UNL Virtual Lecture Series - Speaking Topic: Understanding School Design
Holly Hatton
Author
04/10/2024
Added
3
Plays
Description
More from our virtual lecture series: Supporting Optimal Development Through Healthy Environments! This series is brought to you by the UNL Grand Challenges Planning Grant: Advancing Cutting Edge Research and Practices to Increase Access and Use of Green Space and Outdoor Play in Early Childhood Settings and organized by a cross-disciplinary group of cognitive, developmental, architecture, and design researchers. The purpose of this series is to educate our research community about emerging ideas and findings for how different aspects of the physical environment may shape development. We will be hosting researchers throughout the semester, and you can find our current schedule below. This presentation This discussion tell the story of the “why” behind shifts in school design and the importance of aligning these spatial shifts with
holistic systems change. These conversations allow participants to align their approach to space to garner the most impact.
Dr. Tim Shimp is an educational learning
designer who works with design teams
and clients to ensure teaching and
learning objectives are met. He supports
school districts across the country in
developing high impact, engaging, and
innovative learning environments. Having
worked in nearly every facet of the K-12
education system from educator to
superintendent, he uses his practical
experience to revolutionize the learning
experience.
Dr. Marilyn Denison bridges curriculum and
facilities throughout the design process to
ensure a holistic approach is delivered. She
works directly with K-12 school district clients
across the country to lead planning efforts and
visioning exercises that establish the client’s
Why or Guiding Purpose, followed by Guiding
Principles to achieve that purpose. She leads
DLR Group's BOLD (bridging organization,
learning, and design) team. BOLD connects
districts and designers to ensure the vision for
teaching and learning is supported by the built
environment. Marilyn and her team inspire
innovation by facilitating organizational change
and cultural transformation to elevate student
outcomes.
Searchable Transcript
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- [00:00:00.180]Industry partners that's doing
- [00:00:01.830]really important design work as well as research
- [00:00:05.220]on looking at how to design schools
- [00:00:09.570]so that they're healthy and influencing systematic change.
- [00:00:13.620]So with that,
- [00:00:14.490]I'll turn the presentation over to Vanessa Schutte,
- [00:00:18.990]who will do introductions and share more about their work.
- [00:00:22.740]Yes, thanks.
- [00:00:23.573]So, yes, I'm Vanessa Schutte.
- [00:00:25.080]I am the K-12 Central Region Leader for DLR Group.
- [00:00:29.157]And I actually have the honor and privilege
- [00:00:31.110]of working with Dr. Marilyn Denison and Dr. Tim Shimp.
- [00:00:34.260]I'm gonna let them share a little bit about themselves
- [00:00:36.750]before we roll into the presentation.
- [00:00:38.310]So let's go ahead and start with Dr. Denison.
- [00:00:42.411]All righty, thank you Vanessa.
- [00:00:43.805]We're so excited to be here and to visit with you all today.
- [00:00:46.996]I'm a career educator and started out as a teacher
- [00:00:51.156]and, you know, took all the different roles
- [00:00:53.220]and worked my way up to
- [00:00:54.180]the Assistant Superintendent for Curriculum and Instruction.
- [00:00:57.420]And instead of retiring,
- [00:00:59.130]I chose to join DLR Group
- [00:01:00.843]as a teaching and learning designer.
- [00:01:03.540]It was really important to me
- [00:01:05.070]because as an assistant superintendent
- [00:01:07.230]and as we were trying to improve our schools
- [00:01:10.440]through space design
- [00:01:12.240]and also matching the type of teaching and learning
- [00:01:14.610]we wanted to do
- [00:01:15.930]that those really need to coexist together.
- [00:01:18.330]And a lot of times we've seen it done in silos
- [00:01:21.600]and we wanted to break that silo.
- [00:01:23.250]So we had some great practice in our districts
- [00:01:25.530]before I joined DLR Group
- [00:01:27.090]and now I get to help do that work,
- [00:01:29.970]both visioning but also we have a service that we call BOLD.
- [00:01:33.480]So we get to help do professional development
- [00:01:35.190]for teachers too,
- [00:01:36.120]and administrative staff to move into their new environments
- [00:01:39.480]and working all across the United States and having a blast.
- [00:01:43.440]It's a dream come true.
- [00:01:45.120]Tim, turn it over to you.
- [00:01:47.340]Good morning everybody, nice to be here.
- [00:01:49.590]I'm Dr. Tim Shimp.
- [00:01:51.030]I'm also a career educator.
- [00:01:52.650]I just, about a year ago almost now, I joined DLR Group.
- [00:01:57.180]I was a former client of DLR's,
- [00:01:59.550]but I finished a 30-plus year career
- [00:02:02.220]with my last 10 as a superintendent
- [00:02:04.560]in a suburban district outside of Chicago,
- [00:02:08.280]about 7,000 kids.
- [00:02:09.990]And I've also went teacher, principal,
- [00:02:13.260]assistant superintendent of teaching and learning
- [00:02:15.120]and superintendent.
- [00:02:16.680]But really excited to be part of this group
- [00:02:19.740]and working alongside people like Vanessa and Marilyn
- [00:02:23.520]with DLR Group across the country
- [00:02:25.260]to impact kids and outcomes for students
- [00:02:28.260]and the environments in which they learn best.
- [00:02:31.050]So, nice to see all of you and meet all of you,
- [00:02:34.020]and I look forward to our opportunity today.
- [00:02:40.590]Okay, let me know if you can see my screen.
- [00:02:42.870]Little thumbs up, all right.
- [00:02:44.613]With that, we'll go ahead and begin.
- [00:02:48.840]Turn it over to Marilyn.
- [00:02:55.440]Actually, okay, I'll do quite, I'll do the introduction,
- [00:02:58.800]the agenda here. Sorry.
- [00:02:59.633]And then it goes to Tim.
- [00:03:01.521]That's okay.
- [00:03:02.354]We're gonna just walk through some of these sections
- [00:03:05.010]'cause it kind of helps to understand
- [00:03:06.840]the research that we're doing in DLR Group
- [00:03:09.090]and how much we value research
- [00:03:10.860]not just on school design, but the,
- [00:03:13.140]pairing it with the research on teaching and learning.
- [00:03:15.150]So we'll do an overview of eRAD,
- [00:03:16.950]that stands for Educational Research and Development,
- [00:03:19.920]overview of FINNS, and you'll hear what,
- [00:03:22.110]why we call it FINNS and what that is,
- [00:03:25.110]and some of the new additions that we're going to do
- [00:03:27.180]to FINNS just to help continue our research
- [00:03:29.520]and moving it forward.
- [00:03:30.750]Capps Middle School Research,
- [00:03:32.850]BOLD data, which you'll understand a little bit more about,
- [00:03:35.700]BOLD again a little bit later.
- [00:03:37.290]And then the ILETC/ILESE research that we're doing
- [00:03:40.680]alongside University of Melbourne.
- [00:03:43.230]So there's our agenda and I'll give it to Tim.
- [00:03:48.930]Yeah, so this is just an overview
- [00:03:51.270]of our research and development team.
- [00:03:53.100]On the next slide, you'll see
- [00:03:55.050]this is a probably a little bit of a small list,
- [00:03:59.670]condition to myself.
- [00:04:00.630]This is the group that comes together on a monthly basis
- [00:04:03.780]to talk about K-12 research,
- [00:04:07.800]everyone from designers, to architects,
- [00:04:10.800]to project managers and team leads.
- [00:04:14.040]So it's really a diverse group across our firm,
- [00:04:17.730]across the country.
- [00:04:19.926]If you go to the next slide,
- [00:04:21.060]a little bit of an overview of, you know,
- [00:04:23.580]how we work with our amazing partners
- [00:04:25.350]and educational leaders.
- [00:04:27.600]When you look at the,
- [00:04:28.500]in the absence of research,
- [00:04:29.880]we really would stay stagnant
- [00:04:31.830]and not be able to design around the needs of students
- [00:04:35.070]and the facilities that, in which we design.
- [00:04:40.080]But really our work together,
- [00:04:42.120]if you click again there, Vanessa,
- [00:04:44.910]it fosters opportunities for innovation,
- [00:04:47.340]for creativity, for the personalization of design.
- [00:04:50.760]So really it's an opportunity for us to look at
- [00:04:53.880]how do we partner with, you know,
- [00:04:56.100]groups like yourselves as well as our K-12 clients
- [00:05:00.240]and to, you know, create opportunities
- [00:05:04.470]to continue to reinvent and redesign our design work
- [00:05:08.700]and to try and predict what's really,
- [00:05:10.740]what's coming and what's having an impact.
- [00:05:12.630]And then really to spend our time deciding
- [00:05:15.630]what's not working in the field of education
- [00:05:18.270]so that we can go back to the drawing board
- [00:05:21.360]and do things that are gonna have a sustainable impact
- [00:05:25.260]short and long term.
- [00:05:28.107]So I wanna share, oh, now it's Vanessa's turn.
- [00:05:35.822]Thank you.
- [00:05:37.140]So FINNS is a way,
- [00:05:39.750]it was developed by the eRAD team.
- [00:05:41.700]It stands for Flexibility, Individualization,
- [00:05:44.580]Nature, Naturalness and Stimulation.
- [00:05:47.430]It is actually a guidebook for our designers.
- [00:05:50.700]It's a way of getting the research,
- [00:05:53.580]sorry, it's not advancing there,
- [00:05:55.200]getting our researched into the hands of the designers.
- [00:05:58.080]So it's a interactive system
- [00:06:01.590]that pulls together our primary research
- [00:06:05.250]and secondary research to help us as designers.
- [00:06:08.730]So really as I mentioned,
- [00:06:10.530]those are the buckets of research that we look at.
- [00:06:13.620]Specifically if we look at flexibility,
- [00:06:16.380]we know that flexibility is incredibly important
- [00:06:19.440]in the educational system
- [00:06:21.330]whether or not you're doing research,
- [00:06:24.900]what supports research, what supports collaboration space.
- [00:06:28.110]So that variety and ability to change
- [00:06:31.680]is critical to the success of a learning environment
- [00:06:34.860]or a learning suite.
- [00:06:36.660]When we look at individualization, it go,
- [00:06:40.770]and I think one thing that's nice about the FINNS research
- [00:06:43.500]that I didn't mention is
- [00:06:45.030]it impacts every discipline.
- [00:06:47.820]So there's research on indoor air quality,
- [00:06:50.850]so our engineers can leverage it,
- [00:06:53.670]our interior designers can leverage it, and our architects.
- [00:06:56.970]So looking at how we're all different,
- [00:06:59.550]we all learn differently,
- [00:07:00.570]so we should expect different spaces
- [00:07:03.648]to support that learning.
- [00:07:05.157]And our bodies are different,
- [00:07:06.480]so how do we adapt to change for those individuals
- [00:07:10.860]in the learning environment?
- [00:07:13.260]And then nature and naturalness
- [00:07:15.240]connecting to the outside is important.
- [00:07:18.510]We know that is very important,
- [00:07:21.060]but also how you feel within the built environment.
- [00:07:24.210]So looking at the acoustics of the space,
- [00:07:27.690]looking at the spatial density inside and outside
- [00:07:31.320]and the ability to adjust and connect to outdoors is
- [00:07:36.930]really important.
- [00:07:39.180]And then finally, stimulation.
- [00:07:41.430]Stimulation is looking at spatial variety,
- [00:07:46.170]but you don't wanna be too over the top
- [00:07:48.840]with too much stuff going on.
