Conference Sessions

20/20: Programming for Design Excellence

Michael Nieminen, Partner, Kliment Halsband Architects 

Session Description:
Integrating programming into the design process can become a primary driver in achieving design excellence. Programming is frequently seen as a necessary, albeit unexciting, first step in the design of academic facilities. This session focuses on developing programming techniques that reverse that perception for the designer and the user. Participants learn strategies for gaining user input that leads to designs for optimal learning environments for all building types, area studies and master plans. Case studies illustrate how programming can generate design alternatives with meaningful consequences for all users, from faculty and students to administrators.

Learning Objectives:
1.) Learn how programming is a driver for achieving design excellence.
2.) Learn interactive programming techniques for capturing user input for optimal learning environments.
3.) Discuss how programming can generate multiple design alternatives.
4.) Explore a variety of building types and studies shaped by well-crafted programming.


 

After the Storm: Rebuilding Joplin High School


Jim French, Senior Principal , DLR Group • Kevin Greischar, Principal, DLR Group • Lindsey Piant, Associate, DLR Group • C.J. Huff, Superintendent, Joplin Schools

Session Description:
This session looks at the condensed design and construction process of transforming a vacant big box retail store into a 21st century learning environment. Discussion includes lessons learned and tells the story of how Joplin Schools welcomed students to renovated facilities by the beginning of the following school year on August 17 after the devastating May 22 tornado.

Learning Objectives:
1.) Learn how Joplin Schools responded immediately after the tornado and set a plan in motion to start school on time.
2.) Discuss the timeline and process of how designers transformed a big box retail space into a high school for 1,200 students in 55 days.
3.) Explore the design strategy and features that make Joplin High School a 21st Century school.
4.) Discuss how the District is capitalizing on this opportunity to use the temporary school as an incubator for future facility planning.


 

The BRITE Center: A Proven Model for Education and Industry Partnering

Tim Winstead, Principal, The Freelon Group • Li-An Yeh, Director, Biomanufacturing Research Institute & Technology EnterpriseBRITE Center and Professor of Pharmaceutical Sciences, North Carolina Central University

Session Description:
The Biomanufacturing Research Institute & Technology Enterprise (BRITE) Center on the campus of North Carolina Central University provides a proven model for private-public collaboration. BRITE is a critical component of North Carolina’s BioImpact, a collaborative partnership providing career training to produce skilled workers for the growing biotechnology and pharmaceutical industry. The innovative idea behind the BRITE Center is to establish truly collaborative learning environments by creating a real-world lab training and retraining experience mirroring the workplace. 21st century employers and students are seeking a clear and measureable connection between the classroom and the workplace. BRITE advances this critical connection with its design, curriculum and real-world success.

Learning Objectives:
1.) Learn about best practices for regional collaboration in the planning of new science facilities, including how to best engage employers and other stakeholders.
2.) Understand how the BRITE team achieved this collaborative partnership, and hear from the facility’s lead architect and lead client director about the key factors influencing its real-world design.
3.) Explore BRITE’s laboratories and classrooms, and learn how they benefit students with an academic learning environment, and employers with a dynamic connection to workplace practices and technologies.
4.) Discuss how to apply the lessons learned from the design, startup and ongoing operations of BRITE to other public-private enterprise initiatives.


 

Building Use Optimization: An Emerging Solution for Shrinking Budgets and Funding Cuts


Bukky Akinsanmi Oyedeji, AIA, NCARB, LEED AP, Chairperson, AIA CAE Higher Education Sub-Committee • Timothy Fish, AIA, LEED AP Principal, Cooper Carry Inc. • Jan van den Kieboom, Principal, Workshop Architects, Inc. • Christopher Bivins, AIA, LEED AP Project Manager, Cooper Carry Inc. • Mani Ardalan Farhadi, Associate AIA, LEED AP, Project Programmer and Planner, Steinberg Architects

Session Description:
Building Use Optimization layers multiple programmatic uses into one facility. It is an emerging strategy that can solve the financial and spatial challenges faced by university and college campuses today. This strategy utilizes a Spatial Use Analysis approach, which allows designers to create cost-effective, energy-efficient and optimally-utilized facilities. This presentation demonstrates Steinberg Architect’s space use analysis method; showcases two facilities design’s based on similar principles by two firms, and discusses the results of their post-occupancy evaluations. The facilities shown include University of Wisconsin-Madison’s Union South by Workshop Architects, Inc and the Student Learning Center at University of Georgia by Cooper Carry, Inc.

