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APPLICANTS MUST MEET THE FOLLOWING ELIGIBILITY CRITERIA:

The following criteria must be met prior to submitting the application:

• Academic standing: be a rising junior or senior at the time of application; 

• On Track to Graduate: be on track to graduate within the expected timeframe; must plan to complete 1-year of the program (note: Quest is not an appropriate placement for a rising senior that intended to graduate early in December graduation.)

• Counselor(s) meeting: has met with PAC and College Counselor (for rising seniors) prior to submitting application.

• Parent Support: ensure parent(s) or legal guardian will support enrolling in the Quest program

• Commitment to Launch Week: applicant and parent acknowledges and agrees to commit to participating in the Quest program’s Launch Week trip which typically occurs approximately 1 week prior to the start of the school year.

• Commitment to accepting a 6- 8 week partnership placement in a professional workplace setting during the school year.

• Application Completion: Successfully completes the application

• Counselor Support: receive positive support for their placement in Quest from both their PAC Counselor and College Counselor. 

APPLICATION REVIEW PROCESS:

Applications are screened by a process of a holistic review of the applicant’s profile, which includes reviewing the application and supporting materials provided; consulting with PAC and College counselors for input on the "fit" to which the applicant meets the requirements and possesses the desired attributes and dispositions that will lead to a positive learning experience for the applicant and the Quest learning community. At a minimum, the applicant will need to receive positive support from both the PAC and College Counselors; the applicant’s advisor will also be consulted to help determine how the student engages in a small community.  

If necessary, Quest advisors may seek additional input from current teachers, and previous Interim sponsors as well as the Dean of Students.

 The following attributes and dispositions listed below serve as both guidance for potential student applicants (and their parents) and criteria for Quest advisors and an applicant’s counselors for screening applicants to ensure alignment with the expectations and goals of the Quest program.

 ATTRIBUTES AND DISPOSITIONS FOR QUEST PROGRAM STUDENT PROFILES:

Desired Traits and Dispositions of a Quest student:

• Desire to Learn: Demonstrates a desire for acquiring knowledge and skills through Quest’s experiential learning and interdisciplinary learning approach.

• Work Ethic: Exhibits a disciplined approach of working towards goals and desired learning outcomes; willingness to seek support when needed.

• Interpersonal Skills: capable of working in team-based learning environments; engages appropriately with peers and adults in various learning and professional situations and environments.

• Self-regulation: ability to regulate emotions and behaviors in a highly dynamic learning environments in a variety of settings, both on and off campus.

• Readiness for Self-Directed Learning: Capable of working independently and autonomously.

• Constructive Feedback Response: Responds positively to feedback from both teachers and peers.

• Adaptability: Can thrive in various highly dynamic classroom and professional settings.

• Willingness to navigate the complexities and nuances of interdisciplinary project-based learning.

• Time Management: Exhibits good time-management skills or a strong willingness to improve in this area.

Desired Demonstrated Interest and Motivation:

• Project-Based Learning: Displays a keen interest in learning through problem-based and project-based learning approaches.

• Interdisciplinary Connections: Values connections between different fields of study.

• Experiential Learning: Seeks to gain practical knowledge through hands-on experiences.

• Passion Pursuit: Desires to discover and pursue passions and interests in real-world contexts.

• Time Management Focus: Motivated to learn effective time-management strategies.

Desired Positive Community Engagement:

• Small Learning Community: Enjoys being part of a close-knit community of learners.

• Collaborative Learning: Enjoys collaborating with peers, excelling in team-based projects.

• Positive Attitude: Maintains a positive attitude towards collaborative learning and teamwork.

Quest FAQs

Quest 1-Pager (PDF)

Quest Supplemental - List of Partnerships and Universities (PDF)

Quest Infographic