| FRIDAY | JUNE 2, 2023 – 1:00 PM – 2:00 PM |
| Keynote Speaker: Doug Baldwin Jr |
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Blakely
Doug is Managing Director of Vault89 Ventures and Founder of the Family First Community Center Foundation. Doug is a philanthropic activist with a passion for creating empathic solutions to complex problems. As the recipient of the Martin Luther King Jr Medal of Distinguished Service Award and the Paul G. Allen Humanitarian Award, the former Seattle Seahawk and Super Bowl Champion is, most importantly, a devoted husband and father.
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| THURSDAY | JUNE 1, 2023 – 9:00 – 11:00 AM |
| Equity Workshop: Designing to Disrupt: Making Space to Practice Equity |
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Cypress/Orcas
Today, educational leaders seek partners equipped with equity-driven approaches that aim to disrupt legacies of exclusion in all aspects of learning environments - including space. Situating built environments in a broader socio-cultural context, this interactive workshop will highlight how space and design have commonly perpetuated racial and social inequity. Building on a shared understanding of socio-spatial problems offers a foundation to explore strategies to disrupt the status quo and practice inclusive design. Combining presentation with facilitated dialogue and table exercises, participants will discuss and apply ideas using a critical race spatial lens to support deeper understanding and space to practice equity.
Amara H. Pérez, PhD & WA JEDI Committee
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| FRIDAY | JUNE 2, 2023 – 8:30 – 9:30 AM |
| Assessment in Service to IMPACT |
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Lopez/Pender
Equity-informed engagement practices have the power to transform HOW we assess our facilities, WHAT we learn from the data, and WHY we prioritize one set of needs over another. Existing facility assessment tools routinely focus on building condition as defined by what can be measured and observed by professionals without consideration to the use of the space and without input from the communities who inhabit the buildings. When the prioritization of needs and allocation of resources are based on such a narrow dataset, we miss a huge opportunity to maximize the impact of capital project investments on the educational environments and user experiences. And our systems perpetuate buildings that work in service to the status quo and to the exclusion of under represented communities. This learning seminar will use the Mukilteo School District’s Facility Assessment process as a case study to explore the potential of this planning tool. While Facility Assessments generically describe the gathering of information to assess the condition of existing buildings, and as such are a well-documented practice, this case study looks deeply at their application to educational facilities and their necessary position within the cycle of capital improvements and bond planning. Facility Assessments have enormous, and often untapped potential to: invite community voice to inform our understanding of existing conditions, prioritize resources in maintaining and improving our school facilities, and center voices who are furthest from justice. In this learning seminar, we will:
- Reframe the approach to Facility Assessments beyond building condition metrics to offer a more comprehensive picture of how educational facilities are serving the needs of their school communities.
- Demonstrate how to incorporate equity principles into a Facility Assessment process and its outcomes.
- Describe how to use a Facility Assessment as a decision-making tool to prioritize needs and maximize the impact of capital improvement dollars.
- Identify effective and accessible communication strategies that build understanding of the assessment outcomes and buy-in from stakeholders.
Learning Objectives:
- Reframe the approach to Facility Assessments beyond building condition metrics to offer a more comprehensive picture of how educational facilities are serving the needs of their school communities.
- Understand how to incorporate equity principles into a Facility Assessment process and its outcomes.
- Understand how to use a Facility Assessment as a decision-making tool to prioritize needs and maximize the impact of capital improvement dollars.
- Identify effective and accessible communication strategies that build understanding of the assessment outcomes and buy-in from stakeholders.
Rebecca Hutchinson, AIA, Associate Principal, Mahlum Architects
Becky’s work between Boston and Seattle has focused on educational clients and the ways in which our educational environments can act in service to a more sustainable, equitable, and just future. Becky is an Associate Principal at Mahlum and serves as a Project Manager and Team Leader in the K-12 studio. She holds a Master of Architecture from Harvard University Graduate School of Design and is a registered architect in Massachusetts.
Shelly Henderson, DBIA Director of Capital Projects Mukilteo School District
Chelsea Flickinger, IIDA Interior Designer Mahlum Architects
Chelsea has worked in the Pacific Northwest for the last five years specializing in educational learning environments. She is passionate about identifying solutions at all scales, from the interior down to the furniture within the space and believes that through meaningful conversations we can work together to provide buildings that support, inspire, and reflect the community members it serves. Chelsea holds a Master of Interior Architecture & Product Design from Kansas State University. She is NCIDQ Certified and is a member of the International Interior Design Association.
