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Senior Handbook 2021-2022
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SENIOR PROJECT

HANDBOOK

BELLOWS FALLS

UNION HIGH SCHOOL

2021 – 2022


BELLOWS FALLS UNION HIGH SCHOOL

SENIOR PROJECT HANDBOOK

2021 – 2022

Table of Contents

Introduction

What is Senior Project

3

Secrets to Success

4

Part I

Selecting Your Project

5

Project Requirements

5

Your Proposal Letter

6

Your Learning Log

6

Your Working Bibliography

7

Part I Checkpoint

8

Part II

Introduction

9

Your Outline

9

Using Your Learning Log to Write Your Paper

10

The Writing Process

11

Format Requirements for Drafts and Final Paper

13

Part III

Your Presentation

14

Policies and Procedures

15

Senior Project Calendar

17

Appendix

A-1


What is Senior Project?

Senior Project is many things.  

The best thing about Senior Project is that you are in charge. If you design a project you are really interested in, you will have a rewarding experience you will remember for a long time.

Senior Project has three Parts:

Part I – The Learning Process

At the end of Part I, submit your Working Bibliography, Learning Log, Pictures, and a Mentor Verification for Sr. Project Committee review.


Part II – The Writing Process

Part III – The Presentation

In the pages that follow, each Part is described in greater detail. Examples and explanations of what you need to do at each step are provided to help you through the project.  

Read the information in this handbook, carefully.

Secrets to Success

Perhaps the most important thing you can do to ensure success with your Senior Project is to choose your topic carefully.  

  1. Your topic should be something you really care about!  If you aren’t truly interested in your project, it becomes a chore, rather than an adventure in learning.  
  2. Your project should be something that can be completed in the time available.  For example, think carefully about ‘seasonal’ projects.  It is difficult to complete your project on time, if you can’t begin it until February because that’s the only time you can do that activity.  Maple Sugaring is one activity that would create significant time constraints.  
  3. Pay attention to the deadlines for each step of the project.  These are designed to help you pace your work and complete it without undue pressure.
  4.  If you can’t meet a deadline, be sure to file an Extension Request and speak with Ms. Speranza as soon as possible.

Part I – The Learning Process

 

Selecting A Project

Your Senior Project is something you make or do that requires at least twenty-five hours of active learning and doing.  

The choice is yours – this is your opportunity to show just how creative you can be. A list of some of the topics chosen by previous students is found in the Appendix.

The most important thing is to pick something you are really interested in.

Project Requirements

Your project must meet the following requirements:

When you have developed a project idea meeting these criteria, write your Project Proposal Letter and submit it to the Senior Project Committee.


Your Proposal Letter

Your proposal must be in the form of a word-processed, business letter addressed to the Senior Project Coordinator. It should contain the following:

NOTE:

Your Learning Log

As you work on your project, you will keep a detailed Learning Log. In your Learning Log, you describe not only what you did, but also what you were thinking, discovering, questioning, etc. Your Learning Log can be handwritten or word-processed.  It should include photographs that document the progress of your project.   Remember, the purpose of the Learning Log is to document your work, and to be an important reference for you as you begin Part II, writing your paper.

The key to a successful Learning Log is paying attention to detail. This is critical and needs to be stressed. One senior doing his project on auto refinishing mentioned that it is critical to study the properties of different types of paint, and their compatibilities, very carefully when preparing to paint a car. The same attention to detail should be used writing a Learning Log if it is to be useful, later.  A set of sample entries from a Learning Log about a project to plan and execute a canoe trip on the Connecticut River is found in the Appendix.  Its purpose is to illustrate the level of detail, and reflective thought, needed in your Learning Log. (Also read “Using Your Learning Log to Write Your Paper” on page 10.)

NOTE:

Your Working Bibliography

Your project is, first and foremost, a learning process; you will consult books, magazines, newspapers, or the internet, watch television programs, do interviews, etc., to learn more about your subject.  You should create a Working Bibliography containing reference information about your reading and research, enabling you to properly cite those sources when you write your paper.  It is a good idea to keep notes about your reading, or personal interviews, so that you can recall the information accurately, as you are writing your paper.  One simple way to do this is to incorporate these notes into your Learning Log.

