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Question 1: Yesterday, you went from pitching to a massive room of 40+ people, straight into an intimate 1-on-1 with a Director of Marketing. How did your team have to adjust your energy, communication style, or delivery when shifting from a giant audience to a single industry expert?

Question 2: A judging panel of 40 gives you a broad range of general reactions, while a Director of Marketing looks at your pitch through a business magnifying glass. What was the most eye-opening difference between the feedback you got from the large crowd versus the single expert?

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Question 1: Yesterday, you used the NUF test and dot voting to blend individual renderings into one cohesive team design. What is one element from someone else’s original idea that you are now most excited to see in your final product, and why does it make the project stronger?

Question 2: By the end of the day yesterday, tasks were delegated so everyone could work. In your own words, what is your specific 'mission' today, and how does your piece of the puzzle directly impact the success of the final pitch?

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Each student gave brief elevator pitch of their rendering. After each pitch students then evaluated the elevator pitch along with the rending for is it new, useful, or feasible. After all pitches were completed, students shared their thoughts about how their original opinions changed.

Liv talked about how Grayson's explanation helped her understand what his drawing meant and that she liked the use of individual conference style rooms.

Reagan and many other students mentioned that Brady's design seemed to be the most feasible.

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Question 1: Yesterday was a massive information-gathering mission. Looking back at all the data, interviews, or research you collected, what is the single most important 'golden nugget' of information your team uncovered that will drive your project forward?

Question 2: Good investigators are always willing to change their minds when presented with new evidence. What is one thing you believed to be true before yesterday that your investigation completely proved wrong or complicated?

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Based on the DQ, students had to determine the obvious items that would go in their space, the crazy items, and the breakthrough items.

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Question 1: If yesterday’s entry event was a movie trailer, what genre was it, and what's the title of the movie?

Question 2: In exactly one word, how would you describe the problem we are trying to solve based on what you observed yesterday? (Be ready to explain why!)

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Students were presented the Driving Question: How could we design a school space that can directly support student success.

Students were asked to independently to write down their initial thoughts on what kind of a space came to mind to design.

Reagan talked about being inclusive with the elements so all people can feel comforatable.

Liv talked about designing a conference.

Students were then asked to work as a group to narrow down a specific space they would like to design.

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How could we design a school space that can directly support student success?

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After our NUF discussion students were assigned dot stickers and had to place their 6 votes on elements from the different renderings that they would want in the final prototype.

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Reagan and Liv took over as leaders and helped organize their peers to divide and concur.

Liv and Brady are working on final rendering.

Reagan is working on research on stats and facts to defend why elements are beneficial for student success.

Saveah is looking at cost analysis for their design.

Grayson is working on setting up the slideshow.

Tyson is working on scripting out the process of our camp week.

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Mike input:

How do you see the room being used?

Brady: a room to unwind and relax.

Liv: Fun for clubs to use after school for studying.

Reagan: I could see this space used similar to a concelors office or as a break space.

I wonder why square or circle?

Reagan: I think it is because of the sharp corners.

How do we measure/feel success?

Reagan: If the students felt safe and secure.

Brady: Able to connect with others.

Liv: If you have students with low grades and teacher notices those grades improve. Not just for students that have mental problems. For the entire school.

During the stages slide: talk more about the interview questions and the answers you received. Give more details about specific experiences.

12-15 minute presentation is ideal with 5 minutes for questions (20 min total).

Brady: Library we observed learning targets.

What other ideas did you have that didn't work out?

Liv: we had ideas and voted for final ideas.

Brady pointed out the rule of thirds wall and thought we were all on the same page and realized we were not and were able to narrow it down with a vote to move forward. Talked about adjustments to the rule of thirds that no longer fit with the end result. He showed the mock ups, how they collaborated, and finalized the final designs.

Mr. Lockhart: likes the driving question at the beginning. Wonders if it can be brought it up again throughout the presentation. GMB does 3D renderings so we did as well.

