From designing electronic puzzle boxes to teaching second-graders with special needs, Marblehead High School seniors spent seven weeks this spring exploring careers and applying classroom knowledge to real-world experiences through the school’s senior project program.
The program, which featured 163 student projects during a presentation event last month, requires graduating seniors to complete internships, independent projects or community service while maintaining academic standards. Students must have a C average or higher to participate.
“It’s really meant to sort of just be this exploration about what life could look like for them after they leave Marblehead High,” said Ashley Skeffington, an English teacher who serves as a mentor in the program.
The diversity of student interests was evident in projects ranging from high-tech engineering to hands-on education work. Senior Andu Hawley created an Arduino-based puzzle box that combines trivia questions with radio frequency identification technology. Users input an eight-digit code by answering questions, then scan a special card to unlock the 3D-printed container holding candy inside.
“I chose this because I already knew how to code, but I wanted to implement it with actual hardware rather than just code online,” said Hawley, who will study electrical engineering at Stony Brook University.
The project required Hawley to learn new programming libraries and troubleshoot coding errors line by line. He said the experience taught him to study independently, preparing him for college coursework.
“I basically did this so I could learn how to learn on my own,” Hawley said. “Because I know in college, it’s less hand holding and more so on your own.”
Another student, Graydon Waller, spent his seven weeks in the school’s wood shop creating an intricate gaming table with precise joints and built-in cup holders. The project required learning computer-aided design software and operating a computer numerical control machine for the first time.
“I’d never used it before, but for this, I kind of needed it,” said Waller, who will pursue engineering at the University of Massachusetts Amherst. “So I learned two new programs.”
The technical challenges proved worthwhile as Waller developed time management skills while balancing four Advanced Placement courses with his demanding project schedule.
Education emerged as a popular field among participants. Belle Karas worked as a teaching assistant in a second-grade classroom at Stanley School, helping students with individualized education programs in reading and writing comprehension.
“They have ADHD and stuff, getting them to stay focused was definitely challenging, but they were super sweet they just made it worth it,” said Karas.
The experience confirmed Karas’ career aspirations in education.
“It helps us find a career they want to do, and it kind of just solidifies what they want to do after high school,” Karas said about the program’s value.
Caroline Crosby, who will attend High Point University, and Maxine Hall, who will attend William and Mary, collaborated on designing layouts for next year’s yearbook, working with the yearbook club and advisors to create Marblehead-themed graphics including the school’s magician logo, Abbot Hall and a town map.
“We designed aspects for the background to be able to link all the pages together and keep it mainly Marblehead themed,” said Crosby.
English teacher Kristina Sholds, a longtime mentor who has supervised up to 12 students in a single year, said she notices common trends in project selection. Many students return to elementary or middle schools to assist former teachers, while others explore fields like healthcare, architecture and restaurant work.
“I just don’t want them to waste their time,” said Sholds, who has taught at the school for years. “I think you should try it out if you can.”
The projects have led to lasting career connections. Sholds recalled a former student who completed a neonatal intensive care unit internship at Salem Hospital 13 years ago and later helped care for a friend’s premature baby as a registered nurse.
Beyond career exploration, educators emphasize the program develops essential life skills including communication, presentation abilities and professional conduct.
“They have to talk to people. They have to know how to communicate well,” Sholds said. “All of those things are real life skills.”
The seven-week commitment challenges students to move beyond traditional classroom learning while building connections with community organizations and potential employers. Students meet regularly with school-based mentors and receive evaluations from workplace supervisors.
“When seniors take advantage of it and really do something that they’re enthusiastic about and passionate about, it makes a world of difference,” Skeffington said. “Senior project is very much what you make of it.
