Students will launch the CTE dress code design challenge by experiencing realistic pathway scenarios, noticing safety and professionalism needs, and beginning to define what makes a dress code fair and useful. They will discuss the driving questions, examine sample ideas, record early evidence-based observations, and set expectations for feedback, revision, and teamwork across the project.

Students will gather evidence from real CTE users and scenarios, organize that evidence into empathy artifacts, test assumptions against what they heard and saw, and write a draft design brief that defines criteria and constraints for a fair, safe, and professional dress code.

Students will turn research from earlier phases into clear design opportunities, generate multiple dress code ideas, build low-tech prototypes, test them with peers and CTE partners, and document two rounds of revision before moving into final refinement.

Students will refine one tested dress code direction, validate it with a fresh audience, strengthen their one-page guide and pitch card materials, and prepare a stakeholder-facing explanation of how user feedback shaped their final decisions.

Students will present their final CTE dress code guides, pitch cards, and scenario stations to authentic audiences, explain how their design choices connect to safety, fairness, professionalism, and SkillsUSA, and reflect on how feedback and teamwork shaped their final work.