UWM

Collab Lab 73 Recap & Notes

Pete Reynolds Blog, Collab Labs , , , , ,

Last week’s Collab Lab brought together the folks who coordinate and support experiential learning at UWM, Marquette, MSOE, MIAD, and MATC together for a discussion focused on how we might connect experiential learning opportunities in higher-ed to those in K-12 with benefits to all sides.

Goals

We began the discussion but asking what we hope experiential learning can offer to students as well as educators, in higher-ed, or within K-12. While the group called out a few direct impacts– public service, skill development, exposure to new environments, the opportunity to make connections to material presented in the classroom, it was what might happen that seemed to offer a greater spark. The greatest value in experiential learning may come from the unanticipated impact, a passion is ignited in a student that sends them on an unforeseen journey, they gain insight into and empathy for the lives of others, they feel empowered to set a course for their own lives.

More goals came out, even as the discussion moved on, in particular, that experiential learning opportunities could help pave a path of success, a livable wage, and meaningful work.

Capabilities

Our next point of discussion focused on the capabilities and opportunities that higher-ed and K-12 can bring to support experiential learning.  It’s a long list.

Context

  • Sense of belonging
  • Uniqueness of experience
  • Opportunity to explore cultural interests
  • Opportunity to co-develop learning experiences with educator, student, mentor, partner

Resources/Facilities

  • Network connections
    • mentors
    • community resources
    • business/industry partners
    • Alumni
  • Career information
  • K-12 educators within Museums
  • Offices of community engagement within higher-ed
  • Models of successful programs
    • MKE Roots
  • Labs/equipment not available in K-12 schools

Structure/Process

  • Opportunities to connect to community and employment
  • Best practices:
    • Self reflection
    • use of artifacts as evidence of learning
    • intake models to assess knowledge and skills
    • assessment models
  • Dual Enrollment
  • MPS Learning Journeys program
  • Service learning programs/requirements
  • Credential stacking
  • Internships
  • Diversity funds
  • Centers to connect college students with businesses
    • MIAD Innovation Center
    • UWM Center for Student Experience & Talent
    • MSOE Create Institute

As participants talked through this point, they also made note of what they would like to see put in place to support experiential learning, including:

  • Having a passionate advocate or champion for a project in the community that can draw the attention and support of those who might create experiential learning opportunities to further the work.
  • Look for ways to get employers involved, build relationships that that can lead to internship and employment opportunities.
  • Look for what is in place already that can be brought to K-12
  • Take time to find where the gaps are and work to address them
  • Make the work intentional– ask those you are working for what they want and need
  • Create opportunities within these experiences to learn bout careers
  • Build and extend relationships
  • Localization of education/jobs & pathways

What gets in the way

While the capabilities and possibilities are many, there are always barriers. 

Discovery

The ability to:

  • find the right partners, where collaboration is mutually beneficial and builds value for both sides
  • see the value in partnership with K-12, particularly for industry partners
  • be aware of possibilities

Friction

  • Fatigue on teachers, companies, nonprofits to take on new work or engage for the duration
  • Staff turnover
  • Time required for planning vs doing
  • Culture of institutions to deal with disruptive rather than incremental change
  • Training required for partners and mentors
  • Development level of students matched to opportunity for growth
    • social emotional skills
    • soft skills
  • Pressures for academic success
  • Institutional gatekeeping of knowledge and relationships
  • Transportation for students
  • Misalignment of academic calendars
  • Misalignment of K-12 hours with availability of college students
  • Lack of training for community partners to collaborate effectively with students
  • Process and paperwork
    • background checks
  • Focus on test results/scores/metrics
  • Long time horizons and relationships needed to make progress
  • Demographic/generational chasms

Roadblocks

  • Priorities of institution or district
  • Schools’ idea of their role and work, and the role of the educator limits ideas and new approaches
  • Structure of school system for faculty to build relationships with the community/time to engage higher-ed, companies, local business.
  • Lack of capacity
    • staff,
    • time,
    • money
  • Lack of courage to try/mind set & culture
  • Lack of systems for K-12/Higher-ed collaboration within smaller firms/organizations 
  • Ability to get management buy-in
  • Misalignment of investment in capital rather than talent pipeline
  • Curriculum does not allow space
  • Budget constraints/pressures
  • Inflexible structures
  • Both levels are under attack in terms of
    • money
    • content
    • freedoms
    • how to deal with AI
  • Lack of trust
  • Inadequate infrastructure to support collaboration with minimal friction
  • Institutional rigidity/inability to adapt to change

 

Opportunities

Never wanting to end on a note of despair, we wrapped up the discussion by asking each table to pick a single issue and offer a suggestion for how it might be addressed. Bonus points for identifying an action someone could take this week to get things moving.

