Students fulfill the curricular certificate requirement through domain-designated foundation classes, then reveal a passion for the domain through concentration-level classes and portfolio experiences. Concentration courses represent a series of classroom offerings aligned to the ambitions of each certificate.  Students select from these next-level courses as they pursue this field of study. Additionally, students are encouraged to harness major assignments in non-domain courses and use them to explore the certificate-related field of study in greater depth.  

As an example, a student pursuing the STEM Explorations certificate might use a major research paper in history to explore revolutions in microchips and the disruptions made to the global economy by advancing technology. The research paper, achieved outside of a domain-specific course, could be added to the student’s STEM certificate portfolio.

Students pursuing a certificate must commit to 80 hours of advanced study outside of the classroom. Students can fulfill these hours by leading and developing events at Pomfret and/or doing student-derived, experiential work through accredited independent studies and/or work during school breaks, on weekends, and over the summer months.

Students maintain electronic portfolios that showcase their unique learning journey. A strong portfolio includes all the elements connected to the certificate pursuit, both polished and revised, including proposals that outline the scope and ambition of the project, meeting notes with certificate advisors, interview notes, reflections, sketches, data sets, presentations, and other critical artifacts. For each assignment added to a student’s portfolio, a reflection of over 300+ words should be written discussing how the student has gained further understanding of a subject and what skills were used.

Certificate students meet with their faculty mentor (in groups according to speciality) every month. These regular meetings foster a mentor-mentee relationship and allow for regular check-ins, guidance, and support. Meetings may take on multiple forms, including college visits, speakers, training, or other activities relating to the subject matter the student is studying.

On Reunion Weekend (mid-May) of junior year, students engaged in certificate work present a comprehensive literature review and a poster that highlights current knowledge within the domain, an essential question that will guide the student’s inquiry, and a detailed proposal for the senior year capstone project.

On Reunion Weekend of senior year, students present capstone projects in a public forum. The project portfolio is juried and assessed. Successful capstone projects incorporate research, reflection, and exposure to the domain or field of study; include a small-scale thesis that describes the learning journey and addresses the student’s essential question and/or progress in an area of growth and discovery; and reveal how connections with experts deepened understanding and impacted the student’s learning journey.