It's worth the hassle for the tassel
Review due dates on the timeline Class of 2010
Review due dates on the timeline Class of 2011
AHS Graduation Project Blackboard Site
The Partnership for 21st Century Skills
WCPSS Instructional Services
The Research Paper
What is the research paper requirement of the Graduation Project?
According to the NCDPI Exit Standards Implementation Guide, the research paper requires
students to develop and demonstrate proficiency in conducting research and writing
proficiently about a chosen in-depth topic. A Graduation Project Steering Committee at the
school sets parameters to guide the length, format, sources, writing style and other
characteristics related to acceptable topic selection, research practices, and writing styles.
According to a handbook on implementing such projects prepared by the North Carolina Education Standards and Accountability (1997), the research-based essay contains a thesis that the writer proves, or disproves, through research evidence. Selection of a topic takes considerable time; it should lend itself to performing or constructing a product. The essay uses the acquisition of knowledge through researching, writing, interviewing, and synthesizing and application of real world skills of time management, organization, self discipline, persistence, and problem solving.
What procedures should students use when selecting their topics?
The key to topic selection rests in the students being allowed to choose their own topics but
doing so within academic standards and project guidelines. Among its many goals, the
Graduation Project is to be a learning stretch, so even though some students may wish to
pursue their life's interest, it may be in their best interest to pursue a new area or at least a
new angle on an old topic. For example, if a student has been taking karate lessons since
he/she was six years old, then the student may find another topic more of a stretch than
continuing to research karate. The student could research a topic completely unrelated to
the martial arts or at least study another martial art that might or might not have a
correlation with karate. Many students who choose a topic with which they are very familiar
do weak research, erroneously thinking they already know all there is to know about a topic
from their years of experience.
Still, beginning with current student interests is an acceptable starting point for topic selection. Schools should consider career interest inventories or other inventories/surveys (many of which are available on-line) to help students discern their areas of interest. The Career Development Coordinators, as well as the Student Services Department, should be good sources for such tools.
What are the qualities of a good essential question or topic?
In general, an effective topic goes beyond the compilation of information and requires
synthesis, critical questioning, and deepened understanding. Some qualities of a good
essential question or topic are the following:
The Portfolio
What is the portfolio requirement of the Graduation Project?
Because self-reflection is an integral part of the learning process, students are required to
document their process and the progress they make while working on the Graduation
Project. They will show evidence of their growth by keeping a folder of reflective writing
or logs and other forms of student documents (NCDPI, 2006, p. 32). Schools should give
students clear instructions about what kinds of documents will be acceptable. Also, schools
should address what kinds of documents will help show the process at various stages of
completion.
What documents should be included in the portfolio?
Many schools have elaborate portfolios that contain numerous official documents, while
other schools limit the number of documents the portfolio includes. Schools should design
and make available key portfolio documents. Some suggestions include the following: title
page, topic approval form, mentor approval form, letter of intent, parental consent, product
log, mentor log, and self-reflection.
Some schools require a resume, a clean copy of the research paper, a presentation outline, and numerous other forms documenting the process. Some forms are completed throughout the process and are collected for inclusion in the portfolio. Others are done just before the entire project is completed.
The key is for schools to consider what role they wish the portfolio to assume. The state is clear on the purpose of the portfolio, and the state rubrics are equally clear in requiring students to meet standards in format/appearance, organization, completeness, student growth, student reflection, and information/technology/communications literacy.
The Product
What is the product requirement of the Graduation Project?
The product requirement challenges students to create a tangible product related to the field
of study and/or research topic selected by the student. In fact, it should be a logical
extension of the research paper. According to the NCDPI Exit Standards Implementation
Guide (2006), the product might be in the form of a service which benefits the school or
community, and it should allow him or her to show applications of learning, and reflect that
the student has spent substantial time completing it. The North Carolina Education
Standards and Accountability Commission (1997) explains that The product or project may
incorporate the experiential, performance, or experimental real world skills of patience,
responsibility, enthusiasm, time management, problem solving, practice and independence.
How many hours should the product entail and how are hours earned?
Like the paper length, the state documents do not delineate the number of hours students
should spend developing the product; however, the state does strongly recommend a
minimum of fifteen (15) hours. Product logs should allow students to record
multiple dates and times of work; in fact, some schools require a mentor or advisor signature
to verify time spent. In addition, some schools place a limit on how many hours out of the
required number may be devoted to one particular activity such as job shadowing.
What are some possible products?
The list of possible products is vast and various, and the gamut runs from tangible to
intangible, short-term to long-term. In other words, the key to effective products is to allow
for individual differences and creativity.
Many products are actual physical objects that students create such as displays, models, art objects, charts, board games, crafts, costumes, booklets, and notebooks. Other products are performance-based such as fashion shows, musical and dance performances, athletic demonstrations, and culinary endeavors. Still others may be time logged in a particular activity such as job shadowing, internships and apprenticeships, and service learning. The latter category may result in a physical manifestation such as a scrapbook or journal of the experience that includes documentation of the student’s experience.
In all cases, the product should have a viable and logical link to the research topic and thesis. Students do seem to struggle with developing products that have relevancy to the topic while being an effective extension of their learning.
The Oral Presentation
What is the oral presentation requirement of the Graduation Project?
In a formal presentation, each student provides an analysis of his/her process in completing
the Graduation Project, as well as his/her self-growth from topic selection through project
completion. Judges will be allowed to ask impromptu questions at the conclusion of the
presentation. The North Carolina Education Standards and Accountability Commission (1997) explains that The Review Panel and portfolio experience provides the student with an opportunity to synthesize the essay, project, and self growth journey using communication skills related to fluency, flow, knowledge, depth, listening, explaining,
defending, and comprehending real-world skills in a holistic application.
How long should student presentations last?
The state rubrics do not delineate a time frame, but the rubrics do state that students should
stay with the prescribed timelines. Most successful Graduation Project programs allow the
student to present for eight (8) to twelve (12) minutes, including time for the question-and-answer
period. Schools should consider their time limitations and the number of seniors on a presentation cycle in determining time limits.
*Resource: Graduation Project Implementation Guide -- A Handbook for WCPSS Faculty and Administrators; August 2007