From the Archives: Capstone

Capstone is a program that perhaps has changed the most since its inception. Both Out Back and senior projects originated around the same time, when former Head of School Don Hagerman introduced a spring study period. But we know that seniors had been completing projects in the spring at least since 1962 (albeit not in a formal capacity or under a special programme option).

The original precursor to the senior capstone began in the academic year 1969-1970, when the “Holderness Spring Project Program” was funded by Mr. and Mrs. Norm McCulloch in memory of their son, Bill, Class of 1970. The aim was to have students involved in opportunities outside the normal school curriculum. They would not need to attend classes for the last month and would focus on an academic project instead.

Originally, seniors were asked to submit ideas on what they would like to do in the spring. The committee, with the help of the Head of School, would then revise them and accept some, reject others. Afterward, the list of approved projects would be shared with the faculty for final approval.

Adding Structure, Expanding Reach

The program was revised in 1973 to include more structure–the nature of the original proposals they received was mixed (bicycle trips and foreign travel, for instance), hence this new approach. The result was overwhelmingly positive, and with new guidance, the quality of the projects improved. Under former Head of School Pete Woodward, the new March program took shape in a way that more closely resembles the one today rather than its precursor of the late 1960s.

David Ames, Class of 1974, designed a flying device for his senior project.

Senior Colloquium followed in 1981, when it was added “to prevent seniors from repeating Artward Bound for a third time” (Solberg 2004). Bruce Barton, who ran the program for 15 years, had taken over the colloquium in 2001, explains that before the senior capstone program existed in today’s form, “Senior Colloquium was the Special Program option for Seniors who did not sign up for Senior Projects."

Colloquium ran a series of mini-courses for the 2 weeks the juniors were in the woods. Colloquium students stayed on campus in dorms”. Faculty ran 90-minute lectures on a topic they were passionate about, and students had the opportunity to learn from the faculty in courses that the regular class schedule could not accommodate.

Nick Leonard, Senior Colloquium 2002-2003

In the mid 2000s, senior capstone had seven core qualities that exemplified its aims – some we might recognize today. The student’s personal interest or passion was first in the list because it leads to the development of an essential question that guides their project. Research came second, followed by the mentoring of an adult, and having some form of experience in the outside world. The early guidelines stated that the work should be created for a real audience, which encourages accountability and purpose. All this culminated in both a written report and a public presentation.

The Modern Capstone Takes Shape

Today’s Senior Capstone (formerly Senior Thesis) began properly in the 2010s. It was piloted a little at the beginning, when students could opt in, so that it could be developed properly at a later date. The force behind it was Board of Trustees member Pearl Kane and Head of School Phil Peck. Professor Kane was “the top educator in the country at the time she was with us” and ran the Klingenstein Center, Teachers College at Columbia University.

Originally, it was an optional spring course for seniors. But it was quickly made a requirement for graduation as it would place the school in a unique position over others around the country who had similar programs, but never mandatory. Then, under Sarah Barton, the program made a new direction that continues to serve seniors well–it was now a year-long course. It became a good discussion point for students navigating the college admissions process, and colleges were eager to hear about student-driven learning with meaningful real-world impact.

Overall, the 1960s were a pivotal moment in our schools’ curriculum, especially with the development of Special Programs. Later on in the late 1990s and 2000s, Holderness was balancing academic rigor with modernisation, and Special Programs was right at the center of this, laying the groundwork for more modern learning approaches.

About the Author

Dr. Jennifer Martinez
Archivist and Special Projects Associate, History and Capstone Faculty

Dr. Jennifer Martinez received her PhD and MA from the University of Liverpool in the United Kingdom. With a focus on classics and ancient history, Jennifer’s expertise is in gender and sexuality, art and archaeology, and museum collections. Her doctoral research investigated the wartime experiences of ordinary women in Classical Greece. Her MA dissertation focused on whether it is possible to identify soldiers as individuals as represented through the archaeological record of Classical Athens. She graduated magna cum laude from the University of Puerto Rico earning her Bachelor’s in Anthropology.

Jennifer reveals that she has a passion for travel literature, especially by women travelers from the 18th to early 20th centuries. She admits that she may be biased, but loves Greece, its culture, language and history (both ancient and modern.)