| TUESDAY, APRIL 8, 2025 | 11:00 AM – 12:00 PM |
| Learning Landscapes: How Spaces Become Extensions of the Brain |
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Madison
Think about how incredibly long it takes for humans to grow up. From wobbly toddlers to teenagers, this long journey isn’t just about getting bigger – it’s about building our brain, bit by bit, experience by experience. For the first 25 years of our lives, our brain is basically under construction, with every interaction, every play session, and every lesson leaving its mark on our neural wiring. Watch a toddler explore a room, touching everything and climbing on whatever they can, they’re not just being curious – their brain is literally building itself through these experiences. A teenager hanging out in common spaces between classes isn’t just socializing – their brain is processing complex social cues and forming networks that will last a lifetime. Even as adults, our brains keep this amazing ability to change and grow. As we continue to learn about our brain it is important to understand that many of these activities happen in the environment, we inhabit whether inside or outside. Research shows that our built environment literally shapes our brain development – from how we process information to how we feel and behave. A feeling of awe that a soaring cathedral creates, to comfortable quiet conversations prompted in a cozy café environment or to a feeling of anxiety in a cluttered room all connects back to our brains, which is constantly responding to our environment – it’s hardwired within us. We know today that natural light boosts learning by up to 25%, ceiling height affects creative thinking, the presence of curved vs. straight lines impacts our stress levels and ability to focus, colors prompt behavioral changes and on and on we can go with these findings. It’s not just the schools, but all of us are collectively to blame as we ignore or just don’t understand this science. We continue to put our kids in rigid boxes and hope for magic to happen.
Now just imagine if we flipped this script:
- What if the spatial design of the environments was through the lens of brain development?
- What if our learning spaces were living extensions of the brain?
And
- What if our spaces could breathe and flow with learning though the learning landscapes just as neural networks adapt and reorganize in our brains?
What if:
- Movement Built Brains: Creating flowing spaces with different zones, to not just make things interesting but creating the critical connections between physical movement and brain development. Those million neural connections per second? We know that they form better when kids are moving, exploring, and engaging with their environment.
- Experience Shaped Wiring: Our brains develop through sensory experiences. So when we design spaces with varied textures, natural light, and thoughtful sound design, we’re not just making good environments – we’re providing the diverse sensory inputs crucial for healthy brain development. That’s why outdoor learning spaces and natural elements aren’t luxury add-ons – they’re brain-building essentials.
- Flexibility Drives Learning: Young brains are incredibly plastic, constantly rewiring based on experience. Our learning spaces should share this flexibility. Moveable walls and adaptable spaces don’t just provide variety – they support the brain's natural tendency to make new connections and reorganize information.
- Social Spaces Build Social Brains: The teenage brain is literally wired to seek social connection.
When we design collaboration spaces and social learning hubs, we’re working with this natural tendency, not against it. These spaces become tools for developing the social-emotional neural networks crucial for future success. When we align our spaces and teaching methods with brain development, we create a powerful feedback loop. The environment that supports natural learning processes, builds stronger neural networks, allowing for deeper learning, and better use of the environment. This is more than just making schools look better! It’s about creating learning environments that actively participate in brain development with spaces that teach, not just contain. When the built environment and teaching methods are aligned with how brains actually develop and learn, we’re not just delivering curriculum – we’re building better brains.
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
Nandita Mishra, ALEP, Assoc. AIA, LEED AP, Director of Education, Kay-Twelve
“Be the change you want to see in the world” ~ Mahatma Gandhi. As and Educator, Architect, Educational Planner, and Designer, Nandita believes that we can intentionally influence change for the better in our world. We know that design influences behavior which creates culture. Culture shapes values and these values determine our future. A designer’s lived experiences help shape the experiences they create. Her Diversity has been her superpower, be it understanding race, ethnicity, culture, or just diversity of thought to any situation. Nandita draws on her passion of learning from her lived experiences to understanding research and creating awareness of the systemic change that is all around. This informed approach has helped her create future ready solutions for various school districts in Michigan. Research driven experiential design solutions eliminate ambiguity in design decisions and help us create learning environments that support our whole being; from Social Emotional Learning to creating Lifelong Learning strategies that our impactful for creating a robust future “our kids”. Educational design and planning is extremely powerful when done correctly. Nandita’s passion in this field has been evident in all projects she has had the privilege in shaping through the years. She is a thought leader with a background in both architecture and interior design. Nandita is a certified Educational Planner through the Association of Learning Environments of which she was the past president of the Michigan Chapter and she is currently the President of the Midwest Great Lakes Region. Additionally, her background in teaching has helped her become an empathetic designer. Each step from educational visioning, pre-design planning, master planning and analyzing strategies for aligning the educational vision and curricular goals with the learning environments has been on the forefront of all Nandita’s projects. This alignment is the backbone of future ready solutions that are both sustainable and impactful for all users.
Jolene Levin, K-12 Advocate and Consultant
Carla Cummins, Vice President, Kay-Twelve
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| Transforming Learning Spaces into Immersive Learning Environments |
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Jefferson
Discover how one school is redesigning educational environments to empower and engage learners through immersive learning spaces. Short Pump Middle School in Henrico County, VA, guided by their mission We connect. We Learn. We Grow, is designing and implementing three unique immersive learning spaces that help connect students to school and their learning in totally new ways.
