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INTRODUCTION TO THE SENIOR PROJECT REQUIREMENTS

2014-2015

JUNIORS: These pages will help you understand the Senior Project, see the big picture, plan ahead, and get started. Every attempt has been made to make these materials accurate and up to date. However, dates and other details will be clarified in more detail at the beginning of your senior year. Specifics and changes, should any be necessary, will be announced in a timely manner as the year goes on. Some assignments and particulars of major assignments may vary somewhat from teacher to teacher. However, the basic requirements will be the same. Your teacher will provide details as they become timely.

PLEASE

SHARE THIS INFORMATION WITH YOUR PARENTS

They too need to understand the expectations and the requirements for the Senior Project.

Junior English Teachers: Senior English Teachers:

Mrs. Linzy Mr. Buckridge

Mrs. Ralls Mrs. Ralls (Automotive Academy)

Mrs. Eubanks Mrs. Eubanks

Mr. Eisele

WELCOME TO

NAMPA HIGH SCHOOL SENIOR PROJECT 2014-2015

The Senior Project introduces a process for lifetime learning. Learning does not end with your formal education. In the world beyond school, learning is ongoing. Adults research, read, write, and collaborate with others in an effort to solve problems, expand opportunities, satisfy curiosity, and/or for other reasons.

CHOOSING A PROJECT

You will begin by choosing a topic for learning, anything from hands-on projects to career studies. The project begins with a question or with an interest that evolves into a question. This question helps drive the research component, the project experience, the portfolio, and the presentation.

Choose something you know little or nothing about. The best Senior Projects involve new learning. Choose something that you think might be beneficial and interesting. Significance is a factor in the final evaluation of your project. Was it worth doing? Did it make a difference to you and/or to someone else?

With the exception of Academy classes, projects that are already requirements in a course in which you are enrolled are not appropriate. Projects that you are already doing on the job are not appropriate; however, learning new job-related skills may be appropriate with prior written approval. If your teachers, mentor, and/or panel question your project in these regards, they will directly challenge you to defend the suitability of your project.

Talk about your project with your teacher. She or he may be able give you advice based on past projects.

If your project involves working with a partner, be aware of the possibilities and pitfalls, the do's and don'ts. It seldom works, and also requires written approval. Each partner is responsible for each component of the Senior Project, and presentation time is doubled, unless presentations are presented separately.

FINDING A MENTOR

A mentor is someone with real expertise in the field of your project, more experienced, and usually older. You must find an adult who will serve as an advisor who directs you to experts or who will act as a mentor. The advisor/mentor will guide and/or supervise the time you spend on the project. Often, once you have decided on an area of interest, your mentor can help you plan out what you will do and what might be an appropriate research paper topic.

Find a mentor. Take a chance. Look into new fields. Don’t be afraid to ask someone you do not know to mentor you. You will be surprised at how many people know about the project and love to help. You may have more than one mentor if you wish and if it is to your advantage. It is required that you send a letter of request to the mentor asking him/her to help you on the project you have chosen. This will be a part of your grade.

TIME REQUIREMENTS

The Project involves at least 20 hours under the guidance (but not necessarily direct supervision) of an advisor or mentor(s). This time does not include the time spent reading additional information and factual or reflective reading. Once your proposal is finished and approved you may begin working on your project. The hours can be completed any time during the year, but they must be completed by the week before you are scheduled to present. Although you are not expected to be a professional in this short amount of time, your learning will reflect the time spent and understanding of your project topic.

THE PROJECT PROPOSAL

A formal proposal will be the first major component of your project. This is what you will complete as juniors. Before your project becomes “official,” it must be approved by two NHS faculty members other than your English teacher(s). You must convince the faculty members that your project is both worthwhile and feasible in a typed one page cover letter. Not only is the proposal an important assignment in its own right, approval is necessary for you to receive credit for later parts of the project.

If, at some point in the future, you abandon your project in favor of another one, you must then submit a new proposal for approval including a new cover letter.

See the attached proposal page for details and required format.

THE PROJECT PORTFOLIO

You will keep a time and informational portfolio containing the artifacts of your experience with your project and mentor. This portfolio offers you an individualized way to show off your skills and your accomplishments during the project. It should be reviewed by your mentor, even though he may not have directly supervised you during all that time.

Begin your portfolio with a copy of your cover letter and proposal; then continue to collect evidence as you work on your project (e.g. receipts, pictures, sketches, maps, tactile items, blue prints, etc.). One vital component of your portfolio will be your project journal, in which you write a reflection every time you work on your project (at least three complete sentences for each reflection), in addition document your time, what you did, conversations with your mentor, conversations with others about it, what you learned, problems, obstacles, good/bad situations and outcomes. If your mentor is willing, have him/her/them provide notes and/or sign your journal or time log. Do not put this off. Write while it is fresh. Summary narratives and logs that are faked at the end are not satisfactory.

