| MONDAY, APRIL 17, 2023 | 10:30 – 11:30 am |
| Design for Equity: How to Translate Talking Points into Real Impact |
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Tryon A
There is often much discussion about inclusivity and celebrating diversity and universal design within our schools, though many projects never make it past the talking points. What does it mean to design for equity in our schools? How do we get to actual implementation of design strategies that have meaningful results for students? This presentation will share strategies for impactful community and student engagement and discuss how to translate these conversations into design tactics that ultimately create a sense of belonging for our students.
Learning Objectives
- Understand issues of justice, equity, diversity, and inclusion (JEDI) in the context of school design.
- Identify key building features that contribute to inclusive and universal design.
- Employ effective strategies for stakeholder and community engagement, incorporating cooperative design.
- Explore helpful resources for learning more about equitable design and practice.
Ann Neeriemer, AIA, LEED AP, Associate Principal, Perkins Eastman
Ann has a passion for place-making and community based design which she has utilized on a variety of project types including master and campus planning, primary and secondary education facilities, and mixed-use developments. Ann’s expertise in visioning, master-planning, and programming for educational spaces guides schools to create healthy, sustainable facilities for the future. She works closely with clients to design learning environments that support the whole child, and create places that spark curiosity and inspire the next generation.
Kerrie Frymire, CPSM, Associate Principal, Director of K12 Business Development & Marketing, Perkins Eastman
Kerrie draws upon her background in education and human relations to develop relationships with clients while working with her team to build strategies for creating new opportunities. An excellent communicator and partner, Kerrie understands the dynamics that exist between client needs, services offered, and current industry innovations. Kerrie is an active member of A4LE where she serves on its Northeast Region board as the Justice, Equity, Diversity, & Inclusion (JEDI) representative.
Omar Calderon, AIA, LEED AP, Principal, Perkins Eastman
For Omar, the design of “place” is central to seeking value-added solutions at every stage of a project, which means inspiration is often found in the unexpected. Omar lends this thoughtful, open-minded approach to everything he touches. Highly versatile and well-regarded, Omar is keenly attuned to the broader perspectives of building and planning and is always searching for the intangible human dimension of design.
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| THE STORY IN YOUR EYES: The Moody Blues – Every Good Boy Deserves Favor (1971) |
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Berne
Developing the story behind the design creates an amazing opportunity to engage communities, boards, administrators, teachers, staff, and most importantly, students in the creation of a design strategy for their new school. The presentation includes three recent projects that have distinctive stories and demonstrate the provocative nature of “telling the story” through distinctive design elements. Students are presented the opportunity to appreciate the story and understand the impact of legacy memorialized in terms of memory and space. The result is an atmosphere of excitement about both facility and education enduring through the life of the school. Most of all, their participation in the historical context results in an enthusiasm for learning as they live and breathe the legacy of their respective communities. It is our fervent hope that instilling the story creates a love of learning that will carry on through their educational experience and the rest of their lives.
Learning Objectives
- The process to create a story that engages all participants.
- How to make the design process meaningful and participatory.
- See how the story creates a compelling design opportunity and impacts students.
- The story can touch the heart and soul and engage a community in support of the new school.
Thomas Hughes, AIA, REFP, LEED ap, Principal, SfL+a Architects
Within the educational facilities planning and design community, Tom is recognized for supporting a collaborative and interactive approach to educational planning and design. His approach starts with your educational program, promotes an understanding of your vision and goals for curriculum and instruction, and works with your communities as a whole to develop innovative and creative learning environments for students and teachers. Tom has over 35 years of educational facilities planning and design, specializing in K-12 facilities, and is a Recognized Educational Facilities Professional (REFP) as accredited by the Association for Learning Environments (formerly CEFPI). A LEED AP, he is well-versed in the design of High-Performance educational facilities and LEED certification. Tom has provided leadership on over 100 school projects in his career and brings a unique perspective on the design of educational environments for the 21st-century learner.
