Design Thinking Workshop at Briggs & Stratton

Pete Reynolds Experiments, Zoo Train September 12, 2018December 5, 2018Briggs & Stratton

We were delighted to have Briggs & Stratton’s Concept Team host a design thinking workshop for students engaged in our Zoo Train Challenge. The Briggs team took the students through a crash course in design thinking following the model developed at Stanford’s D School.

With that as background, students walked through a process to:

Understand the concerns of Zoo staff who interact with the water tower used to service the Zoo’s steam locomotives
Define a key problem that would be the focus of their efforts
Generate ideas for potential solutions
Create a prototype to demonstrate their concept.

Beyond sparking some initial thinking, the session served as a great chance for teachers leading student teams to connect around how they look to run the project.

The session wrapped up with a chance to explore some Briggs & Stratton designs in virtual reality and a great deal of pizza.

Collab Lab 63: Recap & Notes
October 29, 2024

The ability of teachers and students to engage effectively in difficult conversations, across that gap or amongst peers is central to creating the kinds of opportunities we want for students. At a bare minimum, those skills are needed to offer and receive effective feedback on student’s work. They are even more important if we want to engage students (and teachers) on challenging topics or to drive change within their school or in the broader community. The centrality of those skills seemed like a good place to kick off our 9th season of Collab Labs. On October 10th we gathered at UWM’s Lubar Entrepreneurship Center for Collab Lab 63 and a discussion focused on Empowering All Voices. Our work for the evening engaged participants to map factors that allow all voices to participate in brave conversations. The maps shown here were captured and included here unedited. The primary two goals of creating this experience for the attendees were to: Discuss and reflect on what group members with different backgrounds but shared purpose consider relevant factors and how they relate and impact each other. Reflect on how you would apply the insights generated to your own ‘self-management’ in a group setting with familiar and unfamiliar participants. We did not explicitly ask attendees to consider a K12 setting with teacher-student(s) and teacher-teacher interactions. We are in the process of integrating these maps into our larger model, and will share that work in a subsequent post. What do you see in the maps when you look a bit more closely? Are there commonalities that stand out to you? What would be a question you might ask (one of the teams) to help connect some dots or further complete the map? Thanks again to our Featured Participants: Hannah Fox — Health Education Coordinator, Sixteenth Street Community Health CentersSerina Jamison — Program Director, Future Urban LeadersYesi Pérez — Neighborhood Revitalization Project Manager, Sixteenth Street Community Health Centers Chris Willey — Director of Technology, Islands of Brilliance Thanks also to Ben Trager from UWM’s Center for Student Experience & Talent for hosting us at UWM, and to his Ed Policy students who were a great addition to the conversation. Join us on November 14th for Collab Lab 64: Place Based Engagement

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Collab Lab 59: Recap & Notes
February 9, 2024