Learning Objectives:
1.) Discover what Building Use Optimization is, the factors driving its emergence, and its importance to pedagogy and the continued success of higher education institutions.
2.) Explore how Building Use Optimization can be offered as an additional service to clients who have severe spatial needs but insufficient funding.
3.) Learn what Space Use Analysis is, how it can be conducted successfully so that it results in new work, and its application in renovation and modification projects.
4.) See how the principles of Building Use Optimization are applied in the programming and design of two newly built higher education facilities and discuss lessons learned from their post occupancy evaluations.


 

Center for Sustainable Urban Living: A New Model for Student Success

Devon Patterson, Principal, Solomon Cordwell Buenz • Nancy Tuchman, Vice Provost and Professor of Biology, Loyola University • Robert Kelly, Vice President for Student Development, Loyola University • James Curtin, AIA, Principal, Solomon Cordwell Buenz 

Session Description:
The Center for Sustainable Urban Living, (CSUL), is the next step in the evolution of student housing with academic integration and sustainability goals set in an urban environment. CSUL recalls the Jeffersonian academic model of integrated living and learning by combining student residential living spaces with experiential learning facilities. The design integrates different program elements and high-performance building systems, including a hybrid geothermal system resulting in a Net Zero Ready community. The greenhouse is the nexus of the CSUL complex. Loyola University of Chicago seeks to advance current models of living and learning in a manner that will contribute in new ways to student success and institutional advancement.

Learning Objectives:
1.) Review of historical precedents for academic and living environments.
2.) Learn about the progression of student and academic building prototypes.
3.) Review of Loyola University of Chicago needs that precipitated the new vision.
4.) Discussion of the integration of vision and approach with sustainable goals and urban setting.


 

The Four Energy Zones of Schools: Energizing Learning through Planning and Design

 
Greg Monberg, Principal, Fanning Howey 

Session Description:
In 2003, MIT's Sloan School of Management published a study on the Four Energy Zones of Corporations: Passion, Comfort, Aggression and Resignation. This presentation examines ideas developed for channeling organizational energy, and investigates how they might inform the design process for educational environments. Discussion includes the physical environment's role in determining the prevailing energy zone within a school, and why most learning occurs in the "Passion" zone. In the new economy, maximizing the impact of educational dollars is paramount. The Four Energy Zones of Schools will offer design professionals and school administrators another way to maximize the return on investment for school construction dollars.

Learning Objectives:
1.) Learn how a student's interaction with his or her environment can lead to an atmosphere of passion, comfort, aggression, or resignation.
2.) Discuss how, and why, most learning occurs in the "Passion Zone."
3.) Explore facility planning and design strategies that create learning environments filled with passion.
4.) Learn how to use the Four Energy Zones as a tool for maximizing return of investment for school construction dollars.


 

GE Crotonville: Reimagining Leadership Education for the Global Marketplace

 
David Levo, Senior Associate, Perkins Eastman

Session Description:
This session looks at the reinvention of General Electric’s Global Leadership Education Center in Crotonville, NY, as it seeks to remain the vanguard of business education. This process involves recasting GE’s training content (curriculum), experience (delivery and learning), and environment (facilities) as an integrated whole, requiring a bold move away from rote learning towards experiential and trigger learning. This shift requires a mix of highly diverse spaces, many from outside the realm of business education, and tackles issues such as excessive technology saturation, creating human connections, and crafting experiences that can fundamentally change worldviews.

Learning Objectives:
1.) Explore how large and complicated corporations approach curriculum development and leadership training in a global context.
2.) Learn about the advantages that come from the simultaneous examination of content, experience and environment.
3.) Learn about innovative education strategies such as "experience- and trigger-based" learning.
4.) Explore how facilities can support changing curriculums and yield new possibilities.


