, he prioritizes family and enjoys hiking, golfing, cooking, and Ohio State football.
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| From Ripples to Waves: Community-Informed Design Transforming K–12 Learning Environments |
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Arlie
As the educational landscape continues to shift, K–12 leaders and designers must adapt to changing tides shaped by evolving pedagogies, funding constraints, and community expectations. Riding the Wave in K–12: Community-Informed Design for Changing Educational Tides invites attendees to explore how community-informed design frameworks can help schools remain resilient, responsive, and future-ready. This interactive workshop bridges rigorous academic research with actionable professional practice, translating findings from a large-scale, evidence-based research project into strategies that can be applied within districts and school communities today. Participants will chart a course through proven engagement methods—such as workshops, surveys, and interviews—that surface community priorities and inform equitable, context-responsive design decisions. Grounded in established literature and first-hand research, the session will introduce foundational frameworks and evidence-based principles that support healthier, safer, and more inclusive learning environments. Attendees will also explore measurable indicators, including attendance, academic performance, and climate-related metrics, to evaluate the impact of community-informed design over time. Through collaboration and shared insight, this session empowers school leaders, designers, and advocates to turn community voices into waves of meaningful transformation across K–12 learning environments.
Learning Objectives:
- Identify foundational principles of community-informed design that help K–12 learning environments adapt to changing educational, social, and community needs while advancing equity in the built environment.
- Evaluate how community-informed design strategies influence measurable outcomes—such as academic performance, attendance, student well-being, and sense of belonging—using evidence-based indicators to assess impact over time.
- Apply community engagement methods to develop responsive design strategies for a K–12 school scenario, integrating diverse stakeholder perspectives to support safe, inclusive, and resilient learning spaces.
- Translate community-informed design insights into scalable frameworks, guidance, and policy considerations that support long-term adoption and systemic transformation across K–12 educational settings.
Traci Rider, PhD, Associate Professor, NC State University
Dr. Traci Rose Rider is Associate Professor of Architecture and University Faculty Scholar at North Carolina State University’s College of Design. Her funded research focuses on how school environments in marginalized communities can increase positive health outcomes and community resiliency for the community at large, in addition to mental, physical, and emotional health support for students and families. Her focus is on interdisciplinary work addressing larger issues of health, sustainability, and resilience.
Victoria Lanteigne, PhD, Co-Director, Alliance for Inclusive Design Practice and Research, NC State University
Bridging design, public policy, and advocacy, Victoria has been leading inclusive design efforts for nearly 20 years. Victoria brings an interdisciplinary lens to architectural research with the aim of developing industry standards and frameworks for practical application. She is passionate about elevating the concepts of health, equity, and inclusive design as critical components of building performance, and was instrumental in the development of the universal/inclusive design credits in LEEDv4 and WELLv2.
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| TUESDAY, MAY 5, 2026 | 9:00 – 10:00 AM |
| Designing Spaces for the Careers Students Haven’t Met Yet (CTE) |
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Causeway
Career and Technical Education (CTE) is transforming how students access meaningful learning experiences, equipping them for an evolving workforce without the constraints of traditional academic pathways. This session explores how intentional facility design—rooted in equity, adaptability, and real-world relevance—can elevate CTE programs to become dynamic catalysts for student discovery, community engagement, and lifelong career readiness. Drawing on DLR Group’s forward-thinking design principles, we’ll examine how aligning the built environment with program vision, fostering industry and community partnerships, enabling transparent career exploration, and designing for flexible, applied learning prepares students for multiple career transitions in a rapidly shifting economy. Participants will leave with actionable insights into how spaces can empower students to explore, connect and succeed in careers aligned with their passions while strengthening local talent pipelines.
Learning Objectives:
- Explain the role of intentional built environments in supporting robust CTE programming and how design alignment with educational vision enhances student engagement and outcomes.
- Identify strategies to cultivate meaningful industry and community partnerships that extend learning beyond the classroom and create authentic workforce connections.