- Immersion Room: A former computer lab now offers 360-degree HD projections and surround sound, providing a fully immersive environment for students to explore, create, and present. This space delivers the excitement of virtual reality—no headsets required!
- Short Pump Studios: Transformed office space now houses three interconnected, state-of-the-art studios for podcasting, video production, and music creation. With “plug-and-play” functionality, users can seamlessly mix recording, live streaming, and presenting for limitless creative possibilities.
- Glow Room: Once a teachers-only A/V room, this blacklight-powered space now serves as a museum-style showcase for student presentations and learning artifacts. It’s an evolving exhibit where students not only display their work but also participate in future redesigns.
Short Pump Middle School’s innovative approach exemplifies the next best practices in instructional space design, impacting the Pump students and staff. And word spreads fast, as the success of these immersive spaces has led other schools to take note, with teachers and leaders planning field trips to experience the environments firsthand and bring ideas back to their own institutions.
Learning Objectives:
- Explore how immersive learning environments, such as the Immersion Room, Short Pump Studios, and Glow Room, enhance student engagement and foster deeper learning experiences in middle school.
- Learn strategies for incorporating cutting-edge technology and entertainment-inspired design into repurposed school spaces.
- Understand how to select and integrate technologies that work seamlessly with typical student devices, minimizing the need for additional software or drivers.
- Gain practical insights into designing, implementing, and utilizing immersive spaces to meet the unique needs of students and educators.
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
John Mills, Innovative Learning Coach, Henrico County Public Schools
John has served three Virginia school divisions as a teacher, curriculum leader, and instructional coach. Currently, as an Innovative Learning Coach in Henrico County, he supports deeper learning initiatives including learning environment redesign, digital literacy, and generative A.I. John is a frequent presenter on student engagement and creativity.
Jon Gregori, Innovation Specialist, Henrico County Public Schools
Jon brings 20 years of educational experience with Henrico County Public Schools. As an Innovation Specialist, Jon supports initiatives that empower and engage learners, including innovative practices, learning space design, scholastic Esports, and more. He has presented at prominent professional conferences such as ISTE, EdLeader21, VSTE, EdTechRVA, and the A4LE Southeast.
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| The Impact of STEM to STEAM: Innovative Performing Arts Facilities Supporting Education and Community |
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Washington
This presentation explores the transformative impact of the newly unveiled Richland Two Performing Arts Center on STEAM education for the school system. Join Will Anderson, Executive Director of Operations at Richland County School District Two, along with Ben Thompson, an experienced K-12 architect and planner, as they discuss how district-wide performing arts strategies, programs, and facilities can create new opportunities for students, strengthen community bonds, enhance recruitment and retention, and serve as economic drivers for local businesses. The Richland Two Performing Arts Center, located on the R2i2 campus, is a testament to the district’s commitment to innovative and student-centered education. Attendees will learn how this facility fulfilled a recognized need identified by the district’s STEAM programs, how it aligns with a comprehensive approach to education across age groups, and how it was strategically planned to enhance the existing a district initiative whose purpose is to encourage design thinking, to foster creativity through collaboration and to bring amazing ideas to life. This facility not only supports a wide range of educational and artistic activities but also integrates advanced technology and flexible learning spaces to prepare students for future careers. Attendees will gain practical insights into the strategic planning and design processes that make such facilities possible, including the development of programmatic criteria, community engagement, and facility design criteria, among others. The session will highlight how these investments can be modified to fit different districts. It will also demonstrate how educational infrastructure like this can have immediate and far-reaching benefits, fostering community vibrancy while stimulating local economies.
Learning Objectives:
- Understand the Role of Innovative Facilities in STEAM Education: Learn how the Richland Two Performing Arts Center supports STEAM education by providing advanced technology and flexible learning spaces that attract experienced educators and prepare students for future careers.
- Demonstrate the Educational Impact Arts Programs Can Have on Student Outcomes: Gain insight on educational strategies that can unify multiple programs across schools and systems.
- Explore Active and Student-center Environments in Facility Design: Gain insights into how the Richland Two Performing Arts Center aligns with the district’s broader goals and the comprehensive approach of education, fostering holistic development through artistic and educational activities.
- Analyze Strategic Planning and Design Processes: Understand the strategic planning and design processes involved in getting community buy-in and creating district-wide performing arts facilities, including the development of programmatic criteria addressing utility, flexibility, technology, equipment, and security needs.
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
Will Anderson, Chief Operations Officer, Richland School District Two
Will is currently the Chief Operations Officer for Richland School District Two in Columbia SC. In that position, his primary role is to provide safe and secure learning environments and those support services to students and staff. Will has been COO since 2017. Prior to COO, Will was the Director of Planning for Richland Two. He has a B. S. in Geography from University of South Carolina and Masters in Public Administration from Clemson University. Will is active in his community through involvement with coaching youth sports, serving on the American Heart Association Board, past president of the SC Chapter of A4LE and other charitable organizations. He and his wife live in Columbia SC with their two boys.
Ben Thompson, ALEP, AIA, NCARB, K-12 Practice Leader, McMillan Pazdan Smith
Ben leads a diverse K-12 practice area whose work spans across the Southeast. He is an experienced architect, having served on a wide variety of projects from large scale educational facilities to complex additions, renovations, and restorations. Ben understands that education empowers students to become future leaders, creators, and collaborators. As an Accredited Learning Environmental Planner (ALEP), his focus is on providing unique solutions to support student outcomes through the programming, master planning, design, and project management process.
