Presentations

March 29-30, 2012
21st Century Pushing Forward: Lessons from Leading Edge Urban Learning Environments
Columbia University, Faculty House, 64 Morningside Drive MC2301, New York, NY 10027

Thursday March 29, 2012
Panel Discussion
Over the last thirty years published studies have documented an irrefutable decline in public and private education in the United States – particularly in our urban schools. Though there have been ongoing efforts to close the gap in achievement over the last two decades, little sustainable progress has been made system-wide. This presentation will provide an opportunity for dialogue among a panel of distinguished leaders who are on the cutting-edge of education reform and school design and construction. They will grapple with two vital questions: Who is the student and teacher of today and tomorrow that render traditional thinking about teaching and learning obsolete? What do the latest reform "buzzwords" really mean and which ones have immediate implications for built environment? This discussion will reset traditional thinking about architecture for education.

Presenter/Discussion Leader:
Xenia Cox, Principal
Archademia

Panelists:
Megan Nolan, Consultant/Adjunct Professor
Hunter School of Social Work

Thomas Rogér, Program Director
Rochester Schools Modernization Program
Gilbane Building Company

Todd Kern, Principal
2Revolutions

Ralph Walker, Project Architect
JCJ Architecture

Michael Thomas Duffy, President
Great Oaks Foundation

Adam Lubinsky, PhD, AICP, Managing Principal
W X Y architecture + urban design
Friday March 30, 2012 – Session A – 11:00am-12:15pm
Citadel HS, Reading PA (Case Study on Breaking Down Big High Schools)
Vern McKissick & Dennis Campbell

Vern McKissick III, AIA Company: - McKissick Associates PC – President; & Reading Citadel Intermediate HS – HS Principal Primary

Mr. Vern McKissick has a Long Personal Involvement in Educational Design The son of a school superintendent and an art teacher, Vern is a Penn State graduate with degrees in Architecture and Construction Management. A licensed architect in six states, he has been involved in over $950,000,000 in educational project design and construction in PA, NY, NC and VA. Vern is active in the AIA Committee on Educational Design, as well as CEFPI. Experience Beyond His Years Mr. McKissick has over 25 years experience working with public schools, including 11 years with Hayes Large Architects. As owner and partner-in-charge of the firm’s 40+ person Harrisburg Office, he was responsible for designing and overseeing all aspects of project execution. In 1998, he was selected by the Central Penn Business Journal as one of the forty top businessmen under the age of 40 in the seven county (including Harrisburg, York, and Lancaster) region. Mr. McKissick has had his K-12 projects featured in 11 of the past 13 issues of ASU Magazine’s Annual Architectural Portfolio or in NSBA annual Learning by Design Portfolio. Since 1985 he has been involved in the completion of projects for over 50 School Districts. In addition, he has completed feasibility studies for over 70 educational clients, which include master facility studies. Mr. McKissick's experience also includes work in the sustainable design, collegiate, museum, performing arts, religious, housing, and municipal market sectors.

Dennis Campbell, Principal, Reading Citadel Intermediate HS is a graduate of Kutztown University and a former Mathematics teacher at the Reading High School and Southwest Middle School for 17 years. After obtaining his principal certification from the Pennsylvania State University he became the principal at Northwest MS in the Reading School District, where he previously acted as Vice Principal. Before accepting the position at the Intermediate HS, Mr. Campbell's efforts as Vice Principal and Principal at Northwest MS aided in that school being recognized by the state as a Model School for Pennsylvania and it became the highest performing MS in the Reading School District. Mr. Campbell was appointed as the first Principal of the Reading Citadel Intermediate HS one year before the facility opened in 2010. The Reading Intermediate HS houses 2,400 students in grades 9 and 10 in one of the poorest districts. The drive to help his students succeed has led to the school’s first year success with reduced truancy rates, a decrease in disciplinary incidents, increased attendance and a doubling of the school’s formative assessments score.

Architectural Examples that Showcase Integrated Technology & Differentiated Learning
Creating individualized learning environments in large urban schools

Reading Citadel Intermediate HS is currently mixed multi-grade (9th and 10th) and based on student academic abilities. Teachers "team" to follow their class for both years of instruction, allowing them to develop a two-year relationship with a consistent group of 180 students. Topical learning labs have been repurposed as "schools of one" where students falling behind spend time with computer instructional programs and one-on-one teacher instruction. When implementation of original educational programming plan has been achieved, each floor will function as an independent magnet school, creating complete units of 720 pupils. Each unit is to be further subdivided into four sections of learning communities and will be combined with team-teaching and looping, a two-year relationship process which is currently implemented. Each magnet school is supported by its own central learning lab (currently used as "schools of one") equipped with computers, software and teaching staff to provide individualized, targeted student instruction, while shared technology labs introduce students to practical applications of their education. These strategies are designed to keep students on a path of steady improvement and increase the graduation rate. The current student population (4,825 students), which until the opening of the Reading Citadel had all been housed at the HS located six blocks away, created an overcrowding problem that involved altercations between students on a nearly daily basis.

