Speakers:

Molly Smith
AICP, REFP
Founder/Lead Planner
thinksmart planning inc

Jim Brady
FAIA, ALEP
PAGE

Jimmy Disler
Executive Director for Capital Improvements
Leander ISD

AIA LU:

1 Learning Units (LU)

How applies to HSW:

Abstract:

A4LE is a venue for knowledge sharing. We see lots of really great projects, but rarely get a glimpse at “how” the great projects came about. It’s not magic! It’s not a big secret! Great schools are the result of intentional consensus building – and it’s hard work.

Our team has created this workshop because of our desire to share and demonstrate successful “tools of the trade” developed through our collective experiences.

We want to share, discuss, debate and demonstrate our experiences in working with commuities planning terrific school environments.

Here’s what we will share:

• Collaborative Planning- the Who and Why: Team composition, seating, time frames, and how they create a dynamic committee,
• Facilitator not Preacher: The facilitator is the guide or “discussion leader” for the group. The process of facilitation is a way of providing leadership without taking the reins. A facilitator’s job is to get others to assume responsibility and take the lead. The facilitator skillfully and thoughtfully guides the content and process in order to evoke participation and creativity. Facilitated discussions are the important work of a committee – we will discuss how to lead them appropriately,
• Touring: Virtual and Otherwise Conducting an in-district, out-of-district or virtual peer school tour and why it’s important,
• A War Chest of Session Exercises: We will demonstrate a variety of innovative session exercises we regularly utilize and how these are used to produce different committee interactions,
• Presentations and How to Make the Most of Them: How to utilize presentations to inform and intrigue your committee,
• Virtual Interaction and Committee Information: Facilitators will discuss how to use web-based blogs, wiki-spaces, on-line polling, live interactive audience participation via texts, and other on-line resources,
• What to do if you Get Derailed: Techniques for dealing with nay-sayers, NIMBYs, hecklers, and subversives.

Learning Objectives:

• This program will discuss the benefits and implications of intentional consensus building.
• This program will discuss blended learning or flipping the presentation and how to use it in committee work.
• As a group, we will demonstrate and practice a variety of planning exercises and techniques.
• Our group will include an open and frank discussion about how to save a derailed process.

Primary Competency:

Educational Visioning: Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.

Primary Domain:

Toolbox: Content of this session/workshop will focus on the approaches, methods and applications when transitioning from design and concept into reality, actual existence through quality performance, execution and/or product.

Secondary Domain:

Process: Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.

Speakers:

Mark Freeman
Architect & Education Facility Planner
Gray Puksand

LU:

1 Learning Units(LU)

How applies to HSW:

Abstract:

• Our world is more globalised, automated and connected than ever before
• Our students need a wide range of knowledge & skills to deal with this change and complexity.

With this emphasis on preparing students for an ever changing world, what are our newest learning facilities able to achieve to support more contemporary, future focused learning models?

Through exploration of three new, innovative education projects, we will demonstrate how each provides spaces to support immersive, student centered, design and technology activities, capable of supporting multiple pedagogical approaches, STEM focused curriculums and Project Based Learning experiences.

The Centre for Advanced Design in Engineering Training has become an exemplar model for higher education engineering training, where multidisciplinary interaction, collaboration and innovation is integral to a design focused curriculum. An A4LE Australasia 2017 award winning project, CADET has been planned collaboratively with Deakin University’s School of Engineering, and evidences a high tech learning environment focusing on establishing pathways for secondary students into fields of Science & Engineering, responsive to future focused industry requirements and research opportunities.

Alongside this, Wyndham Tech School represents one of several new generation High Tech campus facilities being planned across bVictoria, where learning is characterised by student centered active investigation and inquiry. Students will participate in a unique learning program linked to Victorian Curriculum and pursue immersive, project based work to solve real world problems using the latest technology.

Finally, Prahran High School represents the latest in inner city Australian public secondary education, where the next generation of learning spaces forms an integral part of the interwoven vertical functionality of this new multi-level inner urban school. As a vertical learning community, this new school model evidences a research informed approach to the integration of STEM, Creative Arts, Health & bWell being Activities

These new facilities present the next evolution of contemporary learning spaces, planned to support multiple pedagogical approaches, across transdisciplinary activities and investigations.

Learning Objectives:

• How true engagement with educators and specialists through co-authoring educational and functional briefs can enhance planning and design outcomes for innovative learning environments;
• Collaboration, Connectivity and Community – How vertical learning environments promote opportunity for enhanced interdisciplinary collaborations;
• Prahran High School – Developing a new model for multi-level educational facilities in higher density urban environments, outlining how connectivity, community and curriculum are supported and enhanced in a vertical campus;
• Wyndham Tech School – Developing a new model for an immersive, engaging and student centered learning environment where Design Thinking, Technology and Challenge Based Learning promote connectivity, collaboration and community.

