| Saturday, April 16, 2016 – 10:30 am – 11:45 am |
| From Concept to Production: how an authentic, award-winning learning environment helps Katy ISD students bring their ideas to life |
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Domains: Learning, Context, Process, Toolbox
Taryn Kinney, Stantec (last minute change)
Jennifer Henrikson, Stantec
How do you create an authentic, interdisciplinary, award-winning learning environment that inspires students to be innovators in science, technology, engineering, the arts and mathematics? Encourage, mentor and provide them with a flexible, collaborative space and the tools they need to bring their ideas to life. Influenced by students, dedicated volunteers and local business partnerships, Katy ISD did just that and more. This case study will show how the vision was created, the interactive design process that made it into a reality, and why this project stands out.
Learning Objectives:
- Learn through a case study design concepts to assist in the design of a K-12 STEAM (Science, Technology, Engineering, Arts, Mathematics) learning environment.
- Through a case study understand operational challenges associated with a STEAM center to ensure a safe and efficient learning environment.
- Through participation and a case study learn how a STEAM center environment can embody the principle of creative learning both inside and outside.
- To learn a collaborative design process to assist in the design of a STEAM center through a case study.
Bio:
Jennifer has practiced architecture for more than 25 years, with 13 focused on educational design. As a Project Director at Stantec, she serves education clients in the Houston and surrounding areas helping them realize their aspirations to design and build facilities that have a positive impact on the learning environment. Jennifer is a LEED Accredited Professional and served as the Principal and Project Manager for the first Public School in Texas to receive LEED Certified rating.
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| Safe Schools in Texas: Assessing and Responding to the Needs of Texas Schools |
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Domains: Context, Process, Parameters
Nicole Mishnick, Texas Center for Educational Facilities
Joe McKenna, Texas School Safety Center
The Texas School Safety Center and the Texas Center for Educational Facilities strive to support K-12 schools in Texas by providing research, technical assistance, and training which enable schools to create safe, secure, and healthy learning environments for students. However, without a statewide assessment tool it was difficult to accurately determine the specific needs of the schools. Therefore, a statewide assessment was created to determine schools specific needs and encourage conversations between entities regarding safety needs and concerns. Results of the assessment shaped research agendas and guided training for both the Texas School Safety Center and the Texas Center for Educational Facilities. This presentation will summarize the development, delivery, and findings of the assessment. Furthermore, it will discuss the trainings and research that were developed as a result of the assessment.
Learning Objectives:
- Identify various topics related to school safety and security.
- Understand the safety concerns and needs for schools in the State of Texas.
- Recognize the importance of placing schools at the center of the planning process when developing research agendas and trainings.
- Discuss the statewide assessment model and the positive benefits of collaboration between schools and outside entities.
Bio(s):
Nicole Mishnick is a Doctoral Fellow at the Texas Center for Educational Facilities (TCEF), which is housed at Tarleton State University. The mission of TCEF is to provide evidence-based research to Texas public schools regarding the educational impact of facility design. TCEF strives to empower schools to make decisions that will increase student safety, student performance, and student health. Mrs. Mishnick oversees daily operations of TCEF including research, coordinating training events, and communication with schools.
Joe M. McKenna is the Associate Director of Research and Evaluation at the Texas School Safety Center (TxSSC), which is housed at Texas State University. The TxSSC is a university-level research center, and tasked in Chapter 37 of the Texas Education Code and the Governor's Homeland Security Strategic Plan with key school safety initiatives and mandates. Mr. McKenna oversees all operations related to research for the TxSSC and leads all research projects and various legislative mandates.
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| Reaching New Heights: Nurturing Every Student's Potential |
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Domains: Context
Jim French, DLR Group
Todd Ferking, DLR Group
Research shows that participation in pre-school and early childhood programs positively impacts the success and well-being of students throughout their academic career. Activity, especially movement in learning, engages students and creates a more robust learning experience. As students progress from early learning to elementary school, these experiences intensify, and we believe facility design must respond. Looking forward, we will share our vision of what we believe is the learning environment of the future.