Your Working Bibliography should follow the standard formats for references, which can be found in your agenda.  Your sources of information should include a combination of books, magazines, newspapers, or Internet resources, television programs, or personal interviews. Do not rely solely on the Internet or other electronic media. The Internet may be quick and easy, but it's only one route to knowledge. One advantage of a book is that you spend time with it. Whether you are repainting a car, forging ornamental ironwork, or learning sign language, you must read about your subject as you work on it – one experience enriches the other.

Your Working Bibliography must have at least three (3) independent sources of information from at least two types of media. Your Final Bibliography, which becomes the Works Cited section of your paper, must have at least six (6) independent sources from at least three types of media.  A citation is a reference to a specific source of information. You learn not only through direct experience, but also through the experience of others. When you benefit from the experience of others by reading, interviewing, etc., you are doing research. When you include research in a paper, you must cite the source. Whether you quote someone directly or simply use the ideas or specific information in your writing, you must credit the source – otherwise you are committing plagiarism.  It is not necessary to provide citations if you write about things that are common knowledge, things you may have read about in the past, or knew already. For example, if you read about James Dina paddling a birch bark canoe up the Connecticut River in The Voyage of the Ant, it would not be plagiarism to say a birch bark canoe is rarely used for travel now. Everyone knows that. If you read Dina's idea that making a birch bark canoe with flint tools can help a modern person understand the experience of our Stone Age ancestors, you must cite the author as the source of this idea (Dina, 78). You may agree with the idea (or not), but unless you thought of it before reading his book, you must credit him with it when you write about it. Remember, plagiarism is a form of stealing. It is also grounds for failure on your Senior Project and additional action by the administration.

NOTE:

Part I Checkpoint

You will submit your Learning Log and photographs or other visual documentation, Working Bibliography, and Mentor Verification, to the Sr. Project coordinator to document completion of Part I (see the Appendix for a copy of the Mentor Verification form.).  The Sr. Project Committee will review these materials, and you will be awarded points towards your final grade for the work you have done.  It is important that you meet this deadline, and provide the required information in a timely and complete way.


Part 2 – The Paper

Outline, First Draft, Second Draft and Final Copy

Your paper is, first and foremost, a description of your activities related to the development and completion of your Project. It must show how you gained knowledge, not only through your own direct experience, but also through the experience of others. Your writing will document your learning through your research; reading, interviewing experts in your field, etc.

Producing your paper involves four steps, the Outline, First Draft, Second Draft, and Final Copy.  Each document must be completed, handed in, and edited/approved by the Sr. Project committee, before proceeding to the next one.  

Your Learning Log and the reading you did to complete your Project should be a great help as you begin writing. This sounds good on paper, of course, but once you sit down to a blank computer screen, you will probably still find yourself wondering, where do I start? What am I really going to write about? To answer these questions, you should reflect on your learning experience and decide what you want to say about it. For example, if your Project was to act in a publicly performed play, you might want to explain how this increased your knowledge of acting. Such an “explanation,” is known as expository writing. You may use a variety of strategies to help you make this explanation (e.g. comparison, definition, narration, description, etc.), but your overall purpose is explanation or exposition

Your Outline

Before you actually write your paper, you should plan the organization of your paper. You do this by making an outline of your ideas (see the Appendix for an example of an acceptable Outline format and its content). Much of your paper may be a narrative (story) of what you did to complete your project. Using a narrative framework automatically helps you organize your paper. By definition, it means that your paper will follow a logical (even chronological) order. The sequence, of course, is beginning, middle, and end (or introduction, development, and conclusion).