Primary Competency:

Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.

Primary Domain:

Learning: Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.

Secondary Domain:

Context: Content of this session/workshop will focus on the circumstances that form the setting for the design and construction of specific learning environments and characteristics that distinguishes the project from other applications.

Speakers:

Kevin Havens
AIA
Wight & Company

Eric Twadell Dr.
Adlai E. Stevenson High School District 125

Paul Sally Dr.,
New Trier Township High School District 203

Sue Lara

AIA LU:

1.5 Learning Units (LU)

How applies to HSW:

Abstract:

Institutions that successfully become, and then remain visionary across decades and through multiple generations of leadership are rare. How do they accomplish it?     Explore how two nationally recognized, consistently high-achieving high schools have responded to the challenge of “upping their game” in order to continue to position their students for success in a rapidly evolving world.   Join leaders from New Trier High School and Adlai E. Stevenson High School to discover what they’re focused on today to ensure that their students are prepared for tomorrow, and how they’ve recently aligned their facilities – from core classrooms, fine arts, and library areas to social spaces and dining facilities – to support their vision. Explore how traditional STEM thinking is being reinvented, how interdisciplinary instruction is evolving, how dining and learning are converging, and much more. Then, learn how these concepts can be applied in different kinds of school environments.

Learning Objectives:

• Understand why established high-achieving school districts need to evolve to remain successful;
• Explore approaches high-performing schools are using to prepare their students to thrive
• Understand how these facilities can support their educational objectives;
• Learn how facility improvements can shape educational program changes, and vice versa

Primary Competency:

Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.

Primary Domain:

Learning: Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.

Secondary Domain:

Context: Content of this session/workshop will focus on the circumstances that form the setting for the design and construction of specific learning environments and characteristics that distinguishes the project from other applications.

Speakers:

Page Dettmann PhD,
ALEP
MeTEOR Education

Betsy Hill
MBA
Brainware Learning

Jeff Thein

LU:

Learning Units/Health, Safety, Welfare (LU/HSW)

How applies to HSW:

Participants will gain cutting-edge knowledge about learning and memory, brain function, neuroscience, learning and environments.

Abstract:

Brain science research provides insight to educators and architects on the impact of learning environments on student learning and performance. From the macroenvironment to the microenivoronment, from green spaces to technology, and from curriculum to instructional strategies, we can learn from neuroscience how to proactively design spaces to foster student learning success. Some of the first neuroscientific impacts on architecture in education have related to components like lighting (visual processing) and acoustics (auditory processing). The ability to take information in visually and through audition is the first stages of information processing. These processes of receiving and identifying or perceiving information initiate the learning process.   But what happens in the next stages of processing? How do characteristics of the environment support or impede learning following that initial intake of sensory information? Further, how do we take into account a third environment Ð the brain of the learner, i.e. the Òinternal environment?Ó After all, learning takes place as the studentÕs brain interacts with various aspects of the external environment.

Learning Objectives:

• Participants will gain knowledge on how learning and memory work.;
• Participants will become aware of the impact of environmental factors on learning and memory.
• Participants will become familiar with the key brain structures and systems involved in learning.;
• Participants will learn about the role of key brain structures and emotions in learning and the intricate relationships among environmental, social, and individual factors.

Primary Competency:

Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.

Primary Domain:

Learning: Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.

Secondary Domain:

Context: Content of this session/workshop will focus on the circumstances that form the setting for the design and construction of specific learning environments and characteristics that distinguishes the project from other applications.

Speakers:

Derek Labrecque
JK Architecture Engineering;

Aaron Jobson
AIA, ALEP
Quattrocchi Kwok Architects

Frank Locker
ALEP
Frank Locker Educational Planning

Nick Salmon

AIA LU:

2 Learning Units (LU)

How applies to HSW:

Abstract:

knowledge with schools around the world. We are fortunate to work with schools focused on breaking from traditional models of learning environments, pedagogies and daily bell schedules and aspire to bring that energy to this workshop. This session provides flexibility for participants to share their greatest challenges in a setting where they can be supported by their peers, develop creative solutions and meaningful connections that will carry the power of the conference well beyond the time together in Chicago.   Harnessing the Power of A4LE through 15 Genius Bars

