Designing an AI Empowered Student Workshop

Members from GMB’s design team, alongside Dave Tebo and elementary educators, conducted an AI-empowered student design workshop at Holland Public Schools. The district, where 66% of students are economically disadvantaged and 18% have disabilities, exemplifies the need for inclusive and equitable learning solutions. The workshop focused specifically on West Elementary, a school currently lacking collaboration spaces essential for fostering student interaction and teamwork. With a planned renovation, the objective was to incorporate student input into the design of grade-level extended learning areas (ELA) within the school.

The workshop aimed to engage K-5th grade students in the design process, empowering them to express their ideas and preferences, learn basic design concepts, and collaborate with professionals to bring their visions to life. Inclusive participation was paramount, allowing every student, regardless of background or ability, to have a voice in the design process. A lesson plan co-designed with district staff ensured alignment with their educational goals and included the development of a curriculum tool that the district can use for future student-led projects.

The workshop was structured into 18 separate sessions, each lasting 45 minutes, conducted during STEM class periods. Students from kindergarten through 5^th grade participated in visioning exercises that helped them imagine their ideal learning environment through storytelling and vision boards showcasing other inspirational student spaces. Students would then spend time ideating through drawing, writing, or using symbols or speech to express their ideas. The designers and educators assisted students in turning their brainstormed ideas into simple sketches or drawings and creating language to prompt the AI program. The workshop activities were tailored to meet the different needs of students — kindergarteners focused more on pictures, while 4^th and 5^th grade students were able to express ideas in writing or floorplan design.

Students were asked to formulate themes for the types of spaces they wanted to see. Common themes included learning spaces that emulated a forest, beach, outer space, treehouse, robots, and underwater. Students would gasp and squeal with delight when the AI-generated designs would pop up on the screens, showing their ideas come to life in real-time. Comments of “I would want that!” or “It looks really realistic,” would echo throughout the classroom. Children from each age range were visibly inspired and engaged with the program, providing the team with several thematic and design ideas to include in the future learning spaces.       

What Comes Next?

Post-workshop, the collected ideas and feedback will be used to inform the design elements of the new extended learning areas at West Elementary. This collaborative approach not only encourages engagement with the learning environment but also instills a sense of agency and pride among students. By leveraging AI technology, we can ensure that all students, regardless of their abilities or backgrounds, have the opportunity to contribute their ideas. This approach not only fosters creativity and autonomy but also sets the foundation for a more inclusive and dynamic educational experience.

“Seeing the kids’ faces light up and get excited about the possibilities of their future learning spaces was inspiring to be a part of” added Jeff Hoag, educational planner with GMB, “Every student learns differently and giving them the tools they need to express their needs and wants will make a big difference in how the experience learning.”

AIA’s annual Honor awards celebrate excellence in local architecture and architectural design by honoring projects completed, individual architects, students, and community leaders for their contributions to the profession. Founded in 1857, AIA is the preeminent professional organization for architects across the country, working to create more valuable, healthy, secure, and sustainable buildings, neighborhoods, and communities through the creation and promotion of ethical standards and code of conduct for all members.

Grandville Public Schools needed a new middle school to serve 7^th and 8^th graders to support an influx of students in the district. Grandville has since repurposed the existing middle school into a 5/6 facility as part of a $94 million bond proposal passed by the community. The new, multi-story middle school boasts more than 200,000 square feet of teaching and learning space that is flexible and student focused. The facility’s design also incorporates many methodologies that enhance the social-emotional learning and development of middle school students.

“The design creates intentional collaboration spaces to encourage relationship building and promote learning with hands-on opportunities, which is really important for students at this transitional age,” said Jordan Johnson, project architect with GMB. “There is a place for every student to feel at home here.”

Multiple athletics spaces in the school give Grandville students plenty of opportunity to increase their physical activity and competitive sport pursuits. Most notably, this project included a significant upgrade in facilities for the district’s signature extracurricular robotics program, the Grandville Robodawgs. The robotics arena, the only built-for-purpose robotics competition center in the eastern United States, can host a variety of competitions with seating for up to 2,000 spectators. The adjacent multi-purpose gymnasium space can also convert from hosting traditional sports to becoming a venue for FIRST Robotics Competitions (FRC) and VEX Robotics with multiple competition fields and pits for up to 120 teams.

“This is a game changer for all West Michigan robotics and their programs who can use this top-notch facility to build their programs,” said Roger Bearup, Grandville Public Schools Superintendent.

The Grandville Middle School has been recognized as an award-winning project that will inspire other education leaders by the American School & University Magazine for a 2023 Outstanding Design Award. The project has also been featured in Education Snapshots.