Group 1

Issue: Getting the opportunity just to explore and and experience

Change needed: Stepping of of the rigidity to embrace things that are invaluable, but de-valued

Goals: Let students just be and explore without concern that there is a specific standard to be met

Who needs to be involved: Sandra @ Greenfield has the freedom and transportation to get a group of students off campus; Students have a portfolio project to do as a graduation requirement; Marisa Riepenhoff from the Milwaukee Art Museum can offer a MAM behind the scenes program for Sandra’s students

Where to start: An email to set it up! [5 bonus points awarded]

Group 2

Issue: Within K-12, a lack of curiosity (play, passion, exploration) that links to career (purpose, exploration, thrivable way,  stacked credentials, mentorship)

Change needed: Fun & engaging educators, identify opportunities for play within industry, classroom is everywhere, instructor is everyone teachers are evaluated on the hope & joy youth/students experience not just standardized testing.

Goals: Get everyone on the same page  with a mission purpose, culture to increase hope and joy

Who needs to be involved: classroom and community, industry (professionals & mentors); youth decision making & expression; evaluators, practitioners, administrators

Where to start: Case study: Strengthen relationship between  classroom & community; inject curiosity into early education, insert purpose & joy within shadowing, apprenticeships, hands on learning. 

Group 3

Issue: Transportation for entry points– students & corporate partners.

Change needed: Bring the outside in– for the right age group

Goals: Authentic experiences

Who needs to be involved: Mentors, students, corporate partners

Where to start: Virtual options/ride sharing

Group 4

Issue: The system itself

Change needed: break the tradition

Goals: Stronger collaboration

Who needs to be involved: A risk taker/change agent

Where to start: Show up and Follow up!

Group 5

Issue: How to educate the community on the value of project based learning

Change needed: Greater appreciation for the value of project based learning

Goal: Hit enrollment target for Action Research Charter School

Who needs to be involved:  Respected voices who can speak to the value of PBL: business community, higher ed, PBL alum

Where to start: Reach out to the school/alum

Thanks

A big thanks to the MSOE STEM Center for hosting us, and to all of our featured participants:

Natalie Villegas — Director, MSOE’s CREATE Institute
Kelsey Otero — Sr. Director of Community Engagement, Marquette University
Kristin Steinbach Holtz — Experiential Learning Manager, MIAD
Josephine Gómez — Dean of Community Education & Strategic Engagement, MATC
Ben Trager — Director of Community Engagement and Experiential Learning, UWM’s Center for Student Experience & Talent

Collab Lab 65: Recap & Notes

Pete Reynolds Blog, Collab Labs , , ,

Capacity Building as an Outreach Strategy

The Freshwater Collaborative  of Wisconsin’s mission to advance freshwater education and research relies on attracting and developing talented individuals who are passionate about water science. The conventional approach to community outreach is traditionally focused on the delivery of programming — offering experiences or content to K-12 teachers and students through curriculum, site visits, summer camps, or other activities.

We worked with the Freshwater Collaborative to use our December Collab to explore a different approach. We view teachers, students, and schools not simply as recipients of programming, but as potential partners that can support and extend the work of Freshwater Collaborative members. This model empowers K-12 schools to become active partners in research and education, creating experiential learning opportunities that benefit both students and researchers.

To provide a concrete basis from which to explore this approach to engagement, we framed the discussion around a budding collaboration between Dr. Ashley Lemke, an underwater archeologist working out of UWM’s School of Freshwater Sciences, and Peter Graven, a middle school science and high school robotics teacher from St. Francis. Over the past several years, his students have developed underwater ROV’s of increasing sophistication. The immediate opportunity is to deploy an ROV in service of Dr. Lemke’s research. The bigger vision is to develop additional capabilities at St. Francis and other schools to serve the specific needs of FCW researchers and its partners.

Discussion

The set-up for our discussion centered on a single faculty member working with an individual teacher on a specific project. What came out of that was a number of insights about how and where those efforts could catalyze opportunities for other K-12 teachers and schools, as well as faculty pursuing other research interests.