Mahan Kick, AIA, Architect, SfL+a Architects
Mahan oversees the design, management, and coordination of multiple K12 projects, including construction documents and detailing, product research, and contract administration. Mahan’s attention to detail, architectural aptitude, and friendly demeanor makes him a great fit for our company and an asset to our clients.
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| MONDAY, APRIL 17, 2023 | 1:45 – 2:45 pm |
| Evolving a Community through Education Design: creating a school at the center of an underserved neighborhood, supporting universal access, and inspiring young students to become future leaders |
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Tryon A
For years the Volusia County School District has required that students be bused out of their historically underserved neighborhood to other schools. Family issues were becoming student issues and decreasing student achievement. The entire community was suffering as a result. The solution: The new Turie T. Small Elementary School developed in the heart of the neighborhood strengthening the connection to the community, supporting universal access, and inspiring young students to become future community leaders. This new school will double the capacity of the existing school, allowing the district to rezone to ensure children remain in their neighborhood for school. This session will take you through the early visioning session to explain the immense community involvement, key stakeholders, and local partners dedicated to empowering students to become future leaders in the community. We’ll share the process behind creating a welcoming “heart” that serves students and engages the greater community through design, including an inviting, flexible plaza, and community garden. We will share strategies for sustainability, equitable design, and safety and security to support the well-being of the community.
Learning Objectives
- Understand design strategies and benefits of creating an education facility that serves a greater community and enables equitable access to education.
- Learn design strategies for effectively creating and maintaining a safe and secure learning environment in a disadvantaged neighborhood.
- Understand how to involve the community and all key stakeholders to make a widespread impact through design, addressing community needs (medical, social, etc.)
- Understand best practices for creating sustainable, flexible space that serves students and engages community members while increasing occupants’ well-being.
Sean Tracy, AIA, Community Studio Principal, Little Diversified Architectural Consulting, Inc.
Sean is the Community Studio Principal at Little’s Orlando office. With over 25 years’ experience managing educational projects, his ambition to create the safest and most progressive educational spaces is truly inspiring. Sean has dedicated his career to learning and becoming an expert in the creation of learning environments that fuse the innovation of cutting-edge educational spaces with the need to provide places that are as safe as they are engaging.
Pete Hall, AIA, WELL AP, Senior Design Architect, Little Diversified Architectural Consulting, Inc.
As a licensed architect and WELL Accredited Professional, Pete brings over 8 years of diverse experience with an emphasis on hospitality, workplace, and community environments including K-12 and Higher Education. His expertise in strategic planning and design coupled with this dedication to sustainability and a community-centered design approach are unmatched.
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| Preserving Learning Environments in the Wake of Economic Chaos |
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Berne
Over the past two years the economy has shifted dramatically. The post Covid construction boom, pandemic related supply chain disruptions, labor shortages, and the war in Ukraine have led to historic price escalation that has many school systems looking at cost reductions for their building programs in order to make ends meet. This session examines how to prioritize needs to create quality learning environments that will lead to better educational outcomes while still meeting budgets that are being severely impacted by market changes. We will review examples of successful learning environments and examine some case studies of getting more “bang for your buck”. Attendees will participate in an interactive discussion and visioning exercise aimed at identifying the key attributes of a successful learning environment to better understand how to prioritize cost cutting to mitigate the impact on learning environments.
Learning Objectives
- Identify a resource for finding research papers linking school facilities to student engagement and educational outcomes.
- Identify the key components of a successful learning environment to help in prioritizing future project budgets.
- Learn some different strategies for maximizing the impact of their learning environment dollars.
- Understand the key factors that are influencing market conditions and causing cost volatility.
Hal Bowen, AIA, LEED AP, Principal, RATIO
Hal is a Principal and Raleigh Studio Leader for RATIO, an interdisciplinary design firm specializing in projects that meaningfully impact communities. Hal leads RATIO’s K-12 educational practice and is a current board member and past president of the North Carolina chapter of A4LE. With a rich, diversified background of more than 30 years designing learning environments, Hal understands the emerging issues and expectations facing educational institutions today.