Mike: More detail on the process and execution.

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Students were instructed to complete individual renderings of the final space based on everyone that has been discussed so far.

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Liv: We should have it in real life to point to things

Reagan: Slide after process should be photos of our work

Brady: I like both of these ideas but I think photos in a powerpoint would be more effective.

Liv: My one reservation is that the photos are unclear.

Reagan: We could add images and point to things in the room as well.

Brady: What if we take the best progress papers to have on display, stakeholder map but not the empathy maps. DQ paper not necessary.

Liv: Should we take the interview question paper or add it to the slides?

Students continued with this conversation to finalize their pitch.

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Students did a gallery walk to see each others ideas. Additionally, they discussed things that were interesting, that they wondered about, and what they enjoyed.

Many students complimented Liv's drawing and said that it was inviting and made them feel like they were in the space.

Others pointed out that Reagan's drawing was very unique and they have never seen a space like that in a school.

After the gallery walk students moved into the NUF protocol.

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Students performed a practice pitch in front of a judging panel (Denise, Emma, Laura) and two other teams from the iChallengeUth program.

Denise, Emma, and Laura commented on how well their presentation was and also had several follow up quesions like:

How is the room going to be managed?

Clarification on pricing and budget?

What/Who is GMB?

Who are Alex, Hailey, and Elise?

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Students gave a brief pitch to their peers to explain their renderings.

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A panel from CTC consisting of, Denise, Emma, and Laura provided valuable feedback to students to continue improving their pitch for their final presentation.

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GMB team were instructed to write down their thoughts post feedback from the panel and other student teams.

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Students presented their final pitch to GMB employees in person and via zoom. Parents and staff from the OAISD join. Additionally, students had the opportunity to be filmed during their final presentation.

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How could we design a school space that can directly support student success?

Students have shown an understanding to the driving question by designing a school space that incorporates the success criteria provided by GMB. Additionally, students have been mindful about making this an inclusive space that everyone can benefit from.

Reagan: Advocated for individuals with sensory issues and special needs. She also found research that supports why elements like having a fish in the space is helpful for individuals with autism.

Liv: Made sure the space had a calming atmosphere by stressing the importance of color.

Saveah: Listened to the experts and did the research on the cost of items in the space and the potential cost of the overall space if it were a new build.

Brady: Digitally rendered the space and took input from his peers to visually depict everyone's ideas as clearly as possible.

Tyson: Can talk about the process from day to day and clearly communicate why the different protocols were beneficial to help all students arrive at their end result.

Grayson: Made sure there was as much natural light as possible.

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Serenity Room (SR) Design

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Students working on individual empathy maps of stakeholders.

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Students were paired together to go over their findings.

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Students had 5 minutes to come up with 50 potential questions to ask the architects in the afternoon.

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Saturate and Group: Interview Questions 

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Saturate and Group: Interview Questions 

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Students were given time to sort their 50 interview questions into similar groups. They had to do this without talking.

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Saturate and Group Interview Questions Part 2

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Saturate and Group Interview Questions Part 2

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Students followed the saturate and group protocol and narrowed their 50 ideas down to 16 for our interview with the architects.

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Hailey, Elise, Alex

Brady: What is a difficult school design to execute?

Elise: They do a lot of renovations and additions. These can be more of a challenge than starting from nothing.

What are your thoughts on student commons with nature elements

Alex: He loves the connection to nature and wanted to know the students idea of what this is day to day. He has heard these are good elements in the classroom but has limited experience.

Hailey: The difficult part is the maintenance of those elements

Reagan: What colors are used to help students.

Elise: Often there is a set pallet for the school. These can be great but she also understands that softer colors may be better than bright colors for students.

Alex: Tries to use nature to aid in color choices.

Brady: Have you ever failed to meet the needs of a client before?

Elise: Yes, there is a lot of trust that goes into the client relationship. How all stakeholders are impacted. Additionally, meeting regulations. A lot of her day is drawing designs but also building relationships.

