Senior Project Overhauled to Ease Workload

A student works on a research project – photo via Unsplash

Senior Project, a cornerstone of the School Without Walls curriculum, underwent significant changes in advance of the 2024-2025 school year aimed at both easing the burden on seniors juggling college applications and developing students’ argumentative skills. The structural changes, including a summer break from project work and the removal of the mentor requirement, were designed to streamline the process and better accommodate students’ busy schedules. However, the adjustments also brought new challenges, particularly with deadlines coinciding with college applications.

According to the School Without Walls website, senior project serves as the “culmination of academic experiences at School Without Walls,” which is why it’s taken in the final year. This sequential approach appears to be effective. Xavier Miller (‘25) noted, “We’ve been doing this stuff for all four years.” Beginning in freshman year with introductory research assignments, students progress through sophomore speeches and the AP Language and Composition course, laying the groundwork for the senior paper, presentation, and product.

Changes to the program have been frequent in recent school years. In the 2020-2021 school year, the curriculum was revised to emphasize academic skills and incorporate scaffolding to strengthen students’ research abilities. The changes also ensured that all students had equitable access to feedback and resources. Then, the curriculum was overhauled again in advance of the 2024-25 school year. 

A significant shift came this year when the class transitioned from a research-focused project to one centered on argumentative writing. Previously, students could engage in data collection and STEM research. However, the updated curriculum emphasizes persuasion and rhetoric. While students still learn how to write a research paper, opportunities for hands-on research are limited unless they take the AP Seminar/AP Research track.

This shift has sparked some discontent among students whose older siblings had a different experience. Angelina Ramirez (‘25) observed, “The class has changed a lot of the guidelines. For my sister, it was a research paper, but now it’s an argumentative paper.”

There have been more changes to the structure of this course, beyond the way content is explored. This year, seniors were given the summer off, a departure from previous years when students were required to complete an annotated bibliography and finalize their topics before the fall. Instead, the class of 2025 was expected to work on their college applications over the summer. “I finished my Common App essay over the summer,” shared Eden Dresener (‘25). The adjustment was well-received and many students used their time over the summer well. 

The additional time also gave students a chance to relax before the demanding fall semester. With most seniors applying to at least one school early—and many submitting multiple early applications—deadlines ranged from October 15 to November 15, with the majority due on November 1.

However, the summer break led to a delayed start for the senior project. In prior years, students began the school year with a topic and annotated bibliography in hand. This year, students spent the first few weeks reviewing research basics and didn’t start writing their papers until October.

The timing of assignments created additional stress. The annotated bibliography was due on October 9, the paper outline on October 15 (coinciding with deadlines for UNC-Chapel Hill and UT-Austin), and the first five pages a week later. The rapid pace of assignments, combined with the looming college deadlines, intensified the pressure.

Another notable change was the removal of the mentor requirement. In the past, students had to find an expert in their chosen field to provide guidance. This policy faced criticism due to mentors being “unreliable” or failing to “adequately assist students.” Most seniors welcomed the change, appreciating the flexibility. “You can still get a mentor if you want one, but now it isn’t required,” noted one anonymous student.

Despite these updates, some seniors have expressed frustration with the lack of uniformity across classes. Alana Sapp (‘25) commented, “One class is doing one thing, and another class is doing something completely different,” leading to confusion among students. Due dates vary between sections, and different teachers have contrasting expectations for students' behavior in class and punctuality in submitting assignments.

Overall, the changes have been met with a positive response. Students appreciated the summer break and have found the class manageable. “It’s not that hard,” remarked Ian Springer (‘25), noting that staying on top of assignments is key. Sapp agreed, comparing this year’s experience favorably to her sister’s, saying, “She seemed more stressed last year than seniors are now.” The latest overhaul appears to be a step in the right direction.