- [00:07:50.250]When it comes to color saturation,
- [00:07:51.900]you wanna make sure that we are
- [00:07:54.052]appropriately stimulated.
- [00:07:56.550]I always laugh when we talk about stimulation
- [00:07:58.410]when we go into a preschool, kindergarten,
- [00:08:01.830]first grade classroom,
- [00:08:03.000]the walls are completely covered,
- [00:08:04.560]yet the research says that that's just too much.
- [00:08:06.300]So how do we educate our clients
- [00:08:08.790]as well as our design team
- [00:08:11.700]to make sure that we have the appropriate number,
- [00:08:13.830]amount of stimulation within the space
- [00:08:15.960]so that kids can actually learn?
- [00:08:18.390]And how we tie that all together
- [00:08:20.850]from visual connections
- [00:08:23.748]to the entire environment itself.
- [00:08:27.090]Some fun things that we are adding to FINNS,
- [00:08:29.760]and that's another reason I appreciate the eRAD team is
- [00:08:33.870]we continue to add research to this guidebooks
- [00:08:37.350]that our team can leverage.
- [00:08:40.710]And so we're starting to look at the impact of
- [00:08:44.520]inquiry-based learning on educational spaces.
- [00:08:48.510]So if you look at the learning model,
- [00:08:50.100]how we move through the different ideas of inquiry
- [00:08:55.440]from wonder, discovery, define, reflect and design,
- [00:09:00.120]that all ties back into space.
- [00:09:03.420]Those different activities that happen in the learning cycle
- [00:09:06.330]really do come back into what kind of spaces support
- [00:09:10.560]that kind of learning and development
- [00:09:13.140]for our students and making sure that we balance that
- [00:09:17.880]so that we have the right amount of spaces
- [00:09:21.030]and they're easy to, like, access.
- [00:09:23.190]Destinations are not places that we go
- [00:09:25.500]because we lose time in the design of a building.
- [00:09:29.490]So I think this is really helping our,
- [00:09:32.160]not only our architectural and interior designers understand
- [00:09:37.380]what curriculum is delivered better,
- [00:09:39.300]but it also is helping our team
- [00:09:41.610]make sure that we're creating those spaces
- [00:09:43.380]adjacent to the right space,
- [00:09:45.390]with the right adjacencies to each other.
- [00:09:48.270]So that's a quick overview.
- [00:09:51.330]Oops, I lied.
- [00:09:52.290]We have a few more fun things that we're adding to FINNS.
- [00:09:55.320]We're specifically looking at the educator.
- [00:10:00.150]Right now, there's a crisis in the educational system
- [00:10:03.690]with teachers leaving the profession.
- [00:10:05.160]So how can we
- [00:10:08.040]kind of create
- [00:10:10.611]a sanctuary for educators to help keep them
- [00:10:14.370]in the educational system?
- [00:10:16.500]I kind of like to think of it as the Google model
- [00:10:18.930]of educational systems.
- [00:10:20.130]If you look at what Google does
- [00:10:21.480]in the design of their environments,
- [00:10:23.520]it's about how they retain staff.
- [00:10:25.680]We're looking at how we can help to retain educators
- [00:10:28.230]within the system itself.
- [00:10:30.930]Specifically, even
- [00:10:33.120]one trend that we're seeing that is part of FINNS is
- [00:10:36.900]respite spaces for teachers,
- [00:10:38.383]a place to go to decompress.
- [00:10:40.890]We're also looking at high performance designs
- [00:10:43.170]and neurodiversity within the students
- [00:10:47.280]in the learning environment.
- [00:10:49.860]With that, I'm gonna turn it back over to Marilyn.
- [00:10:53.490]Actually, I'm gonna take this one, Vanessa.
- [00:10:54.900]Oh, good golly.
- [00:10:56.400]Sorry, I get wrong every time.
- [00:10:58.710]I'm coming soon, I'm coming soon.
- [00:11:00.840]It's so exciting to listen to a designer and architect
- [00:11:03.330]talk about,
- [00:11:05.370]Vanessa, you talk just like an educator going through that.
- [00:11:08.885]I think that's what makes our work so special
- [00:11:10.980]and such a great partnership with,
- [00:11:14.460]you know, Marilyn and I on the DLR Group team.
- [00:11:17.700]So we're gonna talk about some research
- [00:11:20.250]of Capps Middle School that we've been involved with
- [00:11:22.860]in Putnam City Schools in Oklahoma.
- [00:11:24.960]And we're gonna focus on
- [00:11:26.430]from a teaching and learning standpoint,
- [00:11:28.470]share some information about, you know,
- [00:11:31.260]the flexible learning suites and how they support
- [00:11:34.260]the teaching and learning that's going on
- [00:11:36.720]in this middle school.
- [00:11:37.980]So a little bit about Capps,
- [00:11:39.930]if you go to the next slide of Putnam City Schools,
- [00:11:44.460]the demographics that make that up.
- [00:11:47.280]Wanna move the next slide there Vanessa?
- [00:11:52.170]I'm trying.
- [00:11:53.003]It's not wanting to click with me,
- [00:11:54.230]so just bear with me for a second.
- [00:11:55.650]There we go.
- [00:11:57.300]So a little bit about them.
- [00:11:59.280]You know, the demographic certainly a very diverse makeup,
- [00:12:04.158]you know, of a large school district
- [00:12:06.570]that they're involved in.
- [00:12:07.890]And on the next slide talks about the,
- [00:12:09.690]you know, a representative of the middle school
- [00:12:12.240]really reflects the makeup of the entire district.
- [00:12:17.040]So when we think, you know,
- [00:12:18.330]many times when we work with districts across the country,
- [00:12:22.440]you know, there is achievement gaps
- [00:12:24.360]and we look at how, you know,
- [00:12:25.290]how do we gauge all learners based upon their backgrounds,
- [00:12:29.160]their experiences, the challenges that they face.
- [00:12:33.030]So it's really important as we work with schools
- [00:12:35.160]to make sure that regardless of who they are,
- [00:12:38.400]regardless of their demographic makeup,
- [00:12:40.950]that we're creating spaces that meet the needs
- [00:12:44.070]of all the learners across the districts based upon ability,
- [00:12:47.220]based upon background, ethnicity.
- [00:12:50.190]So the research that we're involved in
- [00:12:52.290]really has a significant place in the design work.
- [00:12:56.940]This is an example of, you know, the,
- [00:12:58.650]when you think about the learning suites
- [00:13:00.210]and how they impact the teaching and learning
- [00:13:03.480]with a variety of spaces,
- [00:13:05.370]whether that's the learning activities that can happen
- [00:13:08.040]in each of these individualized spaces,
- [00:13:10.530]whether that's the teacher collaboration that occurs
- [00:13:14.010]or some of their planning spaces that happen or the support.
- [00:13:17.310]So when you see things like the intervention spaces
- [00:13:20.340]or the small group spaces
- [00:13:22.380]where some of the student supports can happen,
- [00:13:24.960]or the learning commons where collaboration can occur
- [00:13:28.590]with the social interaction and awareness
- [00:13:31.410]can happen amongst individuals.
- [00:13:33.360]Or when you think about the hands-on opportunities
- [00:13:36.000]in maker labs or in the learning studios,
- [00:13:39.690]really a variety of spaces can address
- [00:13:41.820]the needs of multiple activities
- [00:13:45.450]as well as multiple needs of kids.
- [00:13:48.780]Here's some just pictures of the variety of spaces
- [00:13:51.570]and innovative design of Capps Middle School,
- [00:13:55.470]whether it's the learning commons
- [00:13:56.850]or the small group rooms you see there on the bottom right,
- [00:13:59.970]or the co-lab of opportunities
- [00:14:01.590]that really provide the flexibility,
- [00:14:03.900]adaptability of a multitude of flexibility for teaching
- [00:14:08.790]as well as the learning.
- [00:14:12.900]This slide, when you think about
- [00:14:15.300]we know that increased student engagement leads
- [00:14:18.450]to increased growth and achievement.
- [00:14:22.080]So when you look at the survey results here
- [00:14:24.600]of close to 600 students
- [00:14:27.715]that talked about the engagement opportunities
- [00:14:30.627]and how spaces support, you know,
- [00:14:33.900]different opportunities for kids and different activities.
- [00:14:38.220]This one, when you look at the hands-on,
- [00:14:40.500]the group learning, the flexibility to move
- [00:14:42.690]from large group to smaller spaces,
- [00:14:45.240]for kids to have their choice when it comes
- [00:14:49.350]in terms of space and furniture
- [00:14:52.140]really are very, very positive results
- [00:14:54.870]at Capps Middle School,
- [00:14:56.520]where kids like to be able to move from different spaces,
- [00:14:59.640]whether it's large, small or medium-sized spaces.
- [00:15:06.060]When you look at, when you think,
- [00:15:07.050]and Vanessa talked about the inquiry opportunity
- [00:15:10.110]of hands-on, problem-based learning that happens in schools.
- [00:15:14.460]Again, very positive results
- [00:15:17.700]that the Capps Middle School students talked about
- [00:15:21.450]when they're given the opportunity to do
- [00:15:24.090]hands-on activities or work in small groups
- [00:15:27.030]or to participate in discussions.
- [00:15:30.390]On this slide, it again, how do they,
- [00:15:32.220]how do the spaces support the inquiry cycle?
- [00:15:35.160]On the far left you'll see the different activities
- [00:15:37.980]that would make up inquiry learning
- [00:15:41.130]and opportunities for students.
- [00:15:42.810]And then when you focus your eyes
- [00:15:44.130]on some of the darker colored spaces,
- [00:15:48.030]you know, 61% talked about the small group discussion.
- [00:15:52.380]Very, you know, a positive results of happening
- [00:15:54.630]in the those small group spaces
- [00:15:56.760]or how they can create,
- [00:15:58.920]do some creation and project-based learning
- [00:16:02.340]in some of those spaces when you see 63%,
- [00:16:05.430]or were 55% seeing, you know,
- [00:16:08.370]the spaces used for discussion areas
- [00:16:11.045]in some of their small group work.
- [00:16:13.740]So, very positive results.
- [00:16:15.210]And then that from a teacher standpoint,
- [00:16:17.250]out of the 80 teachers that were surveyed,
- [00:16:20.250]you know, going back to that learning suite
- [00:16:22.110]and the neighborhood design,
- [00:16:24.450]giving those learning activities the opportunity to occur.
- [00:16:29.790]So again, Capps Middle School was a great example
- [00:16:33.810]of some of the positive work that's going on.
- [00:16:37.770]And then the post-occupancy research that,
- [00:16:40.350]and you'll hear a little bit more about this
- [00:16:42.120]as Marilyn talks about it later,
- [00:16:44.220]and when you think about a middle school student,
- [00:16:47.686]you know, and you see some of the results
- [00:16:48.960]there on the right,
- [00:16:50.250]how many middle school kids do we know that, you know,
- [00:16:52.300]where 70% say, well, wrote,
- [00:16:54.270]this space really makes me wanna work hard
- [00:16:57.480]or this space makes me feel valued
- [00:17:00.480]or that where learning is valued in a space.
- [00:17:03.090]We just don't see that happening across the country
- [00:17:06.390]with a middle school student.
- [00:17:07.950]Like, they don't really like to talk
- [00:17:09.180]about their school experience very much as it is.