Learning Objectives:
- Attendees will hear the effects of behavior on space – especially movement, play and learning
- Attendees will discuss the barriers and operational challenges we must overcome to achieve a more active learning environment for young learners
- Attendees will hear our vision of the future for early childhood learning environments
- Attendees will learn about implications of early learning principles and their effect on school design
Bio(s):
Jim French directs DLR Group's global K-12 studio and is one of the most respected K-12 designers in the United States. He has led the design of more than $1.5 billion in educational facilities and has a thorough understanding of how kids learn. He has combined nearly three decades of exclusive education planning experience with award-winning design talent to elevate educational opportunities in communities across the country.
Todd lives for school design. Since joining DLR Group in 2000, he has become recognized as an expert in forming spaces that enable student-focused learning and take advantage of new and emerging technologies in the learning process. Passionate about collaborating with educators and students in thinking critically about educational practices, he is adept at identifying what's working at a school, what could be working better, and how spaces and architecture can better support current practices.
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| Demystifying Integrated Site Design |
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Domains: Context, Process, Toolbox
Julie Hendricks, Kirksey Architecture
Nicola Springer, Kirksey Architecture
Colley Hodges, Kirksey Architecture
Though integrated design is often discussed, it is implemented far more rarely. LEED v4, the green building rating system's newest version, aims to ensure integrated site design through the collection of comprehensive site information during early design. What difference will that make? In this presentation, we will answer this question by presenting case studies, identifying helpful tools, and using iterative design charrettes. Our case studies are a range of schools located in Texas, with sites ranging from previously developed industrial to greenfield suburban. For these projects, we will compare topography, soil, existing vegetation, historical development, disadvantaged populations, and pollution sources, and we will share the tools to find this information. For the second part of our session, we will facilitate two design charrettes that will demonstrate the difference that site assessment information can make in the design process. In the first flash charrette, participants will have limited information – a satellite view of a site, topographic information, and a basic program – and they will be asked to work with others at their table to generate a site plan for a school. Teams will be instructed to place a building on the site, identify landscape and hardscape areas, and indicate the flow of stormwater. The resulting designs will be saved and put aside. In the second charrette, the same groups of participants will restart their designs from scratch. However, this time participants will be assigned roles and provided with detailed site assessment information relevant to their role. For example, the team member assigned as the landscape architect will receive information about soils and plant species; the architect will receive a site plan showing historic uses and nearby structures; the owner will receive information about demographics and pollution sources. Each team member will present their info to the group. After all information has been presented, the team will come to consensus for the second time on the placement of elements on the site. In the debriefing that follows, teams will discuss their process and solution with all the session attendees, while photos of their first and second design solutions are projected on the screen side-by-side. We'll ask each group what factors from the site assessment were the biggest drivers in their decision-making process and any differences between their first and second designs.
Learning Objectives:
- Participants will be able to identify the key pieces of information required for a thorough site assessment, including public health information and those which impact occupant wellbeing.
- Participants will learn the tools to locate and utilize the tools needed in the research for site assessment, including info about the health, safety, and welfare in the broader context of the site.
- Participants will practice the utilization of specific site information to reach a design consensus that conserves natural resources and maximizes human health and well-being.
- Participants will understand the difference between integrated site design and a typical less integrated design approach.
Bio(s):
Julie is a Vice President and Director of EcoServices at Kirksey. She has managed the LEED process for over 50 projects, totaling more than 5 million square feet. In 2012, she was chosen as the Ben Brewer Young Architect of the Year by the Houston Chapter of the AIA. She has worked on indoor air quality and sustainable sites-related issues for over ten years. She currently serves on the USGBC Sustainable Sites Technical Advisory Committee.
Nicola Springer is a Vice President at Kirksey Architecture where she leads the Education Pre-K thru 12 team and has focused on education design for the past 14 years. As a LEED AP, Nicola is committed to designing schools and school facilities that create sustainable, positive environments for the people that occupy them and that work symbiotically with the environment of which they are a part.
Colley Hodges is an architect and LEED AP who has administered the LEED certification of more than 2.5 million square feet. He is a co-facilitator of Kirksey's post-occupancy evaluations. Colley regularly publishes and delivers presentations on topics such as climate-responsive design, building performance, and material health. His work in achieving Pilot Credit 45: Site Assessment is featured on the USGBC's website as a guide to assist teams in achieving the LEED v4 Site Assessment credit.
