Student Driven Study (SDS)
SDS Overview:
The Student-Driven Study (SDS) is the culminating Quest project developed throughout the year using the Design Thinking process alongside AP Research and Data Analysis and Visualization curriculum. SDS challenges students to demonstrate their academic knowledge in a way that mirrors the real academic world. It allows students to immerse themselves in a topic of their personal interest while developing a range of analytic, research, problem solving, collaboration, and communication skills.
Quest English Courses & SDS
The Quest English course immerses students in the academic research process. Students will deeply explore an academic topic, problem, or issue of individual interest. Students will develop an understanding of research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information as they address a research question. Students will apply this understanding to design, plan, and conduct a year-long research based investigation to address a research question. The course culminates in a rigorous academic paper of approximately 3,000 - 4,000 words (mainstream) or 4,000 - 5,000 words (AT). Students will also give a presentation (mainstream) or oral defense (AT) of their study and findings. Students will work closely with their Quest advisor in small cohorts to receive high levels of support and feedback from their advisor and peers. These cohorts will meet regularly to deliver pitches, share work, and offer and receive feedback. In addition, each student will be paired with a mentor who is an expert in their field and/or the research process. Mentor matches will be made midway through the first semester. Students will be the drivers of the mentor-mentee relationship, and will be expected to meet with their mentors for a total of at least two hours per month. Students completing the course at the AT level will be eligible to submit their paper to AP in order to receive AP Research credit.
Four Phases of the Year-long Student-Driven Study (SDS)
Phase 1:
Exploring & Questioning.
Students spend the first phase of research exploring and deciding on a topic, conducting preliminary research, annotating scholarly articles on their topic to produce a Literature Review. This process allows students to identify a "gap" within the topic/field; this is an issue, narrow area or perspective that needs to be studied further. This helps establish what students will conduct a study on, why this might be important or beneficial, and who might benefit from the study.
Phase 2:
Developing the Study
Once students identify what they will study, and why this study would be meaningful and/or important, they will need to design the study. This requires researching methodologies and deciding on the method(s) that would work best for the scope and scale of their study. Quest students propose their study to the Quest advisors, seeking approval to conduct their study. To be granted approval, students must ensure the feasibility of the study, and ensure the study is ethically sound.
Phase 3:
Conducting the Study
Students conduct their study in Semester 2. They do so by gathering data based on their chosen methods (quantitative, qualitative or mixed-methods). Students work much more independently this semester. They continue to check-in with both their chosen expert mentor(s) and their Quest SDS advisor. Based on students' methods, the data collection portion of the the study can take a few weeks to a coupe of months. After the data is collected students will analyze the data, and draw conclusions from their study.
Phase 4:
Communicating Findings
After the study is complete and conclusions are drawn, students will communicate the study's finding both through the completion of their academic paper as well as through a Thesis Talk. AT Research students that plan to submit their study to College Board for AP Research credit will also answer questions from panelists as part of the thesis defense. The academic paper and Thesis Talk will take place in April. Students seeking AP Research credit will submit their work to College Board on April 30.
SDS MENTORSHIPS
Mentors are volunteers from the industry, academia, or the SAS community who are willing to work with Quest students for the whole year to strengthen and refine students’ skills, strategies, and capabilities in developing their portfolio and student driven study. A mentor and mentee are matched based on the mentee’s field of interest.
Mentors are expected to provide professional and industry guidance to Quest students to help them in their personal growth and development, particularly around the student driven study.
Mentors and mentees are required to meet at least two hours per month, and mentors are encouraged to read their mentee’s final thesis paper and attend mentee’s Thesis Defense in the beginning of April.
"I enjoy participating in the learning process and helping mentees figure out their place in the world."
– Josh Kurz, Quest Mentor, 2018-2021
"It's nice to have a person who thinks in a more complex way and is able to see things differently compared to the way I see my project. I am looking forward to coming up with new thoughts and perspectives with my mentor. I would recommend the mentorship program to other students because I find it useful, especially when I have articles and essays that I need to complete for the paper. The mentorship relationship gives me extra help and extra support in my process."
- Nick Deguire, Class of 2020
STUDENTS’ PERSPECTIVES
What is the best thing about having a mentor?
“Having someone who is able to help you whenever you have questions about your thesis that cannot be answered by any of the teachers or your friends. A mentor also gives an expert opinion on something you can’t find on the internet.” (Ernest Wang)
What have you gained or learned through your relationship with your mentor?
“I have learned a lot about clothing design and how the sizing and color of a design matters. I also learned that how you effectively approach your customers and reel them into your brand is important for your brand’s success.” (Sophia Horn)
MENTORS’ PERSPECTIVES
What do you think your mentee has gained or learned through your mentorship?
“(1) Thinking a little more about the project – pushing the boundaries in some areas and exploring alternative approaches as the project progressed. (2) Helping set the parameters of the project. (3) Giving thoughts, opinions, and feedback as we did a monthly status review. (4) Providing a little help in structuring, preparation, and review of the project reports.” (Andrew Grant)
What have you gained or learned through this mentorship program?
“Better understanding of the Quest program. The need to ask some tough questions at the start of the project to be sure that the student is clear and committed on the subject and process.” (Stephanie Syptak-Ramnath)
What is the best thing about having a mentee?
“Helping someone learn and grow. And, I love seeing the final presentation after knowing the struggles the student goes through to deliver a project.” (James Eyring)