- [00:17:11.610]So if we can get them to say that we enjoy our learning
- [00:17:14.550]and we enjoy the spaces and we wanna get better grades
- [00:17:18.240]and when I'm here at school to us,
- [00:17:20.700]that's a very positive aspect of the design work
- [00:17:24.090]that's occurred at this school.
- [00:17:30.210]So I'll take over from here.
- [00:17:32.130]It's finally my turn,
- [00:17:33.270]but before I go into the BOLD data,
- [00:17:34.980]I wanna add one little story about Capps Middle School
- [00:17:38.070]that Tim was talking about.
- [00:17:40.290]We had students part of the design process
- [00:17:43.620]and of course when you have middle school students
- [00:17:45.540]part of the design process and getting their input,
- [00:17:49.380]they're in high school by the time the school's built.
- [00:17:52.020]So they were in high school
- [00:17:53.910]and during the time they got to pick
- [00:17:56.970]where their prom was going to be,
- [00:17:59.130]they chose Capps Middle School.
- [00:18:01.770]Now can you imagine high school students saying,
- [00:18:04.477]"I wanna go do our prom dance at Capps Middle School",
- [00:18:08.430]at a middle school when they have all through Oklahoma City,
- [00:18:11.820]they could choose all kinds of great venues?
- [00:18:14.220]But they were so proud of this school
- [00:18:15.507]and they thought it was so pretty that they chose
- [00:18:18.000]prom there.
- [00:18:18.960]They did that a couple years in a row.
- [00:18:20.160]I don't know if they're gonna do it,
- [00:18:21.930]if they did it this year or not,
- [00:18:23.190]but they did that a couple years ago.
- [00:18:24.840]Anyways, wanted to tell you that fun story.
- [00:18:27.120]So taking on another look is
- [00:18:30.600]one of the things that we have at DLR Group is BOLD,
- [00:18:33.630]which stands for
- [00:18:34.463]Bridging the Organization Learning and Design.
- [00:18:36.180]And that's the reason why Tim and I have a job at DLR Group.
- [00:18:39.750]DLR Group said, you know what?
- [00:18:41.070]We've got something missing.
- [00:18:42.150]We have these great conversations with clients
- [00:18:46.500]and they really want,
- [00:18:47.340]like these pictures on the very bottom.
- [00:18:49.140]We want a learner-centered environment
- [00:18:51.960]and we want active spaces because we know
- [00:18:53.790]that makes students be more involved in their learning,
- [00:18:57.330]which leads to, you know, achievements.
- [00:18:59.460]So we're always wanting kids to achieve better.
- [00:19:01.950]We want different spaces that allow us
- [00:19:03.720]for a small group collaboration.
- [00:19:04.950]We wanna do mediums size, we wanna do large group.
- [00:19:07.320]We want learning on display.
- [00:19:09.420]But the architects would go back three, four years
- [00:19:13.290]after the school was designed, was open,
- [00:19:15.810]and they would see that these beautiful
- [00:19:18.060]learner-centered areas were teacher-centered,
- [00:19:21.720]or their spaces were unused
- [00:19:23.520]or small groups became a very expensive storage spaces
- [00:19:27.270]where even most common where teachers feel
- [00:19:29.790]like they need to put up posters just to block visibility.
- [00:19:35.580]So they said something's not working.
- [00:19:37.290]We have a gap in that.
- [00:19:38.577]And so that's where we came in as educators
- [00:19:42.000]to start our,
- [00:19:42.930]this particular service of BOLD,
- [00:19:45.510]is to bridge that organization,
- [00:19:48.600]what they are trying to do in this particular organization,
- [00:19:51.660]whether it's at the district or at the school,
- [00:19:54.120]with the learning that they are visioning
- [00:19:57.360]and the design of the school.
- [00:19:59.430]So we come in and we start with the visioning process,
- [00:20:03.150]but then once the,
- [00:20:04.440]we work with the designers and they're developing
- [00:20:07.530]the schematic design and they're in design development
- [00:20:10.440]and then they get into construction of the school.
- [00:20:13.440]We're a lot, we're part of that as educators
- [00:20:15.690]to really help align the thinking of that vision,
- [00:20:19.080]of that teaching and learning and ensuring
- [00:20:20.910]that the spaces support that.
- [00:20:22.860]But then we come back to the district
- [00:20:25.170]and we did that for Capps Middle School
- [00:20:27.300]and we provide what we call systems,
- [00:20:30.030]organizational systems,
- [00:20:31.260]but also professional development
- [00:20:33.420]because we tend to vision for this school.
- [00:20:38.610]And then the teachers that are gonna be in the school
- [00:20:40.980]don't really understand all of the work that was done
- [00:20:43.380]before that and they aren't gonna go in
- [00:20:45.240]and do what they've always done.
- [00:20:46.890]So we help them transition through change management
- [00:20:50.400]into these new spaces and provide
- [00:20:52.110]professional development for them.
- [00:20:53.820]So we get to work all across the United States
- [00:20:55.920]to help do this work.
- [00:20:57.810]But we wanted to know if we were successful in doing this.
- [00:21:00.870]So if you'll go to the next slide.
- [00:21:04.050]Well first of all, BOLD,
- [00:21:04.980]let me take you just a little bit deeper into the process.
- [00:21:07.770]It is a five-phase process
- [00:21:09.600]and we talk about, you know, kind of where you,
- [00:21:13.440]where are you at, what is your driver of change?
- [00:21:15.720]What is, where are your systems at now?
- [00:21:18.507]And then we look at, well, where do you want to go?
- [00:21:21.000]So we go from discover to imagine
- [00:21:23.550]and then what typically is missing
- [00:21:25.680]in any kind of change management that creates
- [00:21:28.590]the impact of it not working is
- [00:21:31.290]that this define and develop stage.
- [00:21:33.960]And this is where we really get into, okay,
- [00:21:36.080]if we want this kind of teaching and learning,
- [00:21:37.950]what are our expectations?
- [00:21:41.220]And then with that,
- [00:21:42.270]what are our practices that need to support that?
- [00:21:45.660]And then working with the teachers are
- [00:21:47.190]what are our procedures, classroom procedures,
- [00:21:50.040]our team procedures?
- [00:21:51.540]If you move into a school like Capps Middle School,
- [00:21:54.570]they had to share those suite of spaces
- [00:21:56.790]and so how do we do that?
- [00:21:59.370]And so, and then of course achieving
- [00:22:02.100]the desired outcome,
- [00:22:03.930]so it's a five-phase process tailored to the district.
- [00:22:09.120]So it's not a one size fits all.
- [00:22:10.470]We don't do the same thing at each campus.
- [00:22:13.230]Okay, you can move to the next one, Vanessa.
- [00:22:16.320]So we did the research,
- [00:22:17.520]the same research that Tim was talking about
- [00:22:20.310]was the SEI/TEI.
- [00:22:21.870]And that is our own primary research.
- [00:22:24.060]We own this research.
- [00:22:25.590]We had a consultant come in to help organize
- [00:22:27.630]and develop this so we weren't biased to it,
- [00:22:30.390]but now we have this that we can use at,
- [00:22:32.100]on all of our campuses.
- [00:22:34.020]The SEI is student engagement index
- [00:22:36.030]and teacher, the TEI is teacher engagement index.
- [00:22:39.060]So we looked at the outcome of campuses
- [00:22:43.020]on our designs across the United States
- [00:22:46.920]and then we also looked at the ones with,
- [00:22:49.290]that had BOLD services.
- [00:22:51.300]So the support, the change management support.
- [00:22:54.120]So this 91% of BOLD teachers felt
- [00:22:56.580]their classroom supports movement
- [00:22:58.440]versus 77% of the national average.
- [00:23:01.260]National of our schools, so yeah, it was pretty cool.
- [00:23:05.040]77% of our schools have improved
- [00:23:07.230]by valuing that movement and they can support
- [00:23:10.140]and they get it.
- [00:23:10.973]That's great because we know the importance of movement
- [00:23:13.740]that leads to, again, achievement.
- [00:23:16.530]But 91% knocks it out of the park.
- [00:23:20.310]And the purpose is because we've allowed them
- [00:23:22.680]to take that risk and understand
- [00:23:25.410]what it is to teach an environment that allows support
- [00:23:29.550]or allows movement and we support 'em in that.
- [00:23:32.640]52% of BOLD teachers spend most of their time
- [00:23:35.220]in collaboration in shared spaces
- [00:23:36.900]versus 33% of the national average.
- [00:23:39.690]If we're gonna have collaboration spaces and shared spaces,
- [00:23:43.320]we want 'em used.
- [00:23:44.520]So, you know, typically 33% of my day
- [00:23:47.430]I might share my space.
- [00:23:49.020]Great, that's good, that's helpful.
- [00:23:51.210]But 52, more than half of my day is
- [00:23:53.340]really working with my other colleagues and sharing,
- [00:23:56.040]that's knocking it out of the park.
- [00:23:57.540]Again, it's just because the teachers had support.
- [00:24:01.890]So we did it, we wanted them to see are we really,
- [00:24:04.697]and we'll kind of go through this part quickly,
- [00:24:06.240]but we can always come back to it if you have questions.
- [00:24:08.430]We wanted to say, okay,
- [00:24:09.960]we use secondary research to help us support
- [00:24:12.960]what BOLD services are,
- [00:24:14.070]but are we really doing a good job?
- [00:24:15.660]So we hired a consultant to do a study
- [00:24:18.420]on our BOLD services work.
- [00:24:20.400]So this is a result of that.
- [00:24:28.323]It's really slow transitioning on my side
- [00:24:30.630]so I'm waiting just a little on my end
- [00:24:32.340]so I'm waiting a little bit.
- [00:24:33.450]So we wanted to measure the BOLD services
- [00:24:35.220]and if it provides clarity to purpose
- [00:24:37.710]and organizational coherence,
- [00:24:39.960]because if those two things are in place,
- [00:24:42.210]influenced by the research of Bill Pasmore,
- [00:24:44.820]Michael Fullan and Burke & Litwin,
- [00:24:46.440]we know we're gonna hit the mark somewhere
- [00:24:49.470]because that's, they're saying this has to be in place.
- [00:24:52.260]So we utilize this research to even help us
- [00:24:54.990]get going on our process.
- [00:24:59.340]So our methodology, go ahead and click again.
- [00:25:02.730]The implementation of BOLD,
- [00:25:04.050]we surveyed to inform the effectiveness
- [00:25:06.060]of the full BOLD services.
- [00:25:07.710]We did, put it into the four dimensions
- [00:25:09.570]that by these researchers,
- [00:25:11.280]these are important to have a clear vision,
- [00:25:13.830]understand the team and organizational culture,
- [00:25:16.650]understand the, not just the,
- [00:25:18.240]not just professional development that we provided teachers,
- [00:25:21.030]but that the learning,
- [00:25:23.700]the professional side of learning
- [00:25:25.860]and the development of students.
- [00:25:27.330]And of course this, the being aware of our results
- [00:25:30.300]and the direction we're going.
- [00:25:31.470]So, making sure we get there.
- [00:25:33.210]So those four things have to be in place.
- [00:25:37.440]So we, yeah, did post-survey, we're gonna show you this
- [00:25:41.190]and then the post-survey of one of these studies
- [00:25:43.500]and then the teacher characteristics to explain some of it.
- [00:25:47.580]So the first part was really looking at,
- [00:25:50.700]oh, okay, teacher characteristics first.
- [00:25:53.220]We looked at years of teaching overall
- [00:25:56.100]and within the particular school,
- [00:25:57.480]because this is a replacement school.