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| Saturday, April 16, 2016 – 1:15 pm – 2:30 pm |
| The Next Generation of High School Stadiums – Fan Experience, Safety, Community |
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Domains: Process
Mark Vander Voort, HKS Architects
John Bremer, Katy ISD
Learn about agencies and their guidelines that are focusing more and more on safety/security issues both in facility design and operations planning. NCS4, the National Center for Spectator Sports Safety & Security, have developed a process initially for collegiate and pro venues, and now for high school settings. The new Stadium at Katy ISD is likely to be the first public high school stadium in the U.S. to achieve the new NCS4 "SESA" designation (Safety & Security Aware). This recognition requires the integration of design planning and facility operations to provide a practical, safe environment. It is a process that requires careful planning, bi-annual review, and continuous improvement. This presentation will share how Katy ISD has committed to safety, and at the same time, balanced these guidelines with an enhanced fan experience.
Learning Objectives:
- Learn about various threats to sports venue patrons
- Learn about risk assessment metrics
- Learn about agency safety guidelines like NCS4
- Learn how to balance fan experience with precautions
Bio(s):
Mark Vander Voort, AIA, LEED AP, and Principal, is the Educational Practice Leader for HKS. With 39 years' experience, Mark has worked in numerous districts across Texas and beyond. He has led design teams on numerous school and affiliated projects, including ten high school stadiums. Mark always attempts to explore new industry trends on behalf of interested clients – to help them generate the greatest long-term return on investment for their communities.
John Bremer is the Emergency Management Coordinator for Katy ISD. He has 34 years of experience in emergency management. Public health engineering and occupational health work for a total of 14 years gave him the foundation on which his last twenty years in public school emergency management, safety and security leadership is built. In 2010 he began leading Katy ISD in its partnership with the National Center for Spectator Sport Safety and Security (NCS4).
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| Putting Together the Puzzle of CTE/Career Centers |
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Domains: Learning, Context, Process, Parameters, Toolbox
Jeffrey Chapman, AIA, PBK
Bill Marshall, Alvin ISD
Dr. Kathy Windsor, Alvin ISD
Putting together the Puzzle of CTE/Career Centers
- Puzzle Piece 1 – Which Programs
- District CTE Masterplan
- Center vs. Home Campuses
- Student Desires
- Work Force & District Demographic Shifts / Needs
- Puzzle Piece 2 – Certifications
- TDLR/State Certifications
- Industry Organizations
- Certification Bodies
- College Connections
- Puzzle Piece 3 – Professional Partnerships
- Community Relations
- Instructors from Community
- Volunteer from Community
- Corporate Sponsorship
- Feeding directly into community college or university programs
- Sharing/renting the facility with outside entities (hospitals, etc.)
- Puzzle Piece 4 – FFE Integration
- What do you need to teach?
- MEP Coordination early
- What do you need for Certification?
- On Campus vs. Off Campus
- "Bang for your buck" – who is providing what
- Puzzle Piece 5 – Flexibility
- Regular Sized Rooms
- MEP Flexibility
- Get Creative!
- Technology component flexibility
- Puzzle Piece 6 – Marketing
- HB 5 Helps!
- You want kids who want to be there
- Middle School Counselors
- Tours / Videos – school student tours, community tours
Learning Objectives:
- List several ways of developing community and professional partnerships
- Compare and Contrast the design of two distinct CTE Centers
- Lean several mechanisms for marketing CTE Programs and CTE Facilities
- Understand how to avoid complications with specialized equipment and furnishings.
Bio(s):
As an architect, Jeffrey Chapman has been involved in Educational projects for the past 9 years. As an Associate for PBK he currently serves the Barbers Hill, Alvin, and Magnolia Independent School Districts. He has led educational training sessions on LED Lighting, Stormwater Design Strategies, and taught over 1700 professionals about becoming LEED Accredited. He has certified 30 LEED projects, including Herod Elementary for HISD. He is Project Executive for Alvin ISD's CTE Center.
Bill is the Director of Instructional Technology and Career & Technical Education provides supervision of Program Managers in the areas of Career & Technical Education, Computer Interventions, and many others. He joined Alief ISD in 1980 as a teacher of Industrial Arts, Industrial Technology, Journalism, Yearbook and Photography at Killough Middle School. He was the ODMS and Hastings Campus Technology Specialist, later worked as Instructional Technology Coordinator, Information Literacy Coordinator and Career and Technical Education Coordinator.
Dr. Windsor is Executive Director of Career and Technical Education for Alvin ISD. She joined Alvin ISD in 1997 as a Math Teacher and has since served as Assistant Principal and Principal of Alvin High School, before moving into her current role. She earned her Doctorate in Educational Leadership in 2013 and has been instrumental in the master planning and and development of a CTE Center for Alvin ISD.