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| Space for Play: Unique Approaches to Support Active Space in Educational Environments |
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Stars Room
Only 24% of children ages 6 to 17 participate in 60 minutes of physical activity every day. Play is much more than a break from education. Play is an essential part of inspiring healthy problem solving, understanding social cues, becoming a responsible decision maker, and more. Children are in a pivotal time as they reemerge into both structured and unstructured active spaces, post pandemic. How can we reimagine traditional play to properly engage developing brains and design for optimized learning? K-12 Design Specialists, Bassetti Architects and Landscape Architects, Site Workshop discuss methods of supporting exploration and discovery through play by providing imaginative elements, nontraditional active spaces, and enhancement of the everyday. Play can happen anywhere. Broadening our understanding of what play is allows us to reengage our imaginations and see play through a child’s eye. Bassetti and Site Workshop will round out their discussion of play by diving deeply into tangible examples of play including a rooftop playfield at St. Thomas School and nature-forward approaches to play at three elementary schools in the Edmonds School District.
Learning Objectives:
- What is play? Defining and understanding the importance of play as it applies to inclusivity, engagement, and inspiration.
- Considerations for incorporating non-traditional and nature-forward play into school environments.
- Analysis of reimagined play spaces in constructed projects.
- Apply technical design considerations for a rooftop playfield.
Charlie Bucheit, AIA, Associate / Architect, Bassetti Architects
Charlie is a skilled architect with a passion for educational spaces. He is relentlessly curious and a technical problem solver. He is motivated by the larger issues surrounding education – equity, technology, innovative teaching, and learning – and believes that well designed spaces help facilitate exploration and resolution to these issues. His curiosity, integrity, and honesty make him a natural at identifying challenges and crafting creative solutions which serve students, educators, and the greater community.
Vinita Sidhu, ASLA, PLA, Principal, Site Workshop
Vinita has 25-years’ experience designing projects in the public realm with a focus on public parks, schools, and university campuses. She strives to design distinctive outdoor learning and play environments that are inviting and accessible for the entire community, in all its diversity. Combining thoughtful design with an emphasis on equity, she aims to connect people to nature and to each other through the artful creation of landscapes that are welcoming, immersive, and engaging.
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| Code, Electrification, Resiliency & Planning for Schools |
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Victoria Room
This presentation will discuss the highlights of the 2021 Washington State Energy Code (WSEC) and how the code will impact and influence future building design. Topics to be explored include all-electric building design, onsite renewables, resiliency, and load shedding strategies including demand response, thermal energy storage, and battery storage technologies. A comparison to other progressive codes (e.g. Seattle Energy Code, California Title 24, NYC energy conservation code) will also be discussed.
Learning Objectives:
- Discuss the highlights of the 2021 Washington State Energy Code (WSEC).
- Identify design strategies to maintain resiliency for all-electric buildings.
- Evaluate onsite renewable and load shedding technologies.
- Compare 2021 WSEC against other progressive energy codes.
Brian Cawley, PE, Principal, Hargis Engineers
Brian actively leads projects throughout Washington and across the country, where works to translate emerging trends to owners’ applications and poise them for future operations He has contributed to some of the most energy-efficient, environmentally friendly in the region. His work has been recognized by ASHRAE as exemplary in its field. He holds a Bachelor of Science in Mechanical Engineering from Lehigh University and serves on multiple technical advisory committees to the state of Washington.
Brendon Inman, PE, Principal, Hargis Engineers
A professional resource to K12 clients for nearly two decades, Brendon brings forth a perspective on the evolution of code, technology and program on facility planning and design. His willingness to explore new ideas and approaches has helped advance the industry as he advocates for resilient building design and carbon footprint reduction. Brendon holds a Bachelor of Science in Electrical Engineering from the University of Washington.
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| JEDI Session 1: Debrief, Dialogue, and Embedding Equity in Chapter Practices |
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Saltspring/Saturna
Building from the Equity Workshop, this session dedicates time to debrief and discuss how we embed equity in the ongoing practice and processes of Chapter practitioners. We see continued dialogue as an imperative practice to continually learn from each other and make greater impact in our community. In service to fostering discourse in our community, the Washington JEDI Committee will introduce a new roundtable program launching in the Fall of 2023 that will center and sustain equity dialogue as an on-going practice in our community. Dialogue is action-oriented when we are doing it intentionally. It’s not about the outcome, but the process of talking to help guide us to a way of understanding ‘why’. Together we will uncover what makes a successful, praxis-oriented dialogue and define what skills we want to practice and strengthen collectively.
