Designing the
STEM Educational Environment
Science
What is STEM? Innovation in the fields of science, technology, engineering, and math (STEM) is revolutionizing the way we live our lives at an unparalleled pace, which has inspired the STEM education movement in America. The broad goals of the movement include preparing students to be college- and career-ready; attracting students from groups traditionally underrepresented in the STEM professions; improving the STEM workforce to meet the demands of a globally competitive, technologically driven world; and creating a new generation of STEM schools as models of excellence for all schools.
Engineering Technology
Math
STEM education advances an interdisciplinary model of teaching and learning that produces a set of critical thinking and problem solving skills applicable to practically all fields of intellectual and professional enterprise. In short, the STEM education movement seeks to prepare students for the challenges of the 21st century and to reaffirm America’s position as a STEM innovator in the global economy.
Two and a half days of intensive sessions started a dialogue that has continued in an array of forms and contexts across the country. This report distills several key ideas from the summit which have helped to catalyze that continued engagement. The ideas are intended to stimulate and facilitate thoughtful discussion and reflection on all stages of STEM education development.
To advance the cause of STEM education, the American Architectural Foundation and the Bill & Melinda Gates Foundation convened a national summit on STEM education in Washington, DC, on January 5–7, 2010. Leaders of Gates-sponsored, statewide STEM initiatives in California, New York, North Carolina, Ohio, Texas, and Washington collaborated with a resource team of national thought leaders in design, education, and the STEM industries to explore how design and the design process can contribute to the creation of innovative models for STEM school development.
National Summit In Washington, DC
2010
Jan. 5-7
How do you design a STEM school?
The definition of a STEM educational model remains a work in progress, even among the STEM experts who gathered for the national summit in Washington, DC. A clearer definition will allow for a better understanding of how design can support and enhance STEM education. Toward that end, AAF challenged national summit attendees to use their collective expertise to identify basic characteristics of the model. As a first step, summit attendees cataloged some of the characteristics that they believed all great schools share, such as: • A curriculum connected to the real world; • A curriculum that integrates all subject areas; • The use of best pedagogical practices in all content areas; and • A student-centered environment, where students share responsibility for learning. They also stressed that in great schools: • Students’ voices are valued; • Students contribute to decision making; and • Students are respected, connected, and given affirmation.
Some characteristics of all great educational models
Using these qualities of all great educational models as a starting point, summit attendees next sought to identify the characteristics that are particularly important to great STEM educational models. While this list is far from comprehensive, it is invaluable as a catalog of desired outcomes. It provides the initial bearing necessary to move the design process in the right direction.
Image of Davie County plan
Some characteristics of great STEM educational models
The STEM educational model characteristics identified at the summit included: • An educational path that provides multiple career and academic options for students while meeting the demands of the economy; • The achievement of STEM literacy by all students regardless of career choice; • The integration of external collaborations into the curriculum through partnerships with businesses, higher education providers, museums, non-profit organizations, and others; • A commitment to applied and theoretical learning; • An educational path that incorporates a K–20 trajectory; • A faculty that is STEM knowledgeable, rich in STEM experiences, and committed to continuing education in STEM through collaboration with external partners (e.g., externships);
Some characteristics great of STEM educational models
• Broader and more varied course offerings in STEM; • A commitment to finding links between STEM and non-STEM content areas; • An emphasis on using fundamental STEM knowledge to solve problems and create new knowledge; and • Access to state-of-the-art instructional technology.
Some characteristics great of STEM educational models
The role of design A well-designed learning environment is an important, perhaps essential, contributor to successful teaching and improved learning, yet too often education leaders fail to appreciate the potential benefits that design and the design process can provide. Over the past five years, the American Architectural Foundation has developed an approach that inspires, supports, and enhances educational innovation in a broad spectrum of ways. That approach includes design thinking, the creative design process, and the ultimate implementation of learning environments specially designed to support and enhance specific educational innovations.
“When I began my teaching career, in the
basement of a New York City high school, it never occurred to me that I could have expected someone to think about the role natural light would play in my classroom and my daily interactions with students. After five years in the basement, it was abundantly clear to me that nobody had given much thought to me or my students.� – Gregg Betheil Executive Director Office of Postsecondary Pathways and Planning NYC Department of Education
Space & Behavior
Both social scientists and designers have long acknowledged the interrelationship of space and behavior. The question, then, becomes how best to develop space in ways that catalyze the realization of a desired set of behavioral outcomes—in this case, how to create spaces that promote improved STEM teaching and learning.
Space
Impacts
Impacts
Behavior
Design practices for great STEM schools The structured, intensive engagement embodied in AAF’s approach to design led national summit attendees to identify and embrace a series of practices for improving the outcomes of the STEM school design process. These practices—which of course do not constitute a comprehensive list—are already helping to fuel some of the most innovative thinking to date on how to design 21st-century schools for 21st-century education.
Design practices for great STEM schools • Connect educators & designers early in the process. • Integrate design thinking into STEM education development. • Define the goals of the process carefully. • Let the learning environment teach. • Favor dynamic spaces over static ones. • Start fresh but not from scratch. • Experiment through rapid prototyping.
Typically, educators and design professionals work separately to develop educational programs and the learning environments in which they occur. Bringing these two groups together elevates this dialogue. It provides an opportunity for the interjection of best ideas from both education and design and reveals how these different perspectives can complement each other in truly innovative ways. Giving teachers, students, parents, and community members a strong voice in the design process empowers everyone to develop a unified vision, work toward a common purpose, and create more effective STEM learning environments.
Connect educators & designers early in the process
Business Leader Architect
Teachers Administrator Administrator
Following the national summit, representatives of the NC STEM Community Collaborative requested emergency design assistance from AAF; their goal was to implement recommendations reached at the summit into the design of a STEM-focused high school in Davie County, NC. That school had already been deemed shovel ready, but the collaborative design process at the summit transformed their thinking, and they literally went back to the drawing board in order to maximize the potential educational benefits of innovative design. In February 2010, AAF organized a design charrette (pictured) onsite in Davie County. An article detailing the outcomes of this event is in production and will be available for review August 1, 2010.
Connect educators & designers early in the process
Design thinking is a practical, creative process of problem solving that benefits the creation of STEM schools and networks. It encourages collaboration between school communities and design professionals, and it provides a process for defining challenges, gathering intelligence, generating innovative ideas, exploring multiple options, selecting the most powerful solutions, implementing those solutions, and learning from the results.
Integrate design thinking into STEM education development
Define the goals of the process carefully
Every state, district, and school approaches STEM education development within a different context, with different resources, and with different goals in mind. There isn’t a single answer that would work for every community. Local leaders must seek out ways to frame the challenge as an opportunity. Being open-minded to opportunities informs both STEM curriculum planning and space design solutions.
In addition to learning from their teachers, parents, other adults, and peers, students learn by interacting with their environment. A thoughtfully designed learning environment—with such design elements as exposed structural components and mechanical systems, meaningful artifacts, preserved ecosystems, and rich landscapes—inspires STEM students and provides vital opportunities for investigation.