From the tenth grade to the twelfth grade, the student population annually dropped by an average of forty percent. Upon "dropping out" of school, these young men and women would often find themselves on the wrong side of the law. Reading struggles with economic hardship, excessive unemployment and crime rates significantly higher than the national average. With their young people involved in gang related crimes, the question the district was faced with was how to keep their children in school. Promoting a positive social atmosphere was a key design focus. Corridors, stairwells and restrooms are generously sized to reduce the opportunities for unpleasant interactions that may be exacerbated by close quarters and congested circulation. The west-facing courtyard, framed by an 1890s stone wall and a 1926 neo-classic fac¸ade from the hospital era, along with the more contemporary additions, provides a secure area for socialization and facilitation of the busy rush of arrivals and dismissals. Although the physical environment plays an important part in the improvement of the overall atmosphere for students, it is the unique approach to academic programming that has led to the more concrete positive and calculable data. Management of student academic performance implemented three key strategies: "One-Bell" Class Schedules, Offset Class Periods and Six (6) 25-minute lunch periods. Only one third of the student body changes class at a given time and with only one bell between classes, students are required to transfer immediately to their next class eliminating available time to loiter in hallways. The day is subdivided into 16 class periods that can be blocked into a single, double or triple block of time giving flexibility to class and staff schedules. The shorter lunch periods allow enough time for students to eat but less "down-time" for altercations and food fights.

Learning Objectives
  1. Methodologies for breaking down large student bodies to promote individualized learning.
  2. How good architectural design and educational planning can create social change.
  3. How flexibility in design can adapt from current curriculum needs to future plans or advancements in teaching.
  4. Transforming urban blight with adaptive reuse of existing resources and abandoned buildings.

View Presentation PDF 16.2 MB
Delivering Green Schools to Urban America (High Performance Lessons)
Green Team

Emily Hammer - NJ Chapter USGBC, Green Schools Committee

Richard Eiden, Manager of Sustainable Design at NYC School Construction Authority
On behalf of the NYC School Construction Authority, Richard Eiden provides direction for green and sustainable features in the design standards for NYC school building construction in both capacity and capital improvement projects; current fiscal year construction budget is $2.0B. Richard is a professional engineer with CEM and LEED AP credentials and extensive experience in building system efficiency and optimization. He is passionate about sustainability in school buildings, both as infrastructure, and in STEM curriculum, and is committed to identifying innovative solutions that help keep school design standards at the cutting edge of technology. He focuses on bringing multiple disciplines together, making complex issues understandable to form a consciences solution. Mr. Eiden is an adjunct faculty member of the Gildart Haase School of Computer Sciences and Engineering at Fairleigh Dickinson University where his concentration is in Heating, Ventilating, & Air Conditioning (HVAC) and his courses include the fundamentals of heating and cooling load calculations, psychometrics, building automation, and energy control system design.

Paul Qvale, Board Member, US Green Building Council New Jersey Chapter
Paul Qvale is an architect and real estate professional specialized in the planning and design of sustainable school facilities. As a former regional director of the New Jersey Schools Construction Corporation, Mr. Qvale oversaw the process of defining green building standards for dozens of schools within New Jersey's special needs "Abbott" Districts. This led to the designation of the first LEED Platinum certified school within the state’s urban areas. An AEE Certified Sustainable Development Professional, Certified Energy Auditor and LEED accredited professional, Mr. Qvale has sat on the Board of Directors of New Jersey's US Green Building Council for several years, and serves as liaison to the Chapter's Green Schools Committee. He is an advocate of the critical link between high performance school facilities design and classroom activities that focus on green building attributes and an instructor for the Green Pro facilities management education program. He is a graduate of the University of Southern California, and Cornell University's S.C. Johnson Graduate School of Management.

John Henry, Program Director, Educational Information Resources Center (EIRC)
John Henry is one of the state of New Jersey's foremost proponents of green curriculum design and development, and leadership training for educators to implement green lessons and practice in the classroom. After a fourteen year career in the classroom, Mr. Henry now provides invaluable service in his current position at the EIRC, developing curriculum with teachers and school districts in NJ, Pennsylvania, and West Virginia. He is the co-founder of the Green Schools Leadership Institute, a professional development program providing strategic pathways for greening schools. Served as a board member for the Alliance for NJ Environmental Education (ANJEE), the US Green Building Council- NJ Chapter and is currently NJ Green Schools Advocate for the US Green Building Council. In addition, serves as the K-12 education chair for the USGBC NJ Chapter Green Schools Committee, and is currently an advisor and member of the curriculum writing team developing NJ's first Green Program of Study.

The Center for Green Schools of the US Green Building Council defines a green school as one that "creates a healthy environment that is conducive to learning while saving energy, resources and money." Schools – and the students within them - are viewed as the focal point of our nation's goal to reduce energy consumption and reliance on fossil fuels, enhance environmental stewardship; and create communities with a "smart growth" approach to local land use and economic development. The reach of green schools is considered so important that the Center for Green Schools has challenged the design community to play an active role in delivering green schools to all American students within this generation.

With over 133,000 schools across the nation, and a sizable number concentrated within the northeast region – the potential of green schools' impact on the practices within Urban America is significant. Maximizing this potential will entail connecting sustainable facility design and best practices to operations and energy-efficiencies, while demonstrating multi-disciplinary lessons on stewardship and sustainability to students.