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| SESSION CANCELLED: Blazing a New Path – Designing for Charter Schools |
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Domains: Process, Toolbox
Louis Sierra, Beck Group
As the charter school movement matures and grows, it presents planners and designers with unique challenges that require creative solutions. Life School, a fast growing charter school district in south Dallas, has often been faced with finding creative solutions to house its rapidly growing student population. When faced with the need for a new high school building the school administration partnered with the Beck Group to deliver an innovative, forward looking, and efficient facility that embodies Life School's mission while allowing for future growth. This session will look at how Life School and Beck partnered to design and deliver Life High School Waxahachie, meeting a tight schedule and budget with innovative funding mechanisms and project delivery. We will explore several challenges that the team faced and how the collaborative approach produced innovative solutions to these challenges. We will look at the finished product, and how the open, day lit, and inviting design of the building enhances the mission of the growing charter school while providing a prototype for their future growth.
Learning Objectives:
- To explore the unique challenges posed by the design of charter schools.
- To learn how to create a collaborative, integrated team between the designers, builders, and owner, and how this collaborative approach can yield impressive results.
- To look at how daylighting can enhance educational facilities, and how to deal with the conflicting demands of daylighting and security.
- To look at how charter schools are harnessing new funding sources to answer the demand for facilities.
Bio:
As Associate, and head of the K-12 studio at Beck Architecture, Louis Sierra has 19 years of experience in Architecture design and project management. Louis' recent projects include Life High School, First Baptist Church of Dallas, and the Wayne Aspinall Federal Building renovation in Grand Junction, Colorado, which was selected as a top 10 project by the AIA Committee on the Environment. Louis is also involved in the Dallas Center for Architecture and Dallas AIA COTE.
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| Gamification in Educational Environments |
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Domains: Learning, Toolbox
Corrie Hood, PBK
Mark Berg, PBK
Gamification is a popular method used by businesses to increase employee and customer engagement by using game mechanics for encouragement and motivation. The development of game-based learning systems has introduced these methods to the educational field. These techniques start with forward-thinking administrators and educators who seek out the most effective ways to drive student success. Instructors have used board games to teach history and incorporated digital games to improve students' math skills. Displaying the high scorers of classroom games in corridor displays encourages competition among the student players. Including these and other game features in educational facilities is the next step in enabling educators to take full advantage of this system.
Learning Objectives:
- The course will provide a basic framework that will analyze the historic context and use of gamification pedagogies.
- Participants will be able to identify gamification examples used in day-to-day life.
- Upon completion of the course, users will have the tools to incorporate gamification techniques into building design.
- Participants will be able to determine which techniques are most valuable and appropriate for the student ages they're engaging.
Bio(s):
Corrie is a LEED certified, licensed architect that has spent the last 9 years building K-12 facilities across the state of Texas. Over the last two years, worked as a project manager for PBK within the Dallas/Fort Worth region. She has also spent time volunteering with Big Brothers Big Sisters, Future Cities North Texas competition, and local architecture CTE classes to remind herself who these buildings are really for.
Mark J. Berg, RA is an alumni of North Dakota State University School of Architecture. Mark has spent 16 years working with K-12 and higher education clients and is known for his excellent client relationships, approach to leadership, and collaboration. Mark Berg is a Senior Project Manager with PBK in Dallas where he is involved in the Birdville ISD bond projects.
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| The Death of the Textbook: How the Digital Age Shaped Planning & Design for Lamar High School |
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Domains: Learning
Patrick Glenn, Perkins+Will
Daniel Day, Perkins+Will
Dr. James McSwain, Houston ISD
Many of today's schools have already begun to feel the effects of a digital curriculum, but what downstream effects in school planning and design will impact the student's ability to embrace today's technology to perform and collaborate better? We will take a look at how student's cognitive learning skills have blossomed with the integration of 21st century instructional technology and how the slow disappearance of the textbooks will change the way schools are planned and designed. The death of the textbook in the case of Houston ISD's Lamar High School is part and parcel of a larger move towards more flexible and collaborative learning and the concept of the flipped classroom, an open learning environment where students can work in groups or individually. What are the logistics and challenges of making this transition – funding, maintenance, security of network, infrastructure requirements? Will schools shrink in size? Will schools grow based on the student demand for flexibility and collaboration? What traditional and out of date program spaces will slowly disappear and what new spaces will be needed to sustain student success, create curriculum integration and to promote long term creativity and innovation our society will demand of the next generation? During this session, architects and a school principal will answer these questions and more.