Amara H. Pérez, PhD & WA JEDI Committee
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| FRIDAY | JUNE 2, 2023 – 9:45 – 10:45 AM |
| A Collaborative Framework for Aligning Space and Pedagogy |
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Lopez/Pender
Understand that the changing teaching and space design landscape evokes a change process that must be implemented effectively in order ensure a successful outcome for educators and learners. Learn the framework for change that allows for an effective adoption of changing teaching practices and new spaces.
Learning Objectives:
- A shifting paradigm – understand the changes that are happening in what and how we teach and how this is seeing the advent of new spaces and places within our school buildings.
- Understand how innovative learning environments facilitate a future focused pedagogy.
- Understand that the changing teaching and space design landscape evokes a change process that must be implemented effectively in order ensure a successful outcome for educators and learners.
- Learn the framework for change that allows for an effective adoption of changing teaching practices and new spaces.
Katelyn Forcucci, MEd, EdS., Director of Education, NorvaNivel
Katelyn is the Director of Education at NorvaNivel USA LP. She spent ten years teaching high school English. She has taught: 7-12 graders in Cambridge, Intensive, Honors, and regular English classes as well as Creative Writing and Regents Prep. Katelyn started her teaching career in Upstate New York where she received her tenure. She taught 9 Honors, Cambridge, and 12 grade College Prep English in Florida. She has taught in affluent, rural, and urban settings. She earned a Bachelor’s degree in Education from the State University of New York at Fredonia, a Master’s in Gifted Education and Differentiated Instruction from Canisius College in Buffalo, New York, and an Educational Specialist degree in Educational Leadership and Administration from National Louis University. Katelyn has served on the Superintendent’s Steering Committee, and has been the Cambridge Coordinator, English Department Chair, Class Advisor, Testing Coordinator, Acting Administrator, and Yearbook Advisor. She recently served as an Education Specialist on the Innovations Team for Charter Schools USA.
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| Planning for the Unknown: Designing for Future Curriculum Goals in Outdoor Learning |
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Stars Room
It quickly became clear that the site would be the greatest challenge and the greatest opportunity for two new elementary schools separated by a ¼ mile of distance, a wetland, and an historic statewide trail. Building from existing practices and new but undefined goals for outdoor project-based learning Ellensburg School District created the space for a new way to look at elementary curriculum. This session will explore how early partnership with new curriculum concepts can drive the vision for outdoor learning even when the complete curriculum is not yet developed. The New Ida Nason Aronica Elementary and the replaced Mount Stuart Elementary School in Ellensburg Washington were designed and constructed while the district simultaneously engaged Pacific Education Institute to provide continuing education and training for staff in outdoor project-based learning. This provided continuous feedback to the members of the schools’ design committee to bring to the project designers. The result is two projects that share a site carefully woven around natural resources to provide a laboratory for student engagement.
Learning Objectives:
- Analyze current and future curriculum opportunities to drive project guiding principles.
- Examine Site constraints and Opportunities to create valuable affordances for outdoor learning that enhance student engagement.
- Promote advocacy and educator voice in early design.
- Integrate interior and exterior program to define.
Steven Clark, AIA, Architect | Associate Principal, Integrus Architecture
Steven has over 17 years of experience working closely with many diverse civic communities to create dynamic facilities. His keen understanding of the complexity of projects is balanced with a sensitivity to each client’s needs. Growing up in the home of an educator, Steven spent his childhood in his mother’s classrooms. This insight into how learning spaces perform and the challenges teacher face continually influence his work and is the reason he feels most “at-home” in K-12 projects. Steven’s passion is for building strong relationships with instructors, administrators, and students to bring innovative ideas to the planning of their projects. This in-depth collaboration provides the technical building blocks and the drive or his leadership of project teams to effect resilient and sustainable educational environments.
JoAnne Duncan, Principal, Ellensburg School District
An elementary principal for the past 6 years, Joanne has over 18 year of educational leadership. She spent ten years as an elementary teacher before moving into administration. She's also served as her district's summer learning director and early learning coordinator and presented at numerous conferences including the Reading Recovery Conference, International Literacy Association, and NCTE Conference. She believes in the greatness that lies within each unique and beautiful child and strives to lead with empathy, grace, courage, and gratitude. Her vision is to provide students with an educational experience that inspires and motivates them to be lifelong learners and caring contributors to the world around them.
