Virginia Educational Facility Planners
2019 Conference Seminars

Download the 2019 AIA/CES Conference Session Participation Form

Keynote Presentations

Information will be available soon.

Breakout Session 1

A. From mechanical to delightful – Leveraging Facility Upgrade Projects to Transform Your School

The vast majority of capital projects are renovations of existing facilities aimed at managing aging mechanical and electrical systems. Given the inevitability of these expenditures, schools are considering ways to coordinate interior renovations and up-fits with systems upgrades to achieve highly cost-effective transformations for learning environments. Learn how Crestview Elementary School in Henrico County, Virginia, capitalized on a building systems upgrade project to reinvigorate their learning environment – including 21st century classrooms, security, and making the library into the new heart of the school. Also learn how non-traditional school furniture can turn the ‘cold and institutional’ into ‘warm and cozy’ spaces for young learners.

Learning Objectives:
  • Understand the three ways Zero Energy Schools are being procured in Virginia and Nationally.
  • Learn from Arlington Public Schools on their Power Purchase Agreement (PPA) for 2MW of Solar PV Arrays across 5 Schools, making Fleet Elem a Zero Energy School at no cost to the School District.
  • Incorporate Learning Opportunities of Zero Energy into the design of Fleet Elementary.
  • Understand how a Guaranteed Performance Contract is making Jenning’s Creek a Zero Energy School at no cost to the School District


Dr. Nicole Olivencia, Ed. D, Capital Projects Manager, Henrico County Public Schools
With a background in education, architectural history, and historic preservation, Dr. Nicole Olivencia brings a unique perspective to project management and building reuse, refit, and transformation. Through her experience with complex, multi-phased and occupied renovation projects in Henrico County, Nicole has gained invaluable insight into leveraging cost effective strategies for maximum impact and constructability.

Camilo Bearman, Senior Associate, Stantec
Camilo Bearman is a natural design leader with experience collaborating with educators, administrators, teachers, students, and consultants. His projects have consistently embodied the owner’s project needs and institutional identities, while striving to attain expressive designs. His approach has garnered many recent peer awards from the American Institute of Architects, who have regularly commented on his ability to create exceptional architecture on limited and realistic budgets. Camilo’s relaxed and inclusive design approach has also forged strong relationships and resulted in repeat work with many satisfied clients.

Jennifer Drake, Principal | Crestview Elementary School

B. School Security Workshop

Dr. Peter Noonan, Superintendent of Schools, Falls Church City Public Schools
Dr. Bill Bradley, Architect and Educational Planner, Stantec
Derk Jeffrey, Architect and Educational Planner, Stantec

School security is at the forefront of any conversation about school planning and design, and the further we delve into it the more it becomes clear that site-specific solutions are most effective and applicable. Even so, there is a growing base of data and best practices available to practitioners… so much so that it can be hard to separate the tried and true from the latest fad. Fresh off the A4LE’s School Security Summit in Dallas, Texas, presenters will review case studies and the literature before conducting a workshop that will challenge attendees to apply what they’ve learned to several different scenarios within the context of the new, multi-story George Mason High School in Falls Church, VA.

Learning Objectives:
  • the number one factor in preventing acts of violence in schools according to leading security experts.
  • how others in districts across the country are addressing school security.
  • how Falls Church City Public Schools is approaching security in an increasingly urban setting.
  • a framework within which to consider future conversations about school security within the context of school planning and design.

C. Why Wouldn’t Zero Energy Schools be the New Norm Now That It’s Free?

For Virginia’s 1st Zero Energy School, Arlington Public Schools (APS) elected to purchase and own the Solar PV Array, however at their next school, Alice West Fleet Elementary, APS procured a Solar Power Purchase Agreement (PPA). The PPA will enhance learning and place Solar on 5 of their schools including a large array at Alice West Fleet, making the school open and perform at 100% Zero Energy. Nationally this covers two of the three ways Zero Energy Schools are being procured. The third is through a Guaranteed Performance Contract. APS will share the details of this procurement process and how students learned from this process bringing the experience into the classroom through hands on tools and interactive dashboards about energy resourcing and sustainability. The speakers will present Jennings Creek Elem, an example of how a new Zero Energy Ready School utilized a GEPC to acquire a solar PV array making the school 100% Zero Energy at no cost to the School District.

