Creating A Social Framework, Part 5: Engaging VALUES to Create Resiliency
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June 1, 2020
Association For Learning Environments
Creating A Social Framework series, Design Thinking, Student Performance
Any integrated and comprehensive planning process should include a prioritization of recommended improvements for buildings, open space, utilities and infrastructure, based on the institutional mission, vision, values and strategic planning. Community Colleges are often at the forefront in connecting K-12 learning with higher education and incorporating planning for programs from early childhood education to Veterans and adult learners. Norco College, outside Riverside California, is a great example of an institution that has embraced this continuum of learning. In addition, a focus on sustainability and resiliency have complimented the primary focus of education with an understanding of how empathy toward our planet makes us all better individuals and citizens.
• Norco and Moreno Valley Colleges are campus centers within the Riverside Community College District in southern California.
• Their stakeholders include District schools, community partners and state universities.
• Their K-12 stakeholders are expanding and were included in planning discussions to create and review options for early childhood education programs, STEM high school expansion, a new Middle College, a new performing arts high school, and dual enrollment cohorts that would all share campus space. They also have robust CTE programs that cater to military and community partners.
• The Riverside Community College District is experiencing enrollment growth that must be managed. The District relies on the support from neighbors (who are concerned with physical change and growth) to gain approval for local bonding and other funding. It must also demonstrate the highest and best use of its existing buildings and land, while meeting California sustainability standards, to gain State funding.
• The Comprehensive Master Plan approach for each college used intensive workshop engagement tools. The planning process also utilized a campus-scale version of VALUES playing cards developed by DLR Group to process and embrace sustainability and resiliency at an institutional and a building scale. Campus strategies considered student homelessness, food scarcity, diversity, access, and multigenerational campus resources and amenities.
Case Study Discussions: Norco and Moreno Valley Colleges (Riverside, CA)
1. Discuss the 10 criteria that have evolved from the primary research DLR Group for student and teacher engagement (SEI/TEI) developed in order to best design architecture that enables:
-Being a community resource
-Being stimulating architecture
-Being safe and secure
-Being innovative learning environments that connect
-Being resilient and efficient
-Being thermally, visually and thermally comfortable and healthy
-Being durable and easy to maintain and operate
-Being a healthy learning environment
2. A healthy learning includes challenges of providing for the social and emotional priorities centered on student and teacher engagement that need to be included in future facing school design, especially in a post- COVID world that is demanding continued social distancing.
3. Evaluate DLR Group “VALUES” criteria for high performance/sustainability design to establish metrics for success and acceptable ROI’s (Returns on Investment) that positively affect life-cycle operating costs.
4. Review why campus commissioning that includes both building commission of systems and professional development of educational leadership and staff that may be modified to address new public health requirements supporting future facing schools and outcomes.
Pam Loeffelman, FAIA
Our panel of subject matter experts:
• Prem Sundharam, AIA, WELL AP, Global Sustainability Leader, DLR Group
• Krisan Osterby, Campus Planning Leader, DLR Group
• Jana Silsby, AIA, K-12 Education Leader, DLR Group
Program Titles and Supporting Materials
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