CEFPI - Day Two

Hector Rene Garcia, Mata-Garcia Architects principal, is attending the Certified Educational Facilities Planners International (CEFP I) World Congress on Educational Environments in San Antonio, Texas this week.  The following are summaries of the sessions he attended.

The Best School Ever Made: Beth Hebert, former principal at Crow Island School, Winnetka Public Schools. Hebert reviewed her experience at Crow Island School and how the look and feel of a school matters to students and is deeply connected to their attitudes, behavior and learning. Having toured this school a few years ago, I know first hand what a classroom and a school environment can accomplish. Hebert explored the connection between specific features of classroom and school design that impact student learning beginning with lessons learned from Crow Island School - a national historic landmark and now almost 75 years old. The session also covered (a.) Understanding the importance of collaborative conversation between architects and educators, (b.) Identifying specific design features that enhance student learning, (c.) Exploring how the design of space relates to student attitudes, behaviors and learning, and (d.) Learning specific strategies for engaging students in the design process.

Go Outside to Learn: The Value of Outdoor Learning Environments: Robing R. Randall, ED lab INC. Randall stated that "When present in nature, all senses are stimulated," which is the optimum state of learning, blurring the boundaries between academic learning and creative curiosity. As a mini-ecosystem, the "outdoor classroom" fosters the use of systems thinking and emphasizes the interconnectedness. Through exposure to the intricate web of life, students come to understand that complex natural and societal systems often require holistic rather than linear solutions. In seeking a holistic understanding, outdoor learning lends itself to inter-disciplinary studies employing multiple academic disciplines. Global environmental issues are reflected in microcosm and often lead to service learning projects that emphasize social responsibility. Randall reviewed how she (a.) Uses evidenced based design research to document the value of outdoor learning, (b.) Defines the characteristics and stimuli of the outdoor learning environment, (c.) Dissects examples of projects that support spontaneous and organized learning, and (d.) Discusses future implications to curriculum delivery and environmental responsibility.

Building as a Teaching Tool: Connecting, Curriculum, Culture and the Physical Environment: Stephanie Barr, Institute for the Built Environment, Colorado State University and Craig Schiller, Build to Teach Consulting LLC.  This seminar asked the question "How can we design and operate schools which not only save energy, resources and money, but also actively engage and educate students in sustainability? Taking green schools beyond a physical shell, to an active, dynamic green learning environment requires more than just  visible green building features. A holistic approach, driven by both educators and building professionals, is needed to integrate sustainability into building design, curriculum, organizational culture and an community at large. Only through this holistic integration is a building truly a teaching tool. Utilizing case studies and recent research, Barr and Schiller defined principles, provided a framework and presented tools for creating a school building that teaches. Also covered were (a.) Understanding the necessity of a whole-school approach and integrating sustainability into educational programs, organizational culture and facility design to create a building that successfully teaches, (b.) Defining common design principles and building components which make successful teaching tools and the methods used to connect building features to learning opportunities, (c.) Exploring "best-case" examples of how school buildings across the country are being used to teach sustainability and (d.) Providing hands-on experience planning a holistic building that teaches.