| DECEMBER 3-4, 2020 |
| Canyon View High School Presentation |
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 1.5 LU – NV202011
Speakers:
Jason Lembke, AIA, Architect, Principal, DLR Group
Taryn Kinney, AIA, Organizational Psychologist and Architect, DLR Group
Phillip Nowlin, Principal, Canyon View High School, Agua Fria Union High School District 216
Jade (last name withheld), Student, Canyon View High School
In 2015, Agua Fria Union High School District began its journey towards a new high school facility to support an increasing enrollment. With a legacy of historical innovation, they sought to develop a next generation high school solution that would catapult them towards a future vision of what High School could be in their community and beyond. During this session we'll present the planning, programming and design process, as well as ongoing research initiatives, of this award winning project.
A MacConnell winning project begins with the right blend of planning, design, and stakeholder input, and ends with an innovative design that facilitates student achievement galvanizing a strong vision. While this designation is elevated in stature, every school district has the ability, and responsibility, to positively impact their learning environments in support of their vision for teaching and learning. Participants will hear steps this year’s MacConnell winning firm took during the planning and design of Canyon View High School, and how an empathetic, data driven process can be applied in their home districts. From learning real life lessons to shaping the culture of a new campus, one sophomore at Canyon View High School will also share her personal journey inside the school.
Educators and learners deserve the best environment to try new experiences, build skills, and contribute to their communities. Schools work hard to change from outdated approaches toward learner-centric education that support these experiences, however, 70 percent of change efforts fail. What does it take to create and sustain a new culture? Through decades of working with school systems, we identified a disconnect between district academic vision, facilities, and campus implementation. Founded in research completed at Columbia University’s Teachers College, our solution bridges organization, learning, and design (BOLD) to ensure every educator and learner find fulfillment. Participants will hear lessons learned from school districts that have implemented change successfully and will leave with research-based techniques to guide transitions at their home district.
Learning Objectives
- Learn how stakeholder engagement laid the foundation for long term success.
- Understand how data allowed the district to make decisions quickly and with confidence.
- Learn about how a new approach to sustainability allowed for programmatic innovation.
- Understand how a continual culture of change is being fostered by administration, teachers and students
- Understand how the role of consistent leadership is critical to any change process.
- Understand the meaning of Participatory Design and the value it can bring to teacher engagement and in turn student performance.
- Understand change processes and take-away tools to best implement.
- Understand how to engage parents, local businesses, students, and teachers around the necessity for continuous change and improvement.
- Learn how community engagement can spark innovation and deepen understanding.
- Discover of how data can be leveraged towards programmatic outcomes.
- Hear how research can be implemented and studied from construction through occupancy and beyond.
- Understand how a student perspective can be changed through design and culture.
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| 21E School Design – Twenty First Century Education and Energy |
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 1 HSW – SC202002
Speakers:
Kenneth Stanfield, Principal Architect, Sherman Carter Barnhart Architects
Justin McElfresh, Principal Architect, Sherman Carter Barnhart Architects
The topic of 21E School Design will focus on several criteria applicable to HSW Design credits. First, the net zero energy design strategies and case study will enable attendees to apply the techniques to their own projects to increase their energy efficiency. Second, attendees will learn how to incorporate twenty first century interior design elements that not only enhance the learning environment, but also aid in reducing the building's energy demands. Finally, attendees will learn how to identify and implement the sustainable design choices in materials that help meet the design criteria for a 21E school.
What is a 21E School? A school designed to engage and inspire learning in a safe, healthy, and sustainable environment while eliminating energy costs. The design strategies for twenty first century learning spaces and zero energy are complimentary and when combined as an overall design goal, achieve dramatic results. Attendees will learn the essential design strategies necessary to dramatically reduce energy consumption while creating learning spaces that focus on the four "c's" – collaboration, critical thinking, creativity, and communication. The nation's latest zero energy school, Jennings Creek Elementary, in Bowling Green, Kentucky, will be used as a case study to describe and showcase the design characteristics of a 21E school.