• Bring your real-world challenge to the session with adequate materials (plans, photos, videos, budgets) to share with 5-6 others at your table
• Pitch your situation to your table mates in 30-seconds or less.  Each table team picks the project it wants to address
• Each table team will dive deeper into understanding of the nature of the challenge and explore conceptual responses to the challenge utilizing facilitation techniques and design thinking tools provided by the workshop organizers
• Adjacent tables will share their approaches and will chose one from each pair to share with the whole group
• Awards will be given for team diversity (educators, learners, designers) out of the box solutions, greatest number of iterations, and solutions which capture the collective power of the team (bonus award for working virtually with an off-site, at home team)

Challenges are likely to include:      

• Reimaging 90-year old schools as 21st century learning spaces
• Integrating community partners into our facilities
• Creating long-term flexibility with space, time, furniture and technology

Workshop organizers will facilitate table-team discussions, share recent pilot projects, educational strategies and divergent thinking focused on current real-world experience.   The majority of the workshop will be conducted in a design studio competition format with an emphasis on numerous iterations, time for reflection and feedback.   Participants will head home not only with a better understanding or their challenges they bring, but a thoughtful critique of potential solutions developed by their peers and a network of A4LE members ready to offer follow-up support. This session captures the spirit of A4LE and makes our collective learning visible to each another.   2 Hours desired

Learning Objectives:

• Learn why reimaging existing facilities has become a necessity in the 21st century;
• Practice conveying the essence of your challenge in 30 seconds and convince your peers to explore your challenge
• Identify barriers common to creating future-flexible learning environments;
• Forge relationships with other A4LE members who can support you upon your return to your community

Primary Competency:

Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.

Primary Domain:

Process: Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.

Secondary Domain:

Learning: Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.

Additional information:

Participants will head home not only with a better understanding or their challenges they bring, but a thoughtful critique of potential solutions developed by their peers and a network of A4LE members ready to offer follow-up support. This session captures the spirit of A4LE and makes our collective learning visible to each another.

Speakers:

Regan Shields Ives
AIA, LEED AP, MCCPO
Finegold Alexander Architects

David Stephen
President | M.Ed.
Architect New Vista Design

Traci Walker-Griffith
Principal | M.Ed.,
Eliot K-8 innovation School / Boston Public Schools

Erica Jackson

AIA LU:

1 Learning Units (LU)

How applies to HSW:

Abstract:

21st Century education has gone global, but no amount of technology can replace the school building as the heart of the community. However, many districts, especially in urban areas, are faced with antiquated school buildings in desperate need of renovation. These same districts are often challenged by increased enrollments but are left with limited options for expansion, further putting pressure on their existing school facilities. In suburban settings, a neighborhood school building may be critically important to the community fabric, so a renovation may be more advantageous than a new facility. Alternatively, a district might identify an educational void in their current community and determine that a new school must be created.   By working within the confines of existing buildings and sites, three distinctly different school districts at opposite ends of the country from Boston, MA to Los Angeles, CA were able to creatively think inside the box to transform three different building types into 21st century learning environments. Hear from the perspective of an architect, educator, and educational planner.

Learning Objectives:

• To explore ways to advance curriculum through design: within the building, the larger community, and its place in the global lens of education. ;
• To gain a better understanding of the strategies used to unite 21st century educational program needs with existing building limitations and opportunities.
• To understand how to analyze an existing building to determine if it is conducive for educational use, including existing site, building systems, and indoor environmental qualities.;
• To explore strategies for swing space and phasing during renovations to ensure minimal impact to the educational experience.

Primary Competency:

Educational Visioning:Ê Exhibits an understanding of best and next practices related to educationalleadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders Ð translating that into an actionable written/graphic program of requirements for the design practitioner.

Primary Domain:

Context: Content of this session/workshop will focus on the circumstances that form the setting for the design and construction of specific learning environments and characteristics that distinguishes the project from other applications.

Secondary Domain:

Process: Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.

Speakers:

Nicole Snedden
National Board Certified Teacher
Minnetonka Public Schools

Julie Baeb
Innovation/Design Thinking Consultant
Minnetonka Public Schools

Lisa Reed Tonka
Coders & Makers Middle School TOSA
Minnetonka Public Schools

Eric Anderson

LU:

Learning Units/Health, Safety, Welfare (LU/HSW)

How applies to HSW:

This topic will apply to:Welfare Aspects of architecture that engender demonstrable positive emotional responses among, or enable equal access by, users of buildings or sites.   Examples: Building design and materials, methods and systems, construction contracting, ethics and regulations governing the practice of architecture, preservation, adaptive reuse, and the study of environmental issues.