Alex: He said that listening to the client and meeting their needs it the priority vs adding his personal ideas as the standard.

Hailey: "At the end of the day, the client will be in the space and that is most important?"

Liv: What kind of budget do you get?

Alex: Often they look at the cost per square foot and navigating inflation or the special needs of a space. He described a lite reno (painting, finishes, lighting) could be $200-$300 per square foot. A new construction could be $350-$500 per square foot.

Liv: What are some annoying regulations you have to follow?

Elise: Fire codes. These are very important but they can impede the design. They have to consider how people get out of a space while also having an aesthetic design.

Alex: Plumbing fixtures. The amount that are required for certain facilities.

Elise: Energy codes also change the designs.

Haley: Allowing teachers to have flexibility with the lighting is important.

Saveah: Do you use themes in the rooms to balance fun in education?

Alex: More and more now, having themes or unique spaces within media centers (extended learning areas) tend to have more unique elements. Can we create an experience that is specific to individual, small group, to whole class education needs.

Grayson: How do you design a blueprint to ensure structural integrity?

Elise: Architects work closely with structural engineers to plan and execute the design.

Hailey: Columns are inevitable, how can you work with the structure within your design so it flows instead of stands out.

Grayson: What is the best noises/Music for studying students?

Elise: No an expert but personally enjoys no music or no lyrics and a low tone.

Alex: mentioned there is white noise that is there from the systems that run the building and those things need to be considered when designing. Can supplement with speakers for the teacher to use.

Grayson: Would a sound proof wall help to reduce noise?

Alex: Sound proof is a dangerous room. A band room may have a buffer wall between the band room and other classes. Glass doesn't prevent a lot of sound but allows for connection within and outside of the space.

Saveah: Do you prefer to use natural or artificial lighting in schools.

Hailey: Natural but they do have to consider visual needs of students.

Alex: Using glass walls helps with light spilling into other spaces.

Liv: What groups of specialist do you collab with to complete a design.

Elise: The internal team at GMB and outside contractors that are experts in the field.

Hailey: Depending on the school district, they rely on community engagement to aid in their designs. Civil, landscape, and engineers aid in these decisions.

Tyson: How long does a project take and how many hours does it take?

Elise: A new construction/elementary, a year to design and a year and a half to build. If it is a reno project, they try to work on a building while staff and students are not in it. Often it may take a summer and done in a fast pace.

Tyson: Have you ever had a project that was too hard and you had to cancel?

Alex: We don't give up but we have had projects that present problems that were not foreseen and have to work through solutions. A client may choose to walk away but they do their best to meet the needs of the client.

Elise: Relying on professional teammates that know more is important to rely on in these situations.

Haley: Each project is a learning opportunity.

Tyson: What project has been the most successful.

Alex: Not one in particular but those spaces that meet the needs of the client.

Reagan: Have you worked with a school that had a therapy animal and needed to design a separate space for the animal?

All: no

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Follow Up Questions/Thoughts From Interview

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Follow Up Questions/Thoughts From Interview

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Reagan was surprised that there were not dedicated spaces for animals.

Tyson was surprised that they never give up.

Grayson was surprised on how much glass is used in new designs.

Brady was surprised that renos were the hardest part.

Liv agreed with Brady. She thought new construction would be more difficult.

Saveah was surprised that they said the themes are becoming more popular. She thought it would be the other way around.

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Don't stand in front of the tv/monitor

Don't read off of the screen. A 3X5 card is professional to reference notes.

When presenting, step forward, to communicate. Audience will look at that individual.

Use transitions, step back and introduce next person, allow next person to step forward, last person steps aside and swaps places with speaker.

Project your voice, so the person in the back of the room can hear you. SPEAK SLOWLY. Pause as needed.

Be mindful of managing nervous twitches. Decide how everyone will stand. Keep it uniform.

Practice, practice, practice

5P's: Proper, preparation, prevents, poor, performance.

