Collab Lab 49: Recap & Notes

Pete Reynolds Blog, Collab Labs October 19, 2022October 19, 2022

Community Engaged Learning starts with a conversation

Our vision of Community Engaged Learning, an evolution of Project Based Learning for K-12, recognizes a role for both near-peer mentors and industry mentors. This essential role supports and coaches students over the course of the projects they take on. We believe that there’s a big difference between simply having folks show up at a school, and inviting them to play an effective role in the process for students and teachers. It is so important in our view that we decided to kick off our 7th season of Collab Labs at MSOE’s STEM Center last Thursday with a discussion focused on the roles of mentors, what successful mentoring looks like, and what it takes to get there.

Participants included K-12 educators, professionals engaged in mentoring, or working with organizations that provide or support mentors, or engage with schools in other ways. We were also glad to welcome additional community members in a joint effort with Foureva Media’s to use the Collab Lab as their Foureva Movement’s October meetup. By chance or circumstance, the group included several mentor/mentee pairs, who were able to provide additional meaning for the discussion.

Personal experience

We began the evening with a discussion of participants’ own experiences with, or as a mentor, and what they took away from that involvement. We’re not surprised anymore that our ‘kitchen table format’ consistently enables attendees to ‘go deep’ within 15 minutes of sitting down with complete strangers. Our participants observed:

There’s a gatekeeping role in terms of who has access to support students
Systemic racism impacts who has access to mentors, who mentors are willing to serve, and expectations about how those relationships should occur
The role of the teacher is different than that of mentors, and an outside mentors can often motivate students in ways a teacher cannot
The continuity of mentor/mentee relationships can anchor students who might otherwise have disconnected relationships with family
Mentors can provide the confidence students need to push through challenges
Time is a limited resource, so we need to look for relationships that can offer the maximum impact within those constraints
Stats show: People who’ve had mentors are more likely to take leadership roles
Definitions of mentoring vary, but what is key is the mentor/mentee relationship
A young person needs to trust a mentor as a friend
Mentors need to be able to listen
Mentors can empower students by giving them a voice
Mentors need to be open to “accepting the call” from a student
Barriers between the community and school get in the way of mentorship opportunities

Goals for Mentors and Students

With this as context, we asked participants to capture what they see as the goals behind building mentor/mentee relationships with students. We ask this not just from the perspective of what we want for students, but what we hope mentors gain from the experience.

For students, we hope for:

Support

I want students to see how to be there for yourself
I want students to feel heard, empowered
I want students to see “professional interaction, and learn to function as a group to build each other up, solve problems, and change the world
I want students to feel like they are not alone, that they are supported and wanted
I want students to feel loved and that people care about them
I want students to have access to supports they may not have at home

Acceptance/Validation

I want students to feel freedom of exploration
I want students to see its ok to be a little different
I want them to experience their own ideas in real life
I want students to feel included
I want students to feel comfortable
I want students to feel that they matter and they can create a future beyond where they may be now

Variety

I want students to experience different opportunities that spark their curiosity
I want students to see other role models, learn STEM and life skills
Diversity in thought
I want students to experience life outside of central Milwaukee
I want students to experience representation for all/diversity

Perspective

I want students to experience a different viewpoint
I want students to see someone close in age
I want students to see other avenues to be successful
I want students to see personality

Inspiration/Resilience

I want students to see what’s possible, that they can do anything
I want students to see the opportunities available to them to be successful
I want students to feel excited, encouraged, heard
I want students to experience success
Bring something different out of them
I want students to experience opportunities for curiosity
I want students to see a path forward without telling them explicitly– questions and guidance
I want students to be curious, to experience opportunities that challenge, and push themselves to think critically and learn new perspectives
I want students to experience what they can be outside of what they typically experience

Real Life

I want students to see people/adults with similar backgrounds and experiences doing what they’ve dreamed (or just thought) of doing
I want students to experience every day living
I want students and mentors to see the humanness/the light in each other
I want students to experience real life/hands on personal growth/learning
I want students to learn social responsibility and critical thinking
I want mentors to feel an emotional rush/connection

For mentors, we hope for:

Fulfillment

I want mentors to feel they are making a difference
I want mentors to feel a connection
I want mentors to experience the joy of young people, to see their success and personal growth, to learn from students
I want mentors to feel that their time invested in you makes a difference
I want mentors to view mentorship as part of their legacy
I want mentors to feel capable, confident, energized, that they grow through the experience
I want mentors to experience the confidence that they have helped build.
I want mentors to see transformation in a mentee, to experience the feeling of impacting some else’s life, to feel like they made a difference
I want mentors to see the civic and social potential of their professional lives
I want mentors to see that they are part of how to change the community in a positive way
I want mentors to experience their impact, to feel empowered, to see how excited students are

