“I am truly honored to assume the helm of EDmarket while continuing to serve as CEO of A4LE,” Ramsey said. “Over the coming year, I look forward to working alongside our exceptional professional staff and dedicated volunteer leaders to align these two century-old organizations around a shared mission.

Ramsey added that the��next chapter��for the organizations��represents��more than a merger, but also��an opportunity to��build on��decades of excellence in school planning, design, equipping, and operations while charting a bold, unified course for the future.

“Together, our mission is clear and compelling: to create the best possible learning environments for students everywhere,” Ramsey said.

Ramsey has served as Chief Executive Officer for A4LE since 2007.����

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By Lindsey Coulter

SCOTTSDALE, Ariz. and GAITHERSBURG, Md. — The Association for Learning Environments (A4LE), headquartered in Scottsdale, and the Education Market Association (EDmarket), based in Gaithersburg, are joining forces, forming one entity that will “create a powerful new association dedicated to reimagining where and how students learn” according to a joint statement. By uniting their expertise, A4LE and EDmarket hope to “accelerate innovation and expand opportunities to design learning spaces that inspire, engage and empower every student.”

The organizations together serve a global network of planners, designers, educators, industry experts, manufacturers, dealers, and suppliers working to create high-quality, sustainable and innovative learning environments. This merger will create a single, global community committed to designing dynamic, sustainable, and student-centered learning environments that prepare the next generation for success.

“Together, we have the power to reimagine learning environments worldwide, strengthening our voice, expanding impact, and enriching the knowledge that shapes spaces where students learn,” said Darlene Akers, EDmarket Chair, in a statement. “By uniting our leaders, members, and staff, we can inspire greater success for every student.”

Following joint analysis, strategic alignment, and financial review, the boards of both organizations unanimously agreed that combining strengths will create a stronger voice for the industry and deliver greater value for members worldwide. While both organizations report strong financial health, joining forces will allow both entities to maintain stability and create new opportunities to reinvest in the programs, events and professional development.

“By uniting A4LE and EDmarket, we amplify a shared mission to create exceptional learning environments for every student-strengthening our voice, combining our resources, and expanding our impact so that educational spaces everywhere truly inspire learning and success,” added Ryan Bultena, A4LE Chair.

The merger will further allow the organizations to:

• Expand opportunities for global connections and learning.
• Lead the way in learning-environment design.
• Provide more value through integrated events, credentials, and professional growth.
• Bring together the voices of both professionals and industry partners to strengthen our impact on the K–12 community.

The two organizations will continue to operate independently through 2026, during which time membership, services and events will remain unchanged. The organizations’ upcoming flagship events — LearningSCAPES, held in Phoenix Oct. 29-Nov. 1, and EDspaces, held in Columbus, Ohio, Nov. 5-7 — will continue as planned for 2025 and 2026. Additionally, both ALEP® and ECLPS credentials remain valid and will continue to be supported, with opportunities for broader recognition and career growth.

Legal consolidation will begin Jan. 30, 2026, and integration and planning related to staff, services and governance will continue throughout the year. Full integration and a permanent governance structure are expected to be established by early 2027. This will include a unified mission, vision, and values dedicated to serving the needs of all stakeholders, advancing high-performing, sustainable and innovative learning environments everywhere.

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By Lindsey Coulter

Chuck Saylors, vice president of JM Cope Construction in Rock Hill, S.C., is a long-time advocate for education and school facility development. With more than 23 years of experience as an elected school board member for Greenville, S.C., and as a former president of the National PTA, Saylors has become a key figure in the education design community. He is also a longtime proponent of �鶹������ partner the Association for Learning Environments (A4LE).

In anticipation of A4LE’s annual LearningSCAPES event, held this year in Phoenix Oct. 29-Nov. 1, Saylors spoke with �鶹������ about his construction career, his involvement with A4LE and his decades of commitment to improving educational spaces.

SCN: What drew you to get involved in A4LE?

Saylors: I first attended some A4LE conferences in South Carolina back when it was still known as CEFPI (Council for Educational Facility Planning). Around 2006, I began getting more involved. Much like with the PTA, one thing led to another. The word “no” is just not in my vocabulary. When A4LE asked if I would help with something, I agreed. Over the years, I served at the state and regional levels, and last year, I had the honor of serving as chairman of the Global Board of Directors.

SCN: Why is A4LE such an important part of the education design community?

Saylors: To my knowledge, A4LE is the only organization that brings together public schools, the design community, and the construction industry with the common goal of providing a safe, secure, and high-quality learning environment for every student and teacher, no matter the size of their community. A4LE allows the design community to see best practices from different areas, while providing educators with knowledge about how to get the best possible projects in the most affordable way. For me, it’s all about creating environments where students can thrive.