Learning Objectives:
- 21st Century Learning
- Digital Curriculum
- Logistics & Challenges when Designing in the Digital Age
- Flipped Classroom Concept & Design
Bio(s):
An Architect and Educational Planner, Patrick Glenn leads the K12 practice for Perkins+Will's Southwest Region and serves as the current President of the A4LE North Texas Chapter. Patrick's 20 years of academic programming, planning and design experience enables him to build collaborative relationships between educational leaders and design professionals in order to create innovative learning spaces for today's students. Patrick has participated in nearly 90 K12 projects during his career, totaling over $750M in construction and impacting more than 70,000 Texas students.
Daniel is a Senior Associate and Senior Project Architect at Perkins+Will, working directly with the K-12 Studio. Dan has more than 19 years of experience and offers a keen insight in the challenges associated with all project types on K-12 and college campuses. Dan's expertise lies in providing design and technical continuity from the beginning stages of the project through construction. Dan is the Senior Project Architect for Houston ISD's Lamar High School, an International Baccalaureate School (IB).
Dr. James McSwain serves as Principal of Lamar High School in Houston and has served as the Lead Principal of other high school campuses in the Houston Independent School District. Lamar High School is an International Baccalaureate World School that serves over 3,300 students. He has worked for 28 years as a high school principal and over 33 total years in education. He has been honored as the Principal of the Year on separate occasions for TASSP Region Eight and Texas Region Four Education Service Center.
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| Saturday, April 16, 2016 – 3:00 pm – 4:15 pm |
| ISD Construction Site Security & The Human Element |
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Domains: Process
Mark Hinton (last minute change)
This presentation will be an educational-only informal session allowing attended to ask lots of questions. The session is geared towards construction managers, facility and planning managers, contract compliance and risk managers as well as safety managers and owner's representatives. It will cover these topics: 1. Why ISD construction is different than conventional construction 2. Security from what – moral hazard and adverse publicity 3. Site access control – who is permitted on the site, screened to what criteria, proof of successful screening, compliance 4. Insurance considerations – wrap-up programs, safety, premium audit, claims and claim mitigation
Learning Objectives:
- Construction contract administration
- Legal (SB9)
- Materials & Methods (Equipment)
- Building Systems (security)
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| Better than Platinum – The Healing Power of Play |
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Domains: Context, Parameters, Toolbox
Nicola Springer, Kirksey
Dillard Delafosse, Kirksey
The Construction of a Gymnasium Building brings together a diversity of groups with a shared focus, with a mission to provide a building that Teaches, Inspires, that is Smart, that is Healthy and that has the potential to Transform. This presentation will review the process of designing and building a multipurpose gym for a Juvenille Probabtion Department. It will show the process and the importance of engaging the stakeholders at the early stages of design, and illustrate how these ideas were incorporated into the design solution. The building is seeking LEED platinum, and it will show the elements and the strategies incorporated to achieve that rating. The presentation will show how volunteer programs, are incorporated into the design to be part of the therapy for the young men, and how maximum security does not have to mean minimum design.
Learning Objectives:
- Understand the steps towards and the systems that allow for a LEED Platinum Facility
- How a maximum security facility can be designed as a teaching tool, working with in the codes
- Tools to incorporate a community into the design process
- The importance of physical activity as a daily part of the student experience and environment
Bio:
Nicola Springer is a Vice President at Kirksey Architecture where she leads the Education Pre-K thru 12 team and has focused on education design for the past 15 years. Nicola is committed to designing schools and school facilities that create healthy, positive environments for the people that occupy them. Nicola has received several AIA Houston Chapter Design awards for her education projects, and was the 2009 Recipient of the AIA Houston Ben Brewer Young Architect Award.
