Episcopal, having finished its long awaited first J-Term, Scholium would like to commend this novel interdisciplinary learning pursuit. The Scholium staff believes J-Term is a rewarding and meaningful experience that has the potential to become an important component of the school curriculum in years to come. However, J-Term requires some improvements to streamline the program and address current and potential concerns.
Photo Courtesy of Dana Giles ’15
J-Term provides students with opportunities for unique and innovative learning experiences. For example, field trips allowed students to have first-hand experience learning from various places and people. In J-Term, students were able to broaden their horizons and interact with other teachers and students, including underclassmen, they would not ordinarily meet. It is a non-traditional learning environment in which students can attempt new things and take risks without the pressure of obtaining a letter grade.
This is, of course, a first trial, and there are changes that we believe the school should implement after reviewing various aspects of the two weeks. To this end, surveys from students and teachers will be invaluable for ensuring the program’s long-term success.
One concern is that, while some students raved about their J-Terms, others were less thrilled. Improving and standardizing the quality of courses is something that, if J-Term continues, should be improved through student feedback. The school should also revise the schedule and timing of courses. Often some students could move about the campus without obligations during large periods of free time. A more standardized schedule, with designated breaks or lunch times, could serve to uphold a more practical organization of time periods.
Moreover, students often did not see what other students have been working on for the two weeks of J-Term. A possible solution is holding some daily or weekly community gathering, such as chapel, so that students may convene and discuss what they have done with other students. At the end of the two-weeks, there should be a culminating presentation, or a schedule of final presentations, to allow students to view each other’s work in different courses. By providing this conclusion, students may appreciate the creative work accomplished in class experiences different from their own.
In terms of the academic school year, J-Term may have an impact on AP courses. J-Term forces students to review an entire year’s worth of material for the AP exam without taking mid-term exams. In addition, students lose two weeks of class time that other schools have to prepare for AP exams. Episcopal should look into the effects of J-Term on the academic performance of students in AP and other courses, and take these effects into consideration for future J-Terms.
There is no doubt that this is a major change in organization of the school year. With more J-Terms and greater feedback, J-Term may become more effective and an integral component of student learning experience, and could become a model for J-Term experiences in other schools in the region.