| Step | Description | Expected Student Results |
| 1 | Letter of Introduction Student Role: First Message: Students share their interest in the project and why they've chosen to participate. The first step of the project will focus on researching real issues in the community where there is an intersection between a student's interest and a need. This is a great place for students and mentors to begin collaborating. Second Message: Student shares a commitment to meet the minimum requirements of the program. These include: communication with mentor at least two times a week, using the project tracker, notifying teacher proactively when communication two times a week isn't possible, conducting and writing about independent research, and submitting a final survey. Student also shares which days of the week the mentor can expect a message. Mentor Role: Mentor will brainstorm with student to identify possible topics of research and questions/issues of professional or personal interest. The goal is to draw students to consider provocative questions rather than researching "animals" or "war." Student may pursue an issue they would like to change (raise awareness and provide ways for people to get involved and help bring about change), or research something they are curious about and be willing to find an authentic audience in which to share information. Mentor shares an eagerness to meet the minimum requirements as well as the best days for posting and reading messages. Additional Comments: It is important that the student understands the responsibilities and benefits of the program, as well as the requirement for the student to find an audience that cares about their issue/topic, one that goes beyond friends, family and their teacher. |
1. The student will write a letter of introduction to the mentor explaining his/her interests and activities in and out of school 2. Student will collaborate with their mentor about the nature of the project for their research and student will write a paragraph to share that problem/interest with mentor. If student has not yet decided on a problem to research, he/she will ask the mentor for help choosing the project from a list of topics the student has generated. 3. Student will write a paragraph to share with the mentor what he/she already knows about the community problem they are interested in researching, why this is of interest to them, and how they know the information. 4. Student will send all of the above information to mentor for feedback. |
| 2 | Conduct General Research Student task: The student will share research topics based on personal interests. Student will use the Internet or other resources to research a current issues relating to their community or region. Student and Mentor Task: Student and Mentor exchange letters in which they discuss community issue to be researched, and the impact this will have on society. This will later be called an "impact proposal". Mentor Task: Mentor researches topic and sends student some search terms and/or websites related to the topic. Find the Experts 1. Research real needs or issues in the community/issue 2. Discuss how "writing" can impact that need or issue: this needs to be a back and forth where the "why" of things are explored 3. Develop a plan for writing 4. Write 5. Have an authentic audience (student must find an audience that is concerned with the topic/issue, and it cannot be friends, teachers or family) to critique the writing, refine, refine, refine until it is of high quality. 6. Share it. Make a difference. Evaluate the difference made. 7. Reflect on what you might do differently next time. Every student topic will be associated with one or more professional fields. Within each field there will be research conducted related to this topic that is occurring on the leading edge. The "best" experts are typically found at the leading edge. Student Role: 1. By leveraging Internet resources as well as other resources identified by the teacher, mentor, parents, and others, students will identify both the research topics and the individuals who are conducting the research or making the discoveries. 2. Students will identify and share about the leading edge and who is doing the work at the leading edge. This is a fantastic skill to hone. 3. Student and mentor will use resources to identify major experts in the field of study. 4. Student will create a list of at least five experts in the area of interest they have chosen. Mentor Role: Mentor will assist student in creating a list of major experts in the field. A document (MSWord, etc)will contain any biographical information and contact information available on the web or through other resources. If the student tries to change the topic, please encourage them to talk with their teacher. There needs to be a solid reason for changing. It must also be improved. Additional Comments: Prior to this step the students should be well versed on the basics of doing efficient research via the Internet. |
Student will respond to mentor message and confirm what community/regional issue they plan to research. Student will begin researching the topic using the Internet and will find at least ten Internet sources that have information on the topic. Student will copy each of the sources and upload the list to the mentor. 1. Identify leading edge research for topic. 2. Identify who is doing the work at the leading edge. 3. Document contact information for experts. 4. Student will begin to delve into the impact this project will have. |
| 3 | Develop Research Questions Student creates a list of questions about the topic based on initial research and individual interest in the topic. Mentor Role: Mentor will aid student in identifying reliable sources of information on the topic identified. Mentor is encouraged to share 20/20 hindsight from past research projects where the understanding of a topic shifts dramatically from a very narrow view to a normal view and possibly a wide angle view. This 20/20 hindsight is critical for the student to leverage. Additional Comments: This step can be challenging as the student must operate on faith that he or she is not "locked into" the chosen topic but rather the topic is a means or catalyst for the end result (skill building). It's challenging because few students have the hindsight required to move past the perfect tension between staying in a state of indecision (very comfortable) and making a decision regarding the topic choice. Students should be encouraged to use surverymonkey.com in order to create their interview questions. By using surveymonkey.com, both the student and the mentor can email the link to the survey to multiple people. |
