| THURSDAY, MARCH 30, 2023 | 10:15 – 11:15 AM |
| Strengthening Families and Emotional Disability |
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Strengthening Families presentation is designed to help families become creative in positive discipline practices, reduce tension and conflict, learn different parenting skills strategies, and improve children social skills, build relationships, and performance in school. Participants will understand emotional disability and how to help families become stronger together through a variety of tactics.
Learning Objectives:
- Based on research behind the movement, participants will recognize the significance of Strengthening Families.
- Identify strategies for effective communication and effective discipline.
- Learn how emotional disability can have a positive or negative effect.
- Learn how to create a safe, stable and nurturing environments for people to have responsive and caring relationships.
Dr. Stephanie Ganaway-Pasley, Professor of Psychology / COO, Pasley & Associates
Civil Mediator and Professor of Psychology. She has served on the bench as a Summary Court Judge for over 12 years. She is a former Business Agent with International Brotherhood of Teamsters. She has presented as a trainer/instructor for the National Business Institute, South Carolina Summary Court Judges Association, National Judges Association, Charleston County School Community Program, Waccamaw EOC, and various churches. She is the Chief Operating Officer of Pasley and Associates, providing business, mediation services to private and public sectors; with over eight years of experience addressing Leadership skills, Customer Service, Mental Health, and Interpersonal Communication Skills finding ground-breaking solutions to shifting situations in employee relations, administration, parenting and personal relationships; including serving as Labor , License, Regulations Barrier Free Design board member; she has been chosen for NAACP Woman of the Year and Outstanding Young Women of America; recipient of the Henry C. Thompson award. Recipient of the National Action Network Triumph Award, 2019. She is a resident of Charleston, South Carolina, received a PhD in Psychology from Walden University, M.A. in Counseling with a concentration in Mental Health from, Webster University, BS, Psychology from Charleston Southern University, A.A. from Trident Technical College.
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| Why Research Findings Should Impact the Design Solutions of Our Learning Community |
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We know too much; scientific evidence garnered through research. Yet, there is no standardized method of ‘proving’ this knowledge is applied and embedded into design solutions. DLR Group is sharing our efforts and challenges to (1) develop and in-house & partnered research team, (2) engage in primary research initiatives using academic protocols, and (3) share that new knowledge both publicly and through new protocols embedding Evidence-Based Design into the design of project solutions.
Learning Objectives:
- Be able to define the difference between ‘research’ and ‘empirical research’ while recognizing the latter is the power behind Evidence-Based Design.
- Become aware of how one global architectural firm is developing a research strategy and implementation team addressing secondary and primary research for K-12 education design.
- Experience an interactive exercise using the Golden Circle asking the questions Why, How, What to you believe research should be embedded into design solutions and made apparent.
- Develop some important insights on how to ensure decision makers, including Board members, are aware of how design firms articulate the use of Evidence-Based Design into solutions.
Jason Lembke, RA, NCARB, Senior 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.
Dr. Marilyn Denison, Ed.D., Teaching and Learning Designer, DLR Group
As an educational planner, Marilyn brings a unique perspective to DLR Group, having served as an educator and district administrator for more than two decades. Her experience includes leading campus planning, professional learning, and developing curriculum for districts that serve 10,000 to 38,000 students. She has opened multiple campuses with innovative learning environments, and as a result she understands the value of building a team, creating a unique culture, and forming teacher mindsets to inspire new pedagogy to achieve desired results in newly constructed facilities.
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| The Collision of AGILE and MESSY: Supporting the Requirements of Authentic Learning |
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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. How This presentation is intended to be a sampling of ideas with hidden interactive components to enable attendees to reflect upon on their own inability to see the forest thru the trees. Within the professional development component of our work, proven “tricks of the trade” defined as our kit of parts that are utilized within our past sessions will be shared to the attendees for a greater understanding of our work. These components include but are not limited to an actual mini workshop session, train the trainer concepts, a sampling of sometimes humorous but true “if you” statements as well as educator testimonials. We will provide examples of key lessons learned to support change not only from our research but from various researchers world-wide as well as the recommendation to read these historic change-agents in educational design.