Coming off a high level of community support for education bonds in 2020 and 2021, passage rates have steadily declined across the state. In fact, in the past five election cycles (between May 2023 and May 2024), the combined passage rate for school bonds in the state of Michigan is only 54.2%. No-increase proposals continue to have a much higher likelihood of approval, but that support has also decreased compared to previous election years.

So, what can a district do to mitigate the potential lack of support? To promote a successful bond campaign, careful planning and meaningful community engagement are a must.

Three must haves for bond planning success

1. Start early! The first step a district can take is to start early – at least 16 months early to be exact. For example, a district looking to be on a May 2026 ballot should start the planning process in January 2025. This includes developing a facility assessment to accurately gauge your facility and financial needs, bond project development, state application process, and community campaign.
2. Engage with depth that shows understanding of your community. Accurately capturing the voice of your community and your district will make sure your message is familiar and understandable.
   • Building trust, community support, and sharing a vision for your education community is a heavy lift. Creating a steering committee to help inform bond planning can be a resource for gathering stakeholder voices and creating alignment in the proposed project scope. Identifying a “key communicators” group can also help lighten the load by tapping engaged, active community members who share a passion for education and community success. Their insights, skillsets, and networks can help a district connect with members of the community who may be harder to reach (non-parents, retirees, etc).
   • Be clear with the goals of the district and how the bond will impact students and community members.
   • Every community is different, and outreach must be customized, involving multiple channels and communication methods. Utilize a variety of tools to communicate with community stakeholders like surveys, social media, face-to-face meetings, print and digital media, and video, to name a few.
3. Develop well-rounded scope language. A bond that addresses multiple groups’ needs and is focused on positive outcomes for all students will shine. For example, a bond that addresses aging facilities, the arts, athletics and improved traffic flow helps meet the needs of students and the community. Including a diverse range of focus areas demonstrates that the district is considering the needs of various groups and achieving a delicate balance between addressing current challenges and creating future opportunities. This approach will help excite and engage community members as they envision the future of their school district.

Engaging with a Diverse Community – West Ottawa Public Schools

After extensive voter analysis work evaluating surveys and community demographics, the West Ottawa Public Schools provided a campaign with equitable information for Spanish-speaking individuals in their district. With a well-branded and balanced approach, the proposed bond passed for the 2023 election with a no-tax-increase and 4,946 yes votes (56.2%). The final bond will bring WOPS students updated and secure facilities across the district, a new aquatic center, and a new elementary school gymnasium.

Virtual Approach to Bond Campaigns – Holt Public Schools

Working around a shutdown due to the pandemic, Holt Public Schools was tasked with creating a campaign that relied almost entirely on virtual community outreach. The campaign focused on asking the district members to fund a $148 million organizational transition that would support new security, new school buildings, and improved learning environments. This bond facilitated a projected tax decrease of 1.77 mils. To reach as many district members as possible, the district utilized virtual community forms, stakeholder engagement sessions, their district podcast, and worked with local news outlets to ensure awareness of the proposal.

Informational Campaign for Modern Facilities – Jenison Public Schools

Jenison Public Schools has a supportive community with ample resources and a positive history of bond passage. A balanced informational campaign promised a new upper elementary school, high school improvements, a new transportation hub and some athletic improvements. With 64% of the vote, Jenison Public School voters approved the bond in May 2024. The campaign was well-timed with in-person information sessions, also utilizing short videos, website and app content, making it a well-rounded campaign accessible to all community members.

Changing Perceptions After Bond Failures – Shelby Public Schools

Shelby Public Schools was able to successfully pass a bond campaign in 2021 after more than 20 years, and at an increase of 3.64 mills. Of the 6,197 registered voters in the Shelby Public School District, 1,549 voted in the election to make the projects a reality. The campaign was community-forward and aimed to make the district’s updates an attractive school for current and future students. As each phase of the project was developed, the community participated in the final planning, design, and implementation of the school improvements. A small committee for each building was created for stakeholders to participate in and provide input and feedback.

Place-based learning has been defined by the Center for Place-Based Learning and Community Engagement as an immersive learning experience that “places students in local heritage, cultures, landscapes, opportunities and experiences, and uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum.” Think of a family-run farm that teaches the next generation of family members by daily observation and hands-on participation – that is place-based learning in action. Similarly, taking a trip to the beach, hiking in the woods, or visiting a museum creates the opportunity to immerse yourself in an educational experience centered on place.