- Describe design approaches that enable transparent, on-demand career exploration, helping students “window shop” multiple pathways and make informed post-secondary decisions.
- Articulate design features that support flexibility and adaptability, allowing CTE spaces to evolve with changing industry needs and student career trajectories.
Ian Kilpatrick, AIA, NCARB, K-12 Designer, SE K-12 Sector Leader, DLR Group
Ian leads DLR Group project teams serving K-12 education clients from the firm’s Charlotte, Kansas City, Nashville, and Orlando locations. He is passionate about creating future-ready learning environments that inspire student engagement and support the diverse physical, neurological, and social needs of both learners and educators.
Lauren Bennett, AIA, K-12 Architect and Project Manager, DLR Group
Lauren is an Architect with DLR Group who brings extensive experience leading complex renovations and new construction projects for K–12 education environments. She specializes in navigating the technical, logistical, and stakeholder challenges inherent in Career and Technical Education (CTE) facilities, where industry standards, safety requirements, and evolving instructional models intersect. Lauren works closely with educators and partners to translate program goals into innovative, future-ready learning environments that support hands-on, real-world learning. Her work reflects a thoughtful balance of creativity, technical rigor, and adaptability—ensuring spaces can evolve alongside emerging career pathways and educational priorities.
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| Leading Change That Sticks: Aligning People, Plans, and Places |
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Masonboro
Educational leaders are increasingly tasked with guiding complex change within their districts — from strategic planning and school consolidations to renovating and reimagining physical spaces that truly support future-ready learning. Yet even the most thoughtfully designed facilities and strategic plans can fall short of impact without purposeful change leadership that aligns people, systems, and built environments. In this session, the DLR Group’s BOLD (Bridging Organization, Learning, and Design) team will share proven change management strategies rooted in real district partnerships. BOLD services help districts move beyond inspirational visioning to operational reality by connecting strategic plans with educational practice, engaging stakeholders in meaningful dialogue, and empowering educators through professional learning and coaching. Through case stories, participants will explore how intentional change management supports difficult decisions (e.g., school consolidations, renovation vs. demolition) and fosters organizational readiness for new or transformed learning spaces.
Learning Objectives:
- How a change-centered process turns strategic vision into day-to-day practice in schools and classrooms.
- Methods for aligning leadership, instruction, operations, and facilities planning to support teaching and learning outcomes.
- Tools for engaging educators and communities in embracing change, including professional learning that translates design intent into instructional action.
- Approaches to sustaining momentum so that new environments become catalysts for innovation, not just new buildings. Leaders from school districts and design professionals will walk away with actionable insights into change management frameworks that honor educational vision while navigating the realities of implementation and organizational transformation.
Dr. Marilyn Denison, Ed.D., Educational Learning Designer, DLR Group
Dr. Marilyn Denison has applied her doctoral research in educational leadership to inspire leadership growth, personalized learning, and innovative design experiences throughout her 25-year career in education. As a former principal and assistant superintendent, she has opened new campuses that utilize inquiry-based learning. Today, she leads DLR Group’s BOLD team, which consists of a group of educators who provide tools and strategies to align modern school design with a district’s educational vision.
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| TUESDAY, MAY 5, 2026 | 10:15 – 11:15 AM |
| Interactive Roundtable Discussion: Changing School Construction Costs and Planning |
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Lumina Ballroom
This roundtable discussion will explore one of the most pressing issues facing education and construction today: the rising cost of building and replacing schools. As communities across North Carolina continue to grow, school systems will be challenged to meet increasing demand while navigating rapidly changing construction costs and market conditions. Panelists will examine how school construction expenses have evolved in recent years and will discuss the key factors driving those increases, including material pricing, labor shortages, wage growth, long lead times, and inflationary pressures. The conversation will also address the challenge of balancing educational priorities, design expectations, and code requirements with limited budgets.