The LearningSCAPES conference is also an amazing opportunity for professionals in education design to network and learn from each other. One of the highlights for me has always been the shared focus on making sure every student and teacher has access to a safe, secure, and high-quality learning environment.

SCN: What are you most excited about for the 2025 LearningSCAPES event?

Saylors: I’m excited to see the best practices from professionals around the globe. At LearningSCAPES, you can network with thousands of A4LE members from North America, Australia and Europe. For example, it’s incredible to see how certain design solutions that worked in the Midwest can be applied in the Southeast, or vice versa. The ability to learn from one another in such a diverse setting is priceless. And, of course, the continuing education opportunities are a major draw as well.

A big focus of the event is looking ahead, especially with the increasing role of artificial intelligence (AI) in everything we do. When I first got involved in general contracting, I would look at building plans and immediately think about the square-foot costs and taxpayer dollars. But attending events like LearningSCAPES allows you to see how design professionals have been able to balance cost with creativity, incorporating unique design elements in an affordable way. These events also give us a glimpse into the future, particularly with technology like AI, and how it’s changing the design and construction process.

SCN: Is there any particular success story or project that stands out as a testament to A4LE’s impact?

Saylors: I would say the biggest impact A4LE has made is in continuing education. The programs A4LE provides for design professionals, constructors, and school leaders give them mission-critical knowledge that directly helps with ongoing professional development. Our micro-credentialing and certification programs offer real, tangible benefits to members, helping them stay ahead in an ever-evolving industry. Beyond that, the relationships and best practices shared at these events are invaluable.

SCN: As someone who has been deeply involved in both the construction and education sectors, what advice would you give to those who want to create better learning environments?

Saylors: If your goal is to ensure every student and teacher has access to a quality learning environment, A4LE is the best place to find the resources and talent to make that happen. Whether you’re a member of the design community, an educator, or a school leader, A4LE has the knowledge and network to help you accomplish that goal. Once people get engaged, they usually say, “I should have done this sooner.” It’s an invaluable resource for anyone serious about improving education environments.

A4LE is more than just a professional association; it’s a community. The relationships and knowledge shared at these events are transformative. If you’re committed to creating environments where every student can succeed, this is the place to be.

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Marylee Mercy,��AIA, NCARB, ALEP, project manager with��Boston-based Studio G Architects, has spent nearly 20 years planning and managing educational spaces. A longtime advocate for inclusivity, accessibility and diversity within the educational design sector, Mercy was recently named president of the New England Chapter of Association for Learning Environments (A4LE).��The position gives Mercy an ideal platform to drive progress in the education design industry. ��

With her professional��focus on neurodiversity, she sees physical environments as a tool to enhance student success, engagement, and collaboration with staff and community. Using her extensive experience and strategic leadership style, Mercy hopes to grow A4LE’s membership while sparking collaboration with fellow organizations to create impactful connections.��

As she embarks on her new leadership role, Mercy spoke with �鶹������ about her professional journey, her goals for the A4LE New England chapter and upcoming school design trends.��

SCN: What led you to focus on designing education spaces? ��

Mercy: I didn’t set out with a plan to specialize in education spaces—it was more that the work found me, and once I was in it, I never wanted to leave. Early in my career, I worked on a few school projects, and I was struck by how deeply meaningful they were. Schools impact entire communities, shape young minds and thus our future, and create environments where kids begin to discover their own potential. Once I discovered I could play a role in making those spaces better, more inspiring and more supportive of all learners, I knew I was exactly where I wanted to be.��

SCN: What continues to excite you about education projects?��

Mercy: Schools are dynamic, evolving spaces, and we are at a moment in time when there are many scientific discoveries being made about how humans learn, enabling us to implement them into our school designs. Every project presents a new puzzle, balancing pedagogy, budget, community priorities, and the ever-changing needs of students and educators. I love the challenge of designing spaces that are joyful and inspiring, but also functional and future ready. The best part of each project is visiting a completed project and seeing kids fully immersed in the space, full of the joy of learning. It will never get old.��

SCN: Have you worked on any recent projects that integrate flexibility, hybridity or biophilic design principles? ��

Mercy: Every project we do incorporates strong biophilic elements, from extensive natural daylighting to the use of natural materials and organic shapes that create a sense of calm and connection to nature. These design choices aren’t just about aesthetics; they have a real impact on student well-being, focus and overall learning outcomes. These spaces are also designed for the administrators and educators to have a great working environment, leading to better satisfaction and retention.����

I’m currently working on a Pre-K-2 elementary that is incorporating a wheelchair-accessible learning stair imbedded into the Media Center. A ramp goes through a tunnel with a variety of sensory experiences, leading up to a broad platform with books, cozy seating, plenty of natural light and a view of a large projection screen. The structure encourages play and exploration, making it flexible, engaging and serving multiple purposes throughout the school day. It fosters collaboration, movement and social interaction, while also being a space for quiet individual learning when needed.����

