Jeremy Dwyer

CannonDesign

Jeremy Dwyer, AIA, Project Architect, Jeremy is an architect specializing in innovative K-12 educational environments that inspire and empower students. With a deep passion for blending design and education, Jeremy has led projects that rethink traditional learning spaces, most notably the groundbreaking Ehrman Crest Elementary and Middle School. This unique collaboration with the Children’s Museum of Pittsburgh bridges the gap between schools and children’s museums, creating environments that foster exploration, creativity, and joy in learning. Over the past 21 years, Jeremy has focused on designing spaces that integrate diverse learning modalities, and supporting students’ unique educational journeys. His work leverages principles of user-centered design, ensuring that each project responds to the needs of students, teachers, and the broader community. Jeremy’s expertise has made him a sought-after voice in the intersection of architecture, education, and community impact. As a thought leader in K-12 design, Jeremy brings a dynamic perspective, offering insights into how thoughtful design can transform educational experiences and inspire lifelong learning.

Wed Oct 28•2:30 PM – 3:30 PM

Small Environmental Features, Big Impacts on Teacher Collaboration Networks

This session presents new evidence showing how micro‑level workspace conditions — specifically natural light, views, and task lighting — relate to tea…This session presents new evidence showing how micro‑level workspace conditions — specifically natural light, views, and task lighting — relate to teachers’ positions within organizational communication networks. Using full‑population sociometric ana…This session presents new evidence showing how micro‑level workspace conditions — specifically natural light, views, and task lighting — relate to teachers’ positions within organizational communication networks. Using full‑population sociometric analysis and spatial perception data from a K–6 school, the study demonstrates that workspace affordances significantly predict closeness centrality in advice‑seeking and social networks. Findings highli…This session presents new evidence showing how micro‑level workspace conditions — specifically natural light, views, and task lighting — relate to teachers’ positions within organizational communication networks. Using full‑population sociometric analysis and spatial perception data from a K–6 school, the study demonstrates that workspace affordances significantly predict closeness centrality in advice‑seeking and social networks. Findings highlight how small environmental features influence collaboration, knowledge flow, and organizational resilience, offering a systems‑level model for evidence‑based educational design.Show MoreClick the title to see all detailsShow More

EDsession (60 minutes in classrooms)TRACK 5: Building for Safety & Well-Being—from Construction to Completion

Jeremy DwyerCannonDesign

Felix KaboCannonDesign

Sarah HoltonCannonDesign

Sean McCartySeneca Valley School District

More Information

Tags:Group B

Allow Registration:No

Capacity Unlimited:No

Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:N/A

Learner Engagement:This session is intentionally designed around adult learning principles that prioritize relevance, participation, reflection, and application. Rather than a traditional lecture, the 60 minutes will be structured as a series of short content segments paired with interactive engagement, allowing participants to actively interpret evidence and connect it to their own professional contexts. [EDspaces 2...sentations | Word] We will begin with a brief framing presentation (10–12 minutes) introducing the research question, methods, and key findings linking micro‑level workspace conditions—such as natural light, views, and task lighting—to teachers’ positions within organizational communication networks. This establishes a shared foundation while respecting adult learners’ preference for concise, purposeful content. The session then shifts to interactive evidence exploration. Working in small groups, participants will review simplified network diagrams, spatial perception visuals, and key metrics from the study. Guided prompts—such as “Where do you see space shaping collaboration in your own schools or projects?”—encourage peer‑to‑peer learning and leverage participants’ existing expertise. [EDspaces 2...sentations | Word] Midway through the session, we will facilitate a whole‑group discussion to synthesize insights across groups and explore implications for design, operations, and policy. Rather than presenting conclusions as fixed answers, participants will collectively interpret patterns and surface real‑world constraints. The session concludes with application and reflection, asking participants to identify a current or upcoming project or decision and consider how micro‑environmental affordances could intentionally support collaboration, knowledge flow, or resilience. Select participants will share takeaways, reinforcing learning through reflection and dialogue. Throughout, engagement is sustained through short presentations, visual artifacts, small‑group discussion, and direct application—modeling how evidence‑based design thinking operates within the broader learning ecosystem

Learning Objective 1:Explain how micro environmental workspace features influence organizational communication networks and why these relationships matter for collaboration, wellbeing, and school performance.