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.
David Stubbs, CEO, David Stubbs Design
Founder of David Stubbs Design, David is the creator of award-winning educational furniture solutions that continues to ignite the industry. From his work in public school facilities, his passion focuses on the social/emotional and physical requirements of our stakeholder’s supporting manufacturer’s, designers and school communities worldwide from the disruptive approach to design. David is not only an innovator, researcher, designer, and creator, he is also a writer, consultant, advisor, and speaker. Check out his most recent book, Hinge and Pivot. David can be contacted david@DavidStubbsDesign or visit http://www.DavidStubbsDesign.com my work reflects my passion to constantly improve the social/emotional as well as the physical well-being of an educational facilities occupants and stakeholders. All of my designs have a heightened respect for the most stringent industry safety requirements specifically tip and cleaning, sanitizing and disinfecting standards. Not only do we meet, but it is not uncommon we exceed these standards. Lastly, my "systems" go to great length to honor, inclusion, equity as well as many other indicators supporting the social requirements of the built environment from the design phase to the agile use of our educational facilities.
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| THURSDAY, MARCH 30, 2023 | 11:30 AM – 12:30 PM |
| Agile Technology Planning: Embracing Change to Improve Learning Outcomes |
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The greatest challenge to effective strategic technology planning is change. How does an educational system plan for technology that doesn’t exist or hasn’t yet developed into a proven use case? The pandemic, a challenging global economy, and a generational majority shift from native analogs to digital natives have reframed how we think about learning engagement and learning environments. Today, it's all about the digital experience. The best technology planning is grounded in today’s reality while extending the institution’s vision and mission with research-informed science fiction. At the foundation of creating new learning environments is understanding how technology supports digital equity and inclusion and optimum conditions for learning through spaces that provide improved focus, interaction, collaboration, and engagement both on campus and for those connecting from remote locations. Emerging technologies like augmented and virtual reality, conversational control, and artificial intelligence-enabled building systems management play into the conversation on implementing an open-source approach to space design. This program explores a seven-step framework and an agile management methodology to create an achievable technology implementation plan through a responsible, dynamic, and iterative process. The result is an integrated technology plan that supports flexible space programming and improved faculty and student engagement while providing a framework for buildings to adapt to new and ever-changing demands.
Learning Objectives:
- Identify challenges to effective strategic technology planning.
- Develop planning guidelines aligned with the organizational vision.
- Apply agile processes to technology planning.
- Define steps and processes needed to create an achievable, agile, strategic technology plan.
Craig Park, FSMPS, Assoc., AIA, Associate Principal, Director of Digital Experience Design, Clark & Enersen
An architect and technologist with 40 years of experience, Craig is an award-winning and nationally recognized thought leader in strategic technology planning. Craig leads the national technology practice for architects and engineers, Clark & Enersen from Charleston, SC. Craig is a prolific author and speaker on technology and strategic planning and has presented at local, regional, and national conferences for the AIA, ACEC, ACUHO-I, AGC, APPA, ASID, AVIXA, IFMA, IIDA, NSCA, SCUP, and SMPS.
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| Integration of Active Learning Environments to Foster the Well Being of the Learning Community |
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This presentation will explore the unique ‘personalized active learning environments’ of the Walnut Grove Elementary School (WGE), along with various teaching methodologies and school culture that promote student social/emotional well-being and inclusion. WGE recognizes that elementary students all learn very differently, and in order to effectively engage and connect with the broad spectrum of students in the community a paradigm shift was required with school culture, instructional delivery, and inevitably the learning space itself. WGE engages students through a variety of flexible, innovative learning environments and student-centric instruction which emphasize learner choice and ownership. Opened in 2019, the school continues to analyze, assess, and refine engagement and school culture through student and teacher surveys and other metrics. As a testimony of the school's success, WGE has received 9 education space design awards (State and National), and has directly served as a 'reference point' or prototype for several other new elementary schools in other school districts across the state.