We split the attendees into four discussion groups, each focused on a different capacity needed to allow a K-12 school, to support research efforts of Dr. Lemke. These included:

  • An ability to engineer, prototype, and test components
  • An ability to collect images, data, water, and sediment samples
  • An ability to provide ongoing monitoring of conditions
  • An ability to document findings, tell, and share a story

A fifth set of needed abilities we had not planned to introduce as part of the discussion, was nonetheless covered as part of a broader conversation between discussion groups:

  • An ability to deploy, operate, and maintain an ROV

The discussion which followed covered opportunities to directly engage students, the importance of cultivating a sense of wonder, and the importance of soft skills — the ability of students to work effectively as a team to take on any of these challenges.

Across the participants we saw interest and excitement around:

  • The types of collaboration that might ensue
  • What K-12 students might gain from the experience
  • What individual participants or organizations might be able to do to support the efforts of Dr. Lemke and Mr. Graven directly, or to support FCW/K-12 collaboration in another area.

Given the discussion at the Collab Lab and follow-up conversations we see six areas to build upon to validate and scale the approach we’ve suggested, starting in the spring 2025 semester.

  • Facilitate the work of Dr. Lemke and Mr. Graven
  • Share that story as it evolves
  • Identify opportunities for other schools to support this effort
  • Identify additional opportunities for collaboration
  • Recruit participation from additional K-12 schools
  • Understand and document what has enabled this initial collaboration and a path forward to extend the depth and reach of these efforts

Notes From Initial Brainstorming

Ability to engineer prototype and test components

  • Teachers need to have a framework/plan to structure students’ learning experiences to develop their design & making skills
  • Teachers need to be able to and actually model failure & Learning so that students know what it looks like and what it produces
  • Students need self awareness & self management skills to monitor and adjust their emotions to persist and create
  • Students need to have practices or skills to stretch their thinking and ideate broadly so their ideas break new ground
  • Students need to be able to sketch/model their ideas so they can discuss and make
  • Students need to have clarity about the connection between the design and real world application so they can test effectively
  • Students need to have multiple experiences of the make-test-revise cycle and feel a sense of accomplishment and to believe there is value in failure
  • Students need to be able to see their efforts and failure as a part of a lifelong learning journey so they persist and learn
  • Students need to be able to let go of their ideas and take an adversarial approach to find flaws so they can go farther faster
  • Students need to develop an appreciation for the discomfort that comes from presenting their ideas, getting, feedback, being wrong, and being uncertain so they remain open to growth
  • All parties deal with failure — playing it safe leads to not enough prototyping


Ability to collect images, data, water, and sediment samples

  • Modular construction for multiple purposes — right tool for the tasks
  • Generalized tool vs specific tasks
  • Photography
  • Lighting
  • High quality camera
  • Shutter speed
  • Video vs photos
  • Coring
  • Water Samples
  • Sterility, DNA,
  • Grabber hand for artifacts
  • Mapping
  • Endless types of data (interdisciplinarity) to collect. Explore & let the science happen– don’t lock yourself in too soon
  • Underwater mechanics important to take into account
  • Streamlined
  • Multi-perspective
  • balanced/shifting balance
  • Transform something that works on land to something that works underwater
  • Research & Art
  • Videography – stabilization of film (See film all too clear film)
  • Need to know where you are
  • explore/make questions
  • Underwater special challenges
  • Design thinking
  • Project management
  • Give up control
  • Deal with failure
  • Visual thinking
  • Resilience


Ability to provide ongoing monitoring

  • A Reason Why
  • Creativity – draw from other disciplines
  • Story purpose
  • Community
  • Contributing (leads to story)
  • Reasons to do it in a certain way — e.g. being scientific
  • Model scenarios for winter tests
  • simulations
  • Drill through pond ice (winter strategy to get out on smaller lakes)
  • Big challenge is precise location
  • Get practice in an accessible way –virtual simulations, small scale trials
  • Data logging
  • System for submitting and maintaining data
  • Decentralized
  • out of silo
  • People doing a part of a bigger, longer term effort
  • Possibly revolving group with new comers
  • Internal story telling to bring in new participants
  • Data logging – consistent methods
  • What story are we trying to tell?
  • Knowing who the community is
  • Virtual training/accessibility


Ability to document findings, tell and share a story

  • Wonderment
  • Speak/voice
  • Listen
  • Kids speak
  • Share a story — kids, teachers, families
  • Kids — visual communication/posters/art
  • Cyclical feedback/revision
  • 37 sec reels [how things work]
  • Local pride/trust
  • clubs


Ability to operate an ROV

  • Put in
  • Take out
  • Know where I am
  • Know what I’m seeing
  • Maneuver reliably
  • Maintain it
  • Clean
  • Repair
  • Train other operators
  • Make use of a test environment to improve skills

A special thanks to our featured guests,

Peter Graven — Science & Robotics, St Francis School District

Marissa Jablonski – Executive Director, Freshwater Collaborative of Wisconsin

Ashley Lemke — Associate Professor – Anthropology, UW Milwaukee

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 66: Engaging Families Thursday February 13th, 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.