Learning Objectives:
- Identify the design strategies necessary to achieve a zero-energy school project.
- Benchmark an attainable energy use intensity (EUI) using the case study net zero school.
- Calculate the efficiency of an overall design using the zero energy design criteria ratios of floor area, wall area, and roof area for the case study school.
- Select a number of materials that aid in the pursuit of sustainable and resilient design based on the 21E criteria for twenty first century interior learning spaces.
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| 21st Century Urban High School: Learning Institution As A Community Resource |
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1 LU – NC202010
Speakers:
Becky Brady, AIA, CDT, LEED AP BD+C, Architect, Clark Nexsen
Albert McDonald, Architect, Clark Nexsen
Donna Francis, AIA, LEED AP BD+C, Architect, Clark Nexsen
As populations in urban centers continue to grow, progressive educational leaders are exploring sustainable development and evolving community needs. In this course, we highlight project entries from a competition studying a 21st Century Urban High School. Participants were asked to design a multi-functional high school building where shared amenities are a community resource. The designs challenge current trends in educational design, incorporate an affordable housing component, and investigate community integration and potentially untapped partnerships. Through this ideas-based competition, participants sought to identify design solutions that allow schools to engage their community without compromising the safety of the educational environment.
Learning Objectives
- Challenge current thoughts in high school design.
- Investigate community integration through multi-use strategies.
- Identify linkages yet untapped between schools and neighborhoods.
- Identify strategies that can be implemented to ensure a safe learning environment while allowing for neighborhood access and permeability.
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| A Natural Vision: The data-driven impact of biophilic design for student success |
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1 HSW – SC202011
Speakers:
Jim Determan, FAIA, Principal, Craig Gaulden Davis
Anthony Cox, PE, Chief Operating Officer, Rock Hill Schools
Health – This is a presentation of AIA-funded research that provides evidence of learning space design that is strongly associated with student stress reduction – a direct health benefit. Safety – In an environment that produces stress reduction, calming, restored attention and better learning outcomes, students are less likely to act out in bullying, aggression or violence. While there are wonderful new ideas about how to make the school safer, this is design that makes the student safer. Welfare – We will show that biophilic learning spaces are strongly associated with enhanced learning outcomes- a direct welfare benefit.
Districts invest millions of dollars into school buildings and want maximum learning results for every dollar spent. Our sustainability program seeks not only to conserve natural and financial resources, but to improve the quality of the learning environment. Partnering for research-based innovative practices in academics and operations guides us to explore the application of biophilic design principles as a means to improve student achievement through the built environment. We will introduce new, ground-breaking research by a team of architects, scientists, educators and artists showing how health benefits of the natural environment are applied within built space reducing student stress and inspiring a traditionally lacking student demographic to enhanced learning outcomes. Session outline:
- The neuroscience theory of visual function, perception and architecture
- Recent history of biophilic design research and proven effects
- Experiment methodology and assessment
- Findings of positive impacts to stress reduction and cognitive development
- Design drivers and their impact for future learning space design
Learning Objectives:
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Incorporate specific biophilic design strategies that will produce a positive impact on learning space users’ well-being and academic success.
- Upon completion of the session instructors and designers will have access to new assessment tools to evaluate the stress of students in their classrooms.
- Apply the principles of neuroscience theory of visual function and perception that promote an ease of brain processing, creating spaces that afford a relaxed and focus to classroom problem solving.
- Download the research report with references to precedent research on the health benefits of biophilic design.
