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February 2022

Collab Lab 45: The student experience on real world projects

Thursday February 10 @ 5:30 pm - 8:30 pm

We Engergies STEM Center at MSOE, 1444 N Water St
Milwaukee, WI 53202 United States + Google Map

What do we want students to get out of real world projects? Engaging students in real world projects creates opportunities to connect with students' passions, build connections to the broader community, and for students to see that they can have an impact on their community. What do you want students to get out of these experiences? What needs to be in place to make that happen? This is your chance to share your experiences and ideas with educators and community…

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March 2022

Collab Lab 46: Connecting Projects Across Grade Levels

Thursday March 10 @ 5:30 pm - 8:30 pm

We Engergies STEM Center at MSOE, 1444 N Water St
Milwaukee, WI 53202 United States + Google Map

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April 2022

Collab Lab 47: The Fellows Experience – What We’ve Learned

Thursday April 14 @ 5:30 pm - 8:30 pm

We Engergies STEM Center at MSOE, 1444 N Water St
Milwaukee, WI 53202 United States + Google Map

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May 2022

Collab Lab 48: Re/Connect

Thursday May 12 @ 5:30 pm - 8:30 pm

We Engergies STEM Center at MSOE, 1444 N Water St
Milwaukee, WI 53202 United States + Google Map

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Thu 10

Collab Lab 45: The student experience on real world projects

Thursday February 10 @ 5:30 pm - 8:30 pm

Thu 10

Collab Lab 46: Connecting Projects Across Grade Levels

Thursday March 10 @ 5:30 pm - 8:30 pm

Thu 14

Collab Lab 47: The Fellows Experience – What We’ve Learned

Thursday April 14 @ 5:30 pm - 8:30 pm

Thu 12

Collab Lab 48: Re/Connect

Thursday May 12 @ 5:30 pm - 8:30 pm

Thu 10

Collab Lab 45: The student experience on real world projects

Thursday February 10 @ 5:30 pm - 8:30 pm

Thu 10

Collab Lab 46: Connecting Projects Across Grade Levels

Thursday March 10 @ 5:30 pm - 8:30 pm

Thu 14

Collab Lab 47: The Fellows Experience – What We’ve Learned

Thursday April 14 @ 5:30 pm - 8:30 pm

Thu 12

Collab Lab 48: Re/Connect

Thursday May 12 @ 5:30 pm - 8:30 pm

Working with Community Partners for student success – Recap & Notes
January 20, 2022