- [00:25:59.220]So the teachers were already hired
- [00:26:01.020]and they were in a very old campus
- [00:26:04.260]and then they were gonna go to a very transformative campus.
- [00:26:07.230]So we looked at the years of service,
- [00:26:09.840]highest level of education,
- [00:26:11.220]the content and area positions
- [00:26:12.660]and of course the grade levels.
- [00:26:15.840]And then they just quickly,
- [00:26:18.930]21 and over had the highest years of taught overall.
- [00:26:25.110]The lowest was 16 to 20 years, you can see zero to five.
- [00:26:28.290]So this was just giving us some statistics
- [00:26:30.660]on where we were at with who we were working with.
- [00:26:36.840]And then of course most of the teachers that responded
- [00:26:39.900]worked within core content,
- [00:26:41.100]'cause you have more teachers in that area anyway,
- [00:26:43.110]so we just looked at who all responded.
- [00:26:45.990]And those that really responded,
- [00:26:49.980]some of them were brand new
- [00:26:51.000]and they missed the BOLD services,
- [00:26:52.260]so we even looked to see who had the BOLD services
- [00:26:54.540]and who didn't.
- [00:26:58.437]And so going through like the elements we talked about
- [00:27:01.980]about vision, just quickly stating
- [00:27:04.500]if you know the direction you're going,
- [00:27:06.540]you're gonna get there better.
- [00:27:08.130]And so we, these are some of the pieces that we do
- [00:27:10.650]to help 'em build clarity in their purpose
- [00:27:14.190]and driving their direction.
- [00:27:15.480]And you can see just by everything is
- [00:27:17.850]agree or strongly agree,
- [00:27:20.100]there's a few disagree and strongly disagree,
- [00:27:22.320]which you know that you're,
- [00:27:23.610]you expect that on any survey.
- [00:27:25.080]You're probably doing a good job if you'd have that,
- [00:27:26.820]so I'll go ahead and go to the next slide.
- [00:27:29.010]I won't take time to go through that.
- [00:27:31.530]But because of the characteristics of the teachers
- [00:27:34.710]that was taken,
- [00:27:35.940]we wanted to see who were the ones that were disagreeing.
- [00:27:40.650]And it's the educators who disagree with these statements
- [00:27:42.840]are likely to be more experienced.
- [00:27:44.580]So it's our teachers that have
- [00:27:47.340]kind of set in their ways
- [00:27:49.290]responded a little bit more negatively.
- [00:27:53.310]And then we get into the culture.
- [00:27:54.960]We know how important it is to establish a culture.
- [00:27:57.540]It's gonna happen one way or another.
- [00:27:59.550]So these were the components that we come in
- [00:28:01.320]and teach pretty strong
- [00:28:03.240]and build out systems of culture building.
- [00:28:06.180]And you can see again,
- [00:28:07.170]everything's really positive from building this culture,
- [00:28:09.780]knowing my expectations,
- [00:28:11.490]my practices are informing
- [00:28:13.020]what the students' behaviors are instead.
- [00:28:15.780]I highlighted the CLO because it said
- [00:28:18.240]those who disagree or strongly disagree,
- [00:28:20.760]there was 100% that really didn't have, you know,
- [00:28:24.330]respond too negatively on that.
- [00:28:25.830]So because they said we already are aligned
- [00:28:28.980]to the cultural practices
- [00:28:30.510]and some teachers are.
- [00:28:31.410]Some teachers are just naturally, you know, gifted at that,
- [00:28:35.010]building that culture.
- [00:28:36.540]And again, the more experienced teachers are the ones that
- [00:28:41.070]you know, were the ones that disagreed more.
- [00:28:44.760]Not all of them, but a few of them.
- [00:28:46.360]And then again that building,
- [00:28:48.540]that understanding the teaching and learning components
- [00:28:50.760]and the development of the students
- [00:28:52.440]and going through the teaching and learning process.
- [00:28:56.700]Next slide.
- [00:28:58.050]Again, same thing, very, very, you know, positive
- [00:29:02.280]on I understand what is expected of me.
- [00:29:04.890]Typically, teachers don't have this.
- [00:29:07.230]I've taught many years and there were
- [00:29:09.270]not clear practices for us to really follow,
- [00:29:12.330]but if you are really clear
- [00:29:13.560]on your expectations and practices,
- [00:29:15.780]you can go the right direction.
- [00:29:18.000]And so again, same thing.
- [00:29:19.950]Some of them felt like, you know,
- [00:29:21.080]if this is already working for me, I didn't,
- [00:29:23.580]it didn't impact what I do, so.
- [00:29:27.300]Next slide, same thing.
- [00:29:29.550]Students exhibit the desired behavior due to the procedure.
- [00:29:32.550]So this is also working on their student behavior.
- [00:29:36.060]Some of them have good
- [00:29:37.440]classroom behavior management processes.
- [00:29:40.680]Next one.
- [00:29:43.350]And then the last section of awareness of results.
- [00:29:47.640]Again, they were very positive
- [00:29:50.340]of I know my success measures.
- [00:29:52.980]I know if we're gonna make a change
- [00:29:54.660]in how we teach and learn that, you know,
- [00:29:56.970]this is what needs to happen year one, year two,
- [00:29:59.550]I am able to achieve that.
- [00:30:02.070]So these were the components that we work on,
- [00:30:04.410]getting them there on that.
- [00:30:06.570]Next slide.
- [00:30:08.893]And the same thing, same result,
- [00:30:11.130]no other impact other than possibly
- [00:30:13.410]teachers that have been there longer.
- [00:30:18.480]So one overall slide to this,
- [00:30:21.150]and this is where Tim and I get really excited
- [00:30:23.280]because if you looked at the percentages
- [00:30:26.430]that strongly agree and agree
- [00:30:29.880]in the visionary there is 93.94.
- [00:30:33.390]If I have above 90% of my teachers knowing
- [00:30:37.830]the direction of my campus,
- [00:30:39.960]knowing the culture and how to build that positive culture,
- [00:30:43.590]knowing what is the teaching and learning
- [00:30:45.600]that's expected of me and I can do it
- [00:30:47.430]and knowing that I can achieve that,
- [00:30:49.890]if all of that is above 90%,
- [00:30:53.344]the principalship is so much easier, it is so happy.
- [00:30:57.510]So we feel like the both services are really doing
- [00:31:00.060]a good job at helping,
- [00:31:01.020]especially transitioning into new schools.
- [00:31:04.670]And, but this would work even for campuses
- [00:31:07.530]that are not even changing their environment.
- [00:31:10.290]So last area is an update on ILETC and ILESE.
- [00:31:16.710]Go click to the next slide.
- [00:31:18.300]This is our work with the University of Melbourne.
- [00:31:20.280]We've been part of this work for quite some time.
- [00:31:22.530]We started with this LEARN,
- [00:31:24.690]Learning Environments Applied Research Network,
- [00:31:26.850]moved it into ILETC.
- [00:31:29.067]The ILETC stands for
- [00:31:30.510]Innovative Learning Environments and Teacher Change.
- [00:31:32.727]And then we're just now starting ILESE,
- [00:31:35.790]which I think is the holy grail
- [00:31:37.740]and it's Innovative Learning Environments
- [00:31:39.390]and the Student Experience.
- [00:31:42.210]So next slide.
- [00:31:43.740]We just put a bow on the ILETC
- [00:31:47.100]and one of the slides that we really look at,
- [00:31:49.890]there's a tons of research that comes out of it,
- [00:31:52.260]but one of the things that we look at is
- [00:31:54.360]they've looked at the different types of schools in K-12
- [00:31:58.830]from, that we see in our systems.
- [00:32:02.460]From the double loaded corridor, which is A,
- [00:32:04.680]which is a hallway with just classrooms on the side.
- [00:32:08.010]And then you can see it progressively gets more flexible
- [00:32:10.980]and adaptable and to E,
- [00:32:12.450]which is the open concept.
- [00:32:14.400]So before Vanessa changes the slide,
- [00:32:17.070]if I said if teachers really wanna do something like
- [00:32:20.880]inquiry-based teaching or they, you know,
- [00:32:23.887]have the, have strong teacher mindframes
- [00:32:26.970]from Hattie's work,
- [00:32:28.500]and then student deep learning through social skills
- [00:32:32.730]through the (indistinct), whatever you wanna call it,
- [00:32:34.800]the skills that they really need to be to have life ready,
- [00:32:37.920]which environment supports the teachers
- [00:32:39.987]and the students the best?
- [00:32:41.490]So you're gonna have to come off mute and pick one
- [00:32:43.680]or put it in chat.
- [00:32:45.840]A, B, C, D or E.
- [00:32:50.700]What would you guess?
- [00:32:55.380]Well, I guess I'm gonna go, Marilyn, I'm a little biased.
- [00:32:58.440]So right now I'm looking at school design on level D,
- [00:33:02.280]but we're looking specifically at the lack of use
- [00:33:05.070]of the green space within those courtyards.
- [00:33:07.920]So
- [00:33:09.990]although I might look at something like
- [00:33:13.320]you know, C, D or E,
- [00:33:15.270]I am concerned about the like role of the green space
- [00:33:18.690]and the design and how it contributes to learning.
- [00:33:22.560]I'm reading that as a courtyard if that's accurate.
- [00:33:25.440]So it could be different ways.
- [00:33:27.330]It could be a courtyard,
- [00:33:28.320]it could be just a large collaboration space.
- [00:33:30.390]It could be just an open space utilized for a classroom
- [00:33:33.480]that they rotate.
- [00:33:34.470]So, it's utilized different ways.
- [00:33:37.680]Anybody else?
- [00:33:38.513]I saw somebody type in C, D.
- [00:33:41.940]So Vanessa, let's go to the next slide.
- [00:33:49.830]If it'll let you click, there it goes.
- [00:33:52.170]D is correct.
- [00:33:53.940]E was the environment that was (indistinct) supported.
- [00:33:58.140]Now we've learned a lot since the days of open environments
- [00:34:00.930]that were not successful in the '70s and '80s,
- [00:34:04.200]but they're coming back in a lot of areas
- [00:34:07.590]and performing much better.
- [00:34:09.330]But it's because this space, D,
- [00:34:13.680]and you saw that kind of school
- [00:34:14.940]when Tim was talking about Capps Middle School,
- [00:34:17.460]has a variety of spaces
- [00:34:19.140]that I don't have to move my students.
- [00:34:21.120]I can bring the whole grade level
- [00:34:22.980]or whatever house system you have
- [00:34:25.470]together to do a launch of a project.
- [00:34:27.600]I don't have to wait for the cafeteria
- [00:34:29.610]or the library to open.
- [00:34:31.110]I could do it in that space,
- [00:34:32.460]immediately break it down into medium sized spaces,
- [00:34:35.310]break it down farther to small group
- [00:34:37.440]and then have individual spaces.
- [00:34:38.970]I can use furniture that really moves around where it needs.
- [00:34:41.910]So D did show up through this research
- [00:34:45.060]as the most flexible and adaptable to meet
- [00:34:47.910]the needs of teachers and students at the same time.
- [00:34:51.570]So it's interesting study.
- [00:34:54.570]We are continuing to move into the ILESE,
- [00:34:57.480]the student experience,
- [00:34:58.800]because that's what's missing is
- [00:35:00.450]okay, our teachers were really liking this space
- [00:35:02.880]and you know, teach students were getting
- [00:35:04.560]maybe deeper learning experiences,
- [00:35:07.020]but what about their wellness?
