Andrea Alsup, English teacher, writes:
The Senior Bridges Interdisciplinary Project is an opportunity for second-semester seniors to work on an intensive project of their own choosing. Seniors are invited to engage in independent study projects in any subject area(s) extending beyond the boundaries of our current curriculum.
Although projects can be in any area of student interest, each will require that the student research the topic, work with a community mentor, write a substantial amount, create a tangible project illustrating what was learned/accomplished, and prepare a presentation about the topic for a class or panel of community members, students, and teachers. Credit areas and course hour commitments will be determined on an individual basis, depending upon the scope of the project as defined by students in their application forms.
Click "read more" to see the application forms.
Senior Bridges Project at Hanover High involves three phases and many skills:
The Paper: Acquisition of knowledge. The student learns about a topic by observing, researching, interviewing and writing.
The Project: Application of knowledge. With the help of a community mentor and a teacher-advisor, the student participates in a project—resulting in a tangible product or an experience, or both.
The Presentation: Synthesis of knowledge. The student presents findings to an HHS class or to a panel consisting of the community members, teachers, and students.
Why do it?
Senior Bridges offers graduating seniors several educational possibilities:
1. An opportunity to design and pursue their own courses of study for a range of 1-5 semester credits.
2. An opportunity to practice independent study—scheduling and time management-with an advisor.
3. An opportunity to work with a community mentor/expert.
As well as allowing students to design what, where, when and how they study in the last semester of their senior years, Bridges allows students to demonstrate mastery of the skills a graduating senior should have:
1. To gather and analyze information
2. To speak and write clearly
3. To make connections among past, present, and future events
4. To solve problems
5. To work cooperatively
6. To transfer skills between one discipline and another
SENIOR BRIDGES STUDENT PROPOSAL GUIDELINES
RESEARCH AND WRITING:
1. What is your topic? Try to define it in a few sentences.
2. Have you identified a potential community mentor? If so, who? Have you met?
3. In what ways might your project be connected to career possibilities for you?
4. What do you already know about the topic? How will it constitute new learning for you?
5. What are the primary questions you hope to answer? (What do you want to learn?)
6. What kinds of research (people, media, print) will you need?
7. What kind of writing would result from your research? For example:
A traditional research paper proving a thesis: “The Abstract artists of the fifties owe more to scientific breakthroughs of the 19th century than to the artistic ones.”
A report with graphics and annotated bibliography”
“The design and building of the Ledyard Bridge.”
A reflective account of your project: what happened, what you learned, what new questions are now raised for you:
“A month working with terminally ill children.”
Another form designed by you, to fit your needs.
8. What is your project? Try to define what you hope to achieve in a few sentences.
9. How are writing and project related?
10. Will it cost money? How much? (If community service is involved, some scholarship funding may be available).
11. Will your project involve other students? If so, how?
12. What preliminary ideas do you have for your final presentation?
13. Topics and projects will be considered on an individual basis, but if you are requesting a semester credit, bear in mind that one hundred and twenty hours of instructional time are necessary for a one semester course, and plan research, writing, and project accordingly. How much time do you estimate you will spend on each segment?
14. How much (e.g. .5 fine arts or .5 English) and what kind of credit are you requesting?
Are you requesting release time from classes? Explain:
A. September-mid Oct: meetings with Ms. Alsup in Room 103 to discuss your project ideas, write and revise proposals.
B. October 15: A written proposal following guidelines given you by Ms. Alsup will be due. You should have a community mentor at this time. Mentor agreement form due.
C. Before holiday break: Your proposal will be reviewed by a representative of each department.
D. January after finals: Begin assembling resources (written, living, electronic).
E. End of January: Party/meetings with community mentors and oral presentation panel members.
F. February: Research/project conferences with Ms. Alsup. Must have calendars and documentation from mentor.
G. March: Research/project conferences with Ms. Alsup. Must have calendars and documentation from mentor.
H. April 1: Q3 Mentor and self-evaluations due, project checkpoint due.
I. May 13: Drafts of papers due. Continue meetings.
J. May 20: Projects complete. Continue meetings.
K. May 23-27: Oral presentation practice with Ms. Alsup and other seniors in project. Continue meetings.
L. May 31: Senior Bridges portfolio (documentation of project, log, final paper, mentor evals. photos, notebooks) due. Continue meetings.