Let the learning environment teach
Buildings are complex systems of structural support, geometry, color, ventilation, and technology. At the Denver School of Science and Technology (pictured), high school physics students calculate the diameter of columns and learn about how buildings stand up. This is possible because all of the systems in the buildings are in plain sight. Other examples of designing a school as a living textbook include creative design features such as a large working sundial or an outdoor “learning garden,” where students can learn about the natural world’s flora and fauna. Such strategies as creating a rooftop playground or garden are both educational and can save a considerable amount of money in locations where land costs are high.
Let the learning environment teach
Agile STEM learning environments support a variety of learning modalities. Learning in the STEM disciplines requires students to engage in hands-on inquiry, fieldwork, and project-based learning. Creating spaces that are adaptable to the evolving needs of STEM students helps ensure the utility of those spaces both today and for years to come.
Favor dynamic spaces over static ones
In designing schools, we must reexamine the notion of the traditional classroom setting and focus on new learning environments that are designed to support student achievement. Doing so requires greater flexibility in design to accommodate a broad range of learning scenarios.
Favor dynamic spaces over static ones
There is no one-size-fits-all model for STEM. Educators and design professionals across the country are working together to identify the basic components of effective STEM education as well as best practices for developing those components. The benefits of seeking out networks of information and ways to engage in the national dialogue on STEM design are invaluable. Much can be learned from what has and hasn’t worked elsewhere.
Start fresh but not from scratch
Start fresh but not from scratch
Denver School of Science & Technology (DSST)
During the 2009-2010 academic year, DSST was one of three finalists in the White House’s “Race to the Top High School Commencement Challenge,” a program created to recognize “the best that American public education has to offer.” A 2006 AAF documentary profiles DSST, and AAF continues to work with educators at the school to develop innovative solutions for 21st-century teaching and learning.
Opened in 2004 in Stapleton, Colorado, DSST was envisioned to be a high-performing school that would serve as a model for other Denver schools while helping increase student achievement in STEM. The school creates opportunities for students to interact with the growing scientific, medical, and design-based businesses located in Colorado and helps respond to the demand for STEM-skilled workers from those industries.
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Experiment through rapid prototyping
Small-scale projects allow educators to test out new ideas and improve on them before committing to long-term, big budget projects. Rapid prototyping leads to tangible scale models for STEM programs and space configurations that both improve education and provide proof points for winning educator and community support for STEM initiatives.
Experiment through rapid prototyping
School of One
New York City’s School of One was among the examples that most resonated with summit attendees. As part of the school’s innovative curriculum for 6th-grade math, students receive individualized schedules each day based on their success with a variety of teaching and learning modalities. When School of One creator and CEO Joel Rose approached AAF for design assistance in May 2009, it was clear that the curriculum demanded the development of an equally innovative learning environment. AAF organized a design charrette in which curriculum and design informed each other. Rapid prototyping on paper led to a pilot design, which was implemented by June 2009. According to Rose, that design process was the “rocket boost” the project needed, and the School of One’s success was quickly visible. An independent evaluation of the program showed impressive pre/post proficiency test gains of 28 percent as well as high levels of teacher and student satisfaction.
School of One Pilot Concept (May 2009)
The results were so positive, that TIME Magazine recognized the school as one of the “50 Best Inventions of 2009,� and the NYC Department of Education has decided to take School of One to scale over the next two years. In December 2009, AAF organized a second design charrette to produce design solutions for three additional School of One facilities, each of which, like the pilot, was to be located in an existing facility. Again the process was highly iterative. Participants learned from past prototypes and quickly worked through a series of new ones. The resulting three designs will all be implemented by the end of 2010.
School of One Pilot Concept Implemented (Jun. 2009)
School of One
Second Concept (Dec. 2009)
Each iteration produces new knowledge and ideas. The key is to remember that the goal is not to develop the perfect learning environment; it is rather to develop consistently better ones. Rapid prototyping gives direction, insight, and momentum to that pursuit.
School of One Second Concept Implemented (Feb. 2010)
Conclusion Design thinking and the design process are agents for change. They help people to question their assumptions about teaching and learning and to envision new solutions that will meet current and evolving educational goals. As the development of STEM schools continues to take shape, the ideas from the summit offer a catalyst for transforming our vision of STEM education in America. They encourage us to create 21st-century schools for 21st-century education.
Summit Attendees Margaret Ashida Project Director Empire State STEM Education Initiative Rensselaer Polytechnic Institute ashidm@rpi.edu Margaret Ashida joined Rensselaer Polytechnic Institute in April 2009 as the project manager for the Empire State STEM Education Initiative, supported by a grant from the Bill & Melinda Gates Foundation. Previously an executive at IBM, her experience includes leadership in global diversity and workforce programs, global equal opportunity, enterprise-wide performance management, and workforce management strategy and execution. She began her career at the Xerox Corporation, moving to ROLM coincident with its acquisition by IBM. Margaret is the Chair of the Board of Directors of LEAP (Leadership Education for Asian Pacifics Inc.) and a graduate of LEAP’s Leadership Development Program. Margaret is also a Trustee and past Executive Committee member of the Anita Borg Institute for Women and Technology, past co-chair of the National Center for Women and IT (NCWIT) Workforce Alliance, and past chair of the MentorNet Advisory Board. Margaret holds a B.A. from the University of Rochester and is a charter member of the George Eastman Circle. She is an honorary member of the University’s Trustees’ Council and currently serves on the Libraries Advisory Council. She also holds an M.B.A. from the Stanford Graduate School of Business.
Tina Bailey, Ph.D Professor and Department Chair California Polytechnic State University cbailey@calpoly.edu Christina (Tina) A. Bailey earned her B.S. in Chemistry at the College of St. Elizabeth, Morristown, NJ, in 1964 and went on to obtain her Ph.D. at Purdue University in 1970. Due to nepotism policies of the early 1970s, she could not apply for a teaching position along with her husband in the Chemistry Department at California Polytechnic State University, San Luis Obispo (Cal Poly). So, Tina taught chemistry and math at Paso Robles Joint Union High School, earning her secondary teaching credential in 1971. Tina and husband Phil (dean of the College of Science and Mathematics since 1983) adopted four children between 1971 and 1980. Meanwhile she taught part-time in what had become the Department of Chemistry and Biochemistry at Cal Poly. In 1978 she became a member of the tenure track faculty, attaining tenure, two promotions, several merit salary increases as well as her current position of full professor and department chair. In the Fall Quarter of 1994, after a year’s sabbatical at Cornell University, Tina embarked on a revision of the content and laboratory curriculum in the general chemistry course sequence for engineers. This developed into the design of a facility for an integrated lecture/lab course focusing on a materials-based course using technology to facilitate instruction studio chemistry.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Kent Baker Instructional Technology Coordinator Ballston Spa Central School District kbaker@bscsd.org Kent Baker is currently the Instructional Technology Coordinator for the Ballston Spa Central School District. He earned an undergraduate degree and a Certificate of Advanced Study from The College of Saint Rose and a graduate degree in Curriculum Development and Instructional Technology from the University at Albany, State University of New York. As a teacher, Kent led by example while leading students in new directions by building their capacity to think and evolve. As a district level administrator, he takes pride in working with and guiding educators to build the organizational capacity necessary to shift instructional delivery from the industrial age model to an information age model. Kent has demonstrated strength in guiding organizational growth through standards-based technology planning that incorporates measurable goals and objectives for staff and students alike. Whether through a partnership with higher education or industry, such as the development of a video game design course, or an interdisciplinary STEM project, such as teaching math and science through LEGO robotics, Kent ultimately shapes the learning environment.