Learning Objectives:
- What it means to ‘Personalize’ an Active Learning Environment and how instruction promote appropriate SEL well-being and positive behavioral traits.
- How ‘PAL’ Environments create equity and engagement across all learners, as well as better equip staff, with this goal?
- How can ‘PAL’ Environments positively impact school community and culture, and how does this factor into student success and well-being?
- Overcoming the fixed mindset in implementing student-centric instruction and innovative learning environments at any school district.
Mark Beebe, AIA, RID, LEED AP, NCARB, Partner, LANCER+BEEBE, LLC
Mark is a founding partner of BEEBE Design who has focused his career on creating innovative learning environments. Mark's firm utilizes a research-based design process that analyzes how spaces can best-connect with students and teachers emotionally to spark curiosity and prepare them to learn. Beyond solving space programming issues for clients, BEEBE Design believes education spaces should positively affect well-being and be catalysts for positive social development.
Brian Proctor, Education Planner, RATIO
Brian is a former principal with 15 years of leadership experience and most recently served Walnut Grove Elementary School since it open in 2019. He collaborated with the design team and then utilized his knowledge of learning space to design and select furniture that enhanced the variety of space inside the school. Through a design thinking approach to building a school culture focused on “fun”, this building promotes a learning environment centered around students.
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| An Approach to Human Wellness in Education from the Floor Up |
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The growing influence of the movement towards evidence-based design (EBD) has dramatically changed the process of selecting just about everything used in commercial and institutional interiors, including the building materials, fixtures, furniture, and finishes used in the built environment. Initially adopted primarily in the practice of healthcare design, it soon became apparent that EBD principles can be applied to all types of buildings, notably schools. Flooring is one of the most pervasive surfaces found in schools, yet even today the evidence defining the role of flooring as related to health and safety and student and teacher performance in schools is sometimes de-emphasized and flooring decisions are made almost solely based on cost, aesthetics, and maintenance requirements. This presentation provides a comprehensive overview of the evidence for making flooring decisions for schools based on the several ways that flooring affects the health, safety and ultimately the performance of students and teachers. The information is presented and summarized in a way that makes it easy to understand and use the evidence when making flooring decisions for schools. This presentation will provide evidence for several topics, emphasizing indoor air quality, acoustics, ergonomics, safety, and designing for student and teacher effectiveness. It concludes with information that can be used to justify ESSER and HERFF funding to replace existing flooring in schools with flooring that improves indoor air quality.
Learning Objectives:
- Learn some of the major chemical and biological constituents often found in the air in schools, and how flooring selection and maintenance can help improve indoor air quality.
- Explain the importance of reducing unnecessary classroom noise and how flooring can be used to reduce airborne and structure-borne noise.
- Define ergonomic comfort and slip fall safety related to flooring used in schools and be able to select flooring which reduces the potentially negative consequences of repetitive-stress injuries from prolonged standing on hard surfaces and slipping and falling on contaminated flooring surfaces.
- Explain how flooring can be used to positively impact student performance and teacher effectiveness.
Cyndie Goss, Sr. Director Segment Strategy – Education, Mohawk Group
Cyndie serves as the Senior Director of Education Strategy at the Mohawk Group. With more than 18 years of experience in the commercial interiors industry as an interior designer and sales executive, Cyndie’s focus is increasing awareness about the influence of design on health and performance within educational spaces. During her career, Cyndie has advised hundreds of school systems, colleges and universities throughout North America in the evaluation, selection and installation of flooring systems.
Keith Gray, Vice President, Materials & Flooring, Scanalytics, Inc.