M. May 31-June 3: Oral presentations (20 min. present, 10 min. questions) to school and/or community audience; review of portfolios by Steering Committee.
Deadlines and all meetings are critical. You must meet them or lose credit.
HANOVER HIGH SCHOOL SENIOR BRIDGES PROJECT
The role of the mentor:
Because every student proposal is different, the role of each mentor will be different.
We do ask that you all observe a few guidelines:
1. Have an initial meeting with your student to review proposals and suggest resources for independent study: people, places, and media.
2. Plan a minimum of four meetings between February and mid-May to answer questions, review papers and projects, and discuss progress in general. Andrea Alsup will be the in-school advisor for the student; we will plan meetings to alternate with mentor meetings.
3. Attend the student’s final presentation (about one half hour, in a class or after school during the week after Memorial Day). If it isn’t possible for you to attend your student’s final presentation, please let your student know as soon as possible. We will ask you to help evaluate the presentation with others- -students, teachers, and community members.
4. Write a mid-semester progress report by April _ and a final evaluation after the oral presentation.
Please see evaluation forms in the Senior Bridges project handbook. Your student will provide you with stamped, addressed envelopes for mailing.
If you have problems or questions, please call Andrea Alsup:
at Hanover High: 603-643-3431 x2201
at home: 802-222-3372
Thank you very much for your interest in our students.
Senior Bridges Quarter Three Grades
Quarter Three grades will be based on your work in progress. We will average:
1. Your own self-assessment
2. Your mentor's comments (see following form)
3. My assessment based on our conferences and your rough drafts of paper(s)
Please fill in the blanks and return this sheet to AA's mailbox no later than April ______ the school day the quarter closes. Fee free to discuss your grade with me Depending on your project, some of you will have only one subject grade.
__________________letter grade ___________________letter grade
__________________letter grade ___________________letter grade
Comments, suggestions, and requests:
Senior Project Checkpoint: Due April_____________________________
(Because your project is special, not all of the following will apply, put an NA by questions not applicable to your project.)
1. Who has helped you so far and how? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
List contacts: who when
Phone calls ________________________ ________________________
Interviews ________________________ _____________________ __
Classes/Volunteer time ________________________ ________________________
Help Meetings ________________________ _________________________
Other ________________________ __________________________
List reading material: author, title
If you are making your project, list the materials you have actually use so far.
TIME MANAGE MENT:
Breakdown of time spent so far.
Hours Describe what you were doing.
______ TOTAL HOURS
Describe how your time management of completing your Senior Project works in your busy schedule
Mid-Semester Mentor Progress Report for Senior Bridges
Please return to Andrea Alsup by April _____, the end of the marking period.
Please comment on your student's progress to date. Are satisfied that the project is going well and that the student is working hard?
Are there problems?
Assign a letter grade if you wish: ________________________________
Is it OK to discuss your report with your student?____________________
Thank you very much for your time.
TASK ANALYSIS FOR PRESENTATION:_____________________________________
1. Give an overview of your presentation. What do you hope to accomplish, to prove or to show your panel. Include main ideas and/or skills you have learned from both your research and your project.
2. How are your project and your research paper related? How do you plan to show this relationship to the panel?
3. Analyze your presentation. What do you plan to use for an introduction? What will you say about the research paper? The project? How will you conclude your presentation? Will you be demonstrating or performing as part of our presentation?
B. Project Detail:
SENIOR PROJECT PRESENTATION ASSESSMENT
Please indicate, with a check under yes or no, whether or not each characteristic of the presentation was acceptable. Please add comments on back of this sheet or on separate sheet.
1. INTRODUCTION of SPEECH YES NO COMMENT
*gained attention of audience ____ ____ ____________
*topic was clearly stated ____ ____ ____________
*related topic to audience ____ ____ ____________
*student's credibility established ____ ____ ____________
*body of speech was previewed ____ ____ ____________
2. BODY of SPEECH
*sufficient information presented ____ ____ ____________
*clearly reflected student's learning ____ ____ ____________
*accurate, relevant information ____ ____ ____________
*”visuals” incorporated ____ ____ ____________
3. CONCLUSION of SPEECH
*effective and definite ____ ____ ____________
*summarizes main ideas ____ ____ ____________
*gives closure ____ ____ ____________
*appropriate dress ____ ____ ____________
*effective eye contact ____ ____ ____________
*self-confident, enthusiastic ____ ____ ____________
*effective flow of communication ____ ____ ____________
5. RESPONSES to QUESTIONS
*ease and accuracy of communication _____ ____ ____________
Did the presentation meet expectations of an acceptable speech? If not please explain on back of sheet.