Story Bellows Director Mayors’ Institute on City Design sbellows@micd.org Story Bellows is Director of the Mayors’ Institute on City Design, a leadership initiative of the National Endowment for the Arts in partnership with the American Architectural Foundation and the US Conference of Mayors. An urban designer by training, Story has worked with leaders in the public, private and non-profit sectors on urban, education, healthcare and environmental design projects and initiatives. The Design Futures Council recently named her one of six Emerging Leaders in Sustainability for 2009. Prior to relocating to Washington, DC, in August 2009, Story was Director of Research for OWP/P, a full service architecture, engineering, and planning firm based in Chicago. While in Chicago, Story served as the inaugural teaching and research fellow at Archeworks, an alternative design school, and on the Executive Committee for the Urban Land Institute’s Chicago Chapter. She holds an undergraduate degree from Colgate University and a Masters degree in City Design and Social Science from the London School of Economics and Political Science.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Gregg Betheil Executive Director Office of Postsecondary, Pathways and Planning NYC Department of Education gbetheil@schools.nyc.gov
Thomas Blurock Principal IBI Group tblurock@ibigroup.com
Gregg B. Betheil leads the NYCDOE’s ongoing efforts to ensure that all graduates are ready for postsecondary success in two- and four-year colleges, apprenticeship programs, and throughout their careers. His responsibilities include oversight of the NYCDOE-CUNY College Readiness & Success Initiative as well as guidance to ensure there is consistent and coherent information on postsecondary planning for students and families from kindergarten through graduation.
Since founding his own firm in 1984, Tom has been a formative player in the design of innovative school architecture, remodels, and expansions. Designing and planning nearly 200 education projects for more than 20 school and community college districts – in some cases as District Architect – Tom has become an authority on education facility programming, funding strategies, and developing schools throughout Southern California. Tom’s contributions to any project combine extensive and creative design experience with a common-sense approach.
He joined the NYCDOE in January 2008 to provide leadership to Mayor Bloomberg’s efforts to foster innovation in New York City’s portfolio of career and technical education options. He managed the Mayor’s Task Force on Career and Technical Education (CTE) Innovation, and he continues to provide oversight and support of the CTE portfolio, which serves over 140,000 students.
Tom has received significant recognition for his work from both architectural and educational organizations. These projects have been recognized for their response to site and community; for resourcefully turning constraints into creative opportunities; and for developing new models that embody innovative educational principles.
Prior to joining the NYCDOE, Mr. Betheil was Senior Vice President of the National Academy Foundation. He has served as Assistant Principal of Martin Luther King Jr. High School in New York City. He is a former member of the South Orange-Maplewood Board of Education in New Jersey.
A sought-after participant in both national and state forums on school facilities, Tom is also a frequent design juror. He has served on the Steering Committee of the AIA Committee on Architecture for Education (CAE) and as Chair in 2004. He is also a key member of the Coalition for Adequate School Housing (CASH) Urban Schools Committee.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Ronald E. Bogle President & CEO American Architectural Foundation rbogle@archfoundation.org
William S. Bradley Managing Principal SHW Group bbradley@shwgroup.com
In 2002, Ron Bogle was named the seventh president/CEO of the Washington, D.C., based American Architectural Foundation (AAF).
Bill Bradley lends a unique perspective to his work due in part to his background as both an architect and an educator. Prior to returning to design practice twelve years ago, he was an assistant professor at the University of Virginia’s Curry School of Education. There he taught and conducted research on the relationship between the environment and teaching/learning through the Thomas Jefferson Center for Educational Design, an interdisciplinary think tank examining the relationship between education and fields ranging from architecture and engineering to business and law. Today, as Managing Principal of SHW Group’s Charlottesville, VA, studio, Bill applies in practice what he studied in theory. His designs of learning environments seek to discover opportunities at intersections between seemingly disparate disciplines.
At AAF, Bogle’s efforts are squarely focused on creating and sustaining programs to identify and advance best practices for the design of livable communities across the country. He also created and leads Great Schools by Design, a national AAF program that provides resources to local community and educational leaders engaged in K-12 school facility design and construction. In addition, AAF is the managing partner of the Mayors’ Institute on City Design, a renowned program co-sponsored by the National Endowment for the Arts, the U.S. Conference of Mayors and AAF that provides innovative city planning and design resources to mayors across the country. Bogle’s professional experience includes senior leadership appointments in higher education, business and non-profit fields. A native of Oklahoma City, he served nine years on the Oklahoma City Board of Education, and several years as the Board’s President. While in Oklahoma, Bogle was a leader in two initiatives resulting in over $1 billion to transform the commercial and cultural viability of the city’s urban center.
Bill completed his bachelor of science in architecture at Clemson University before obtaining his masters in educational research and doctorate at the University of Virginia. He lives with his wife and two children in Charlottesville, VA, where he enjoys racquetball, softball, golf, coaching youth sports, and learning to play the guitar.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Patricia Bosch, Design Principal, Design Director Perkins + Will pat.bosch@perkinswill.com
Linda C. Bost, Ph.D. Assistant Superintedent Davie County Schools bostl@davie.k12.nc.us
Pat Bosch has been the Design Director for the Perkins + Will Miami office since its opening in 1996. She is nationally recognized for her design work, is LEED accredited, and has nearly 25 years of experience specializing in higher education, K-12 schools, science and technology, master planning, and civic buildings.
Dr. Bost was a high school English teacher for 14 years and taught everything from remediation to Advanced Placement courses in three schools before she became an administrator. She served as the principal of Davie High before becoming assistant superintendent of curriculum and instruction and has been instrumental in developing and implementing the early college high school, the Mebane Masters program, and Davie’s designation as one of the three areas in North Carolina to participate in the NC STEM Collaborative.
Known for her collaborative skills, Pat was appointed cochair of the firm’s Excellence in Design Initiative and routinely brings diverse constituencies together to generate ideas and find common ground. Her educational projects range from the Princess Nora University in Riyadh, where she planned and designed 10,000 million square feet of educational facilities, to innovative high schools, middle schools and elementary schools throughout the southeast region. She recently completed the Miami Dade College Design Guidelines for their Learning Environments of the 21st Century.
Dr. Bost received a bachelor of arts in English from UNCGreensboro, a masters of education from UNC-Charlotte, a specialist degree in educational administration from ASU and a Ph.D. in curriculum and teaching from UNCGreensboro.
Ms. Bosch received her bachelor’s degree from the University of Puerto Rico, her master’s of architecture from Columbia University, and attended the ETH in Zurich, Switzerland. She has lectured and taught at the University of Florida, South Florida University, Florida International University, and the University of Miami.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Ellen R. Bowman, Ph.D. Global External Relations Procter & Gamble bowman.er@pg.com
Brian Boyd, Ph.D. Principal Dayton Regional STEM School brian.boyd@daytonstemschool.org
Ellen was raised in Pittsburgh, PA, and developed an early passion for nutrition and health. Following completion of the Food and Nutrition undergraduate program at Michigan State University, Ellen received a Masters of Science degree in Nutritional Science from Cornell University, a Ph.D. in Nutrition from Penn State University and completed a postdoctoral fellowship in Biochemistry at the University of Wisconsin-Madison.