Collab Lab 63: Recap & Notes

Pete Reynolds Blog, Collab Labs , ,

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:

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

UWM Architecture Students Supporting 25 Teachers in 17 Schools

Pete Reynolds Blog, Experiments , , ,

We’re in our second year of a working with Arijit Sen’s Architecture & Human Behavior class (Arch 302)  at UWM. In collaboration with UWM’s Center for Student Experience & Talent (SET), we’ve placed the 150+ Arch 302 students in service learning roles with 25 teachers in 17 area schools, and with us. The focus of students’ work for Arch 302 is the design of learning spaces, and the 1-2 hours per week they each spend to support teachers and students serves as a field experience and preparation for their design challenge. Over the course of the semester, In teams of 2-3, Arch 302 students will develop design proposals to better address the needs of teachers, students, and staff who use the classrooms Arch 302 students are supporting.  At five of those schools, teams are supporting teachers and students who have take on a parallel design challenge at their school. The two teams placed with us are focused on the room we use for most of our Collab Labs at MSOE’s STEM Center. 

The framework we have in place for this effort creates wins all around– a richer experience for Arch 302 students, classroom support for teachers and schools, and exposure to new ways schools might look at the learning spaces they offer. Beyond all of that, given the number of Arch 302 students involved, roughly 2,500 K-12 students most of whom are in majority minority schools with high percentages of students from economically disadvantaged backgrounds, have weekly exposure to a young person pursuing the field. For an industry with a shocking lack of diversity, this is a big step in building a pipeline of talent that looks a lot more like Milwaukee.

This collaboration was made possible because Professor Sen had a vision for what it could mean for his students, SET had processes in place to match UWM students to placement opportunities, and we’ve built up a big enough network of schools and teachers that we could find placements for everyone in such a large class. We’re continuing to explore how we can continue to sustain and leverage this model. if you’d like to get involved, let us know.

 

 

 

 

UWM School of Architecture Hosts Golda Meir Students

Pete Reynolds Blog ,

On Monday UWM’s School of Architecture (SARUP) hosted more than 40 middle and high school students from Golda Meir who are participating in our learning space design challenge. Members of UWM’s AIA student chapter led students on a tour of the building and supported Golda students in a hands on design challenge facilitated by Linda Keane from Next.cc

The session gave students a chance to think through some of the changes they might explore for learning spaces at Golda as well as a view into the work of SARUP students. Over the course of the spring semester Golda students will have the regular support of SARUP students in their classroom as they work through their designs. SARUP students enrolled in Arch 302 (Human Factors) will offer their time in a service learning role to gain a first hand look at how learning spaces function in preparation for the designs they will develop for the schools they serve.

Coal Handling Virtual Design Review

Pete Reynolds Blog, Zoo Train , ,

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 Occupational Ergonomics Sessions for Zoo Train Students

Pete Reynolds Zoo Train

Students from seven area high schools met a UWM yesterday for a session on occupational ergonomics lead by Madiha Saeed Ahmed from UWM’s College of Engineering. The students are part of this year’s Zoo Train Engineering Challenge, will is focused on improving the coal handling process for the Zoo’s steam locomotives.

The current process is to manually sift coal into buckets which can weigh 90 pounds when full. These are carried down an uneven walkway along the tracks where they are staged until needed. When the train staff need to re-load coal for the train, the buckets are dumped into the train’s tender, through an opening that is close to four feet off the ground. Needless to say, plenty of issues to look at.

UWM Hosts Construction Drawing Workshop

Pete Reynolds Zoo Train

Over the past two weeks. with support from Building2Learn, UWM hosted a construction drawing workshop where students from five area schools learned how to use Revit to model the new water tower design for the Zoo. The class was led by Jian Zhao, an Associate Professor of Civil Engineering. 10 Students from Bay View, Brown Deer, Carmen, Messmer and Obama high schools participated in the two week program, mixing work with Revit with visits to the UWM’s engineering labs and makerspace.