 

The Green Schoolhouse Series: A Collaboration for Education

Jeff Zotara, Senior Partner, The Green Schoolhouse Series • John Dale, Principal, AIA, LEED AP, Harley Ellis Devereaux • Rob Pillar, Principal, AIA, LEED AP, Stantec 

Session Description:
The Green Schoolhouse series is singularly focused on improving the educational environment. We do this by engaging communities, school districts, corporations and volunteers to create inspiring, sustainable, permanent facilities to replace outdated portables at K-12 schools across the nation. These facilities are being designed in a volunteer effort by teams who are recognized leaders in educational facility design, and constructed using donated top-of-the-line highly sustainable products to satisfy LEED Platinum and Net Zero Energy requirements. Each schoolhouse is gifted to a Title 1 school, and is used for classroom space, afterschool programs and community meeting centers.

Learning Objectives:
1.) Insight into the collaboration process of a model that has never been attempted on this scale before by examining the unique process of community collaboration that the Green Schoolhouse Series project has taken to get the first building underway.
2.) Explore community engagement during the design process, and emphasis on community use of school campuses and facilities.
3.) Discuss the contrast of the traditional public school environment with the 21st century learning environment, designed by the Green Schoolhouse Series team, and the metric that will be used to measure effects on student achievement.
4.) Motivate attendees to rethink the educational environment in terms of sustainability and the needs of the 21st century pedagogy.


 

La Historia del San Andres: A Translation of American Design Principals

John Castellana, Chairman, TMP Architecture, Inc. • Eduardo Blanc, IA AIA, Senior Associate, TMP Architecture, Inc.

Session Description:
St. Andrew’s Scots School in Buenos Aires, Argentina, is a 173-year old educational institution. It is a bilingual school that currently occupies several buildings at four different sites. Designers developed a master plan, which allows the school to operate in a centralized location. The newly consolidated campus is designed to accommodate 2,000 K-12 students in a modern environment, with a harmonious architectural style, and individual visual identities for each grade. Planning challenges are discussed, including conducting Vision Planning Sessions in two languages to accommodate staff, students and administrators, and designing a welcoming campus with logical ties between buildings and outdoor spaces.

Learning Objectives:
1.) Understand the challenges of an international project, considering different social and educational environments.
2.) Explore successful bilingual Visioning Planning Session methods with groups of students, staff and community members.
3.) Discuss how to integrate athletic fields, outdoor and indoor learning spaces, commons and significant areas in a progressive, phased transition.
4.) Learn how traditional North American design values were interpreted on a South American campus.


 

The Immersive LearningScape: Innovating in a New Economy


Tomas Eliaeson, Director of Design, Little • John Dougherty, LEED AP BD+C, Director of Construction, School Board of Sarasota County Florida • Tom Balke, AIA, LEED AP BD+C, Studio Principal, Little

Session Description:
In an increasingly flattening world, a heightened focus on providing an outstanding 21st century education will be the differentiator in how we compete on a global scale. How will we holistically teach students; allowing them to experience new learning methodologies and embrace the world as an accessible, transposable knowledge environment? The Immersive LearningScape of the future will be centered on authentic, experiential learning to create a classroom environment where students are able to think, create, discover, impart and exchange ideas through various interaction levels with other students, teachers, professors and mentors, regardless of their global location.

Learning Objectives:
1.) Participants will learn how learning spaces can better adapt to the multitude of pedagogies and learning methods being used today.
2.) Participants will understand the importance of an environment that supports the student's ability to think, create, discover, impart and exchange as well as how design can support these functions.
3.) Participants will explore how Immersive LearningScapes can offer a cost-effective, yet highly impactful, method of delivering 21st century education under tight budgets.
4.) Participants will be exposed to a few case studies that illustrate the steps required to implement an Immersive Learningscape concept.


 

The Jewels of Niles: Uncover the Treasures of STEM and LEED EBOM

 
Jason Lembke, Director - K12 Education, Legat Architects, Inc. • Paul O'Malley, Assistant Superintendent, Business Services Niles Township • Jeffrey Greenspan, Board Secretary, Niles Township High School District • Patrick Brosnan, President/CEO, Legat Architects, Inc. • Vuk Vujovic, Director of Sustainability, Legat Architects, Inc.

Session Description:
The advances of the Niles Township High School District in project-based learning and energy-efficiency have earned national recognition. This session reveals the planning and design challenges the district met to achieve its award-winning STEM labs. Presenters, including school administrators, board members, and architects, will also discuss lessons learned in accomplishing one of the nation’s first LEED EBOM certifications at a 600,000 square foot, 50-year-old high school campus.

