While the Senior Leadership Project does not actually begin until the students’ senior year, learning opportunities designed to prepare them for their project will be weaved into the Bible classes each year. The following self-discovery activities, learning tools, and assignments are intended to provide students with a deeper awareness of the Imago Dei (image of God) within them and a growing awareness of the needs of the world so that students will discover, as Frederick Buechner wrote, where their “deep gladness and the world’s deep hunger” intersect.
Multiple Intelligences: Students will playfully learn about the theory of multiple intelligence. Through the use of an online test, class teaching, discussion, and experiential learning activities, students will engage the nine kinds of smarts/strengths and discover some unique aspects about the way that they have been created in God’s own image.
Spiritual Gifts: Students will explore the biblical purpose and the practical implications of spiritual gifts. Through the use of an inventory, interviews, class teaching and discussion, students will discover their own God-given gifts and reflect on creative ways that they can serve others while utilizing these gifts.
Myers-Briggs Type Indicator: Students will have the opportunity to take the highly respected tool that has been used by millions since its first publication in 1962. Used in seminaries, colleges, universities and professional settings the Meyers-Brigg s is a well validated assessment. Through the use of an online assessment, class teaching, discussion, and personal reflection students will be challenged to identify their own God-given “type” along with the strengths and weaknesses associated with their type. Students will be invited to understand and appreciate the natural differences between people and recognize the unique and necessary ways that each type can reflect God’s image and fulfill God’s purposes on earth.
Personal Mission Statement: After reflecting on how they are uniquely created in the image of God, students will write a personal mission statement: a single sentence that defines a person’s reason for existing. It expresses the action words that a person seeks to live out as they attempt to embody their core values. It acts as a compass for making life decisions, helping them stay on course toward the life that they most want to live.
Personal Vision Statement: A personal vision statement takes the essence of the personal mission statement (described above) and projects it into the near-future. It answers several important questions. “How do I envision myself living this personal mission statement out in the next 3-5 years?” “What kinds of things will I be spending my time and resources doing?” “What kind of impact will I be having on the world around me?”
Needs of the World Exploratory: Each year students will chose from a plethora of needs found in our world (local, national, global) and write a 1-2 page paper. This paper will articulate the problem that they have studied and describe who is being affected by it. They will also search the scriptures to uncover a biblical basis for assuming God’s concern for that problem. In addition, students will explore who is already responding to this problem and what can they are doing to offer a solution. Lastly, students will creatively offer 2-3 practical things that people in our community could do to get involved in making a difference.
Project Proposal: Beginning in the first semester of their Senior year, students will embark on the process of researching a topic integral to the project and proposing the vision, plans, goals, and budget of their project.
The formal project must meet several criteria. It must be generated from the mind of the student and be able to be completed in a realistic amount of time (at least 30 hours). It must give the student an opportunity to demonstrate leadership. Further, the effort expended in the project must directly impact the community in a meaningful way. In other words, their project must be for the sake of others. Planning, organization, and implementation skills will be developed with the help of a student-selected mentor and the Senior Bible teacher. Formal planning, along with the setting of specific dates by which tasks must be completed must be signed off by student, parent, mentor, and advisor. The student and advisor will also agree upon a rubric by which the completed project will be evaluated.
Senior Leadership Project Presentation:
Upon completion of the project, the student will give a formal presentation of their project and provide an informative table at a Senior Leadership Project Exhibition, which is open to the community. A faculty member, the student peers, the outside mentor, and any others that the student may want to invite will attend. The presentation must include visual aids leading to a deeper understanding of the project details.
For samples of past Senior project topics, click here.