See the attached Portfolio Page for details.

THE RESEARCH COMPONENT

As an important part of your project, you will do research and reading relevant to the topic and/or execution of your project. The literature review is not a report of the project time or activities. It will be due in 2nd Quarter and will be a substantial part of the 2nd Quarter grade.

See the attached research page for details.

THE PRESENTATIONS

Presentations will take place 2nd Quarter. The schedule will be drawn up well in advance so that you will know exactly what day you will need to bring your things to school. Be sure to check the schedule regularly. Changes will occur and it is your responsibility to monitor your scheduled time. You will have a total time slot of 20 minutes; plan on about 10-15 minutes of actual presentation time. This will leave 5-10 minutes for setting up your presentation, answering questions from the judges, taking down your presentation, and exiting the room. The judges questioning does not count towards your total presentation time. A digital component in the form of a Power Point, Prezi, Slideshow, etc. is required. Effective presentations employ visuals, demonstrations, and/or whatever else helps to show the accomplishments and information learned. A practice presentation will be required in your final portfolio grade and must be documented.

See the attached Presentation Page for details.

FINAL COMMENTS

The project will be one of the most positive experiences of the year – if you work honestly on it. Idaho core standards of writing, speaking and listening, and reading informational text are all addressed by the project while allowing you to pursue an interest of your own.

The teacher’s role is to nag, encourage, coach, coerce, admonish and exhort. Your English teacher will provide class time and guidance for the components of the Senior Project, including reflective and research writing and presentation skills; however, it is your responsibility to complete all requirements outside of class.

This is a long-term project, but you must be careful not to get caught in a time crunch. Time management is critical, so plan ahead and your project will be less stressful and much more enjoyable. Even early on in the first semester of your senior year you will be busy, so create for yourself a schedule in order to balance your activities. There are many teachers who have worked with the project before and will help answer your questions.

SENIOR PROJECT COVER LETTER AND PROJECT PROPOSAL

Statement of Assignment

As juniors you begin the senior project process by selecting a topic and drafting a cover letter and proposal for your senior project. This is a summative assessment and will be graded your junior year. It will also be the instrument for clearing your project through members of the NHS faculty. Once your proposal is approved, your Senior Project is “official.” Final approval is at your English teacher’s discretion. Please make sure that it is credible, manageable, and well written. You cannot create a particle accelerator in your backyard in 20 hours.

Rationale for the Assignment

• Your ability to persuade your readers that you have given your project serious thought, that it is worthwhile and viable, and that you are ready to begin, is the primary criterion for approval of your proposal.

• The formal proposal is a frequently encountered form of business writing with which you should be familiar.

Description of the Assignment

• Your letter of introduction will have a business block format (see template)

• Your proposal must be submitted in the form of a memorandum (see template)

• It must be organized into clearly headed blocks or sections according to its main parts.

• It must be typed.

• Clarity, thoroughness, format, and appearance will be grading criteria.

The Approval Process

Be prepared to submit two copies of your final cover letter and project proposal to your English teacher. She/he will keep one and return the other to you with a signature sheet. It is then your responsibility to get two NHS faculty members (other than your English teacher) to approve your idea. When this is completed, you will submit the signed copy to your teacher. Keep a copy of the proposal close as you begin and then continue to work on the project as it will provide a way for you to stay focused and keep your goals in mind.

Personal/Business Letter Template

(Return Address)

4 Spaces

(Recipient Address)

Nampa High School

203 Lake Lowell Ave

Nampa, Id 83686

Dear NHS Faculty Member: 2 Spaces

2 Spaces

2 Spaces

2 Spaces

Sincerely,

4 Spaces

8 Spaces

Attachment:

Proposal Template

TO: Senior Project Committee

FROM: (Your Name)

DATE: (Current Date)

SUBJECT: SENIOR PROJECT PROPOSAL

Topic: (1 or 2 words telling you topic choice, i.e. Decorative Wood Carving)

Overview: (3-5 sentences briefly explaining your project. Think of this as a teaser for the information that will be explained in more detail below.)

Statement of Significance: (What do you hope to learn? Is it new knowledge or an extension of prior knowledge? Why is this project worth doing/learning? How will it expand your knowledge or make some one/yourself a better person? Convince us that this project is a worthy one. Think carefully about your project selection and explain how it will meet at least one of the following criteria:

Academic: independent study to expand personal knowledge; direct instruction from a professional with the purpose of certification, licensure, or documentation of program completion

Community Service: assuming a leadership position with the intent of improving a public safety issue or offering a viable community service for a community organization.