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| The Power of Place: Creating Learning Environments for Student Success |
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Grand Ballroom
Explain the connection between classroom design, student engagement, and academic success. Quotes and research that highlights the importance of environment in learning (e.g., “The classroom is a third teacher”) + many articles and blogs on this topic for KI.
Learning Objectives:
- To explore how classroom and school space impact student success.
- To identify design strategies that foster engagement and collaboration – Performance Design Standards.
- To examine ways to measure student engagement and success in these spaces.
- Encouraging a Mindset Shift and giving educators ways to shift their environment for more engagement and student success.
Ethics/Professionalism: Provides leadership and stewardship for the responsible investment of public and private funding into school facilities – while being a known advocate for the importance of the learning environment on a child’s future. They lead and have a record of leading transparent processes that help communities find common ground in developing solutions to complex and sensitive issues – advocating for long term solutions that address the needs of all children and stakeholders including underserved groups.
Emily McGinnis, ALEP, K-12 Market Manager, KI
Before joining the KI team as the K-12 Market Manager, Emily spent the previous twenty-one plus years of her career as an educator in K-12 schools. She split that time as a teacher and principal in the Charlotte, North Carolina area. Her experience includes elementary, middle and high school levels for both public and public charter school systems. Her blend of leadership, teaching, and community growth provide a wealth of knowledge to KI’s K-12 clients and internal team members. Emily holds a Master of Arts in Teaching, with an additional Reading Specialist certification, as well as a Masters in K-12 School Administration from Wingate University, her passion has always been helping students to experience joy and fun while learning. She continues to challenge our KI teams to learn more about how a school’s culture and environment support the overall success of a student. Emily completed the A4LE’s Advanced Academy in June 2024 and has the certification of Accredited Learning Environment Planner (ALEP) and is excited to partner with your team to create a learning environment with the students and educators top of mind.
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| TUESDAY, APRIL 8, 2025 | 1:30 – 2:30 PM |
| Through Their Eyes: Empowering Learners with Adaptable Educational Environments |
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Madison
This interactive session examines how flexible, movement-friendly classroom designs enhance student engagement and well-being, supported by research linking adaptable spaces to improved cognitive and social outcomes (Bunce et al., 2018; Jensen, 2005). Through engaging role-playing activities, participants will experience the classroom from the perspective of students with diverse needs—such as ADHD, sensory processing challenges, and physical limitations. This hands-on approach demonstrates how thoughtful layouts can improve focus, collaboration, and comfort for all learners. Attendees will explore design strategies that emphasize movement, choice, and flexibility, gaining insights to better support the needs of ALL students when leading community visioning sessions. These takeaways will empower stakeholders to create learning environments aligned with the needs of 21st-century learners, fostering active engagement and overall well-being.
Learning Objectives:
- Understanding Diverse Needs: Gain insights into how classroom design impacts students with ADHD, sensory processing challenges, physical limitations, and other diverse needs.
- Empathy-Driven Design: Learn how role-playing activities can provide an empathetic understanding of student experiences to inform design decisions.
- Practical Design Strategies: Discover actionable solutions for integrating flexibility, movement, and inclusivity into classroom layouts.
- Adaptability for All: Explore how dynamic, student-centered spaces improve engagement, collaboration, and accessibility across varied learning profiles.
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
Lizzie Scott, M.Ed, Business Development Manager, Artcobell
Lizzie is a former Agriculture Teacher turned Business Development Manager at Artcobell, where she champions inclusive, flexible, and accessible educational spaces. With hands-on experience teaching agriscience, horticulture, and agriculture technology, Lizzie fostered classroom environments that celebrated diversity and community. Her deep understanding of K-12 and Higher Ed needs, paired with her expertise in educational design, fuels her commitment to creating adaptable spaces that empower all learners to thrive.
Alyssa Marshall, M.Ed, Coordinator of Elementary and Secondary Student Support Services, Spotsylvania Co Public Schools
Alyssa holds a Bachelor’s from Randolph-Macon College in Sociology with minors in Women’s Studies, Elementary Education, and Special Education, as well as a Master’s in Educational Leadership and Policy Studies from Virginia Tech. She has four years of middle school teaching experience with special needs students and two years as a diagnostician supporting eligibility processes. She is the Coordinator of Student Support Services, leading student support initiatives in Spotsylvania, VA.
Crystal Worthen, Assistive Technology Coordinator, Spotsylvania Co Public Schools
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| Embracing Change: Lessons Learned in Implementing New City Policy at Alexandria City Public Schools |
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Jefferson
As Alexandria City Public Schools (ACPS) has begun implementing the city’s new Green Building Policy, they’ve encountered a range of both benefits and challenges. Some challenges remain even after the buildings are occupied, while many of the benefits continue to unfold over time. By prioritizing Green Design and Construction, these policies offer school districts the opportunity to reduce energy consumption and utility costs through energy-efficient systems, as well as promote optimal learning environments for students and staff. In this session, we’ll examine the evolution of three ACPS schools that have adopted different approaches to meet these new standards. By exploring the lessons learned on each project, participants will gain valuable insights into the strategies and solutions employed in creating cost-effective facilities that not only meet local sustainability standards but also operate efficiently for the long-term, and provide healthy, modern learning environments.
Learning Objectives:
- Identify both the benefits and challenges of applying local sustainability policies to the design of new schools.
- Examine different approaches to meeting sustainable building standards, comparing initial costs, operational costs, maintenance needs, and overall performance.