After a break in January, our Collab Lab Series resumed last night with a session focused on dealing with setbacks and recognizing wins. Challenges Began the discussion with an inventory of the challenges and setbacks students face when they work together on open ended projects. These challenges primarily revolve around: Expectations Focus on grades Belief that their voice won’t matter Opposing wants — freedom vs control Expectations are unclear An ability to deal with uncertainty Lack of confidence Being open to the idea that there is no one right answer Aversion to risk/failure Communication & collaboration Inability for team members to agree on a common approach Ability to deal with personality conflicts within a team Ability to give and receive constructive criticism Lack of accountability Lack of feedback Project structure Project lacks structure that would allow students to make progress Space/time to iterate Access to resources necessary to effectively take on the challenge Skills Ability to arrive at a good definition/understanding of the problem at hand Time management Need for higher level thinking skills Strategies In our second round, our discussion shifted to look at strategies to help students address each of these challenges. 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. Dealing with uncertainty Students have repeated opportunities to immerse themselves in the challenge and circle back with their teacher for input and guidance Acknowledge big feelings to help understand that “failure” is not personal Communication & collaboration Understand the context of students life beyond school and what they may need to work effectively with peers Small, frequent check-ins Create time/space for purposeful reflection Project Structure Students are given a clear view of the process they will follow to arrive at a solution even if they can’t yet see where it might lead Decompose challenge into smaller pieces Structure challenges students to stretch at each step of the process, but those steps are within reach, and build on each other Connect students with what they need when Repeated opportunities to practice and develop skills within the context of the project Skills Both students and teachers are equipped with the skills they need/supported in their development of those skills Skills required build on those already acquired A Simple Tool With this inventory in hand, we recounted the story of the Number Talks Quick Refence Card that was developed out of a project we did with K-12 teachers and UWM Math faculty. That project supported teams of teachers who wanted to establish Number Talks as a regular practice in their elementary school classrooms. Though teachers could clearly see the value of the practice, it was something new, so they wanted something that could rely on to help keep them on the right path. One of the teachers suggested a small card of reminders that should could hold and glance down at while working with students. The card we developed includes three sections: Talk Moves (strategies), Probes (questions to ask), and Pats on the Back (signs that things are working). As the final exercise of the night, we asked each of our discussion groups to develop their own Quick Reference Cards for open ended projects. Here’s what they came up with: Group 1 Moves Give yourself time Accept “I don’t know” Build personal connections You’ve got this Accept congratulations Probes Tell me more… How might we…? Pats on the Back I was afraid to try this but I did anyway Group 2 Moves Yes, and? 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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Coal Handling Virtual Design Review
May 8, 2020

Covid-19 threw a wrench in our plans for the final design review for students engaged in our Zoo Train Challenge. MSOE had planned to play host for the session, but as schools and universities first closed and then moved on-line we adjusted as well. As schools reopened for distance learning, five teams were able to continue work on the challenge to redesign the process used to store and load coal for the Zoo’s steam locomotives. In most cases, they were forced to do so without the resources and physical prototypes they had started to produce. On Wednesday, four teams were able to join a review session on Zoom where they presented their ideas to and took questions from a review panel representing the advisory team for the project. That group included industry professionals from We Energies, Kumatsu, County Materials, as well as faculty and staff from MSOE and UWM’s College of Engineering & Applied Science. While the virtual format was less than ideal, two things stood out across the presentations. All of the teams were able to leverage feedback and ideas from the conceptual design review UWM hosted in December to improve not just their designs, but their ability to talk through and communicate their design decisions. When asked by panelists about where they saw value in the experience, students consistently mentioned both the experience of figuring out how to work effectively as a team, and the opportunity to leverage and learn from outside experts. Congratulations are due to all of the teams involved in the project. Thanks are also due to their teachers. Nothing interesting happens in a classroom without a teacher willing to say yes. Their willingness to involve their students in an open ended project, coordinate student participation in project events, and help their colleagues at other schools with ideas on how to manage project teams is the key ingredient in efforts like this. Zoo Train Schools and Teachers Elmbrook Launch – Ryan Osterberg Golda Meir – Tina Gleason Menomonee Falls – Robert Regent-Smith New Berlin Eisenhower – Devin McKinnon New Berlin West – Bill Trudell Pathways High School – Angelique Byrne/Chris Kjaer St. Joan Antida – Cynthia McLinn/Melissa Peppler St. Thomas More – Emily Pirkl Wauwatosa East – Julibeth Favour West Allis Dottke – Bernie McCarthy
UWM Hosts Zoo Train Design Review
December 18, 2019