How can organizations and educators effectively collaborate for greater student success? Our December Collab Lab conversations explored the benefits, needs and hurdles of collaboration on student learning experiences. One of the major hurdles for teachers to be able to create truly engaging real world experiences with students is the challenge of involving the appropriate outside expertise at the appropriate time in a student’s project. And if the student is encouraged to determine when that additional expertise would be helpful, things get even more messy. But since we all recognize the value of bringing in that outside perspective, what are some (proven) approaches that teachers could adopt as they venture in the world of student driven learning experiences? Our December 2021 Collab Lab (what’s a Collab Lab?) provided an opportunity to explore how we might leverage outside resources and begin establishing relationships to shift the use of ‘mentors’ from a 30 minute ‘song and dance’ to a meaningful semester long mentor relationship that draws out the best in each student? After taking some time to to explore the participant’s own experience with collaboration, either as an educator or as a community partner, we asked the starting question to some great conversations: How can we create the circumstance for effective collaboration amongst teachers and (supportive individuals at) community organizations? Common themes highlighted by all groups were: Communication, including feedback, is a major factor in successful collaboration when it comes to blending learning inside and outside the classroom; Commitment to the relationship and a plan for ongoing involvement; Flexibility of participation on a week by week basis (‘school’ is a messy workplace); Clarity around who is available as a partner and what kind of input and commitment is offered; Nothing too stunning, and in fact these are core aspects of any successful and sustaining collaboration in the business world and public-private partnerships. What is unique is that these conversations provided an opportunity for educators and community members in non-profit and corporate settings to hear from each other what makes (common) sense to pursue if we are serious about working together for the greater benefit of the students in Milwaukee. What makes this more challenging? The complex environment we’ve created that we call ‘school’. This list is not claiming to be complete, but it does provide several worthwhile entry points for further exploration if we want to come together in an (STEM) ecosystem to gradually implement the type of learning that we know 21st century students need exposure to if we want to develop the talent our communities are in desperate need of. A great starting point for further exploration of ‘what’s possible’! Interested in this type of conversation and being part of creating the shift in education we need? Join our Collaborative Learning Community ‘inspirEd’ and become part of creating the future of education. What should effective partnerships offer teacher, students and partners? Here is what the attendees uncovered: Teachers Partners Students setting expectations of what’s possible setting expectations of what’s possible continuous learning made possible involving partners enriches the curriculum enables partner to better meet funder standards getting out of the classroom in a meaningful way It addresses the need for funds for activities (and PD) offer culturally responsive practices opportunity for hands on activities, leading to exposure to careers having a list of partners to pull from exposure for educators and students stimulating creativity and curiosity Receive feedback from partner receive feedback from educators active engagement in the learning: “I wonder….?” continuity & longitudinal experiences flexibility to work with school/grade needs accountability to learning outcomes sustaining relationships through transitions plan of action for building ongoing relationships more than one-time experiences willingness to try Connect with the greater community – schools, families open-ended-ness of learning and exploring pre-planning events open, collaborative communication engagement with people and community ideas for what to include in teaching through learning experiences who are the partners and when are they available? opportunity to explore the Why? community involvement in learning experiences clear idea of the goal of partnering with teachers STEM and business careers exposure sharing experience with ‘being involved’ sharing experience with ‘being involved’ sharing experience with ‘being involved’ exposure to work, careers, etc. exposure needs and challenge of teaching exposure to mentors, work and concepts meaningful volunteer opportunities builds hope and ability to dream about their place in the community hearing from others what an organization might do for the community talent recruiting What is needed to develop an effective collaboration for student success? There are a lot of good intentions among those early to recognize that collaboration with teachers in real world focused student projects present great benefit and opportunity. But how do we practically get to a place where we can start realizing those benefits? The attendees have the following suggestions: Teacher Partner Student access to partners access to teachers Access to mentors ‘from the real world’ budget available budget for interaction at middle/high school level learning takes time curriculum alignment available time to volunteer training available time to devote experience with mentoring (middle school) students set behavior goals (accountability) Training (pbl, technology, management) individual commitment to engage for the duration of a student project how to drive their full engagement management support administration/upper management support and involvement commitment to learn transportation and other logistical resources time co-teaching commitment to support alignment to learning standards alignment to learning standards motivation a coordinators cross curricular / interdisciplinary activities energy growth mindset growth mindset set of goals for collaboration patience class visits a list of ‘what’s possible’ willingness to take risks Patience growth mindset What gets in the way of successful collaboration ? We all can imagine the sorts of things that get in the way of teachers doing their best teaching and community partners staying committed over time. What stood out for me was A lack of advocating for the benefits of hands-on learning experiences through …
Collab Lab 43: Prototyping with K-12 students – Recap & Notes
November 15, 2021

