Webinar? An online education based, interactive learning lesson!
ACEF's webinars are a convenient way for our users to gain firsthand knowledge of a variety of topics such as sustainability, vulnerability, security, and planning. Our webinars are designed to allow a face to face interaction that you would normally get at a conference or seminar. The webinar is FREE and offers a live broadcast on a scheduled date or in a recorded version for later viewing.
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*** Important Note: In order to properly view all components of the live webinars below, you must have admin rights to your computer (be able to download), the latest version of Java, and run this system check prior to launching the webinar. A detailed list of software, hardware, and peripheral requirements for TTVN WebMeeting can be found here***
School Security Technology Infrastructure:
Determining Needs and Making Plans
Presented By: Mindy Sitton & Tony Chojnowski
There is heightened concern in our public schools for providing safe and secure environments for students, staff, and visitors to school campuses. School security has become an increasing priority for most schools. School security technology is changing, and thus requires robust technology infrastructure to support it. In this thirty minute webinar participants will understand the role of security technology in a layered, comprehensive approach to school security; become aware of some of the most commonly used and effective security technologies; and understand how to best assess and evaluate security technology needs and develop an implementation plan.
Imagining the Future through Existing Buildings
Presented By: Sean O'Donnell
Despite shrinking school budgets, growing security concerns, and skyrocketing transportation expenses, we still need to provide high performance, forward thinking educational environments for our children and communities.
The case studies in this webinar illustrate that many of our older school buildings are capable of offering just such an environment with the proper investment. And when considered within a broader context of educational and societal goals, these older facilities may even exceed the performance of a new “green field” school.
Starting with an outline of the challenges faced with renovating an older school in the 21st century, the speaker then moves through the details of specific renovations. Creative solutions to the challenges are showcased.
Learn how the continued contribution of these existing school buildings is not only practical, cost effective and sustainable, but as Vincent Scully, a widely revered architectural historian, once said it is also “a conversation between the generations, carried out across time.”
Lessons Learned from Disaster
Presented By: Allen Lawrence
Every school wants to ensure the safety of its occupants. Schools can increase safety by taking an all-hazards approach to school safety by preparing for various manmade and natural disasters. This webinar will discuss the threats and risks school districts may face today and how to assess areas of vulnerability. Understanding the importance of risk and threat assessments, as well as school safety and security audits, is important before substantial investments are committed to physical security solutions. The webinar will identify key stakeholders critical to the vulnerability assessment process. Strategies to improve safety and security, simple low cost solutions, and tools will be presented to help schools prepare and mitigate potential disasters.
Defining "Clean" in School Facilities
& Its Impact on Students
Presented By: Dr. Richard Shaughnessy
There are strong relationships between a school classroom’s healthy indoor environment (IEQ) and its student wellness and productivity. This webinar will describe why improvements to classroom indoor environmental quality are needed to create and maintain healthy schools.
Cleanliness requirements for schools often require facilities to be kept in a “clean” and “sanitary” condition, as typically determined by visual inspection. Rarely are quantitative measurements of the surfaces and materials that are “cleaned and sanitized” required in support of the visual assessment. However, cleaning practices may be adequate according to an “eyeball” assessment, but inadequate at the removal of less visible substances we term pollutants (i.e. biological, chemical, particulate residues), thereby failing to reduce the burden of exposure and health risk to the building occupants. A recent extensive review of the significance of fomites (inanimate surfaces) in the spread of respiratory and enteric viral disease, stated that “the rapid spread of viral disease in crowded indoor establishments, including schools, day care facilities, nursing homes, business offices, and hospitals, consistently facilitates disease morbidity and mortality”, and that “level of cleanliness” is one of a number of factors involved. Additional recent studies collectively indicate that enhanced hygiene in schools, and targeted cleaning of biological residual contamination related to frequent-contact points, results in reduced illnesses tied to bacterial contamination reservoirs. Today, the professional cleaning industry has moved toward the approach of “cleaning for health first and appearance second”, based upon some three decades of indoor environment research that has characterized the building ecosystem. Reduced occupant exposures and health risks through effective cleaning practices, will be the topic of discussion for the webinar. In addition, appropriate methods to gauge the level of contamination on surfaces will be discussed as to their merit or lack thereof.