A word of advice on overall structure – don't shortchange your introduction or conclusion. The introduction is where the purpose of the paper is revealed and it's up to you to reveal it. You don't have to be mechanical about it. If you're writing about scuba diving, you can start your paper with the thoughts that were going through your mind just before you made your first dive – that's likely to get your reader's interest. Once you've done that, share some background about your experience. Why did you want to do it or where did you get your idea from? Who helped you get started? What did you find out and what do you want the reader to know? In an eight-page paper, an introduction can easily be one or more pages long.

The middle section of your paper develops what you tell the reader in the introduction. This is where the reader learns, for example, the nitty-gritty details of scuba diving; what your instructor was like, how far down you dove, what the "bends" are, etc.

The conclusion should also be a page or two long. It should describe a variety of things, including, for example;

Using your Learning Log to Write Your Paper

As mentioned earlier, your Learning Log can be a valuable source of material when working on your paper. It's where you recorded what you observed and experienced.  It's also where you kept notes on your reading (and remembered to include the title and page number of the source material in your log).

Let's say, for example, you decided to do a natural history project. You wanted to learn more about reptiles and amphibians, and decided to spend time watching them where they live. Your mentor gave you advice on how to do a field study. You brought your journal and a pair of binoculars to a pond and observed painted turtles for an hour one afternoon. You made notes about anything relevant; what they ate, where they lived, how they acted, what they looked like, etc. Now, perhaps months later, you can go back and refresh your memory of those events, and your thoughts about the experience.

Here's another example. You decide to make a wooden coffee table. With your mentor's help, you learn to use the tools required for the project. You learn what woods to use and why. You learn about different designs and how to pick one that best serves your purpose. You describe your experiences and reflections in your journal each time you work on your project. When it comes time to write, your journal entries will be an essential reference helping you accurately describe what you did.

Remember, your journal is not just a time sheet of what you did. It's where you recorded questions and ideas that arose from your work. These questions and ideas can be useful when you now try to write your paper.  They will help you describe, not only what you did, but the meaning of what you did. They will be the cues reminding you about your research and learning.  When making a table, you may have become curious about the design process. You wondered how seemingly fragile designs could be strong enough to serve their purpose. You noted this question in your journal, and now will be able to raise it in your paper. With this same question in the back of your mind, you might read a book on woodworking and discover that joinery is an important element of design, and that mortise and tenon joints are used by master craftsmen to create structural strength. If this information was being recorded in your journal (along with the book title and page number) as research, you can now easily use it in your paper. This will be a powerful way for you to demonstrate that you learned not only from your own experience, but from that of others as well. Doing research and documenting it in this way is meaningful because it results naturally from your own experience and curiosity.

Once you have described the organization of your paper in your outline, you must submit the outline to the Sr. Project Committee for review.  The committee will read your outline, and make suggestions for improvements, if needed.

The Writing Process

When you have an acceptable outline, you can move on to the remaining stages of Part II – writing the Drafts and Final copy of your paper. This may seem like a great deal of work.  However, it is extremely rare for any author to create a finished piece of serious and complex writing in a single attempt.  

All Drafts and the Final Copy must contain a Works Cited section. Your paper's Works Cited should include at least one (1) book, which you have read (at least in part) for information, and at least one (1) magazine or newspaper article. It must have at least six (6) independent entries.

In your first draft, your readers will look for the big picture. Do you set the path you want your reader to follow right away (main idea, purpose, focus)? Can the reader trace the thread of your main idea throughout your paper (organization)? Are the ideas or topics of each individual paragraph presented in a logical way? It usually takes at least one draft to deal with these issues. Then one or two additional drafts may be required to fix the technical mistakes (grammar, punctuation, etc.), restructure and reorganize your work to produce a strong, clear presentation. Only then can you produce a Final Copy.  If it seems like a time consuming, challenging process, it is! But, if you stay with it, you will not only improve your ability to write, but your ability to think clearly and communicate, as well.

One final piece of advice when writing your paper:

SAVE YOUR WORK!

SAVE IT OFTEN!!

SAVE IT IN MORE THAN ONE PLACE!!!

