Education Design Lab facilitated a virtual discussion with five students who participated in our dual enrollment pathways project. Here’s how we did it … and how our design process impacted their lives.
By Bryana Ellis, Education Designer at Education Design Lab
As part of the Designers In Residence (DIR): Accelerating Pathways project, I’ve been deeply involved in creating spaces where students can own their voices, step into their power, and be fully seen. Recently, we organized a virtual convening, bringing together students from the DIR project’s regional design teams across the country.
Even in a digital format, this gathering was filled with genuine conversations and deep reflections. Each moment contributed to our collective vision for the future. Through engaging activities and open discussions, we created space for students to experience growth, agency, and a real sense of belonging—three essential drivers of learner engagement.
Here’s how we did it.
Hot start: What makes you awesome?
The day began with five students — juniors and seniors in high school, either in dual enrollment programs or just beginning their first year of college — tuning in virtually from several DIR 2.0 partner colleges. As a “hot start” — which is the Lab’s term for an icebreaker — they were placed in breakout rooms to choose a single word from a list that captured something positive about themselves. When they returned to the main room to share, you could feel the energy shift as each student brought forward a small piece of themselves, a piece that often goes unspoken.
The activity sparked deeper realizations. Another student spoke thoughtfully about the challenge of choosing just one word, saying, “It was hard to pick a word because my personality is multifaceted, and it’s very difficult to isolate your entire personality into a small word. We have so many parts of us that we show to different people, and it also depends on the situation we’re in.”
Another student added, “It can be uncomfortable to brag on yourself, especially in front of people you may not know yet.”
Yet, as each student shared, the virtual space became a place where their complexities and strengths were affirmed, seen, respected, and celebrated.
Set the foundation: Understanding equity vs. equality
From there, we moved into one of the day’s core discussions: equity vs. equality. We began with a familiar example, explaining that equality is about giving everyone the same resources, while equity ensures each person gets what they specifically need to succeed.
Through their screens, students nodded in understanding as they connected this concept to their own educational experiences. Ananya, who is a dual enrollment student at Northern Virginia Community College (NOVA), added, “Teachers make or break how a classroom feels for students,” highlighting the essential role of supportive environments in student success, even in virtual settings.
This conversation set the foundation for the day. We weren’t just talking about leveling the playing field; we were focused on ensuring each student had the tools and support that made sense for their unique journey.
Video prompts discussion about lived experiences
To ground our conversation, we watched a video clip featuring guidance counselor John Nwosu discussing the impact of systemic barriers in education.
Despite the distance, students leaned into their screens, fully engaged as Nwosu spoke of how environments shape outcomes. When reflecting on the regional design teams approach with students and how Nwosu was using an inclusive teaching style that was similar to the Lab’s equity-centered design approach, there was a reflective pause before Shoua, who is also a dual enrollment student at NOVA, spoke up.
“Seeing the progress as we go through this process makes me feel fortunate to have access to this program,” she said. It was a powerful reminder of the importance of accessibility in every setting, digital or physical.
We also explored how showing up in different spaces can feel so different. Inspired by the guidance counselor’s insights, we asked students questions like:
- How capable and confident do you feel in this space?
- Do you get to make decisions that matter to you?
- How comfortable do you feel being your authentic self here?
Their reflections on various settings — from classrooms to social spaces to virtual meetings — gave us valuable insight into how their surroundings either support or hinder their sense of agency and belonging.
Mikayla, a dual enrollment student from Forsyth Technical Community College (FTCC), echoed the importance of feeling supported, saying, “Making sure I’m being heard and reassured definitely makes me feel more comfortable and progressive in a class.”
Reflecting on other places where they experience support, Mikayla shared, “My parents and grandparents give me a lot of support — checking essays or sitting with me while I work helps me feel more capable.”
Shoua echoed this, saying, “Having adults in my life who know how to support and reassure my future while still wanting the best for me and my future is a privilege.”
