The Sky Is the Limit May 29-31, 2019
The Sky Is the Limit: Growing Healthy Learning Environments
Sheraton Cavalier Saskatoon Hotel
Saskatoon, Saskatchewan

THURSDAY | MAY 30, 2019    8:45 – 9:45 am
How do you listen when your ears are frozen? The design engagement experience of the Manitoba Schools Initiative project
Jeff Moroz, MAA, LEED AP BD+C, Principal, Architecture, Stantec Architecture
Dora Batista, M.Arch, Intern Member, MAA, Stantec Architecture

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First Nation Communities in Canada have a unique requirement to be resilient. Typically, they are physically remote yet digitally connected, challenged by social, economic, and emotional realities, and plagued by infrastructure deficits within harsh climatic and topographic conditions. Education is a critical and valued commitment to a growing young population which far exceeds the capacity of overpopulated and outdated schools. The Manitoba Schools Initiative (MSI) is a Federal Construction Program developed to bundle the design and construction of a new school in four different, but geographically linked, First Nations communities in Northern Manitoba. These fly-in communities have winter road access for delivery of materials, fuel, and equipment limited to a 6-8 week period on temporary ice-roads in the heart of Winter. Temperatures can range from +30 C in Summer to -30 C in Winter, and topographic and soil conditions affect design and maintenance protocols depending on the season. In these remote communities, resiliency means survival, and the building of a new school can become a catalyst for regeneration. The presentation will explore how the multi-disciplinary design team engaged with four unique and remote First Nation Communities with a mandate to design and agree upon on a Common Core despite diverse architectural program requirements. What we learned was how visiting these communities redefined our understanding and definition of resiliency; how important it was to listen to what was not said, as much as what was said. Communications and presentation techniques and tools were adapted and tailored to better communicate and listen, and resulted in a rewarding journey of trust, partnership and hope.

Learning Objectives
  • Learn how the logistics of building in remote, ice-road access communities, influences design decisions
  • Learn how listening to what is said as well as what is not, informs the design response and workshop communications techniques
  • Learn what 'resiliency' means in remote, isolated First Nation Communities in Canada and how it affected the school's planning and building envelope design
  • Learn how schools in remote communities are catalysts for regeneration and serve as learning, social, and supportive hubs

Post-occupancy Results from Students and Teachers on the Saskatchewan Joint-use School Bundles
Laura Plosz, SAA, AAA, MAA, OAA, MRAIC, LEED AP, Principal, Group2 Architecture Interior Design Ltd.
Dan Van Buekenhout, ALEP, Dip Civil Eng., Manager of Capital Planning, Regina Public Schools
Ryan Martin, Manager of Facilities and Capital Projects, Greater Saskatoon Catholic Schools

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The Saskatchewan Joint-use School Bundles presented a unique opportunity to receive feedback from students and teachers on the daily use of new educational facility designs across multiple sites. The representatives of two school divisions and team lead for the conceptual designs will present the findings of post-occupancy reviews collected after one school year in action from over 150 teachers and 500 students ranging in ages seven through 13. The Saskatchewan Joint-use School Bundles included the design and construction of 18 schools on nine sites, across four municipalities with five school divisions and two provincial government ministries. Each site accommodates two Pre K to grade 8 schools, one public and one Catholic, a shared central space containing gymnasia, multi purpose rooms, a 90-seat child care centre and community resource centre. The learning environments include classrooms which open onto a variety of break out spaces including small meeting rooms, learning commons, art and science studios and presentation stairs. Each school division utilized a slightly different approach to learning environment flexibility based on the specific educational pedagogy of the division. This presentation is a follow up to the CEFPI 2014 workshop presented in Portland entitled ‘Empowering Educational Transformation with Lean’ in which the tools utilized to gain direct input from front-line educators, curriculum experts, facility representatives and students were shared with workshop participants. Those participants asked for a follow-up session upon completion, so here it is with data, photos and stories.

Learning Objectives
  • At the end of the session, participants will be able to identify successful learning environment and break out space.
  • At the end of the session, participants will be able to identify varying educational environment spatial responses to variations in educational pedagogy.
  • At the completion of the session, participants will be able to understand the criteria for a successful learning environment from the perspective of a primary student.
  • At the completion of the session, participants will be able to understand the criteria for a successful learning environment from the perspective of a primary teacher.

Building Energy Code
Kelly Winder, M.Sc., BEMP, P.Eng, Crosier Kilgour & Partners Ltd.

Building Energy Code is now a reality in all provinces in western Canada. This presentation will provide an overview of what is included in the National Energy Code for Buildings (NECB) in Canada and touch briefly on ASHRAE 90.1. Compliance options for the NECB will be presented along with some of the impacts that compliance to the code may have on your new facilities.