Perspective

I want mentors to overcome the perception of the characteristics of a mentor
I want mentors to understand the purpose of mentoring
I want mentors to understand that mentorship is for all
I want mentors to understand what these relationships do for society
I want mentors to be in students lives as a way to show them things they may not always see
I want mentors to ask questions
I want mentors to see the advantages/disadvantages young people bring with them
I want mentors to see the path that a student didn’t see, to look beyond behavior and learn from each other
I want mentors to see difference as a positive
I want mentors to experience the day of student, and how they function with the peer pressure of today’s students

Understanding

I want mentors to understand the greatness of kids
I want mentors to see how awesome our kids are, what students can do, and that students are people, not stereotypes
I want mentors to see that it is not always about instruction, but helping students see a path forward
I want mentors to share their own experiences
I want mentors to see that students can do better, they can be taught, they do listen, they do want more
I want mentors to broaden their own understanding
I want mentors to continue their own learning about other cultures/experiences
I want mentors to build empathy for what children are going through today
I want mentors to increase their global competency and cultural awareness

Visions for mentoring

From this broad set of goals for students and mentors we asked each discussion group to pick a couple of key goals and create a vision for what a successful mentoring relationship looks like. Here’s what they came up with:

Table 1

Key goals: To have the experience be authentic for both sides

We know we’re on the right track when we see: Vulnerability, empathy, discourse, engagement

For that we need: A safe environment and clarity on expectations and outcomes

We’ve seen this done well within: Higher Ed programs, Big Brothers/Big Sisters, Wehr Nature Center, Owen’s Place

Table 2

Key goals: Relationship building, showing up, asking questions, relatable

We know we’re on the right track when we see: Balanced interaction, students start conversations

For that we need: Delivery expectations, time to build relationships, trust, and understand diverse ideas

We’ve seen this done well within: Milwaukee Robotics Academy

Table 3

Key goals: Ensuring proper support for mentors; Mentors as a learning support for students

We know we’re on the right track when we see: Mentors are confident with their group and able to interact well; Students are able to use what they learn to drive their success

For that we need: Pathways to connect mentors with schools or a plant to make connections through workshops or conferences; There must be someone in the school who is dedicated to networking– parent coordinator or Assistant Principal; Connect to higher-ed or just one company

Table 4

Key goals: Get to know the students, feeling of safety, shared goals from mentor/mentee

We know we’re on the right track when we see: Everyone feels heard/valued “I see you”; building trust, especially at the beginning

For that we need: Mentors understand boundaries (do’s and don’ts); knowledge; training; a willingness to let go of control; authentically want to be a mentor

Table 5

Key goals: Connections

We know we’re on the right track when we see: Through communications, networking, commitment

For that we need: To build trust, connect mentors & mentees, have a common goal, commitment, networking

We’ve seen this done well within: Glenn Hills Middle School/other public schools; Engineers without Borders; Habitat for Humanity; Peace Corps.

What’s next?

After reading the insightful contributions from the Collab Lab participants above, you might ask yourself: So where does this go from here?

Join us Thursday, October 27th from 4:30 to 5:30 on Zoom for a follow up conversation. We want to talk through what you heard, what you’d like to act on, and explore how we can lay the groundwork to do so. RSVP

Acknowledgements

We are especially grateful to our featured participants for the experience and insight they brought to the discussion:

Kahina Cargile – Regional Manager, Microsoft TEALS
Nate Deans Jr – Director of Black and Latino Male Achievement, Milwaukee Public Schools
Erik Lee – Senior Solutions Design Lead, Harley Davidson Motor Company; FIRST Robotics Mentor, Milwaukee Robotics Academy
LaNelle Ramey, M.A. – Executive Director, MENTOR Greater Milwaukee
Dr. Michael Sevier – Chair for Servant-Leadership, MSOE
Ben Trager – Interim Director, UWM Center for Community-Based Learning, Leadership, and Research
Jamar Jones – Owner, Foureva Media

Thanks again to MSOE’s STEM Center for hosting our Collab Lab series this season.

Be part of the Conversation

If you like the topics we select every month and would like to be part of the conversation, we invite you to join us next time for Collab Lab 50 (RSVP) when we explore how we can incorporate the notion of Community Engaged Science into the student learning experience.

