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educational environments. He has won numerous national awards and serves as member of a few educational design teams
including Reimagine America’s Schools’ and the Emergent Design Studio.
From his work in public school facilities, his passion focuses on the social/emotional and physical requirements of our stakeholders supporting manufacturer’s, designers and school communities throughout the world from the disruptive yet “safe” approach to design.
In 2012 David designed Shift+, the first holistic and reconfigurable array of educational furniture components, in partnership with VS America. Shift+ continues to be instrumental in transformations within the worldwide educational marketplace.
David assists educational institutions and design professionals, supporting programming and professional development needs while delivering detailed, systematic conversations surrounding the disruptive innovation approach to design.
David is not only an innovator, researcher, designer, and creator, he is also a our social, emotional and our physical connectivity surrounding SPACE, its various enhancements and attributes.
David continues to demonstrate his passion within the educational community with valuable insight on how to bridge the
gap between curriculum/instruction and the built environment – creating truly agile environments with two new systems of educational furniture this fall.
David can be contacted david@DavidStubbsDesign.com or visit https://www.DavidStubbsDesign.com
Saturday, October 16, 2021 - 11:15 am – 12:15 pm
Disruptive Resilience: Aligning Learning Styles and Teaching Pedagogies with a Biophilic Approach to 2070 School Buildings
1 LU
Teaching and learning, research, planning, and policy making share the same prerequisite, stability. For government, institutions, the economy, or underlying ecological foundations, the act of imagining the future is conditioned by the signposts of the
present, and many signs point to the possibility of an unstable future in the year 2070. If there is a future worth imagining, it is one of ecological health and stability. Embodied carbon will account for half of all greenhouse gas emissions from the building sector between now and 2050. To arrive at our desired future in 2070, we must engage in “disruptive resilience”, aligning our global educational goals and our goals for sustainable school building solutions to promote effective environmental stewardship and counteract climate change. Specifically, we must aggressively and immediately pursue the most promising trends and technologies currently available to eliminate school building contributions to global warming, and evolve the ethos of our global educational community to align with a biophilic understanding of school building needs.
The most important actors in this effort are our young people who will be our cultural change agents in the coming decades. How does the relationship between place, and learning impact student perception of the world they inhabit? Can student engagement with place be transformational to their development? Does biophilia suggest opportunities to reinforce our affinity with the natural world? Through mini theoretical case studies, this session will explore the impacts that design and construction of schools with low embodied carbon goals can have on a wide range of relevant school planning topics, including student development, teaching pedagogy, community engagement, and life cycle operational costs. More specifically, we explore the true