Learning Objectives:
  • Cost effective strategies for transforming the learning environment
  • Transformation of occupied/phased construction
  • Selection and procurement of non-standard school furnishings
  • Retrofitting 21st century learning into traditional schools


Tony Hans, Principal, CMTA
As CMTA’s National Director of Sustainable Projects, Tony Hans works with architects and owners to increase the potential of projects to be sustainable. He has worked on the majority of CMTA’s Zero Energy projects including Virginia's 1st Zero Energy School, Discovery Elementary School and Richardsville Elementary School, the first Zero Energy Public School in the United States. Mr. Hans speaks at many regional and national conferences on the subject of zero energy buildings.

Catherine Lin, Energy Manager and Stormwater Program Administrator, Arlington Public Schools
Cathy Lin is the Energy Manager and Stormwater Program Administrator for Arlington Public Schools (APS) in Arlington, Virginia. As the energy manager, she manages and directs various renewable energy and energy efficiency projects and oversees the district’s utility budget. Cathy is a board member of the Virginia Energy Purchasing Governmental Association (VEPGA) and a Certified Energy Manager. Cathy earned her undergraduate degree in Electrical Engineering and Engineering and Public Policy from Carnegie-Mellon University and holds a Master’s Degree in Computer Systems from the Air Force Institute of Technology.

Wyck Knox, Principal, VMDO
Wyck Knox has worked for many renowned architectural firms over the years and currently is a Principal for VMDO. Wyck has been there for the past 11 years serving as a project architect and manager for acclaimed K-12 projects that has incorporated innovative design measures relating to sustainability, environmental stewardship and novel learning environments for today's “New Learner.” He also led the team in designing Discovery Elementary School, the first elementary school of a ten year Capital Improvement Program for Arlington Public Schools.

D. Put a Box Around That Plan: Design Strategies to Align Your Learning Spaces with the Culture and Values of Your New Strategic Plan

Learning today is boundless: it happens anywhere, anyhow, by anyone, and at any time. Gen Z and Gen Alpha are diverse hands-on, minds-on collaborative creators, consumers, and innovators. As a result, school districts are rewriting strategic plans to look at teaching and learning more holistically. Many current strategic plans focus on a set of similar core goals, including interdisciplinary, student-centered learning experiences, collaborative partnerships and community experiences, college and career readiness, increased attendance and enrollment, teacher recruitment and retention, wellness, and diversity, equity, and inclusion. This discussion will look at the relationship between facilities and learning. We will review design principles that respond to the goals of your strategic plan and how to design and adapt learning environments that foster measurable, goal-oriented strategic success for your both your students and educators. Design strategies will encompass multiple scales, from large-scale capital projects to small, targeted, cost-effective interventions.

Learning Objectives:
  • Investigate how districts throughout Virginia are planning for tomorrow’s learners.
  • Describe core goals of current strategic plans, including interdisciplinary, student-centered learning experiences, collaborative partnerships and community experiences, college and career readiness, increased attendance and enrollment, teacher recruitment and retention, wellness, and diversity, equity, and inclusion.
  • Explore planning strategies and design initiatives that create learning spaces to support measurable, goal-oriented strategic success for both students and educators.
  • Identify facilities and renovations of multiple scales that have successfully implemented design principles that respond to the core drivers of today’s learning environments.


Erin Richardson, CID, Associate, Quinn Evans
Erin Richardson is an interior designer experienced in creating vibrant environments for schools, universities, libraries, and civic buildings. With deep experience in designing educational settings in particular, Erin enjoys the opportunity to work closely with clients to optimize spaces for academics, research, wellness, and the arts. She is proficient in addressing the requirements of 21st century learning environments, including the incorporation of advanced technology and instructional tools.

Shannon Dowling, RA, LEED AP, Architect + Planner, Quinn Evans
Shannon has focused on creating student-centered learning environments throughout her career. Her extensive knowledge of educational trends and challenges informs her work in planning, programming, and design. Shannon works closely with educators and students to optimize academic settings and create inspirational yet functional spaces. Shannon’s interest in lifelong learning is reflected in the array of educational environments she has created. She enjoys research and devising innovative strategies to address evolving educational requirements and learning styles.

