| THURSDAY, MARCH 24, 2022 | 10:00 – 10:45 AM |
| Lessons Learned: How Flexible Spaces Provided Educational Success During a Pandemic |
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Wadsworth
Chuck Saylors, Greenville County Schools, [email protected]
A session to share the successes of how a building's design helped with its operations during a pandemic.
Sharing how COVID related guidelines were addressed in the instructional environment.
Learning Objectives:
- Sharing of best practices
- Understanding design related opportunities for students
- Instructional opportunities while following COVID
guidelines
- How district officials took advantage of the design
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| Culture in Team Performance During Changing Times |
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Croft
Robert MacMeccan, Ph.D., WELL AP™, Milliken & Company, [email protected]
Mike Patrick, Milliken & Company, [email protected]
The rate of change in community needs have accelerated during the pandemic, increasing the need for innovation and change management. Leadership strategies for innovation, culture, and change management can help engage teams in realigning priorities.
Leaders’ responsibility in leading organizations through innovation and change will be discussed, along with a case study of how to create strategy and shared vision for environments that positively impact learning.
Learning Objectives:
- Importance of innovation during changing times.
- Strategies for team realignment as customer needs
change.
- Leaders’ responsibility in leading organizations through
change.
- Case study of how to create strategy and shared vision
for environments that positively impact learning.
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| The Learning Playground: Adaptable Design Strategies for Equitable Access to Restorative Learning Environments |
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Daniel Morgan A
Ilijana Soldan, AIA, LEED AP BD+C, EcoDistricts AP, Hord Coplan Macht, [email protected]
Valerie Caruolo, AIA, CPHC, LEED Homes, BD+C, Hord Coplan Macht, [email protected]
Leah Wettstein, ASID, CID, IIDA, NCIDQ, Hord Coplan Macht, [email protected]
The Learning Playground is a series of spatial vignettes embracing nature connectedness, human connection, and emerging technologies to showcase virtual and physical environmental elements affiliated with enhancing mental, physical health and wellbeing, resilience, and learning outcomes. Spatial cues support learners, allowing play, personalized learning, refuge, physical activity, and human interaction to reinvigorate the learning setting.
The Learning Playground provides adaptable biophilic design strategies, ideas, concepts, and research that is meant to be folded into respective on site, remote learning environments, or planned pedagogical experiences in order to expand access to restorative learning environments.
The Learning Playground directly addresses the Health and
Welfare items within the HSW credit definition. Enhanced
mental, physical health and wellbeing, equitable access to
restorative learning environments, social interactions, and
biophilic design elements are the core of the Learning
Playground’s principles. The content in the presentation
advocates for these principles to be incorporated during the
programming and analysis and project planning and design
phases of a project.
Learning Objectives:
- Understand characteristics of "restorative experience"
and benefits of biophilic design strategies pertaining to
mental, physical health, wellbeing, and cognitive
performance, and identify research gaps pertaining to
impacts on learners.
- Identify how biophilic design strategies can be
employed in conventional learning environments and
how strategies can adapt to remote learning
environments to expand equitable access to restorative
environments.
- Learn how VR/AR can be utilized as a tool to facilitate
engagement, human and nature connectedness and
immersion in simulated restorative experiences
- Acknowledge the importance of a learner’s “sense of
belonging” and how spatial interventions can promote
interaction and enhance human-social connection.
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| THURSDAY, MARCH 24, 2022 | 11:00 – 11:45 AM |
| Trauma Informed Microenvironments |
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Croft
Becky Baylor, Meteor Education, [email protected]
Educators around the country are concerned that their students (and teachers) are feeling the stress and anxiety around COVID-19 and
its toll on student learning, behaviors and expectations. Research has shown the “trauma” of this pandemic will alter students learning
trajectory if not assessed and addressed. This presentation will examine the path to post-traumatic growth and the how classroom design is an integral way that schools can
respond to the needs of students who have experienced trauma.
Learning Objectives:
- Discover how classroom design affects
learning.
- Explore trauma-informed design
concepts in educational spaces.
- Explore how classroom design should
follow evidence, not architectural fads.
- Learn about post-traumatic growth
practices in the classroom.