Learning Objectives:
1.) Understand strategies for integrating STEM education and co-curricular, inquiry-based programs into educational planning and design.
2.) Explore how district stakeholders and architects can collaborate to bring local and global communities into educational settings.
3.) Discuss the costs, paybacks, and third-party funding opportunities associated with LEED EBOM.
4.) Learn best practices for reducing energy expenses and creating a healthier environment despite diminishing construction budgets.

 
Launching Students Into the Future: The Role of Green Schools

 
Robert Kobet, President, The Kobet Collaborative

Session Description:
This session presents how schools that recognize how integrating community, facility and curriculum can effectively prepare students for the rapidly changing job market and future employment opportunities. Emphasis is on school architecture as pedagogy, and how greening the curriculum can increase student retention and interest in preparing for jobs in the future green economy. Case studies are used to illustrate a number of proven strategies for effective science, technology, engineering and math studies, as well as how each can be enriched through a multi-disciplinary and cross curricular approach using the facility as a teaching tool supported by public and private partnerships.

Learning Objectives:
1.) Explore how K-12 and Higher Education schools can use facilities to prepare students for future job markets.
2.) Understand how participatory, collaborative learning with active involvement in the community and school facility can increase student retention and academic performance.
3.) Discuss how greening the curriculum can be accomplished with and without the benefit of high performance green school facilities.
4.) Facilitate a discussion based on successful case studies to provide attendees with a number of lessons learned covering implementation, costs and solving administrative issues.


 

Optimization Studies: How to Keep Your Ship Afloat in an Economic Tsunami

 
Vern McKissick, III, President, McKissick Associates Architects PC • James Estep, Superintendent, Mifflin County School District

Session Description:
Review of a three phase, Geographic Information Systems (GIS) enabled, district-wide master plan for combining facilities assessments, operational costs, curriculum and community in the restructuring of a 5,600 student rural district. The district asked McKissick Associates to review potential options for reconfigurations. McKissick Associates is providing a GIS based analysis to determine the potential impact of over 15 options. Given the district’s widely varying income levels, the analysis will not only generate possible attendance areas, but will also evaluate and attempt to balance socio-economic ratios of those revised attendance areas. The study focuses on the evaluation of both direct and indirect costs resulting from potential realignments.

Learning Objectives:
1.) Understand developing methodologies for identifying cost factors for optimization of resources.
2.) Understand the role of "GIS" in establishing attendance areas, transportation, and facility locations.
3.) Learn methods for effectively communicating complex study data to taxpayers, parents, education/school board members and staff in simple terms.
4.) Implement strategies for handling the downsizing of a district in order to maintain the educational programming needs of the students.


 

An Outdoor School for an Indoor World: A Different Approach to Zero Net Energy Design

James Theimer, Owner & Principal Archtect, Trilogy Architecture Urban Design Research • Kelly Salter, Senior Program Officer, The McConnell Foundation

Session Description:
Using the new Redding School of the Arts as a case study, learn the story behind its design and construction. The new campus for this innovative K-8 California public charter school was conceived as a model for affordable energy design, creative learning spaces, and teaching green ideas. Learn how these three ideas are accomplished within a school where 50% of the learning space is open to the outdoors, even though the school is located in a climate with hot, dry summers and rainy, cold winters. Learn how the building actually performs relative to the pending LEED Platinum certification and Net Zero Energy design.

Learning Objectives:
1.) Explore a new strategy for achieving Net Zero Energy.
2.) Discuss how water use and storage should be considered a more important part of sustainable design.
3.) Learn how creative learning spaces contribute to the overall sustainability of a school building.
4.) Discuss how to best utilize the building as a tool for teaching green.


 

The Paradigm: Technology vs. Faculty, Can the Student Win?


Steve Thorburn, Design Principal,Thorburn Associates Inc.  

Session Description:
To create a productive learning space, there needs to be a shift in the way classrooms are designed. Classrooms now need to be enhanced with technology, but how can we integrate tablet P.C and iPad type devices into classrooms? How do we address the paradigm of how students learn, teachers teach, and rooms are used? This session evaluates the technology typically found in today’s classroom and compares it to what is needed to support the learning process of current and future generations of students and instructors. Only through this comparison can the needs of the students and the instructors be met.