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| Aligning Budgets with Energy Conservation Goals |
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1 HSW – NC202004
Speaker:
Renee Hutcheson, FAIA, LEED AP, Project Manager, Willdan, Contractor for Duke Energy
Jeanne Huntsman, AIA, LEED AP, Principal, Willdan, Contractor for Duke Energy
Identifying energy efficiency strategies while balancing real-world constraints such as budget can be challenging. This session demonstrates how energy-efficiency goals—when addressed beginning in schematic design—can be successfully achieved, saving valuable resources such as design time and client budgets. The session begins with an overview of how comparative analysis assists in achieving energy conservation goals alongside factors that drive energy use. A case study building forming the basis of the charrette will be presented, including an overview of conservation strategies available for consideration. Facilitators will assemble “bundles” of selected energy efficiency measures to play out what-if scenarios, discussing the merits and challenges of each bundle. Facilitators will run live energy modeling simulations to show the results of each bundle. Results of permutations of the charrette will be revealed alongside energy-savings trends, dispelling common misconceptions about the link between budget and energy savings. Performance of the built case study building will also be reviewed.
This session will be dedicated to energy efficiency, which qualifies for HSW.
Learning Objectives
- Recognize the value early energy analysis provides to the design process and stakeholder decision-making
- Identify a range of energy-efficiency options and their impacts on energy outcomes during various stages of design
- Interpret building performance and financial information provided by energy analysis results, including lifecycle costs
- Understand how decisions made very early in design can increase energy savings opportunities
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| CEPT – What!?!? CPTED and Schools |
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1 HSW – SC202015
Speaker:
Bill Laughlin, Vice President, Moseley Architects
This topic is squarely focused on how to better protect teachers and students.
An overview of CPTED (Crime Prevention Through Environmental Design) strategies and how they can effectively and affordably be applied to school environments. Presented by Bill Laughlin, AIA, REFP, and CPD (CPTED Professional Designation) with a school-side employee with an interest in school safety.
Learning Objectives:
- Overview of CPTED.
- How can it be effectively applied to a K12 environment.
- What are the cost implications.
- How to prioritize the options.
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| Collaboration, Wellness, and Supporting Project Based Learning in K-12 Facilities |
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1 HSW – TN19NOV03
Speakers:
Benjamen Metz, AIA, LEED AP, Senior Design Manager, Earl Swensson Associates
Kearra Barkley, IIDA, NCIDQ, Interior Designer, Earl Swensson Associates
This presentation was recently given at the Tennessee Chapter of Association for Learning Environments and is already an approved AIA HSW CEU. Applicable to Health and Welfare based on teaching methods for enhanced opportunities for educating children and discussing strategies for incorporating Wellness features into the education environment.
The presentation by Earl Swensson Associates Architects will share the project goals, the importance of client communication, and the importance of incorporating spaces for differentiated learning into a 21st century learning environment. The case study of two recently completed facilities in rural Middle Tennessee describes design strategies for supporting wellness, collaborative environments and Project Based Learning curriculum in schools, while being considerate of a tight budget and taxpayer dollars.
Learning Objectives:
- Learn strategies for promoting collaboration among students and faculty
- Learn ways to incorporate wellness design features into schools
- Learn ways to facilitate and support multi-disciplinary and Project Based Learning in the built environment
- Explore options for supporting different learning styles
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| Cracking the Code: Innovating with a Non-Innovative Ecosystem to get to Immersive Learning Environments and Zero Energy |
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1 HSW – NC202007
Speakers:
Tomas Jimenez-Eliaeson, AIA, LEED AP, Partner & Design Principal, Little Diversified Architectural Consulting, Inc.
Mike Meechin, Principal, NeoCity Academy, School District of Osceola County
Philip Donovan, AIA, LEED AP, Community Studio Principal, Little Diversified Architectural Consulting, Inc.
