October 28-30, 2026 |
Kansas City, MO

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Wed Oct 28•8:00 AM – 9:00 AM

Human Capacity Is Infrastructure: Designing Learning Environments That Defend Educator Sustainability

EDsession (60 minutes in classrooms)TRACK 4: Evidence, Impact & the Future of Practice — Research, systems, sustainability, and accountability

Every new tool, system, or space carries a cognitive cost. When that “Innovation Tax” exceeds educator capacity, the result isn’t resistance — it’s system failure. This session reframes human capacity as critical infrastructure and shows how physical design and digital workflows can either drain or defend it. Participants will learn to identify friction, reduce cognitive overload, and design environments that protect teacher capacity and improve long-term retention.

Speakers

James McKay
James McKayFounder, TeachLOUD™ | Systems Architect (Human Capacity & Learning Environments), TeachLOUD™ / Gateway Music Outreach

More Information

Tags:Group E
Allow Registration:No
Capacity Unlimited:No
Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:This session addresses Health, Safety, and Welfare by examining how learning environment design impacts cognitive load, stress, and human performance. By identifying system-level friction and decision fatigue, participants will explore how spatial planning and digital workflows influence psychological safety and long-term staff wellbeing. The session provides actionable strategies for designing environments that reduce burnout risk, support mental health, and improve the operational sustainability of school staff.
Learner Engagement:This session uses an interactive “System Design Lab” model grounded in adult learning principles of self-direction and immediate application. Participants will apply a “Capacity Heat Map” to evaluate their own schools or projects, identifying high-friction zones that impact workflow and human performance. Using flexible classroom configurations, attendees will engage in small-group design sprints to redesign a common educator workflow, aligning space and systems to reduce cognitive load. Groups will share and refine solutions through structured peer feedback.
Learning Objective 1:Define “Human Capacity as Infrastructure” and identify environmental and system-level factors contributing to educator attrition and performance decline.

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Wed Oct 28•1:00 PM – 2:00 PM

The Brain in the Room: Aligning Neuroscience, Design, and Practice

The future of learning environments lies at the intersection of neuros…The future of learning environments lies at the intersection of neuroscience, design, and educational practice. Decisions about learning spaces have been siloed: driven by aesthetics, trends, or isolated expertise. The Neuro-Design Learning Protocol …The future of learning environments lies at the intersection of neuroscience, design, and educational practice. Decisions about learning spaces have been siloed: driven by aesthetics, trends, or isolated expertise. The Neuro-Design Learning Protocol changes that. By bridging brain-health research with spatial alignment strategies, this interactive session, led by practitioners from different fields, equips participants to transform classrooms int…The future of learning environments lies at the intersection of neuroscience, design, and educational practice. Decisions about learning spaces have been siloed: driven by aesthetics, trends, or isolated expertise. The Neuro-Design Learning Protocol changes that. By bridging brain-health research with spatial alignment strategies, this interactive session, led by practitioners from different fields, equips participants to transform classrooms into Networked Learning Ecosystems. Move beyond spaces that merely contain learning to evidence-based environments that enable human potential.  Show MoreClick the title to see all detailsShow More

EDsession (60 minutes in classrooms)Session TypeTRACK 4: Evidence, Impact & the Future of Practice — Research, systems, sustainability, and accountabilitySession Track
Lennie Scott-Webber
Hila Stern-Bornstein
Bridgitte Alomes
Lennie Scott-Webber
Lennie Scott-WebberOwner + Principal, INSYNC: Education Research + Design
Hila Stern-Bornstein
Hila Stern-BornsteinPrincipal + Founder, HSB Architecture & Design
Bridgitte Alomes
Bridgitte AlomesCEO + Founder, Natural Pod
Lennie Scott-Webber
Lennie Scott-WebberOwner + Principal, INSYNC: Education Research + Design
Hila Stern-Bornstein
Hila Stern-BornsteinPrincipal + Founder, HSB Architecture & Design
Bridgitte Alomes
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Tags:Group E
Allow Registration:No
Capacity Unlimited:No
Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:We believe this session qualifies for HSW designation because it is grounded in neuroscience research applied directly to the built environment, it equips participants with evidence-based frameworks for spatial decisions: material selection, configuration, acoustic and lighting conditions, that protect and elevate the physical and emotional well-being of occupants. The interdisciplinary team structure demonstrates the full continuum from research to implementation, giving participants actionable tools for programming and design decisions rooted in occupant health and welfare. The instructional content directly addresses how the built environment can be intentionally designed to support those outcomes in educational settings.
Learner Engagement:This highly interactive workshop invites participants to experience the Neuro-Design Learning Protocol firsthand through a sequence of activities that mirror the learning progression Regulate → Educate → Create. Regulate: Connecting to Human Experience The session begins with a short reflective exercise designed to ground participants in the relationship between environment and human experience. This opening moment establishes a shared understanding: places shape how we feel, think, and learn. Educate: Seeing Learning Environments Through Multiple Lenses Participants then move into cross-disciplinary small groups to analyze a real-world classroom or learning commons using the Neuro-Design Learning Alignment Framework. Each group is assigned one human-experience design lens: Visual acuity, Audible clarity, Ergonomics and movement, Physiological comfort, Behavioral engagement, Belonging and safety Groups engage in a mini design challenge. Using a provided floor plan, image, and project narrative, participants diagnose how the space supports—or constrains—learning through their assigned lens. This process reveals how neuroscience research translates into design criteria, spatial strategy, and intentional affordances procurement that actively support human development. Create: Designing for Alignment and Impact: Each group shares their findings with the full audience. Facilitators capture insights in a live Neuro-Design Learning Protocol Meets Design Principles allowing participants to see how improvements across multiple lenses transform a single space into a more supportive Networked Learning Ecosystem. Through this synthesis, participants experience how research, design, and product innovation must work together to move from theory to impact. The result is a understanding of learning environments design principles that intentionally support regulation, engagement, and creative expression.
Learning Objective 1:Interpret neuroscience and brain-health research to explain how physical learning environments influence learner regulation, wellbeing, and cognitive performance.
Wed Oct 28•2:30 PM – 3:30 PM