We’ve all heard the sad stories of students who lost all their work when a hard drive crashed, the dog ate their floppy, or the computer broke down. Don’t let it happen to your Senior Project. Save your writing every five minutes, while you are writing, not simply at the end of the evening.  You can set your word processor to do this automatically, so there’s no excuse for losing an evening’s work.  You can also set your word processor to make a back-up copy of the file you are working on, automatically, every time you open the file. Then if your power fails in the middle of your work, you haven’t lost your file.  Finally, it is a good idea to make at least one totally separate copy of your work, every time you modify the file.  If you have your working copy on your hard drive, save a duplicate to a floppy disc, CD, flash-drive, the school server, or make a habit of emailing a copy to yourself every time you modify the file.

You might also consider keeping your journal on disk as well. If you make your journal entries directly onto the computer (or transfer them as you go along), it may save you time later. When you are ready to begin writing, you can make a duplicate copy of your journal, and edit it into the basic framework of your paper.


Format Requirements for Drafts and Final Paper

All Drafts and your Final Paper must conform to the following specifications;

If you pay careful attention to the writing process, your final paper will be a high quality sample of your best writing.  In addition to the personal satisfaction of a job well done, it may prove to be a useful piece for your portfolio of work for college admission and placement, or job interviews.  


Part 3 – The Presentation

Your Presentation is an eight to fifteen minute talk you given to a public audience. At this time, you will also display your paper, your Learning Log, and anything else you have produced (project, photographs, video, etc.) that will help your audience understand and appreciate what you have accomplished. You are encouraged to begin preparing and practicing your presentation as soon as you complete your paper. You are required to do at least one rehearsal prior to giving your public presentation. Your homeroom advisor, another teacher, or a member of the Senior Project Committee, would be a good choice for your practice presentation.  

If the presentation seems like the scariest part of the Senior Project, do not despair. If you have made a good faith effort on your project and your paper, you will have a wonderful foundation to support you when you stand up before your audience on presentation night. The hours you put into your project will give you plenty of material for eight to ten minutes of public speaking. In the past, many "quiet" students have been surprised to find they are about to go over the time limit!  If you feel good about your project, if you feel like you've accomplished something, you will be well prepared and speak competently about something you know very well.

Visualize your Presentation ahead of time so you don't end up needing equipment you don't have. In the past, students have needed sound equipment, audio-visual equipment, extension cords, tables, slide projectors, a particular space, etc. What do you need? Inform the Sr. Project Coordinator once you have figured out the necessary equipment.


Policies and Procedures

The Senior Project is a graded (Pass/Fail/Incomplete) requirement that must be completed  to graduate from Bellows Falls Union High School.  A grade will be assigned based on the number of points you accrue for each of the steps of the process. You must complete all steps in the process described in this handbook and achieve a score of 70% or better to pass Senior Project.  Interim report card grades of Pass or Incomplete will be given throughout the year.  These will reflect whether your progress is in line with the deadlines in the Senior Project Calendar.


If more than a two week extension is needed, it will likely impact more than one deadline.  In this case, you must submit a more detailed, request in which you present a schedule of deadline dates for all affected deadlines.  Your proposed schedule should be designed to quickly get back on schedule.  Your explanation for the need for such a schedule change must be detailed, and you may be required to meet, in person, with the Sr. Project Committee to discuss your request.  


Senior Project Calendar for 2021 - 2022

Deadline for Submitting        Activity

April 1, 2021                        Senior Project Handbook distributed to Juniors

.

September 24                        Project Proposal letter         (5pts)

Mentor Agreement                (5pts)

Parent Permission form        (5pts)

Forms may be submitted any time prior to this date.

October 22                        learning log                        (5pts)

photos                                 (5pts)

to support your progress report

        

November 19                        Working Bibliography        (5 pts)

Outline for paper                (5 pts)

December 17                        First Draft of paper due        (5 pts)

5 pages, minimum and must also include:

title page

in-text citations

works cited

January 14, 2022                        Second Draft of paper due        (10 pts)

(with all revisions related to clarity of ideas and organization from 1st draft attended to).