We all face this challenge: We want to innovate but face a ‘system’ that hinders every opportunity to create an Innovative Learning Process, with innovative learning environments, and with innovative implementations. School leadership tend to be risked-averse and believe that 21st century learning can happen in a typical classroom, Ed-Specs do not reflect 21st century learning environment needs, and project budgets do not look at life-cycle costs, even though schools are designed to last 50-75 years, and yet, how can we crack the code? Enter: NEOCITY Academy, a new, 500-student, public Immersive Learningscape STEM high school and First Net-Zero-Energy School in Florida, located on the NEOCITY Campus in Osceola County. This presentation will tell the story of how a partnership between Key District Leadership, a forward-thinking Principal, and an ambitious Design Team, provided a Learning experience grounded in 3 key ideas: Create an Immersive Learning Environment designed to support an alternative learning process amid a rigid EdSpec, A Zero-Energy Building that supports a STEM culture of innovation within a strict budget, and a partnership with The University of Central Florida’s College of Education and NEOCITY industry businesses to support the Florida High Tech’s needs with students that practice innovation and work on 21st century skills daily. NEOCITY is a new urbanist development at the epicenter of a boom in the high-tech, advanced manufacturing industry that central Florida is currently experiencing. This rapid growth coupled with the sunshine state’s easement of regulation on solar energy production has created opportunities for the creation of new, high-performance, zero-energy facilities to educate and train the next generation workforce. The core stakeholder design team was given a mandate to design the new public high school within the state mandated budget and space requirements. NEOCITY Academy has been developed as a twenty-first century, Immersive Learningscape, STEM-focused school that will offer students 3 curriculum paths: Advanced Engineering, Biomedical, and Cyber Security. The facility will be designed to use 70% less energy than a typical public school in Osceola County. The project is located in the heart of a new advanced manufacturing corridor within the NEOCITY Masterplan and the school district of Osceola County has formed a partnership with University of Central Florida to evaluate STEM pedagogy for the creation of a national instruction model. The schools high-performance design and ultra-low energy use will save an anticipated $115,000 per year on energy costs and is expected to save almost $2.7 million over 20 years in life cycle costs compared to a typical district school. Utilizing standard tilt-wall construction with high-performance detailing, a distributed heat-pump system and a 202kw, roof-top mounted PV array, the facility can now be a designated prototype for other school districts throughout the state. This innovative new school will be a key teaching tool in support of the development and execution of its high-tech curriculum.
We will discuss how NEOCITY Academy was designed following the concept of the Immersive Learningscape, where Brain-based lessons about learning, Wellness, and features of Inclusive Design are key ideas behind the concept. We will discuss best practices for reducing the EUI in new buildings in Hot and High Humidity Environments and how to get to Zero Energy. The presentation will go in detail about technical, financial, and the decision-making process for getting to Zero Energy.
Learning Objectives
- Describe the process and details by which the Partnership of District Leaders, School Principal and Design Team underwent to Innovate within a rigid non-innovative educational system.
- Define the ways in which 21st century, Immersive Learning environments, based on concepts of Brain-Based Learning, Wellness, and Inclusiveness. support and enhance a high-tech, advanced manufacturing STEM high school curriculum.
- Describe the ways in which reducing the energy use of the building also focuses on improving cognitive function and the health and well-being of the building occupants.
- Demonstrate 5 key ways in which a public school can reduce its energy use low enough so that a renewable energy source can be added within the project budget including strategies of high-performance envelope detailing for tilt-wall and precast building. typologies
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| How to Eliminate the Stigma of Change and Improve Learner Engagement |
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1 LU – SC202012
Speakers:
Taryn Kinney, AIA, Architect, Principal, DLR Group
Phillip Nowlin, Principal, Canyon View High School, Agua Fria Union High School District 216
Educators and learners deserve the best environment to try new experiences, build skills, and contribute to their communities. Schools work hard to change from outdated approaches toward learner-centric education that support these experiences, however, 70 percent of change efforts fail. What does it take to create and sustain a new culture? Through decades of working with school systems, we identified a disconnect between district academic vision, facilities, and campus implementation. Founded in research completed at Columbia University’s Teachers College, our solution bridges organization, learning, and design (BOLD) to ensure every educator and learner find fulfillment. Participants will hear lessons learned from school districts that have implemented change successfully and will leave with research-based techniques to guide transitions at their home district.