Prior to the workshop, Justin Spaeth offered students a half day crash course on Revit to ensure they could hit the ground running at UWM. The process Professor Zhao led students through, starting from scratch on the model each day, allowed them to rapidly learn how to use effectively use the tool. Early the second week, I found students talking through the advantages of modeling one component as a beam vs a column. by the end of the session, most were able to model the entire tower in about two hours.

The support from Building2Learn included help with transportation and a stipend for students. Next step — map out the fabrication process!

UWM Hosts Zoo Train students, lets them break things

Pete Reynolds Initiatives, Zoo Train ,

On Thursday UWM’s College of Engineering and Applied Sciences hosted the first of three sessions for students in our Zoo Train challenge.  We met in the College’s new maker space where students from Franklin High School used short lengths of lath to assemble beams of various configurations.  With these in hand, students went from there to the structural testing lab where UWM faculty had students estimate the maximum load their beam design could support.  Each design was tested to the point of failure.

 

For round two, students went back to the maker space to design and assemble a five foot high tower from angle irons.  That tower was put under load in a different device to measure deflection.  The maximum load there was capped at twice the load the Zoo’s water tower needs to support.

UWM will host two more sessions to accomodate students from other schools. Thanks to the UWM team who made this happen: Chris Beimborn, Andrew Dressel, and Rahim Reshadi, and Avie Judes.

 

Collab Lab 24 Recap

Pete Reynolds Blog, Collab Labs , , , , , , ,

Maps as a Point of Engagement

The idea for session came out of conversations we had last summer with Donna Genzmer and Kate Madison faculty members at UWM.  Kate and Donna run UWM’s  Power of Data Teacher Workshops. The Power of Data (POD) Project offers a 35 hour professional development program in mid-June that helps secondary teachers enhance existing lessons with Geospatial Inquiry.  Through NSF funding the program is both free for teachers and offers a stipend to participants.  We thought it would be useful to offer teachers interested in exploring how to leverage maps/Geographic Information Systems (GIS) tools a chance to explore some ideas, and connect with resources early in the year so they might better be able to leverage the PODs training.

Milwaukee has a wealth of GIS talent at area universities, industries, and non-profits.  Our featured participants brought a broad range of expertise and practical knowledge in the use of GIS/spatial data analysis across a variety of domains.  We structured the session to allow participants to share their interests in exposing students to spatial data, explore ideas for potential projects, and solicit advice for how to make that happen.

That covered some pretty broad territory:

  • Neighborhood asset mapping
  • Macro economic data to map micro space
  • Conservation/spatial learning re Zoo animals
  • Connections to Math (social justice)
  • Viable composting sites
  • Linking environmental issues through maps
  • Past/present/future of place
  • Location of “good” landlords/housing
  • Location of bird houses
  • Parent pickup
  • Crime geography/address social justice
  • Locations for mobile maker space visits
  • Place of residence w/respect to school
  • Invasive/native plant distribution
  • Land and resource usemap
  • Suburban/urban agriculture
  • Watershed education
  • Green infrastructure
  • Food deserts
  • Location for community gardens
  • Data visualization
  • Develop GIS Apps w/IT/GIS skills
  • Freshwater connections
  • Connect people to water resources
  • Rainwater flow
  • Safety
  • Waste stream
  • Climate
  • Location of Companies

 

Upcoming workshops:

Milwaukee Community Map

Tuesday February 19th
4:30 to 5:30 PM
Arts@Large – 908 S. 5th Street, Milwaukee
details 

PODS Workshops

UWM POD Workshop #1
June 3 — 7, 2019, UWM Library

UWM POD Workshop #2
June 17 — 21, 2019, UWM Library

details

Thanks again to The Commons for providing the space and to Marvin and our featured participants for the experience and insight they brought to the discussion:

Emily Champagne – GIS Supervisor, Milwaukee Metropolitan Sewerage District (MMSD)
Donna Genzmer, GISP – Director, Cartography & GIS Center, University of Wisconsin-Milwaukee
Auriana Gilliland-Lloyd – Conservation Assistant, Bonobo & Congo Biodiversity Initiative, Zoological Society of Milwaukee
Lawrence Hoffman – GIS Program Manager, Groundwork Milwaukee
Beth Haskovec – Program Officer, LISC Milwaukee
Kate Madison – Policy Analyst, UWM’s Center for Economic Development
Dr. Aleksandra Snowden Ph.D. – Assistant Professor Social & Cultural Sciences, Marquette University
Michael Timm – Reflo/Milwaukee Community Map

2025-26 Collab Labs

View Calendar
Skip to content
Verified by MonsterInsights