Abstract:

During this hands-on, minds-on session, participants will explore the unique and inspiring design outcomes when architects and designers authentically engage with teachers and students throughout the design process. This session will begin with the story of a midwest school district and a grassroots movement called “Design for Learning”, which focuses on involving student and teacher voice, a modest budget, and organically embedding the curriculum into the design of learning spaces.     Next, participants will have an opportunity to collaborate with actual students from a local Chicago school, to rethink an existing space. At the core of this workshop, participants will work through a charrette using the Human Centered Design process. They will discover first-hand the benefits of involving students including: the barrier-free creativity of youth, enhanced standards-based learning opportunities for students and the power of teacher and student buy-in for a space that they helped design.   The session will end with a reflection on how this process compares and/or contrasts to current models of design, and a rich discussion of next steps and takeaways for designers and educators.

Learning Objectives:

• Participants will explore how to reimagine existing spaces and envision new learning spaces, in a cost effective way.
• Participants will learn relevant strategies of how to tap into the creative potential of teachers and students as designers.
• Participants will rethink the way they engage key stakeholders in the conversation and creation of learning spaces.
• Participants will learn about Human Centered Design and how this problem-solving tool can support innovative work around learning spaces.

Primary Competency:

Community Engagement: Leads the internal and external communities through a discovery process that articulates and communicates a community-based foundational vision, forming the basis of a plan for the design of the learning environment. The vision is achieved through a combination of rigorous research, group facilitation, strategic conversations, qualitative and quantitative surveys and workshops. Demonstrates the skill to resolve stakeholder issues while embedding a community’s unique vision into the vision for its schools.

Primary Domain:

Process: Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.

Secondary Domain:

Toolbox: Content of this session/workshop will focus on the approaches, methods and applications when transitioning from design and concept into reality, actual existence through quality performance, execution and/or product.

Additional information:

Additional information includes: We are in the process of connecting with a local school in the Chicago area to bring in students and staff for this workshop.   This workshop would benefit if it could be capped at a maximum of 30 participants so there can be quality connections/work time between participants and students.

Speakers:

Ann Neeriemer
AIA, LEED AP
Perkins Eastman DC

Peter James
AIA, LEED AP BD+C
Perkins Eastman DC

AIA LU:

1 Learning Units (LU)

How applies to HSW:

Abstract:

Throughout the past decade, the District of Columbia has invested over $250 million each year in school modernization and replacement projects. These investments have supported and contributed to population growth and vibrant renewal of neighborhoods throughout the city, contributing to a more resilient DC.   This interactive, collaborative workshop session will present the overarching themes and lessons of the DC school renewal program, through the lens of the resilience framework created by 100 Resilient Cities. Through public engagement in the process, communities become more deeply invested in the outcomes and can transform neighborhoods.   The session will kick off with an in-depth look at two projects to analyze the design processes and strategies that engaged citizens, increased community pride, and created sustainable projects for the future.   Attendees will then break into small workgroups to evaluate resilience strategies and explore how their own current and future projects can contribute in the areas of Leadership & Strategy, Health & Wellbeing, Infrastructure & Environment, and Economy & Society. The workgroups will synthesize their findings and report back to the larger group.   Attendees will leave this session not only inspired to make a difference in their school communities but also empowered with specific, actionable strategies for community engagement and resilient school design.

Learning Objectives:

• Describe the DC school renewal program.;
• Analyze how the process and design of school facilities and campuses can impact community involvement and educational outcomes.
• Apply concepts of essential systems of resilience to future projects.;
• Summarize design and program concepts of sustainable education facilities that build community resiliency.

Primary Competency:

Community Engagement: Leads the internal and external communities through a discovery process that articulates and communicates a community-based foundational vision, forming the basis of a plan for the design of the learning environment. The vision is achieved through a combination of rigorous research, group facilitation, strategic conversations, qualitative and quantitative surveys and workshops. Demonstrates the skill to resolve stakeholder issues while embedding a community’s unique vision into the vision for its schools.

Primary Domain:

Process: Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.

Secondary Domain:

Context: Content of this session/workshop will focus on the circumstances that form the setting for the design and construction of specific learning environments and characteristics that distinguishes the project from other applications.