- Explore cost-effective solutions for meeting both green building standards and school district budgets.
- Apply strategies for implementing green technologies in an urban environment.
Educational Facility Implementation, Project Management/Project Delivery: Has a working understanding of how the following areas impact the facility program: regulations and policies; project delivery methodologies; scheduling; preventative maintenance; life-cycle planning; and systems commissioning.
Johnathan Stewart, PE, LEED AP BD+C, WELL AP, NABCEP, Certified PV Installation Professional, Partner, CMTA
As a seasoned electrical engineer, Johnathan has designed a variety of lighting, power, and photovoltaic projects in many K-12 new and renovated facilities. He concentrates on high-efficiency electrical systems to reduce the operating costs of building and communications systems while allowing users to teach with the latest technology.
Arthur Carpenter-Holmes, PMP, Senior Capital Program Manager, Alexandria City Public Schools
As Alexandria City Public Schools’ (ACPS) senior capital program manager, Arthur coordinates and manages all activities associated with major capacity capital development projects. This work includes advancing the district’s 10-year capital program modernization campaign and collaborating with internal and external stakeholders to complete projects on schedule and within scope and budget. He has a Master of Architecture from Virginia Polytechnic Institute and is a certified project management professional and Americans with Disabilities Act coordinator.
Sophie Huemer, AICP, Director of Capital Programs, Planning and Design, Alexandria City Public Schools
Sophie is the Director of Capital Programs Planning and Design for Alexandria City Public Schools since February 2024. They also worked as a Principal Planner for ACPS since 2020. Prior to coming to ACPS, Huemer worked as an urban planner in Texas, North Carolina, and Virginia.
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| Authentic, Real-World Learning in Action: Re-Envisioning Career and Technical Education |
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Washington
Long considered an alternative to the traditional college-pathway, Career Technical Education (CTE) is becoming a way in which students can cultivate skillsets that transcend the boundaries of post-secondary education. CTE programs across the nation are experiencing a renaissance as they transition from traditional technical training to authentic, hands-on learning, focused on preparing students for contemporary careers. Methods for delivering this type of real-world, skills-based learning vary based on the CTE Career pathway as well as the school system offering the program. In this session, designers at Quinn Evans will review case studies from three different school systems: the Henrico County ACE (Advanced Career Education) Centers, Albemarle County’s High School Center II, and The George W. Veditz Vocational School at The Maryland School for the Deaf. These recent case studies of new and renovated spaces have re-envisioned CTE programs, and the learning spaces themselves, to focus on collaboration between career pathways, connections with local business communities, and modeling of real-world professional work environments. This session will explore how design teams worked together with school leadership to deliver spaces that cultivate authentic hand-on learning, support equitable learning environments, and empower students towards actively enriching their communities.
Learning Objectives:
- Understand how CTE delivery can be adapted to a variety of educational contexts.
- Learn how fully integrated learning environments connect CTE programs to the larger community through entrepreneurship and real-world projects.
- Illustrate design principles that are critical to creating optimal learning environments for CTE programs.
- Demonstrate how to empower students by promoting equitable access to careers through alternative learning pathways.
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.
Allison Leighton, AIA, LFA, LEED AP BD+C, Senior Associate, Quinn Evans
Allison is a Project Manager and a leader in Quinn Evans’ learning environments practice. After receiving her Bachelors degree from UVA and her Masters in Architecture from Tulane, Allison began her career serving as a construction crew leader for Habitat for Humanity through AmeriCorps. There she learned the importance of hands-on experience and job skills training and now applies her knowledge of construction and sustainable building practices to the design of insightful learning environments.
Kylan Shirley, AIA, LEED AP, Senior Associate, Quinn Evans
Kylan is passionate about the transformative power of learning environments. Kylan received his Bachelor of Architecture degree from Virginia Tech and is currently a Senior Associate at Quinn Evans. He has almost two decades of experience leading the design of award-winning transformational learning environments across Virginia. Kylan believes that transforming spaces within a school can also change pedagogies and practices leading to new methods of teaching and learning that could not have been imagined before.
Allison McElheny, Senior Associate, Quinn Evans
Allison’s portfolio includes renovations and adaptive reuse projects in both the cultural and educational practice areas. With a focus on shared public spaces, Allison’s work is rooted in community building and in the belief that design can affect positive change. She received a Bachelor’s degree in Art and Architectural History from Emory University and a Masters in Architecture from The Parsons School of Design.
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| Designing with Data: Transforming the Student Experience for Success |
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Grand Ballroom
How can we design schools that truly meet the needs of students? By analyzing real survey data from 292 students from 19 High schools in 9 states, this session provides actionable insights into the student experience before, during, and after a school day. Participants will explore solutions for improving safety, health, and wellness by addressing the seven interconnected strands of the Learning Ecosystem framework: Safety, Community, Wellness, What Students Deserve, Brain-Based Learning, Immersive Learningscapes, and Regenerative Design. This problem-solving session empowers educators, designers, and administrators to enhance learning environments using data-driven strategies. Attendees will leave with tools to map insights to practical outcomes, ensuring designs that foster student success. Attendees will see an array of design solutions that help address the challenges students are facing across the 7 strands of the Learning Ecosystem.
Learning Objectives:
- Apply Experience Design (XD) principles to create holistic educational environments that address safety, health, and wellness.
