Tower Projects Culminate with Final Presentations

University School of Milwaukee students in 4th, 8th, and 12th grades celebrated the completion of their Tower Projects by presenting their work to their peers, mentors, and family members. In 4th grade, all students participate in Tower Projects, while in 8th grade and 12th grade, the program is part of elective classes. The projects varied amongst students and divisions, and were held in locations throughout the school.

Middle School

Three 8th grade Tower Project students spent the spring semester working on a project of their choice, and presented their projects to faculty, staff, and students on Wednesday, April 15. Topics included a study of jet engines through scale modeling, custom superhero models, and a custom boogie board design. Students received support and guidance from Matthew Gagnier, PK-8 academic technology coordinator at USM.

Upper School

For their projects, 15 Upper School Tower Project seniors worked independently for the entire academic year on a topic they are passionate about. The projects covered a wide variety of topics, including the connection between music and emotion, sustainability in the fashion industry, and overcoming barriers to improving mental health, among others. 

In fall, seniors visited Milwaukee’s Bronzeville district for an essential question retreat at ThriveON King. While there, students met with USM alumnus Djdade Denson ’14, owner of Coffee Makes You Black, who shared his experience at USM and Marquette University, and his career trajectory that led him to where he is today. The same students visited the Golda Meir Library at University of Wisconsin-Milwaukee on Oct. 10, where they continued their work on creating essential questions and also utilized the library’s resource materials. For their final presentations on April 15, senior Tower Project students prepared and gave 15- to 20-minute “Tower Talk” speeches, with an additional 15 to 20 minutes allotted for question-and-answer sessions, to summarize their year-long efforts to research and work on their projects. 

For seniors, the endeavor involves defining and refining a subject, connecting with both in-school and outside mentors, keeping a public record of progress, defending research and conclusions, and ultimately delivering their Tower Talk to the USM community. Students apply for their Tower Projects in the spring of their junior year, and receive academic credit for their efforts. “The seniors felt so proud of themselves, and it was wonderful to see the joy on the faces of their family and friends,” said Drew Mullen, Upper School English teacher and Tower Project program director. 

Many thanks to Upper School Tower Project program directors Laura Klein, Upper School librarian; Tom Lewandowski, Upper School math teacher, and Mullen, along with all of the Tower Project mentors, for their support of, and dedication to, this program and the students who participate.

Lower School

All 75 4th grade students also spent the full academic year working on projects of their own choosing, ranging from Paris architecture and Burj Khalifa to video games and Olivia Rodrigo, among many other topics.

Presentations included a slide show of information about their chosen topic, discussion of an action item each student developed in relation to their project, and reflection of skills learned and developed as a result of their work. 

Many thanks to 4th grade teachers Chloé Adams, Leandra Erickson, Jill Stephanie, and Kelley Sovol, and all members of the USM community who served as student mentors.

About Tower Projects

Tower Projects are student-centered, teacher-nurtured, school-supported experiential learning opportunities in the 4th, 8th, and 12th grades. They are a way for students to pursue their own interests and take their learning beyond the boundaries of the classroom to solve real-world issues through an interdisciplinary, community-based approach.

Students in each division work on developing, researching, and creating their Tower Projects for either a semester or an entire academic year, and in some cases even longer. They meet with teachers, members of the USM community, mentors, and local experts who help them define and refine their topic, conduct research, create presentations, and stay on track throughout the duration of the project.

As a result of their work, students gain academic skills such as research, writing (both academic and reflective), critical thinking, analysis and synthesis, and project creation. They also gain confidence and abilities in public speaking, problem solving, time management, relationship building, risk taking, and more, all in a supportive and encouraging environment.