How should we introduce modern prototyping with K-12 students? We’ve heard from engineering instructors in both K-12 and higher-ed that students too often focus on “getting the right solution”. This leaves the students reluctant to experiment with alternative concepts that may not pan out. This ‘solution focus’ also leads to disengagement from the problem– students seek what they perceive to be the safest path to the “correct” solution, and fail to devote the time and energy to build a deep understanding of the problem at hand. Our November 2021 Collab Lab provided an opportunity to explore how we might leverage prototyping and testing to shift students’ focus from perfecting a solution to perfecting their understanding of the problem (and how it might be solved). The Student experience After exploring the participants’ own experience with when something that didn’t go as expected and the assumptions behind that, we asked “How/where can we give students the opportunity to recognize and test the assumptions behind their design decisions? Here’s what we heard What they need Problem solving skills Opportunities for voice/sharing How to work effectively within a team Learning styles Shared responsibilities Space needed Get out of the building Natural connections Real world application To know the “why” behind the challenge A purpose/project that can grow with them they can carry on their work on the issue as they advance in school Multiple Paths Varied timelines Varied instructions Safe environment for hands-on experimentation Models and examples for inspiration Education on both content and process Comfort with design thinking process Empathy Design Ideate Prototype/Test Iterate The opportunity to test understanding/assumptions throughout that process– in particular at the earliest stage– their understanding of the problem. When should this happen Teachers following the school or district’s curriculum to ensure that essential concepts and topics are introduced during the school year. This leaves them little time to deviate from the main path. Knowing this, the teachers identified 4 opportunities to introduce these concepts to students. Continuous, at every step of learning Integrated into lessons during the school year After school programs During student exchanges Adjustments we can make How and where are the opportunities to experiment so you as a teacher can gain experience. Here are the variety of options our attendees developed to could consider trying: Integrate STEAM into all lessons Participation in competitions State science fair, etc. Pride in school/team Invite former students back as mentors Revised grading system Evaluate students on process, re-work, soft skills Student self-assessment Peer reviews Frequent check-ins Evaluation of the process Explain relevance Wonder (genius time) Develop an iterative mindset For more information… New Milwaukee initiative We were delighted to have Katie Schober from STEAM Milwaukee share some of the materials available through the organization’s Lend A Lab Program host a pop-up pre-session. For more information on that program, reach out to Katie at [email protected] Engineering life Will Gorecki has documented his adventures building a jet suit and has captured a few life lessons on his blog. Design Thinking Design thinking came up at several points in the conversation. The Stanford D School has a handy primer on the subject here. As the session wrapped up Dr. Shalamova stressed that while the design thinking process typically places prototyping and testing after ideation, the most critical assumption to test is that one actually understands what the problem is. This means looking for ways to validate that understanding before students start looking at potential ways a problem might be solved. Michael Hohl has a great piece on the value of prototyping early and often here. Help Milwaukee students with their Water Stories project Our Learn Deep Fellows are currently working on ‘Our Water, Our Stories’ projects with their students. Theresa Johnson mentioned that as part of the water projects at Wedgewood Middle School (MPS) students in Advanced Science are collecting data about water availability and cleanliness. They hope to understand the issues that impact Milwaukee in regards to water and to develop a sustainable way to improve the issues. The students have produced a survey to understand community member perspective on clean water availability. They invite you and your friends and neighbors to participate by filling out their survey here. …… Continue the conversation on inspirEd. Thanks again to MSOE’s STEM Center for hosting Collab Labs this season and to our featured participants for the experience and insight they brought to the discussion: Ian Corrao, Michael Klug, Brandon Bakken — Northwestern Mutual Will Gorecki— Milwaukee Tool Dr. Nadya Shalamova— MSOE
Collab Labs Return for Season Six!
September 1, 2021

Season six of our Collab Lab Series kicks off on October 14th. This year we’ll be back in-person at a new location– MSOE’s STEM Center. The center was host to our STEM Studio sessions with the Learn Deep Fellows in August. The ample whiteboard space and standing tables of the Center’s Lab work well for collaborative efforts, and on-street parking should be much simpler. Collab Lab 42, our first session of the season will focus on the series of water related projects the Learn Deep Fellows developed over the course of the STEM Studio sessions that they will run over the course of the 2021-22 school year. Subsequent sessions will provide further occasions to explore with the Fellows the challenges and opportunities that come with engaging students in hands-on collaborative work focused on real-world challenges. November – Prototyping/testing ideasDecember – Working with community partnersFebruary – Student experienceMarch – Connecting projects across grade levelsApril – Fellows experience (what have we learned/how do we want to adjust)May – Welcome Cohort II Collab Labs will run from 5:30 to 8:00 pm on the 2nd Thursday of each month from October to May, with the exception of January. They are free to attend, but space is limited, so we’ll ask you to register ahead of time. We’ll be following MSOE’s Covid protocols for on campus meetings. At this point, that includes masks for all attendees, regardless of vaccination status. As that policy changes, we’ll provide updated information in the details for each session.
Collab Lab 35: Recap & Notes
October 13, 2020