Megan Rivard, Central WA FieldSTEM Coordinator, Pacific Education Institute
With PEI since mid-2019, Megan earned bachelor's degrees in Chemistry and Biology from Central Washington University. As a certified teacher, she has taught in traditional and non-traditional public and private high schools and elementary settings, including helping migrant students graduate and helping K-4 Summer Literacy Camp students improve their reading. As a Science Fellow, Megan worked with ESD 105 and helped to lead workshops on implementing Next Generation Science Standards (NGSS) and provided quality resources and support for local teachers. Megan also worked in the Pacific Science Center’s “Science on Wheels” program where she developed and delivered K-8 STEM curriculum to students across Washington State. She’s excited to dig into everything that PEI does to support our educators, communities, and environment!
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| Living in a Modeled World |
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Victoria Room
This presentation will discuss the importance of building energy modeling and its limitations, as well as the role of equity, diversity, place, and community engagement in sustainable building design. The presentation will highlight how breaking barriers in equity and diversity can lead to a more inclusive workforce and ensure that the benefits of sustainable building design are equitably distributed. It has also emphasized the importance of linking buildings to place and considering cultural context in building design, as well as the benefits of community engagement in decision-making. Overall, building energy modeling is an essential tool in creating sustainable, resilient, and equitable built environments. However, to achieve optimal outcomes, we must also consider the social and cultural aspects of building design and involve stakeholders in decision-making. We must also break down barriers to entry for underrepresented groups in the building industry to ensure a more diverse and inclusive workforce. Further research and action are needed to fully integrate equity, diversity, place-based design, and community engagement in sustainable building design practices. In conclusion, by prioritizing these important aspects of sustainable building design, we can create buildings that are not only energy-efficient and environmentally friendly but also meaningful, comfortable, and equitable for all occupants.
Learning Objectives:
- Building energy modeling is a crucial tool in achieving energy efficiency in buildings, but it has limitations that need to be understood and addressed.
- Breaking barriers in equity and diversity is important in the building industry to create a more inclusive workforce, provide access to training and education opportunities, and ensure that the benefits of sustainable building design are equitably distributed.
- Linking buildings to place is essential in sustainable building design, as it considers local climate, topography, and cultural context to create buildings that are more energy-efficient, comfortable, and meaningful to their occupants.
- Community engagement is vital in sustainable building design, as it helps identify the unique needs and preferences of occupants, informs decision-making, and creates buildings that meet the needs of the community while achieving optimal energy performance.
Dr. David Park, Ph.D, PE, CEM, BEMP Building Analysis and Modeling Manager, UMC
Every. Single. Energy savings. Matters! David couples analysis with energy audits to identify energy efficiency measures (EEMs) that are cost effective for owners’ business goals. Driven to make a significant impact towards carbon reduction and sustainability, David enjoys studying and analyzing how building energy reduces utility and operational costs, making it a great investment for the future.
Hailee Hammerquist, LEED, GA Building Analysis and Modeling Engineer, UMC
Hailee is detail oriented, organized, and passionate about sustainable design. She loves tackling the complexity of our projects to ensure all the pieces fit efficiently together inside high-performing exteriors. Coming from West Virginia, Hailee is excited to experience all the outdoor adventures that the Seattle area has to offer. She spends her time off the clock outside hiking in the summer and hitting the slopes in the winter.
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| JEDI Session 2: Designing with Culturally Responsive Teaching Practices in Mind |
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Saltspring/Saturna
Educators leverage culturally and linguistically responsive teaching practices to facilitate student-centered experiences creating safe, supportive spaces for learning. As designers, engineers, and builders, we recognize the physical environment plays a role in this work to foster a welcoming and inclusive learning experience. We know space is cultural and our lived experiences guide how we each perceive an environment. Our processes and practices are evolving to better understand what it looks like in our role to make a culturally responsive building that supports evolving learning practices. Bringing direct experience from educators in the classroom, the session will share a foundational understanding of culturally and linguistically responsive teaching with examples of what that looks like in action for learners and educators. Together we will explore how we design school buildings to better support educators in creating a culturally responsive learning experience for students.