Place-based learning can happen on any scale, from singular classes within existing curriculum to entire schools dedicated to the practice. Examples of place-based education learning models may look like:

• Experiential Learning
• Project-Based Learning
• Social & Emotional Learning
• Career-Technical Education

Whether presented in a formal or informal manner, there are many benefits to consider in support of place-based education.

Educational design that incorporates place-based learning concepts can inspire students to engage with their everyday surroundings. The Little Hawks Discovery Preschool, a nature-based learning center in Holland, does just that. Little Hawks use their unique site to create an outdoor learning-based curriculum where students engage the natural surroundings to foster learning. Located on the Outdoor Discovery Center’s Nature Preserve, both the site and the building work together to reinforce the students’ exploration of the natural world. The building is designed to support a curriculum that primarily takes place outdoors, while the preschool building plays a secondary role. In this environment, children are encouraged to ask open-ended questions, work in groups, observe nature around them, and experiment.

In Comstock, current STEM Academy students participate in a variety of hands-on, enriching science projects including a flagship program for the third-grade class. Their Maple Tree Tapping Unit teaches students the entire process of creating maple syrup – from tapping the trees and boiling the sap, to enjoying the final product. The district’s new STEM academy, currently under construction, will even feature an on-site sugar maple grove for this specific program, truly integrating the program’s curriculum into the school design, exemplifying place-based learning

Even when full immersive experiences are not available, building design can complement place-based learning models and connect students to their local environment. At Shelby Public Schools new elementary school, it was important that the design fit into the culture of the surrounding community, with special attention being paid to the local agricultural landscape and aesthetic. The design sets the facility’s three classroom wings into the landscape to resemble barns in a field. The exterior and interior design intentionally reflects the demographic and agricultural industry, reflecting nature from the local region to make students feel more comfortable and welcome. Graphics throughout the school also considered the area’s multilingual community, giving all students a chance to engage with English and Spanish languages.

In the early 2000s, transitions in STEM curriculum created opportunities for robotics programs to grow in K-12 settings. While robotics education used to be out of reach for many public schools due to cost and lack of teacher availability, it is now becoming more affordable through corporate sponsorships, repurposing of equipment, and increased access to resources.

Today’s students have never known a world without internet access and education that supports future career paths in technology is essential. Robotics are a considerable tool in many of today’s industries and early interaction with robotics is encouraged. Students in robotics can learn the ins and outs of in-demand skills like engineering, coding, manufacturing and more. Connecting robotics principles to overall academics gives students the opportunity to apply their knowledge in real-world applications and fosters a love for lifelong learning. Beyond technical skills, robotics teaches students critical thinking skills, teamwork, and leadership while also building their confidence.

Mason Public Schools continues to enhance their robotics program, dubbed Tractor Nation, at all ages throughout the district. To meet the growing demand, a new robotics competition space was proposed and supported through the district’s bond and sinking fund. The completed space, housed within the high school, has become a state-of-the-art area for students to learn, create, and compete. The robotics center features a new fabrication workshop, a full-size practice FIRST Robotics field, and adjoining classroom. The center also supports programs for other local schools to practice, collaborate, and learn from each other.

Mason Public Schools has successfully integrated robotics curriculum at the middle school and high school levels within their district. The middle school robotics class introduces students to VEX IQ coding and building, while the high school classes include Introduction to Robotics, Competitive Robotics, and 3D Printing classes. Introducing these concepts into the curriculum helps connect student’s academic knowledge in engineering, mathematics, and science, while also spreading awareness of robotics education.

“This is real-world application,” explained Ben Shoemaker, the Lead Mentor for Team 3655, to WILX News 10 at the facility’s ribbon cutting. “We’re teaching kids how to run equipment, we’re teaching kids how to build things…the robot is a vehicle for us to teach kids how to problem solve no matter what discipline they’re interested in doing or what their future plans are.”

Grandville Public Schools signature extracurricular robotics program consists of the Grandville Robodawgs team for high school age students and the Grandville Robotics that serves 3^rd – 8^th graders. Their programs have recently finished their first competition season in the newly constructed robotics arena, one of the largest built-for-purpose robotics competition centers in the United States. The robotics arena can host a variety of competitions with up to 2,000 spectators. The venue can be used for FIRST Robotics Competitions (FRC), VEX Robotics, Lego League and even aerial drone robotics with multiple competition fields and pits for up to 120 teams. The polished concrete floors are low maintenance and scratch resistant, the perfect surface for battle bot events. Acoustics in the space were specifically designed to dampen the sounds of robotics use with perforated acoustical roof deck and wall panels. Air flow disseminated from the ductwork controls arena temperature and does not disrupt the sensitive ariel drone competitions. The arena is also supplied with separate electric circuits that will not impact the rest of the school building during high volume electrical usage times.