The integration of green strategy into school facilities design is comprehensive and shall encompass energy awareness, water and waste reduction, use of renewable resources, sensitivity to site, and creative use of IAQ and lighting strategies that enhance the educational experience and impact learning opportunities. LEED has long been recognized as a framework for establishing and implementing facility performance goals for schools; this session will highlight best practices of green urban schools and showcase successful examples of new design and renovated facilities presented by NY and NJ USGBC chapter leadership and representatives of NY and NJ Schools Construction Authorities.

Ensuring that savings are achieved occurs only when green strategies in school facilities design are integrally connected to green facilities operations. Proper awareness and education of facility plant managers and building & ground directors is critical. To achieve a common language and mutual understanding of what constitutes a green school, there needs to be clear goals and identified paths. Both the Construction Authorities in NY and NJ are charged with establishing sustainable building practices. This session will highlight specific course content now available to educate facility plant managers and to teach staff about green school operations; the session will be presented by NY and NJ USGBC chapter leadership.

Expanding green strategy into the learning experience links design and operation and generates opportunities to extend knowledge of sustainability into curriculum activities. Using the school as a 3-D, "Live Action" teaching tool helps to demonstrate vital lessons on environmental stewardship at every grade level. The urban school building and its site provide the relevant foundation for conducting project-based learning activities across all educational disciplines. This session will highlight curriculum practices and specific lessons within area urban schools, presented by representatives of the Educational Information Resource Center.

Learning Objectives
  1. Discover how integrated planning and design for new schools and major renovations of existing buildings can result in energy reductions of up 60% (below baseline).
  2. Explore how energy savings strategies at existing schools can deliver 15% to 50% energy reductions and what constitutes a strategic balance between rapid and long term paybacks on project investment.
  3. Learn specific content on green school building operations and green building maintenance practices – and find out about successful strategies employed by urban school districts to link school occupant knowledge with building operational goals for high performance sustainability.
  4. Examine 'green school action plans' which identify specific building-related lesson plans and activities for all grade levels, with a focus on integrating green performance goals directly into project-based learning, STEM initiatives, and hands-on group collaborations.

This session is a must for planners, designers, facilities personnel and educators involved with sustainable urban school design and operations. Presenters will utilize multimedia PowerPoint presentations and provide handouts and takeaways on case studies and key points. Attendees will receive specific strategic advice for all phases of green school development and goal setting, as well as given planning and design tips for maximizing energy savings, educating building users and providing a framework that directly connects students to their learning environment and that extends concepts of sustainability out into the urban community.

View Presentation PDF 10.4 MB
Detroit PS Overall Project Management and Design Build Delivery
Christopher Dunlavey & Rachel Lynn

Christopher Dunlavey, President & Rachel A. Lynn, Project Manager Company: - Brailsford & Dunlavey

Christopher Dunlavey, President, Brailsford & Dunlavey As president and co-founder of Brailsford & Dunlavey, Chris Dunlavey has co-directed the firm's practice since its founding in 1993. His background reflects experience in a variety of capacities within the education and sports building industries, including feasibility consulting, negotiation of leases and development agreements, facility design and construction consulting, and comprehensive program management. He has worked on approximately 100 school public and private school projects and a host of large – program management assignments, including all modernization work for the $3.2 billion District of Columbia Public Schools program and the $500.5 million Detroit Public Schools program. He has lectured and written extensively on the feasibility analysis, financing, programming, design, and construction of such facilities. Mr. Dunlavey holds an MBA in real estate development from The George Washington University and a BA in architecture from Columbia College of Columbia University.

Rachel Lynn, Project Manager, Brailsford & Dunlavey As an experienced project manager, Rachel Lynn is skilled in program development, Owner's Representative services, and community relations management for medium – to large-scale projects of varying complexities. Her program management experience includes work with two large urban educational facilities modernization programs, presently serving as project manager for several new construction and renovation projects within the Detroit Public Schools' $500.5 million bond program and formerly with the District of Columbia Public Schools' modernization program under the Office of Public Education Facilities Management. Other clients include several Washington, DC-area public charter schools, such as Cesar Chavez Public Charter Schools for Public Policy, KIPP Schools, and the Latin American Montessori Bilingual School. A LEED Accredited Professional, Ms. Lynn holds an MBA, as well as a Masters in Public Policy, from The George Washington University.

Communities of Practice/Advisories
Faced with declining enrollment in Detroit Public Schools ("DPS" or "the district") that mirrored the downward trend in city population, the City of Detroit passed a $500.5 million bond in late 2009 that would subsidize construction of seven new schools, renovate 11, and fund improvements to the IT infrastructure district-wide. Proceeds from the bond would aid DPS in reshaping a shrinking school system in a shifting urban landscape, strategically allocating resources to schools and their communities while simultaneously reducing facility inventory with school closures. DPS was challenged to maximize financial resources within a compressed delivery schedule dictated by the bond's three-year sunset provision. Budget and schedule constraints necessitated innovation in the process by which the schools were to be delivered, beginning with project planning and design and continuing through construction. DPS engaged the Walbridge Joint Venture ("the WJV") as program manager, which, in coordination with the district, ensured consistency and continuity across projects through the development of enhanced specifications and bridging documents that communicated the district’s design intent for program, systems, finishes, and the like. Within the parameters of these documents, the WJV managed the implementation of a modified design-build delivery method that was employed not only to meet rigid budget and schedule constraints but to enhance the accountability of design and construction professionals contracted to deliver these projects. The WJV's unique structure—comprised of three industry leaders in planning, design, and construction – was crucial to implementing a program of this scale within the budget and schedule parameters established by the bond. Beyond design and construction management alone, the WJV provided critical support to the district in achieving ancillary goals of the bond program, namely meeting district targets for inclusion of Detroit residents and Detroit-headquartered business, implementing a project labor agreement between DPS and the trade unions, and maintaining engagement with community residents and other project stakeholders.