Paul Marquardt, Executive Director of Operations, Bethel School District
Paul is the Executive Director of Operations in the Bethel School District. In this role he oversees the departments for Construction and Capital Projects, Maintenance and Facilities, Nutrition, Transportation, Risk Management and Community Connections. He comes to this role with a unique background. He served as a school principal for 17 years in 3 different communities and prior to that was a teacher for 8 years. This experience gives Paul a unique perspective on the needs of learners and instructional staff that use the buildings we design.
Vicki Puckett, Diversity, Equity, Inclusion Director, Cornerstone General Contractors, Inc
Previously serving as school principal at Mercer Island High School and within Northshore and Renton School Districts, Vicki now works for Cornerstone General Contractors, developing strategies to ensure they include MWBE and small-business firms in their work. She also plans opportunities for engagement with students to expose them to the construction industry as a career option. She is dedicated to enabling all businesses and students within the community to have an equitable opportunity to engage.
Stacey Crumbaker, Mahlum, WA JEDI Committee Chair
Stacey (she/her) is a cis, white women who grew up in the desert and found her way to practice educational design in the Pacific Northwest. Relentlessly curious, her work is grounded in creating school buildings which consistently express the culture, aspirations, and identity of the communities they welcome in. She believes in a design process blurring the edge of designer and educator in co-creation of learning experiences. Stacey practices with Mahlum and currently serves on the A4LE Washington Chapter Board of Directors and champions the JEDI Committee.
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| FRIDAY | JUNE 2, 2023 – 11:00 AM – 12:00 PM |
| Experiential Graphics: Engaging our Students to Develop Inspirational Schools |
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Lopez/Pender
Experiential graphic design, or EGD, is situated at the intersection of graphic, architectural, landscape, interior, and digital designs. Its focus is to take information and translate it into user-oriented design, such as wayfinding, architectural graphics, signage, exhibit design, and branded spaces. In this session we will look at a short history of EGD and its many components. We will discuss how it is an integral part of educational facility design and present several case studies that demonstrate the breadth of the practice and how it can be tailored to educational projects of all scopes and sizes. Through the eyes of an educator and former alternative school principal, we will dive into the role that EGD plays in alternative schools where students face academic and social-emotional learning challenges that are often compounded by having ACEs (Adverse Childhood Experiences) and experiencing trauma. Experiential graphics, whether wayfinding, biophilic elements, or educational signage, support students experiencing trauma by personalizing their spaces and developing a positive, child-centered atmosphere throughout a learning environment. Finally, we will explore the role EGD can play to promote equity by reflecting and honoring the diversity of the community. Cultural references, symbolism, and languages that are meaningful to the community can have the power to acknowledge experiences and perspectives of diverse users, creating spaces that are safe and welcoming for all.
Learning Objectives:
- Understand what experiential graphic design (EGD) is.
- Learn how EGD can impact a learning environment, empowering and inspiring users of their space.
- Learn how EGD can incorporate student voices and expression and provide a layer of social-emotional support.
- Learn how EGD can support JEDI – Justice, Equity, Diversity, Inclusion – by providing opportunities to learn about historical, cultural, and sustainable topics.
Elaine Danielson, LEED Green Associate, SEGD Senior Associate / Graphic Designer, Bassetti Archtects
A Senior Associate at Bassetti Architects, Elaine leads the Experiential Graphic Design team. A background in both graphic design and architecture gives her an acute understanding of the importance of integrating context and culture into each project. Through her commitment to building trust with clients through student engagement and stakeholder presentations, Elaine creates a final design that is collaborative and responsive to students’ needs.
Ellie Lange, SEGD Graphic Designer, Bassetti Architects
With degrees in architecture and landscape architecture, Ellie looks at each experiential graphics project with two unique perspectives. She has distinctive storytelling capabilities that result in an elevated experience and strong visual illustration capabilities that bring design concepts to life. In design team and student workshops, her creative problem solving inspires others to think big. During her tenure at Bassetti, Ellie has designed custom signage, authentic wall graphics, and even a graphic novel for many educational facilities.
Allison Adams, Vice President of Modernization, Portland Public Schools
As Vice Principal of Modernization for Portland Public Schools, Allison Adams is working with facilities, architect, and construction crew to create the learning space for four alternative schools and programs that fits students’ needs, dreams, and creativity. A 20-year educator, Allison has worked with Special Education programs and as the Vice Principal for Portland Public Schools’ in-district alternative high school. She looks to center student voices and experiences that often get overlooked or ignored.