We kicked off our 5th season of Collab Labs on Zoom last week with a discussion focused on what educators were running into in the early weeks of the school year. We started the conversation by asking about what folks are seeing themselves or hearing from other educators: Stakeholder involvement pushes teachers and school leadership to learn fastWhen we lose control, we latch on to what we can control, e.. following the rulesStar testing on Chromebooks without reliable internet/devices does not workIf students aren’t in synchronous session they miss outHow do you reach the students who don’t come back to engage? Students feel they are so far behind that they can’t catch up.teachers are overwhelmed, too many subjects to go deep, how do you check for understanding?One week before start of school, we were told we will be using PBL with our students.Lack of student perseverance – checking out when it gets to be too difficulthow do you replicate observation in the classroom?fear of making mistakes?students go to community centers during the day– how do they help kids when kids have so much work to do. The partners need to understand what is useful to learning.frustrated trying to get content across, frustrated with attendance. Cuts across city & suburban districts.kids at same grade level show up at same daycare, all with different assignments. That prompted some further discussion around getting above a tactical level… we’re still trying to deliver curriculum rather than learning.Rethink what is accountability?how to use tech tools to level the playing field and create empathy among students?how to use synchronous and a-synchronous teaching in a structured way. …and what teachers/schools need to make this work: creating ‘digital citizen culture’ for using technology to learn togetherWhy is presence needed for learning?How do we use tools strategicallyHow does a person demonstrate learning?How does a person demonstrate learning?Lots of time up front how to use tools of virtual platform. We wrapped up with the recognition that post Covid, schools will end up somewhere new: Systems have been cobbled together overtime. Now we are starting fresh. Can we think about how we ought to fix this?Can we create a new framework for learning experiences that gives students a choice of opportunities to pursue?
Collab Lab 32: Recap & Notes
February 18, 2020