- Analyze survey data to identify key challenges and opportunities in the student journey and translate them into actionable design strategies.
- Understand the seven strands of the Learning Ecosystem framework and how to use them to enhance educational environments.
- Explore an array of design solutions that help address the challenges students are facing across the 7 strands of the Learning Ecosystem.
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
Tomas Jimenez-Eliaeson, AIA, LEED AP BD+C, NCARB, National Design Partner, Little Diversified Architectural Consulting, Inc.
Tomas leads an architectural team specializing in educational, cultural, and civic projects. With memberships in AIA, NCARB, and A4LE, and a LEED Accredited Professional, Tomas combines environmental design with innovative technology. His focus on the future of education includes pioneering the Immersive Learningscape approach and researching the intersection of learning and the workplace. Tomas has presented at national and international conferences, showcasing his expertise in architectural design and educational innovation.
Daniel Montaño Leon, LEED AP, SEGD, CXPA, CDT, Collaborative Specialties Practice Leader, Little Diversified Architectural Consulting, Inc.
With nearly 30 years of experience, Daniel specializes in brand strategy, research, and design, delivering innovative solutions across Education, Retail, Hospitality, and Workplace sectors. An active leader in organizations like RDI, SEGD, and CXPA, Daniel champions human-centered design and exceptional customer experiences. He also serves on advisory boards for NC State’s College of Textiles and VM+SD, fostering the next generation of design leaders.
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| TUESDAY, APRIL 8, 2025 | 2:45 – 3:45 PM |
| Designing for Learning Thrill: Creating Engaging and Effective Learning Environments |
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Madison
This session will explore the transformative power of “Learning Thrill,” a concept that emphasizes student joy and deep engagement in the learning process. We will delve into research findings that highlight the critical link between student engagement and academic success, examining the detrimental effects of boredom on student motivation and achievement. Drawing upon the work of leading educational researchers, we will discuss how to cultivate learning thrill through a combination of innovative pedagogical practices and thoughtfully designed learning environments. Participants will gain actionable insights into creating spaces that foster collaboration, inquiry, and a love of learning, including the use of flexible seating, technology integration, and outdoor learning spaces. This session will provide valuable insights for school leaders, architects, and educators seeking to create more engaging and effective learning environments that inspire and empower all students.
Learning Objectives:
- Define “Learning Thrill” and understand its significance in fostering student engagement and motivation.
- Explore research-based strategies for creating engaging and effective learning experiences that cultivate learning thrill.
- Identify key design elements that contribute to the creation of learning environments that support collaboration, inquiry, and student agency.
- Develop practical strategies for implementing these principles in your own school or district, including considerations for budget, space limitations, and available resources.
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
David Cupolo, Principal – Consultant, St. James Intermediate School
Dr. David Cupolo, Ph.D., is a seasoned educator with 27 years of experience, including 19 years as a school principal. He currently leads St. James Intermediate School, an innovative school renowned for its design and forward-thinking approach to education. Dr. Cupolo is a sought-after presenter and author, sharing his expertise on school design, culture, and instructional leadership at various conferences. He also shared his knowledge in a Better Learning Podcast, and guest for ECLPS.
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| Merging Pedagogy and Design: Creating Two New Middle School Centers for Innovation |
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Jefferson
Amid research showing a significant decline in student engagement during the middle school years, Henrico County Public Schools is leading the charge to reimagine the educational experience. The district is blending innovative pedagogy with thoughtfully designed spaces in two new Centers for Innovation (CFI). Each CFI is set to challenge the status quo and redefine the middle school model. The first CFI, located at John Rolfe Middle School, is a light renovation of an existing building. The redesign transforms traditional classrooms into flexible, collaborative spaces that foster interdisciplinary instruction, STEM learning, and problem-based projects. The second CFI, currently under construction as part of the new Quioccasin Middle School, offers a purpose-built facility that pushes the boundaries of educational architecture to support project-based learning, technology integration, and flexible learning environments. This session will highlight how innovative pedagogy, architecture and interior design converge in these two distinct projects. Attendees will explore the challenges and opportunities in retrofitting an existing school to meet the needs of modern, flexible learning environments, as well as the unique considerations involved in designing a new, purpose-built facility that supports the same educational goals. Discover how Henrico County’s approach is transforming middle school education by aligning pedagogy with design, ensuring that physical spaces empower student engagement, foster creativity, and support long-term success.
Learning Objectives:
- Understand the need to redesign the middle school experience to enhance student engagement and foster deeper learning.
- Explore the pedagogical concepts—such as design thinking, problem-based learning, and STEM integration—that are central to the success of the Centers for Innovation.
- Learn how to integrate innovative pedagogy into the design process, both in renovating existing spaces and in creating new facilities, to support modern, flexible learning environments.
- Experience a “day in the life” of a Center for Innovation student, demonstrating how pedagogy and space work together to create a dynamic, engaging learning experience.
Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
Jon Gregori, Innovation Specialist, Henrico County Public Schools
Jon brings 20 years of educational experience with Henrico County Public Schools. As an Innovation Specialist, Jon supports initiatives that empower and engage learners, including innovative practices, future learning space design, scholastic Esports, and more. He has presented at prominent professional conferences such as ISTE, EdLeader21, VSTE, EdTechRVA, and the A4LE Southeast.
Dr. Deia Champ, Director Middle School Education, Henrico County Public Schools
Dr. Deia Champ serves as the Director of Middle School Education for Henrico County Public Schools and leads the development of two new Centers for Innovation.
