Pending Acceptance and Subject to Change
In this session, Dallas College will share their passion for the College-For-All initiative and guide participants through their journey to give high school students a head start. By charting their course through Early College partnerships with North Texas school districts, Dallas College will share the ways they provide students with opportunities to earn dual credit, certifications, and associates degrees during high school- an effective strategy for providing support and academic advancement to students who may not enter college after graduation. Attendees will learn how this program can be replicated in their area.
Sangeetha Karthik, AIA, Associate Principal, Corgan, firstname.lastname@example.org
Sangeetha is an Associate Principal at Corgan and has dedicated her career to the design of educational spaces. Her 20 years of experience in education architecture and commitment to research-based design drives her passion to create spaces that inspire creativity and innovation. Sangeetha guides clients through thoughtful design and planning that foster collaboration, health and wellness among students and educators.
Shraddesh Anavkar, AIA, Associate, Corgan, email@example.com
Shraddhesh has a degree in architecture from Iowa State University and has been focused solely on K-12 and higher education design for the last eight years. His expertise in early college high schools stems from close collaboration with schools and universities on multiple projects with a keen understanding of the unique needs of the students and specialized programs.
Mandy Cavazos, firstname.lastname@example.org
What are the emerging trends in society, education, and/or school planning, design, construction, supply, and operation that should be informing our conversation today?
Primary Core Competency
Educational Facility Pre-Design Planning: Manages a master planning process that combines educational planning, facilities assessment and utilization, demographic research, capital planning and educational specifications with a community-based vision to establish a plan for learning environments. This includes the ability to translate existing or aspirational instructional models to specific programming and spatial relationships.