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| "If These Walls Could Talk..." |
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Daniel Morgan A
Dr. Russell Booker, One Acorn, LLC, [email protected]
In this session, you will learn how this figurative expression manifested itself in a literal and concrete manner in a newly designed high school. Shaped by a storied history dating back to the late 1880s, the inspired design on display in Spartanburg District Seven’s new Spartanburg High School is not an accident, but an intentional effort to bring to life the shared history of a school community. Viewed as a once-in-a-lifetime opportunity to create a learning environment pointing to the importance of
diversity, inclusion, and belonging, this learning environment draws upon history, inspires it students and staff, and shapes the minds of future generations. While we live in an increasingly polarized society, Spartanburg High School’s facility and campus are a daily reminder to students, staff, and community that we have more in common than what divides us.
Learning Objectives:
- Identify the benefits of community-minded learning
environments and which design and planning decisions
lead to successful implementation.
- Understand the physical characteristics of teaching
environments that promote community, civics, history
and collaboration.
- Understand the relationship between school design and
pedagogy that leads to open, diverse, and inclusive
learning environments.
- Explain the evolution and socialization of 21st century
education environments and how they can connect with
a community’s history, character, and citizens for future
generations.
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| The Collision of AGILE and MESSY: Supporting the Requirements of Authentic Learning |
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Wadsworth
David A. Stubbs II, David Stubbs Design, [email protected]
Our learners need to be problem solvers, critical thinkers and modifiers of their world and it is our responsibility to provide the most seamless and transparent set of tools as they learn to analyze, question, elaborate, refine and evaluate their own ideas... to create and to Innovate.
Unfortunately, within the walls of our educational environments we have long permitted brave educators to clutter classroom environments to a point of discomfort negatively affecting the health, safety and potential of its learners. As designers we sometimes continue the delivery of “kitchen cabinets” within classrooms without the knowledge that this antiquated harboring device is simply not suited for today’s set of resources. Subsequential responses of simply removing all available cabinetry, shifting the emphasis on wheels, is placing an additional burden on space.
In this session, we will discuss the disconnects that permitted us to arrive at this point in time, indicate rules for appropriate systematic solutions, guidelines and recommendations for stuff, as well as the agile movement and housing of these resources that rarely emerge in portfolio imagery. This past year our knowledge has been heightened to reinforce emerging pedagogical demands of AGILE environments supporting “simple and easy” pivots. We further understand that authentic learning can be quite messy, thus the necessity to recognize the requirements and disconnects of space as it relates to clutter. Teacher testimonials will indicate that
decluttering can not only be a systematic approach but one that is fully embedded with agency and inclusion.
This presentation will explore fresh, new innovative concepts for all attributes of educational space that support the disconnects when simply delivering storage on wheels. We will explore a variety of designed solutions, themes and “apparent trends” for the kitchen sink replacement within various parts of the county focusing on observed disconnects and hurdles.
- Health: Conversations focus on the rethinking of how we
manage within educational space as well as subsequent
designs of products to reinforce these necessary bridges.
Solutions not only enhance the physical environment but
provide avenues for greater success in the social and
emotional well-being of the educational environment for all
occupants.
- Safety: Discussions are embedded with voice
to create safe solutions for our educational spaces.
Physical components resonate with the need to provide
solutions in which are easily cleaned, disinfected, and
sanitized; exceed tip standards, fall heights as well as
micro conversations surrounding ease of movement and
agility.
- Welfare: Conversations are highly embedded with
voices surrounding agency, inclusion as well as deep
opportunities to support a vast variety of learning modalities
that support the personalized interactions of our
stakeholder’s form the campfire to the perch.
Learning Objectives:
- Understanding that our antiquated mindsets are
preventing us from moving forward even after the weak
underbelly of the educational structure has been
publicly exposed.
- Understanding that decluttering can be a systematic
approach to a built environment to modify historic
“conditioned” approaches to the management of stuff
that is fully embedded with agency and inclusion.
- Realization that authentic space can be successfully
achieved through an event of critical collaboration of
instruction and curriculum defining the correct range of
tools.
- Establish the mind/shift that not only do teachers have
too much stuff, but they will also always have too much
stuff and it’s our responsibility to create seamless
designed solutions to support AGILE learning.