Brian Boyd is the Principal of the Dayton Regional STEM School. He holds a Ph.D. in Teaching and Learning with a focus in Mathematics Education and Rural Education from the University of Louisville, a Masters degree in Educational Administration from the University of Dayton, and dual Bachelors degrees from Miami University. Brian has experience as a high school math teacher and middle school principal in Dayton area schools. Just prior to developing the Dayton Regional STEM School, he worked at Wright State as an Assistant Professor of Mathematics Education. Brian resides in Vandalia with his wife, Angie, and their three children.
Ellen subsequently joined Procter & Gamble’s Research and Development organization with growing responsibilities across Beauty Care, OTC Health Care and Pharmaceuticals. In 2001, Ellen joined the newly created External Relations organization with global responsibilities across the Heath Care and Feminine Care businesses. Within this role, Ellen has was personally involved in the Company’s Protecting Futures/Keeping Girls in School program. This program now brings puberty education and feminine hygiene products to over 89,000 vulnerable girls in sub-Saharan Africa. More recently, Ellen’s responsibility includes developing Procter & Gamble’s strategy to inspire innovation leaders of the future through integrated STEM education. This includes applying the best of the innovation process used at Procter & Gamble to creating a new physical and virtual learning experience for teachers and students.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Tom Carroll President National Commission on Teaching and America's Future tcarroll@nctaf.org Tom Carroll leads the National Commission on Teaching and America’s Future (NCTAF) in its mission to empower educators who are transforming their schools from teaching organizations into learning organizations. Prior to joining NCTAF, Tom founded the Preparing Tomorrow’s Teachers to Use Technology (“PT3”) program and created the Technology Innovation Challenge Grants Program at the U.S. Department of Education. He was the first Director of Technology Planning and Evaluation for the E-Rate program. He also served as the U.S. Secretary of Education’s liaison to the Corporation for National Service during the launch of AmeriCorps. Tom was Deputy Director of the Fund for the Improvement of Postsecondary Education, prior to which he was Director of National Research Centers and Regional Laboratories at the National Institute of Education (NIE). He taught and did research in the School of Education at Clark University and holds a Ph.D. in Cultural Anthropology from SUNY Buffalo. He served as a Peace Corps Volunteer in Lesotho from 1967–1969.
Dee Chambliss Program Officer, T-STEM Texas High School Project dchambliss@cftexas.org Dee Chambliss is a veteran educator with over twenty years of service in public and private education and state government. Her STEM-related career experience includes being a secondary science teacher (biology and chemistry), district-level science instructional specialist, adjunct college instructor (science methods), and Project Director for the Jackson Urban Systemic Program funded by the National Science Foundation. After emerging as a leader in district-level reform in STEM areas, Dee was named Executive Director of Curriculum and Instruction for the Jackson Public Schools. In this senior-level capacity, she was successful in researching and securing funding for new initiatives, improving curricula via revision and policy development, and working with content coaches and teachers on implementation of high quality curricula and new instructional delivery methods. Prior to joining the Texas High School Project, Dee served the state of Mississippi as Assistant Secretary of State for Education and Publications, overseeing the publication and distribution of official state and agency documents and managing educational and training initiatives within agency and between other state and national organizations.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Larry Colbourne President Mebane Foundation, Inc. lcolbourne@mebanefoundation.com Larry Colbourne is the president of Mebane Charitable Foundation, Inc., a private foundation based in Mocksville, North Carolina. Over the past few years, the foundation has been extremely focused on education in its giving practices, choosing to partner with the local Davie County public school system on a number of projects. It is the belief of Mr. Colbourne and his board of directors that if an innovation in educational design can be prototyped and proven effective in Davie County, it should be scalable in 80% of the counties in North Carolina and around the nation. The Foundation’s most recent partnership and collaboration has been as the Lead Agency for the Davie County STEM Community Collaborative, as Davie was one of three counties chosen to participate in a larger NC STEM Community Collaborative. Over an 8-month period, the Davie Design Team has engaged all sectors of the local community and has collaborated with strategic partners from outside the county while forming its innovative education design plan. During that same 8month period, Davie County government voted to approve the design and construction of a new high school, as well as an Early College on the campus of the local community college.
Stephanie Couch Director of Statewide Initiatives Corporation for Education Network Initiatives in California scouch@cenic.org Stephanie Couch is the Program Director for The California STEM Innovation Network (CSI Net) and the Director of Statewide Initiatives for the Corporation for Education Network Initiatives in California. She also works part-time as Director of the K20 California Education Technology Collaborative – the innovation and development arm of the California Virtual campus. Her career has been dedicated to K-12 and higher education policy issues with an emphasis on students from disadvantaged backgrounds, school finance, and education technology. She has served as an education advisor for two Speakers of the California State Assembly, the Senate Appropriations Committee, and worked as a legislative advocate in Sacramento, specializing in education issues.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Sean M. Corcorran Director, Education Solutions Steelcase, Inc. scorcorr@steelcase.com
Steve Crane Principal VCBO Architecture scrane@vcbo.com
Sean M. Corcorran serves as Director of Product Development and Marketing for Education Solutions at Steelcase Inc. in Grand Rapids, Michigan.
Steve Crane has provided architectural design and planning services for over three decades. Steve holds a Master of Architecture degree from the University of Utah, where as an assistant adjunct professor he has taught Design and Architectural Professional Practice for 11 years.
From 2005 to 2008, Sean was Vice President of Product Development for Vecta and PolyVision. In these positions, he was responsible for research and development of new education solutions including visual collaboration technologies, interactive whiteboards, and furniture for classrooms and other learning environments. Before joining PolyVision and Vecta, Sean spent 16 years at IDEO, the world’s premier design and innovation professional services firm. He has more than twenty years of experience in design, engineering, product development, and innovation consulting. He has lead teams and projects in the development of innovative new furniture and technologies for education and business applications, consumer telecommunications products such as the ubiquitous VOIP phone from Cisco, computer hardware, and household tools and appliances. Sean holds numerous patents and advisory board positions as well as an engineering degree from UC-Berkeley. With his wife Julie and their three children, Sean has recently moved to west Michigan.
A partner at VCBO Architecture, Steve leads the firm’s work on educational architecture, which has garnered numerous national, regional and local awards, including CEFPI’s prestigious James D. MacConnell Award and AASA’s Shirley Cooper Award (twice). Over half of the firm’s work is educational projects, totaling in excess of $120 million per year. Steve has written articles for numerous national magazines. Steve’s project experience includes the design of over 12 million square feet of educational facilities, which have been the primary focus of his career. His recent projects include national and international award-winning middle and junior high schools, elementary schools, high schools, and career and technical academies in Nevada, Arizona, Wyoming, Colorado, and Utah. Additionally, Steve has provided programming, educational specifications, and early educational design and planning for a wide variety of school districts, college campuses, and private education foundations.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Amy Dean Consultant Alliance for Education Solutions atdean@sbcglobal.net
G. Sandy Diehl, III Vice President, Integrated Building Systems United Technologies Corporation sandy.diehl@utc.com
Ms. Dean has worked on family, children, and youth issues since her days as a student leader and member of national boards and commissions in the early 1970s. She had a 22-year career with the California State Legislature including tenure as the Director of Governmental Relations for the Sacramento City Unified School District. As staff to the Joint Legislative Committee on School Facilities and the Senate Select Committee on Family, Child & Youth Development her responsibilities included researching and developing policy proposals to improve: school facilities, the coordination of services for children, youth and families, and women’s and adolescent health. She holds a Bachelor’s and Master’s degree in Social Work with specializations in Public Policy and Gerontology and is a trainer of trainers in the Developing Capable Young People approach.