Dr. BJ Crowder, Jr., Assistant Director of Workforce & Career Development, Henrico County Public Schools
Dr. William "BJ" Crowder is the Assistant Director of Workforce & Career Development for Henrico County Public Schools and a key leader in the development of two new Centers for Innovation.
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| CTE Facility Roundtable |
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Washington
Join our panel as they highlight the process of developing a state-of-the-art CTE facility from conception through construction. Key metrics and considerations when planning for the future of your facility will be identified. In addition to the design process, we will discuss State standards, community partnerships, and recent trends in CTE facilities. These items include increased flexibility, daylighting, security, program efficiencies, and integration of green technologies.
Learning Objectives:
- Identify the pre-design and programming building blocks for a CTE facility, including community participation and budget and schedule considerations.
- Understand how thoughtful building and site design, encompassing the importance of putting learning on display and the benefits of career clusters, can create a learning campus.
- The impact of CTE facilities goes far beyond the facility walls. Understand the importance of community utilization, preparing for the future, and its lasting effects.
- Learn about the state of CTE schools across Maryland, CTE standards updates, funding aspects, and construction complexities.
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.
Allison Shockley, AIA, NCARB, Education Practice Leader, Becker Morgan Group, Inc.
Allison is a Senior Associate at Becker Morgan Group with 13 years of experience. She holds a Master’s and Bachelor’s in Architecture and is active in community leadership, serving on professional and non-profit boards. Her primary focus is on the design and project management of educational facilities.
Jonathan Goetz, President, Oak Contracting, LLC
Jonathan began his career in construction over 20 years ago, working with his father. Jonathan joined the Oak team in 2007 as an Assistant Project Manager; since then, he has worked his way to Project Manager, Senior Project Manager, and Director of Business Development. Jonathan is currently the President of Oak Contracting, LLC, and oversees all company operations.
Dr. John B. Gaddis, Former Superintendent, Somerset County Public Schools
Dr. John Gaddis recently retired as Superintendent from Somerset County Public Schools after an exemplary 35-year career in public education. Throughout his career, Dr. Gaddis remained deeply committed to serving students and families. Before his tenure in Somerset County, he was assistant superintendent for instruction in the Worcester County Public School System, where he was instrumental in advancing instructional strategies and educational outcomes. In 2013, he assumed the role of superintendent in Somerset County, earning reappointments in 2018 and 2022 due to his strong leadership and vision. Dr. Gaddis’ 11 years spent in Somerset County were marked by stability and resilience, guiding the school system through numerous challenges while prioritizing the success and well-being of its students.
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| Engaging Education: Using Design to Overcome Top Issues in K-12 Learning Environments |
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Grand Ballroom
66% of teachers believe their school doesn’t meet the needs of struggling students and 86% wouldn’t recommend their profession to others. From learning loss and behavioral challenges to the diverse backgrounds and needs of students, to the ever-increasing pressure on teachers, many find themselves in survival-mode. This study will seek to educate architects and designers to harness the power of design to create spaces that embrace the unique needs of staff and students and empower them to flourish. HSW Justification Statement: Some of the top issues facing schools today are having an extremely negative effect on both students and teachers social, emotional, physical, and mental wellbeing. This course focuses on the impact of the built environment in K-12 education to counteract these current statistics and to create safer, more neurodiverse, welcoming, engaging and collaborative spaces so that all its users feel healthy, happy, and whole.
Learning Objectives:
- Understand top challenges impacting the wellbeing of staff & students in K-12 learning environments today.
- Discover tools to equip teachers and staff to use the “3rd teacher” (the space itself) to empower student success.
- Identify design strategies that cultivate a neurodiverse learning environment.
- Explore forward-thinking learning environments that are designed to help students flourish.
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.
Kevin Fadely, Director – Learning Environments, Lakeshore Learning Materials
With over 25 years of dedicated experience in public school furnishings, Kevin has become a leading expert in creating innovative and effective learning environments. His extensive background in designing and supplying furniture tailored to educational settings has transformed countless classrooms, libraries, and collaborative spaces into inspiring areas that promote student engagement and comfort. For the past 15 years, Kevin has also been a passionate speaker and motivator on educational topics, sharing insights on the importance of flexible learning spaces and the role of design in enhancing educational outcomes. He has delivered keynote addresses and workshops at numerous conferences, empowering educators to rethink their environments and embrace new pedagogical approaches. A strong advocate for student-centered design, he believes that the right furnishings can significantly impact teaching effectiveness and student success. Through his work, he continues to inspire schools to invest in their spaces, fostering a culture of creativity and collaboration in education. Outside of his professional life, Kevin enjoys family time with his wife, Julie, who comes from an educational background, and their two grown children (Austin and Layne). Together with their two beloved dogs, Zeus and Whiskey, they embrace a lifestyle full of love, laughter, and a shared commitment to the value of education.
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| WEDNESDAY, APRIL 9, 2025 | 9:00 – 10:00 AM |
| Enhancing Equity and the Student Experience through a Connected High School Network |
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Washington
With the combined goals of rethinking the way that ACPS delivers its high school education, solving space issues that come with its growing student body, and supporting the core values of “Welcome, Empowerment, Equity, Innovation and Results” articulated within ACPS’s Equity for All 2025 Strategic Plan, ACPS established an innovative Connected High School Network (CHSN) that promises to help transform Alexandria City Public Schools into a better, more equitable and richer learning environment for all of its students, and in ensuring that all ACHS students, teachers and families have access to all educational programs. As an essential part of ACPS’s CHSN, that also includes King Street, Satellite, and Chance for Change, the design and redevelopment of the new Minnie Howard Campus has a vital and exciting role in the realization of this innovative vision.