Polymer scientist Keith Gray has been studying the effects of flooring on human performance since 2004. His research in ergonomics, acoustics, health and safety has been widely published and presented at leading conferences including Healthcare Design, Environments for Aging and the Association for Learning Environments. Keith is presently leading the introduction of a "smart" flooring system for schools which uses occupant data to reduce operating costs, enhance safety and security and study student and teacher interactions.
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| FRIDAY, MARCH 31, 2023 | 8:30 – 9:30 AM |
| Transform the Learning Environment, Transforms Learning |
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Intertwined together, design and learning. It is more important than ever after the disruption of Covid 2020 we take into consideration the needs of students and staff. Research continues to pour out in regard to our students’ and teachers’ mental health as they are constantly facing changing expectations. Designing learning environments to embrace our students’ psychological, physical, physiological, and cognitive needs at each stage of development, is critical as we plan for today and prepare for tomorrow. This session will take a closer look at the requirements of future education spaces, highlighting the need to create spaces where students can say “I belong”, “I’m secure” and “I’m inspired”. Presenters will discuss design strategies that will influence the future classroom and the impact it will have on their educational experience and success.
Learning Objectives:
- Review how the pandemic is giving us the opportunity to rethink how we “do school”.
- Define future design strategies that will influence the future classroom.
- Connect the dots on how design strategies impacts student learning.
- Evaluate spaces that will are learner-centered and promote safety, security and belonging.
Patricia Cadigan, M.Ed, ALEP, VP Learning Environments, Artcobell
Patricia has 28 years of experience within public education including more than 17 years in school administration. She began her career in education as a science teacher and then served as an assistant principal at the middle school level and principal at both the elementary and high school levels. In the last three years, she served as the Executive Director of Bond Projects, allowing her to bring all her experiences in teaching, learning, and leadership to create a vision of transformation. Implementing modern flexible furnishings and 1:1 technology devices, she helped transform learning throughout the district. Now, serving as the Vice President of Learning Environments at Artcobell, her passion is to help design innovative learning environments and provide professional learning for teachers to create change and impact student learning.
School Representative TBD
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| Design for Neurodiversity and Multiculturally-Responsive Teaching/Learning: Rethinking Learning Environments to Elevate the Performance of All Students |
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In an effort to dig deeper and truly understand the users we design for, the students, we need to better understand the various ways each student best acquires information, how they actually perceive it, and how their brains process the learning experience. Over the last couple of decades, Neuroscience of Learning research has yielded incredible advances in how the brain learns, but just recently, there has also been breakthrough research on the neuroscience of learning for the Neurodiverse. By some estimates, neurodiverse students account for about 15-20% of all students, and in some cases up to 30%, but their special intelligence go untapped, hurting them and us as a society. Understanding Neurodivergence can lead to tremendous opportunities for students that have the divergence as well as those considered ‘neuro-typical’. Similarly, there is recent research that discusses how Multi-Culturally Responsive Teaching and Learning is a more inclusive and results-oriented approach to student engagement, assuring better outcomes for all students. Under Multi-Cultural Responsiveness, this teaching and learning approach connects students' cultures, languages, and life experiences with what they learn in school. With the latest estimates placing Multicultural students at about 51% of all students in the United States, we as designers need to better understand all the implications of designing for them. This session will explore Neurodiversity and Multiculturally-Responsive teaching and learning, lessons learned from researchers, and critical insights from experts, to help designers and planners elevate how we plan and create better learning experiences and environments that support ALL students. Special focus will be placed on details and takeaways to help the audience, as they plan future learning environments, to address and be more inclusive of ALL students beyond the Neurotypical. We will share ideas and case studies addressing these topics including insights from a Brainware research project of students in various activities.
Learning Objectives:
- What is Neurodiversity? Why is it important to have a deeper understanding of Neurodiversity? What is Multi-Culturally Responsive Teaching and Learning? Important insights for teachers and designers of Learning environments of latest findings on Neurodiversity Research and Multi-Culturally Responsive Learning Understanding Opportunities to improve the Design of Learning Environments and performance of Neurodiverse and Multi-cultural students.
