| MONDAY, APRIL 4, 2022 | 10:45 – 11:45 am |
| Designing Schools for Community Resilience: Lessons Learned from the District of Columbia School Revitalization Program |
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Alexander
Speakers:
Ann Neeriemer, AIA, LEED AP, Associate Principal, Perkins Eastman, [email protected]
Patrick Davis, Principal, Perkins Eastman, [email protected]
The pandemic has illuminated the central role of schools in community resilience. As much as the events of the last 2 years have drastically disrupted education, they have also revealed the social and structural inequities within our communities. Throughout the pandemic, we saw how school partnerships and the school buildings helped to address community challenges. As communities work to define the “new normal” it’s more important than ever to consider how the planning and design of school facilities can contribute to more resilient communities. Over nearly two decades, the District of Columbia school modernization program invested more than $5B in replacement and major modernization projects that has had a significant impact on the public school and community infrastructure of the District. These efforts have transformed not only school buildings, but entire neighborhoods. Using the framework created by 100 Resilient Cities, this session will present lessons of the DC school renewal program, and examine how schools strengthened and supported communities during the pandemic. Through public engagement in the process, communities become more deeply invested in the outcomes and can transform neighborhoods. A more in-depth look at two projects will examine some of the specific features that engaged citizens, increased community pride, and created sustainable projects for the future. Participants will work in groups to evaluate resilience strategies and how their projects can contribute in the areas of Leadership & Strategy, Health & Wellbeing, Infrastructure & Environment, and Economy & Society.
Learning Objectives
- Analyze how the process and design of school facilities and campuses can impact community involvement and educational outcomes.
- Identify features and components of school facilities that contribute to student engagement and build neighborhood pride.
- Apply concepts of essential systems of resilience to future projects.
- Summarize design and program concepts of sustainable education facilities that build community resiliency.
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| The Collision of AGILE and MESSY: Supporting the Requirements of Authentic Learning |
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Victoria
David Stubbs, President, 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.
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.
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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| The Power of Engagement: A Community’s Role in Transforming the Learning Environment |
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Windsor
Julie Leary, AIA, LEED AP BD+C, Senior Architect, Clark Nexsen, [email protected]
Donna Francis, AIA, LEED AP BD+C, ALEP, Principal, Clark Nexsen, [email protected]
Becky Brady, AIA, LEED AP BD+C, CDT, Senior Architect | Associate, Clark Nexsen, [email protected]
Diann Kearney, Ed.D., Principal Coach and Interim Principal, Wake County Public Schools
Balancing input from invested students, staff, school system partners, and community residents can often be a challenge. However, reflecting diverse stakeholder voices through responsive design presents a powerful opportunity to impact an entire community and drive student success. Using the experience of replacing the existing Apex High School in Apex, NC as a case study, this course explores how consistent community engagement led to a 21st century learning environment that captures stakeholder priorities including flexibility, adaptability, and a strong connection to the outdoors. Enhanced engagement techniques influenced the form and character of the new building while establishing a sense of collective community ownership and commitment to an environmentally responsible, holistically supportive school environment.
Learning Objectives:
- Identify the connections between stakeholder input, design process, and building outcomes.
- Learn techniques to facilitate community engagement sessions and work with clients to reconcile priorities and goals against equitable project guidelines and requirements.
- Identify application of evidence-based design theories to translate stakeholder input into physical form.
- Explore holistic approaches to develop safe, supportive educational environments that provide opportunities to help students deal with nonacademic as well as academic factors that impact their learning.
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| MONDAY, APRIL 4, 2022 | 2:15 – 3:15 pm |
| Lessons Learned: How Flexible Spaces Provided Educational Success During a Pandemic |
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Grand Ballroom
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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| MONDAY, APRIL 4, 2022 | 4:00 – 5:00 pm |
| Designing the Community Engagement Process: Hybrid Solutions for Feedback Methods and Presentation Strategies |
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Alexander
David Bellamy, Principal, LS3P, [email protected]
Mary Brehler, Project Manager, LS3P, [email protected]
Community input on school design is crucial for achieving a design that meets the needs of the community and responds to a community’s unique character. What happens when a pandemic derails plans for interacting with stakeholders? Over the past two years, LS3P’s design teams have transformed the process for conducting community meetings. This session will offer a deep dive into project case studies, schools with a long, rich history and very active
communities. Presenters will explore a variety of tools used to engage the community on multiple levels, and to optimize the quantity and quality of the community’s feedback- while keeping public health at the forefront.
