CHS Senior Project

Handbook

2013-2014

Table of Contents

  • Section One: Overview5
  • Section Two: Timeline & Responsibilities9
  • Section Three: Getting Started13
  • Selecting a Project13
  • Getting Started Tips16
  • Possible Senior Project Topics17
  • Project Information18
  • Section Four: Components19
  • Proposal Guidelines20
  • Research Paper Guidelines23
  • Research Paper Assessment Checklist25
  • Conducting the Personal Interview27
  • Works Cited Guidelines34
  • Portfolio Guidelines39
  • PowerPoint Presentation Guidelines45
  • Practice Session Guidelines47
  • Reflection Paper Guidelines51
  • Final Presentation Guidelines52
  • Section Five: Appendix57

Section One:

Overview

Introduction

The senior project represents the culmination of a student’s K-12 education. Employers and universities indicate that workers and students need to be able to bring complex ideas together in order to be successful. Bringing complex ideas together might include knowing how to merge modern technologies to manage machinery, serve customers, or locate and use a wide variety of information. In-depth examination of a senior project topic requires students to make wide searches and to extend searches for more and more information. Furthermore, senior project research requires students to understand and organize information from a variety of sources, to interpret this information meaningfully, and to communicate this meaning to others. These are all important skills for future success in any endeavor.

Businesses also indicate a need for new employees to enter the work world with good time management and goal-setting skills; these are the same skills that are needed for academic success after high school. Students and workers must be able to solve problems and make good decisions. Completing a successful senior project is a long process with many steps; focusing on one area of interest will provide the student with guidance in making decisions about choices in life after high school. Successful completion of this process demonstrates that a student can manage complex, time-consuming tasks successfully, and can master a body of information about a field and communicate it to others.

There is a need for a more personalized approach to education…an approach founded in relevance and rigor. This is an opportunity for students to explore a topic that they feel passionate about, something that they may have not had the opportunity to study before, or would like to study in a more in-depth manner. By providing students the opportunity to research their own topics, we can help them to realize personal aspirations that they may not have had the chance to recognize before. Students have the chance to explore a personal passion, allowing students to see that the subjects they learn in school are personally relevant to themselves as well as have real life applications.

The Senior Project is a CHS graduation requirement beginning with the class of 2012.

The Senior Project is designed to give students a chance to demonstrate that they have the skills necessary to succeed after high school graduation by creating and completing a self-directed project of their choice. This is a real-world application of students’ learning experiences gained throughout their school years. The project will require meaningful research, the creation of a PowerPoint slide show as an outgrowth of that research, sharing the product/performance or academic issue with others, and reflection on the learning process.

Senior Project guidelines will be presented in students’ English classes. An advisory team will evaluate each project component to determine if it meets standards set forth by CHS.

Students will design their own project and carry it through to completion prior to graduation. Although part of English class, the Senior Project is self-directed. Students take personal responsibility for developing/completing this project. All of the research and activity will take place outside of class time, as the ability to work independently and achieve a goal is important in the work world.

In addition to meeting CHS graduation requirements, the Senior Project also addresses many of the common core standards for content areas, including meeting college and career readiness benchmarks, the Senior Project addresses the following demonstrators for the CHS Writing Program:

Curriculum and Instruction

  1. Demonstrator: The school implements a rigorous communication curriculum which provides innovative opportunities for students to develop and refine 21st century communication skills.
  2. Demonstrator: Teachers implement a rigorous communication curriculum where students demonstrate disciplinary understanding and interdisciplinary connections.
  3. Demonstrator: Students engage across the curriculum in a process of critical thinking and communicating.
  4. Demonstrator: Students develop communication skills through collaboration and feedback.
  5. Demonstrator: Schools provide differentiated learning experiences in communication skills.

Formative and Summative Assessment

  1. Demonstrator: Schools systematically align writing and communication assessments to standards across all grade levels and areas.
  2. Demonstrator: Teachers embed on-going formative and summative assessments in instruction for writing and other forms of communication.
  3. Demonstrator: Teachers assess students’ writing and communication skills formatively and summatively to provide feedback and inform instruction across the curriculum.
  4. Demonstrator: Students take ownership of their learning by analyzing and using feedback from formative and summative assessments of writing and communication skills.

The Senior Project will assess a broad range of skills in reading, writing, communication, technology, reasoning, problem solving, and research through six distinct components presented to an audience of staff and community members who will interact with, ask questions, and require the students to defend their work.

The purpose of the CHS Senior Project:

  • The Senior Project is a rigorous and relevant learning experience.
  • The Senior Project demonstrates a learning stretch during the senior year.
  • The Senior Project provides an opportunity to apply knowledge and skills acquired K-12.

Components:

COMPONENTS

The Senior Project has six components. Each component must be completed at standard and by the published deadline dates in order to meet the Campbellsville High School Senior Project graduation requirement.

Proposal

The proposal communicates to your advisor your project intent. It defines the project by stating the essential research focus. It will include the type of project you will work on: product or performance. Your project must challenge you in some substantial manner and must demonstrate a learning stretch as well as benefit others in some way.