Mr. Diehl was named Vice President, Integrated Building Solutions for United Technologies Corporation in October 2008. He has responsibilities for global sales, marketing, and product strategies that can integrate the activities of the UTC commercial companies, Otis Elevator, Carrier, UT Fire and Security, and UT Power.
Ms. Dean is the Executive Director of the Alliance for Education Solutions (AES), a 501 (c)(3) non-profit organization that works to secure the integration of youth development principles into the day-to-day operation of our major youth-serving social institutions. AES is particularly concerned with establishing young people as a force for positive policy change in their schools and communities and is currently leading demonstration projects to improve school culture and climate as a means of increasing academic achievement.
Prior to this position, Mr. Diehl spent 22 years with Otis Elevator Company, where his most recent assignment was Senior Vice president, Strategy and Development, with responsibility for Otis’ global marketing, business development, product management and communications functions. Mr. Diehl was a member of the Otis Executive Committee, and also served on the boards of Zardoya Otis (Spain), Nippon Otis (Japan) and Otis Elevator Korea. Mr. Diehl was awarded a bachelor’s degree in mechanical engineering from Cornell University and a master’s degree in business administration from Harvard University. He currently serves as Chair of the American Architectural Foundation, in Washington, D.C.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Beth M. Dirks County Manager Davie County beth.dirks@co.davie.nc.us
Timothy Dufault President & CEO Cuningham Group Architecture, P.A. tdufault@cuningham.com
Beth Dirks chose at an early age to spend her career as a public servant specializing in local government. She believes that true joy is derived through the ability to serve by remaining committed to the community. She has discovered her most rewarding challenge yet as the Davie County Manager. She is the first female County Manager in Davie County’s history and only one of nine female county managers in the state of North Carolina. Beth strives to do more with less without losing the true focus – the employees and the citizens. She believes that fairness and honesty is the best policy and strives to ensure that all decisions are made and implemented consistently and equitably.
As President & CEO of Cuningham Group Architecture, P.A., Tim is responsible for the overall operation of the firm and is dedicated to the goal of helping professionals collaborate to create the best possible community environments.
While working with the Town of Mocksville, she obtained a Master’s Degree in Business Administration with a concentration in International Business from Gardner Webb University. After three years as the Assistant Town Manager, she was hired in 2000 as the first Town Manager of the newly incorporated Town of Bermuda Run. She remained with the Town of Bermuda Run for five years before accepting a position as the Assistant County Manager and Human Resource Director with Davie County where she was later promoted to the County Manager position in 2008.
As the managing principal of Cuningham Group’s Education Studio, a group of people who dedicate themselves to creating effective learning environments for people of all ages, Tim creates the environment necessary for each project to be successful. He is a member of the Council of Educational Facility Planners International (CEFPI), The Society of College and University Planners (SCUP), and is active as a member of the leadership group for the American Institute of Architects’ Committee on Architecture for Education. Tim believes that understanding and integrating the “better practices” of teaching and learning into the built environment is key to the success of any school and has effectively used this approach to develop projects at both the elementary and secondary levels.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Joe Dragone Superintendent of Schools Ballston Spa Central School District JDragone@bscsd.org
Trish Millines Dziko Founder & CEO Technology Access Foundation trishmi@techaccess.org
Joseph Dragone has served as Superintendent of the Ballston Spa Central School District since August 2008. His previous professional appointments include Assistant Superintendent for Secondary Education for the City School District of Albany and Principal of Cohoes Middle School, Cohoes City School District. He received undergraduate and graduate degrees from The College of St. Rose, and a Certificate of Advanced Study and Doctor of Philosophy in Educational Administration and Policy Studies from the University at Albany, State University of New York.
Trish Millines Dziko founded TAF in 1996 after spending 15 years as a developer, designer, and manager in the high tech industry. A native of New Jersey who attended Monmouth College (now Monmouth University) on a basketball scholarship, she graduated with a B.S. in Computer Science in 1979 at a time when few people of color and few women were entering the field. Her successful career brought her to Microsoft in the mid1980s, just as the pioneering software company was set to become a worldwide brand.
In 2008, Joseph created the “Partnership for Innovation in Education” program to actively promote collaboration with business, industry and higher education. This program was recently featured in a regional economic overview called “High Tech Hometown” and at “CLICK ’09: A Summit Connecting Business and Education.” A 2008 recipient of the “Top 40 Under Forty” Award from the Capital District Business Review, Joseph is a frequent presenter and guest lecturer regarding organizational development and data driven decision making. He is a member of the New York State Council of School Superintendents and the Southern Saratoga County Chamber of Commerce Business and Education Committee.
Over the next decade of tremendous growth, she saw very little change in the high tech industry; women and people of color remained grossly underrepresented. After looking closely at the problem as Microsoft’s first Sr. Diversity Administrator, she determined the only solution was to increase the number of qualified people graduating from college. She traced the root of the problem to the lack of access to rigorous, relevant technology training in our public schools, particularly those in traditionally underserved communities of color. Trish left Microsoft in 1996, the same year she founded TAF. Trish and her partner live on Vashon Island and are the proud parents of 4 children.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees David J. Ferrero, Ed.D. Senior Program Officer Bill & Melinda Gates Foundation Dave leads the foundation’s work in STEM education as a member of the States, District and Networks team within the foundation’s College Ready initiatives. Prior to joining the foundation in 2000, David had worked as a journalist and high school teacher outside Chicago; education policy researcher for Achieve, Inc.; instructional coach for an after school enrichment program for inner city youth in Boston; and consultant to the Massachusetts Commissioner of Education on teacher quality and alternative certification. He co-edited and contributed to Educating Citizens: International Perspectives on Civic Values and School Choice (Brookings Press, 2004), and has researched and written about values pluralism among educators and its implications for policy and practice. His own education includes a BA in intellectual history from the University of Redlands, Master’s degrees in American Cultural Studies from the University of Michigan and English from Northwestern University, and a doctorate in education and public policy from Harvard University.