- [00:35:08.610]What about some of these learning,
- [00:35:09.720]other learning outcomes we need to know?
- [00:35:11.430]That was missing,
- [00:35:12.600]so that's where we're going forward with ILESE.
- [00:35:16.110]The next slide shows is that we've been doing this,
- [00:35:18.750]we did a scoping study already that is already complete
- [00:35:22.530]and we did it through a lot of the Delphi survey,
- [00:35:25.740]you know, kind of experts.
- [00:35:26.850]We were really looking at analyzing
- [00:35:29.520]what research is out there to understand
- [00:35:32.100]what our students are experiencing in learning environments
- [00:35:34.920]and what's missing?
- [00:35:36.960]DLR Group got to be the lead for the USA at this time.
- [00:35:40.710]So we are really excited about that.
- [00:35:42.110]And it was 17 international teams,
- [00:35:43.470]so this is a very rich study.
- [00:35:46.620]And then next slide shows us what kind of came up.
- [00:35:50.370]They're looking at true learning outcomes
- [00:35:54.360]and it's really hard to look at learning outcomes
- [00:35:57.750]even just across the United States,
- [00:36:00.030]but from country to country
- [00:36:01.740]because everybody has different expectations for that.
- [00:36:04.560]But we are looking at the academic
- [00:36:06.330]and the affective learning outcomes,
- [00:36:08.970]participation and engagement,
- [00:36:11.070]because those can be two different levels,
- [00:36:13.710]and of course inclusion and wellbeing.
- [00:36:15.750]When we find out if what supports
- [00:36:17.730]our students the best in these areas,
- [00:36:19.530]we're, it's the holy grail.
- [00:36:20.850]This is really gonna help us change schools
- [00:36:25.020]and this is what the research is looking like.
- [00:36:28.350]We have started the pilot, there we go.
- [00:36:31.200]That one, yeah.
- [00:36:32.130]So taking the learning outcomes,
- [00:36:34.560]the engagement, the wellbeing,
- [00:36:36.540]all of those pieces on the right,
- [00:36:38.250]they're gonna look at those design types that I showed you
- [00:36:41.010]from the ILETC work and they're gonna say okay,
- [00:36:44.250]these are the students in an A environment,
- [00:36:46.440]a, B, C, D, and E.
- [00:36:47.910]So they'll be able to say
- [00:36:48.900]what kind of environment they're in.
- [00:36:50.460]Then they're also looking at different variables.
- [00:36:52.650]It may be did they get professional development?
- [00:36:54.660]Do teachers get professional development moving in?
- [00:36:57.570]Is it because they got new furniture
- [00:36:59.400]or didn't get new furniture?
- [00:37:00.690]Maybe it's the air quality.
- [00:37:02.190]They're gonna look at all of these variables
- [00:37:04.263]that could impact that to get to the student experience.
- [00:37:09.270]And then the next slide shows the timeline.
- [00:37:10.920]We have started the pilot study.
- [00:37:12.780]DLR Group is part of the baseline validation.
- [00:37:16.200]So yay, we're getting ready to start that.
- [00:37:18.330]The Delphi study was already done in 2022, 2023.
- [00:37:21.930]It's actually a little late.
- [00:37:23.730]We're moving, it's probably a year off,
- [00:37:27.090]but we're starting that.
- [00:37:28.050]They've already done some baseline
- [00:37:29.820]and then they're doing another level of baseline
- [00:37:32.010]across these different countries.
- [00:37:34.590]So DLR Group is leading that for USA.
- [00:37:38.580]Then they're gonna go through a two-year data collection
- [00:37:41.460]and then disseminate findings in 2026.
- [00:37:45.090]They still think they might get there in 2026,
- [00:37:47.370]but we'll,
- [00:37:48.240]I have a feeling it's gonna be pushed up to 2027
- [00:37:50.910]just, you know, everybody knows how research goes.
- [00:37:53.940]But that is the end.
- [00:37:56.640]Again, ILETC, ILESE is a partnership
- [00:38:00.120]with the university.
- [00:38:00.960]We wanna continue to extend our partnerships
- [00:38:03.720]across different universities,
- [00:38:05.190]that's why we are talking to you today,
- [00:38:07.650]and continue to improve, you know,
- [00:38:11.370]schools for our students,
- [00:38:12.660]for every kid that goes through that deserves
- [00:38:14.370]the right place to learn
- [00:38:18.120]and the right place for teachers to teach.
- [00:38:21.510]So we'll open up to questions or comments.
- [00:38:32.070]Thank you so much.
- [00:38:32.910]That was so interesting and I thank you.
- [00:38:34.680]It's really, you guys are working at such an amazing scale
- [00:38:38.220]both in terms of research scale and an architectural scale.
- [00:38:41.970]So I always am a big fan of your work,
- [00:38:45.030]so thank you for that.
- [00:38:46.860]Are you doing any kind of post-occupancy evaluation
- [00:38:50.190]of the outdoor space or is the work primarily indoor?
- [00:38:55.710]We are doing, just starting doing the outdoor space.
- [00:38:59.070]We've struggled getting a lot of
- [00:39:05.790]basic understanding of how to do outdoor learning,
- [00:39:10.500]but so a lot of times the spaces don't get utilized
- [00:39:13.110]the way they were envisioned.
- [00:39:14.490]So we're really taking on a big focus in that area.
- [00:39:20.160]So it's still a little bit early to help
- [00:39:22.348]transition schools to using the outdoors
- [00:39:24.810]as part of their learning environment
- [00:39:26.760]and not just the play yard.
- [00:39:28.770]So we're still in that transition,
- [00:39:31.020]so we're looking at it,
- [00:39:32.370]we don't have a lot of study, research on it.
- [00:39:34.320]So that'd be a great partnership with you as well
- [00:39:36.990]to help us move forward in that faster.
- [00:39:39.870]And I think that's an area too,
- [00:39:41.550]when we're doing work with a healthy schools focus.
- [00:39:46.560]So when you think about the social and emotional wellbeing
- [00:39:50.640]of kids and staff and things, you know,
- [00:39:53.040]that Vanessa talked about with FINNS,
- [00:39:55.470]with the, you know, the thermal comfort,
- [00:39:57.420]the fresh air, the natural light,
- [00:39:59.220]and how does all that play into the engagement of students
- [00:40:02.727]and the wellbeing of the stakeholders
- [00:40:06.150]that are in the school.
- [00:40:07.260]So I think that's all gonna emerge
- [00:40:09.240]and come together as one.
- [00:40:11.400]I also think it's really interesting when you look
- [00:40:13.170]at the research on trauma-informed design
- [00:40:14.970]and the importance of connection to the outdoors.
- [00:40:17.970]We tied that research into the design
- [00:40:20.280]of the Boys Town Education Center
- [00:40:22.680]'cause all, the majority of their students had
- [00:40:24.630]experienced trauma.
- [00:40:25.470]So, looking at that research really helped us
- [00:40:29.490]inform what we were doing.
- [00:40:31.320]But again, it's, it is,
- [00:40:33.600]there's a lot there that schools could leverage
- [00:40:36.000]more than they currently are.
- [00:40:39.540]Well I really appreciate
- [00:40:40.620]your professional development piece
- [00:40:42.600]and supporting the teachers.
- [00:40:44.310]I think as,
- [00:40:45.240]sounds like that's something we're also seeing in our work,
- [00:40:49.860]is that kind of support is critical.
- [00:40:52.230]So I think that was pretty amazing,
- [00:40:54.930]the scale that you're operating at.
- [00:40:58.260]Well and I'm really impressed that DLR Group saw
- [00:41:00.990]the need for that and decided to put educators in the role
- [00:41:04.650]to help support that.
- [00:41:05.760]So, I'm just really so proud of DLR Group,
- [00:41:09.510]so honored to work with them.
- [00:41:11.640]And I will make a comment that it doesn't even have to be
- [00:41:14.220]our school design.
- [00:41:15.090]We have been pulled into several districts
- [00:41:17.280]where they built a school
- [00:41:18.450]and they're getting ready to move people in
- [00:41:19.800]and they're so afraid that they're not gonna function right,
- [00:41:22.080]they'll call us in to do the professional development piece
- [00:41:24.840]so that they can transition in,
- [00:41:26.760]or after they got in and said,
- [00:41:28.537]"This isn't working, can you come help us?"
- [00:41:31.200]So we're getting called even when it's not our architecture.
- [00:41:39.600]And are you guys mainly doing,
- [00:41:40.830]I'm sorry, I will, this will be my last question.
- [00:41:43.350]Are you guys mainly doing new school design?
- [00:41:45.960]Is that kind of your focus of scope
- [00:41:47.700]or do you also do, you know, renovation work?
- [00:41:53.370]Tons of renovation.
- [00:41:54.780]In fact, I was at a workshop this morning
- [00:41:56.190]right before this getting ready to just start
- [00:41:58.460]at our first visioning workshop on renovation.
- [00:42:01.050]Yeah, we'll do whatever needs to happen,
- [00:42:03.960]we're part of it.
- [00:42:04.793]So whatever the district needs,
- [00:42:06.090]it could be a renovation, it could be a new build,
- [00:42:08.140]we'll work with whatever.
- [00:42:13.590]I'm also curious about that idea of scale.
- [00:42:16.091]You've talked a lot about the districts
- [00:42:17.940]that you're working with.
- [00:42:18.810]Do you work,
- [00:42:19.740]one of the questions that our research group is
- [00:42:21.420]talking about is providing support for centers,
- [00:42:23.340]but also home-based providers
- [00:42:26.130]so that on a much smaller scale.
- [00:42:29.130]Do you all work with organizations or schools,
- [00:42:32.730]like much smaller schools or even homes?
- [00:42:37.350]Like, what is the scale of your support
- [00:42:39.300]with BOLD or with FINNS?
- [00:42:43.020]I'll jump in with that. Yeah, good.
- [00:42:46.200]When we look at the work that DLR Group was doing,
- [00:42:48.720]we work with a lot of very small schools,
- [00:42:51.690]especially across the State of Nebraska and Iowa,
- [00:42:53.550]where DLR Group was founded in Omaha, Nebraska.
- [00:42:57.390]And we have worked all across the state
- [00:43:01.050]at wide ranges of scales
- [00:43:03.150]from very small to very large.
- [00:43:06.330]We have not,
- [00:43:07.950]I think the smallest school that I actually ever did was
- [00:43:12.450]an early learning center that had collaboration and space,
- [00:43:15.750]but only four classrooms serving it.
- [00:43:18.030]So it was, you know, they were planning
- [00:43:20.010]for less than 100 kids in the, in this facility.
- [00:43:24.910]So we do have a wide range of scales,
- [00:43:30.450]which is also fun as a designer,
- [00:43:33.510]to look at the wide range so that you can impact.
- [00:43:38.960]And so that, yes.
- [00:43:40.890]And another example is that we're
- [00:43:43.530]doing a library renovation in a campus,
- [00:43:47.070]private school campus that only houses
- [00:43:50.490]kindergarten and second grade in that particular building.
- [00:43:53.610]They have a couple of other buildings
- [00:43:55.530]and it's, the library is maybe pushing
- [00:43:59.760]five or 900 square feet, I mean small space.
- [00:44:03.210]But we're coming in and doing visioning
- [00:44:04.710]because they wanna use that library
- [00:44:05.840]as actually more of a learning hub
- [00:44:08.340]instead of the traditional library.