Last Thursday’s Collab Lab explored what teacher-centric professional development might look like. We had participants introduce themselves by sharing their best and worst PD experiences. As we listened to those conversations, one thing that stood out was the number of times the physical setting of the PD session came into play– an offsite location offered an opportunity to shift thinking, a session which had teachers sitting on cafeteria benches for two hours conveyed that those planning the session had not considered what the experience would be like for participants. With those experiences as background, the first task for attendees was to inventory what they hope to gain/provide through PD. Those ideas fell into several broad categories: Enthusiasm & Inspiration: Excitement to replicate and extendInspirationEnthusiasmEnhancement of skillsExcitement — I want to leave and keep on working on itExciting change focused, purposeful, sound rationaleTransformationMotivation to do what is best for studentstheir learningtheir retentiontheir personal growthFun, humor, interactiveHow PD looks for females Gain Knowledge Gain Knowledge about specific tech subjects– AI, VR, etc.Learn to engage students in new technologies purposefullySee great pedagogy modeled and be able to practice it Rich contentIncrease knowledge…student relationshipsengaging studentsKnowledge that pertains to me!Chance to learn from everyone in the room [recognize the experience in the room]Develop a different perspective regarding those around usResourcesRealistic or tangible outcomesShare researched based best practicesAccess to new informationKnowledgeCurrent best practicesNew perspectivesAuthentic experiencesActionable skills, knowledge, connections Collaboration A space to collaborate & innovateIdeas surrounding achieving classroom equity at the college and eventually university levelFollow up/accountabilityEngagement through action and collaborationApplicable/relevantProcessing timeOpportunities to reflectGroup of similar professionals forencouragementsupportcommon passionA tribe Connections Connections for studentsAuthentic experiencesExcitement, passion, purposeExposure to other experts, mentors, coachesReal access to tools, tech, mindset of others in an interest areaContacts/networkingFellow, passionate learnersTeacher to teacher PDRespect as a capable adult learnerOpportunities to share my expertiseForm a supportive communityIncrease collaboration among staff on working with studentsGrowing a community of learners. Stretch & dive deep Be forced to struggle and stretchA desire to want more — go deeperStretchDeeper investment in your workStudent PD — if you could learn anything at school what would it be?Domain specific PDBecome better/more effective at what you want to doOpportunities for students to grow, motivate their self in learning Visions of what PD could be With this broad set of goals in hand, we allowed a bit more time for conversation about how one might realize one more of those. From there we asked attendees to pair up and create a vision of what PD that aims to meet some of those goals might look like. Here’s some of what was shared. Implementation of a school wide-initiative Focus One big goal or vision for whole school It is not A lecture Cookie cutter Participants all stakeholders [in strategic teams that make sense] It happens Off site, neutral territory As a 3-5 year plan with set SMART goals and monthly check in intervals I’m able to leverage it Because all other PD is filtered through this vision As a realistic shared vision — teams set goals aligned with vision Community Focus Supporting persistence & community It does not Have a top-down structure Feel contrived Participants A group of people with a shared goal It happens In varied settings, especially getting people out of their everyday environment Settings where everyday pressures are less pressing (leave town?) Includes both structured and unstructured time I’m able to leverage it By having the flexibility to allow good things to happen Let participants lead A specific helpful computer program (one of many) Focused on Benefits & “how tos” of a new program It is not Condescending Just a lecture A one one and done or passing trend It includes for participants Hands on exploration QA, comments, input from participants Brainstorming, how could you use this? Builds enthusiasm Offers + schedule of follow up support for participants at all levels Time for follow up Research based, relevant Of value — time saving/increased effectiveness Team Cohesion Focused on Creating a more collaborative and safe team environment by establishing norms and committing to action It does not Provide space for admiring the problem and creating blame It includes as participants The entire team It happens At a retreat I’m able to leverage it By creating a commitment to change and holding myself accountable for it. Mindful moments Focus Transitions when students enter class. Being present and acknowledging current mental state/capacity for learning. Self compassion, self awareness, self efficacy It does not Have lectures or assignments Mandate the rules of how to apply or engage Participants Teachers/faculty It happens 45-50 minutes initial time of session demonstrating strategies for teachers to learn and practice Follow up email with people who are practicing/to share with others I’m able to leverage it At the end of the session we build an accountability partnership with other session goers. Email each other to check in once a week for three weeks. After that the partnership will re-assess Power of Data – GIS Focus Scientific inquiry using GIS technology Create individual lesson plans Argue from evidence It is not A lecture Participants Educators– formal & informal It happens As active learning over a 35 hour block I’m able to leverage Software Career stories Data collection Varied context Differentiation Focus Differentiation access accountability learner needs, not roll out of programs It does not Disrespect the learner. Rather, it encourages choice, voice of participants Participants Leaders Experts Learners It happens During regular employee hours but can continue after ours or on vacations I’m able to leverage it Online, finding continuous connections, learning, teaching others Us in classroom and in other profession By sharing with colleagues Equity Boot Camp Focus Equity — education & community Misconceptions about race & identity Racial inequality It does not Teach historical wrongs ONLY Focus on people of color ONLY Take it easy Participants Educators Politicians Advocates Naysayers It happens At a ranch over a weekend in August I’m able to leverage this to Tap into people’s desires Immerse people in transformation Take actions …
Collab Lab 31: Recap & Notes
December 17, 2019