Learning Objectives
  1. Identify the underlying financial, demographic, and structural challenges common to many urban areas and their school districts which necessitated innovation in project planning, design, and delivery by Detroit Public Schools.
  2. Define the modified design-build method and examine the WJV's specialized role in managing design and construction of the bond program projects on behalf of Detroit Public Schools using this method
  3. Understand the benefit of a program manager like the Walbridge Joint Venture to implementing a program of the scale of the Detroit Public Schools' bond while also managing and achieving ancillary goals of the district
  4. Apply Detroit case to other urban school districts through a discussion of program results and lessons learned.

The presentation will review the conditions within the City of Detroit and Detroit Public Schools that served as impetus to the 2009 bond, outline the district's goals for the bond program, and examine the breadth and depth of the WJV's role both as program manager of the bond projects and advisor to Detroit Public Schools. Projects completed in 2010 and 2011 will be presented as examples of the WJV's success as program manager. Lessons learned from structuring the joint venture to implementing the modified the design-build method to managing the client relationship will be reviewed.

View Presentation PDF 4.23 MB
Friday March 30, 2012 – Session B – 2:15pm-3:30pm
Maryland County PS (Focus on College & Career Readiness at HS Level)
Paul Falkenbury & Deborah Szyfer

Paul Falkenbury, AIA, REFP Company: - Samaha Asso., PC – Design Principal; & Montgomery County Public Schools – Senior Planner

Mr. Paul Falkenbury is a Recognized Educational Facility Planner (REFP) and registered Architect, with Samaha Associates. Throughout his 26 years of experience, he has developed a comprehensive understanding of academic design. His educational portfolio consists of primary, middle, and secondary schools throughout MD, VA, and DC. As Design Principal, Mr. Falkenbury directs all design efforts and serves as Quality Control Manager. He received his Master of Architecture from Virginia Polytechnic Institute and State University and a Bachelor of Environmental Design from North Carolina State University. Mr. Falkenbury has been an active member with the Association since 1996. He regularly volunteers with AIA's Architects in Schools programs and lectures to university students. Mr. Falkenbury's designs have been recognized by several organizations including VA4LE Virginia Educational Facility Planners and the Virginia School Boards Association.

Ms. Deborah Szyfer, is the senior planner for Montgomery County Public Schools which is the largest school system in Maryland and the 17th largest school system in the U.S., and includes 200 schools and special centers. She is responsible for developing capital and facility solutions for the entire school system and developing educational specifications for all schools. With a strong knowledge of instructional programs and curricula, she works with educators to develop the size and layout of all school programs’ space requirements. She also coordinates the publication of the six-year Capital Improvements Program and Educational Master Plan. She has spoken at George Washington University, Graduate Education Center, in 2010 and 2011. Ms. Szyfer received her Master in Regional Planning from Cornell and B.A. in Psychology from Univ. of Rochester. Association for Learning Environments Member: Yes, Communities of Practice/Advisories.

Montgomery County Public Schools (MCPS) is the largest school system in Maryland and the 17th largest in the United States. MCPS was recently named the recipient of the 2010 Malcolm Baldrige National Quality Award and was named one of the five best urban school districts in the nation by the Eli and Edythe Broad Foundation. Over 45,500 high school students attend 25 high schools and one Career Technology Center. Students need to graduate high school prepared to continue their education at a center of higher learning or enter the work force prepared for the 21st century. A variety of programs are needed to address the needs of all students. As MCPS modernizes high schools, the facilities need to support these needs and ensure that school meets the challenging needs for students to succeed in the workforce. Currently, MCPS modernizes a high school every two years. In this seminar, the participants will learn about the planning process that MCPS utilizes to develop standard educational specifications. The planning process is collaborative and includes participation of central office staff, school staff, parents, and students and allows the standards to be adapted to meet the unique needs of individual high schools to prepare students for the 21st century workforce. School system planners review the programs, curriculum, and organization of each school and customize the educational specifications to provide for project based learning, collaborative learning, and college preparatory experiences. Two high school case studies—one recently modernized high school and one in currently under construction—will be presented. Both schools have been designed with the unique vision and needs of the school.