Research

You will complete a research paper that explores an aspect of your project. The paper will be a minimum of six pages long and a maximum of eight pages long, will utilize at least six authoritative print/non-print reference, and will meet guidelines for proper MLA format. You will demonstrate the skills of organized original research. The score on this research paper will be included as part of your English IV grade.

PowerPoint

You will relate your project by presenting a PowerPoint slide show as part of your Final Presentation. This slide show will highlight what type of project you chose: a product, performance, or an academic issue investigation project. It will trace your research journey and the outcome of your final product. All projects will produce something tangible. This product may take many forms. It can be something that is built, a scientific experiment, a performance, an exhibition, an event, etc.

Portfolio

The portfolio is a collection that contains all the written components of the Senior Project and is presented to the Final Presentation Panel of judges prior to the Final Presentation.The written components that are required for inclusion are outlined in the Portfolio section of this handbook.

Reflection Papers

The reflection papers outline your growth as a learner and researcher to the final panel of judges and highlights future plans for utilizing the knowledge you gained as part of this project. The paper will be a minimum of one page and a maximum of two pages long in MLA format.

Presentation

The presentation is the final phase of the Senior Project and should be viewed as an opportunity to demonstrate that you are qualified to graduate. You will make a 5-10 minute PowerPoint presentation describing your projectbefore a panel of judges and then answer any questions the judges may ask. You will be evaluated on the content of your speech, delivery, and ability to field questions.

Section Two:

Timeline & Responsibilities

CHS Senior Project

Student Responsibilities

1. Identify a viable project of your own choosing.

2. Complete and submit a project proposal and research paper that all MEET STANDARD.

3. Work on the senior project individually.

4. Seek advice and assistance when needed.

5. Meet all deadlines.

6. Maintain documentation of all phases of the project.

7. Produce something tangible as part of the project process: something that is built, a scientific experiment, a performance, an exhibition, an event, etc.

7. Prepare a portfolio of required documents for the final presentation panel.

8. Prepare a PowerPoint slide show for your final presentation documenting your project journey.

9. Make a final presentation to the panel that “meets standard.”

10. Successfully complete all components of the CHS Senior Project:

Proposal, Research (including interview), PowerPoint slideshow, Portfolio, Reflection Paper, and Presentation.

CHS Senior Project

Timeline

SENIOR PROJECT PART I:

May 2013:

Overview of Senior Project

Begin brainstorming, choosing your topic.

Early Proposal Submissions for Pre-Approval (Turn these in to English teacher)

Summer 2013:

Begin working on preparing for, completing part I of your Senior Project.

PART I:

August 2013:

  • Review/Overview of Senior Project
  • Choose a project topic.
  • Work on proposal.
  • Proposal reviewed by Project Advisor Teacher
  • Proposal completed and turned in to English IV Teacher (August 16, 2013).
  • Proposal revisions (if needed) completed and turned in to English IV Teacher. (August 30, 2013).

September 2013:

Meet with project advisor. (First meeting agenda complete and signed by September 21, 2013)

Buy and begin your project binder, create online binder as well. Begin table of contents.

Begin research to help organize the tangible portion of your project. (This will also be used later in your research paper)

Begin implementing the project and maintaining log of all activity and project portfolio. (REMINDER: Log of activity includes meeting with advisor, working on project, organizing, etc. You must SHOW ACTION, not just “research.”)

TAKE PICTURES (Pictures are the best evidence you can provide for your project)

Submit Activity Log #1 with a minimum of 4 photographs and 3-4 actual hours of actual activity. This will be signed and placed in your binder. You MUST have a binder with proposal, activity log, photographs and table of contents at this point. (September 20, 2013)

Submit In Progress Reflection #1, ½ page typed and labeled to English Teacher(September 20, 2013)

October 2013:

Conduct personal interview #1 with someone knowledgeable of the work you are doing for your project.

Complete the interview cover sheet (with the signature of the person you interviewed) as well as the interview question sheet. (You might consider videoingthese interviews to use later in your research paper or your PowerPoint presentation) You must show evidence, take a picture!

Submit INTERVIEW #1 (October 18, 2013)

Continue implementing the project. You are working towards 3-4 hours of activity as a minimum.

Meet with project advisor. (Second meeting agenda complete and signed by October 25, 2013)

Submit Activity Log #2 with a minimum of 4 photographs and an additional 3-4 actual hours of activity. This will be signed and placed in your binder. (October 31, 2013)

Submit In Progress Reflection #2 ½ page typed and labeled(October 31, 2013)

November 2012:

Continue implementing the project.

Continue maintaining log of all activity and project portfolio.

Meet with project advisor. (Third meeting agenda complete and signed by November 22, 2013)

Submit Activity Log #3 with a minimum of 4 photographs and an additional 3-4 hours of activity. This will be signed and placed in your binder. (November 26, 2013)

Submit In Progress Reflection #3 one page minimum, typed, MLA format(November 26, 2013)

Make plans to complete all activity related directly to the completion of the project product or presentation.

Schedule meeting with advisor for final review of Part I. This is YOUR responsibility. It must be completed before your final submission

REMINDER: Your PRODUCT or PRESENTATION portion of the Senior Project (Part I) must be completed by December 13, 2013.