Collab Lab 63: Recap & Notes
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Collab Lab 59: Recap & Notes
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Expectations Set clear expectations with examples Set up an environment with clear expectations for communication, collaboration, willingness to learn from things that did not go as expected. 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Build community Set Goals Normalize failure Probes What did we learn? What is your why? What makes you uncomfortable? What do you bring to the team? How might we…? Pats on the Back Unprompted reflection Group 3 Moves Are students in the right groups? What does this student need? How is my relationship with this student? Probes How will you define success? Pats on the Back Students are engaged Students are gaining essential skills Students give and receive feedback Students get the feedback they need Students move from “I” to “we” Thanks again to our Featured Participants: PJ Dever — Executive Director for Playworks in Wisconsin Lana M. Minshew — Assistant Professor, Director of the Human-Centered Design Lab at the Medical College of Wisconsin Nina Johnston — Program Manager of the Human-Centered Design Lab at the Medical College of Wisconsin A big thanks also goes out to Anthony, Audrey, Connor, Olivia, & Madeline, Architecture students at UWM. They are joining us this semester for Collab Labs and other sessions we run at the STEM Center as part of service learning field experience for Arch 302. In another example of 1 + 1 = 3, The students gain a field experience as they look at the design of learning spaces (in this case the STEM Center), we get help setting things up and cleaning up after each session, and our Collab Lab participants get the perspective of 5 individuals not far removed from K-12 who find themselves navigating open-ended, collaborative, community-engaged projects. Thanks also to MSOE’s STEM Center for hosting the Collab Lab Series, as well as the students from Pathways High School and Bradley Tech who joined in person/on Zoom.

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Collab Lab 57: Recap & Notes
November 16, 2023

Following the Hero’s Journey theme of Collab Labs this season, our November session explored stepping out of the known world and dealing with uncertainty. Our discussion began with an exploration of the uncertainty participating teachers and students already deal with in school. That set some context for the next round of conversations focused on fears/worries about engaging students in open-ended challenges. We wrapped up the discussion with an inventory of strategies and practices teachers, students, and attendees from outside of K-12 have seen or use to manage uncertainty around projects — whether that is where the project will lead or how the team will get there. This week we pulled those factors into a system map, connecting elements based on what we heard in the discussions. What’s striking, though not unexpected, is the importance of trust and open communication in all of this. It is what allows both teachers and students to take some risks, try something new, and be willing to accept and learn from efforts that don’t work out as hoped. You can view the system map here, and we welcome your thoughts and input on what else we might include, or how we might better repent the dynamics at play. Those of you who have explored the map produced from last seasons sessions focused on feelings of safety and affirmation at school, will recognize a number of familiar elements. Going forward, we’ll be looking at how we can merge or otherwise use these maps and what we hear in upcoming Collab Labs to paint a more complete picture of the forces at play when we look to offer students the hands-on community-engaged learning experiences they deserve. … Next up on our Hero’s Journey, we meet the mentors and helpers as we explore what it takes to support authentic work. Join us on December 14th for Collab Lab 58. Thanks again to our Featured Participants: Amber Henzig: Scrum Master & Servant Leader, Johnson Controls Kelsey Otero: Senior Director of Community Engagement, Marquette University Sean Campbell: Teacher at Pathways High School, Milwaukee Thanks also to MSOE’s STEM Center for hosting the Collab Lab Series, as well as the students from Pathways High School and Bradley Tech who joined in person/on Zoom.

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Collab Lab 56: Recap & Notes
October 18, 2023

For our 8th season of Collab Labs, we’re exploring how the lens of the Hero’s Journey can inform how we approach community-engaged project based learning, and what more we can offer students when we do so. Over the course of the 2023-24 season, each of our Collab Labs will focus on a different phase of the Hero’s Journey. We kicked things off last week with Collab Lab 56, a session focused on the call to adventure. How do we motivate our students to take the first couple of steps on their own learning journey? How do we channel the enthusiasm of some students who clearly identify with a topic and want to set off in pursuit of the prize, bypassing what we as educators believe are essential knowledge and skills in the order we believe these ought to be learned? What makes a call compelling for students? We began our discussion with the question, “What makes a call compelling to students?” As attendees explored the conditions for getting students engaged in a big challenge they noted: Authenticity of subject, intrinsic motivation A teacher’s excitement & confidence Proximal development Involvement in ‘the process’ Confidence in the person leading the process >> proper guidance and support, constant work on trust and relationships Align with student’s experience and expertise, attitudes and aptitudes (don’t set the student up for failure) Culturally responsive and relevant The end result will be tangible (Appropriate) level of autonomy & power to choose the path that seems most interesting or rewarding Additionally, much relies on (role modeling) a certain mindset: Overcoming competing forces that may hold someone back Failure is an opportunity to learn. “A bump in the road is not the road itself” What has your experience been with creating compelling ‘call to adventure’ for your students? What do educators and students need to commit to the journey? With that inventory in place, we moved to a discussion of what needs to be in place for students (and their teachers) to commit to the journey.On the student side, that includes: Trusting relationships, respect, sense of belonging Build an iterative experience that gets progressively more challenging Create oral/written feedback opportunities that encourage engagement Defined roles based on prior experience Adjust composition of the learning space to reflect the work Normalizing uncertainty Being able to see your peers as resources Learning how to co-create Know and/or find yourself as a learner (EQ) Develop understanding of what ‘commit’ means Barriers for students fully participating in these challenges include: Housing instability Health issues, Food availability May exist outside the school environment >> teacher less aware Overall stability inside & outside the learning environment For educators, the list includes: Bring (or gain) personal experience with the journey you’re asking students to take on. Professional development on relevant concepts, such as PBL, collaboration, etc., by experts >> those actually doing this work, from a ‘learner first’ perspective >> practical, hands on Best practices that are share across schools and districts A framework for designing and managing, similar to ‘design thinking’ Sustainable partnerships to 1) support student projects and 2) share resources (how do you) develop community support for a different approach to learning (time and energy to) Pursue grants to help support ‘extra’: field experiences, resources, PD, etc. Admin support for taking risks with experiments. If you are a teacher, how are you navigating the hurdles to offering student driven inquiry projects to your students? In the discussion of barriers for students, several participants brought up a recent piece in the New York Times that noted that economic stability and integration of families, as well as higher levels of teacher pay in the US Defense Department’s schools were among key factors that allow those schools to outperform public school systems. You can find the article here. One caveat noted in the discussion– the focus of these schools is on a standardized curriculum with traditional models of instruction. A special thanks for our featured guest, Andi Gomoll from Gomoll Research & Design who brought her extensive experience with understanding what motivates and engages users (customers) to the conversation. And, as always, we’re appreciative of MSOE for letting us make use of the NM Lab in the WE Energies STEM Center every month. Up Next Collab Lab 57: Dealing with Uncertainty Thursday November 9th, 5:30 to 8:30 pm at MSOE’s STEM Center Actively using some form of PBL with your students and looking for ideas or encouragement from others? Consider joining your peers in the inspirED Community.