John Fitzpatrick Executive Director Texas High School Project Communities Foundation of Texas jfitz@cftexas.org A former school board member, chamber of commerce executive, middle school teacher and coach, John Fitzpatrick serves as the Executive Director of the Texas High School Project (THSP). A unique public-private initiative, THSP is dedicated to all Texas students graduating high school college ready, career ready and life ready. The Texas High School Project works at the classroom, campus and district level toward education transformation for high-need students. With a focus on urban areas and the Texas-Mexico border, THSP is impacting 172 schools and almost 85,000 students across the state. Before taking the helm at THSP, Mr. Fitzpatrick served as Executive Director of the Capital Area Training Foundation, now Skillpoint Alliance. He has long been involved in the educational and political arenas, including a four-year stint on Capitol Hill where he worked on education and workforce development policies for the U.S. House of Representatives and U.S. Senate. He is a former English and history teacher. Mr. Fitzpatrick received a bachelor’s degree from Wesleyan University in Middletown, Connecticut, and a master’s degree from the LBJ School of Public Affairs at the University of Texas at Austin.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Matt Grushon Director of Grants and Major Gifts Wright State University matthew.grushon@wright.edu Matt Grushon is the Wright State Liaison to the Dayton Regional STEM School and the Director of Grants and Major Gifts in the College of Education and Human Services. He was a member of the grant writing team that secured the initial grant for the STEM school. He holds degrees from Ohio University and The Ohio State University.
William Steven Hill Director of Secondary Instruction Lenoir County Schools shill@lenoir.k12.nc.us Steven Hill is currently the Director of Secondary Instruction for the Lenoir County Public School System, an eastern North Carolina district and home of the Global Transpark. Hill joined the Lenoir School System in 2007 after leaving a principalship with the Jones County School System. Since then, Hill has worked to initiate progressive changes in how students are instructed and assessed. Hill was born in 1971, and grew up in the small township of Woodington, North Carolina. He graduated from East Carolina University with a master’s in educational leadership. While in college, Hill worked in public safety and then soon after graduating moved into education as a business instructor. He has received several awards including The Chief’s Distinguished Service Award and the Who’s Who of Teaching. Hill is currently working on his dissertation in compliance for an educational doctorate.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Dan Hoffman Assistant Superintendent Reynoldsburg City Schools dhoffman@reyn.org
Margaret Honey, Ph.D. President & CEO New York Hall of Science mhoney@nysci.org
Dan Hoffman has served public school children as a teacher, coach, administrator and professor during his 39 year career as an educator. His longest stint was ten years as a high school principal. Currently, Dan is serving as an Assistant Superintendent of Reynoldsburg City Schools while also acting as Principal-in-Residence at The Ohio State University’s School of Educational Policy and Leadership. Dan received his doctoral degree from OSU in 1999 after serving the Reynoldsburg district for 27 years.
Dr. Margaret Honey is the New York Hall of Science President & CEO. She is widely recognized for her work using digital technologies to support children’s learning across the disciplines of science, mathematics, engineering and technology. Prior to joining the Hall, she served as a Vice President of the Education Development Center (EDC) and Director of EDC’s Center for Children and Technology. Honey received a doctorate in developmental psychology from Columbia University and a bachelor’s from Hampshire College. In addition to her work at EDC, she has also held positions at Bank Street College of Education and Sesame Workshop.
Before Dan’s return to Reynoldsburg schools in 2008, he served as the founding leader of the Ohio Center for Essential Schools. He also served as a member of the board of directors for the National CES organization from 1999 – 2003. While working at Ohio CES, Dan led the planning team for Metro High School, a small STEM school located on west the campus of The Ohio State University. Subsequent to the founding of Metro, Dan joined EdWorks, a subsidiary of The KnowledgeWorks Foundation, to assist in the planning of other STEM school starts. Dan is currently leading Reynoldsburg City Schools in the development of a K-12 STEM initiative. A small STEM high school will open in 2010 followed by a K-4 STEM building in 2011.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Cynthia Mullen Jolly Owner CJMJ Consulting Services cindijolly@nc.rr.com
Tom Jones Dean, Architecture California Polytechnic State University rtjones@calpoly.edu
Cindi Jolly is the owner of CJMJ Consulting Services, specializing in education solutions that support 21st century skills, college/workforce expectations and global learning environments. As a senior STEM consultant with NC STEM and TIES (Teaching Institute for Excellence in STEM), she works with local communities, public–private partnerships and other entities to promote education and economic innovation in science, technology, engineering and mathematics.
R. Thomas Jones has been dean of the College of Architecture and Environmental Design at Cal Poly, San Luis Obispo, since 2003. A graduate of Cornell University, his career includes 33 years of private, non-profit, and governmental practice in architecture, planning, and land use policy. He was also formerly executive director of the California Futures Network, a smart growth policy reform coalition.
During the past year, Cindi and the NC STEM team provided technical assistance to three North Carolina communities engaged in a STEM Community Visioning and Design Process (CVP), resulting in Education Innovation Design Plans unique to each community and focused on STEM education and economic opportunity. Prior to working with NC STEM and TIES, Ms. Jolly worked with the North Carolina New Schools Project as STEM program director and with the Office of the Governor as an education consultant for the NC Center for 21st Century Skills. From 1998–2005, she served as Assistant Superintendent for Curriculum and Instruction with the Wake County Public School System, the 18th largest school district in the nation.
In 2004, a national independent architectural survey magazine, named Jones one of the top 30 architectural educators in the country. In 2009, Jones was elected Vice President of the Architecture + Construction Alliance, (A+CA). This new educational organization brings together the 13 American universities having both architecture and construction programs in the same college. The combined student population of the 13 schools accounts for over ⅓ of the architecture students and ½ of the construction students in the entire nation. Jones serves as Education Director on the board of the California Central Coast AIA and is President of the Board of the San Luis Obispo County Housing Trust Fund. He is also on the Housing Committee of the American Collegiate Schools of Architecture, which is a joint project with the American Institute of Architects.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Carolyn Landel, Ph.D. Design Lead, Washington STEM Initiative Partnership for Learning Carolyn@educationfirstconsulting.com
Trung Le Principal and Senior Education Planner OWP/P | Cannon Design tle@owpp.com
Dr. Landel received her doctoral degree in biochemistry and molecular biology from the University of Chicago and pursued postdoctoral studies at University of Massachusetts Medical School and the Fred Hutchinson Cancer Research Center. While maintaining an active research program, Dr. Landel brought together her strong scientific training and her commitment to education by supporting state and national science education reform efforts.
Trung Le is a pioneer of OWP/P | Cannon Design’s education practice and has an incessant energy and passion for learning. Le is widely recognized as an advocate for incorporating multiple intelligences and learning styles into the design of education environments. As the lead designer for OWP/P | Cannon Design’s education group, he creates spaces that encourage student inquiry and imagination and offer students a sense of what it means to be a part of a global community.
In 2002, Dr. Landel joined the Science, Mathematics and Technology Education program at Western Washington University (WWU) as Project Director of the North Cascades and Olympic Science Partnership, a National Science Foundation-funded partnership. The program united scientists from Western Washington University and four community colleges with teachers and administrators from 28 small and rural school districts to improve science education. Dr. Landel directed the day-to-day work of all aspects of the project, including participation in science education research studies.
It is this design philosophy that has yielded awards from the Chicago, Illinois, and national chapters of the American Institute of Architects during his 20 years at OWP/P | Cannon Design. Le is a frequent speaker at national and international conferences such as BCSE, CEFPI, the AIA National Convention, CAE, and A+Den. Le sits on the annual thesis project review panel for schools of architecture at the University of Illinois at Urbana Champaign and Illinois Institute of Technology. His recent collaboration with Bruce Mau Design resulted in the publication of a cabinet of wonders on how design can transform teaching and learning.