The student will access sites that contain articles/research about the topic. The student will create an outline to record information about the history of the community issue he/she is researching and begin recording information he/she has discovered through their research. Student outline may be organized something like this: Background: Name/explanation of the problem Location/background/evolution/history of problem Why does this problem interest you right now? What experiences would be helpful to a student wishing to learn more about this problem? What are the types of difficulties/challenges that this particular problem presents to the community? How does it impact the environment/people/community locally? Statewide? Nationally? Who/what type of jobs are associated with someone working with this problem? What is the future outlook if this problem is not investigated and resolved this year? In the next five years? Ever? From what you have learned through your research... What other interesting information relating to the problem did you find during your research? Students will site sources within the text of their document and will include a list of the websites and any other sources used in their research at the end of the paper. All information must be paraphrased in the student's own words and all sources of information included in the paragraph must be cited at the end of the paragraph for mentor and teacher to reference when reviewing student work. Students must use a minimum of ten online sources to obtain information for this project. |
| 4 | Compose Interview Questions and Cover Letter Student Role: 1. The student will compose a list of 5-10 interview questions for the experts. This list will be discussed with the mentor and refined. 2. Student will compose a cover letter explaining research interests. Letter should demonstrate student understanding of the state of the art in the field and the letter/interview questions must include questions concerning the future of the field. 3. The letter and questions will be submitted to a secure area online that is linked to the student/mentor match. The mentor and student can point professionals to this URL and ask them to respond. The answers will be posted to the ITP system for analysis by the student and mentor. Mentor Role: Mentor will aid student in editing letter and composing interview questions. Mentor will help students identify experts and act as a liaison between students and the experts/institutions. Additional Comments: Experts should demonstrate a professional approach to the issue (and passion for the issue!) the student is researching though experts are not always professionals. Students should identify experts with a range of experience. Some of the best experts are retirees or community volunteers who have even more time and energy to devote to the cause or avocation than they did when they were working in the field. For example, a student from Bossier, Louisiana interviewed an emeritus professor of physics from UC Berkely on careers in astronomy. Leverage wisdom and 50 years of hindsight. (During the first week, students will be gone from school for three days and two nights to attend WECO at Pingree Park.) |
1. Interview questions 2. Interview letter 3. Online version of questions and letter |
| 5 | Share Interview Questions and Cover Letter Student Role: Student will share survey URL with mentor and other professionals for input through survey monkey, or by other means--if local experts exist, they can be interviewed personally. Mentor Role: Mentor will answer questions and point professionals to the page and encourage them to respond. Additional Comments: The mentor and the teacher work together to serve as liaisons between the student and the experts. The student and the mentor work to identify the experts and polish cover letters and refine research questions. However, it must be clear up front that the adults, either the mentor or the teacher, or both, are going to go the extra mile and call and write the experts for the students. Mentors sometimes become unsure of their role at this point in the process. Our Spring Break is from March 17th to the 21st. And the 26th, 27th & 28th are our state tests. Just so you are aware of how goofy things may seem. |
1. Receive Survey Answers 2. Tabulate results 3. Discuss Results with Mentor |
| 6 | Rough Draft of Project Student Role: Student will determine who is their target audience and how to best present their findings to that audience. Student will arrange notecards/storyboard in order according to subject to begin producing a rough draft of final product/presentation. Mentor role: Mentor will aid student in determining thesis/main goal. Mentor will help student determine if he/she has enough material/planning to produce a final product. If not, help student determine what subjects still need to be covered. Mentor will make suggestions to improve product. The writing must be reviewed by real stakeholders in the community as well as the mentors. Real is where it's at. Student will brainstorm several titles for project before choosing an imaginative title. Student will create a 100 word abstract of the report Students will select 10 keywords to help researchers determine if the research report contains the kind of information they require. Mentor will help student brainstorm to find catchy title, and give suggestions for abstract. |
Student will use note-cards and/or other means outline/plan the presentation or website or other electronic means to prepare a rough draft research project to share with mentor. |
| 7 | Refining Rough Draft of Project Student Role: 1. Student will create plan for identifying the best method to present research findings, including interview results. 2. Student will send outline of ideas, and share project to get feedback from mentor. Mentor Role: Mentor will assist student in identifying the best format to present the research findings. |
Outline for presentation, as well as a working first draft. |
| 8 | Student Finishes Final Product Student Role: 1. Student will finish the final product. Product must have a clear purpose and audience, and include a way for the audience to participate. 2. Students will work product, sharing constantly with their mentor. Student will detail the changes they have made and how they have used the feedback from their mentor, and what specific revisions they have made based on that feedback. This will require a lot of back and forth communication. Mentor Role: 1. Mentor will critique product and offer suggestions for refinement. |
Draft final product |
| 9 | Wrapping Up The Project Student Role: 1. Student will write a 300-word letter to mentor. The subject of the letter will be a self-evaluation of the project, including what the student did well, what he would like to have done to improve upon the project, and what the mentor contributed to the process. 2. Student will submit a final project survey via the ITP Web site. Mentor Role: 1. The mentor will write a similar message for the student. 2. The mentor will submit a final project survey. |
1. Thank you letter to mentor 2. Complete end of project survey |
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