Atara Margolies, AIA, LEED AP, Associate, Quinn Evans
Atara brings big picture thinking to her work and is skilled at analyzing projects at several different scales. Her past experiences in master planning inform her development of visions for the future that serve the needs of community constituents and stakeholders. On educational projects at QEA, she is addressing this at the building and local neighborhood levels. Whether it is about process, design, or production, Atara enjoys the challenge of turning apparent hurdles into opportunities.

Breakout Session 2

A. From Isolation to Interdependence: Co-locating STEM and CTE in Response to a Shifting Economy and Workforce Needs

When STEM education burst onto the scene a little over a decade ago there was little understanding of what it was or how to effectively integrate it. Today it’s part and parcel of 21st Century instruction, and schools are pushing beyond STEM isolation toward interdependence particularly when combined with career and technical education (CTE). The new Academies of Loudoun (AOL) in Virginia is one such example. By forging an alliance between three previously independent programs – the Academy of Science, the Monroe Advanced Technical Academy, and the Academy of Engineering and Technology – AOL sought to dismantle traditional silos and leverage opportunities found at the intersection for the benefit of all. Now, one year after it opened, planners and designers will reflect upon the process that led to a new understanding of interdependence, and share lessons learned during planning, design, and operation.

Learning Objectives:
  • Understand the what, why, and how of STEM and CTE education.
  • Understand the difference between integration and interdependence within the context of the new Academies of Loudoun.
  • Understand the case for more integrated learning pathways.
  • Understand flexibility within the context of a shifting economy and workforce needs.


Derk Jeffrey, AIA, Senior Principal, Stantec
Derk Jeffrey is an architect and educational planner with over 30 years planning and designing schools in Virginia and beyond. Derk is one of the nations leading experts on CTE design, and his leadership on Loudoun County's Academy's of Loudoun project resulted in a new understanding of how workplace education is vital to core academics.

Gary VanAlstyne, P.E., Director of Construction for Loudoun County Public Schools

Odette Scovel, Science Supervisor, Loudoun County Public Schools

B. Making the Grade: How IEQ in Schools Affects Student Performance

What is the most important factor in a successful school? When renovating or building a new school, what do school districts care about the most? Student achievement. This session will explore how high-performance design strategies can have a direct positive impact on student performance, and consequently how this information can be used to justify the value of high-performance design to clients moving forward. The session will present the content of a recent research report that studied schools across the District of Columbia, including recently modernized as well as non-modernized schools constructed across the 20th Century. This study explores both qualitative and quantitative data of each school’s Indoor Environmental Quality (IEQ) including daylight, thermal comfort, acoustics, and air quality. These data points are then cross compared with various performance metrics from each school to determine which factors did and did not affect student performance. All the sensors used for the study will be available during this session, and live readings will be occurring for attendees to test the Indoor Environmental Quality of the room themselves. Ultimately this study provides the much-needed justification for high-performance schools, showcasing that modernization can have a significant impact on student performance.

Learning Objectives:
  • Explain how indoor environmental quality can affect student and teacher performance.
  • Gain awareness of tools that can be used to measure indoor environmental quality quantitatively and qualitatively
  • Analyze how modernized and non-modernized schools can impact indoor environmental quality and student performance
  • Apply this information to improve and measure the IEQ in your educational projects moving forward


Sean O’Donnell, FAIA, LEED AP, Principal, Perkins Eastman
Sean O’Donnell serves as the practice area leader for Perkins Eastman’s national and international K12 practice. During his 23 years of experience designing great learning environments, he has worked to ensure that the learning environment is fully supportive of all of the users’ physical, intellectual, social/emotional, organizational and technological needs. A recognized leader in educational facility planning and design, he founded the AIA/DC Committee on Architecture for Education, has served as a juror for numerous school design competitions, authored articles and presented internationally on innovations in educational facility design and his projects have won more than 20 design awards. Deeply committed to sustainable school design, he currently serves on the Executive Committee, Board of Directors and as Co-Chair of the National Technical Advisory Committee for the Collaborative for High Performance Schools.

Patrick Davis, Deputy Chief, Facilities, District of Columbia Public Schools
Patrick Davis manages a staff of 5 direct reports and an overall team of 38 staff members. These teams range from facilities planning, design, and management to capital construction and logistics. As a senior leadership team member, Patrick is responsible for ensuring that the work of his team aligns with the goals of DCPS.