Learning Objectives
  • Introduction to building energy codes, particularly the National Energy Code for Buildings
  • Description of compliance path options for energy codes
  • Discussion of some impacts of energy code compliance to future building projects
  • Overview of the compliance process in Saskatchewan and Manitoba

THURSDAY | MAY 30, 2019    10:00 – 11:00 am
Bottom - Up Planning for Indigenous Projects : "With" not "For"
Paul Blaser, Principal Architect, Grass Wind Architecture

For almost a century the relationship with indigenous populations has been very broken. Too often projects have been undertaken to do something "for" indigenous communities, falling into the same failures hubris and colonial pedagogy that start with the best of intentions. Bottom-Up planning changes this. Based in the concepts of Kaizen and Lean, bottom-up planning empowers the whole project team including community members and staff to collect the data together and understand the strengths, weaknesses, opportunities, and challenges that are at the heart of the needs for the project. This then allows management, service agencies, and the professional team to work "with" the management, staff, and most importantly community members to find Solutions that truly address the problems. True Innovations are found by working "with" not "For" This presentation will describe the 7 steps of Bottoms Up planning, identify key aspects of each step, and give real life examples and successes from the process.

Learning Objectives
  • Increase understanding of a project approach with Indigenous Communities
  • Show the steps of planning to empower the whole group
  • Identify watch points to support success
  • Demonstrate what success looks like

Optimizing Learning Environments for the Littlest Learners: Elementary School Design in 360 Degrees
Richard Higgins, AIA, LEED AP, Principal, BLRB Architects
Dr. Linda Florence, Superintendent (retired), Reynolds School District
Ruwan Jayaweera, PE, LEED AP BD+C, Senior Associate, PAE Engineering
Nick Collins, PAE Engineering

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The Circle. Arguably, the most perfect of emblematic forms: without beginning or end, without sides or corners. An ancient and universally recognizable symbol, the circle embodies the concepts of inclusion, potential, community, wholeness and protection – all of which are critical attributes of student-centered elementary learning environments. There may then be no more fitting metaphor for holistic, healthy elementary school development than the circle, and the implicit message embedded in its form: to support and enhance student achievement and whole child development by taking a 360-degree approach to school planning and design. While the optimization of learning and teaching outcomes is a key driver for all school planning and design, the development of comprehensively healthy elementary learning environments requires more. In this facilitated panel discussion using a recent project case study of three new, concurrently developed elementary schools, the foundational and long-term value of a 360-degree approach to visioning, planning and architectural design will be explored. Key design drivers to be discussed from the educational, architectural and sustainable building points of view include educational programming, whole child development, cost-effective eco-design strategies and strengthening school connection to the larger community.

Learning Objectives
  • ENSURING PARITY & EQUITY // Attendees will gain planning and design strategies that support the cost-effective development of multiple facilities across diverse neighborhoods and student populations while preserving educational parity, amenity equity and and operational standardization.
  • WHOLE-CHILD DEVELOPMENT // Attendees will learn thoughtful design strategies that support the educational, social, cultural and physical needs of all students.
  • INTEGRATED SUSTAINABLE DESIGN // Attendees will learn strategies for integrating effective and affordable active and passive sustainable design strategies that optimize interior environmental quality from the earliest points of project development and design.
  • STRENGTHENING COMMUNITY CONNECTION // Attendees will gain insight into enhancing community connection and supporting students, families and neighborhoods through the purposeful development of shared, flexible use space.

The Space Between: Designing for Connection and Inclusion
Stefee Knudsen, Associate Principal, Hacker
Mo Copeland, Head of School, Oregon Episcopal School
Tammy Fisher, School Counselor, St. Thomas School, Seattle, WA