SCN: In your A4LE New England Chapter leadership role, how do you hope to influence or advance education design in the region? What are your goals and priorities for your tenure? ��

Mercy: My top priority is to strengthen the educational design community of New England. The more ideas we are exposed to, the stronger our designs and the better the schools. This means focusing on school tours, webinars and networking events to build connections. ��

Our chapter is also focused on reaching out to school districts to give them a chance to see modern educational facilities in person. Just in Massachusetts, at any given time, there are dozens of projects that are just starting out, deep into design or construction, or recently completed, and many more [districts that are] looking into the process of updating a school. Some of these districts haven’t built a school in many decades, and the individuals who participated are no longer in office. It can be a daunting experience, made even more difficult by not having a clear picture of the outcome.��

A4LE should be a resource for anyone connected to education, and our chapter’s goal is to strengthen the conversation around innovative and equitable learning environments. Schools should be places where every learner thrives, and that means designing with inclusivity, flexibility and sustainability in mind.��

Through A4LE, I hope to amplify best practices, spark new ideas, and ensure that education design continues evolving in ways that truly serve students, teachers and communities.��

SCN: How has participating in A4LE helped in your own development as a designer of education spaces? ��

Mercy: A4LE has been invaluable. I joined in order to become an Accredited Learning Environment Planner (ALEP) to complement my knowledge and school design skills. The ALEP program teaches about the psychology and science of learning, and best practices for space planning and working with communities. A4LE has given me opportunities to learn from some of the best minds in the field, stay ahead of emerging trends, and collaborate with people who challenge and inspire me. It has reinforced my belief that designing schools is never just about architecture—it’s about community, social impact and shaping our future.��

SCN: What are some of the next big interior design trends in the education space? ��

Mercy: The past decade has seen emphasis on sustainability, flexibility, health and wellness, and 21st century learning. These concepts have moved past trends and have become a necessity in school design. Next, I believe we are going to see a much stronger focus on designing for neurodiversity. Across the country, nearly a quarter of students receive some sort of support services for a broad variety of needs, including motor skills, learning disabilities such as dyslexia or dyspraxia, behavioral challenges, ADHD and autism as well as English language [acquisition]. Designing with neurodiverse learners in mind isn’t just beneficial for some students; it creates a better learning environment for everyone. Any student can benefit from a small, quiet learning area, such as someone who needs a bit of extra help with a math lesson. Incorporating sensory-inclusive environments and Universal Design for Learning and celebrating differences will bring school design to the next level.��

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Mercy has spent nearly 20 years planning and managing educational spaces, advocating ��for inclusivity, accessibility and diversity within the educational design sector. With a focus on neurodiversity, Mercy sees physical environments as a tool to enhance student success, engagement, and collaboration with staff and community. Using her extensive experience and strategic leadership style, Mercy will grow A4LE’s membership while sparking collaboration with fellow organizations to create impactful connections.��

“We are incredibly proud of Marylee’s selection as president of A4LE’s New England Chapter,” said Gail Sullivan, managing principal at Studio G, in a statement. “Her passion for creating educational spaces that truly serve the needs of students and educators is unmatched, and we’re excited to see the impact she will continue to make in this new capacity.”��

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Construction began on the renovation to the historic academic hall in December 2014. The 1930s-era building served as a training space for approximately 20,000 U.S. Navy cadets during World War II, and was in need of a major renovation. The $8.75 million construction project was going according to plan until one crewmember uncovered part of a human skull while tearing up a parking lot blacktop. Work was halted as the team spent several weeks digging up other sets of bones that were identified as having belonged to 27 different people.

Per state guidelines, the construction crew notified UGA Police and the State Historic Preservation Office immediately as well as the Georgia Bureau of Investigation and the county coroner, who determined it was not a crime scene and that the decomposed remains were significantly older. The case was then turned over to the State Historic Preservation Office.

Baldwin Hall is adjacent to the south of Old Athens Cemetery, built in 1938, and an expansion was completed in the mid-1940s. University planners believed that when Baldwin Hall was built, all the remains on the site had been removed and transferred to Oconee Hill Cemetery, based on historical records.

University officials, who expected renovations to be completed by September 2016, suspended construction and formally acknowledged the incident in a statement released Dec. 11.

According to state law, the removal of the remains is up to the landowner and the Georgia Department of Natural Resources because it was not a crime scene and an archaeologist determined that the remains were not those of Native Americans, according to the statement. The state archaeologist requested that the remains be removed and re-interred elsewhere since land above the inadvertently discovered gravesites had been disturbed. UGA officials are working with the State Archaeologist’s Office to determine the most appropriate location for reburial.

Based on a visual inspection by Southeastern Archaeological Services Inc., the consultant hired to assist the university with this matter, the remains are believed to be of people of European descent. UGA anthropology students are assisting in the exhumation process.
 

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