- [00:44:10.470]So we're coming in to help with that
- [00:44:13.045]and architects are gonna redesign a library and a school.
- [00:44:16.680]So yeah, we can go small scale
- [00:44:18.240]or we can build a massive high school.
- [00:44:24.900]And thank you so much.
- [00:44:25.733]I appreciate that comment on scale.
- [00:44:27.480]And I just wanted to follow up
- [00:44:28.650]with something that you mentioned about the outdoor spaces.
- [00:44:31.050]You said that you're starting to get into that work.
- [00:44:33.690]What have you found to be the barriers
- [00:44:35.340]to getting into that work?
- [00:44:36.230]Is it partner?
- [00:44:37.170]Is it finding the partners around the region
- [00:44:39.120]that do that work?
- [00:44:42.090]Is it the kind of the foundation of the research?
- [00:44:44.910]I'm a little curious about what you were,
- [00:44:46.380]you're seeing in that early preliminary work.
- [00:44:49.620]Truthfully, it's teachers not having
- [00:44:52.290]the expectations and practices set forth
- [00:44:54.840]because you can build this beautiful school
- [00:44:56.970]and this beautiful space
- [00:44:58.020]and you can give them outdoor learning
- [00:45:00.540]and nobody has taught the teacher how to add that
- [00:45:04.200]to their lesson design
- [00:45:05.550]so that they have to go use that space,
- [00:45:08.100]nor are there expectations from the principal
- [00:45:10.890]that says you will utilize this, you know,
- [00:45:14.940]every week or a certain percentage of your day
- [00:45:16.800]or whatever it is.
- [00:45:18.390]So there's no, and I hate to say it,
- [00:45:21.780]but accountability use it,
- [00:45:23.460]but there's not training
- [00:45:24.540]on how to fit this into my lesson design.
- [00:45:27.300]And unfortunately the United States is
- [00:45:30.330]held to that high stakes accountability,
- [00:45:32.100]so testing is on the mind of teachers
- [00:45:34.230]and they feel like if I don't get my kids to pass the test,
- [00:45:37.650]I'm not gonna have a job.
- [00:45:38.970]They're not gonna be successful.
- [00:45:40.680]So they feel like they've got to just power down and lecture
- [00:45:43.890]so that they can,
- [00:45:45.780]'cause they think that's the way it's gonna learn,
- [00:45:47.548]'cause that's the way we've done it all along.
- [00:45:49.050]But if we could take 'em outside
- [00:45:51.090]and we could do lesson design out there
- [00:45:52.887]and really go through the (indistinct) outside,
- [00:45:55.140]I think it's better.
- [00:45:55.973]There are a few schools that are really catching on
- [00:45:57.540]and doing it.
- [00:45:58.373]And once we get some to really tell stories on,
- [00:46:00.300]I think you'll catch up on that.
- [00:46:02.340]You've gotta have that expectation
- [00:46:04.800]and it's gotta be leader centered to get it going.
- [00:46:09.000]Tim, do you wanna add to that?
- [00:46:10.173]What do you see?
- [00:46:12.480]No, I think you hit it on the mark
- [00:46:13.980]and I think since, certainly since COVID,
- [00:46:15.840]I think you're seeing more interest
- [00:46:18.660]but it many times it still comes down
- [00:46:20.940]to the individual teacher
- [00:46:22.920]that if they're inclined to bring their class outside,
- [00:46:26.310]they're gonna do it regardless.
- [00:46:27.720]But, you know, how do we build it
- [00:46:29.700]so there's an opportunity for all kids
- [00:46:32.010]and it's not, you know, based upon the luck of the draw
- [00:46:34.590]of who you get as a teacher?
- [00:46:37.470]But it goes back to professional development.
- [00:46:39.916]You know, we spend so much money
- [00:46:41.670]on designing and building schools,
- [00:46:44.220]but many times we forget how to, you know,
- [00:46:47.190]it's a tool, right?
- [00:46:48.023]It's, the space is a tool.
- [00:46:49.530]So we forget how to teach our teachers
- [00:46:53.430]how to use the space most effectively.
- [00:46:58.350]And do you guys do this work for early childhood?
- [00:47:01.050]I know Vanessa, you mentioned that.
- [00:47:03.720]And are you measuring early childhood environments
- [00:47:06.600]in the same way or do you use a different instrument?
- [00:47:11.220]So the background on my background is
- [00:47:15.450]from an early childhood center.
- [00:47:16.710]We love working with early childhood centers.
- [00:47:19.080]We've not done the same as the ITEI
- [00:47:21.180]because it is a little bit
- [00:47:23.040]for a little bit of older students.
- [00:47:25.200]We're taking right now more qualitative studies
- [00:47:28.680]on our early childhood,
- [00:47:30.660]but we do wanna get into developing an instrument
- [00:47:33.621]that (indistinct)
- [00:47:38.547]and that is a grade level that will do outdoor learning.
- [00:47:41.550]So that's where we really need to get it going
- [00:47:43.830]because they will take the kids out.
- [00:47:48.298]So we do need to do more in that area.
- [00:47:49.620]That's what I'm trying to get at, Sarah, thank you.
- [00:47:52.710]Yeah, I'll just say that in our discussion
- [00:47:54.330]with early childcare providers over the past year,
- [00:47:58.080]yeah, they are more willing to take their kids out,
- [00:48:00.270]but they still a lot of times don't know
- [00:48:02.700]how to use the outdoor space
- [00:48:05.940]and some of 'em don't want to.
- [00:48:08.160]Yeah, BOLD.
- [00:48:10.676]Everybody needs BOLD.
- [00:48:11.940]We'll help them.
- [00:48:15.660]Katie, do you wanna talk about
- [00:48:17.070]the Early Childhood Health Outdoor Extension Project
- [00:48:20.310]that you lead?
- [00:48:21.300]I think that would be a good.
- [00:48:22.710]Sure, I actually had one question too
- [00:48:26.130]that is kind of related to our work.
- [00:48:27.867]And then I'm also on the school board
- [00:48:29.340]for Wellston Public Schools here in Omaha.
- [00:48:30.930]So we just redid our schools and it's funny,
- [00:48:34.770]we just went from a very open floor plan from the '70s
- [00:48:37.770]back to like enclosed classrooms.
- [00:48:39.570]So, find that interesting.
- [00:48:40.800]But one of the things that I think relates a lot
- [00:48:43.950]to outdoor work as well,
- [00:48:45.480]and when you're designing
- [00:48:46.440]especially really new schools or renovations is security.
- [00:48:50.760]Do you guys, could you speak to some of the challenges
- [00:48:53.520]you face with that,
- [00:48:55.680]about even things like windows on the exterior buildings
- [00:49:00.180]and how do we connect children to natural spaces
- [00:49:04.950]when it's not in a courtyard setting and people are scared
- [00:49:07.290]that children are, you know?
- [00:49:09.900]Vanessa. Exposed in this day and age.
- [00:49:13.350]Yeah, I've been answering a lot.
- [00:49:14.670]Vanessa, you wanna answer this
- [00:49:15.690]and I can fill in if you want me to?
- [00:49:16.770]Oh. You can start there.
- [00:49:18.310]Yeah, you can jump in as you see fit.
- [00:49:21.720]School safety is a topic in every school that we design.
- [00:49:26.711]It's not a,
- [00:49:28.141]it's not gonna go away, unfortunately.
- [00:49:30.660]And so we really believe that it's a layered approach
- [00:49:34.530]and it's not just about the physical environment,
- [00:49:36.990]it's about procedures and practices.
- [00:49:38.970]It's about relationships as well.
- [00:49:43.260]So you, the school's not gonna solve the problem.
- [00:49:47.820]It's a holistic approach.
- [00:49:50.040]So when we talk about layering from a site standpoint,
- [00:49:53.220]it's who's coming to the site,
- [00:49:54.540]the ability to see who's coming to the site.
- [00:49:56.760]We have found that transparency is actually
- [00:50:00.030]a benefit to school safety as opposed to a bunker,
- [00:50:04.530]especially when you look at how you support
- [00:50:07.020]teaching and learning.
- [00:50:07.853]That's what the purpose of this is,
- [00:50:09.570]of a school is.
- [00:50:10.560]So we wanna make sure that we're designing for that
- [00:50:13.320]and layering the safety in as we go.
- [00:50:17.310]So we do look at a lot of like how,
- [00:50:19.740]from a physical standpoint, zoning,
- [00:50:22.230]how do you compartmentalize your building?
- [00:50:24.720]How do you make it so it can be cleared faster?
- [00:50:28.200]But we know that the ability to see outside
- [00:50:30.570]and see into spaces is critical.
- [00:50:33.360]There is a lot of research that's happening now
- [00:50:35.820]on that appropriate level of privacy and connection
- [00:50:39.810]from a school safety standpoint.
- [00:50:41.220]That's starting to take place.
- [00:50:45.030]But we do know that solid walls
- [00:50:48.510]without connection to the outside is not the way to go.
- [00:50:52.740]It's actually harder to clear a building in that scenario.
- [00:50:56.550]And you're more likely to get trapped
- [00:50:58.502]in a space than if you have that flexibility,
- [00:51:02.580]adaptability to get out of a space.
- [00:51:05.287]Yeah. So typically
- [00:51:06.840]when we work with school districts,
- [00:51:08.190]we'll have at least three to four meetings
- [00:51:10.650]talking about the safety approach to the plan
- [00:51:15.360]so that the educators actually become comfortable with it.
- [00:51:17.970]Because that's one thing that we know,
- [00:51:20.520]is teachers are afraid of
- [00:51:24.090]the potential of an active shooter.
- [00:51:25.950]So how do you make sure that they feel safe?
- [00:51:28.800]And so that is something that
- [00:51:33.690]it's like it's a part of our job
- [00:51:37.470]but it's also not a fun part of our job.
- [00:51:39.750]Like that's just like the,
- [00:51:42.672]I don't know if you wanna talk about our,
- [00:51:44.220]a relationship framework, Marilyn, a little bit more?
- [00:51:48.180]Yeah, we put together a Relational Safety Framework.
- [00:51:51.360]We have brought together architects,
- [00:51:54.090]teachers, superintendents,
- [00:51:56.610]principals,
- [00:51:58.500]health,
- [00:52:01.110]the health community,
- [00:52:03.150]counselors that work in schools,
- [00:52:06.720]first responders,
- [00:52:09.210]who am I missing?
- [00:52:10.043]I think that may have been all of it.
- [00:52:11.370]But anyways, we've got input on the safety of schools
- [00:52:15.120]because you know,
- [00:52:17.370]everybody's worried about the intruder and the shooter.
- [00:52:21.300]But there's so many things that are safety.
- [00:52:24.180]Tim and I know being leaders in school district,
- [00:52:26.490]but also being, you know, teachers, principals,
- [00:52:28.410]students are fighting,
- [00:52:30.540]they're bullying every single day.
- [00:52:33.240]The intruder, you might have happen, but most likely not
- [00:52:36.840]according to statistics, right?
- [00:52:38.970]But you will be exposed to fighting, bullying,
- [00:52:43.590]those kinds of behaviors.
- [00:52:47.040]And so those are the ones that we have to also consider
- [00:52:50.430]as we're building our schools,
- [00:52:51.810]which, what are gonna help students feel
- [00:52:53.430]a stronger sense of belonging?
- [00:52:56.430]Those that will feel more connected
- [00:52:58.740]to a community of learners.
