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Students meet with their independent study teacher- mentor at least twice per cycle. According to Ms. Knowles, even within the arranged schedule, students are often surprised by their investment of time and the energy they put into their project. She reported, "Alex was in this room every day for at least two hours, and I had never worked with him before this year." Students have access to their teacher-mentor as needed, but they are otherwise working independently on the rigors of their syllabus. Students take ownership of their study and cultivate their skills to an advanced degree, allowing for personal development and empowerment. e program is a rare opportunity to work truly independently in Trevor's highly collaborative educational environment. David omas, Grades 9–12 History Teacher, remarked, "It fits with us. I like the contact. I like the style." Mr. omas has worked with Independent Study Program students in accounting, macro- and microfinance, and Latin American painting. is fall, he is looking forward to a student's project, entitled "Sources of Middle Eastern Conflict." In addition to the topic and skill mastery, Mr. omas believes the most gratifying aspect for the student is that they leave something behind for the school— often this is their syllabus. Future Trevor courses can be considered, and existing curricula can benefit from these student studies. Mr. omas has had a number of students design courses that have later been adopted into the curriculum. He characterizes the process as a monumental undertaking for the student and invaluable preparation for the wealth of independent work demanded in college. Alexander's independent study project evolved into his senior-year Bridge Study, affording him even more time and opportunity to focus in order to advance his study of animated film. Alexander confirms that he definitely "drilled down." He knows more about animated film than he could have imagined, and he will continue his study of sequential art next year at Oberlin College. Another memorable Independent Study student of Ms. Knowles explored sexual and gender identity through drop-cloth painting, expanding her horizons within art-making for a cause. Ms. Knowles watched her gain confidence throughout the program and was surprised when the student invited the entire community to her final show. is student pursued art at Pratt Institute and is now studying art at the graduate level. e Independent Study Program at Trevor offers many advantages for students, including deepening the reciprocal relationship between faculty and students at the critical juncture between high school and college. In addition to empowering the individual and establishing a powerful mentor-mentee bond, the program affords teachers the opportunity to broaden their knowledge in unique areas of study—which often results in enhancements to the broader Trevor curriculum. e obvious winner of the depth versus breadth debate is… both. At Trevor, students don't have to choose. e Independent Study Program mirrors the mission of Trevor, as it puts students at the center of their learning and supports their efforts to achieve academic and personal excellence in an inquiry-driven, idea-rich community.

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