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Students worked together to discover what they know related to their DQ and what they need to know before moving into Incubation stage. Students were then grouped to do research for their "need to knows".

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What went well in this stage?

Leslie: Student communication both speaking and listening was excellent today!

Logan: The amount of questions students generated was striking and impressive.

What surprised you?

Leslie: I was surprised by the maturity of the questions students created for their interview.

Logan: The amount of stakeholders that are effected by our driving question.

What would you do differently?

Leslie: Nothing. Today went very smoothly.

Logan: More efficient method to saturate the questions. Like grouping and combining them quicker.

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Design Challenge (Student Generated): How could we design a school space that can directly support student success?

Project Description (Student Generated): The serenity room is designed for students, by students. It promotes feelings of security, emotional wellbeing, and health. Learning will usually happen in this room. It's circular, because the National Library of Medicine says they can induce positive feelings compared to rectangular rooms. It features fake and real plants, lots of comfy seating, and is designed to be a universal space that allows people to use it for many different purposes. We also gave it lots of windows for natural light, to promote student success. We've got fairy lights to give it a homey vibe as well. We've got a simplistic calm blue mural on the wall, with grass textured carpet for sensory and branches adorned with fairy lights to add a blanket natural elements. We've also made sure to add psychologically pleasing blue accents. We hope this room would give students the opportunity to learn in a peaceful environment.

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Creative thinking and problem solving

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Entry Event: Herrick District Library

Time: 9AM

Students take photos that represent:

Engaged Learning

Identity & Purpose

Emotional Wellbeing

Belonging & Relationships

Safety & Security

Health & Comfort

Learning Environment

Reward: $10 for each criteria being represent with rational towards weekly snacks ($70 max)

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Students had to find spaces within the library that met one of these educational setting criteria.

Reagan talked about how the food and nutrition section of the library encouraged health and comfort.

Liv stated that the psychology section allowed people to learn more about their mental health in order to learn about and support themselves.

Grayson said the lower level rooms allowed for a quiet learning environment.

Brady noticed that the library help a scavenger hunt for younger children and related that to Engaged learning.

Tyson observed that there were many locations in the library that promoted belonging.

Saveah discussed the use of the conference rooms to relate to safety and security.

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Mike: Said that many of the interns were blown away that the students are middle school students. They mentioned that everyone was mature and nature with their presentation.

One worked was reading the interview questions after the presentations.

Hayley said that the presentation was awesome!

An individual from the OAISD remarked that the students did excellent and had a fascinating pitch!

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Two Stars and A Wish Reflections Post Presentation

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Two Stars and A Wish Reflections Post Presentation

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Students discussed ways to improved their presentation and their talking points.

Saveah: Changing the slideshow to add photos and the driving question more frequently. Speak with enthusiasm.

Liv: Narrow down the costs that Saveah reads and to divide up the stats.

Reagan: Talked about adding visuals and additional slides for engagement.

Brady: Organize the speakers better.

Tyson: Practice wording and organize slides and better transitions.

Grayson: Talk louder.

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Practice Pitch with Chloe Direct of Marketing

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Practice Pitch with Chloe Direct of Marketing

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Our team had the opportunity to practice their pitch one more time with Chloe, The Director of Marketing.

Chloe was impressed with the professionalism of the team, the thoughtfulness of the research and the overall presentation.

Chloe gave the students a couple questions at the end to further developing their research and understanding and also connected what the students have done to what is currently being done at GMB.

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Entry Event: Student Scavenger Hunt Photos

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Entry Event: Student Scavenger Hunt Photos

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Daily students did start of day and end of day reflections. This allowed students to reflect on the protocols, feedback, highs and lows of a day, and even how they would adjust each day to have a more productive outcome for the whole group.

Students worked well with one another to overcome challenging questions while designing their space.

Additionally, they had three different opportunities to practice their pitch and receive feedback from Mike, Denise, Emma, Laura, other teams, and Chloe. Students took this feedback very seriously, made adjustments to their presentation and presenting techniques, and with each opportunity to practice these changes; they grew tremendously within a short period of time.