- [00:53:01.620]So we've got this whole relational safety
- [00:53:05.130]that talks about the human connection.
- [00:53:07.860]Then it talks about the environment
- [00:53:09.720]because you do need to be protected of that intruder.
- [00:53:13.020]And then also technology as a piece to that
- [00:53:15.300]because it can help us or kind of harm us,
- [00:53:18.180]both with helping the school be safety but be safe,
- [00:53:23.580]but also within our students
- [00:53:25.822](indistinct)
- [00:53:28.453]because we know social media is harmful,
- [00:53:31.980]but how do we mitigate some of that
- [00:53:33.750]and teach our students through that to not be harmed
- [00:53:36.150]by some of the things technology is happening?
- [00:53:38.310]So because it was such a large component,
- [00:53:40.080]what everybody's dealing with,
- [00:53:41.160]it became part of this kind of trifecta,
- [00:53:43.350]this relational safety
- [00:53:44.820]and all of it has to work together.
- [00:53:46.640]It all has to work together.
- [00:53:47.940]We can't give up the sense of belonging
- [00:53:52.140]and that connectedness
- [00:53:54.150]to have a hardened wall because of the intruder or whatever.
- [00:53:57.480]So it's how do we make it all work?
- [00:53:59.787]But it's also important, like Vanessa said,
- [00:54:03.210]to have like more meetings talking about safety and security
- [00:54:06.330]because it has to work for that district
- [00:54:09.510]in that particular campus or where we're working with.
- [00:54:12.090]But we also call in the first responders
- [00:54:14.790]a lot of times and say,
- [00:54:15.870]we did that in our campus because we have the last,
- [00:54:18.450]one of the last campuses that I worked on
- [00:54:19.980]in my former district,
- [00:54:21.900]because it's learning neighborhoods.
- [00:54:24.420]It's all transparent.
- [00:54:25.620]It's that kind of,
- [00:54:27.090]it's a kind of a D-level school.
- [00:54:29.340]We're very transparent
- [00:54:30.330]but there's a lot of open space and a lot of transparency.
- [00:54:33.450]And we just worked with them on, you know,
- [00:54:35.760]what should we do in light of, you know,
- [00:54:38.610]lock-ins, lockouts,
- [00:54:39.900]what they kind of,
- [00:54:40.733]and we just walked through it with them,
- [00:54:42.120]wrote it out in our procedures,
- [00:54:43.440]taught everybody that and that's what it became.
- [00:54:45.060]So you,
- [00:54:46.500]there's a lot of ways to help deal with that
- [00:54:49.260]and help our clients feel more comfortable.
- [00:54:51.930]Well we do have a writeup of that relationship
- [00:54:56.580]or the framework.
- [00:54:57.840]If you guys are interested, I can email it to Sarah
- [00:55:00.960]and you can actually see all of that
- [00:55:03.180]kind of pulled together and cited and how it's,
- [00:55:06.420]it has impacted what we do.
- [00:55:08.880]Yeah, I think even early childhood settings,
- [00:55:11.310]that's a, you know, a concern for people.
- [00:55:15.750]And I'm curious, I've seen some recent builds here
- [00:55:17.700]in the Omaha area that are
- [00:55:20.790]like a slit of windows in like a brand-new center
- [00:55:25.320]and I'm like, I don't know if that was
- [00:55:27.540]part of the concern or what,
- [00:55:29.310]but I just can't, and I know it's cost,
- [00:55:31.410]but I can't fathom why we wouldn't have more windows
- [00:55:34.800]in a brand-new building
- [00:55:36.660]that was just built for young children.
- [00:55:38.850]Kind of blows my mind.
- [00:55:40.350]So yeah, I can speak a little bit.
- [00:55:43.170]So I, we have a collaboration here in Nebraska
- [00:55:47.820]with Early Childhood Health Outdoors,
- [00:55:50.790]which is part of the National Wildlife Federation's work.
- [00:55:53.940]And it's also connected to the work
- [00:55:55.980]of the Natural Learning Initiative
- [00:55:57.420]out of NC State's College of Design.
- [00:56:00.210]So we use a very, very collaborative design process.
- [00:56:03.990]I use vision process,
- [00:56:06.060]but because I'm not a landscape architect
- [00:56:07.800]or a design, formally trained in design.
- [00:56:09.900]So we consult more of a visioning process
- [00:56:12.570]where we help programs,
- [00:56:14.130]predominantly early childhood programs.
- [00:56:16.170]I've got a call with DC West tomorrow, K-12 program,
- [00:56:19.710]but to help them think about what they want
- [00:56:23.550]an outdoor space to look like,
- [00:56:24.960]what kind of play and activities
- [00:56:26.520]they wanna see children doing
- [00:56:28.260]and thinking about what types of
- [00:56:32.250]renovations, materials, setting, play settings
- [00:56:35.610]we can introduce and create to make those,
- [00:56:38.790]make that happen.
- [00:56:40.800]So it's really cool, it's very community based.
- [00:56:42.750]We've been the most successful with it
- [00:56:44.220]actually in rural Nebraska.
- [00:56:46.920]Churches have been really great for,
- [00:56:48.750]great places because we tend to get the grandpas and dads
- [00:56:53.850]who are farmers get involved
- [00:56:55.620]and stuff happens real fast when they start bringing
- [00:56:58.050]their skid steers out and cutting down trees
- [00:57:01.590]outta their tree lines to make things happen.
- [00:57:04.860]But yeah, so we do a lot of that work,
- [00:57:07.080]which will be similar to what some of the work we're doing
- [00:57:10.830]if we get our Catalyst Grant with the Green Space project.
- [00:57:14.490]And we do as part of that,
- [00:57:16.320]we're very adamant that we don't just come in
- [00:57:18.720]and help you create a vision and then say goodbye.
- [00:57:20.700]We do a lot of ongoing professional development as well,
- [00:57:24.450]looking at program policies
- [00:57:26.400]and really thinking about how program policies
- [00:57:28.470]either support or maybe make it difficult
- [00:57:30.420]for teachers to be outside as much as they want to be.
- [00:57:34.200]At this point, it's mostly
- [00:57:36.240]a lot of me preaching to the choir.
- [00:57:38.580]So most of the programs we work with
- [00:57:40.800]already have a commitment to being,
- [00:57:42.510]to nature and the outdoors and just don't have
- [00:57:45.660]you know, they've got a really great Pinterest board,
- [00:57:48.180]but they don't have any support to kind of create
- [00:57:51.930]that into a long-term plan.
- [00:57:54.360]We usually tell our programs
- [00:57:55.890]most are have little to no funding,
- [00:57:58.710]so they're usually at least three to five year plans,
- [00:58:01.110]if not longer.
- [00:58:02.790]They're usually piecemeal together through grants
- [00:58:04.950]and fundraising and donations,
- [00:58:07.800]but they do end up being pretty engaging spaces for children
- [00:58:11.970]that we also find, and this is just,
- [00:58:13.740]we've anecdotally know this,
- [00:58:15.570]but research does show too that it ends up being safer
- [00:58:18.570]than like traditional play structures.
- [00:58:20.970]You know, 'cause when you've got infants
- [00:58:22.140]and you've got a child that's in a program
- [00:58:24.210]from the time they're six weeks old
- [00:58:25.830]until they're going to kindergarten, you know,
- [00:58:28.290]that's that same play structure they've had access to
- [00:58:30.990]their whole childhood,
- [00:58:33.120]gets challenged in a lot of ways.
- [00:58:35.280]And that's when you actually see
- [00:58:36.330]a lot of the injuries happen.
- [00:58:37.440]So yeah, so programs work with us.
- [00:58:40.290]Some of them have a,
- [00:58:41.123]just a real commitment and belief
- [00:58:42.360]in the importance of natural play spaces.
- [00:58:44.490]Some of 'em it's,
- [00:58:45.360]starts off being just a financial,
- [00:58:46.920]they can't afford the $100,000,
- [00:58:49.881]$200,000 fancy play structures that they wish they could.
- [00:58:52.350]So they need alternate ways to create
- [00:58:54.630]those affordances for children.
- [00:58:57.780]And, but most of the time,
- [00:58:59.760]by the time they talk with us,
- [00:59:00.840]they realize the benefits of nature spaces as well, so.
- [00:59:08.940]That's awesome, thank you for sharing all that work.
- [00:59:11.070]It's exciting.
- [00:59:13.500]I do you always tell them,
- [00:59:14.490]I wish some of them are building new buildings.
- [00:59:16.530]A lot are renovations of kind of really neat renovations
- [00:59:19.530]of old churches and you know,
- [00:59:21.570]businesses and downtown communities in small town Nebraska.
- [00:59:25.320]But a lot of times they'll kind of call me
- [00:59:26.850]once they've already got their, you know,
- [00:59:28.000]their indoor work plan done at least.
- [00:59:30.240]And I say, "I wish that you'd call me
- [00:59:31.680]before you even built the building,"
- [00:59:32.940]because I would put all outdoor spaces
- [00:59:35.400]on the southeast side of a building in rural Nebraska
- [00:59:39.120]and they're always on the northwest side.
- [00:59:41.010]I don't know what it is.
- [00:59:42.094]I don't know what you guys are,
- [00:59:42.927]I dunno what they're doing, but I'm like,
- [00:59:43.760]it's cold in the winter and it's hot as Hades in the summer.
- [00:59:46.650]So you know, those kinds of things,
- [00:59:48.390]I try to encourage them to connect with us
- [00:59:50.640]even before they decide where on their plot
- [00:59:52.440]they're gonna put their building down if it's flexible, so.
- [00:59:59.190]We like to be involved that early if we can also.
- [01:00:03.240]If we're with Vanessa, she brings us in from the start.
- [01:00:07.110]So, we love that. That's awesome.
- [01:00:09.090]Yeah, the research calls,
- [01:00:10.620]outdoor play spaces SLAPs, Spaces Left After Planning.
- [01:00:15.510]So we try to change that.
- [01:00:18.080]We just slap it in there and I'm like, yeah, that's.
- [01:00:21.150]it's funny, I just got the landscape design
- [01:00:23.880]for one of our,
- [01:00:25.020]one new building being built
- [01:00:26.220]with our Ralston Public School bond issue today.
- [01:00:29.070]So, and I was like yeah, it's almost done.
- [01:00:31.560]And they're like,
- [01:00:32.393]and they already said, "We're not sure
- [01:00:33.390]we have enough money to do all these plantings."
- [01:00:35.640]I was like, "Slap it in, it's how it goes," so.
- [01:00:41.760]Well I know we're kinda coming up on
- [01:00:43.320]our last kind of time but Vanessa has
- [01:00:48.120]like this wonderful class proposal.
- [01:00:50.250]I don't know if you wanna say anything about that.
- [01:00:52.500]I think psychology and education
- [01:00:54.420]would also be really interested in it.
- [01:00:57.630]Yeah, so what we've been thinking about doing is
- [01:01:01.590]Marilyn, Tim and myself actually teaching
- [01:01:05.070]an elective course that can continue the research
- [01:01:09.630]that we're doing with students
- [01:01:12.300]in undergraduate and graduate level,
- [01:01:14.340]looking at a variety of disciplines.
- [01:01:17.310]And one thing that we know about research is
- [01:01:19.620]it takes a long time
- [01:01:22.230]and so leveraging the students
- [01:01:24.330]and giving them credit for that
- [01:01:26.730]and if there are professors who are interested
- [01:01:30.210]in the topic that we're specifically looking at,
- [01:01:33.450]they can be a part of that study as well.