This past Friday, UWM’s College of Engineering hosted the conceptual design review for students in this year’s Zoo Train Challenge. Teams from 10 area schools presented their ideas to re-work the coal handling process for the Zoo’s steam locomotives. The Zoo’s current process has train staff manually sift coal into 17 gallon buckets that may weigh 80 to 90 pounds when full. These are then carried over an often slippery, uneven surface where they are staged for use later in the day. When the train stops at the depot to take on passengers, the train crew will hoist and dump these bucket’s into the train’s coal bin, which is close to four feet above ground level. The train team is also concerned with the deteriorating condition of the coal bin and a retaining wall against which coal ash and fines are stored prior to removal. New Berlin Eisenhower students present their design concepts. (UWM Photo/Elora Hennessey) At this point in the process, most teams focused on the design of a new coal bin that could keep the coal sheltered from rain, and automating or augmenting the process of sifting and loading coal. Teams presented their designs to review panels that included zoo train operators, staff from We Energies coal handing facility, students and faculty from industrial engineering programs at UWM and MSOE, and engineers with GZA Environmental and Komatsu. Following each presentation, teams responded to questions and feedback from both panelists and peers from other teams. Both panelists and students in the audience for other presentations also provide written feedback for each team. Golda Meir students provide feedback on presentation by their peers . (UWM Photo/Elora Hennessey) Students will use the feedback and ideas they gained from this session to finalize their designs. The final design review for the project will be hosted by MSOE at the end of April. Nothing interesting happens in a classroom without a teacher willing to say yes, so we are extremely grateful to the teachers who stepped up to get their students involved. Thanks also to all those who helped pull both the project and review session together, and of course, the students who have taken on the challenge! UWM has a brief write-up of the event here: https://uwm.edu/news/gallery/milwaukee-area-students-create-solutions-for-zoo-train/ Zoo train Schools and Teachers Elmbrook Launch – Ryan Osterberg Golda Meir – Tina Gleason Menomonee Falls – Robert Regent-Smith New Berlin Eisenhower – Devin McKinnon New Berlin West – Bill Trudell Pathways High School – Angelique Byrne/Chris Kjaer St. Joan Antida – Cynthia McLinn/Melissa Peppler St. Thomas More – Emily Pirkl Wauwatosa East – Julibeth Favour West Allis Dottke – Bernie McCarthy
MATC Students Put Zoo Train on the Map
October 18, 2019

While MATC students were doing fieldwork to create a survey of the coal handling area for our Zoo Train Challenge, they took the time to shoot some 3D photos. Those images are now available on Google Maps, and give a good look at the site our Zoo Train students are focused on. [raw] [/raw] To view other images in the series, pull up the Zoo on Google Maps, and click the icon of the little person in the lower right corner of your browser
We Energies Hosts Site Tours for Zoo Train Students
October 18, 2019

Over the past two days, We Energies hosted four tours of their coal handling facility in Oak Creek for students in our Zoo Train Challenge. A team of five from We Energies walked students through the procedures they follow to safely store and move coal from when it arrives by train to when it is used in the power plant. On their tour of the facility, students were able to see the equipment and systems in use. What students learned about how to manage coal on a very large scale, they will now bring to bear as they think through how to revise the coal handling process at the Zoo.
Zoo Train Challenge for 2019-2020 Kick-Off
October 2, 2019

This year 140 students from 11 area schools will participate in our Zoo Train Challenge– redesign the coal handling process used for the Zoo’s steam locomotives. At yesterday’s kick-off event, students had a chance to visit the site, see what it’s like to lift a bushel bucket of coal, and meet their peers from other schools. Before we went into a Q & A session, we sat students at tables where they got to know peers from other schools and worked together to identify the questions they wanted to see answered at the session. That process was led by Dr. David Howell from MSOE, who brought along 13 MSOE student volunteers to help facilitate the work at each table. While students went through that work, teachers and industry advisers had a chance to meet and talk through how they will run the project in their classrooms. Two New Berlin students from last year’s challenge joined us for the event– one, who went to the school board for permission to retake the engineering class so she could participate this year, and a second who is now at MSOE, and came along to help.

Have Stuff, Need Stuff?
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Collab Lab 16: Recap & Notes
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Laying the groundwork for Forensic Illustration
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Makerspace Challenge: Pitch Night
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Makerspace Challenge: Honing in on a solution
April 12, 2017

Great progress over the past week as our team has honed in on a pretty interesting up-cycling model. Last night …

Design Thinking Workshop at Briggs & Stratton

2024-25 Collab Labs

Collab Lab 65: Beyond Skills – Building Capabilities

Collab Lab 66: Engaging Families

Collab Lab 67: Connecting to Community

Collab Lab 68: Making Progress in a Turbulent System

Collab Lab 69: Celebrate & Re/Connect