Branson is introducing the Catalyst Scholars Program, a new yearlong course led by Eric Oldmixon, visual arts teacher, and Peter Zdrojewski, director of outdoor and global education, that allows students to develop independent and purpose-driven capstone projects by learning in classrooms about real-world issues.

The program provides students with the opportunity to work on real-world projects that align with their personal interests and goals. This hands-on approach encourages growth through collaboration and practical problem-solving.

Oldmixon said the idea came from a lack of space for students to develop projects and ideas based on what they learn across curricula. 

“Where are you given the time to put those things together and manifest your own idea?” said Oldmixon. “Here is a place where we can do it.”

Rather than focusing on fixed curricula, the course is designed to help students apply what they learn in class to real-world problems.

“You’re taking knowledge that you’re learning in the classroom, which is sort of abstract, and providing opportunities to apply that,” said Oldmixon. “Our hope as educators is that will empower you to find your deeper sense of purpose.”

The program’s development process followed the same timeline as the type of work students will do in a classroom. Over the course of a year, faculty used a design thinking model, gathering feedback from students, teachers and administrators to structure the course.

“It took us a year of design thinking,” said Zdrojewski. “We talked to students past and present, tested ideas and kept refining our questions.”

In the classroom, Catalyst Scholars will be significantly different from traditional courses. Instead of focusing on grades, the program will focus on collaboration and learning within a cohort.

Students will spend the year developing an idea, approaching challenges and having to adapt there project. 

“It’s like an expedition,” said Oldmixon. “You start off on this journey with kind of a compass, but you’re going to come through all these hurdles and opportunities that shape your direction.”

The structure of the class is left intentionally very flexible, allowing students to pursue projects in different ways.

“It’s going to be messier than a normal class,” said Oldmixon. “It’s not gonna be linear.”

Rather than following a fixed syllabus, students may spend class time giving interviews, working with local organizations or refining their ideas based on feedback.

“You might go off campus to meet with people at a nonprofit, come back and share what you learned, and realize you need to completely change direction,” said Oldmixon.

Ultimately, the program aims to help students discover what meaningful work looks like for them.

“What happens when you find that next thing that lights you up?” said Oldmixon. “That’s what we’re hoping students experience.”