engaging in k-5 schools

In-person, formal engagement through interactions and communication in a lower school classroom

(Above): UGA students leading a site analysis and inventory activity at The Westminster Schools in Atlanta, Georgia.

PURPOSE:

This engagement format's purpose is to give insight into how college students and faculty might interact with elementary aged students with a design activity in a lower school setting. The outcome is a well organized itinerary that allows for efficient time management.

DESIGN PHASE:

(highlight in bold are the phase or phases most applicable)

Vision and goals
Site exploration
Program development
Co-design
Design evaluation
Implementation

MATERIALS NEEDED:

Laptop or desktop computer
Microsoft PowerPoint or Google Slides

TIME REQUIRED:

This engagement format is synchronous. The time required will be between 4-8 hours, depending on scheduling efforts and activity preparation.

SUGGESTIONS:

Determine parking arrangements ahead of time; coordinate with any school security or administration.
Create concrete expectations ahead of time with group members and lower school facilitator.
Buffer your arrival and departure time to account for traffic and unanticipated stops during travel.

(Right): Itinerary for the initial, in-person engagement at TWS.

OVERVIEW

This engagement format should be utilized for interacting and communicating with elementary aged students in a lower school setting. This format is useful in the beginning of the activity process, however, it can be utilized throughout the entire process. The goal of this format is to instruct college students and faculty on how they can interact and communicate with elementary students during a planting plan and landscape design activity. A group of 4 college students and 2 adult teachers were utilized to instruct a class of 16 lower school children. The product result is to understand and engage elementary aged children in a lower school setting throughout the landscape design process.

HOw-TO

Steps

Initial Information: Determine the date of your meeting with your group members and the lower school facilitator. Finalize the location, activity that will take place, and the start/end time of the activity. Coordinate any materials that may be needed for the activity with lower school facilitator, group members, and college faculty.
Transportation and Travel: Transportation to and from the lower school should be done in a university sanctioned vehicle or a students personal vehicle. Follow the guidelines of your university institution on how this might take place. If a personal vehicle is used, inquire with your university and college faculty member regarding reimbursement.
Scheduling: Create a day-of itinerary that spans from the time you leave your university campus until the time you arrive back. The events on the itinerary are punctual and should be followed as such. Account for gas, food, and any other stops along the way. Coordinate activity events in regards to the itinerary with the lower school facilitator.
Short Notice Changes: Changes will likely occur throughout your engagement. Changes, if possible, should be made well in advance of the activity date. If changes do occur on short notice, problem solve to the best of your ability with your group members, college faculty member, and lower school facilitator. Flexibility and patience are two important factors to consider when changes are being made. Check the weather forecast well in advance of the activity date. If inclement weather occurs the day of and it's an outside activity, either have a backup plan or determine the feasibility with your group members and lower school facilitator.

Case Example

Throughout the Fall semester of 2022, myself and three other students created and led activities for a lower-school curriculum to design a pollinator garden at The Westminster Schools (TWS) in Atlanta, Georgia. The activities utilized for this curriculum were site analysis and inventory, planting plan design, and three-dimensional model design. These activities took place during three face-to-face meetings over a 3 month period. The initial site analysis and inventory activity taught students the importance of: sun vs shade, the sun’s path, hydrology, topography, and soil quality. The planting plan activity taught students how to create an informed, 2-dimensional planting plan design based on their site analyses. The third and final activity taught students how to transform their 2-dimensional planting plan into a 3-dimensional model.

The two initial meetings with TWS were held at their lower-school campus in Atlanta, Georgia. There were numerous processes utilized to coordinate the two initial meetings with TWS. Several of the processes used to coordinate these meetings were: setting expected arrival and departure times, coordinating parking with security, gathering necessary materials, and sticking to the itinerary. In doing these processes to the best of our ability, the initial meetings with TWS at their lower-school campus were smooth and pleasant. Keeping TWS teachers and faculty informed regarding the schedule and day-of itinerary was also a crucial aspect, as the plans were changing quite frequently beforehand.

The conclusion of this engagement format was that the meetings at TWS lower-school went exactly as planned and expected, per the itinerary. Being able to communicate with group members as well as TWS faculty and staff was the biggest component to having the meetings go as planned. Staying informed, up to date, and communicating proactively are all aspects of these engagements that made them enjoyable for all involved.

Lessons Learned

This engagement format is useful in leading lower-school students through the design process of a pollinator garden. A lesson learned that would be useful for other designers would be to place yourself in the mindset of a child. Being professional designers, we view a site and a proposed project completely differently than a child would. Placing yourself in the shoes of a child and trying to design with them in mind is a key component of working with children in a design setting.

Another lesson learned would be to coordinate with the school's security team regarding arrival and departure, make and model of the vehicle you're arriving in, and the names of the group members. In doing so, there won't be any surprises for the designers or the school on the day of your engagement.

Sources:

List all citations (and links, if applicable), here.

Page updated

Google Sites

Report abuse