Heather Jauregui, LEED BD+C, O+M, Sustainability Specialist, Perkins Eastman
Heather Jauregui is a recent masters graduate; her thesis and interest in sustainable design led her to become a research associate and valuable resource for key research, industry news and standards on sustainability. Heather helps teams analyze a project’s sustainability opportunities and value. She contributes to the firm’s knowledge and collective intelligence while implementing firm-wide initiatives to increase sustainability. Heather has a passion for net-zero energy and post-occupancy building performance. She also volunteers for Architecture in Schools in Washington, DC and Young Adults Global Mission in South Africa.

C. Old Structure, New Story: Transforming an Outdated Education Facility into A Student-Approved Learning Environment

In 2015 Baltimore City kicked off a $1.1 billion program to renovate or reconstruct at least 23 city school buildings. Pimlico Elementary/Middle School, a cluster of early 20th Century buildings designed around the industrial model of education, was one of the schools to receive funding. The Pimlico School has deep roots in its community and is easily identified by its historic architecture. In this presentation transferrable to all dated structures – inside and out – a team of K-12 architects will talk about how modern building elements and creative space reconfiguration can result in a design that promotes collaborative, project-based learning. Despite the outdated Pimlico structure, the importance of its façade was paramount. The revitalization team knew they had to work creatively with staff, teachers, community members, authorities, and consultants to create a 21st Century Learning Space that would serve students optimally. By rethinking what existed, asking hard questions, and integrating tools for active learning spaces, the team was able to create a student-approved and parent-endorsed facility driven by the schools’ desired pedagogy while still respecting the past. Presenters will share insights, lessons learned, challenges they faced, and lead participants in a mock community meeting, with amplified decision-making tactics, demonstrating the power of good facilitation, community input, and effective needs assessment.


Lindsey Davis, PowerThroughThat

Meredith Sullivan, Design Collective

Paul Falkenbury, Samaha Associates

Breakout Session 3

A. Powhatan Middle School: How Furniture, Space and Instruction are Integral

Powhatan Middle School is a story unto itself, a hybrid renovation of and addition to the former Powhatan High School. This is the story of the transformation of old high school space into a new, flexible and innovative middle school and how furniture and flexibility not only influenced the design of this project but continues to influence and impact how instruction is delivered in the new school.

Learning Objectives:
  • To gain a better understanding of how building design can influence pedagogy.
  • To gain a better understanding of how interior design and its components can positively influence pedagogy.
  • To gain a better understanding of interior materials and how their use, form and function can positively impact the instructional space.
  • To see how the partnership of the architect, the division superintendent and instructional leadership is important to the development of innovative instructional space.


Stephen Halsey, AIA, Vice-President, Moseley Architects
Stephen Halsey has 27 years of experience in the profession focusing on K-12 education design. He is a Managing Principal in the Richmond office of Moseley Architects. A graduate of the College of Design at North Carolina State University, Stephen is currently Chapter President of the Virginia chapter of the Association for Learning Environments and a Board member on the Henrico Education Foundation.

Dr. Eric Jones, Division Superintendent | Powhatan County Public Schools
Dr. Eric Jones is Division Superintendent for Powhatan County Public Schools. A lifelong educator, Dr. Jones started his career in education in Henrico County as a middle school teacher and moved the administration level after ten years of teaching. Dr. Jones served as an assistant principal, principal, Director of High School Education and Assistant Superintendent for Secondary Education in Henrico County. Dr. Jones was appointed Division Superintendent of PCPS in July 2013 and was recognized as Superintendent of the Year for Region 1 in 2017 by the Virginia Association of School Superintendents.

Dr. Samantha Martin, Principal | Powhatan Middle School
Dr. Samantha Martin is currently the principal at Powhatan Middle School. A Board Certified teacher in mathematics, Dr. Martin has spent her entire career devoted to the development of lifelong learners, including those with special needs, and school improvement. Dr. Martin has taught at the middle school and high school levels and received her Ed.D. in Curriculum and Instruction from the Curry School of Education at the University of Virginia in 2014.

Andrew Smolak, Moseley Architects

B. The Value of Outdoor Learning Environments: Enhancing Health, Well Being and Safety for Our Students and Teachers

In regard to school safety, focused attention still lies on how to handle an active shooter situation. However, there is an argument for that focus to shift to a more holistic approach in an effort to prevent such instances from occurring in the first place and encompass safety on all levels – not just the most extreme. We need to ensure that students feel safe and receive the day-to-day support needed to enhance their health (mental and physical) and well-being in a safe school environment. Research indicates the value of outdoor connections and the benefit to students’ mental health, leading to higher student engagement and test scores, and notably, fewer violent incidents. In this course, we will look at how outdoor environments can greatly benefit students through many different forms including outdoor education, outdoor play, outdoor experience, and outdoor exposure. In addition,we will review the outdoor environments at Douglas Elementary School in Wake County, NC and the difference these outdoor spaces have made in their educational environment.