Dr. Landel will be leading the day-to-day development of the program design for the Washington STEM Initiative, as well as convening business, education and policy stakeholders from across the state to raise awareness and gather input on the design.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Kerry Leonard Principal and Senior Education Planner OWP/P | Cannon Design KLeonard@owpp.com
Caroline Lobo Education Studio Director Orcutt Winslow. Partnership lobo.c@owp.com
Kerry Leonard, Principal and Senior Education Planner at OWP/P, has been nationally recognized for his leadership in educational architecture. With over thirty years of experience, he is an expert in creating leading-edge places of learning through inclusive and innovative planning techniques. Kerry is an active participant in a network of friends and activities that advocate for a better understanding of the relationship between learning and the environment in which we learn, and he believes that we have the responsibility to make better places of learning through design.
Caroline Lobo is the Education Studio Director with the architectural firm Orcutt | Winslow. The firm specializes in K-12, higher education, healthcare, hospitality, interiors, and senior living projects. Caroline is passionate about designing meaningful learning environments and spaces that are both inspiring and thought provoking. She believes that educational environments can be multi-faceted and should inspire students. At Orcutt | Winslow, she works with project teams on various educational projects striving for excellence in educational facility design.
Kerry is a past Chair of the American Institute of Architects’ Committee on Architecture for Education (CAE). Kerry has been involved with the American Architectural Foundation’s Great Schools by Design program since its inception and is currently serving as CAE’s liaison to the program. Kerry is a regular presenter on a variety of educational design issues and has spoken at the British Council for School Environments, the National School Boards Association Annual Convention, the American Institute of Architects’ Annual Convention, and the Illinois Association of School Business Officials’ Annual Convention.
Having received her doctorate in Environmental Design from Arizona State University, Caroline also leads the firm’s sustainable design team. She has published and presented papers at various conferences and has also served as a juror for design awards. Her projects have been published in various magazines. She serves on numerous local and National Boards and is currently serving on AIA’s Committee on Architecture for Education Leadership Group.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Judy Marks National Clearinghouse for Educational Facilities jmarks@nibs.org Judy Marks is Associate Director of the National Clearinghouse for Educational Facilities (NCEF), the nation’s premier source of current, comprehensive information on planning, designing, funding, building, and maintaining safe, healthy, high performance schools. Judy manages NCEF’s website content and design, providing continuously updated information to NCEF’s 4,000 daily visitors. She is an active participant in the Building Education Success Together [BEST] initiative, a collaborative working to improve urban school facilities. She serves on the board of directors of the National School Plant Management Association, participates in the Association of School Business Officials’ School Facilities Management Committee, and works closely with the AIA’s Committee on Architecture for Education. Judy is the author of The Educational Facilities Laboratories: A History, published in 2001. She contributed to the Planning Guide for Maintaining School Facilities, published in 2003.
Jan Morrison Executive Director, TIES Senior STEM Consultant Bill & Melinda Gates Foundation TIES was founded in 1999 by Jan Morrison in association with Lou Rosenblatt as a firm devoted to supporting the teaching of STEM by Baltimore City Public School K–12 teachers. Funded both publicly and privately, TIES worked over ten years in reforming STEM education in the Baltimore City Public Schools. In 2000, the Bill & Melinda Gates Foundation High School Reform Committee called upon TIES to design and implement innovation high schools for Baltimore City students. TIES created The Baltimore Freedom Academy, now in its sixth year of operation, as well as e-Power High School, which is still in the design process. Through work with the National Science Foundation, Johns Hopkins University, and others, TIES has evolved into a national consulting group focusing on STEM Education throughout the country. TIES is a founding leader of SEEK–16, Strategies for Engineering Education K–16, which works to identify exemplary means of delivering engineering education K–16 and represents a grassroots effort from higher education and the STEM corporate community.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees William R. Orr Executive Director Collaborative for High Performance Schools William “Bill” Orr joins CHPS after working for the state of California for almost thirty years. For a majority of his thirty years in state government, Mr. Orr worked for the California Integrated Waste Management Board, where he managed their Green Building Program from 2000-2007. On the CHPS Board from 2002 to 2007, Mr. Orr was the head of the CHPS Technical Committee from its inception through 2007. During that time, he led the development of the 2006 Edition of the CHPS Criteria for California. Mr. Orr was on the national LEED for Schools committee. Mr. Orr is a registered Engineering Geologist in California. Mr. Orr joined the CHPS staff in July 2009. Among Mr. Orr’s first goals will be to work with the CHPS Board of Directors, stakeholders, and staff to develop and implement a three point plan to 1) complete CHPS’ transition from a regional organization to a national program; 2) ensure that CHPS’ technical resources continue at the forefront of green building science; and 3) facilitate meeting state high performance school construction goals.
Amy Ochander Executive Director WA State STEM Education Foundation Amy.Ochander@owt.com Amy Ochander currently serves as the executive director for the Washington State STEM Education Foundation and community engagement coordinator for Delta High School in the Tri-Cities of Washington. She has been working on the Delta High School (STEM school) partnership since September 2007. Amy’s experience spans both industry and education. While earning her Bachelor’s Degree in education, she worked for the Kellogg Company and then spent twelve years in secondary education – working first as a middle school teacher in Mt. Pleasant, Michigan, and then serving as the International Baccalaureate coordinator and school administrator for the Midland Public Schools in Midland, Michigan. Her husband’s career brought the family to the Tri-Cities of Washington. Amy earned her Bachelor of Arts Degree in Political Science and Social Science from Western Michigan University in 1995 and completed her Master’s Degree program in Technology Education from Ferris State University in 1998. She has continued to work on her administrative credentials since 2000, completing course work at Central Michigan University and the University of Michigan. Recently she has earned her Washington State Principal’s certification at Washington State University Tri-Cities.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees John Pfluger Principal Cuningham Group Architecture, P.A. jpfluger@cuningham.com
Reo Pruiett, Ed.D. Program Officer, T-STEM Texas High School Project rpruiett@cftexas.org
John is a principal and design leader for Cuningham Group’s Education Studio. As its creative director he has also taken the lead role in setting the firm’s overall design direction, which has a national reputation for design excellence in a number of project types. He has been with the firm for 18 years. Achieving creative, sustainable results through an inclusive, collaborative process based on his client’s mission and vision is his personal mission.
Dr. Reo Pruiett has over 25 years of experience in education. She began her career as a high school teacher and has taught Earth/Space Science, Physical Science, Biology, Chemistry, and Mathematics. After obtaining her Master’s degree, Dr. Pruiett worked in central office administration as an exemplary teacher/leader, new teacher supervisor, and science supervisor. The next steps in Dr. Pruiett’s career allowed her to have local school administrative experience. The assignment as vice principal for a high school and middle school principal created an opportunity for Dr. Pruiett to directly mold and shape student and teacher achievements. Both schools were successful under her leadership. After obtaining her doctorate degree, Dr. Pruiett was chosen to become the Director of Secondary Education. This job entailed working with all high school and middle school principals to promote rigorous academic achievement for all students. The career opportunities outside of the school district have been numerous and promote mission driven leadership with the focus on student achievement. She has served on various academic committees at the district, regional, state, and national levels. Student achievement is paramount to Dr. Pruiett, and her career indicates that she is committed to educating students to become thinkers and leaders in today’s society.
