Senior Reflection

Upon starting my Graduation Project Junior year I hated it. The project felt trivial and
directionless. I was blindly navigating my way through the project, trying to make my way through all of
the steps. The large packet of paperwork was simply handed to me with no explanation. My outlook on
the project was abysmal. I shuddered each time I heard of the project. The added pressure of this project
determining whether I graduate only made me hate the project more. I could not believe this project had
survived all these years with all of its glaring redundancies.
However, after starting senior year my view of the project slightly changed. At the beginning of
senior year, all the paperwork and steps were fully explained in a way that was easy to understand. We
were also instructed to make an e-portfolio which I was happy for since it provided me with a neater way
to organize my paperwork than the traditional portfolio would. The process was painless and relatively
easy especially considering I had worked more hours in a week then was mandatory for the volunteer
portion of the project.
Not to mention completing an event was something I already had to do for Student Government.
So the graduation project served as a convenient dual project that satisfied the requirements for two of my
obligations. The graduation project allowed me to demonstrate my ability to use my resources and
network to accomplish my goals. Overall I am happy with the quality of work I did for my project and
believe it accurately reflects where I am as a student.
Even though I no longer absolutely detest the project, I still feel it is redundant and do not like the
weight placed on it. Juniors and Seniors already have enough worries, and 15 measly hours of
extracurriculars do not hold the weight needed to be placed on college applications. Most students look
for ways to cut corners and do the least possible amount of work in the least possible time. Furthermore,
students are typically encouraged to do something they love in their prospective field, even though minors
have limited volunteer opportunities in most fields of study. If I did not drive or was not 18, I would not
have been able to volunteer with children the varied hours I did. I believe a smaller project with less
weight would suffice for the amount of preparation the graduation project does for the real world. The
completion of the in-person portion was fun, but it was not consequential enough to warrant the weight
placed on it.
My final view of the project is mixed. I now have a more nuanced stance on it and believe it is far
from perfect- but not completely redundant. Instead, if Mecklenburg wants a project to expand student’s
boundaries within their prospective career field, they should connect students with internship
opportunities, or continuing education programs that help students learn about their careers. I hope the
graduation project can be improved upon so students are more enthusiastic about completing it.