This session will offer valuable insight into the financial and operational realities school systems face as they work to maintain aging facilities, plan for future growth, and maximize bond and capital funding. Attendees will hear perspectives from across the industry on how stronger collaboration between state agencies, school districts, designers, and contractors can lead to smarter planning, better outcomes, and more cost-effective solutions. Whether you are involved in school planning, design, construction, or funding, this discussion will offer ideas and practical strategies to navigate the future of school construction.
Ashley P. Dennis, AIA, Vice President, Moseley
A lifelong fascination with design and a passion for education led Ashley to specialize in K–12 architecture, where she creates environments that support learning, well-being, and community connection. Since joining Moseley, Inc in 2008, she has led more than 50 projects for public school clients across North Carolina, with a focus on equitable, community-centered design. Her work with under-resourced districts is especially meaningful, driven by the belief that a thoughtfully designed school can serve as a catalyst for lasting community transformation.
Ashley serves as the Raleigh Office Leader and K–12 Managing Principal for North Carolina and is a member of the firm’s Board of Directors. In these roles, she emphasizes mentorship, collaboration, and a culture where people feel supported and heard—recognizing that strong teams produce the most impactful work.
She is an active leader in the profession, having served on the Association for Learning Environments (A4LE) North Carolina Chapter for over eight years, including roles as State Chapter President, Governor, and currently Southeast Region President-Elect. She also serves on the WakeEd Partnership Board, supporting initiatives that strengthen public education across Wake County.
Outside of work, Ashley enjoys spending time with her family, most often at a ballpark cheering on her son, along with staying active and connecting with friends.
Colon Moore, Assistant Superintendent of Operations and Administration, Union County Public Schools
Colon joined Union County Public Schools (Monroe, NC) in December 2021 as the Assistant Superintendent of Administration and Operations. In that role, Colon oversees Facilities and Maintenance, Planning and Construction, Transportation, School Nutrition, Athletics, Driver’s Education, and the After School Program.
Before joining UCPS, Colon was the Director of Facility Planning and Construction for Winston-Salem/Forsyth County (NC) Schools. There, he oversaw an eight year, $350 million bond that allowed for facility construction from 2017 to 2024.
Colon came to WS/FCS in June 2016 after spending his career in the commercial general contracting and construction consulting business. He received his Bachelor of Science in Civil Engineering Construction from North Carolina State University and has been a licensed general contractor in North Carolina, Virginia, and Tennessee. He currently serves on the board of the NC Association for Learning Environments (A4LE) and as a member of the Union County (NC) Chamber of Commerce Workforce Development Committee.
In his free time, Colon enjoys traveling, spending time with close friends and family, and watching sporting events.
John Morrison, President, New Atlantic Contracting, Inc.
John serves as President of New Atlantic Contracting, where he provides overall leadership and strategic direction for the company’s operations. With 28 years of experience in the construction industry, John brings a well-rounded perspective shaped by a career that began in operations, followed by roles in estimating and business development, before being named President in 2024.
Originally from Scotland, John earned a degree in Civil Engineering and Business before immigrating to the United States in 1998 to pursue his career in construction.
John is actively involved in his community and industry, serving on the boards of the North Carolina Association for Learning Environments, the Rockingham County Economic Development organization, and the Triad First Tee.
Outside of work, John enjoys golfing, traveling, and spending time with his wife and two daughters at Smith Mountain Lake.
Glenn Wise, Vice President of Preconstruction, New Atlantic Contracting, Inc.
Glenn serves as Vice President of Preconstruction at New Atlantic Contracting, where he provides leadership and strategic direction during the early planning and development phases of projects.
Glenn graduated from the University of Alabama with a degree in Civil Engineering and began his career in operations before transitioning into preconstruction in 2012. With extensive experience across multiple delivery methods, including Construction Management at Risk and design-build, he works closely with project teams and clients to ensure successful outcomes and alignment with project goals.
Glenn is actively involved in the industry and his community, serving on a Greensboro-based board and on the AGC/AIA Joint Committee.
Outside of work, Glenn enjoys golfing, traveling, watching college sports, and spending time outdoors with his wife and two children.
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