In the age of designing for school safety, much attention has been paid to the security of circulation spaces and entrances. Transitional spaces between classrooms and program elements have often been designed for quick circulation and utility. More and more, however, studies show that child development and school safety can be vastly improved by ensuring that all students feel a sense of belonging, particularly in their formative years. Research has shown that young people who feel connected to their school are less likely to engage in many unsafe behaviors. That sense of connectiveness is particularly important for children who are at increased risk for feeling alienated or isolated from others due to their individual learning styles, personal psychological responses, or external factors in their lives. How does the space in between classrooms help to foster whole child development, support inclusion, and provide a rich connection to the natural world? These spaces are often the hub of a student’s social world in school, whether designed as such or not. Knowing this, how do we intentionally design these spaces to foster personal and social development? What kind of connections or accommodations can enrich this social space in a way that reaches all students and creates a sense of inclusion? Providing opportunities for different types of connections in these in-between spaces helps support different types of learners and personality types, while also accommodating a range of uses. For example, an introvert might find comfort in a quiet nook by the window or in being able to be a part of a larger function while staying on an edge; while an extrovert may stand in a more active space, chatting with others or feel more comfortable walking into a large group. When class is in session, these spaces also offer opportunities for breakout activities or small group sessions separate from the classroom. The social, cultural, and functional opportunities for these intermediate spaces varies by age group and building but offer a common opportunity to create connectedness and inclusion for students, staff, and the community. Learn how applying intentional design strategies to space that is typically reserved for circulation can maximize the programmatic effectiveness of the space you have, while also fostering community and a sense of belonging that is inclusive to all learners.

Case Study projects:
  • Oregon Episcopal School (OES) – Lower School
  • French American International School (FAIS) – Gilkey Middle School
  • Oregon Episcopal School (OES) – Athletic Center

Learning Objectives
  • Examine the psychological impacts to students who feel unsafe for whom traditional classrooms alone are not sufficient to support their social and emotional needs and learning styles.
  • Understand national statistics which show how early intervention and increasing school connectiveness increases school safety.
  • Understand principles of design for creating or adapting “in between” spaces to support a multitude of needs at all grade levels and for different social and emotional outcomes.
  • Learn how applying intentional design strategies to space that is typically reserved for circulation can maximize the programmatic effectiveness of the space you have, while also fostering community and a sense of belonging that is inclusive to all learners.

THURSDAY | MAY 30, 2019    2:00 – 3:00 pm
Building a Future – The Mistawasis High School Story
Bryan McCrea, B.Comm, Co-founder, 3twenty Modular

Mistawasis Nêhiyawak had been bussing their kids to a nearby public school for decades. Leadership and the community wanted to bring their kids back home. Mistawasis approached 3twenty to do a full design-build on not just a portable classroom, but a full school. A contract was signed on May 31, 2018 and a school was turned over and occupied in October 2018. It was important to Chief and Council that there were no compromises in design or performance for the students that would attend. The building truly looks like and acts like a site-built school. Bryan, co-founder of 3twenty Modular, will showcase the project in more detail, explaining how modular buildings can be more than just portable classrooms. They can be entire schools. Some of the story will be told through the eyes of Chief Daryl Watson and Director of Education, Shantelle Watson:

Learning Objectives
  • At the end of program, participants will be able to understand how modular buildings can be used for more than just portable classrooms.
  • At the end of the program, participants will be able to understand the costs related to modular construction.
  • At the end of the program, participants will be able to understand the technical design limitations of modular construction.
  • At the end of the program, participants will be understand the benefits of modular building technology for First Nations communities.

Increasing Student Performance with Acoustics
Steve Meszaros, M.Sc., P.Eng., Acoustical Technical Director, RWDI

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Schools are evolving to include more interactive learning and more technology in less traditional classrooms. The acoustic design is critical to student performance but is often seen as an enhancement rather than a requirement. We will discuss the three main acoustic subjects in school design (reducing distraction, enhancing communication, and creating a calm environment), provide clarity on the functional requirements and how to achieve them in a cost-effective manner, and demonstrate how good acoustics creates a healthy learning environment for both students and teachers.

Learning Objectives
  • Understand why acoustics is important for students and teachers.
  • Learn what acoustic targets are appropriate.
  • Learn how to incorporate good acoustic design into the overall design.
  • Understand construction requirements for meeting acoustic targets.

Schooling by Design – The intersection of design and community engagement in pedagogical innovation
Jay Fladager, Principal, Regina Public Schools
Jason Howse, Teacher, Regina Public Schools

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The presenters will use real examples from their experience as a school principal, lead teacher and consultant to demonstrate the important role of community engagement in 21st century design when promoting innovative pedagogy through innovative design. The presenters will share how their experience working with vulnerable and Indigenous populations in Canada through a family-centric model of education influenced the educators in their school to embrace a new model of teaching and learning that changed the hierarchy of school, emphasized student passions, highlighted community assets and resulted in dramatically enhanced achievement and community engagement. At the same time the presenters will share examples of how to capitalize on the sweet spot in the intersection between design and pedagogy innovation that results in spaces that are more effectively utilized by the learners.

Learning Objectives
  • The participants will be able to identify community engagement approaches that will enhance community influence on design that meets the community’s needs for the school.
  • The participants will be able to describe how pedagogy and design innovation influence each other.
  • The participants will be able to identify design innovations that support educational innovations and educational innovations that drive enhancements to school design.
  • The participants will be able to identify examples of family-centric models of education and how this model influences the need for enhanced 21st century school designs with a different intent and purpose than school-centric designs.