March 1                        Final Draft of paper due        (20 pts)

You must have all editing revisions completed, including grammar, punctuation, spelling, usage and style.

April 8                All prior work must be completed in order to be eligible to make

your Sr. Project Presentation which begins the week of May 1st.

May 2-May 16        Senior Project Presentations        (30 pts).

Evening presentations from 6:00 – 9:00 pm.

NOTE:

All dates refer to the week beginning with that date, except the presentations.


APPENDIX

INDEX

Ideas

Project Ideas from Past Years

A-2

Sample Documents

Sample Proposal Letter

A-4

Sample Learning Log Entries

A-5

Sample Outline Format

A-6

Forms

Extension Request

A-7

Mentor Verification

A-9

Mentor Agreement

A-11

Parent Permission

A-13

Schedule

Senior Project Calendar 

A-15


Senior Project Ideas From Recent Years

Fine Art

Art Room Mural

Calligraphy

Drawing from Nature

Learn and Teach Origami

Painting an AEP Mural

Photography

Plein Air Painting

Wildlife Wall Mural

Automotive

4-wheel ATV Rebuild

79 F250 to Flatbed Conversion

91 F-150 Restoration

95 Honda Engine Repair

Chevy Pickup Engine Overhaul

Install a Truck Lift-Kit

Motorize a Bicycle

Overhaul a Jeep Wrangler

Race Car Crew Chief

Small Engine Rebuild

Business

Animal Husbandry

Dairy Farm Management

Family Business Web-site

Ice Cream Manufacture

Marketing Firewood

Pastry Production

Repurposed Clothing Sales on Etsy

Stock Market Investment

Veterinary Clinic Intern

Community

5k Fundraiser

Alopecia Research Fundraiser

Blood Drive

Create a BFUHS Display Garden

Fundraising Walk

Golf Tournament Fundraiser

Implement Cal's Law

Improve BFUHS Gardens

Pocket Flag Project

Construction

Build a Bedroom Storage Center

Build a Garage

Build a Stone Walkway & Patio

Build a Wooden Boat

Energy Efficient Remodeling

Finish Carpentry

Install a Wood Floor

Renovate a Baby's Room

Renovate a Bathroom

Welding

Crafts

Blacksmithing

Build a Blanket Chest

Clock Making

Clothing Design

Crocheting

Dream-catchers

Jewelry Making

Knitting

Log-Cabin Quilt

Picture Framing

Picture Quilt

Quilling – across cultures

Culinary

A French Meal

A Spanish Meal

Cake Decorating

Cheese Making

Costa Rican Cuisine

Desserts

Dutch Oven Cooking

Honduran Cuisine

International Desserts

Italian Cuisine

Pastry Chef

Sheeps-milk Cheese Making

Education

Child Afterschool Program

Childrens’ Day Care

Disabled Children's Camp

Elementary Classroom Aide

Student Math Difficulties Survey

Teach Elementary School

Teach Kindergarten

Teach Kindergarten Reading


Medical

Call Firefighter

Emergency medicine

EMT Training

Explore Medical Profession

Music

Construct a Djembe Drum

Electronic Violin Construction

Guitar Instructional Video

Learn to play Guitar

Learn to play Organ

Learn to Play the Keyboard

Learn to Play the Ukulele

Teaching Drumming

Outdoors

Bow Hunting

Build a Nature Boardwalk

Build/Use Maple Sugar Evaporator

Forestry

Horse Farming

Hunting Stand Construction/Use

Maple Sugaring

Restore a Hunting Rifle

Performing Arts

Music Production

Playing Posthumus Leonatus

Singing c/ Blanche Moshe Chorale

Song Writing & Performance

Science

Model Rockets

Raise Atlantic Salmon

Salmon Fish Hatchery

Salmon Raise and Release

Social Science

Crown Point - Ironville History

Genealogy Research

Physical Training Survey

Product Labeling Survey

Sports

Coach K-5 Wrestling

Coach Middle School Basketball

Coach Pee-Wee Football

Coach Summer Field Hockey

Coach Summer Soccer

Golf Instruction

Learn Golf

Snowboard Instruction

Trap Shooting

Technology

Build a Computer Tower

Comedy Video Production

On-Air Radio Broadcasting

School Musical Video

The Struggle - Snowboard Video

Videoconferencing

Videogame Programming

Wind Electric Generator

World Culture

China Experience

Italian Cultural Experience

Japanese Cultural Comparison

Spanish Culture and Cuisine

Writing

Create a Poetry Book

Write 3 Short Stories

Write a Novella


Sample Proposal Letter

77 Sunset St.

Bellows Falls, Vermont 05032

March 13, 2004

