Page 58 - LearningSCAPES 2021

SESSIONABSTRACTS continued...
• Identify Design Solutions that may enhance implementation of community schools.
• Understand why community schools can be anchors of community resiliency against future crises like COVID-19,
socioeconomic disenfranchisement, and climate change.
Rebecca Milne, LEED GA, Director of Design Strategy, Perkins Eastman Architects
Rebecca is the Director of Design Strategy at Perkins Eastman. Her background in neuropsychology and architecture informs her research and design, which focuses on the connection between architecture and the human experience. Her strategic approach applies design thinking through a futurist, human-centric lens to find innovative solutions that build resilience, create value, and maximize growth. As a published researcher, Rebecca has pioneered several studies examining collaboration and individualization in workplace, healthcare, and education environments.
Sean O’Donnell FAIA, LEED AP, Principal & K-12 Practice Area Leader, Perkins Eastman Architects
Sean is the practice area leader for Perkins Eastman’s international K12 practice. A recognized leader in educational facility planning and design, he is the Co-Director of the Consortium for Design and Education Outcomes (CDEO), a research partnership with Drexel University’s School of Education, authored articles and spoken internationally--his projects have won more than 30 design awards. Deeply committed to sustainable school design, he serves on the Board for the Collaborative for High Performance Schools.
Bruce Levine J.D., Associate Clinical Professor, Drexel University
Bruce is an Associate Clinical Professor at Drexel University’s School of Education, where he serves as the Director of the Educational Policy program, and the M.S. degree in Education Improvement and Transformation. His current research interests includes exploration of community school models in US education; civic and information literacy, education law, especially legal implications of education technology; and the relationship between the educational enterprise and workforce development.
Saturday, October 16, 2021 - 10:00 am – 11:00 am
Comprehensive Approach to Safety and Well-being in Learning Environments
1 LU / HSW
The ongoing COVID-19 pandemic has forced entities worldwide concerned with education to rethink the creation of productive learning environments while addressing the health-related concerns of learners, parents, educators, and staff. After 12 months
of social isolation, we have all experienced how deeply dependent we are on positive social interaction to maintain physical and mental wellbeing. In the summer of 2019, a group of architectural facility designers, educators, educational researchers, and psychologists from around the world conducted a “safety and security in schools” workshop in Mexico. The group concluded that the safety and wellbeing of learners must be addressed comprehensively in all three dimensions of human existence: The physical, the social and the psycho-emotional environment. After 18 months of global collaboration, the group is ready now to present their pathway for the implementation of this comprehensive approach. With case studies from Ecuador, Honduras, New Zealand, Spain, Brazil, Canada and the USA, the strategies are built upon the most current professional research and thinking for each environment. This approach is relevant now for two reasons:
In the post pandemic world of learning, mitigating the long-term effects of social isolation is essential for the successful transition of adolescent learners, away from fear-based social encounters, returning back to the development of social skills, friendships, and emotional stability within the school community.
With the recent progress made in moving away from the traditional “cells and bells“-organization, safety strategies must be adopted to fit the reality of a much more fluid learning environment. Physical features such as open floor plans, transparency and program flexibility have rendered many traditional safety protocols impractical. Presenters can conduct the workshop in