Units of Study

Overview

Quest units stress skill acquisition through collaborative interdisciplinary projects. Students work with the Quest teacher advisors, supervisors during their partnership, and a professional mentor on their student-driven study (SDS). The year-long SDS culminates in a thesis paper, talk, and defense. Exploration of Southeast Asian topics through systems thinking and design thinking protocols will inspire need-finding and challenge students to take civic action engaging with school, community, and global networks to contribute to the worldwide community. Throughout the year, students hone skills in time management, project organization, and learning aspirations such as critical thinking, creativity, cultural curiosity, and communication, all of which are essential skills for their future. Students in Quest experience the workplace in scaffolded partnerships while working with experts in industries, universities, and NGOs. The Quest experience can differentiate students from their peers in the college application process. Finally, Quest aligns with the SAS calendar to ensure students may participate in extracurricular programs.

Quest students will begin the year with a Launch trip. Click here to learn more about the Quest Launch trip experience.

The (approximately) eight-day trip will build the Quest community of learners and serve as a launching point for learning throughout the year. Students will engage in team-building activities, outdoor education, and experiential learning. They will also engage in the scientific investigation of tropical biodiversity and be exposed to the region’s rich cultural heritage.

Please note that any launch trip is dependent upon prevailing travel restrictions.

Quest Daily Schedule

Students in Quest will schedule their particular time around the Quest community times, their eleven-week partnership, and their selected courses. Throughout the day, Quest teachers (advisors) meet with students individually, in small groups, and conduct traditional lessons. The Quest community also engages in regular off-campus learning experiences. Throughout units, continual individual feedback is provided to ensure students meet expectations and discover strategies that work best to be responsible for their learning. Each student will have the flexibility and accountability to plan their time as needed with the constant support of the Quest advisors.





Semester 1

Unit One: Explore: Self & Community

Driving Question:

How does my identity influence my relationship with the natural world?

Unit Overview:

During the Quest Launch Trip, students were introduced to experiential learning and participated in research studies in which they learned about how to plan investigations and collect data effectively. Students will be building their research skills through interdisciplinary projects.


In this Quest unit, students will critically examine their own positionality and intersectionality. The main focus of this unit is coming to an understanding of their own identity and a collective understanding of our community, as defined by the students. Using the sustainability compass as a framework, students will analyze their local community. Students will study their community as it currently stands, and consider ways they might be able to make a positive contribution. Students will learn through a variety of hands-on activities including Socratic discussions, field work, and they will produce a culminating project to answer the unit’s driving question.


Students will also begin to prepare for their external partnerships and plan for ways in which they will contribute meaningfully to the community through scholarly research and work throughout the year. In addition, students will gear up for the World of Work unit by preparing their resume, cover letter, and LinkedIn account. They will also prepare and practice their interviewing and networking skills.


Culminating Unit Assessments:

  • Local Community Sustainability Compass Project and Presentation (Clementi Forest Project)

  • Clementi Project Blog Post

Unit Two: World of Work

Driving Question:

How might I critically examine my community and make a meaningful contribution to it?

Unit Overview:

During this unit, students will partner with local organizations and engage in authentic work. Students may also participate in networking events and begin curating their professional identities. At the conclusion of the Partnerships experience, students will synthesize their learnings and reflection from their work experience and present it at the Partnership Capstone Showcase.


Unit Two Book Study: Life Scale, Brian Solis


Culminating Unit Assessment:

  • World of Work Analytical Report

  • Partnership Capstone Showcase

  • Life Scale Book Study Final Reflection

  • Final Partnership Blog Post

Semester 2

Unit THREE: Culmination of the SDS


Driving Question: Students’ SDS research questions

Unit Overview:


The Student-Driven Study is the culminating project of the Quest English course. The SDS will challenge students to demonstrate their academic knowledge in a way that mirrors the real world. It will also allow them to immerse themselves in topics that are of their personal interest while developing their analytic, research, problem solving, collaboration, and communication skills. During this unit, students will focus on their SDS and engage in authentic Research. They will write a Literature Review, select and write their Methods section, conduct the study and collect data before moving onto data analysis. Students will write the final chapter (discussion and conclusion) and prepare their paper for submission. They will also prepare for and deliver their final presentation or oral defense.


Unit Three Research Text: Creswell, John W., and J. David Creswell. Research Design. 5th ed., SAGE Publications, 2018.

Unit Three Book Study: Why We Act, by Catherine Sanderson


Culminating Unit Assessments:

  • SDS Academic Paper (abstract, introduction to the study, literature review, methods, analysis, findings, conclusions and suggested further research).

  • Thesis Talk (non-AT and AT) and Oral Defense (presentation of study; for students submitting their work to College Board for AP Research credit, they will also answer questions for a required thesis defense).

  • Why We Act Reflection

  • SDS Blog Post


Unit FOUR: The Future WE CHOOSE

Driving Question: What kind of future will we choose to create?

Overview:

Throughout the year, Quest students will have honed their knowledge and skills to be able to understand various issues at the local, regional, and global scale. Armed with these skills and understanding, this unit looks to the future. By hearing from a variety of experts in different industries and going on field trips, students will be exposed to many different ideas and perspectives, innovative solutions that will be part of our collective futures. Students will partner with local organizations that have problems that they are trying to solve. Students will work in teams to consult with an organization and apply a design thinking framework and their systems thinking skills to explore the organization’s problem and generate original solutions. In addition, students will also have an opportunity to reflect on their personal growth from a year in Quest.

Unit Book Study: The Future We Choose, by Christina Figueres and Tom Rivett-Carnac


Culminating Unit Assessments:

  • Quest Consultancy Project

  • The Future We Choose Blog Post

  • “My Impact on the World” Reflection

  • “My Quest Experience” Capstone Video