Learning Objectives:
- Programming and Analysis
- Project planning and design
- Project development and documentation
- Practice Management
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| The Learning Playground: Adaptable Design Strategies for Equitable Access to Restorative Learning Environments |
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Victoria
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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| Esports: It’s Elementary – Reshaping the Future of Learning |
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Windsor
Zac Schneider, Partner, CMTA, [email protected]
Michael Stewart, CTS, Partner, CMTA, [email protected]
Vincent Spencer, Architect, NC-Work Studio Director, Gensler, [email protected]
Dr. Eboni Chillis, Chief Innovation Office and CTE Executive Director, Guilford County Schools
As one of the first up-and-coming esports gaming magnet schools in the country, Guilford County Schools’ Foust Elementary is designed with the neighborhood kids in mind, but its capacity can accommodate students from across the county.
While the world continues to rapidly change, schools continue to lag behind other schools that already established innovative gaming spaces, computers, and robotics in their facilities – the staples of esports and gaming technology. School officials and owners want to make sure that students have the skills they need to be successful in a global economy and for jobs that are new, and some that don't even exist yet. Students can’t learn the latest in technology while buildings remain the same as they did generations before.
In this presentation, the design team will demonstrate the educational benefits in esports, and why schools want to start implementing the curriculum as soon as possible, the need to accommodate skillful people in the rapidly expanding profession, and how the building became a real-life teaching tool for students and staff.
Learning Objectives:
- Learn how gaming/esports is shaping the learning environment of the future.
- Learn the industries/careers that tie into esports/gaming.
- Learn how a facility can truly utilize the building as a teaching tool.
- How to leverage this facility and curriculum to help the surrounding community.
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| TUESDAY, APRIL 5, 2022 | 9:00 – 10:30 am |
| Net-Positive Education: The Pathway for a High-Performance Learning Environment |
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Alexander
Tony Hans, CMTA, Inc., [email protected]
Ann Neeriemer, Associate Principal, Perkins Eastman, [email protected]
Heather Jauregui, PE, LEED AP BD+C, O+M, CHPC, Assoc. AIA, Director of Sustainability, 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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| Reaching Full Potential: Reimagining Untapped Space Within Schools |
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Victoria
Anne Seeley, AIA, LEED AP, Architect, Little Diversified Architectural Consulting, [email protected]
The pandemic’s interruption to education has drastically impacted our student population. Access to technology has increased while remote education has highlighted the role schools play in supporting the whole child. Returning to the classroom requires rethinking how the physical space is best used to facilitate learning and reknit the student community. By reimagining traditionally under-utilized areas within the school, the physical space can foster collaboration and informal learning between students while welcoming the larger community to engage with the school. Among the spaces we will consider are lockers, performance stages, and outdoor teaching spaces.
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| Career and Technical Education: It’s More Than Your Father’s Woodshop |
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Windsor
Becky Brady, AIA, LEED AP BD+C, CDT, Senior Architect | Associate, Clark Nexsen, [email protected]
Julie Leary, AIA, LEED AP BD+C, Senior Architect, Clark Nexsen, [email protected]
Donna Francis, AIA, LEED AP BD+C, ALEP, Principal, Clark Nexsen, [email protected]
Career and technical education classes have been around for a long time, but don’t be fooled – these are not the woodshop or home economics programs of the past. To coincide with current and future student needs, today’s CTE programs constantly evolve and range widely from computer and automotive technologies to cosmetology, agriculture, and culinary arts. While many students graduate from these programs ready for in-demand careers, the critical problem-solving and communication skills that are developed through CTE add tremendous value across all future education or career plans. Designing successful CTE spaces requires a thorough understanding of program needs and how those impact location, infrastructure, systems – which all coalesce to provide an ideal learning experience for K-12 students.
Learning Objectives:
- Learn the importance of considering location, adjacency, spatial and infrastructure requirements when designing CTE classrooms.
- Understand the many overlapping elements that CTE classes share with general learning and out of school experiences.
- Learn the benefits of promoting CTE classes and independent thinking as early as elementary school age.
- Understand the short and long term positive outcomes of exposure to CTE classes.
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