Senior Year

In his final year at Regis, with the assumption that core skills have been mastered, he can now pursue his intellectual interests in electives of his choosing. Though he will still be required to take English and Theology courses, he will have a host of trimester-long electives, tailored to student and faculty interests, to choose from. If a budding scientist, he might choose to explore the world of the mind in Psychology or continue his studies in Advanced Biology, Chemistry, or Physics. Or, perhaps having discovered a love for Spanish culture, he might choose to read great works of Spanish literature in their original form. If he performed particularly well in Pre-Calculus, he could elect to deepen these skills in a Calculus course. Perhaps, if he were particularly interested in multi-disciplinary studies, he might apply for the Brain-Mind-Soul seminar, a year-long course, team-taught by Biology, Psychology, Theology, and English teachers, that incorporates neuroscience, philosophy, and psychology in its study of the human condition. Whatever his interests, he will have a minimum of three electives to choose from in Fine Arts, History, Languages, Science, Mathematics, Computer Science, and Physical Education. Should none of these electives match his interests, he might find a teacher with whom he can pursue an independent study.

Having completed his four years of study at Regis High School, on graduation day, the young man will have developed five qualities that ideally reflect the school’s Ignatian identity: open to growth, intellectually proficient, religious, open to others, and committed to doing justice. Looking back, the young man will reflect on how his teachers – in all disciplines – encouraged the kind of reflectiveness that is necessary for any kind of growth. He will recall how he has developed an intellectual literacy, a way of “reading” the world and making sense of what he sees, no matter the discipline or problem. Having developed an adult’s relationship with his faith, he will reflect on how Judeo-Christian principles permeated not only his Theology classes but also his entire course of study; like the Jesuits from whom he learned, he will be able to “see God in all things.” He might reflect on how his own worldview has broadened; he has developed an ability to listen with attention and to empathize with those are different from him. He might attribute these qualities to a favorite novel in his Other Words literature class or a videoconference with Palestinian students in his Faces to Faith course or a Fine Arts course that exposed him to non-Western works. Poised now to put his learning into practice in college and beyond, he will reflect on how his Theology teacher might have fostered his commitment to doing justice or how his Computer Science teacher helped him discern a responsible and ethical way to use technology. Indeed, now with diploma in hand, he will see how the cura personalis ethos of Regis has informed his entire education.