Learning Objectives:
  • Participants will be able to understand how outdoor education can lower stress levels and decrease disruptive classroom behavior.
  • Participants will be able to understand how outdoor play promotes exploration and discovery and helps development of attention skills and social interactions.
  • Participants will be able to understand how outdoor experience encourages caring and empathy for other life forms, translating to social behaviors.
  • Participants will be able to understand how outdoor exposure enhances positive perceptions and academic achievement.


Rebecca Brady, AIA, CDT, LEED AP BD+C, Clark Nexsen
Rebecca Brady is a registered Architect with 13 years of experience in design and contract documentation including drawings, specifications, and construction administration for multiple project typologies. She has a developed a passion for K12 and has been a leading advocate in Clark Nexsen for providing spaces for children that impact learning. Her work includes numerous educational projects including the recent design of the Apex High School and Conn Elementary School replacement projects for WCPSS. She serves on the National A4LE Task Force for School Safety which is in the process of updating its “Safe Schools: A Best Practices Guide”. Rebecca graduated from Virginia Tech with a Bachelor of Architecture in 2007.

Derek Burn, Principal at Douglas Creative Arts and Science Magnet Elementary School, Wake County Public Schools
Derek Burns began his career in education began as a science teacher in Florida and 22 years later he became the Principal of Douglas Creative Arts and Science Elementary School in Raleigh, North Carolina. Mr. Douglas was recognized as a 2018-2019 Principal of the Year semi-finalist. He has presented at the WCPSS Leadership Conference and written an article in Principal Magazine highlighting his leadership skills and his role at as Principal of a National Blue-Ribbon School of Excellence school. Douglas Elementary received recognition in 2016 as the Top Magnet School in the Nation. This was followed in 2018 as inclusion in the first cohort of National Certified Magnet Schools. As evidence of the integrity of this magnet theme, the arts and science integration in standards-based lessons has become a model of A+ Schools of North Carolina. Over the past years, school improvements have included the installation of a musical playground, a butterfly garden with bug hotel, outdoor classrooms, a natural stage, learning pavilion, peace garden and a vegetable garden to increase our students’ nature smart learning styles.

C. The Bryan Innovation Lab: Meeting the Challenges of a Changing World

In our rapidly changing world, educators and designers are presented with the challenge to provide the environments where children learn with interactive problem-solving opportunities. To accomplish this, it is necessary to fully utilize both the built and outdoor environments in a way that is integrated and flexible to meet the needs of the students. Using the case study of The Bryan Innovation Lab at the Steward School, we will explore the experience of integrating education and design to accomplish these goals.

Learning Objectives:
  • Educational goals related to current global issues
  • Programming of outdoor spaces in a way that serves educators
  • Integration of indoor and outdoor spaces
  • How indoor and outdoor spaces are used to facilitate innovation


Glenn Telfer, P.E., Technical Leader for Sustainable Design, Draper Aden Associates

Cary Jamieson, Director, Bryan Innovation Lab, The Steward School

D. Achieving Low-Maintenance and High Performance: Finding the Sweet Spot of Sustainable Strategies for School Design

Schools’ operating dollars are some of the most precious of all public tax dollars – and are increasingly under strain. Small details can make a big difference in achieving sustainable goals. By incorporating common-sense solutions that conserve energy, schools can offer healthy indoor environments, support more productive, happy, and healthy teachers and students, and encourage stewardship of the environment. In addition, thousands of dollars in operating costs and be redirected back to the school budget to invest in programming, salaries, and capital improvements. Using the case study of Harrisonburg City Public Schools’ Bluestone Elementary School, this presentation will provide tangible, implementable strategies for achieving energy and dollar savings in the near-term while achieving long-term pay-back. Based on the first full year of measured results, Bluestone’s actual energy performance (18.7 EUI) is close to modeled (18 EUI) and 75% below the national average, meeting the current AIA 2030 Commitment. The net-zero ready design delivers over $100,000/year in avoided energy costs when compared to the national average and is future-proofed to evolve and expand with the school community. The architect worked with the Center for the Built Environment (CBE) to develop a custom post-occupancy evaluation – which asked staff questions about safety, community, health and wellness, and sustainability – in conjunction with CBE’s standard K-12 post-occupancy survey. Pairing the results of this survey with specific building-level strategies, this presentation will highlight how specific sustainable design solutions can both uplift educational pedagogy while promoting a healthy, high-performance, low-energy school and culture.