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| Aligning Board Policy to Design Strategies & Human Behavior |
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Stars Room
We recognize the physical environment has a profound impact on fostering an inclusive school culture. While many Districts have Board Policies in place to foster an educational environment that is safe and free of discrimination for all students, there are few facilities where the physical building supports diverse users when it comes to toileting and changing. Most school facilities still lead building occupants to select a gendered toilet or locker room, providing structural reinforcement of binary gender norms. Knowing there is no one size fits all design strategy, how might we begin to envision both best practices for new construction and strategies for retrofitting existing facilities as a powerful step toward transforming the built environment to provide choice for all? Changing your outfit or using the toilet can support some of humanities simplest and most essential human needs. It is also one of our most private acts, one that has the power to affect every person’s sense of self-esteem and health. Laws, federal directives, and high-profile news stories are focusing on how non-inclusive experiences impact behavior, safety, health, and equity for the transgender population that is left behind in binary restroom and locker room solutions. More inclusive toilet and changing solutions not only better support gender expansive populations, but they offer more choice for anyone who needs increased privacy, whether it’s due to individual identity, preference, physical ability, religion, illness, or families accompanying small children. With this lens, Seattle Public Schools sought to create Gender Inclusive Restroom and Locker Room Guidelines and Standards to align the built environment with existing Board policies and procedures around gender inclusivity for all students, families, and staff. Accompanying the physical solutions, the guidelines also uncovered the need for learning and communication tools for students, families, and staff to establish new patterns and behaviors for evolving design solutions. Growing from a process rooted in storytelling to understand student identities and lived experiences of toilet spaces and locker rooms in Seattle Public School facilities, the discussion will illuminate effective and replicable strategies to align the built environment with policy. The panel will capture and share insights directly from student engagement to understand their needs and what best supports individuals feeling comfortable in school space. The process also engaged District Leadership, site-based Administration and teaching staff to understand their perspective and challenges. Considerations will include safety and security, privacy, hygiene, signage conventions, acoustics, maintenance, cost, and code implications for best practices in both new construction and good/better/best retrofit strategies for existing conditions. The discussion will share the varied perspectives heard and drill down on the critical opportunities and challenges to creating safe, secure and inclusive toilet facilities that comply with the May 2016 United States “Department of Justice and Department of Education Joint Guidance on Civil Rights of Transgender Students” and the Washington Law Against Discrimination (RCW 49.60).
Learning Objectives:
- Explore the evolving needs of toileting and changing areas that support students' physical, emotional, and social well-being within primary and intermediate learning environments.
- Understand how Capital Project leadership at Seattle Public Schools has approached the School Board directive to assess and align existing district facilities to fulfill board policies supporting gender expansive students through equitable environments.
- Discover a range of best practices and good/better/best design strategies informed by a robust engagement process with students, building leaders, and school district leadership to envision inclusive toilet and changing areas in both new construction and existing school buildings.
- Identify assessment strategies for existing facilities to manage infrastructure interventions and construction costs, while addressing applicable building codes and regulatory requirements for implementation during project development and documentation.
Stacey Crumbaker, Associate Principal, Mahlum
Stacey (she/her) is a cis, white women who grew up in the desert and found her way to practice design in the Pacific Northwest. Relentlessly curious, her work is grounded in creating school buildings which consistently express the culture, aspirations, and identity of the communities they welcome in. She believes in a design process blurring the edge of designer and public in co-creation of experience. Stacey currently serves on the IIDA International Board of Directors and is a JEDI Champion with A4LE Washington Chapter.
Paul Cathcart, Senior Facilities Planner, Seattle Public Schools
Paul has been involved in K-12 capital planning and design as a program manager and facilities planner over the last 12 years for school districts in Portland and Seattle. He enjoys every aspect of capital planning for schools from capital program management, design review and Ed Spec development. He was a city and regional planner prior to working as a planner for schools.
Corrie Rosen, Partner, Mahlum
A Partner for the PK-12 studio at Mahlum, Corrie works closely with school districts to align their facilities with current and future societal demands, and to flexibly support evolving educational programs. She brings keen sensitivity and commitment to enhancing the public’s understanding of the importance of architecture, and makes social outreach an integral part of her practice. Her projects empower students to effect positive change in their school and community.