Learning Objectives
  1. Adapting Standards to Meet Unique Learning and Teaching Styles
  2. Developing Spatial Concepts that are Adaptable to Different Styles of Learning
  3. Better Understand Planning and Programming Process for Educational Facilities
  4. Introduce 21st Century Teaching Philosophies

The goal of Montgomery County Public Schools (MCPS) and the state of Maryland is to prepare 21st Century learners for both college and careers in a rapidly evolving world. HS facilities must be designed to meet basic criteria established by the state and county while being adaptable to meet the particular needs of the students and staff it serves. These needs may range from career technology prep to college level classes. Although it begins with standard educational specification requirements, MCPS strives to address the unique needs of each high school community. Modifications made to the educational specifications may range from providing students hands-on learning experiences that will enable them to enter the workforce with the skills necessary to compete in the global economy to enabling students and college professors to engage in collaborative project based learning. The task of the design team is to design a new or modernized HS facility that uniquely addresses the particular needs of the community it serves while enabling teachers to teach in the manner that works best for them allowing students to reach their potential and prepare them for the future. The design process used in MCPS is open and collaborative and involves the principal, school staff, students, parents, central office staff, architects, engineers, community members, and county agencies. Each group brings with them a set of experiences, philosophies, ideas of what a high school for the 21st should be. The design team must filter through all these divergent opinions and arrive at a consensus solution that addresses the particular needs of the school community. An overall goal or theme is established early on in the design process and that idea becomes the design generator and is constantly referenced throughout the entire process. The design must be flexible to adapt to changing technologies, building systems, curricula, teaching and learning styles. The seminar will explore how MCPS addresses the unique aspects of each community served by their 25 high schools while meeting stringent state and county standards.
Non Linear Project Planning (rethinking project approach, alliances, etc.)
Richard R. Murray

Murray and Company

Richard R. Murray has worked on more than $3 billion of projects. He is most recognized as the inventor of "nonlinear" project design, development and funding. Nonlinear is notable because it does NOT rely on taxes or fund raising. Nonlinear is a comprehensive approach, including factors such as a school's curriculum, character and culture as much as its financials and real estate to solve its long-term educational, operating and capital needs. Mr. Murray has worked on public, private and charter schools at the K-8, high school, and higher education levels, involving formation, operations, and capital finance. In 1995 Mr. Murray invented a new high school model which now includes 25 schools in 17 states. His projects have been featured on: 60 Minutes; ABC News, CBS News, NPR, BBC News, The New York Times, The Wall Street Journal, The Los Angeles Times, Boston Globe, and other media. Mr. Murray has taught at two public high schools, and at undergraduate and graduate levels. His own education includes: the University of Michigan (B.A.); Loyola University of Chicago School of Law (J.D.); the University of Salzburg; and London School of Economics.

History of School Design & a Critical Analysis of Successful Solutions
School Project Funding

Please view this 3-minute video. My presentation will explain how each of these, and several other, projects succeeded: www.youtube.com/watch?v=7hGU-RD8Be4. If you find the video interesting, please let me know and I can elaborate about the presentation. But you also should know that I will not hold back any of our solutions or methods. I will answer any question to explain how we created schools with using "linear" sources (e.g., tax referenda, fund raising, tuition increases, etc.).

Learning Objectives
  1. Attendees will learn the meaning and potential of the "Nonlinear" approach
  2. Attendees will learn how to initiate the Nonlinear approach and "Pathway" analysis
  3. Attendees will learn several key Nonlinear "Pathways" and related case studies
  4. Attendees will how to apply Nonlinear strategies to new fact situations

In the Nonlinear approach, physical environment is a condition which may or may not require change. In most cases, however, the physical environment does need renovation or even entirely new construction which Nonlinear solves. The solution must address many issues including educational, social, community, legal, financial, tax, etc. For example, one project we are working on right now involves a K-8 charter school that is adding a high school and expanding to two campuses. The school already has a project based learning and environmental focus. Our Nonlinear solution involves new revenue sources (e.g., professional internships for the high school students, a solar oven bakery run by students and parents, etc.), reduced SF/student (due to outdoor projects and off-campus activities such as the internships and field trips), reduced expenses (via alternative energy generation, and a fleet of electric cars on a vehicle sharing program), and dramatically reduced capital costs (via alternative materials and methods, combined with community built methods). The new campus for 1,000 students will be developed with no new state funding, no new taxes, no tuition (charter school), and no fund raising.
Facilitating New Tech Curriculum through Technology Integration
Dr. Richard Moretti / Philip Conte & Roy Whitaker

Dr. Richard Moretti Company: StudioJAED-Facility Planner & Principal; Seaford School District - Chief of Buildings & Grounds

Dr. Richard Moretti's career has spanned 44 years in various capacities including teacher, school building administrator, school central office administrator, capital programs administrator, and now educational facility planner. His construction, administrative and oversight experience includes land acquisition for four new schools, construction of five new schools, and major renovation and addition programs for over 50 schools. He has authored several nationally-published articles and has made several national presentations on construction delivery systems. The Association of School Business Officials awarded Dr. Moretti the prestigious Pinnacle of Excellence Award for his Managing Architecture Pre-Purchase Program. He has recently been involved in facility planning for a new urban career and technical academy, an addition to an elementary school to accommodate orthopedically handicapped students, the complete renovation of 30 science laboratories in three urban high schools, and a significant addition to a high school to accommodate a New Tech Academy.

Philip Conte, a principal at StudioJAED, is a graduate of Temple University where he received his Bachelor's degree in Architecture and graduated Summa Cum Laude, along with being the recipient of the Senior Thesis Award and the Class Valedictorian. During his 15- year career he has worked on numerous projects as project architect and project manager. He has spearheaded StudioJAED's use of Building Information Modeling (BIM) in both architecture and MEP engineering and has conducted seminars to clients on the benefits of this cutting-edge technology. His current interests include mentoring for Junior Achievement job shadowing and working with the Building Trades Department of a local vocational-technical high school providing design and mentoring services for a demonstration sustainable construction project. His current assignment is as lead architect for a new addition to a high school to accommodate a New Tech Academy.