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The presentation is how the students came together to have an explanation to their solutions to the driving question.

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What went well in this stage?

Leslie: Students did a great job running through a practice presentation prior to their final presentation. They made minor adjustments that showed in their final pitch.

Logan: Students delivered an amazing and engaging presentation. I am so proud of them for their professionalism and the compromises they made in their pitch to create a stellar final product.

What surprised you?

Leslie: I was surprised by how comfortable students ended up being during their pitch. I think all of the practicing paid off for a fantastic end result.

Logan: I was surprised at how passionate and well articulated the answers to the questions were.

What would you do differently next time?

Leslie: Make sure students understand ques I may give them from the back of the room to encourage them during their presentation. There was a moment one student got confused and slightly off track.

Logan: I would facilitate more opportunities for students to self-evaluate their work and make adjustments. The morning of the final pitch and be anxiety-inducing, and increased ownership may have mitigated that.

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Left to right: Mrs. Leslie Roberts, Brady, Live, Reagan, Saveah, Tyson, Grayson, Mr. Logan Lockhart

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Inner Heroes

100 things in common in 10 minutes

Hopes/Fears/Norms

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What went well in this stage?

Leslie: Students made major improvements with each pitch and took all feedback seriously to improve.

Logan: Students compromised well, worked diligently, and ended with a high quality professional presentation.

What surprised you?

Leslie: I was surprised by how well students were able to grow in their confidence presenting in such a short period of time.

Logan: I was surprised in what the students chose to include in their end product. They had so many well thought out details.

What would you do differently next time?

Leslie: I would make sure that we have someone for the end of day pitch. I am grateful Chloe, the Director of Marketing, was able to sit in and give feedback!

Logan: Next time, I would like to provide more dedicated roles for every student 100% of the time.

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What resources do you need for the Validation Stage?

Computer, notebook, pencil

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Please include a picture of each teacher and a summary sentence on where and what you teach.

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FuturePrep_IChallengeU 2026 - Getting To Know You Slideshow (2)

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What resources do you need for the Solutions Stage?

Note books, all posters from the week, computers, pens

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Students worked together to come up with 100 things they have in common in 10 minutes. They began with narrow ideals like everyone wearing shoes, everyone riding in the van, everyone walked to the park. Then they began to think bigger and asked one another questions to find more niche things like all being in middle school.

Mr. Lockhart held a discussion what went well and what could have been different when creating this list.

Brady said they could have been more specific.

Saveah said they all could have been writing.

Liv said they could have not just named stuff.

Tyson said he felt everyone participated.

Participation is key! ~Mr. Lockhart

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Wendy discussed how they work with schools to design learning areas.

Many of the spaces are customizable with movable walls.

The hallway is a “learning spine”

Zoom rooms: remove with 200 employees

Pod area has QR codes to sign in and work with one another

Wendy and Nick did a presentation to share more about GMB with our group of students.

One thing they do is help "update brands" or working with schools they help with fundraising and meeting the needs of their clients.

The largest portion of their work is in K-12, like designing learning spaces for outdoor play and learning, early childhood centers, sports areas, she even showed examples of some of the work they have done at Herrick library.

Students noticed immediately that the seating in the commons area is the same seating that was available at the library.

Nick discussed about what employees do in the office. He showed images of renderings creating be the architects.

He also discussed landscape architecture and showed renderings of those spaces.

Nick also discussed the role the interior designers play in their business.

He continued to show the many roles of the different engineers on staff.

We learned that Wendy is a Civil Engineer. She talked to students about her role and how a big part of her job is understanding water systems, weather systems, hypotheticals for storms and the designing around these elements. She also discussed the importance in keeping wetlands safe and protected.

Liv inquired where Wendy formerly taught. Wendy said she taught at Calvin University, Jenison High School Physics.