Senior Project Committee

Bellows Falls Union High School

Route 5

Bellows Falls, Vermont 05101

Dear Senior Project Committee Members:

Remembering the stories my grandfather told when I was a child has given me an idea for a Senior Project. I would like to do a series of oral interviews with some of the older people in Bellows Falls. I'm a little nervous about talking to people I don't know—especially old people—but if I can get over that, maybe I can learn about some of the changes that have taken place in Bellows Falls. I plan to record these interviews and take pictures of the people I interview. Maybe this project will be useful if and when someone updates the history of Bellows Falls.  Since I have never done an oral history before, this will be new learning for me.  (Make sure that you explain the aspects of your project which will be “new” learning for you, or which aspects of the project will be “in-depth” learning about something you already know a little bit about.  Be as specific as possible.)

In my Paper, I plan to write about the changes (if any) that have taken place in Bellows Falls from the time these older people were born until now. My interviews should provide plenty of material to write about these changes. I can also use the A History of Bellows Falls to find out about changes that have happened.

Mrs. Virginia Crowell has agreed to be my mentor. My mother told me she would be a good person to ask because Mrs. Crowell is a member of the Bellows Falls Historical Society. She is in her eighties and has always lived in Bellows Falls. She knows a lot about the town and is very interested in my project because she loves history.

I plan to do five to seven interviews between July and September. I will have to buy some cassette tapes to record the conversations and some film for my camera, but these are minor expenses.

I hope this proposal meets the Senior Project requirements. Please let me know as soon as possible whether you approve it because I would like to get started on my Product.

Sincerely,

Jay Winter (hand written signature)

Jay Winter


Sample Learning Log Entries

May 1, 1999 – I had no idea it would take so much time to plan this trip. It was bad enough trying to figure out where I would start and end, and where I would camp in between, but the hardest part has been trying to make sure I don’t forget anything. I’ve finally resorted to a checklist. I’ve broken it down into camping gear, boating gear, food, clothes, and personal stuff. I’m going to ask if I can include my checklist in my paper somehow because it actually represents a lot of work. I wonder how you plan for a big expedition. Trying to figure out meals has been hard because I can’t keep anything cold.

It’s a good thing I’m using a canoe to carry stuff. It must be hard to plan a backpacking trip—I wonder how many days you can go with just the food on your back?

June 22, 1999 – I decided to leave as soon as school was out. Awesome! I love being out here. The bugs are nasty, but I have anti-bug stuff that is just as nasty. They don’t seem to be too bad during the day anyway—only at dusk and dawn. I stopped in Bradford, Vermont today just to get out of the boat and stretch my legs. I splurged on a spaghetti lunch at the Colatina Exit—can’t do that too often since I don’t have much cash. This morning I saw two otters playing on the riverbank. It was so cool! I don’t know whether they didn’t notice me or didn’t care, but I pulled the canoe into some cattails and watched them for about twenty minutes. I took some pictures. Sure hope they come out.

June 23, 1999 – I thought I might be lonely doing this trip by myself, but I’m not for the most part. It surprises me, but I really like it. This is really the fun part of Senior Project. The part I dread is the paper. If I could just write about this trip it would be great, but would that fill ten pages? And where would the research come in? I wouldn’t mind learning more about river otters or what happened to the bridge where I saw those old abutments in Newbury. I wonder if I could just find out more about the stuff I saw on the river.  . . .


