Re-energizing and refreshing thinking about how students learn is essential to a conversation about the intersection of environments and experiences. Traditional ways of learning are not aligned with the science of how we learn. The latest neuroscience and social-emotional research is clear that learning must become socially interactive and highly experiential to create emotional resonance for our students that leads to learning success. The educational environment is never neutral and plays a role in student learning success. Traditional spaces do not create an expectation of engagement with peers. Yet, environments that provide opportunities for social interaction and collaborative tasks impact learning and memory. During this interactive session, participants will learn key components of ProSocialTM learning experiences and the resulting implications for microenvironment design. Grounded in knowledge of neuroscience findings that accelerate learning, participant teams will apply those understandings to intentional microenvironment design that places learning at the center. Through collaboration, teams will experience the new way of learning that promotes social interaction, peer relationships, and feelings of belonging.

Learning Objectives:

1. Discover the components of ProSocial learning experiences that shape and influence microenvironment design for learning and collaboration.
2. Outline the latest neuroscience and social-emotional research that informs student academic development and wellbeing.
3. Consider the intentional design of a classroom learning environment that places learning at the center to enhance peer relationships.
4. Explain how to humanize space and create the conditions for social interaction and feelings of belonging.

Page Dettmann, PhD, ALEP, Meteor Education
Page is the Chief Education Evangelist at MeTEOR Education. She is a national voice in educational research and best practice conversations about leading cultural change, the science of how we learn, and connecting learning and space. A former teacher and administrator, she serves on the ALEP faculty and the Board for the Global Center for College and Career Readiness. Page received her PhD from the University of Oregon in Educational Policy and Management.

Boris Srdar, FAIA, LEED AP, Design Principal, NAC Architecture
The relationship between educational facilities and their physical context is of particular interest to Boris, resulting in a philosophical basis for his work. His design approach focuses on the connection between learning outcomes and students’ perception of the built environment to provide inclusive and invigorating experiences. Boris holds a Bachelor of Architecture from the University of Zagreb in Croatia, and a Master of Design Studies from the Harvard Graduate School of Design.