Learning Objectives:
The redesigned Minnie Howard facility and campus provides a dynamic and agile learning environment that fully supports:
- Learners’ future success in post-secondary educational options.
- Meaningful and experience-based preparation for the rapidly changing world of work and career pathways.
- Instructional delivery that is personalized, engaging, and culturally responsive.
- Set within a sustainable, high performance learning environment, ACHS has been designed to transform the student experience.
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.
Sean O’Donnell, Principal & K12 Practice Area Leader, Perkins Eastman
Sean leads Perkins Eastman’s international K-12 education practice. Understanding how intrinsic learning is to the human experience, he sees schools as the center of community bringing together civic architecture, sustainable design, and innovative educational planning to create high-performing, inspiring places where students learn and grow. A global thought leader in education facilities research and design, he is co-director of the Consortium for Design and Education Outcomes, a partnership with Drexel University’s School of Education.
Carmen Sanders, Executive Director of Instructional Support, Alexandria City Public Schools
Carmen is the Executive Director of Instructional Support for the Alexandria City Public Schools (ACPS). She previously served as the campus administrator for Alexandria City High School – King Street Campus (ACHS) and as Assistant Principal at George Washington Middle School (GW) and as Dean of Students at ACHS. She began her educational career in 2006 as a teacher and served in the classroom until 2012.
Heather Jauregui AIA, LEED AP BD+C, O+M, CPHC, Director Of Sustainability, Perkins Eastman
Heather leads Perkins Eastman’s Sustainability Team. Combining her passion for both research and architecture, she works to propel the industry toward a more sustainable future. Her expertise in passive design, building science, Indoor Environmental Quality, and pre/post-occupancy evaluations helps to advance and realize the design aspirations of schools and communities, and her original research is adding to the industry’s body of knowledge on healthy, high performance places to learn.
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| Flourishing: Spaces for Creativity and Meaning for Young Learners |
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Ballroom
Flourishing is framed as the ultimate, student-centered measure of success for education. Scientific studies bring evidence to bear on the question of how humans find meaning and enjoyment in their relationship to the world surrounding them. Our senses lay the groundwork for how and why experiencing certain places can offer pathways to amplify health and well-being. Through the lens of designing learning environments for young learners, this session connects evidence to practice, to consider the conditions under which students and school communities can flourish. How can our built learning environments support and build human strengths, enhance well-being, and nurture creativity? The urge to play exists in all of us and is critical to cognitive development and emotional wellbeing. Designing environments that support play, engender creativity, nourish the senses, and foster social connection is imperative to impacting the lives of students and educators for years to come. Places and spaces which inspire a sense of wonder for students and educators alike are urgently needed as our built environments have a cumulative effect on our brains, and our experiences. Educators, Learning Space Designers, and Researchers will share perspectives on spatial strategies and typologies that can lay the foundation for flourishing by making meaning and inspiring creativity. Join us to engage in open dialogue at the end to discuss bridging pedagogy and architectural practice to create places where children learn, grow, and flourish.
Learning Objectives:
- Understand key factors contributing to human flourishing.
- Understand student success, connecting research on vital engagement, sensory design, and learning.
- Identify spatial strategies, key priorities, and behaviors needed for learning and development in support of well-being.
- Understand benefits of play, maker, active, and informal learning environments on young learners through case studies, lessons learned, best practices, and educator perspectives.
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.
Anne Dutton, AIA, Associate
Anne is a senior project architect and campus planner in the education studio. In her nearly 20 years of experience, her focus has been primarily educational projects. She delivers technically complex projects that improve student learning and experience, while also reinforcing the fabric of academic campuses.
Leah Wettstein, ASID, CID, IIDA, NCIDQ, Interior Design 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, interior architecture, as well as selecting furniture and finishes for academic, corporate, healthcare and hospitality projects.
Steven Orlansky, AIA, LEED AP, Principal, Hord Coplan Macht
Steven is recognized for his commitment to designing inspiring learning spaces for children and young adults, and living and gathering spaces for students and communities. He has been privileged to contribute to challenging projects for public school districts in the Northeast and mid-Atlantic regions. A frequent participant on school and community organization boards of directors and building committees, Steven is very capable in understanding and offering deep insight into the needs of the organizations he serves as an architect, and aligns the focus of architectural projects he leads with each client’s institutional mission and vision.
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| WEDNESDAY, APRIL 9, 2025 | 10:00 – 11:00 AM |
| Transforming Challenges into Opportunities: The Patrick Henry K-8 School and Recreation Center Story |
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Washington
Ready to dive into the behind-the-scenes journey of an innovative project that reshaped a community? In this course, you’ll follow the transformation of the Patrick Henry K-8 School and Recreation Center—an inspiring example of collaboration, creativity, and resilience. Discover how City of Alexandria, Alexandria City Public Schools and a neighborhood's shared vision came to life, overcoming complex challenges to create a dynamic space that unexpectedly had to temporarily serve not just one, but two school communities and a bustling recreation center. What you’ll explore:
- A Community-Driven Vision: Learn how city leaders, educators, and residents worked together to design a facility that meets the growing needs of Alexandria’s diverse population.