Emily Earle, AIA, LEED AP, Senior Associate, RATIO
Emily is a Senior Associate at RATIO with over 15 years of design experience primarily in educational facilities and facility studies. Her extensive expertise is in the architecture of primary school environments and she is a current board member of NCA4LE. Emily thrives in collaborative environments and enjoys leading projects from design through construction. Her exceptional design and communication skills allow Emily to easily interface between multiple disciplines, outside consultants and the many user and ownership groups of our clients.
Lauren McCauley, Senior Project Manager, Balfour Beatty Construction
Lauren is a Senior Project Manager with Balfour Beatty Construction, and is based out of the Raleigh, North Carolina building division. Her project management experience consists of a variety of public projects including K-12 schools, health care facilities, airports and emergency operation center installations. She is on the board of directors for ACI Carolinas. Lauren earned her BS in civil engineering with a concentration in structures in 2014 and her Master of Civil Engineering in 2017 from North Carolina State University, Raleigh, North Carolina. She is also a licensed Professional Engineer (PE) in North Carolina.
Elizabeth Sharpe, Director of Planning and Design, Wake County Public Schools
Elizabeth graduated from East Carolina University with a Batchelor of Science Degree in Interior Design. She began working with Wake County Public Schools in December of 2000 as a Facility Planner. In 2020 she was promoted to Wake County Public Schools Director of Planning and Design. During Elizabeth’s 23 years with the WCPSS, she has worked on a variety of projects ranging from smaller school based funded projects to larger Capital Improvement projects. She has served as a district representative on multiple committees, such as Safe Routs to School, U.S. Green Building Council, School Health Advisory Council, and Advocacy for Health and Action. When Elizabeth is not working, she is spending time with her husband, three children and three dogs either in Raleigh or at the beach.
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| MONDAY, APRIL 17, 2023 | 3:15 – 4:15 pm |
| People Over Process: Equity by Design |
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Tryon A
To actively disrupt the problems perpetuated by the typical master planning process, this talk will highlight how shifting the power of decision-making to the community and focusing on the lived experiences of the historically underserved allow for true disruption to break the cycle of inequity through the creation of a holistic long-range plan utilizing an Equity by Design process. This session will cover:
- What necessitated an equity-focus.
- A review of the Equity by Design Process and its intended focus, specifically highlighting and including the voices of those historically underserved.
- The creation of a decision-making framework used to prioritize projects/programs with the greatest potential to reduce harm and disrupt inequities – resulting in a shift enabling people to find their own power in the process.
Learning Objectives
- Understand how systemic racism impacts school facilities, student achievement, and how honest planning can address root causes.
- Explore how the Equity by Design Decision-Making Framework disrupted typical recommendations by focusing on people instead of money and buildings.
- Envision how the Equity by Design process can be applied to your school/district in planning efforts of multiple scales.
- Committee examples will highlight how Equity by Design can positively impact the historically underserved in many contexts.
Jason Lembke, RA, K-12 Education Leader, DLR Group
Jason is an instigator of innovation for design teams across the firm. As a mentor to young professionals, he provokes designers to help them arrive at original and progressive solutions that elevate education for students, teachers, and communities across the globe. Jason is a K-12 designer with expertise in the planning and design of future facing learning environments. Practicing from the firm’s Charlotte studio, he leads visioning and community engagement processes for school districts, securing funding and creating successful road maps for their future. His portfolio includes new school construction, and facility modernizations and renovations for Pre-K and K-8 schools to major high school campuses.
Anton Blewett, K-12 Education Planner, DLR Group
In a strained education system where innovation is often reserved for those with the means to afford it, Anton works to level the playing field on which students establish the foundations of their lives. Having been raised in Silicon Valley, Anton knows firsthand that progress can often leave the majority behind; his work in partnership with school districts seeks a genuine transformation in both spaces and methods of K-12 education. By touching on design for inclusivity and equity, Anton’s work yields community-driven schools which support social and emotional learning, as well as the health and wellbeing of our teachers.