Learning Objectives:
  • Learn how one school division gained consensus on building a healthy, high-performance, low-maintenance, and net-zero energy ready elementary school by focusing on long-term benefits and savings.
  • Understand the actual annual savings recognized by building and operating a low-maintenance, high-performance school.
  • Understand strategies for improving indoor air quality while reducing energy use and building maintenance.
  • Learn how students and community members benefit from a healthy, high-performance school.


Kelly Callahan, AIA, Principal, VMDO Architects
Kelly Callahan is a design principal in VMDO’s K12 studio with over 30 years of experience programming, planning, and designing innovative public and educational buildings. Kelly was the project architect for Harrisonburg’s Bluestone Elementary School and Elon Rhodes Early Learning Center, both of which opened in fall 2017. Her talent at engaging a diversity of people in the process of design has led to projects that serve as community assets that express the mission and beauty of a place.

Craig Mackail, Assistant Superintendent of Operations and School Safety, Harrisonburg City Public Schools
Craig Mackail is the Assistant Superintendent of Operations and School Safety for Harrisonburg City Public Schools. Craig oversees the immediate and long-term planning of HCPS’s facilities, including the multi-year projection and scheduling of capital projects as well as planning related to enrollment growth. His leadership extends to ensuring the safety of students and staff through HCPS’s school safety program and development of its Rapid Response Team.

Breakout Session 4

A. SchoolsNEXT Winning Team Presentation


Vijay Ramnarain, Virginia Department of Education

Dr. Elaine Fogliani, Crabtree Rohrbaugh Architects

B. Learning Outside the Classroom: Strategies for Creating Effective Common Spaces in the Modern High School

New STEM and STEAM curricula encourage collaboration and interdisciplinary approaches. To effectively support the types of learning activities and interactions that must be able to take place, schools must include spaces outside of the classroom where students and faculty can come together in many ways throughout the school day. Large, shared common spaces such as libraries, cafeterias, and lobbies provide space for important functions in the modern high school. These spaces take up large amounts of space and are costly to build, but the typical “single function” design approach often results in spaces being unused or underused through large parts of the school day. This seminar will present several built examples where these spaces have been re-imagined to provide flexible open space to support 21st Century learning, help the school strengthen its sense of community, and dramatically improve utilization/value. In addition to architectural design elements, furnishings, finishes and technology will also be explored.

Learning Objectives:
  • Acquire new knowledge or skills
  • Build upon or expand on current knowledge or skills
  • Learn about best practices
  • Think creatively and develop new ideas


Richard Salopek, AIA, Principal, Bowie Gridley Architects
Richard Salopek is a Principal with Bowie Gridley Architects in Washington, DC. He has been a practicing architect for nearly 35 years, with extensive experience in master planning of campuses and designing many types of buildings for K-12 public and private schools and universities throughout the United States and abroad. His practice is rooted in the belief that a highly collaborative relationship between architect and client creates outstanding architecture with lasting functionality, value and utility. Mr. Salopek is a graduate of Carnegie-Mellon University and a resident of McLean, Virginia.

David Marks, AIA, Senior Associate, Bowie Gridley Architects
David Marks is a Senior Associate with Bowie Gridley Architects in Washington, DC. He has been a practicing architect for 25 years. David has served as the lead project architect for numerous public schools, charter schools, and private schools throughout the Washington DC metropolitan area, including Wakefield High School in Arlington, Virginia and Ballou Senior High School in Washington, DC. David is licensed in the District of Columbia, with degrees from Rice University and the University of Maryland.

C. Transforming Middle School Learning Spaces


Mac Duis, Bedford County Public Schools

D. Motivational Analysis of a Multiage Classroom – Agnor-Hurt Elementary School


Maggie Hancock, UVA Curry School of Education

Previous Year Conference Presentations

Click here to see 2018 Conference Presentations.