December 2013:

Final meeting with your project advisor for Part I of the Senior Project must be completed by December 12, 2013.

Submit any additional Activity in Log #4 (Optional/Only required if minimum hours are not complete at this point) (December 13, 2013)

Submit Final Reflection of Part I of the Senior Project two page minimum, typed, MLA format(December 13, 2013- to English IV Teacher)

Submit ALL EVIDENCE that demonstrates your completion of the product/presentation.

Binder and evidence for Part I of the Senior Project must be turned in by December 13, 2013. This will count as a final grade in your English IV class.

PART II:

January 2014:

Choose a topic related to Part I of your Senior Project. This will be the focus of your research paper. You must be able to show the connection/how it is relative to the previous work you have completed.

Meet with project advisor to approve your research paper topic, discuss options, etc. (Part II advisor meeting agenda #1 complete and signed by January 31, 2014)

Submit Research Proposal Paper (one page minimum, see handbook for format) (January 31, 2014)

Begin locating sources for your research paper.

English classes will be preparing you for creating your Annotated Bibliography which will be completed in February.

February 2014:

Locate a minimum of 5 required sources (books, journals, websites, etc that are considered scholarly).

Complete and submit an annotated bibliography of all sources, in correct MLA format (February 21, 2014).

Decide upon two individuals to interview regarding the research portion (Part II) of your project.

Begin interviews.

Begin composition of research paper.

March 2014:

Complete two interviews and submit interview cover sheets, as well as interview question sheets. These must be submitted inside your binder to your English teacher. (March 14, 2014).

Submit Research In Progress Reflection #1 ½ page hand written and labeled(March 14, 2014)

Complete composition of research paper.

Submit first draft of research paper to English IV instructor(March 28, 2014).

April 2014:

Work on research paper revisions.

Complete and submit final draft of research paper to English IV instructor (April 18, 2014).

Begin work on PowerPoint presentation.

Submit Research In Progress Reflection #2 ½ page hand written and labeledformat(April 25, 2014)

Complete and submit Final Presentation PowerPoint presentation for review to Project Advisor (April 30, 2014).

Practice your final presentation to ensure you meet time requirements. Schedule your final meeting with your advisor to practice your presentation and receive feedback. Submit this agenda and their feedback, signed. These items should be placed in your binder. (Complete by April 30, 2014)

May 2014:

Complete any revisions and submit final PowerPoint presentation and submit (May 2, 2014).

Final presentations (Date to be announced- These will be during testing week or finals week. We will keep you updated.).

SUBMIT a copy of your final PowerPoint presentation and your completed portfolio (binder) at the time of your scheduled presentation. (TBA)

Submit FINAL REFLECTION (Over the entire year, not just the Spring process) 2 page min typed and in MLA format), the day following your final presentation. (Date TBA)

*Dates are subject to change due to missed school days, scheduling conflicts, etc.. Students will be notified of any changes by their advisor, teachers, and announcements.

If all components of the project are not complete by the final presentation days, you will not graduate with your class. You will not walk at commencement, and you will not receive your diploma until the project is completed.

Section Three:

Getting Started

CHS Senior Project

Selecting a Project Category

You should view the project as an opportunity to explore and learn about something in which you are sincerely interested. It is important that you direct this learning experience and take responsibility for it. The project must be a new or advanced activity or skill, not something you have done in the past. It must be a topic that is thoroughly researched and is a “learning stretch” for you.

All projects will end with a PowerPoint presentation highlighting all activity and work put into your project. Student projects will fit into one of the following categories:

Product Project:Design or create a product, service, system, or event. This project means you can actually see and touch what you’ve made. For example:

* Design, landscape a community member’s yard.

* Design, build storage shed for someone in need.

* Plant a community garden.

Performance Project:Perform or do something like act, direct, conduct, teach, coach. For a teaching/coaching project, senior must provide evidence of at least 10 hours of work with the student(s). For example:

* Volunteer in an elementary classroom. Teach a series of art lessons.

* Teach senior citizens at a local nursing home how to knit.

* Organize and implement a new recycling program at your school or church.

Selection Guidelines

  • Classes and jobs are not Senior Projects. You may take a class to help you reach your goal for the product or performance. For example, you may take a quilting class to help you sew the baby quilt you are giving as a present. Simply going to class, however, is not the product or performance.
  • You may not use hours for which you are being paid. Products or performances related to jobs must go beyond the regular work schedule and provide for the employer something that is not part of the student’s typical responsibilities.
  • Job Shadows, alone, do not qualify as projects. You may spend some time shadowing someone, however, in order to learn how to create your product/performance.
  • Creating a web page is not an acceptable product unlessthe student can demonstrate that there is a specific client and audience with a clear need for the information.
  • This is an individual activity. You must demonstrate your product or performance solo.
  • Don’t propose to attempt something outside your budget. CHS is not responsible for funding any expense incurred during the Senior Project
  • If the project can only be completed in a classroom at CHS during school time, you must find another project. Class assignments may not be used for the Senior Project.

Special Permission