Mathew Palmer, Executive Director for School Planning & Operational Services, Durham Public Schools
Mathew serves as the Executive Director for School Planning & Operational Services for Durham Public Schools. Through his position with DPS, Mathew leads the Planning for Schools, Comprehensive Student Assignment, Transportation and School Nutrition. Overall, DPS School Planning approaches their work in the built environment and service sector with emphasis on enhancing equitable access to educational opportunities, operational efficiency and safety. Mr. Palmer is concurrently a Doctoral Candidate in City and Regional Planning at UNC-Chapel Hill, where his dissertation is Planning for Cities and Schools in the American South.
Linden Thayer, PhD, Assistant Director – Food Systems Planning, Durham Public Schools
Linden serves as the Assistant Director – Food Systems Planning for Durham Public Schools, and in this role Linden is engaged in food-as-social-justice work. Linden is focused on: centering student voice and leadership in design and implementation of school food programs; making delicious, healthy, culturally responsive breakfast and lunch available to all students districtwide; equipping our kitchens and staff with the tools for the future of school food; connecting regional regenerative farmers and producers to school meal operations; aligning school food programs with DPS's values of equity, shared responsibility, high expectations, joy, and a whole-child approach; and more.
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| Kiser Middle School 2.0 | Future Programming Norms, Now |
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Berne
A community focal point, a creative place to learn, a safe environment for everyone; these are today’s schools that are driving the design of future learning environments. In order to meet today’s needs and strive to anticipate tomorrow’s students; facility planners, architects, and the communities that they serve must predict the needs that a new school will have to meet. The reality remains that programming for the future is quickly becoming the biggest challenge for schools. We want schools to be a supportive environment for students, staff, and the community. It should be inspiring, inclusive, safe, adaptive and a place for the community to grow. We will share innovative program models that the client enlisted us to create and integrate into a design for a new middle school. These transformative models include innovative learning environments, distributive dining, and inclusive sensory comfort design for exceptional students. Programed spaces were designed to meet multiple needs and uses of all the stakeholders of this community. This is our directive for future programming norms. How does the student receive information? How are the student’s individual needs met and expanded? Student learning needs to be able to interact and grow in the environment that they have been placed. We designed a school that required reimagining some typical programming designs norms. In order for the school to be a better equipped to meet student needs now and in the future. Kiser Middle School represents school facilities stepping into the future of school programming and it’s happening here in North Carolina with Kiser.
Learning Objectives
- Identify new programming models based on a real project's programming requirements.
- Understand some constraints of these program models, but identify how they can be transformed into innovative spaces.
- Show how inclusive sensory comfort can be an innovative design tool that can benefit the whole school.
- Show as a whole, how student's receive information, interact, and grow in an environment designed with the intent of the future in mind.
Andy L'Esperance Goode Van Slyke Architecture
Andy has been practicing architecture for over 9 years. He has experience designing multiple scales: stadiums, convention centers, corporate headquarters, higher education, mix-use multi family, and local schools. He is passionate about the connections that the built environment forms with the users and the community that they serve. He lives by the belief that architecture is an investment that forms a relationship with people. He is experienced in listening to the needs of his clients and helping them form a vision that is meaningful and concise. Civic designs, school design and learning environment planning as it enhances individual performance in the educational environment connect strongly with his drive for purposeful architecture. He has been involved in spreading his love for the profession of architecture through advocacy in his volunteering with local schools in his community. He truly believes the quote by Winston Churchill; "we shape our buildings; thereafter they shape us."
