Students showcase Personal Projects 

The programme asks students to identify a problem that matters to them, conduct independent research, and produce a tangible result. Unlike most academic work at UCC, the Personal Project exists entirely outside the traditional subject framework.

 

"It's a space where students can go beyond the scope of a siloed subject and explore interdisciplinary or community connections," says Emilia Martin, Middle Years Programme co-ordinator. "It is the only thing that isn't linked to a subject area, and that's intentional."

 

The process begins in Year 9, when students identify areas of personal interest. By Year 10, the work accelerates. This year's projects ranged from community service and architectural design to app development and aerospace engineering.

 

Jake Browne organized a book and art supply drive for residents of CareFree Retirement Home, inspired by visits with his great-grandmother. He initially planned to focus on books, but an early conversation reshaped his thinking entirely.

 

"The most unexpected lesson came during my first conversation with the home's volunteer services co-ordinator," Jake says. "I learned that people who want to help often make the mistake of deciding what a community needs without ever asking them what they actually want."

 

Jake coordinated volunteers and donations from across the UCC community. "I learned how to pitch an idea and work with others to make a difference through communication," he says.

 

Ryan She developed an architectural concept for the Ookwemin Minising Community Centre, a proposed First Nations cultural space on Villiers Island in Toronto's Port Lands. Working with BIM software, Ryan produced detailed floor plans that required him to grapple with questions beyond design alone.

 

"I used to believe architecture was a pursuit involving purely engineering and art," he says. "Completing this project has greatly shifted my understanding. I've learned that architecture is both a social and a political act."

Spencer Ivers built GeoFlavors, an app that connects users to iconic dishes from cities around the world, including the story behind each food and where to find or cook it. He expanded the app from eight cities to around 50 over the course of the project, and adjusted his design approach after a budget constraint made his original interactive map feature unworkable.

 

"I was surprised by how much work goes into making something feel simple to use," Spencer says. "It made me realize how important user experience is, even in a project like this."

 

For Mark Aloian, the Personal Project was a chance to reconnect with something he had nearly left behind. Mark designed a 3D-printed remote control model airplane, a scaled-down replica of the F-16 fighter jet, reviving a passion for model aviation he had set aside years earlier.

 

"The project was a successful attempt at reviving the passion I had," he says. As a member of the school's Robotics team and other engineering communities at UCC, Mark says the project pushed him to think differently. "I believe I would have probably lost my passion for aeronautics entirely if I hadn't done this project."

The build was not without setbacks. Just days before the showcase, Mark learned that printing the full model would take several more months and would not be ready in time. Rather than abandon the presentation, he adapted, drawing on salvaged components from other projects to put together a live electronic demonstration of the jet engines.

"I had to use the knowledge I had and salvage materials from other projects," he says. "It surprised a lot of visitors how strong the engines can be, which was entertaining to watch." He credits a conversation with his supervisor and Design Lab teachers for helping him push through. 

 

The project also deepened Mark's technical skills in unexpected ways. Despite having used the CAD software Fusion 360 on multiple occasions, he discovered significant gaps in his knowledge once the project demanded more from him. "Even though I've used it over the years, I discovered a lot through this project that I would not be able to learn otherwise," he says.

 

Looking back, Mark says he underestimated the commitment the project required. "Even after around three months of work, I believe I could have done so much more," he says. "And that's the beauty of the Personal Project: you can always continue it whenever you want and finish or develop what you started."

 

The experience also connected Mark to a broader community. Through the project, he discovered the school's Model Aviation Club, a small group of students who share his interest in aviation. He hopes his work raises the club's profile across the school. "If my product could change one thing, I would raise publicity for the club and advertise it so more people could join," he says.

 

One of UCC's distinctive features is its supervisory model: 120 community members from across the school's departments, including non-teaching staff, serve as project supervisors and assessors. Martin says this broadens the experience for students in a meaningful way.

 

"Having non-teachers assessing the projects means students really have to advocate for their work," she says. "It connects different parts of the school community to student learning, and it makes the Personal Project a pillar of community in a strategic way."

 

Because Personal Project grades are criterion-based and do not appear on standard report cards, students are encouraged to take risks and learn from setbacks.

 

"It's about self-exploration and doing something they are truly invested in," Martin says. "It's not always about the end product. It's the process."