THURSDAY | MAY 30, 2019    3:15 – 4:15 pm
“If you don’t understand technology, you will be replaced by it” – Designing learning environments for an inspired generation
Sunny Ghataurah, P.Eng., P.E., CLD, CTS, LEED AP BC+C, President, AES Engineering Ltd.

A recent study by McKinsey Global Institute predicted that by 2030, as many as 800 million jobs could be lost worldwide. Researchers of that study concluded that “technology destroys jobs, but not work” indicating a shift in the type of work and the skills required to solve future challenges. While we cannot predict all the challenges that the next generation will be asked to solve, as current leaders we are responsible to provide the foundation for their growth, including the facilities, social and cultural environments, and technologies that encourage their learning and imagination. Drawing inspiration from historical technological advances ranging from the switchboard to quantum computing, and coal-fired electricity to electric vehicles, Sunny will demonstrate how leveraging technology in the design and construction of learning spaces is a required catalyst for inspiring the next generation of learners.

Learning Objectives
  • Technology Trends – gain an understanding of the latest technology trends, how they are being implemented, and how they are tailored for specific uses in educational environments.
  • Technology Impact – understand the impact of technology on design, construction, operation, and maintenance of learning environments.
  • Impact on Learning Experience – examine current and emerging products that are making simple yet impactful changes in students’ ability to learn and teachers’ ability to engage.
  • Redefine Work – spark thought and discussion on what work might look like for the next generation and discuss how their current environment will inspire it.

Master Planning Existing
Mitch Strocen, P. Eng, Managing Partner, aodbt architecture + interior design
Dallas Huard, Architect, SAA, AAA, AIBC, MAA, A.T., Principal, aodbt architecture + interior design
Lyle Stecyk, Superintendent, Prairie Valley School Division

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The Prairie Valley School Division (PVSD) operates 39 education facilities in southeast Saskatchewan. These schools are located in communities ranging from 200 to 3000 people. The facilities are, on average, 55 years old, ranging from recently constructed modern designs through to schools originally built in the 1940s with numerous additions and renovations through the years to arrive at their current state. In 2016, PVSD retained aodbt architecture + interior design to assist them in updating their Facilities Master Plan. As a slight derivation from typical Master Planning exercises, PVSD desired to look less at the condition of their buildings, but instead how their facilities perform when compared to a recently designed facility. During the presentation, the methodology developed by PVSD and aodbt will be discussed. We will also look at the forward-thinking ways educators are utilizing aging infrastructure and some of the unexpected benefits seen in these facilities, along with some of the challenges. Finally, the outcomes of the master plan will be discussed and how PVSD is already working to implement some of the recommendations from the initial phases of the study.

Learning Objectives
  • Assessment of existing education facilities
  • Conceptual Design/redesign of educational Facilities
  • Engagement with staff and community
  • Innovative approaches to optimize the use of aging infrastructure

Principles of Biophilia in School Design
Stefee Knudsen, Associate Principal, Hacker
Mo Copeland, Head of School, Oregon Episcopal School
Chris Forney; AIA, LEED BD+C ID+C Homes, CPHC, Principal, Brightworks

For nearly all of human history, we have existed in and evolved with the natural environment; and for much of that time, our survival has depended on building spaces where we feel safe from the dangers of our natural world. Only in most recent times have humans not been directly dependent on nature - with workplaces, homes, and schools increasingly separated from the natural world. Yet, more and more studies are indicating that regular access to nature improves our health, happiness, and performance. The study of biophilia, or love of life and the living world, considers humans' innate affinity with nature, and how connection between our physical environments and the natural world improves cognitive functions, reduces stress, increases the ability to think creatively and problem-solve, and overall improves health and happiness. Over the last decade, the growing field of biophilic design in the workplace has established frameworks for creating better office environments, but this discussion has only recently been studied in school design and student achievement. Learn about the principles of biophilic design, how these principles can be effectively and economically applied to learning environments, and how such environments will improve students' academic, physical, and social/emotional health.

Learning Objectives
  • Understand the science behind the emerging study of environmental and biophilic design.
  • Outline the psychological impacts to health, stress, and student learning as related our physical environmental.
  • Define the basic principles of designing spaces with biophilia in mind.
  • Using case studies, look at examples of how designs have incorporated principles of biophilic design on very tight budgets.

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LearningSCAPES 2019


October 3-6, 2019
Hyatt Regency Orange County
Anaheim, CA