Roy Whitaker is Chief of Buildings & Grounds for the Seaford School District. He is the liaison between the School District and the A/E Design team for the New Tech Academy project. Mr. Whitaker is recognized both state-wide and nationally as an energy conservation expert. His District was only the third in the United States to achieve Energy Star Status. He was recognized by the US EPA for his energy conservation efforts. As the chief point of contact with the District, he has had a great influence on their capital improvement programs including the New Tech Academy.

Project Based Learning and how it takes place within an Urban Setting
The New Tech Network is a rapidly growing network of New Tech Schools now totaling almost 100 schools nationwide. Their curriculum model, centered mainly on project-based learning, requires an understanding by designers of the New Tech curriculum, how teaching and learning takes place within that curriculum, and the building requirements to best facilitate New Tech. This seminar will address how the team from StudioJAED, working with the Seaford School District staff, students and parents, developed the concept design and educational specifications with a special focus on integrating technology and 21st skill acquisition through a series of on-site charrettes. Also addressed will be the individual design considerations that were made to facilitate the implementation of the project-based New Tech curriculum. These include such items as types of spaces for instruction, transparency between spaces, flexibility, especially with regard to technology, and elements and ambiance to support the New Tech "corporate" feel. Because the curriculum is project-based and heavily dependent upon technology, special consideration was given in the design to accommodate technology which will also be discussed. Finally, this seminar will discuss the design of collaboration areas where students will be able to work independently or in small groups which is a critical component of the New Tech curriculum.

Learning Objectives
  1. To understand the parameters of the New Tech Network project-based curriculum.
  2. To understand the nuances with regard to building design to support the New Tech curriculum.
  3. To understand how technology is accommodated for the New Tech curriculum.
  4. To understand the design considerations made with regard to spaces, flexibility, transparency, and corporate "feel."

How can physical environments assist the facilitator's teaching style and support the learner's learning style? How can pedagogy be enhanced by physical form to support learning environments for the next century? Answering both questions is the crux of the presentation. The New Tech Network curriculum requires a different approach to design. They emphasize the "corporate" look rather than the traditional classroom look, including a great deal of horizontal and vertical transparency, corporate-style finishes, flexibility of space, various types of spaces, and integration and flexibility of technology. How the design accommodates this approach and how pedagogy is enhanced by that design will be discussed fully.

View Presentation PDF 30.9 MB
Friday March 30, 2012 – Session C – 4:00pm-5:15pm
Perceptions of Educational Adequacy in NYC
Lorraine Maxwell, PhD Cornell University

Lorraine E. Maxwell, Ph.D. is an environmental psychologist and associate professor in the department of Design and Environmental Analysis at Cornell University. Her research is in the field of children's environments including schools, childcare facilities, playgrounds, museums, and the home. Her research has focused on the effects of noise and density in the home and school on children's cognitive development and behavior. She currently investigates attributes of the physical environment related to children's and adolescents' development of self-identity, self-efficacy, and competency and possible connections with academic achievement. She received her doctoral degree in psychology (the Environmental Psychology subprogram) from the Graduate Center of the CUNY and also holds a Masters degree in City and Regional Planning from Rutgers University.

History of School Design & a Critical Analysis of Successful Solutions
This session focuses on a recent study of 250 New York City Intermediate and Middle public schools. The study investigates the role of school building condition in students', teachers', and parents' perception of the educational quality of their school. Four attributes of educational quality are examined; namely, academic expectations, communication, engagement, and safety and respect. School building condition is assessed by architectural and engineering professionals. The premise of the study is that the degree of deterioration of a school will affect the users' perception of educational quality which will have consequences for student academic achievement as measured by standardized tests. The discussion will focus on which of the four attributes of educational quality are most affected by school building condition. While students, teachers and parents are all stakeholders in schools, each has a different relationship to the school. Therefore, each group’s perception of the school may differ. For example, in another study Maxwell (2000)* found that elementary school students, teachers, and parents differed in their assessment of what makes a school building safe and welcoming. In that study adults’ perception of school safety related to the ability to keep unauthorized persons out of the building. However nine and ten year old children mentioned the height of handrails in the stairwells, the length of corridors, and heavy classroom doors as critical features related to safety. School building condition has been linked to student academic achievement in a number of studies. The current study examines the role of school building condition in the stakeholders’ perception of educational quality and links those perceptions to student academic achievement. This study helps us to better understand the role of the physical environment in educational quality. *Maxwell, L. E. (2000). A safe and welcoming school: What students, teachers, and parents think; The Journal of Architectural and Planning Research, 17(4), 271-282.

Learning Objectives
  1. What is the perception of each user group of the educational quality.
  2. The role of school building quality in perception of educational quality.
  3. How school building quality may affect each user group differently.
  4. How perception of educational quality and school building quality is related to student achievement.