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| How to Determine the IBC Seismic Site Class Using the New ASCE-7-22 Code |
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Victoria Room
All of Western Washington is at risk of strong earthquakes, given the proximity to the Cascadia Subduction Zone and a number of shallower crustal fault systems associated with this tectonic plate boundary. Structural seismic design of new school building begins with the determination of the code required seismic site classification. This seismic site classification has a direct impact on the design of buildings. Historically, Seismic site classification has been determined form the extrapolation of near surface in situ Standard Penetration Testing (SPT’s) data and local geologic mapping. The American Society of Civil Engineers standard ASCE-7 (Minimum Design Loads and Associated Criteria for Buildings and Other Structures) classifies sites by their potential to amplify earthquake seismic waves propagating from the underlying rock based on the properties of the near surface sediments. The latest version of ASCE 7 (ASCE-7-22) which will be adopted by the 2024 International Building Code changes how we determine site classification and subdivides site classification into new categories based entirely on the shear wave velocity profile in the upper 100 feet of soil below a given site. The shear wave velocity profile in the upper 100 feet is referred to as Vs100. Methods used to determine site class under the revised code has the potential to change site class by one or even two categories and can have a huge impact on project structural design and associated construction costs. The shear wave velocity profile is measured using site specific, nondestructive geophysical techniques. Associated Earth Sciences, Inc. (AESI) employs two geophysical techniques in the field. The methods include a Multichannel Analysis of Surface Waves (MASW) and Microtremor Array Measurements (MAM). Both techniques derive the shear wave velocity by measuring dispersion, or the change in phase velocity with the frequency of surface waves. MASW is an active method using a source such as a sledgehammer to generate a signal at relatively shallow depths, while MAM uses ambient vibrations, such as wind or vehicle traffic to generate a much deeper signal. Combined, these methods give us a comprehensive look at the shear wave velocity profile to depths of well over 100’, allowing us to accurately determine the seismic site classification. Our presentation summarizes the code changes with respect to site classification determination and explains how the site classification will be determined using geophysical field-testing methods. The two field testing methods will be described along with details on testing equipment, test duration, reporting and cost.
Learning Objectives:
- Structural design
- Seismic design
- Safety
- Cost
Kurt Merriman, Principal Engineer, Associated Earth Sciences Inc.
Kurt has over 38 years of local geotechnical engineering and construction administration experience. His extensive experience covers both public and private sector projects, including educational, commercial, municipal, health care, and historical projects. Services provided include reconnaissance, exploration, instrumentation, field and laboratory soils testing and inspection, slope stability, seismic engineering, site rehabilitation, and construction services. Kurt’s specific school experience includes hundreds of new and existing school modernization projects throughout the Puget Sound area. He is currently providing subsurface exploration and geotechnical engineering services for school districts in King, Skagit, Pierce, Snohomish, Pierce and Thurston Counties.
Carrie Mozingo, P.E. Principal Engineer, Associated Earth Sciences Inc.
Carrie is a Registered Engineering Geologist and Licensed Engineer with 25 plus years of geotechnical consulting experience and a proven track record of complex problem solving, project management, and staff management. She has extensive project experience evaluating soils related issues and geologic hazards including seismic hazards, mine hazard, landslides, mudflows, soil settlement, expansive soils, and providing advanced engineering solutions including ground improvement, conventional and deep foundations, and retaining structures. Carrie has managed numerous school, commercial, mixed-use, residential, and large-scale land development projects. Additionally, she has been an expert witness on numerous projects with a wide range of issues and has provided expert witness testimony in deposition and trial since 2005 on cases pertaining to landslides, mudflows, slope instability and soils related issues.
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| JEDI Session 3: Debrief, Dialogue, and Embedding Equity in Chapter Practices |
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Saltspring/Saturna
Building from the Equity Workshop, this session dedicates time to debrief and discuss how we embed equity in the ongoing practice and processes of Chapter practitioners. We see continued dialogue as an imperative practice to continually learn from each other and make greater impact in our community. In service to fostering discourse in our community, the Washington JEDI Committee will introduce a new roundtable program launching in the Fall of 2023 that will center and sustain equity dialogue as an on-going practice in our community. Dialogue is action-oriented when we are doing it intentionally. It’s not about the outcome, but the process of talking to help guide us to a way of understanding ‘why’. Together we will uncover what makes a successful, praxis-oriented dialogue and define what skills we want to practice and strengthen collectively.
Amara H. Pérez, PhD & WA JEDI Committee
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