1. CEFPI is a Registered Provider with The American Institute of Architects Continuing Education Systems (AIA/CES). Credit(s) earned on completion of this program will be reported to AIA/CES for AIA members. Certificates of Completion for both AIA members and non-AIA members are available upon request. This program is registered with AIA/CES for continuing professional education. As such, it does not include content that may be deemed or construed to be an approval or endorsement by the AIA of any material of construction or any method or manner of handling, using, distributing, or dealing in any material or product. Questions related to specific materials, methods, and services will be addressed at the conclusion of each presentation.

2. Learning Objectives It’s All Connected: Systems Thinking & Modeling for School Planning At the end of this program, participants will be able to: 1.define systems thinking and identify system dynamic modeling skills in the context of school planning. 2.receive examples of how modeling can be integrated into school curriculum. 3.receive examples of how school planning issues become connected to a variety of curricular and community issues when modeling is applied. 4.understand how to apply systems thinking to avoid unintended consequences that would not have been anticipated without modeling.

3. Learning Objectives Thriving Schools and Communities Through (Living) Systems Thinking At the end of this program, participants will be able to: 1.recognize at least 5 key areas of sustainable building performance. 2.articulate the definition of integrative design and understand its applications in school planning projects. 3.understand how the living and technical components of a whole system and are connected. 4.receive at least two examples of how the use of system thinking in school projects has resulted in high quality educational environments.

4. Learning Objectives Findings from AHFC School Energy Audits and Energy Use & Whole Systems – 60% Energy Savings is Less Expensive to Achieve than 20% At the end of this program, participants will be able to: 1.articulate at least 5 recommendations from the AHFC report. 2.distinguish short term fixes from long term systemic changes when considering options for improving energy performance in existing buildings. 3.share multiple ideas and perspectives among peers to create specific recommendations for improving Alaska’s energy performance in school buildings. 4.receive at least two examples of how the systemic changes in energy performance have been addressed in Alaska’s public buildings.

5. Learning Objectives Environments for Learning At the end of this program, participants will be able to: 1.identify at least 5 aspects of school environments that high school students believe are essential to learning. 2.recognize at least 3 essential design components of a Montessori environment that can be translated and used in all schools. 3. participate in an exercise that approaches school planning in a holistic way, developing guiding principles that can address both technical challenges and philosophical frameworks in a project. 4.use at least 3 tools (techniques) to translate holistic ideas into other school planning projects.

6. Learning Objectives Safe Routes to Schools Program At the end of this program, participants will be able to: 1.to identify at least 5 factors of siting a school that influence its effectiveness to be friendly to walkers and bikers. 2.obtain technical information about Alaska’s Safe Routes to Schools program, including design standards that address challenges in Alaska’s climate and environment. 3.obtain technical information about Alaska’s Safe Routes to Schools program, including design standards that address challenges in Alaska’s climate and environment. 4.receive at least two examples of safety and access improvements that have been made to rural Alaskan schools

7. Learning Objectives Overview of King Career Center and Tour At the end of this program, participants will be able to: 1.articulate at least 3 CTE curricular paths that are currently offered at KC. 2.observe at least 5 building design elements at KCC that distinguish it as CTE learning environment. 3.identify at least 3 pedagogical components that support the vision and goals at KCC. 4.receive at least 3 examples of how the built environment has changed over time to accommodate changing curricular interests.

8. Learning Objectives Healthy School Environments At the end of this program, participants will be able to: 1.articulate three primary principles that support the EPA School Siting Guidelines. 2.identify at least three school siting attributes that are directly connected to children’s physical health and well being. 3.identify at least three ways that school siting has been documented to indicate effects on student achievement. 4.receive at least two examples of how school siting has positive health effects on Alaskan school children.

9. Course Evaluations In order to maintain high-quality learning experiences, please access the evaluation for this course by logging into CES Discovery and clicking on the Course Evaluation link on the left side of the page.

10. This concludes The American Institute of Architects Continuing Education Systems Course CEFPI