Projected to succeed: what high school graduates take with them from senior project.

• Online Access: http://hdl.handle.net/2047/D20281425

This qualitative study explored the experiences of 27 graduates of a suburban high school in New England after their successful completion of the schools senior project, a project-based learning graduation requirement. Its purpose was to identify and describe what these recent graduates from the Classes of 2013-2017 perceived they gained from the project and how these gains may be or were of value to them in their lives after high school. The researcher also sought to understand how the authentic and self-directed elements of the project contributed to participants deeper learning, and how the project might be redesigned to better serve future students experience with the project and the learning they take with them from it. Authentic learning theory (Harrington & Oliver, 2000) and self-directed learning theory (Gibbons, 2002) as they contribute to the principles of deeper learning (Martinez & McGrath, 2014; National Research Council, 2014) guided the study. Three major findings emerged: the senior project contributes to students positive personal growth and future success through the deeper learning skills it fosters and engages; the intrinsic value of the project derives from the power and agency it affords students, two critical elements that should be further encouraged, supported and expanded as the project moves forward; and more opportunities for self-directed, authentic learning like senior project should be made available to students earlier in their academic careers so they can become more proficient in the deeper learning skills necessary to succeed in life after high school. The researcher provides recommendations for local project re-design and explores implications for national high school re-design and K-12 curriculum reform.