From Turtles to Time Capsules: Junior Studies

April 4, 2008

Mr. Desrochers, Academy archivist, formally accepts time capsules from preps at the end of Junior Studies. The capsules will be stored until June, 2011.

176 preps taking a census of turtles in the woods around campus? Sounds like pure science. And pure fun. This year, it's part of the interdisciplinary Junior Studies program, which all preps take in their fall term.

Started almost 20 years ago, Junior Studies introduces new students to Exeter – they learn everything from how to participate in a Harkness discussion to how to get the most out of the library's vast resources. In the process, they discover a lot about Exeter and about themselves. This year's program focuses on the theme of human and biological diversity, using place-based learning concepts.

"For most new preps, learning to sit around a table and have a conversation is a dramatic change," says Tiffany Trotter, history instructor and leader of the Junior Studies program. What starts as a challenge at the beginning of the term soon turns into a welcome event. "Harkness discussion is my favorite part of Junior Studies: not only because it's a new form of learning, but because of the views that are exposed to me," says Nate, a prep who has relished presenting his ideas in class. "The readings are never straightforward, and I always come into class with an idea – although it may be hazy – of what the story meant to me," he adds. "Junior Studies lets me get insight into my classmates' interpretations of different ideas. This helps broaden my views on what I read and it also changes how I think about ideas."

The time capsule ceremony included musical performancesUsing a broad-based curriculum which includes literature, history, science, religion and art, 10 faculty members drawn from across disciplines teach and mentor the new preps. Each of the 15 Junior Studies sections meets four times weekly as a class of 12, with multiple sections working together on group projects. Students are exposed to a bit of everything – the reading list includes over 65 poems, short stories, novels, non-fiction essays, memoirs and articles, with authors as diverse as Philip Roth, Chitra Banerjee Divakaruni and Mary Oliver – to give them ample opportunity to explore. "Junior Studies is a class where students experiment," explains Trotter. "It gives them a chance to figure out how their behavior works best in a group."

For Adisa, the ability to experiment has been critical. "I enjoy being able to be creative, whether it's ideas about a short passage or a project," she says. "Junior Studies is a great source for out-of-the-norm projects: I remember writing and singing with classmates a parody to a High School Musical song about the environment. Each day is different: we might read a story and discuss it, or go explore the library." Adisa also values the time management skills that she has learned in her Junior Studies class.

Learning by Example and Exposure

Students deliver the 176 time capsules in boxesAt the beginning of the term, 12 seniors gather around a Harkness table on the Assembly Hall stage to demonstrate what an effective Harkness discussion looks and sounds like. Preps watch and take notes. Their observations then feed into discussions about what worked, and what could be improved. Throughout the term, "we have lots of conversation about conversation," explains Trotter.

Faculty use a variety of tools in the classroom to help students master the Harkness method. They use "Harkness diagrams" – literally trail maps of how conversation moves from participant to participant around the table – to show who is talking too much and who too little. Poker chips are often put into play. When students speak, they throw in a chip; once out of chips, they can only listen.

For the seniors who enacted the Harkness discussion this year, the experience put into clear relief their personal growth. "It's surprising how years of reading and analyzing different texts can shape the way you go about 'understanding' a story," says Gregory, one of the seniors. "The biggest concern people have when at the Harkness table is a fear we all share: the fear of being wrong," he continues. "At the end of the day, that's what Harkness is: bringing as many ideas to the table as you can, some of which make sense, some of which don't."

That viewpoint is shared by Charles, who values the intensive training ground provided by the program: "Junior Studies has helped me interpret readings I am given in other classes with more understanding and more reason behind my thoughts. Every time you put something out that's not necessarily a completely developed idea, you get asked: 'Why do you think that?' 'Where in the story did you draw this conclusion from?' 'What in the writing clued you into this?' This style of discussion focuses not on comprehension skills, but on the way you organize your thinking."

Rebecca found that Harkness and supportive classmates made all the difference in her first term. "I've been really impressed with how willing the students are to help one another." For Charles, immersion in Harkness led to confidence: "My biggest surprise at Exeter was the realization that the other kids here are like me," he explains. "I was pleasantly surprised to find that no one was that much smarter. It helps me relax to know that everyone is not an unbelievably-talented-in-everything overachiever."

Special Focus on Sustainability

This year, several of the group projects revolved around nature and sustainability. In addition to taking the turtle census, preps met with David Carroll, award-winning nature writer and winner of a MacArthur "genius grant", and did a collaborative scavenger hunt to discover sustainable practices on campus. They followed up on these activities by writing proposals for future sustainability initiatives.

Faculty Enjoy the Diversity of Subject Matter

"Junior Studies allows me to read poetry and novels, and be part of a greater amount of discussion than we would typically have in science class," says Chris Matlack, a veteran science instructor on the Junior Studies team for the first time. Matlack feels that his Junior Studies experience will help him grasp more opportunities for discussion in his science classes, which will in turn "make me a better science teacher." Trotter echoes this sentiment. "In Junior Studies, we're all forced to teach things we're not accustomed to teaching." This experience "teaches you about being a student again."

Faculty meet weekly during fall term to share ideas and tactics. "What worked in class?" "How do I teach historical analysis?" are constant refrains in these discussions, as faculty from science, history, English, religion, computer science, anthropology and mathematics share their experiences and successes.

Each year brings change to the program. The faculty team meets throughout the year to discuss improvements. "We're constantly talking about what elements we want to add and remove," explains Trotter. This year's program included special focus on the town of Exeter and the school. Classes used many non-fiction Exeter texts – Exeter Remembered and A Book of Meditations along with documents drawn from the school archives and local newspapers. Students researched historical figures, analyzed their experiences, and then discussed them in the context of Exeter today and in the past. "We take subjects from a broad base, to a specific Exeter focus, back to a broader understanding," explains Trotter. 

For Rebecca, Junior Studies has "sharpened my writing and reading skills. We even wrote meditations and presented them in the Debate Room, which I found to be a neat and very interesting Exeter experience."

Interested in learning more?

Read more about the Harkness method…
See the reading list for Junior Studies 2007…
Learn more about sustainability initiatives at Exeter…
Find out more about the time capsules ceremony...