Sample Outline Format

Topic:          Canoe Camping

Focus:                A One Week Canoe Trip on the Connecticut River        

Question(s):        What is it like to spend a week camping by yourself?

                What do you need to do a trip like this?

I.  Introduction:  

        (What your paper is about.  Why you chose this topic.  

          How you went about answering your project questions)

  1. Canoe camping is something new to me, that I’d always wanted to do
  2. My love of outdoor adventure, deer hunting, camping
  3. Plan, prepare, carry out solo canoe camping trip

II.  Body:  

        (How you proceeded with project, several pages)

  1. Preparation
  1. consultation with mentor
  2. all-important checklist
  1. foods
  2. clothes
  3. sleeping camping gear
  4. survival and comfort
  5. itinerary, contacts

    B.  Planning

  1. where to go, maps, etc.
  2. distances to paddle, portage, etc.
  3. ways of restocking supplies and drinking water

    C.  Observations along the way

  1. plants and animals
  2. weather, daylight hours, nighttime
  3. people and villages, other canoeists and campers

    D.  Reflections

  1. how well is my preparation serving me?
  2. surprises and things that go better than planned
  3. ways this different lifestyle affects appetite, thoughts, feelings

III. Conclusion:  

        (What you found and what it meant) (2-5 pages)

    A.  Living outdoors changed me (#s1, 2, 3, etc. - 3-6 specific ways)

    B.  Experience answered questions re: spending time alone (3?s,3ans)

    C.  Self reliance put to the test (#s1,2,3, - specific tests)

    D.  New appreciation of the natural world (#s 1,2,3 examples elab’d)

    E.  New self confidence and sense of accomplishment

    F.  Processing experience with mentor

    G.  Looking toward the future


Bellows Falls Union High School Senior Project

Application for Extension

Name: ______________________________        ______        Homeroom: _________________

Note:

Signatures (all required)

Student : _______________________     Homeroom Advisor: __________________________  

Parent : ________________________     Date: _______________                          

Senior Project Committee Response:



Bellows Falls Union High School Senior Project

MENTOR VERIFICATION

STUDENT'S NAME:

_____________________________________ Home Room____________

PROJECT TITLE:

___________________________________________________________

Now that the deadline is approaching for students to complete the Phase I of their Senior Project, please help us evaluate this student by completing this form.

  1. Students were required to put at least 25 hours of work into what they made or did for their Senior Project. Do you think the student who worked with you has met this requirement?

  1. What problems did this student encounter, and how well did he/she overcome those problems?

  1. Do you feel this has been a valuable experience for the student?

  1. Other comments (feel free to use back)?

Mentor's name:

_________________________________

Date: _________________________

Signature:

_________________________________

Phone: ________________________


Bellows Falls Union High School Senior Project

MENTOR AGREEMENT

STUDENT NAME:        ____________________________________Home Room _____________

PROJECT TITLE:        ____________________________________________________________

MENTOR NAME:         ____________________________________________________________

Briefly describe your mentor's expertise with respect to your Product.

Mentor’s Agreement

Mentor's Signature:        ___________________________________ Date: ___________________

MENTOR CONTACT INFORMATION (Please Print Clearly):

Name:

__________________________________________________________________

Address:

__________________________________________________________________

__________________________________________________________________

Phone:

__________________________________________________________________

Email:

__________________________________________________________________


Bellows Falls Union High School Senior Project

PARENT PERMISSION

STUDENT NAME:        ___________________________________ Home Room _____________

PROJECT TITLE:        ____________________________________________________________

MENTOR NAME:         ____________________________________________________________

PARENT/GUARDIAN:

_____________________________________________________________

(please print name)

_____________________________________________________________

(signature)

STUDENT:

_____________________________________________________________

(please print name)

_____________________________________________________________

(signature)

DATE:

______________________________



Senior Handbook 2021-2022                A –