This week, Mr. Myke Healy reflects on the inspiring work of our Grade 12 AP Research students. At TCS since 2004, Mr. Healy is the assistant head of Senior School - teaching & learning.

Written by guest blogger Myke Healy

Ten years ago, I began teaching a course at TCS that changed my life. Secondary school educators are expected to gain expertise in their field of study at university and then share that knowledge in the subsequent years with students, with continued professional learning throughout one’s career. But how does one gain expertise for a course where students choose their own topics?

This academic year marks the tenth anniversary of launching the Advanced Placement Capstone program at TCS. We were one of the first schools worldwide to implement AP Capstone. Since 2014, we have seen 225 students thrive from the program's balance of structured learning—how to research, write academic papers and present findings—with the intellectual freedom to pursue topics of personal interest.

After completing the AP Seminar course in Grade 11, students progress to AP Research in Grade 12. In my role as an AP Research leader, I function as a teacher, mentor and research supervisor. The course begins with structured instruction but soon transitions into a community of independent student researchers. Alongside my colleagues, Ms. Barb Brough and Ms. Shelagh Straughan, we've recognized that we “teach” a course where the implicit goal is for students to surpass our expertise in their chosen research topics.

This year alone, I have been fortunate to supervise a variety of projects including experiments on plant growth, a study on financial services in the Cayman Islands, an analysis of the uncanny valley in AI music, an examination of the physiological impacts of horror films, and an investigation into cryptocurrency fraud. See the complete list of topics here.

Through years of teaching AP Research, I've come to appreciate the deep understanding one gains from supervising student explorations. The more I helped students with scholarly database research, the more I discovered my passion for scholarly work and the joys of research. Thus, last summer, I embarked on a parallel research journey through a doctorate in education, focusing on generative AI and academic integrity.

I am seeing now how the AP Research process closely mirrors doctoral research, albeit in a simplified form. Surprisingly, the best preparation for my studies was not a master’s degree (though highly beneficial) but teaching Grade 12 AP Research. My research work enriches my daily interactions with our diligent TCS students.

Thank you to our AP Research students over the years for inspiring their teacher to become a researcher.