Reagan asked how they choose color schemes to help regulate emotions in an elementary classroom. Wendy discussed that is not her role but did talk about standard colors that the district has when they work with those partners. Nick discussed that some individuals do research on the psychology of color.

Liv asked what do they do when they don't have a task at hand? Wendy shared that they have endless work and opportunities.

Brady asked if they work with contractors? Wendy talked about having contractors and relying on those individuals for their expertise.

Grayson asked what kind of education do you need to get a job as an architect? Wendy said that usually you go do school for 6 years and get a Master's degree. Engineers can finish in a 4 year program. Additionally, they hire independent workers that specialize in Interior Design or other fields.

Tyson asked if GMB will expand across the country. Wendy said they are always looking to grow.

Nick said GMB has been narrowing their work to education spaces over the last few years.

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What went well in this stage?

Leslie: Creating a consistent routine with start and end of day reflections was important for students to keep what we are doing and why on their mind.

Logan: The routines that we established to start and end each day created meaningful opportunities that built community and understanding on our team.

What surprised you?

Leslie: I was surprised by how honest and vulnerable students were with the information they shared in their reflections.

Logan: The thoughtfulness of each student's answers, even at the end of some busy days was impressive to me.

What would you differently next time?

Leslie: Prepare questions ahead of time instead of daily.

Logan: Next time, I might add more informal check in procedures.

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Students first worked on this individually to range their inner heroes with 1 being the most like them and 4 being the least.

We then had two small groups for small discussions and after that we shared as a whole group setting about what they learned about themselves and their peers.

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Raegan and Brady described to the group what this protocol is all about. They both have prior knowledge and could communicate to the whole group.

Liv was the recorder.

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What resources do you need for the Observation Stage?

Supplies provided by the tech center

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What resources do you need for the Investigation Stage?

Large note pad, sticky notes, markers.

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Please add quotes about the experience.

Logan: "You all have impressed me with your ability to compromise and take the best parts of everyone's ideas."

"There's a time to be serious and a time to be goofy. When you know the difference is when this will be great."

"My favorite part of today was seeing the professionalism with which you interviewed the GMB staff members."

Leslie: “I have loved watching each student grow in their confidence over the week!”

“Students have approached this driving question with a maturity beyond their years. They have been thoughtful, inclusive, creative, and truly have created a space many would love to be in!”

“I am proud of how well students worked together. They were respectful in their comments. They were able to use ideas from everyone, so no one was left out. I am truly impressed!”

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Please add a few quotes from students about their experience. Use first names only.

Liv: It was really fun and I especially like knowing some people and making new friends. The people were hysterical! It was tiring but it was so worth it!

Reagan: I would definitely do this again. It causes stress but helps you prepare for jobs! I made some new friends. It helped with anxiety because you get learn how to be a leader and overcome fears.

Saveah: We got to do team building and have lunch together. We got to learn how to work with different business people. I enjoyed the experience!

Brady: I enjoyed it at GMB! It was a lot of fun collaborating with my peers. Getting to see how others experience learning and to help others. Loved the creative elements of this company and sad to leave! Downside, I didn't get to stay up as late as I wanted to during the summer. I am glad that I did this opportunity and would do it again!

Tyson: It was adventurous and interesting. I found it interesting because of the places that we went. I learned to think outside of the box more. I took notes to help me stay organize and help problem solve. I would do it again! I enjoyed the people I met and getting to have fun lunches and snacks. I enjoyed getting to work at GMB.

Grayson: It was a good learning experiences be because we had so many different ideas and had to come together to collaborate. It feels nice being heard by professionals and thinking about the needs of future students. I would do it again and would highly recommend it! It was a cool experience to see the inside of a business and great job experience!

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What went well in this stage?

Leslie: Students did a great job combining ideas, communicating, and delegating tasks.

Logan: The poster session was excellent.

What surprised you?