Career: in-depth career study or internship offering a chance to explore a potential career pathway.

Personal Exploration: an exploration of an unfamiliar area of interest.)

Goals/Objectives: (Set 3-5+ measureable goals for you to accomplish. These goals should tie directly to the work you complete for your project. Then identify how will measure these goals and how you will know if you have been successful.)

Plan: (Explain the what, when, where, how long, with whom [other than mentor, this will come later], etc. When will you meet with your mentor? How often? What days will be set aside for working on your project? How many hours per week will you need to complete to be finished by presentation time? Be detailed, this will show that you’ve thought it through and are realistic in what is to be done. This section, and the next one, may take some initial preparation. The more you put into the planning now, the more likely you will gain approval and have a successful experience with your project.)

Requirements: (What will you need to complete your project? Although some projects require only time to complete, other projects require specific supplies. If your project is one of these, planning ahead can help you be realistic with your expectations and your planning. If there will be costs associate with your project, do some initial footwork on pricing. Use the chart below to list out needed supplies, equipment, parts, etc. If you already have all the needed supplies, equipment, parts, etc. please list them and explain that you already have them or where they can be found.)

|Item |Quantity |Unit Cost |Shipping |Subtotals |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Total ___________

Amount to be paid by student ___________

Amount to be paid by parent/guardian ___________

Remaining Balance ___________

(Explain how you will pay for your portion and, if there is a remaining balance, how it will be paid. Please remember, the cost of your project is not a graded component. Many high-quality successful projects have cost little to nothing. If there will be expenses associated with your project, you should discuss this with your parents/guardians and your mentor.)

Evidence: (List evidence you will provide as proof of project completion. You need to have at least 3 forms of evidence by the time you complete your project. This evidence verifies the number of hours you worked, the different stages of your project, the process of completing the project, and the working relationship with your mentor. Examples of evidence: before & after examples, pictures, video/audio recordings, time log, drafts of work, emails/other correspondences, etc.)

Mentor: (Mentor’s name & qualifications.) ____________________________________________________

Mentor’s Signature: __________________________________ Date: ________________________

Possible Research Topics: (Find three articles/pieces of literature connected to your project idea. Write the bibliographies here as a start to the reading you will do for the research component of this project: the literature review. This should be a relevant topic, but not your project itself [i.e. How to do decorative wood carving—doesn’t work because that is what I’m doing for my project. “Wood types and best options for different types of decorative wood projects” may be closer to a related research topic. Again, if you have already found your mentor, he/she may be able to help with this section. If not, spend some time looking at the information that is available to you: internet, books, interviews, etc. This may help you craft a question/idea to explore further.)

PROJECT PORTFOLIO

The portfolio is one of the most important assignments of the project, but one of the most misunderstood.

First, let’s look at the functions of the portfolio:

The portfolio explains and provides evidence of

• what you did, and when, and what time you spent doing it.

• what you did and why you did it that way.

• what you learned as you went along with the project.

• what you learned from your mentor and other people.

• the roles other people played in your project.

• the research completed for the project itself and the literature review.

• the problems you encounter and how you overcame them

• the story of your project; it is the master narrative.

Consider some advice for a good portfolio:

• Begin at the beginning: include how you decided on the project, how you focused it, how you got it underway, and how you found a mentor.

• Include false starts, dead ends, and other problems.

• Include appropriate, relevant details.

• Explain.

• Good portfolios run several pages and include a variety of artifacts to create a complete picture of the work you’ve completed for your project.

• Start your portfolio early and add to it regularly as you go along.

• Write while things are fresh in your mind. Don’t say “I’ll wait and write it up at the end.” It doesn’t work and is probably responsible for more poor portfolios than anything else.

What will your portfolio do for you? Remember that your teacher has only a few “windows” into your senior project to evaluate what you did, what you learned, and how much effort went into it. The literature review and the presentation are two of them. The portfolio is a third. It should not be considered less important than the other two.

Your portfolio (which is not the same as your literature review) can be a valuable source of material for your presentation. Perhaps you talk to your mentor or other knowledgeable people, interview people, read tech manuals, and find things on the Internet. Write about everything and include your field notes into your portfolio. Your portfolio is a source of useable information for your presentation.

As you continue to work on the project, your teacher may include additional information, suggestions, and expectations for your portfolio.

Standards Assessed Junior Year—

Cover Letter and Project Proposal

W.04.11-12: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L.01.11-12: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.02.11-12: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.02.11-12b: Spell correctly.

Assignments Assessed Senior Year—

▪ Portfolio (including individual components)

▪ Literature Review

▪ Presentation

Your senior English teacher will give you additional information and the standards being assessed on these assignments during your senior year.

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