Dancing with the Yeti: Part 3 — Measuring Impact Through Post-Occupancy Evaluation

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EDsession (60 minutes in classrooms)Session TypeTRACK 4: Evidence, Impact & the Future of Practice — Research, systems, sustainability, and accountabilitySession Track
John Pfluger
Noel Schmidt
Hailey Wrasman
Amy Frye
John Pfluger
John PflugerPrincipal, Cuningham
Noel Schmidt
Noel SchmidtSuperintendent, Rock Ridge Public Schools
Hailey Wrasman
Hailey WrasmanAssociate / Senior Certified Project Interior Designer, Cuningham
Amy Frye
Amy FryeNational Research Director, Cuningham
John Pfluger
John PflugerPrincipal, Cuningham
Noel Schmidt
Noel SchmidtSuperintendent, Rock Ridge Public Schools
Hailey Wrasman
Hailey WrasmanAssociate / Senior Certified Project Interior Designer, Cuningham
Amy Frye
Amy FryeNational Research Director, Cuningham
Tags:Group E
Allow Registration:No
Capacity Unlimited:No
Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:NA
Learner Engagement:The session is structured as a 40-minute provocation with a 10-minute small group reflection opportunity and report out and we will end with a whole group general discussion at the end. Participants will engage in a brief small-group discussion using the Rock Ridge High School POE example to identify what evidence or metrics they would prioritize within their own institutions and how they would integrate research into their own practice.
Learning Objective 1:Interpret findings from a post-occupancy evaluation of Rock Ridge High School to understand how learning environment design influences student engagement, staff experience, and well-being.
Wed Oct 28•4:00 PM – 5:00 PM

From Research to Implementation: Trauma-Informed Wellness Spaces in K–12 Schools

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EDsession (60 minutes in classrooms)Session TypeTRACK 4: Evidence, Impact & the Future of Practice — Research, systems, sustainability, and accountabilitySession Track
Kristin King
Kristin KingAssociate Professor, Program Coordinator, Interior Design, California State University, Northridge
Anna Paravano
Anna ParavanoTrauma Informed Interior Designer and Educator, Growing @Home
Tags:Group B
Allow Registration:No
Capacity Unlimited:No
Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:This presentation qualifies for Health, Safety, and Welfare (HSW) credit because it demonstrates how interior design decisions directly impact occupant well-being in K–12 educational settings. It highlights environmental strategies that support emotional regulation and psychological safety, connecting design interventions to health outcomes. The presentation examines how lighting, color, and spatial organization influence stress responses and student behavior. It further illustrates the application of trauma-informed design principles through the development of age-appropriate wellness spaces, emphasizing safety, inclusivity, and developmental responsiveness. By incorporating research, user input, and evidence-based design methods, the work underscores a rigorous, real-world approach to creating health-supportive environments. Overall, the presentation reinforces the designer’s role in protecting and enhancing occupant health, safety, and welfare.
Learner Engagement:This presentation is structured to actively engage adult learners by emphasizing participation, relevance, and application rather than a passive lecture format. Adult learning principles, including experiential learning, problem-solving, and peer exchange are integrated throughout each segment to ensure the content is meaningful and immediately applicable to professional practice. Part 1 – Problem Overview (10 min) Participants are invited to reflect on their own experiences in educational or workplace environments through brief prompting questions (e.g., “Where have you seen design impact behavior or stress?”). This activates prior knowledge and positions attendees as contributors to the discussion. Part 2 – Research Framework (10 min) Rather than presenting research passively, key concepts are introduced through guided interpretation. Attendees respond to quick polls or visual comparisons (e.g., before/after spatial conditions) to analyze how trauma-informed principles and evidence-based strategies manifest in design. Part 3 – Implementation Case Study (15 min) The five wellness rooms are presented as applied examples, with intermittent pauses for audience input. Participants are asked to predict design outcomes or identify strategies before they are revealed, reinforcing critical thinking and knowledge retention. Part 4 – Interactive Exercise (15 min) This is the primary engagement component. In small groups, participants work through a real-world school scenario and collaboratively develop design responses related to lighting, color, spatial organization, and sensory regulation. This problem-based activity supports peer learning, allows participants to apply concepts in context, and encourages discussion of multiple approaches. Part 5 – Takeaways (10 min) The session concludes with a synthesis activity, where participants are asked to share one actionable strategy they can implement in their own work. This reinforces knowledge transfer and ensures the content is directly relevant to their professional practice. Overall, the presentation leverages active participation, discussion, and applied problem-solving to align with adult learning principles, fostering deeper engagement and practical understanding beyond a traditional lecture format.
Learning Objective 1:Identify environmental design strategies that support emotional regulation and psychological safety in K–12 educational settings. (HSW)