Learning Objectives:
- Understand how the role of consistent leadership is critical to any change process.
- Understand the meaning of Participatory Design and the value it can bring to teacher engagement and in turn student performance.
- Understand change processes and take-away tools to best implement.
- Understand how to engage parents, local businesses, students, and teachers around the necessity for continuous change and improvement.
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| Resilient Net-Zero Energy Efficient Schools in the 21st Century |
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1 HSW – NC202009
Speaker:
Frank Gordon, AIA, Senior Director of Building Innovations, National Ready Mixed Concrete Association
A case study for strong, resilient educational structures that are also either Net -Zero or Net-Zero Capable. This will reference both potential and existing projects that are storm/disaster resistant and have the capability of using less energy than they produce. Some of the specific topics to be discussed are as follows: ICF (Insulated Concrete Forms), Solar Energy, Geothermal Energy/Heat Pumps, L.E.D. lighting packages, and Energy Management Strategies.
Topic encompasses safety and resiliency of ICF concrete construction. Including: sustainability, building design, wall systems, energy efficiency.
Learning Objectives
- To understand ICFs participation in Net Zero Energy Efficient Buildings
- To understand the role ICFs can perform in Educational Construction design solutions
- To understand the Life Safety Code advantages and resiliency of using ICFs
- To understand the advantages of using ICFs in Resilient/Strong Construction
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| Roofs, Walls, Windows, Maintenance and Asset Management |
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1 HSW – NC202011
Speakers:
Ray Ramos, PE, President, Raymond Engineering
This course reviews the importance of the design and maintenance of roof, wall, and window systems in buildings for building occupant health, safety, and welfare. This course covers the common defects to observe during maintenance and new construction inspections as well as best design practices to ensure long term occupant health and safety. Finally, building roof, wall, and window asset management is reviewed to underscore their role in reducing overall owner expenses and ensuring occupant well-being. This one hour course is presented in a Lunch & Learn format with time for Q&A and general discussion.
Learning Objectives
- Learn to identify visual signs of water infiltration in existing roofs, walls, and window systems that suggest damage may be taking place (resulting in mold growth).
- Understand the function of barrier wall vs. rain screen wall technology and how each protects the health and well-being of building occupants.
- Review best practices for roof, wall, and window systems maintenance to ensure the safety and health of building occupants.
- Learn how Asset Management can extend the life cycle of building components and ensure occupant health safety and welfare.
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| The Value of Outdoor Environments: Enhancing Health, Well Being and Safety for Students and Teachers |
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1 HSW – VA19-12
Speaker:
Becky Brady, AIA, CDT, LEED AP BD+C, Architect, Clark Nexsen
This session topic relates directly to mental and physical health and well-being, as well as safety in schools.
In regard to school safety, focused attention still lies on how to handle an active shooter situation. However, there is an argument for that focus to shift to a more holistic approach in an effort to prevent such instances from occurring in the first place, and encompass safety on all levels, not just the most extreme. We need to ensure that students feel safe and receive the day-to-day support needed to enhance their health (mental and physical) and well-being in a safe school environment. Research indicates the value of outdoor connections and the benefit to students' mental health, leading to higher student engagement and test scores, and notably, fewer violent incidents. In this course, we will look at how outdoor environments can greatly benefit students through many different forms including outdoor education, outdoor play, outdoor experience and outdoor exposure.
Learning Objectives:
- Understand the benefits of outdoor environments to students' mental and physical health through outdoor education, play, experience and exposure, leading to reduced stress, decreased disruptive behavior, development of positive social interactions, and empathy for other students.
- Think of safety in schools as a multi-faceted issue to be approached in a holistic way; going beyond physical security measures to integrate intangible elements to promote safety.