The adjoining multi-purpose gymnasium space with a traditional wood floor can also be combined to host large tournament events. Adjacent woodshop spaces, mini hardware store, concessions, and multiple load-in points with large rollup doors allow for robot building and practice, 3D printing, storage, and multi-purpose use. The district can control the amount of access to the school’s non-academic spaces for after-hours use, keeping the academics wing secure while still welcoming groups for events or extracurricular activities.

“This is a game changer for all West Michigan robotics and their programs who can use this top-notch facility to build their programs,” said Roger Bearup, Grandville Public Schools Superintendent.

SCALE-UP stands for Student-Centered Active Learning Environment with Upside-Down Pedagogies. This model has been pioneered by Dr. Robert Beichner of North Carolina State University to encourage collaboration among college-aged students. The program supports project-based learning, rather than lecture style, to keep students engaged with the curriculum. The design of a SCALE-UP large group room is very specific in nature and requires exact elements to achieve the program’s goals. Fundamental elements of these classrooms can include:

• Round, fixed tables that seat multiple groups of three students each.
• Classrooms must be square or rectangular with no obstructed views so that all students can be seen equally.
• Technology at the table that connects throughout the room for equal viewing.

Beyond changing the physical environment of the classroom, SCALE-UP also challenges educators to change how they deliver the curriculum and encourages students to get more involved in their own learning.

Rockford had utilized an existing large group instruction space in their high school for many years but was looking to create a new and engaging space for students. At the start of their bond process, the Rockford team asked themselves how they could best improve learner skills for all learning and for students’ postsecondary experiences, as well as how could the district grow and spread teaching best practices among staff? These questions led to the vision of:

• Creating an integrated learning environment that provides students active learning experiences
• Emphasis would be placed on time spent with hands-on activities, inquiry-based thinking, and simulations that take students deeper into content.
• Creating an environment that is highly collaborative where small groups of students work in teams to investigate, communicate, create, and learn.

The district and members from GMB toured North Carolina State University and University of North Carolina to see first-hand how they designed their SCALE-UP classrooms to simulate a collaborative workplace environment. The team also met with Dr. Beichner personally to walk through the instruction model and started discussing how to adapt the elements to fit into a high school program.

In their new tech-rich Creative Teaching and Learning Center, Rockford’s students work together in smaller groups at pods spaced throughout the room, while the instructor displays their work on the screens, controlled from a central station. The room is outfitted with groups of tables that double as whiteboards. Students can cast their work onto any screen for display and discussion using their own devices while the teacher walks among them, facilitating their interactions.

“We have built a one-of-a-kind teaching and learning center that will have the opportunity to provide students with a learning experience they will take into their adult lives,” said Dr. Michael Shibler, Rockford Public Schools retired superintendent.

Rockford recognized that traditional classroom instruction would need to be adapted to fit this new learning model, but also that logistics like teacher contract language, training, and curriculum would need to be addressed. For example, students can receive multiple credits for taking a combined Communications and Algebra II class, which aims to develop students’ presentation and debate skills alongside mathematics.

“There’s not one linear path that any district would have to take for this to work,” said Mike Ramm, Assistant Superintendent of Instruction at Rockford. “But when we started, getting a group of teachers to believe in the new instructional experience and trained in that, was the singular focus for us. Giving them time to fully understand that teaching from a problem-focused concept was different, and then giving teachers space and support to build that instruction ahead of time so they felt comfortable.”

In SCALE-UP, teachers become facilitators of the information and instead of lecturing, the goal is to move around the classroom and present the curriculum to students in ways that allows them to process information and use it, rather than memorize. Teachers were also given training on the Harkness Method, which involves students discussing ideas in an encouraging, open-minded environment with only occasional or minimal teacher intervention.

“The greatest impact of the CTLC is going to be really making the students the center of the curriculum,” said Steve Story, a high school English teacher with Rockford. “What I am most excited about with the CTLC is handing the curriculum over to the students more-so than we normally do, just giving them the opportunity to spread their wings and fly and take direction and leadership of the classroom.”

Beyond the content of the classes, using the CTLC aims to also teach students positive behaviors using the seven norms of collaboration. These norms help students in the classroom but also as they prepare to go on to postsecondary education or interviews where they will work with many different groups of people. A unique blend of professional skills and critical thinking skills, along with academic knowledge, will give Rockford’s CTLC students the tools they need to succeed.