Tomas Jimenez-Eliaeson, AIA, LEED AP BD+C, NCARB, A4LE, National Design Partner, Little Diversified Architectural Consulting, Inc.
Tomas is a Design Partner for the Community Practice at Little, an industry-leading transdisciplinary design firm with more than 400 professionals in five locations. Tomas is focused on projects fusing typological redefinitions and environmentally conscious design with leading-edge technology and innovation. He is highly passionate about the education’s future and has crafted the Immersive Learningscape, design approach for educational facilities that respond to 21st century skills, innovation, and trans-disciplinary collaboration.
Don Baus, South Carolina Studio Principal, Little Diversified Architectural Consulting, Inc.
Don has more than 26 years of industry experience specifically focusing on K-12 education projects. He is passionate about the potential of educational environments to improve the lives and minds of students, teachers, and staff. Don is dedicated to understanding the psychological impact of the built environment on its occupants and how design can positively impact learning environments.
Shana Hetherington, Senior Project Manager, Community Studio,Little Diversified Architectural Consulting, Inc.
Shana brings over 22 years of experience designing educational facilities. As a senior project manager, Shana leads the coordination of the design concept with planning, engineering, and various consultants to maintain quality control throughout the life of a project. She also has a passion for sustainable living, resilient design, and its impacts on people and learning. Shana is focused on creating educational spaces that help shape the lives of children and exceed academic goals.
School Representative TBD
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| Resilient Design Strategies for Restorative Learning Environments |
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Explore the extent to which adaptable translations of biophilic design strategies and human connection have been affiliated with student success and enhanced mental and physical wellbeing. The HCM team will share examples and case studies of how biophilic design strategies, ideas, and research can be folded into learning environments and pedagogical experiences to expand access to restorative learning environments and promote wellbeing for educators and students.
Learning Objectives:
- Understand characteristics of "restorative experience" and benefits of biophilic design strategies pertaining to mental, physical health, wellbeing, and cognitive student performance.
- Identify how biophilic design strategies can be employed in the design of interior and exterior learning environments.
- Examine the benefits and impact of biophilic learning spaces on student success.
- Demonstrate methods of embodying principles of nature in pedagogical spaces to facilitate students experiential learning with case studies and testimonials from educators.
Adele Willson, AIA, LEED AP, ALEP, Principal, Hord Coplan Macht
Adele joined Hord Coplan Macht in 1984 and leads the office’s practice for K-12 schools and during her 35 years of experience, has worked with all levels of public schools throughout the state related to programming, master planning, and design of their facilities. She is passionate about designing high performing beautiful schools that meet the needs of 21st Century learners.
Valerie Carulo, AIA, CPHC, LEED BD+C, PK12 Research Specialist, Hord Coplan Macht
Valerie has served many roles throughout her 12-year career including Project Designer, Project Manager, Sustainability Consultant, Design Strategist, Design Thinking Facilitator, Lecturer, and Director of Design Research. She has worked on multiple projects pursuing LEED, WELL, Passive House, Net Zero Energy, and Fitwell Certifications and believes deeply in starting with systems thinking as it pertains to designing sustainable strategies for current and future human and environmental needs. Focusing on people and place, Valerie creates meaningful design solutions grounded in empathy and inspired by the surprising insights gained from ethnography and analysis. Valerie is passionate about designing spaces and experiences that cultivate creativity and enhance well-being.
Leah Wettstein, ASID, CID, IIDA, NCIDQ, Principal, Hord Coplan Macht
As leader of HCM’s ID studio, Leah brings an in-depth understanding of how to create spaces that are flexible, timeless and reflect the unique culture and brand of each client. With an emphasis on creating successful academic and workplace environments that address her clients’ unique and evolving needs, Leah has extensive experience developing creative solutions through strategic programming, space planning, interior architecture, as well as selecting furniture and finishes for academic, corporate, healthcare and hospitality projects.