Please make suggestions for the student to carry away from this speech, for her/his future is:
Senior Bridges Portfolio
Senior Project Resume for page 1
Your (conscientiously fill in!) calendar
Your journal and conference notes (mentor and AA)
All final papers
Your self-evaluation; typed or neatly printed
Your mentor verification and evaluation form
Any contents which might enhance your portfolio--photos, art work, interview notes, original work--just be sure to attach neatly labeled caption sheets. Include times which will reveal your personality and voice.
( to be includes in final portfolio with paper)
Paper(s) will be read by your advisor, your mentor, and by at least one Steering Committee member. Each paper will receive tree grades from each reader:
Content: clarity of ideas, thoroughness of investigation, originality of expression
Process: inclusion of drafts with evidence of revision based on reader commentary, timliness
Grammar, Usage, and Mechanics: Final should be publishable
Due Drafts: First draft May _____
**advisor and mentor reading of draft**
Final draft in portfolio on day of presentation
You must meet these deadlines. They may seem early, but the ground will rush up to meet you when it is time to prepare final portfolios, projects, and to practice for the oral presentation.
Hanover High School Senior Project
Student Verification and Mentor Evaluation
Senior Bridges Teacher:_______________________________________________________________
I verify that I worked at least _____ hours on all aspects of the Senior Project. I have categorized the number of hours that I have spent in the following way.
Number of hours worked Phase of Project
____________________ Active Research
____________________ Reflection, Evaluation
____________________ TOTAL HOURS WORKED
Student Signature____________________________________________ Date ___________________
Mentor: I verify that I have worked with this student over the course of the entire Senior project. I have seen the project in its various phases, not just as a final product.
Mentor Signature____________________________________________ Date______________________
Please evaluate the student in the following areas. Five is highest and one is lowest.
Effort 1 2 3 4 5
Creativity 1 2 3 4 5
Time Management 1 2 3 4 5
Quality of Final Product 1 2 3 4 5
Quality of Learning 1 2 3 4 5
Mentor Evaluation Form continued
Low Average High
Courteous 1 2 3 4 5
Responds well to instruction 1 2 3 4 5
Shows responsibility (keeps
appointments, meets deadlines) 1 2 3 4 5
Show commitment (works steadily
on project) 1 2 3 4 5
Sets and meets goals 1 2 3 4 5
Works independently 1 2 3 4 5
skills 1 2 3 4 5
Overall quality of work 1 2 3 4 5
Do you have any suggestions for the student?_______________________________________________
Do you have any suggestions for improving the Senior Bridges Program?_________________________
Additional comments or observations?:_____________________________________________________
Please attach additional sheets if necessary and return to Andrea Alsup at Hanover HIgh in the enclosed envelope. We very much appreciate your participation in this program. Thank you.
SENIOR PROJECT: SELF-EVALUATION
Senior_____________________________________Senior Project Title__________________________
Describe your project in 25 words.
Complete the following:
Date started_______________________Date completed___________________________
Estimated total hours spent on the project_______________________________________
List of resources and materials used:
List at least three things you now know after completing this project:
List any personal satisfactions you gained from the experience of working on this project.
List any problems you encountered during any part of Senior Project.
What was the picture in your mind of your project before you started working on it? How does this picture compare with the outcome you experienced?
If given the opportunity, what would you do differently now that you have completed the project?
What is your evaluation of the project -- Passing, Good, or Excellent? Justify your evaluation in at least 25 words.
FINAL GRADES FOR SENIOR BRIDGES
*Steering committee member(s) evaluation
SUBJECT AREA OF CREDIT:_____________________________________________________________________________
Thursday, October 14, 2010
Andrea Alsup, English teacher, writes:
Posted by Hanoverlife at 7:00 AM