Another student echoed, “You get to choose your friends — so I choose people who make me feel confident, loved, and supported.” Each shared story reminded us of how essential these connections are to young people’s growth.
Reflecting on the impact of the design process
In the afternoon, we circled back to equity in an even deeper way, reflecting on our year-long work together and asking students what made this equity-centered project unique.
“Breaking off into different groups gives us a broader experience,” Mikayla explained. “You could end up talking to someone who’s worked in the school system for 30 years, but in the same group, there’s also someone who’s been a learner in the system for 12 years. It’s a lot of perspective.” She went on to describe the power of their design studio sessions, saying, “The design studio of everyone in a group coming up with their own individual ideas and then using that to create one overarching idea was the best way I’ve seen everyone’s voice being incorporated.” This structure allowed each student to see their input valued within a larger collective vision.
During a focused conversation, students reflected on the ways these discussions could shape their education and the surrounding systems.
Mario, also a dual enrollment student at FTCC, shared a powerful insight:
“Many employers, IT, and consulting firms are sharing what they want to see from students. It’s helpful because it’s hard for a student from a marginalized community to envision themselves working that job. Students need to see buy-in from community partners, faculty, and the school itself to ease the transition from graduation to employment.” His words reminded us of the importance of bridging students’ experiences with real-world opportunities, especially in a time where connections can seem scarce and out-of-reach.
The most powerful part of the day was watching the students realize they weren’t just participants — they were changemakers.
Mario shared how student feedback impacted program decisions, noting how valuable it was for students to see their voices taken seriously. He added, “Sometimes, the ideas that staff or faculty had were streamlined ideas of things they had already done. Creating a new program would create more work. Sometimes creating something new isn’t the solution, but it’s still going back to see what we can change.”
Mikayla reflected on the complex role young people often inhabit, saying, “We are in a state of not being an adult but also not a kid — in a purgatory of gray space — so our opinion usually only matters when we are acknowledged or only when it matters to the others in the room.” She continued, “It’s overwhelming. As a teen, you feel like you don’t measure up, but the confidence from my parents and school leaders who selected me for this helped me show up as myself and the person I would support.” Her words captured the balance of vulnerability and pride felt by young leaders, especially when they’re given space to make an impact.
Ananya echoed this, saying, “I’ve done a student advisory board before, and usually, they only invite us to say they had student input. However, they don’t typically do what they say; we’re invited to echo their ideas. I wasn’t used to my feedback actually becoming part of the plan, so it’s nice that it’s that way with the Lab.”
As the session continued, students shared how their team gatherings had impacted them. One student mentioned that participating in community circles, where each student shared something simple — a favorite teacher, a class they loved, or a joyful memory — made a significant difference in how she engaged.
“The community circle helped me feel more connected because everyone listened to one another, and we were present in that space,” Shoua explained.
Ananya added, “It made me feel more like I was chatting with an equal rather than facing a scary adult looming over me.”
Even through screens, we created a shared, inclusive atmosphere where every voice was valued and every story mattered.
One of the most exciting outcomes of the day was discovering the real-world opportunities that emerged for multiple students.
Mario was offered an internship by the CFO of a healthcare company who was part of the regional design team, and Mikayla received an offer from her institution’s division president.
Reflecting on this, Lauren, a dual enrollment student for Lone Star College — Tomball, shared, “I was scared at first, but as you get to know people, you feel more connected. When I shared the success of getting an internship with others in my regional design team meeting, they were happy for me. I felt their support from being with people in my community who were going through the same thing.”
This virtual convening wasn’t just another online event; it was a transformative experience that allowed students to reflect on their environments, embrace their agency, and actively contribute to solutions that shape their futures. Watching them step into their roles as leaders and changemakers was powerful.
We’re committed to creating more spaces like this, where students can express themselves, claim their strengths, and drive the change they want to see. Because in these spaces — digital or otherwise — real transformation happens, and students aren’t just participants; they’re the future.