- [01:01:35.250]So when we publish, everyone gets credit
- [01:01:37.590]or when we speak, everyone's a part of it
- [01:01:39.750]and that continual partnership is something
- [01:01:42.540]that we're looking to create
- [01:01:46.680]to help expand the research that we're doing
- [01:01:49.710]so that we can do more of it
- [01:01:51.720]and share it with those to impact
- [01:01:54.780]more built environments and schools and kiddos.
- [01:02:00.900]So that's our idea.
- [01:02:03.840]We were thinking that we would take on about 10 students
- [01:02:07.650]between the three of us.
- [01:02:09.300]The students would attend our eRAD meetings.
- [01:02:12.870]So we do have regular eRAD meetings that Tim mentioned,
- [01:02:18.180]but then work one-on-one
- [01:02:20.610]or in small groups depending on the research project
- [01:02:22.620]that is running at that time with the three of us.
- [01:02:27.150]So that's our idea that we've been talking
- [01:02:29.880]with the College of Architecture about
- [01:02:31.350]and would love to expand it
- [01:02:33.150]and get this kind of rolling, so.
- [01:02:41.820]Excited about that.
- [01:02:43.350]I think great things will come outta that.
- [01:02:45.990]And it's important to like educate the next generation.
- [01:02:49.770]Mm-hmm, yeah. I think it will
- [01:02:50.910]grow the mission. Yes.
- [01:02:52.805]And I know, I think what you guys are doing is
- [01:02:55.140]amazing, fantastic and so important
- [01:02:58.110]and just I'm really appreciative of your time.
- [01:03:01.200]I know that we're in the process of writing
- [01:03:03.240]a Catalyst Grant.
- [01:03:04.380]So UNL has internal funding.
- [01:03:06.840]They're called the Grand Challenges.
- [01:03:08.970]One of the Grand Challenges is
- [01:03:10.380]specifically on early childhood education,
- [01:03:12.810]so improving access, training, environment,
- [01:03:16.410]all of those categories for early childhood education.
- [01:03:20.850]And then I think once we get
- [01:03:23.520]our Grand Challenge Catalysts in a better spot,
- [01:03:26.160]we'll have to kinda circle back and share
- [01:03:28.110]our ideas and concepts with you
- [01:03:31.230]for sort of thoughts and feedback.
- [01:03:33.030]So yeah, thank you.
- [01:03:35.640]Anne, do you as the PI, do you wanna say anything?
- [01:03:39.840]No, I think you did a good job of covering it.
- [01:03:42.360]I just wanna touch on the class thing
- [01:03:43.830]that within psychology anyway,
- [01:03:47.130]if there are any students who'd be interested in doing that,
- [01:03:49.710]like if I were to have some students for example,
- [01:03:52.920]we have a way of potentially having
- [01:03:58.320]students work with you with getting,
- [01:04:03.090]we have like a independent study type classes.
- [01:04:08.310]So you just need a faculty person in psychology
- [01:04:11.520]to kind of sponsor that.
- [01:04:16.680]That's great, awesome.
- [01:04:20.264](indistinct) speak quickly about a student
- [01:04:23.460]who is very interested in this.
- [01:04:25.440]What is your timeline for the launch of this?
- [01:04:28.890]I'd love to
- [01:04:31.620]do some of that stuff or receive some mentoring
- [01:04:33.840]from the three of you.
- [01:04:35.160]Yeah, so we've been talking
- [01:04:36.573]with the College of Architecture for quite some time
- [01:04:40.077]on trying to get this launched.
- [01:04:42.750]It actually goes back to when Kathy Ankerson was there.
- [01:04:46.920]That's what went on hold when we had the new Dean search.
- [01:04:49.770]And so as soon as we can get it launched
- [01:04:53.430]we would like to get it launched,
- [01:04:55.110]what we had talked originally about is
- [01:04:56.760]like the three of us actually teaching in kind
- [01:04:58.950]for the university so that the university didn't have
- [01:05:01.050]to pay us to be a part of it
- [01:05:03.120]and they could still have that,
- [01:05:04.620]the students have that great experience
- [01:05:07.020]and if there are faculty that are interested in that.
- [01:05:10.827]And looking at next fall,
- [01:05:13.470]it is too late technically to, for next fall.
- [01:05:18.600]So we've talked about the potential of next spring.
- [01:05:21.300]I do teach a studio
- [01:05:25.170]in the fall
- [01:05:26.250]that's dedicated to educational design
- [01:05:27.990]that has a small research component at the beginning of it.
- [01:05:31.560]And we've talked about how can we infuse,
- [01:05:34.410]start, kind of start that process in that course.
- [01:05:38.880]Now obviously, that wouldn't work
- [01:05:40.500]for a psychology student
- [01:05:41.550]but it could get some of the architects,
- [01:05:42.960]interior designers or landscapes students
- [01:05:46.170]into that kind of research mindset
- [01:05:49.740]and kind of having some assignments within the studio
- [01:05:53.280]that can leverage Marilyn and Tim and myself
- [01:05:57.960]to kind of get more excitement about it
- [01:06:00.210]for the coming spring semesters.
- [01:06:03.180]Kind of what we're hoping to do, so.
- [01:06:08.820]And part of our.
- [01:06:09.653]Oh I'm sorry.
- [01:06:10.950]I was just gonna make a pitch for Matt.
- [01:06:12.960]I think he would be a great,
- [01:06:14.760]you would want Matt, he would be awesome.
- [01:06:19.080]Do you wanna talk? We'll take him.
- [01:06:20.679]About your background, Matt?
- [01:06:24.840]Yeah, I'm a former educator,
- [01:06:26.220]former English teacher here in Omaha
- [01:06:28.530]and I actually burnt out myself,
- [01:06:30.750]went back to my graduate work
- [01:06:32.040]to kind of recenter what I wanted to do
- [01:06:33.360]and kind of refound my connection
- [01:06:35.340]to the nature-centric focus.
- [01:06:37.230]And so I'm wanting to look into programming policy
- [01:06:42.180]for nature-centric schools
- [01:06:44.550]and so I'm involved with some of the partnerships
- [01:06:47.520]around Omaha
- [01:06:49.200]and Katie's been a really fantastic resource
- [01:06:51.360]in that respect.
- [01:06:53.010]So this is really wonderful
- [01:06:54.510]that you all are looking for those kind of students
- [01:06:57.420]or those kind of folks who are interested
- [01:06:58.740]'cause that is right in line with
- [01:07:00.840]what I've kind of been looking for
- [01:07:02.070]for a really long time here in Nebraska.
- [01:07:05.422]We'll take it, awesome.
- [01:07:07.920]Matt, do you have to take it,
- [01:07:08.997]the class as an independent study?
- [01:07:12.480]I don't know.
- [01:07:13.830]My, just the problem is I'm on like the tail end
- [01:07:16.170]so I actually just finished up my coursework
- [01:07:17.760]and will be doing my dissertation, collection
- [01:07:20.940]writing and then defense.
- [01:07:23.220]I have planned for the summer fall and spring now.
- [01:07:28.290]So where that kind of sits in my program is
- [01:07:31.470]a rather unfortunate timing
- [01:07:33.030]'cause I'd love to do it right now, so.
- [01:07:39.120]You can always just keep taking classes
- [01:07:40.530]after you finish your PhD.
- [01:07:42.000]Just keep on going.
- [01:07:47.760]Just really quick too,
- [01:07:48.990]one of our focuses,
- [01:07:51.060]or one aspect of the grant we're doing is
- [01:07:54.690]training educators and future educators and architects.
- [01:07:59.640]So I think at the very least
- [01:08:01.890]that's one area where we should talk about
- [01:08:04.020]and see how we can partner
- [01:08:06.240]and so that, you know,
- [01:08:08.070]maybe at least for part of the time
- [01:08:09.983]you don't have to do it in kind.
- [01:08:13.473]Yeah and that's certainly a big, as you know,
- [01:08:15.600]a big area that we failed to do
- [01:08:18.780]for teacher prep programs and educator preparation programs
- [01:08:21.870]and even from a,
- [01:08:23.417]from an administrator standpoint,
- [01:08:24.810]when you think about change management
- [01:08:26.880]and Marilyn talked a lot about procedures and expectations
- [01:08:29.940]and accountability.
- [01:08:32.250]I think there's a lot in that area
- [01:08:33.753]that we can make a significant difference in.
- [01:08:38.040]Anne, what do you think the next steps would be
- [01:08:40.470]for something like this class for psychology and education?
- [01:08:44.160]Because there's always this sort of bureaucratic side
- [01:08:47.700]of getting a class in and then getting the audience.
- [01:08:51.690]Yeah, I'm not sure in psychology.
- [01:09:03.450]Yeah, I'm not, this,
- [01:09:04.680]so if it's a class that's focused on basically research,
- [01:09:10.290]it might make sense within psychology just to have it,
- [01:09:13.950]have them do it as an independent study
- [01:09:17.310]or that's how they would register.
- [01:09:20.220]I don't know with education.
- [01:09:23.160]And I think too for the Catalyst Grant,
- [01:09:25.650]we might wanna kind of think about and talk about, you know,
- [01:09:29.790]other things we might might wanna do
- [01:09:31.950]in terms of teacher and architecture training.
- [01:09:38.430]But yeah, I don't know if it's something
- [01:09:39.510]that would be cross-listed potentially within education
- [01:09:43.050]or maybe CYFS, children, youth and family studies.
- [01:09:48.030]Mm-hmm, yeah, okay.
- [01:09:51.480]That was, yeah, trying to kind of help Vanessa get
- [01:09:54.840]the class on the books and then help you guys get
- [01:09:57.060]the right audience.
- [01:09:58.854]Yeah, I try to,
- [01:10:01.713]I don't know. And may be worth
- [01:10:03.600]we've talked about CIF and TLTE
- [01:10:05.970]but it may also be worth roping in the
- [01:10:10.350]administrative leadership,
- [01:10:12.540]education for the eRAD department.
- [01:10:14.460]I think they would be really on,
- [01:10:17.580]I think there's some folks who'd really be on board
- [01:10:19.950]with like experimenting with some of these newer things
- [01:10:22.710]that Dr. Denison and Shimp were talking about,
- [01:10:25.410]those future leaders.
- [01:10:28.740]No, that's helpful.
- [01:10:29.819]Well, Vanessa and Tim and Marilyn,
- [01:10:32.760]think about what we're saying
- [01:10:34.080]and if anything's of interest,
- [01:10:35.610]I'm happy to kind of help facilitate the UNL network.
- [01:10:40.264](indistinct chatter)
- [01:10:42.540]Go ahead.
- [01:10:43.560]Sorry, are you thinking
- [01:10:46.410]just graduate students or undergraduate and graduate?
- [01:10:50.310]Undergraduate and graduate is our initial thought.
- [01:10:53.760]We were, and one of the reasons for that is
- [01:10:56.520]we were wanting to make sure that we had
- [01:10:58.110]a multiple disciplines represented.
- [01:11:00.630]So interior design, they don't go to grad,
- [01:11:04.440]most of them don't go to graduate school.
- [01:11:06.240]So we wanted to make sure that we have
- [01:11:07.800]a wide range of participants
- [01:11:09.960]and if we limited it to graduate students
- [01:11:12.840]then we would miss out on interior design students,
- [01:11:17.550]and that I think was really.
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