Paul Van Slyke, Principal-in-Charge, Goode Van Slyke Architecture
Paul has been practicing architecture for over 36 years. He is also active in civic affairs and a member of the American Insitute of Architects. Paul is a partner for GVSA, a general architectural practice, that has executed hundreds of projects in the firm's lifespan. He is experienced in listening to clients' goals and transforming them into tangible products. He has performed many roles on a variety of projects. He is an active member in the Congress of New Urbanism and a founding member of the Atlanta Chapter. Paul has been published numerous times and his GVSA projects have received multiple design awards.
Jeff Morrison, Associate, Goode Van Slyke Architecture
Jeff is an enthusiastic, dedicated architect who brings professionalism, expertise and insight into every project. He excels as both a designer and project manager, adept at taking on new challenges. His built projects include civic, institutional, and residential buildings in a range of scales, bound by a common focus on thoughtfully crafted public spaces that play a transformative role in the community. He routinely manages large teams on complex projects, meeting project goals and exceeding client expectations. His process is characterized by collaboration, creativity, and attention to detail.
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| TUESDAY, APRIL 18, 2023 | 9:45 – 10:45 am |
| Neurodiverse Environments for the Future |
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Tryon A
Educational environments have been indelibly inspired and transformed by the pandemic. Technology, accessibility, inclusivity, equity, and flexibility have redefined classroom design. Architects are collaborating even closer with owners, administrators, and communities in new and profound ways to better serve student populations and their diversity of multimodal learning styles. Gensler Research Institute and strategies will be highlighted to support an innovative and holistic approach to the design of educational spaces of the future.
Learning Objectives
- Learn how Revolutionary Planning by School District Administration, designers, and communities is shaping educational spaces of the future.
- Discover how Neurodiverse Environments are providing choice for students of different learning styles.
- Understand how High-Tech Classroom Formats are conducive to career development.
- Gain insight into Post-Pandemic Design Elements that inspire collaboration and innovation.
Vincent Spencer, AIA, LEED AP, CPTED-CPD, NOMA Architect, Associate, Gensler
Vincent has over 17 years of experience in educational and investment commercial design. His guiding philosophy: better schools demonstrate communities care about education. Vincent is involved in all aspects of the design and construction process, from advance planning, design, and production of contract documents to quality reviews to ensure the project meets environmental, zoning, and regulatory standards. He is driven to make a difference in the lives of students, teachers, and their families.
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| The Inflation Reduction Act and Its Impact on Education |
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Berne
The Inflation Reduction Act (IRA) is arguably the most important piece of environmental legislation to pass in this lifetime. It offers over $350 billion in federal incentives for clean and renewable energy investments, decarbonization, sustainability investments, energy efficiency, and infrastructure upgrades, but the question remains for many school districts, ‘how does this affect my district and our students?’ Thriving schools can be high energy use facilities, however, school districts have been slower to adopt green energy solutions due to cost and energy demand; the IRA helps to break down these barriers to entry. By taking advantage of these federal incentives, school districts can create high-performance learning environments that minimize energy consumption and positively support the health and education of students and staff—all while staying within the district budget. In this session, we’ll break down the IRA so it’s easier to digest and apply to education projects. We will also discuss how this legislation has been applied to real-life K12 projects.
Learning Objectives
- Understand the most recent legislation and current trends.
- Learn about the financial benefits and what is available to you.
- Understand how the IRA affects the project decision-making process.
- Understand how the IRA promotes more energy-efficient systems.
Zachary Schneider, Partner, CMTA
Zachary joined CMTA’s Louisville office in 2002, becoming a partner in 2012. He has performed as the project manager and/or lead electrical engineer on numerous Zero Energy, ENERGY STAR, and LEED projects, including the first school in the state of Kentucky to earn an ENERGY STAR score of 100.
Bill Powell, Project Manager, CMTA
For the past twenty years, Bill has led Energy Services Performance Contract (ESPC) engineering teams and has experience leading and growing CMTA’s Energy Solutions team in Raleigh, North Carolina. He has played a role in ESPC projects totaling $145 million in value and projects include universities, K-12 schools, laboratories, healthcare facilities, city/county government facilities, military installations, and manufacturing facilities.
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