As part of a larger bond program, Comstock Public Schools will begin construction of a new K-8 STEM Academy this summer to replace a 75-year-old facility with a purpose-built STEM school. The new school will feature intentional design that celebrates the future of STEM and ensures that the programming is thoughtful, inclusive, and relevant to today’s technology and resources. The project team held a design workshop with multiple stakeholder and community groups to develop a functional and flexible design that evolves and adapts to the changing needs of students.

Current STEM Academy students participate in a variety of hands-on, enriching science projects. For example, a flagship program for the third-grade class is the Maple Tree Tapping Unit, which teaches students the entire process of creating maple syrup – from tapping the trees and boiling the sap, to enjoying the final product. The new academy will even feature an on-site sugar maple grove for this specific program, truly integrating the program’s curriculum into the school design. Extended learning areas throughout the school and outdoor areas will put learning on display and encapsulate the innovation happening within the academy.

The new STEM Academy is set to become the area’s go-to facility for STEM education. The academy offers 8th grade students the opportunity to earn high school credit, accelerating their future ability enroll in dual enrollment and earn free college credit courses. Offering STEM-specific education in a district with a historically underserved student population has increased enrollment and retention for the district. Comstock’s STEM Academy is even the highest performing school in Kalamazoo County.

Grandville Public School’s new middle school features more than 200,000 square feet of teaching and learning space that is flexible and student focused, giving students a variety of specialized spaces for a well-rounded educational experience. Collaborative spaces throughout the school and ample transparency into learning spaces supports curiosity and connects students across programs, like STEM. The middle school’s dedicated STEM education for the 7^th grade students courses focus on hands-on activities surrounding planes, cars, 3-D printing, and robots; while the 8^th grade level focuses on project-based Applied Construction and the Science of Speed.

The design for the middle school also included a significant upgrade in facilities for the district’s signature extracurricular robotics program, the Grandville Robodawgs. The new specialized robotics arena can host a variety of competitions and includes an adjacent gymnasium and woodshop area. The venue can be used for FIRST Robotics Competitions (FRC), VEX Robotics, Lego League and even aerial drones with multiple competition fields and pits for up to 120 teams. Robotics exemplify STEM principles and teach students programming, safety, and engineering skills to get them college or career ready. STEM concepts also allow students to learn lifelong skills in teamwork, leadership, and communications. These programs span multiple grade levels and even give elementary-aged students, and students from neighboring districts, exposure to robotics.

“The whole school is connected to academics – from robotics, STEM, traditional classrooms – we want to connect the concepts and ideas to real world application,” says Grandville Superintendent Roger Bearup.

FHN took a bold step to offer their students a new way of learning through a project-based program called Project NEXT in 2018. Project NEXT is a 4-year parallel path program of study that was driven by the school and teachers’ visions to provide students with hands-on and collaborative ways of learning. Educators participated in project-based learning training through the Buck Institute for Education to gain the knowledge and skills needed to support the curriculum. The program originally began as a pilot initiative in the media center with just a handful of students. At the time, a modest investment was made in the pilot program by designing and refreshing the school’s media center with new, flexible furniture more conducive to next-generation, collaborative learning.

As the program has grown in popularity and success, it was clear this type of learning required more dedicated space to continue. Redesigning the school’s west wing to accommodate those musts started with converting a courtyard into a central learning commons, known as the Design Center, which acts as the hub of the program. Project NEXT now supports over 90 students in the high school and continues to grow as students express interest in this new way of teaching and learning. 

“This project was really unique because the architecture complemented the already established program and better supported the curriculum,” said GMB Project Lead, Chris Arntzen, about the project. “We were able to work with the district and teachers to create really intentional spaces based on the class work they had already practiced.”

The goal of Project NEXT is to prepare students for life through soft skills like communication, teamwork, public speaking, and independent thought. The specially designed spaces are intended to be multipurpose, flexible, and connected to achieve the program’s vision. Students in the program must identify and propose solutions to real-world problems, so spaces that fuel collaboration and creativity were essential. The Design Center includes a dedicated presentation area, an extension of a classroom set up for technology/computer lab overflow, and a mimicked coffee shop area. Next to the commons, each grade level has its own classroom pod of four classrooms and a breakout space. The pods can be interconnected for collaboration and co-teaching as needed.

“Students engaged in their learning tend to enjoy school more, retain their learning for a longer period, and build the necessary skills to succeed after high school,” said former Forest Hills North High School principal, Jon Gregory. “The new space allows for this type of learning to occur in a variety of ways due to the flexibility of the space and furniture. Students have commented on how easy it is for them to collaborate and engage with each other in their learning.”