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Collab Labs Return
September 6, 2023

We’ll be back at MSOE’s STEM Center on Thursday October 12th to kick off our 8th season of Collab Labs. If you’ve been looking for an opportunity build connections with individuals who share your passion to do more for students, exchange ideas with folks inside and outside of K-12, and explore opportunities to collaborate, this is the place to do so. If you are a student that would like to see your school value all that you can bring, take on real challenges, and build connections to the broader community, this is your place to. Building off our experience with students in our April and May Collab Labs, we’re now extending a formal invite to middle and high school students who want to be part of the conversation. Our discussion topic for October is Heeding the Call of the Student — where do we hear that want to go, how can create opportunities for their concerns and passions to drive a richer exploration of what you had hoped to cover anyway? Collab Labs run 5:30 to 8:30 pm on the 2nd Thursday of each month October through May, except for January. There is no cost to attend, and beyond great people and great conversations, we provide food and drinks. We look forward to seeing you there.

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Collab Lab 55: Recap & Notes
May 18, 2023

How does mental health manifest itself in k12education? How is it compromised and what are the levers we may use to positively impact the learning culture for our students (and teachers etc.) May is Mental Health Month. It felt appropriate to continue the work our #CollabLab54 attendees had begun with a follow up conversation. So last Thursday, we hosted Collab Lab 55 to create a safe space for conversations about the factors that influences mental health negatively/positively for students, teachers and others, such as trust, empathy in education, difficult conversations etc.. Building on our first conversation in April, we gave our attendees a first draft of a model map of factors we collected together. Attendees at each table reviewed this map for accuracy and completeness using their particular perspective. They could focus on a specific area, review it as a particular stakeholder, etc. This was truly a ‘kitchen table conversation’ where people from different backgrounds, ages and experiences engaged in open dialog about what they experience every day. Together we identified how many of these factors are connected (but differently for teachers and students) and what we might do to break through the negative cycle many are experiencing. You can find our updated mapping here: Where might this lead?- Over the coming months, we’d like to see additional conversations taking place with people representing all stakeholders at the table- We’re going to make our STEM Studio time available over the summer for teachers (and students) to participate in a student project design lab.- we’d like see a project develop to add stories from students, teachers, parents to the map as illustrations of when culture ‘works’ to affirm students and build a positive culture of respect and collaboration in learning. There are many more opportunities that present themselves from having a comprehensive mapping like this. We’ll be exploring those over the coming months. Curious about the map that’s is under development? Have an idea you’d like to explore to address youth mental health in education? Since this was our final official Collab Lab of the 2022-23 school year, We want to thank Milwaukee School of Engineering for offering the use of the STEM Center this year (and again in the coming school year!), as well as Northwestern Mutual for sponsoring ‘our lab room’ in the STEM Center. The Collab Lab formula keeps getting better every season. We’re grateful for all of our attendees who came out for one of the Thursday evening sessions. We look forward to seeing many of you again next season and can’t wait to hear what cool learning you are offering your students as a result of the conversations you’ve had. Have a great summer!

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