Culminating Project Resources
There are SIX separate High Impact Project Manuals. Each manual is divided into four sections and include:
- The overall background and history of the general topic area, including brief biographies of key historical figures and references throughout the section for additional related research
- An extensive list of Web-based and print resources that support a variety of issues within the general topic area and provide a research base for the project
- Examples of service activities that can be implemented in conjunction with the culminating research project based on the particular theme
- Planning tools that will aid in the development of high-quality, high-impact culminating project
Overview Brochure (PDF)
Social Justice (PDF)
Youth Action and Advocacy (PDF)
Sober Minded (PDF)
Students in North Mason High School work directly with Mason Conservation District and Forestry to collect data regarding the impact of soil runoff on fish habitats. In the process they become aware of the environmental career options in different departments and gain an understanding of how decisions get made between various local, state and federal entities. The data they have collected has been provided to both the Environmental Information Center, which is a federal entity, Washington State’s Department of Ecology and local decision makers. In the process they not only learn about the career but they understand the political context these careers and how policies are influenced by various programs.
Educating and Peer Mentorship
Lindsay K. ran the math tutoring program at a local elementary school. She modified the existing curriculum to suit the needs of a group tutoring session and tutored six kids at a time for 5 hours a week.
Melissa G. and her team created a brochure to recruit volunteers for a hospice and to educate the general public about their options in hospice. Their original plan was to compile a book of storied and thoughts of people during the dying process, but found that difficult to accomplish because of the sensitive nature of the subject. They changed their project and created a brochure to raise awareness of the need for hospice nurses and volunteers.
Patrick G. volunteers at the Teen Link Hotline and created a pamphlet on teen suicide. The pamphlet includes steps for intervention with a suicidal person.
A student in Grants Pass, Oregon created a simple fish ladder to help fish migrate to their spawning grounds, a workable answer to a problem that had stumped the community for years.
Naseema worked closely with physicians at Oregon Health Sciences University (OHSU) to assist with a brain research project. Her research provided data for a study. Naseema explored science and scientific research as a potential career.
Lin Y. was a student member of the Sammamish City Council avocating for teen issues. He wrote a weekly column on teen issues in a local paper speaking against teen profiling by the police.
A team of seniors established a network between local businesses, corporations, high school students and other community members to refurbish five homes owned by elderly and disabled residents on “Make a Difference Day.” Their service extended well beyond the day as they raised funds to put in a new well for an elderly couple and spearheaded an effort to fill their new mobile home with furniture--a home anonymously donated because of the student’s efforts.
A student who was a gifted flute player developed an interactive music program for a convalescent center. Rather than just performing, she found out what residents were able and interested in performing and she developed an interactive music program. Many of the residents were very talented musicians and thrilled to have the opportunity to re-experience the joy of music.