Initial Check In

Once a student has been assigned a supervisor, it is time to schedule the initial check in.

Protocol

Students must initiate the meeting by reaching out to supervisors to set up an appointment.

Prior to setting up the meeting, students must complete the following:

• update the EE proposal on Managebac
• read subject-specific guidance in the Extend Essay Guide
• reflect on the methodologies they wish to use during the research process

Student Email Etiquette

Language

• Use a formal salutation, e.g. Dear Dr. Gallant, and a formal closing, e.g. Sincerely, Your Name.
• Use formal register, spelling, grammar and punctuation. You want to garner academic respect.

Content

• Use an appropriate subject line, e.g. Initial EE check in meeting.
• If you have not already met the teacher, briefly introduce yourself toward the beginning of the email.
• Briefly outline the subject of the meeting. In this case, you should state your EE topic, subject(s), research question, and why you are interested in pursuing this EE.
• Ask for rather than demand a meeting.
• Suggest 3 possible meeting times, e.g. Wednesday before school, during lunch one, or after school.
• Make sure the proposed meeting times are at least 24 hours from the time of the email.

Initial Check In Meeting

The initial check in meeting is a simple dialogue between the supervisor and the student.

The student must take notes during the meeting. It is recommended that the student make these notes on Managebac on the Researcher's reflection space tab. Additionally the student can add to the To Do list on the Worksheet tab.

The supervisor should write a brief summary of the meeting on Managebac in the Notes & Interviews box on the Worksheet tab.

During the meeting, the supervisor may ask questions such as:

• What more can you tell me about your topic that does not appear on the proposal form?
• Why are you interested in this topic and subject?
• What initial research have you done already?
• What sources did you think will be most helpful and reliable?
• What challenges or complications do you foresee?
• To what extent does the topic conform to the subject-specific guidelines? (It is recommended that the student and the supervisor go through these guidelines together.)
• How viable is the research question? Is it too broad? Too narrow?
• What next steps will you take to prepare for the planning document submission and research phase?

Depending on where the student is on the process, the line of inquiry will need to shift.

In some cases, a student may need to go away for a couple days to re-think about the research question or to finish reading a primary text. Another check in may need to be scheduled before the Initial Formal Reflection Session.

In other cases, students may be ready to discuss in-depth research techniques, equipment ordering, and/or lab time. It is advisable that the supervisor and student look over the planning document, which is located in the appropriate subject-specific folder, and determine if it would be beneficial to add an outline or additional plan to the first