School Representative TBD
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| FRIDAY, MARCH 31, 2023 | 9:45 – 10:45 AM |
| Straight From the Source: Learn the Real Current Needs of End-Users and How An Atypical Design is Meeting Their Needs |
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Schools are built for kids, right? More specifically, for kids to learn, engage, connect and grow. They are also built for school teachers, and school leaders to facilitate that learning experience in providing students with the skills, will, and thrill to be successful in their learning journey. They truly are the end-users who are most impacted by building design and use. However, do we ever really ask what their needs are? In this session you will hear from a veteran school principal who currently leads St. James Intermediate School which is an atypical school design that opened 6 years ago. He will go more in depth with current data research that will be transformational in the future of education. He will share, and have attendees analyze actual student feedback from an on-line check-in tool, which seeks to understand what students say they need for deeper learning, as well as what their well-being is during their learning experience. Teacher feedback on how building design can support their work in schools will also be analyzed. Attendees will also learn what skills are required of a 21st Century Graduate, and how his staff uses an atypical school design to meet those specific end user needs, which attendees can apply to their work in designing and building schools.
Learning Objectives:
- Learn current transformational educational data, and research that is specific to the actual needs of end-users (students/teachers), which can be applied to their work designing atypical school.
- Learn what the Knowledge, Skillsets, and Life and Career Characteristics of a 21st Century Graduate are.
- Attendees will walk away with knowledge of how new teaching methodologies coupled with responsive architecture support the required goals of a SC 21st Century Graduate.
- Learn how architectural design has evolved to support the student-centered learning environments of today.
David Cupolo, Educational Specialist – School Leadership, Coastal Carolina University, Horry County Schools
David Cupolo, Ed.S. is in his 17th year as a principal, and a Doctoral student at Coastal Carolina University. Currently he is principal of St. James Intermediate School which is a new state of the art building, with an open collaborative learning design to allow for students to work on 21st century skills. He collaborates globally with international educational researchers, authors, and consultants, in working to transform educational practices to meet the needs of today's learner. His goal as an instructional leader is to use student feedback with teachers, to provide students with learning experiences that meet their needs and fosters John Hattie’s Skill, Will, and Thrill learning model while developing 21st century skills.
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| The ProSocial Learning Environment™ and Its Impact on Student Learning |
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Today's students thrive in learning environments where the space fosters building of relationships. Creating a ProSocial Learning Environment™ through design, training, and support is a key component to keeping students socially, emotionally, intellectually, and physically safe. These student-centered learning environments support accelerated engagement and lead to an innovative learning and collaborative culture. This session will provide a road map to creating future ready students within a ProSocial Learning Environment™ while ensuring that safety is of upmost importance. It will also focus on creating safe spaces by utilizing expertise in designing as well as training staff to leverage their learning space as a tool for learning.
Learning Objectives:
- Learners will understand how students learn and how the environment is important in this learning process.
- Learners will be able to identify the learning behaviors of today’s students.
- Learners will understand how the Global Covid Pandemic has affected students and their learning.
- Learners will understand how designing learning spaces which promote healthy and supportive human interactions can lead to an overall higher quality learning experience.
Becky Baylor, Learning Experience Coordinator, Meteor Education
Becky is a passionate educator who delivers high-energy presentations that invite audiences to engage in deep thinking about educational practices and research while considering their own learning environments. Educators love working with Becky, often describing her as the "coach I never knew I needed." With over fifteen years of public school teaching and coaching experience, a knack for making meaningful connections with educators and an insatiable appetite for helping others maximize learning experiences, Becky knows how to rock a platform, connect with teams and provide training so that others can effectively impact their spaces too. When not speaking or training, Becky can be found operating power tools to create DIY projects in her home or earnestly seeking out laughs and smiles from her toddler alongside her husband, Michael.
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