January Short Term
January Short Term (JST), a Roycemore tradition since 1972, provides opportunities for student imagination and independent exploration. In the three weeks following winter vacation, January 5-23 this year, students fully immerse themselves in JST projects. Students consistently set high standards for their projects, and Roycemore faculty and staff are fully committed to their success. With guidance from faculty and external mentors, students explore areas of personal interest beyond the curriculum. Projects may be academic or nonacademic, individual or part of a faculty-sponsored group.
January Short Term is your opportunity to:
- Design a piece of your own education
- Learn for pure enjoyment
- Attain educational success beyond grades
- Learn about a subject matter that may not typically be taught in a classroom
- Explore a possible career
What does a JST project look like?
Group Projects
These projects are immersive experiences sponsored by Roycemore faculty and often involve activities not typically offered during the school year. They may include field experiences, visits with professionals, and research in libraries and museums, utilizing the rich resources available in the Greater Chicago area.
Independent Projects
These projects are designed and directed by students with guidance from professionals or community members selected by the student. Independent Projects allow students to pursue new ambitions and explore interests related to university degrees, workforce skills, personal hobbies, or a combination of these elements.
Successful Participation in JST
Roycemore School requires each Upper School student to participate successfully in one January Short Term project for every year they attend high school at Roycemore. Successful participation is defined by: Intellectual Risk-Taking, Responsibility, and Engagement. These elements will be evaluated based on the JST Rubric shared with students.
- Intellectual Risk Taking: The unique nature of the JST experience allows for immersion beyond the typical classroom subjects and environment. Each student’s learning goals should reflect ambitious and attainable intellectual risks which challenge them to try something new or improve skills. Students should also show appropriate follow-through to achieve these goals by the end of the project, as demonstrated in their reflections and Expo presentation.
- Responsibility: Students are expected to demonstrate initiative throughout the JST process, beginning with choosing a project. Once students have selected their project, they are responsible for their own learning, including both setting and meeting learning goals. In addition, completing required forms and assignments on time is essential for projects to stay on-track.
- Engagement: Both student attendance and student attitude play a major role in shaping a JST experience. Students are expected to approach activities with maturity, enthusiasm, and an openness to new experiences.
2026 Group Projects
Belize: Conservation from Ridge to Reef
Take an 8-day trip to Belize! Explore the diverse rainforest, freshwater, and marine ecosystems and participate in scientific research, conservation efforts, and cultural experiences with local experts. For two weeks in January, learn about the ecology, geography, and culture of Belize, as well as general environmental science topics related to the experiences we will have on the trip. In March (first week of Spring Break), travel to Belize to put your learning into action!
Students will…
- Explore the major ecosystems of Belize, including tropical rainforests, coral reefs, and mangroves.
- Explore human impacts on Belize’s natural habitats and conservation efforts in different regions.
- Reflect on the global importance of biodiversity conservation and sustainable resource management.
- Develop skills in field observation, data collection, and ecological monitoring techniques.
- Experience a different culture and international travel.
MakerSpace
This is a crash course in programming, circuit building, and using a collaborative MakerSpace to design and build electronic machines! We will be utilizing computers, Arduino microcontrollers, and numerous electrical components to understand how electronic systems obtain information about the world, how that information is processed, and how the system can be controlled to change the world in response to that information. You will work hands-on in teams to design, build, program and document your progress.
Students will...
- Learn fundamental principles of computer programming including programming languages
- Learn and implement fundamental principles of electricity & circuit analysis through design projects
- Learn and implement fundamental principles of digital signal acquisition (how computerized systems obtain information about the outside world), digital signal processing, and digital signal analysis
- Learn and implement fundamental principles of control systems, including proportional, integral, and derivative (PID) using motors, pumps, actuators, servos, steppers, peltier units, displays, and/or sound
- Build objects that are controllable on the Internet of Things (IoT) [The IoT is the protocol by which household objects like thermostats and lighting systems are controlled remotely via the internet]
- Learn concepts of engineering and design thinking, including critical thinking and creative real-worlds problem solving through their own creations.
Narrative Audio Storytelling
Produce your own original audio narrative! We will critically listen to pieces of fiction and non-fiction audio storytelling and hear from professionals in the field to lay the groundwork of what makes great audio storytelling. Then, you will pick your topic, conduct research, and write a script for your own original story. Collecting sound, recording interviews, and finding music will help you bring your story to life as you arrange and mix your masterpiece!
Students will...
- Listen to a selection of quality audio storytelling examples and explore the principles of storytelling with sound;
- Craft a piece of fiction that can be adapted to audio, or develop a strategy to create a piece of journalism with recorded sound;
- Produce a fictional story with narration, voice acting, music and sound design, or conduct interviews and compile publicly available recordings to produce a piece of narrative journalism.
Yoga and Mindfulness
Everyone talks about “mindfulness” and “being present in the moment,” but how do you do that? This course offers students an immersive experience in yoga and meditation as tools for self-discovery, stress management, and holistic well-being. Through daily movement, stillness, and reflection, students will engage with both the physical and philosophical aspects of yoga. In addition to physical practice, the course includes journaling, group discussions, creative expression, and exploration of yoga’s cultural and historical roots.
Students will...
- Learn and apply basic yoga poses and breathwork techniques.
- Develop a daily meditation and mindfulness practice.
- Understand the historical and philosophical roots of yoga.
- Explore the impact of chronic stress and how mindfulness supports holistic health.
- Reflect on personal identity, values, and future aspirations.
- Gain tools to manage anxiety, improve focus, and enhance emotional regulation.
FAQ
What will students do during JST?
The activities during JST depend on the project chosen by the student. Attendance is mandatory, but the project's nature will determine the student's location. For instance, a student interested in a career might intern at a local business, while a student passionate about art might visit art museums and practice techniques at Roycemore. Each student provides a schedule of their activities for three weeks, which must be approved by a faculty project director and parent/guardian.
How does JST relate to college and career preparation?
JST fosters intellectual risk-taking, responsibility, and engagement while honing planning, iterative processes, and time management skills. Universities and employers highly value these skills. At the end of JST, Project Directors evaluate the student's approach to the project, and the student completes a self-evaluation. Both evaluations are added to the student's permanent Roycemore file and may be used for college recommendations and job applications.