Learning Objectives:
1.) Develop room design and layouts that will support emerging uses and future uses.
2.) Assess how we can change the use of whiteboards and powerpoint.
3.) Analyze use patterns of classrooms and be able to rank the importance of instructional technology.
4.) Evaluate how instructors use classroom technology.

 

Planning Schools for the Innovation Generation

 
Steven Turckes, Principal, Perkins+Will

Session Description:
Studies show that students need to be able to create and innovate in order to be successful in our rapidly evolving, global economy. What might the educational processes, programs and spaces that foster these creative skills look like? This provocative session will survey a number of writings surrounding the process of innovation in an attempt to reveal innovation's "secret sauce" and how these ingredients can inform decisions about education and facilities. Via a case study of the recently completed Center for Advanced Professional Studies (CAPS) for Blue Valley Schools, we explore how these concepts influence the planning process, as well as educational and facility outcomes.

Learning Objectives:
1.) Learn about the latest research on creativity and innovation.
2.) Discover the ingredients that foster innovation in corporate America, and how those can be translated into educational facility solutions.
3.) Learn about the Edison Innovation "Gold Award" winning Center for Advanced Professional Studies, and how this program fosters innovation and creativity in its students.
4.) Discuss participants own schools and how these ideas might benefit them.


 

Personal Learning: The Dawn of Mass Customization of Education

 
Nancy Sturm, Principal, The Sextant Group • Brian Patrick, Principal, The Sextant Group 

Session Description:
The recent economic recession has exposed fundamental weaknesses in the financial model underlying support of public two-year and four-year institutions. Demand for post-secondary education continues to soar even as the US job market lags in the post-recession recovery. Meanwhile, districts, colleges, and universities are still in the crosswinds of facilities replacement, renovation, and expansion that began a decade ago. In the midst of this turbulence, real change is emerging in the marketplace. This session explores economic realities, market trends in technology, teaching, and learning, and presents a scenario of future educational paradigms.

Learning Objectives:
1.) Understand the impact the economy is having on educational delivery and facilities.
2.) Understand emerging changes to facilitie's design necessary to adapt to active learning pedagogy.
3.) Learn about emerging technologies that will have an impact on educational spaces in the future.
4.) Understand how future-thinking infrastructure design can reduce long-term costs.


 

Sustainable K-12 Campus Design

 
Lisa Gelfand, Principal, Gelfand Partners Architects 

Session Description:
Green campus design integrates building, landscape, and hardscape solutions. For K-12 schools the campus is an extended learning environment, offering support for a variety of academic, sport, play, and operational activities. Uniting such activities with the existing urban, suburban, or rural context, green campuses support more intensive public use, habitat linkages, and improved site and regional hydrology. Using U.S. and international case studies, this session examines the educational potential of outdoor classroom areas, including edible schoolyards, storm water retention and re-absorption, dark skies, natural and naturalistic play, as well as best practices in paving and athletic fields.

Learning Objectives:
1.) Learn site design features that contribute to campus sustainability.
2.) Link sustainable campus design with educational opportunities.
3.) Explore non-traditional campus uses such as gardens, adventure areas, and storm water recharge.
4.) Study sustainable practices for paving, athletic fields, building site and orientation.


 

Sustainable Projects on a Charter School Budget


Lawrence Kearns, Principal, Wheeler Kearns Architects 

Session Description:
This session details two recent charter school LEED projects completed on tight budgets while providing maximum value. The first, Muchin College Prep, was Chicago's first high school in a multiuse high-rise. The second, Exelon Gymnasium, provided a school, in a blighted neighborhood, a cost-effective, day lit, multiuse space.

Learning Objectives:
1.) Discuss priorities of charter school clients and the unique spaces that support their mission.
2.) Learn about cost-effective, sustainable strategies that can be deployed in unorthodox locations.
3.) Explore emerging technologies deployed in typical classrooms to maximize their utility.
4.) What to look for in a prospective campus.

CO-LOCATED WITH FETC 2012

FETC 2012

HELD IN CONJUCTION WITH:

AIA - Committee on Architecture for Education
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