- Understand the importance of the reciprocal role of a school and its community in relation to safety.
- Learn how an elementary school in North Carolina uses outdoor environments and community as a part of everyday curriculum to enhance student well-being and safety.
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| Visibility: Risk Mitigation in School Design |
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1 HSW – SC202016
Speaker:
Brian Crutchfield, PE, PLS, Principal, Timmons Group
The central theme of Brian's presentation is safety within school design. He will discuss the ways that designers can use visibility in their site design to mitigate the safety risks students face at school. All four learning objectives discuss how visibility is used to design safer schools.
Due to recent tragic events, student safety has become a hot topic of discussion among parents, school officials, students and now designers. Brian Crutchfield gives his perspective on designing school sites in a time when safety has become the top priority. He will explain in four tips how visibility is one of the greatest tools for risk mitigation in school design. At the end of every school day, as concerned parents, school officials, and community members, we all want our students home safely. Ensuring a safe learning environment is always our number 1 priority as a team, and the safety of our students will always be the most important factor so that they feel safe in a place where they will, ultimately, spend almost 1/3 of their adolescent life.
Learning Objectives:
- Establish prominent building entry points during school hours. For starters, when it’s difficult to see who comes and goes on school grounds, it is tough to defend against unwanted intruders. To do this, schools should be designed with the administrative offices positioned in the front of the building with clear visibility of the outside. Also keeping all other building entry points locked and requiring everyone to check-in at the administrative offices before proceeding throughout the building gives the administrative team the visibility and authority of those coming in and out of the building.
- Having those beautiful big windows for an easy view of the outside grounds is a huge plus, but if you don’t have proper lighting outside, those huge windows don’t make much sense. Tip #2: Install campus lighting around the property. Just being able to see the grounds clearly allows school staff to monitor it properly. So, in the winter when it gets dark at 5pm, proper lighting on school grounds makes it easy to spot suspicious activity, even in the dark.
- Every school site has the opportunity to use landscaping to enhance the safety of site. Tip #3: Strategic landscaping enables easy surveillance without providing hiding places for intruders. I would suggest planting low prickly shrubs and keeping trees limbed-up so that those unwanted visitors can’t hide behind a tall bush or leafy tree. Also, this keeps the grounds looking neat and clean, so win-win there – continuous maintenance and safety surveillance.
- One person can only be monitoring one side of the building at once. Tip #4: Install security cameras and signage notifying visitors that the building is under constant surveillance. Strategically installing security cameras around the perimeter and at all entry/exit points of the building enables the administrative team to see the visitors as they approach or leave the building. This also helps to scope out any suspicious behavior going on outside that needs to be remediated or further monitored.
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| Why Pre-Design Matters: The Power of Building Assessment and Community Engagement in a High School Replacement Project |
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1 LU – SC202013
Speakers:
Donna Francis, AIA, LEED AP BD+C, Principal, Clark Nexsen
Becky Brady, AIA, CDT, LEED AP BD+C, Architect, Clark Nexsen
Dr. Diann Kearney, Interim Principal, Wake County Public Schools
Working with an existing school community can be challenging while at the same time incredibly rewarding when stakeholder voices are heard. Using the story of the replacement of Apex High School in Apex, NC as a case study, this course explores how a complete existing building assessment incorporates community engagement and building performance modeling as tools to inform the design of 21 Century Educational Spaces. Committing appropriate time and effort to these early design phases is crucial to identifying project priorities and goals while reinforcing a sense of collective ownership and commitment to a globally responsible and collaborative design solution.
Learning Objectives:
- Participants will be able to identify the connections between stakeholder input, design process and building outcomes.
- Participants will be exposed to building assessment techniques and documentation.
- Participants will be able to facilitate community engagement sessions and work with clients to reconcile priorities and goals against equitable project guidelines and requirements.
- Participants will be exposed to early building performance modeling techniques and evaluation which can inform design decisions.
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