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| FRIDAY, MARCH 25, 2022 | 10:00 AM – 11:00 AM |
| Do You Really Know Your Buildings? |
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Croft
Patrick Davis, Perkins Eastman, [email protected]
Sean O'Donnell, FAIA, LEED AP, Perkins Eastman, [email protected]
We know that the built environment has a significant impact on teaching and learning, occupant health, and school operations. So how do we adequately measure and asses our buildings to make strategic and impactful decisions? Traditional assessment tools only scratch the surface and don’t give a complete view of the learning environment conditions. Perkins Eastman was awarded the 2019 AIA College of Fellows Latrobe Prize, a research grant focused on understanding how school buildings impact student outcomes, occupant health, and the communities they are in. As part of that study, Perkins Eastman developed a comprehensive Educational Adequacy (EA) tool to evaluate the factors that make a great and supportive learning environment. The EA tool focuses on factors that impact and support the education of the whole child and includes more than 240 metrics centered on school presence, safety and security, instructional spaces, assembly spaces, extended learning areas, environmental quality, building organization, and the school’s ability to create a sense of community.
The condition of the building and the assets in them also plays a significant role and contributes to the overall condition of the learning environment. Facility Condition Assessments (FCA) are the proven method to understand the conditions of our facilities, and they are filled with valuable information, but the reality is that they are complex, static, and rarely used after they are completed. Perkins Eastman has developed a set of tools to breathe new life into FCA’s through the use of 360-degree images and intuitive dashboards to support both long-term planning, and daily operational needs.
Learn how Perkins Eastman is blending both these resources to develop a comprehensive understanding of what makes a great, healthy, and supportive learning environment.
Participants will learn about how the built environment
impacts the whole child and how a research-backed
measurement of Educational Adequacy can be used in
combination with Facility Condition Assessments to better
understand the conditions of educational facilities. This
approach includes over 240 metrics, including an evaluation
of health, environmental, and safety conditions in the school
facility and the school's ability to create a sense of
community.
Learning Objectives:
- Gain a better understanding of how to
holistically evaluate educational facility conditions.
- Learn how new technology can improve
building and assess awareness for real-time response
and strategic long-term planning.
- Learn which building elements support
the development of the whole child and how to measure
those elements in Educational Adequacy evaluations.
- earn how environmental conditions
that impact the learning environment and student wellbeing
are factored into the determination of an
Educational Adequacy score.
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| Net-Positive Education: The Pathway for a High-Performance Learning Environment |
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Daniel Morgan A
Tony Hans, CMTA, Inc., [email protected]
Ann Neeriemer, Perkins Eastman, [email protected]
Heather Jauregui, PE, LEED AP BD+C, O+M, CHPC, Assoc. AIA, Perkins Eastman, [email protected]
Activities in a thriving school can consume tremendous amounts of energy. Perkins Eastman, along with CMTA and DGS (DC Department of General Services) strive for "Net-Positive Education" - the creation of a high-performance learning environment that not only minimizes energy consumption, but more importantly positively supports the health and education of students and staff. Net Positive Education is a process in which we align our pursuit of Net Zero Energy with strategies to improve the indoor environment from a daylight, thermal comfort, acoustic, and air quality perspective.
Using the District of Columbia Public Schools' John Lewis Elementary School and Benjamin Banneker Academic High School as case studies, the design team will showcase the building performance analysis tools used during the design process to inform the performance objectives of the projects and keep the "Net-Positive" targets on track. These two projects are set to become the first net-zero energy schools in DC and are pursuing the WELL Building Standard. Members from the design team will also discuss how Net Zero Energy targets informed the design process to create high performing educational spaces.
The presenters will explain how conducting early charrettes with the client, operations, design, construction teams, and the community helped establish the goals for the projects and engaged in discussing possible challenges and opportunities around Net-Zero Energy.
Learning Objectives:
- Understand why deep levels of collaboration between
the educational stakeholders, architecture and
engineering teams are necessary to increase building
performance, strengthen funding strategies, and inform
the design process in a weekly manner.
- Showcase how energy modeling and performance
analysis can guide the design process, challenge
design conventions, meet modern wellness and safety
concerns, and generate a high-performing and cost-effective
educational facility.
- Explain how Net Zero energy conversations with all
stakeholders as early as possible in the design process
establishes pathways to optimal building performance.
- Demonstrate how crucial it is, especially in a fast-paced
design process, to get real-time data from the Revit
Model through energy modeling, daylight, thermal
comfort, and building performance tools to make
strategic decisions during crucial moments of design.
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