The session will identify specific aspects of school building quality relationship to perception of educational quality. Certain aspects of school building quality are related to academic expectations while other aspects are more closely related to safety and respect or communication. The study provides specific recommendations on how the physical form is related to pedagogy and learning from the perspective of those directly involved, namely, teachers and students.
Washington DC STEM HS (Change within the Context of Community)
William Spack, Derk Jeffrey & Dr. Thomas Whittle

William Spack - cox graae + spack architects – Principal; SHW Group – Principal; Woodson STEM HS – HS Principal

Derk Jeffrey, AIA, LEED AP - Principal - SHW Group
Derk Jeffrey, AIA, LEED AP, is Director of Planning and a partner at SHW Group Architects. For more than 20 years, Derk has led the planning and design of public school projects spanning the full spectrum of project type, scale and complexity. Many of his projects have received local as well as national recognition for planning and design excellence. Derk has spoken at conferences of school planners and administrators around the country on topics including community engagement in the planning process, evolving programs and pedagogy, and the influence of the physical environment on student behavior and achievement. He serves on the Board of Directors at SHW Group, and is a former board member of the Virginia Educational Facility Planners (VEFP) and Cambridge Strategic Services.

William Spack, AIA, Principal - cox graae + spack architects
William Spack, AIA is a founding partner of cox graae + spack architects and has been with the firm (formerly KressCox Associates) since 1986. He has over 26 years of experience that includes local and national award-winning architectural design. His portfolio of building types includes office, retail, residential, religious, civic design and urban planning, as well as extensive experience with K-12 educational facilities: academic, athletic, performing / visual arts and campus master planning. Mr. Spack has been a student mentor, a lecturer and a juror for various architecture school programs as well as a judge for numerous design awards programs in the Washington DC metropolitan area.

Dr. Thomas Whittle - Principal - HD Woodson STEM High School
Dr. Thomas Whittle is the Principal of HD Woodson STEM HS responsible for developing a transition program that prepared teachers to move from standard coursework delivery to a project-based curriculum. He played a leadership role in preparing the Woodson community for the move to and occupancy of their innovative new facility including: faculty, staff and student training, community partnership outreach and development of teacher leadership teams and professional learning communities. Dr. Whittle has been a Principal and educator in the Washington DC, Petersburg VA, King George VA, Richmond VA and Nottoway VA school districts. Prior to his career in education, Dr. Whittle served for 26 years in the United States military.

Project Based Learning and how it takes place within an Urban Setting
STEM education is an integrative approach to teaching and learning that draws on the foundations of each individual field to form a cohesive course of instruction. By breaking down traditional walls between subjects, students are able to garner a deeper understanding of each by applying the knowledge and skills typically learned in one subject to others. HD Woodson STEM HS is a new 230,000 sf educational facility located in Ward 7, traditionally one of urban Washington DC's most underserved areas. It is the city's first ground-up school built specifically to support a progressive curriculum based on STEM. From initial conception, the design of this neighborhood-based HS was rooted in the principles of integrated curriculum and project-based learning. A highly collaborative team approach began with a comprehensive educational plan that included a STEM Ed Specs, dialogue with educators regarding pedagogy and identification of emerging trends. What developed is a unique urban HS serving 900 students built on the principles of a STEM curriculum: Integrated classrooms and agile labs, collaborative learning spaces, transparency, flexibility and seamless technology. In addition, the building was conceived as a center for community function offering after-hours access to cultural arts, gathering and recreation space and additionally has become a model for sustainable design in the city. Our focus is on project-based learning and how it takes place within an urban setting. We will examine HD Woodson as a tangible and measurable case study related to design in support of a STEM / project based curriculum. The Session will : identify and explore the philosophic underpinnings of the program and principals that steered the design; the finished building and how it specifically enhances and accommodates Woodson's STEM curriculum; STEM / project based learning – how it was introduced to the Woodson curriculum and how it continues to evolve based on the realities of its urban neighborhood context. In every sense, great architecture, and great schools speak to our future. Though they are products of a specific time, the best buildings are transcendent, becoming defining members of our communities. Schools shape experiences and memories for a lifetime. The approach and execution of the HD Woodson program is intended to reflect back upon Ward 7 the achievements and aspirations, present and future, that play-out within the walls of this unique educational facility on a daily basis.

Learning Objectives
  1. Fundamental planning principles of a STEM based curriculum;
  2. Design for project based learning in an urban context;
  3. Planning and launching a High School STEM curriculum;
  4. Lessons learned from implementing a neighborhood STEM curriculum