Leslie: I was surprised by the leadership Reagan and Liv had to delegate tasks and how willing their peers were to do the task. I also loved seeing how smoothly conversations flowed as they worked on building their final pitch.

Logan: The ease of making compromises between many different designs.

What would you do differently?

Leslie: NA.

Logan: NA.

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Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

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Please get a quote from the business partner.

Wendy: Wow! They did an amazing job! I am so impressed by the work they did and how the presented it to everyone!

Nick: The dome ceiling and the round room was very interesting! You don't see that in many locations.

Hailey: Wow! These questions are impressive! You guys have been so thoughtful!

Elise: I love this stakeholder map and will need to take a photo of it!

Chloe: Said that they have created a space where everyone could learn!

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What went well in this stage?

Leslie: Students did an amazing job working together

Students did a great job making sure each other were involved.

Logan: entry event was good!

What surprised you?

Leslie: I was surprised to see what students stepped into natural roles.

Reagan is a natural leader.

Liv stepped into the recorder role

Brady naturally was interested in doing research (like finding deals for grocery shopping and snacks

Saveah, Grayson, and Tyson have been more quiet but have valuable information when asked questions.

Logan: The depth of questions students asked Wendy and Nick.

What would you do differently?

Leslie: No. Today has been an amazing first day!

Logan: Double check address.

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What resources do you need for the Incubation Stage?

Large note paper, markers, pens, computers

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Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question?

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Show through pictures, videos, examples of student work, and written documentation to reflect how teams were built, how students uncovered and understood the driving question, the standards covered, and the launch into the project

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Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

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Take time to reflect on what went well. What will you change for next year? What feedback did you get from students, the business partner, the authentic audience that can help make this project even better?

Leslie: I have been thoroughly impressed with the wisdom, maturity, creativity, and exploration of this group of students. I felt that each student took camp week very seriously when considering how to meet the needs of their driving question from Wendy. I was impressed by the fluidity of how well students worked together. Additionally, I think each student allowed their individual strengths to shine. I always love to witness the growth students have in their confidence over the week and how much work they are able to complete within a weeks time!

Logan: These students have rose to the challenge of addressing a genuine need at GMB. In the future, I would like to incorporate even more opportunities to generate ideas and push the boundaries of existing solutions. Sustained inquiry is challenging but incredibly worthwhile. Students were highly engaged, hard working, creative, and professional. The feedback we received might make me consider utilizing new protocols, continuing to give students real-life connections, and opportunities to put their own spin on what they learn.

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Each student was honored with a unique paper plate award that showcased the strengths they brought to their team!

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Students were asked to independently reflect on the highs, lows, and things they would like to change moving forward.

Additionally, students shared out with the group so they could all be heard.

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Students were asked to independently reflect on the highs, lows, and things they would like to change moving forward.

Additionally, students shared out with the group so they could all be heard.

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Students were asked to independently reflect on the highs, lows, and things they would like to change moving forward.

Additionally, students shared out with the group so they could all be heard.

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Students were asked to independently reflect on the highs, lows, and things they would like to change moving forward.

Additionally, students shared out with the group so they could all be heard.

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End of Day 5 Student Full Week Reflections

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End of Day 5 Student Full Week Reflections

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1. Look back at Monday morning when we first started the entry event. What is one thing you felt nervous, confused, or uncertain about then that you now feel completely confident handling?

2. You had to transition from your own individual renderings to a shared team vision. What did you learn about your own strengths as a teammate this week, and how did your group successfully navigate a moment of disagreement or friction?

3. This week, your project went through a grueling gauntlet of feedback from peers, a 40-person panel, and a Director of Marketing. How has your definition of 'failure' or 'criticism' changed after seeing how much better your project became through iteration?

4. This is a future prep program. If you were sitting in a job interview tomorrow and the interviewer asked, 'Tell me about a time you solved a complex problem under a deadline,' how would you describe your role in this week's project?

5. If you had to pick one specific moment from this entire week where you felt the most proud of yourself or your team, what was it and why does that moment stick out?