Questions and Answers from Webinar
Effective & Efficient School Facilities Maintenance - Integrated Pest Management
Presented By: Ms. Janet Hurley
Play Archived Webinar
Structural and landscape pests can pose a significant problem to people, property and the environment. Pesticides and herbicides can also pose risks to people, property, and the environment. Integrated Pest Management (IPM) is an ecologically based pest management strategy that provides long-term management of pest problems with minimum impact on human health, the environment, and non-target organisms. IPM programs are education-based and apply the user’s knowledge of pest biology and its relationship within the environment to prevent and resolve pest problems. This webinar is designed to educate educational stakeholders about what is IPM, how it can be incorporated into the school district without additional costs and in conjunction with the facilities department.
In light of numerous lawsuits related to non-compliance with accessibility codes and standards, many universities have had to make modifications and policy changes. The IDeA Center has provided expert consultation on ADA lawsuits from both the plaintiff and defense sides. Based on our experience conducting university accessibility audits and providing expert witness testimony, this webinar reviews the most common accessibility problems faced by universities. Inclusive design strategies that can be implemented, along with best practice case studies, are provided to help overcome these problems with an emphasis on improving cost effectiveness by enhancing the campus for all students and staff.
The goal of this webinar is to educate administrators and designers on the common accessibility issues that many universities encounter on their campuses and inclusive design strategies that can be adopted to help create more usable, safer, and friendlier campuses.
How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 150 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way.
Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on “tangibles” and “ponderables”—hands-on activities, simulations, and interesting questions. Classroom furnishings (round tables) allow nine students sit in three teams. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Furniture dimensions and locations are dictated from years of research.
An increasing number of elementary and secondary schools welcome children with disabilities as part of an inclusive education philosophy. While the Americans with Disabilities Act prohibits discrimination on the basis of disability and Title II of the Act has a direct bearing on the accessibility of public educational facilities, many schools are still not accessible in accordance with the laws, often due to lack of technical knowledge and misconceptions. Those that are minimally accessible often fail to create fully inclusive environments, exposing school districts to future lawsuits and complaints. This webinar takes a close look at how elementary and secondary schools often fail to comply with current regulations, describes methods for incorporating the ADA Accessibility Guidelines for Building Elements Designed for Children's Use, and suggests additional inclusive design strategies that can create even more effective learning environments for all students.
Inspired by the practices of Reggio Emilia and also the work of architect Anita Rui Olds, the presentation “Transforming Learning Environments” focuses on transforming learning environments into spaces that are "designed for miracles, not minimums" (Anita Rui Olds, 2001). In the effort to improve upon the quality of learning programs, we examine the research behind the design, organization, and materials choices for an optimal learning environment. Viewing the environment as the “third teacher,” the schools of Reggio Emilia pay significant attention to every detail in the environment while putting to use current research on environmental design.
Loris Malaguzzi, the founder of the celebrated preschools of Reggio Emilia, Italy, referred to the classroom as “the third teacher” to make the point that children learn by interacting, not only with parents, teachers and peers, but also by interacting with their physical environment. Facilities housing early learning programs are an intrinsic dimension of achieving quality in early education. But they differ from conventional school environments both in how they are designed and how they are typically financed.
This webinar will highlight the ways that the physical environment impacts programmatic quality and proceeds to explain how quality facilities get planned and financed. The presentation is designed to provide a broad introduction to the physical planning process as well as providing a comprehensive overview of both the cost drivers and financing strategies that can be employed to achieve feasibility.
Imagine...if a school could be designed and constructed to produce as much energy on site as it consumed from the electric grid, electricity and gas bills at 10% or less of a typical school, and no water bills for site and landscaping irrigation. What was impossible as little as 5 years ago is a reality today due to advanced technologies associated with the production of renewable energy sources. Join ACEF to see real and practical examples of sustainable school design and construction.
Architectural Programming for the Learner
Presented By: Mr. Greg Stack
Co-Presented with Mr. Steve Shiver
Play Archived Webinar
In this presentation, Greg Stack explores the relationship between the learner and their environment, with consideration given to facility planning and design. The characteristics of a student-centered learning environment as well as teacher and student transactions are explored. Participants will benefit from the ability to assess current conditions, conduct a cost/benefit analysis, and prepare for important transitions in their efforts to support a learner-centered environment. The target audience includes educational leaders of public early childhood, K-12, and institutions of higher education.
The Vulnerability Assessment Process
Presented By: Dr. Arthur Cummins
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