Our December Collab Lab focused on student run enterprises. We were interested in the kinds of experiences participants hoped students might gain through participation in a student run enterprise. Our process for the session took a slightly different approach, starting with how we wanted to students to talk about their experience. Our goal was statements that demonstrate a high level of engagement, but are also evocative enough that we could start to imagine how a student run enterprise might foster such an experience. The initial brainstorming process generated a long list of experience statements, including: “I worked really hard because the results really mattered” “This program helped me find my passion.” “The work here is important to me personally.” “I’m glad I can be myself, express my mind freely.” “I got to know myself better.” “I grew as a person.” “It was my favorite class ever.” “I never thought I could do this.” (with pride) “This is my project!” “I chose to stay because of this.” “I was able to make decisions that allowed me to take risks and learn from mistakes to help our business be more successful.” “I learned how to fail.” “There are real consequences for my actions in this enterprises.” “I felt more empowered than ever.” “This experience allowed me to really own my learning and let me take something I am interested in to a level I couldn’t have done without this experience.” “I have a voice and I have value.” “I understand my role.” “I am proud of what exists here.” “I am valuable to this business.” “This experience helped me see how a business could not only help me but help the community.” “The experiences I’ve had make me think about what I can do to help my community.” “This experience allowed me to grow as a student leader and collaborate with others.” “I have a better understanding of money, how it is created, and whether or not it has value.” “I used the skills I acquired to further my knowledge and abilities.” “I remembered doing this activity in class and could apply the technique learned to help myself.” “This helped me learn how to apply my skills in the real world.” “As a person, it made me make better decisions. As a member of my community it made me open my eyes and grow up.” “It helped me figure out what I want to do with my life.” With that list in hand, we asked participants to form small teams to talk through ideas for how a student run enterprise might help students have one or more of those experiences. Our second process change was to have these ideas expressed as “What if we…” questions. We wanted to see if that led to more expansive thinking. Here’s what they came up with: Individuality Initiative We hope students might say… “I learned to fail” “This program helped me find my passion” “I have a voice. I have value.” What if we… created an environment where students weren’t as fearful of failing, but instead were encouraged to learn from their failures ; created a survey or interview process to identify appropriate enterprises and their roles within them; encouraged an education system that catered to helping students find their passion instead of telling them what they should be? Failing with Open Minds We hope students might say… “I learned to fail” “I found my passion” What if we… allowed kids to fail; allowed kids to pursue their passion and explore themselves; sourced innovation from kids? encouraged all to fail of front of an authentic, receptive audience with an open mind while pursuing a curiosity which can become a passion after taking a risk? Sustainable Futures/Business with an Impact We hope students might say… “This experience connects passion to community and allows us to thing about our impact” What if we… challenge them to make a product or service that helps the environment or community; challenges them to create a business or product that reduces their impact on the environment; create a business that would help their specific neighborhood issue? Change Agent We hope students might say… “I feel more empowered than ever” What if … this purpose already means something to me; I am interested to lead; we make the community better? Milwaukee Made We hope students might say… “It was so great to work with other students of all ages and to make money and learn how to be successful in a business.” What if we… break down barriers to students creating a business; we worked with an elementary school, high school, and college to create a store/experience for students to learn from each other to make a real business; raised confidence and creativity through working with college professors and students in collaboration; used the new Marquette space in Schlitz Park to sell the produces of student enterprises and employ high school students to work in the store/paid students for the products they sell; collaborate with Marquette, MATC, Pathways High & Golda Meir to do so? Try – Fail – Reflect (repeat) We hope students might say… “I learned how to fail.” What if we… take time to reflect after failure; normalized failure; push students outside of their comfort zone? Thanks to The Commons for providing the space and to our featured participants for sharing their expertise and ideas: Que El-Amin — Co founder Young Enterprising Society Claire Friona — Co-founder of Agricycle Global Jill Hughes — Senior Business Academy instructor, Menomonee Falls High School Owen Raisch — Associate Director, Student-Run Business Program at Marquette University

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