John has a unique passion for aligning educational mission, vision, and program with the design of the built environment and is instrumental in creating exceptional learning environments that enhance the educational process and break ground for new methods of educational delivery. John’s reputation as a designer has led him to national recognition in school design including the Walter Taylor Award (AASA/CEFPI/AIA); the James D. MacConnell Award (CEFPI) for the WMEP Interdistrict Downtown School (Minneapolis, Minnesota); and the Shirley Cooper Award (AASA/CEFPI/AIA) for Oak Point Intermediate School (Eden Prairie, Minnesota).
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Themistocles Sparangis Chief Technology Officer Los Angeles Unified School District themy.sparangis@lausd.net Dr. Themistocles (Themy) Sparangis is responsible for the Educational Technology group for the Los Angeles Unified School District and reports directly to the Chief Information Officer. The Educational Technology Group integrates the use of technology in schools and classrooms to support and achieve the District’s instructional goals, helps to meet the Superintendent’s goals, provides an engaging learning environment in order to raise student achievement, decreases dropouts, and provides equitable access to learning opportunities for all students. Dr. Sparangis obtained a Bachelor of Arts in General Physics from the University of California, Los Angeles. He continued his graduate studies at the University of Southern California, where he obtained a Master of Science in Teacher Education and a Doctorate of Education, specializing in International Education. He is a credentialed Teacher in Secondary Physical Science, having taught advanced placement physics, physics, and physical science in the Los Angeles Unified School District. He also holds an Administrative Credential issued by the State of California.
Steven G. Seleznow, Ed.D. Deputy Director, US Program Education Initiative Bill & Melinda Gates Foundation Steven G. Seleznow, deputy director for the Bill & Melinda Gates Foundation’s US Program education initiative, leads grant making for states, districts and networks throughout the United States. Prior to joining the foundation, Seleznow served as partner and Chief Investment Officer at Venture Philanthropy Partners (VPP) in Washington, DC, where he developed VPP’s philanthropic investment strategies, cultivated and managed the selection of new investments in non-profit organizations, and leveraged resources and community assets to create investment partnerships. With more than 30 years of leadership and management experience in public education, Seleznow led the Montgomery County, MD, Public Schools as deputy superintendent for education, and the District of Columbia Public Schools as chief of staff and as interim superintendent. Prior to these appointments, he served in a wide range of district administrative and leadership posts. Earlier in his career, Seleznow held positions as elementary and secondary school principal and as teacher. Seleznow earned a doctorate and masters degree in administration, planning, and social policy from Harvard University, a Master of Arts degree from the University of Maryland, and is a graduate of Boston University.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Karl Rectanus Leader of NC STEM Community Collaborative MCNC/NC STEM krectanus@mcnc.org
Butch Rooney Director of Technology Davie County Schools rooneyb@davie.k12.nc.us
Karl Rectanus serves as Leader of the NC STEM Community Collaborative, a partnership housed at MCNC with NC communities, the Bill & Melinda Gates Foundation, and other corporate & education stakeholders. In this role, Karl is responsible for the operations, growth, and management of NC STEM. Karl gets to work with leaders from every sector aligning North Carolina communities around innovative structures for the successful teaching and learning of STEM disciplines for the economic vitality of North Carolina’s citizens. Karl brings extensive public and private sector expertise from a diverse background, domestically and abroad, including as a teacher, charter school administrator, technology executive in high-growth environments, entrepreneur, and improv comic.
Butch Rooney has been Director of Technology in the Davie County Schools for fourteen years. An early implementer of fiber optic networks, Butch is the founder of DavieNet, a venture that connected the public schools, county government, public libraries, and community colleges in Davie County to the North Carolina Regional Education Network (NCREN).
Karl graduated from University of North Carolina – Chapel Hill as a NC Teaching Fellow and James M. Johnston Scholar. Karl has completed certificates from CalTech, UCLA Anderson Business School Extension, the Institute for International Mediation and Conflict Resolution (IIMCR). In 2007, Karl was one of 40 emerging leaders from the US and Europe honored by the BMW Herbert Quandt Foundation, and in 2009 he presented at the Foundation’s 2nd World Young Leaders Forum in Mumbai, India.
With a constant emphasis on teacher training and staff development, Butch helped lead the Davie County Schools to be recognized as one of the most technologically advanced public school systems in North Carolina. Butch also currently serves on the Appalachian State University Instructional Technology Program Advisory Council, the NC-STEM Design Team, and is active in regional instructional technology initiatives. Butch holds an M.Ed in Instructional Technologies from Appalachian State University, B.S. in Information Systems from the University of Maryland, as well as certifications in networking and software engineering. Before coming to Davie County, Butch spent eleven years at the University of North Carolina at Chapel Hill.
National Summit In Washington, DC
Jan. 5-7 2010
Summit Attendees Mark Vaughn, Ph.D. Manager for Diversity Recruiting and Technical Talent Pipelining Corning Incorporated VaughnMD@Corning.com Dr. Mark D. Vaughn is the Manager for Diversity Recruiting and Technical Talent Pipelining for Corning Incorporated’s Technology Community. In this role, Mark is responsible for coordinating all campus relations and college recruiting in the Technology Community. He is also responsible for recruiting process management and helping to lead the development and implementation of the Technology Community’s comprehensive, long term recruiting strategy. Dr. Vaughn is also the manager of Project UPWARD, a technical talent pipelining initiative he introduced and has successfully led since its inception in 2003. Mark began his 19 year career with Corning in 1988 as a Research Technician. He earned a Bachelor’s degree in Physics from Alfred University, a Master of Science degree in Optics from the University of Rochester, and a Ph.D. in Electrical Engineering from Georgia Institute of Technology. Prior to accepting his current appointment, Dr. Vaughn was a Research Associate in Modeling and Simulation where he was the technical lead for optical network traffic demand modeling and access network cost modeling. In addition to his work, Dr. Vaughn is a community leader who is an elected member of the Corning-Painted Post Board of Education. He also serves on the Board of Directors for the United Way of the Southern Tier.
John Weekes, Founding Principal Dull Olson Weekes Architects, Inc. jmw@dowa.com John Weekes is a founding principal of the Portland, Oregon, firm of Dull Olson Weekes Architects, Inc. (DOWA). Prior to forming DOWA John was with Skidmore Owings and Merrill. John studied at the University of Copenhagen and graduated from Washington State University where he received the American Institue of Architects’ (AIA) Gold Medal for Educational Excellence. John chaired AAF’s “School of One” Charrette for the New York City Public Schools. In November 2009, the “School of One” was identified by TIME Magazine as one of the “50 Best Inventions of 2009.” His recent presentations include keynote speaker at the 2008 British Council on Educational Facilities National Summit in London. John has been a featured lecturer on educational facility issues at the University of Oregon’s College of Education and Lewis and Clark College’s Graduate School of Education In addition to John’s planning and architectural work, he is the 2010 Chairman of the American Institute of Architects’ Committee on Architecture for Education, an Oregon Business Association Education Committee member, and President of the nonprofit Janet Spencer Weekes Foundation for Children and Youth.
National Summit In Washington, DC
Jan. 5-7 2010