- Two Schools, One Site: Uncover the innovative solutions that allowed two schools to coexist temporarily on the same campus, all while maintaining safety, functionality, and a commitment to sustainability.
- LEED Certification in Action: Gain insights into how the project achieved LEED Silver Certification, focusing on energy efficiency, water conservation, and green design. Examine how the project had to pivot to extricate the site portion of the exiting building from the LEED project.
- Flexible & Future-Ready Learning Spaces: Explore the modern classrooms, art studios, black-box theater, and Extended Learning Areas that promote personalized and project-based learning for students of all ages.
- Repurposing for Savings: Hear the fascinating story of how the original school building was repurposed to save the city $60 million, creating a temporary home for another school and accelerating modernization efforts.
- Post-Occupancy Insights: Examine the lessons learned from user feedback and energy performance reviews to better understand how design impacts daily use.
The Patrick Henry project highlights the power of teamwork and creative problem-solving. By the end of the course, you’ll walk away inspired and equipped with actionable ideas for leading impactful community projects. Whether you're an aspiring designer, policy maker, or someone who loves learning how communities evolve, this class is for you.
Learning Objectives:
- Examine a variety of sustainable and energy-efficient building systems and design strategies specifically tailored to K-8 educational facilities and recreation center construction, emphasizing their impact on occupant health, safety, and well-being.
- Identify critical design strategies that prioritize occupant safety in a temporary school campus setting, ensuring compliance with fire code regulations for access, egress, and emergency response pathways.
- Learn the value of conducting post-occupancy satisfaction surveys to gather feedback from building users and analyze findings to inform future design improvements.
- Evaluate the year-one energy performance of a facility by comparing operational data with the original energy design model. Investigate discrepancies to identify opportunities for improving energy efficiency and ensuring sustainability targets are met.
Educational Facility Implementation, Project Management/Project Delivery: Has a working understanding of how the following areas impact the facility program: regulations and policies; project delivery methodologies; scheduling; preventative maintenance; life-cycle planning; and systems commissioning.
Molly Merlo, AIA, LEED Green Associate, Vice President, Moseley Architects
Molly is a Vice President and a K-12 Managing Principal at Moseley Architects. A Virginia Tech graduate with a Bachelor of Architecture and a registered architect since 2001, Molly has devoted her career to K-12 school design and construction. She leads and manages all project phases, from schematic design to construction administration, with a commitment to sustainability and creating exceptional learning environments for students and educators.
Bryna Dunn, AICP, LEED Fellow, Vice President, Moseley Architects
Bryna is a Vice President at Moseley Architects who serves as the Director of Sustainability Planning. With an academic background in biology and environmental science, she is integrated into project teams from the early planning through building construction to ensure that the most energy efficient and environmentally responsible solutions are considered and implemented where feasible.
David Tremblay, CCM, Associate AIA, LEED AP, Director of Business Development, Keller
Responsible for Business Development Strategic Planning, David is the point of contact in client relations and with architects and engineers. With 25 years of experience in the design and construction industry and serving as a Project Architect for 15 years prior to becoming a Construction Manager, David has a unique approach to managing both Design and Construction. David has a Bachelor of Architecture degree from Ball State University and a Bachelor of Science in Environmental Design.
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| Stakeholder Perceptions of Learning and Design of Future School |
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Ballroom
The purpose of the shared study was to identify what various stakeholders indicate are the school environment, instructional focus, school design features related to both instruction and safety, and key components of the school of the future. A survey was shared with school stakeholders and architects. The intention was to capture the thoughts of school and school division leaders, teachers, parents, architects/designers, and community members related to the future design of schools. The findings from this study will be shared with participants, who will have the opportunity to discuss implications of the findings for their constituents.
Learning Objectives:
- Identify the aggregate perceptions of school personnel related to school instructional design features.
- Identify the aggregate perceptions of school personnel related to school safety design features.
- Project design feature alterations in response to the study findings.
- Provide suggestions for next steps in identifying what school and architecture personnel indicate are needed considerations in future design.
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.
Carol Cash, Professor of Practice, Virginia Tech
Dr. Cash is a life-long educator, serving at all levels of public education, both within the United States and internationally. She has been recognized as Virginia’s Secondary Principal of the Year and Zama’s Teacher of the Year in Japan. She has degrees from the University of South Alabama, George Washington University, and Virginia Tech, and is a Professor of Practice for Educational Leadership at Virginia Tech. She continues to pursue research on educational facilities.
Jodie Brinkmann, Associate Professor of Practice, Virginia Tech
Dr. Brinkmann is currently an Associate Professor of Practice at Virginia Tech in the College of Liberal Arts and Human Studies in the School of Education. She has served for 10 years in higher education and 20 years in K-12 public education including serving as a principal for 11 years. Her research interests include curriculum and instructional leadership, exceptional education (specifically collaboration and co-teaching), and phenomenological research investigating current issues in K-12 education.
Susan Johnstad, Director, VT Richmond Center, Virginia Tech
Dr. Susan Johnstad serves as Director for Virginia Tech’s Richmond Center, representing the land-grant university in workforce and community development projects in central Virginia. In this role she works to build partnerships, develop professional education programming, and support VT faculty in delivering technical assistance and research to improve quality of life. Susan has worked in leadership positions in higher education for more than 25 years. She is a Project Management Professional and a lifelong learner.
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