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| Highlands High School – ReBuilt by Its Community, ReVisioned by Its Students |
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Domains: Learning, Context, Process
Robyn Popa, Pfluger Architects
Kamal ElHabr, San Antonio Independent School District
Carr Hornbuckle, Pfluger Architects
San Antonio ISD's Highlands High School is currently being redeveloped under the district's 2010 bond, to address longstanding conditional deficiencies and replace out-of-date teaching spaces. During the design phase, Pfluger led students from the school's architecture and engineering CTE program (Highlands Engineering and Architecture Team = "HEAT") through their own design charrette for the future facilities at Highlands. The charrette process generated positive feedback for the ISD, through a student-led presentation for campus and district administration, as well as local media. This session will outline the student charrette process, including what ideas they developed about their school of the future, as well as what they learned about the architecture and construction industry. In addition, the session will describe the actual design for Highlands, which required a multi-year, multi-phased approach to construction. Starting in the fall of 2013, the school has remained operational throughout the duration of the project. The initial 165,000 sf classroom / cafeteria phase opened in the fall of 2015, and final completion is slated for spring of 2017.
Learning Objectives:
- Learn about the complete redevelopment of an existing, aging 1950s urban high school
- Learn how the engagement of SAISD students and the Highlands Engineering and Architecture Team's ("HEAT") extracurricular club in the design process generated excitement and provided learning opportunities for its students.
- Learn how engaging students and the community in the design process generates excitement, provides insight, establishes ownership/school pride, and contributes to a better project design.
- Learn about the complexities of phasing a high school reconstruction project while the campus is occupied
Bio(s):
Mrs. Robyn Popa has been with Pfluger Architects since 2006, and has been a principal with the company since 2010. Robyn's experience covers a broad range of architectural practice, from master planning/facility assessments, to programming, design, production, and construction administration. She is a talented designer who brings educational concepts to reality. Robyn earned a BArch from Baylor University, a Masters of Architecture from Washington University in St. Louis, and is a registered architect in Texas.
Mr. Kamal ElHabr is the San Antonio ISD associate superintendent for Facilities since 1995. He oversees all facilities strategic planning, construction, maintenance, operations, real estate, environmental/energy aspects, etc. He has 23 years of experience in engineering and project/facilities management. Mr. ElHabr earned a Bachelor of Science in Civil Engineering and Master of Science in Structural and Construction Management from the University of Texas at Austin, and is a registered engineer in Texas.
Mr. Carr Hornbuckle has been with Pfluger Architects since 2006, and has been the Partner-in-Charge of the San Antonio office since 2014. Carr brings to the team his skills as a planner and architect, with an emphasis on institutional master planning. His work with educational clients has included conditional assessments, model educational programs, and long-range cost projections. Carr earned a BArch from the University of Texas at Austin, and is a registered architect in Texas.
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| Tailor-made Innovation Spaces: Assembling the right Makerspace for your students |
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Domains: Learning, Context, Process, Toolbox
Raechel French, Stantec
Bonnie Sanborn, Stantec
Makerspaces are popping up at community centers, libraries, and schools across the country and can provide vast educational benefits. With the definition of Makerspaces broadening, it can be difficult to identify the type and level of implementation right for your school. This workshop is designed to help educators and space planners answer this question and learn how they can begin the process of creating their own unique Makerspace. Audience members will examine the early planning phases of developing a collaborative, hands-on learning environment, including assembling interested students and community members, articulating goals of the project, tailoring a space to fit a school's unique Maker community, and ideas for managing a Makerspace as a part of the learning environment. Speakers will share case studies – both positive outcomes and lessons learned – and provide exercises and tools that the audience can utilize on their own projects.
Learning Objectives
- Analyze how to identify the particular needs of the users and determine the most suitable space to achieve those needs
- Provide exercises, ideas and tools for educators to apply on their next project
- Review case studies to determine positive outcomes and lessons learned
- Provide ideas the audience can use for managing a Makerspace as part of the learning environment
Bio(s):
Raechel is a Planner with a passion for schools, learners, and education. With degrees in Architecture, Psychology and Human Environment Relations, her interests focus around the built environment and how design impacts functionality. At Stantec, her role is to communicate the client's visions and space needs to the design team and ensure that the design matches the function of the client's organization. She is also a member Stantec's Innovative Learning Environments Research + Benchmarking group.
Bonnie is a designer, planner, and investigator of social spaces. Her background in Anthropology and Environmental Psychology helps her to approach architecture and design from the perspective of culture and human experience. Bonnie aims to develop spaces that create an environment of collaboration, social interaction, and lifelong learning. At Stantec, she puts her skills to use planning educational buildings and researching current best practices in learning and social spaces.
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