Page 76 - LearningSCAPES 2021

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Ron Lamarre, AIA, ALEP, ALA, LEED & WELL AP, Architect | Accredited Learning Environment Planner
Ron is the former A4LE Northeast Region president, membership chair, and founder of the New England Chapter, upon which he recently became president-elect. As an award-winning Architect, he has led K12, higher-ed, and public library projects focused on future-ready and life-long learning environments. He has enjoyed serving on juries for the MacConnell Award, the LEsolutions Award, and the Boston Society of Architecture’s Architecture for Education Design Award.
He continuously seeks better ways to create unique community-driven solutions comprised of meaningful and innovative learning environments planned to evolve with advances in education and designed for a sustainable future; including projects that have achieved LEED-certification, the ASHRAE 189.1 Green Building Standard, the New Building Institute’s Advanced Buildings, Zero-Carbon Emission, and Net-Positive Energy. As an active member of the American Institute of Architects Committee on Architecture for Education (CAE), Committee on the Environment (COTE), the American Library Association, and A4LE, Ron seeks to continuously share and learn how to bring higher-performing learning environments to every client.
Ron graduated with a Bachelor of Architecture from Roger Williams College, and an Advanced Certificate in Educational Planning from San Diego State University. Projects recognizing his leadership have been featured in Learning by Design, American School and University, and the Green Building Journal. His published articles include, “Photovoltaics – Theory to Reality 2006” and “Integrated Sustainability 2015”. He has spoken nationally on educational planning and the sustainable design of learning places and spaces.
Maria Fernandez Donovan
Saturday, October 16, 2021 - 2:00 pm – 3:00 pm
Comprehensive Learning Now and Into the Future
1 LU
Fifty years ago, Vocational High Schools served local industrial labor needs but isolated students into career track and college track along “class lines”. Co-locating academic and vocational schools was mostly a convenience of site and campus, not pedagogically motivated, with each facility maintaining distinct administrations and goals, each with their curriculum and turf. Today, true Comprehensive High Schools interweave the academic and CTE curricula and learning environments with the minimum of turf and maximum of connections of students and programs. The success of these dynamic schools lies in greater graduation rates and higher levels of CTE students pursuing higher education. Comprehensive education requires a recognition of the dynamic changing labor market and needs of society. The needs of 2070 will be far more than the “re-tooling” of current programs in order to provide students with the skills and experience necessary to join, adapt, and thrive in an ever-changing workplace world across a multitude of career types. Building a community within the school – more interpersonal connections and interactions is an indicator of a healthy social environment that is less stratified by class and color. Understanding how a functional society requires many different types of work – respect for all workers and having empathy for all can build stronger social bonds beyond school. During COVID many have now witnessed the challenges and skills of “essential workers” – this life lesson can begin and strengthen in a Comprehensive school environment. In the world of 2070, might all high school graduates, professions and careers require interdisciplinary skills of innovation, creativity and head to hand activity? Will all education need to be Comprehensive? Take the journey with us to test out the brand new 2021 SHS and its’ ability to serve or be adapted to the future 2071 SHS needs within the same building envelope.
Learning Objectives:
• Explore how the 2021 completed Somerville High School for 1,590 students which interweaves 14 certified technical