The Senior Project begins at the start of the school year. Seniors start to think about a topic they would like to explore and choose a mentor who will serve as a coach. Mentors support students throughout the process by pushing their thinking, reminding them of important checkpoints, and offering encouragement and guidance. Sean will meet with his mentor weekly to address the following:
- Review and discuss the work he did, where he visited, and who he may have interviewed.
- Discuss what the most important thing he learned was.
- Address goals from the previous week.
- Identify challenges that arise and brainstorm how to solve them.
- Define goals for the following week.
In late fall, Sean meets with the panel that will be evaluating his project throughout the yearlong process and judging his final presentation in the spring. In the video below, he proposes his topic and the essential question that will guide his research.
Student-centered learning experiences allow educators and students, as a team, to focus on the skills each individual student will need to deepen to be successful in their chosen path after high school.
Towards the end of the segment above, we see that Sean is encountering some unexpected challenges with his project. Will he be able to navigate them and find solutions to meet the deadline for his next panel check in?
Sean meets with the panel to discuss his applied piece. The applied piece must demonstrate the following:
- Application of research.
- Provide insight into an answer for the essential question.
- Demonstrate original thinking and new learning.
- Synthesize new learning in the creation of something original.
Souhegan Senior Project culminates in a formal presentation of the research and applied piece to the community. This video shares Sean’s thoughts before presenting, a bit of his presentation, and the panel deliberation that follows. The deliberation is not just a formality. Seniors are evaluated against a complex rubric that determines if they pass, are required to produce follow up materials, or must re-do the project. The expectations are high.
Please note: This video is dark in the beginning because the lights were off during his presentation. It only lasts a few seconds in the video, and you will want to see it through to the end!
Sean reflects on his growth throughout the project. He recognizes that he is now more capable in managing unexpected challenges through critical thinking and real-world problem solving. He also speaks of learning how to manage stress and deadlines when challenges arise. These are definitely skills he will need as he pursues an engineering degree in college and certainly, on the job as a robotics engineer.