How can pedagogy be enhanced by physical form to support learning for the next century?
Our design approach for HD Woodson STEM HS was firmly rooted in principles and disciplines of architecture and driven by an opportunity to further the built-expression of public education in the nation's capital. Great school design does not occur in a vacuum. Schools symbolize and reflect community aspirations, and this was taken in mind. Making great buildings and meaningful spatial experiences is inextricably linked. This is especially true for schools, where the focus is on engaging students in the learning process. Schools must be conceived as being a part of – rather than apart from – what we know to be true about today's learners and the 21st c. skills they must acquire. If not, even the most elegant structures can do little to support our communities' high expectations for student achievement. Our approach began with comprehensive planning, which included analysis of the Educational Specifications; dialogue with District representatives regarding pedagogy; emerging trends, best practices, and strategies for learning and learning spaces. We know staff and students rely on an expanding array of digital tools and resources to facilitate learning, so the built environment must reflect and incorporate this. E-readers and access to digital media are transforming traditional school libraries, just as other forms of technology are leading to more self-directed, online and connected approaches to learning. Group behaviors and instructional delivery methods are becoming more collaborative. Indeed, very little is taught in isolation. Implications for this on the design of schools are profound. Our approach ensures the new HD Woodson STEM HS remains an agile, adaptable and instructionally-viable setting for future learning. The making of architecture for education proceeds from understanding the instructional program and pedagogy, community's concerns, and other conditions related to project context. Going forward from the process, the design created a new Woodson that is respectful not only of its storied history in academics, athletics and the performing arts, but also of the current and future cultural fabric of Ward 7.
Avenues World School (Fundamental Changes in a Vertical School)
Ray Bordwell & Christine Schlendorf

Ray Bordwell & Christine Schlendorf Company: - Avenues World School – Chief Facilities Officer; & Perkins Eastman – Asso. Principal

Ray Bordwell is internationally recognized as an expert in the planning, design and construction of contemporary K–12 school facilities. An architect, author and lecturer, Ray has 25 years of experience creating innovative and economical solutions for public, private, and international school facilities. His projects have received numerous awards worldwide for planning and design excellence. Prior to joining Avenues as the chief facilities officer in 2009, Ray held senior leadership positions at some of the country's top educational design firms, including Perkins Eastman. In 1993 he created the course "Planning and Design of Public Schools" for the Office of Executive Education at Harvard University and was an instructor there for 13 years. His work nationally and internationally has included the planning, design and construction of hundreds of projects in 13 countries and 26 domestic states, including projects in 12 of the world's 25 largest cities.

Christine Schlendorf is an Associate Principal at Perkins Eastman. She is involved with the firm's work in the design of educational facilities and currently is providing programming and planning, project management and overall coordination for both domestic and international schools. Her role includes the management of day-to-day operations of the local architectural design and production team, office-to-office communications, as well as client interface and representation. Christine has 15 years of experience creating innovative and economical solutions for public, private, charter and international school facilities. She is on the board of the Brooklyn Ascend Charter School.

History of School Design & a Critical Analysis of Successful Solutions
Perkins Eastman’s design for Avenues World School is predicated on best practice space typologies developed from decades of experience programming, planning, and designing international school facilities in partnership with top educators and school administrators around the world. The architectural program and plan for Avenues turns a critical eye towards education in the world today. It bridges traditional and progressive viewpoints on the state of education and how it can best be delivered. Avenues represents not only what is possible now, but looks to the future through a creative and environmentally sensitive reuse of an existing building whose design will exhibit a vision for the future of education. It capitalizes on the nature of learning and the psychology behind education. Space is imagined as support of the individual and group activities and designed to function and inspire beyond preconceived norms; for students who yearn to achieve beyond their own perceived limitations. As schools should be, Avenues is designed to prepare students for their next level. The concept of educating the whole child serves as the driving force behind the layout, shifting according to age group and developmental level. Each space is thoughtfully and efficiently resolved, uncompromising in its accommodation of students and support of faculty while capitalizing on every view, every moment. Flexibility, often viewed as a reluctant spatial requirement of schooling in Manhattan, is gracefully adopted as an advantage for self-directed learning and teacher-teaming opportunities. The visual transparency echoed throughout the ten-story building analogizes the Avenues vision and their approach to collaborative education. Avenues World School is a place of connectivity where students and faculty can exchange and interact in the best sense of what a school should be. The 10-story building uses its verticality to divide the schools into 2-floor units and gives each its own identity. Openings in the floor at select locations tie the schools together visually and act as a metaphor for the connectivity and interdisciplinary approach that is a hallmark of Avenues schools helping to create a sense of place for each school grouping. All of the schools are connected with vertical openings in the floor to allow improved light transmittance through the floor plate and to establish a visual connection between like-floors. High ceilinged space filled with natural light from tall clear glass windows characterizes the Chelsea loft style.

Learning Objectives
  1. Designing the Vertical Campus
  2. Independent Learning Spaces
  3. Project Based Learning Spaces
  4. Integration of Technology

At Avenues the facility is imagined as one more element to assist in the support of the individual and group activities and designed to function and inspire beyond preconceived norms; for students who yearn to achieve beyond their own perceived limitations in designing the school for Avenues we looked at several different types of teaching models. Spaces were incorporated into the building for group learning; project based learning as well as independent learning. Commons areas are designed into the elementary, middle and high schools; increasing in size as the students get older. These commons can be used for large gathering spaces, project spaces, group projects or independent learning spaces. The high school student commons is designed with desks for each student to encourage independent learning and research. Every space within the Avenues school is designed to be a teaching space, the school does not have one specific room that is the library, and instead the entire building is a library. The 3rd floor acts as a commons area for independent, group and project based learning as well as the cafe´ for the upper and lower school students. This space, unlike a typical cafeteria, is not only used for a few periods during the day, but instead is active throughout the day and acts as the heart of the school. These spaces along with CRs that integrate the newest technologies give teachers opportunities to use teaching methods that support a number of different learning styles. Furniture is also flexible to allow for lecture, groups of tables, one large table, or individual seats.
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