Speakers:

Bill Gould
AIA, ALEP,
Artik Art & Architecture

Kevin Kemner
Associate AIA
TSK Architects

Mark Davenport
AIA, _LEED AP, BD+C
SPS+ Architects

Vanessa Williams

AIA LU:

2 Learning Units (LU)

How applies to HSW:

Abstract:

While dramatic changes are happening in school architecture, many of us were struck by the keynote remarks of futurist David Houle at the A4LE International Conference in Atlanta last spring. Looking forward, arguing for dramatic holistic transformation in education — and hence also in school design, he told us that most of “current reform efforts are reactionary and based on playing catch-up,” that the moveable walls and furniture, the emphasis on STEAM, and even the thrill of teaching kids to code, is quickly becoming obsolete. With a connected world, VR, AI, and individually-directed learning, we can see that change is already happening. Houle writes,”A transformation of the magnitude suggested here will not come easily or without pain, but it will likely come faster than any of us imagine,” and, therefore, we must think about school design in a completely different way. But how?   Like teachers who have been trained in an old paradigm, seasoned school planners and architects may also be limited by old assumptions – and as we know from history, it is hard to rethink old ideas. Wanting to rejuvenate and reimagine our task, we are asking the youngest designers at 3 firms (Tate Snyder Kimsey Architects, SPS+ Architecture, and Artik Art and Architecture) to explore, in a charrette format, possible ways that learning spaces might evolve over the next 20 years. The design teams at each firm will work within a limited but defined program that delineates schedule, resources, process and presentation format. Each team will share the work with their firms for discussion, followed by a specified number of hours for independent revision (not to be constricted by principal designers).   At the beginning of the conference session, the work of the three teams will be presented; the rest of the time will be spent in conversation. In order to stimulate the discussion with the A4LE attendees, we will choose a moderator who can get the most out of their experience, expertise, and various perspectives. The larger goal is to inspire new ideas and ways of thinking.

Learning Objectives:

• To consider different ways to imagine education taking place in a post-classroom environment ;
• To explore the trends that will affect the evolution of the educational environment
• To ask new questions about the transformation of future school design and where its heading;
• To stimulate discussion between people from different professions, geographical locations, and perspectives

Primary Competency:

Educational Visioning:  Exhibits an understanding of best and next practices related to educational leadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders Ð translating that into an actionable written/graphic program of requirements for the design practitioner.

Primary Domain:

Learning: Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.

Secondary Domain:

Context: Content of this session/workshop will focus on the circumstances that form the setting for the design and construction of specific learning environments and characteristics that distinguishes the project from other applications.

Speakers:

Nick Salmon
REFP
Collaborative Learning Network

Katherine Moore
AICP
Georgia Conservancy

Mary Kay Entsminger
Master of Educational Administration
Chicago Heights School District #170

AIA LU:

1.5 Learning Units (LU)

How applies to HSW:

Abstract:

The resilient school of the future is likely to be a facility we already own, staffed with people we already employ, dramatically transformed with limited resources for teaching and learning in a dynamic century.   This session will share resilience strategies at the scale of the community, facilities and learner demonstrating how learning environments can be resilient to changing communities, pedagogy and learning styles.   A series of brief presentations of case studies and best practices will conclude with essential questions intended to provoke small group conversations including:   Why do we default to 10Acres+? How are you engaging the community in the site selection process?   What internship opportunities are you taking advantage of?   Why do we accept standardization of classroom sizes and 35% non-assignable?   How are you addressing the needs of introverts? What are the range of learning needs we should be accommodating?   Why go to school? How does project based learning, learning from failure and learning at your own pace impact facilities?   What are you doing to build meaningful relationships with learners and the community?    The session will conclude with a team challenge testing existing schools for future flexibility including:   Departmental Model Grade Level Teams (MA SC LA SS) Project Based Learning Learn at your own pace Learning linked to theme (STEM, Arts, Environment, World Language) Career Clusters Career Academies Half-day, whole-day, twice-weekly Internships Flex labs belong to pod & shared w/ school Teach alone, pairs, teams Teams loop with kids 9-10 or 9-12 Community use during school day Community use after school day Community center/health clinic Year-round school

Learning Objectives:

• Learn why resilience is important to communities, facilities and learners;
• Learn how resilience is best achieved in your community.
• Identify barriers to resilience typically encountered in school design;
• Learn resilience strategies that can be integrated in your future practices

Primary Competency:

Community Engagement: Leads the internal and external communities through a discovery process that articulates and communicates a community-based foundational vision, forming the basis of a plan for the design of the learning environment. The vision is achieved through a combination of rigorous research, group facilitation, strategic conversations, qualitative and quantitative surveys and workshops. Demonstrates the skill to resolve stakeholder issues while embedding a community’s unique vision into the vision for its schools.

Primary Domain:

Process: Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.

Secondary Domain:

Learning: Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.

Additional information:

This session brings together a community planner, educational facility planner and local educational leader to share resilience strategies for communities, facilities and learners.