Voyager Academy High School Project Exhibition Day, November 16, 2026
Voyager Academy High School
4302 Ben Franklin Blvd.
Durham, NC 27704
Home of the Vikings
WELCOME!
(click here for a printable version)
We are happy that you came. Together we celebrate Project Based Learning at Voyager Academy High School.
What to ask...
To help guide you through exhibits, and to be a participant in the learning process, please feel free to ask students any of the following questions:
- What was the driving question for the project?
- What prior knowledge did you need to complete the project?
- What was the entry event for the project/how did the teacher present the idea of the project to you?
- How long did you have to complete the project?
- How did the project relate to a real world issue/topic?
- How would you change the project for future classes?
Practice Interviews!
Rm: A148
Honors Economics & Personal Finance (EPF), Dennis Baker
Driving Question(s)
Can You Get a Job???
Description
Join us in A148 for some Practice Interviews! You can come in and provide our students valuable practice as they get ready for their real Interview Project later on during the week! In that project, they will have real interviews, with real employers, with the possibility of real job offers! Or... Maybe you would like to "brush-up" on your Interview Skills yourself? Come and let one our students give YOU a practice interview, and perhaps offer some feedback afterwards :) Together, we'll all help each other to improve at this vital skill and hopefully all become more employable :)
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Portraits of Contemporary Society: A Chaucerian Lens
Rm: A149
English IV Honors, Anna Todd
Driving Question(s)
Media and literature comment on the social attitudes of their time. How can literature help us understand and reflect on society?
Description
Inspired by Geoffrey Chaucer’s The Canterbury Tales, students bring medieval satire into the modern world by creating contemporary pilgrims who reflect today’s societal values. Working in collaborative “Round Table” groups, students develop original characters, compose humorous poems in rhyming couplets, and create life-size illustrations with three-dimensional elements.
Through vivid imagery and direct and indirect characterization, students explore the strengths, flaws, and contradictions of contemporary society. At exhibition night, they present their creations and explain their connections to Chaucer’s work, addressing the essential question: What do our characters reveal about societal values?
This project combines literary analysis, creative writing, visual art, collaboration, and public speaking to show how literature holds a mirror to its time.
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Legends of Chivalry
Rm: A150
Mythology, Andre Ross
Driving Question(s)
What are the elements of folk tales and legends surrounding King Arthur? How does the growth of Christianity affect the stories told in Medieval legends?
Description
Mythology students have studied legends and tales of King Arthur. We have studied how the growth and spread of Christianity changed how legends and folk tales were told. The students crafted their own Medieval legends. They then turned their legends into children's books.
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The Language of Protest
Rm: A151
AP English Language and Composition, Evan Greaves
Driving Question(s)
How does language have power?
Description
After reading and analyzing "Letter from Birmingham Jail", students chose their own protest texts to read, analyze, discuss, and share. For their chosen texts, each student identified the message, audience, and purpose, chose a key quote to share and analyze, and identified and explained at least 3 rhetorical choices the author employs.
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The Making of Me: An Identity Exhibit
Rm: A152
ENG1 Honors, Jessica Posada
Driving Question(s)
How can we use literature, art, and personal reflection to explore the influences that shape who we are and communicate our identities to others?
Description
"What makes us who we are?" English I Honors students explored this question through a creative and personal journey into identity. Using literature choice, art, mathematics, and their own life experiences, students designed unique exhibits that tell the story of who they are and what has shaped them.
Each exhibit features original fingerprint artwork, a personalized identity equation, connections to literature, and a student developed theory about what shapes human identity. No two exhibits are alike, reflecting the different experiences, perspectives, and influences that make each student unique.
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Personality & Politics: Testing the Ideological Connection
Rm: B118
AP US Government and Politics, Steven Gatlin
Driving Question(s)
Do individual personality traits correlate with political beliefs?
Description
This experiment tests whether key personality traits predict political ideology. Participants complete brief, anonymous personality and political opinion surveys. We then overlay the data to determine if specific psychological traits correspond with particular political viewpoints.
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Voyager Golden Record II
Rm: B119
AP Precalculus, Ken Boyer
Driving Question(s)
How Do I Convince Aliens That We Are a Mathematically Intelligent Species?
Description
An intergalactic corporation (the Eyexell) is flying by, deciding whether or not to harvest Earth for its resources by instantly collapsing every building and structure on the planet and atomizing everyone inside. You have one chance to persuade them not to annihilate the planet. One chance to convince them that mathematically intelligent life exists here, or the planet and all its life will be reduced to elemental materials and used to construct a brutal, gladiator-style, survivor show watched by billions of aliens across the galaxy for entertainment purposes. Not good unless you have ninja-level gladiatorial skills, a talking cat, and excellent underwear. Your palette is Voyager’s roof. Paint your masterpiece.
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Desmos Art Project
Rm: B130
Math 3, Christian Gloade
Driving Question(s)
How can I use functions to model a work of art?
Description
Description
Students will use the online graphing calculator Desmos to recreate a work of art using various piecewise functions to model a picture. Students must use a minimum of 50 equations and 8 different families of functions in their artwork. Come check out the amazing final projects and have students show you how it's done!
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Mastering Math: The Ultimate Assessment Playbook
Rm: B131
Math 1 Honors, Math 2, Yen Nguyen
Driving Question(s)
How can synthesizing course concepts into a custom reference guide enhance our mastery and application of mathematics?
Description
Over the course of the semester, students take ownership of their learning by continuously synthesizing key course concepts, formulas, and problem-solving strategies into a personalized reference booklet used during assessments. On Exhibition Day, students showcase their completed booklets alongside custom cover designs competing in a class-wide cover contest.
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Between the Lines: A Desmos Art Gallery
Rm: B133
Foundations of Math I and Math I, Tricia Higdon
Driving Question(s)
How can I create digital art from linear equations?
Description
Students draw an image using diagonal, vertical, and horizontal lines. Students write and enter linear equations into Desmos.com to recreate their image digitally. Come check out their amazing creations.
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Til Death Do Us Pour
Rm: C112
Forensics, Amy Jackman
Driving Question(s)
How do Crime Scene Investigators process a crime scene?
Description
The Forensic Anatomy of a Spiked Glass.
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So Many Chickens!
Rm: C113
Honors Chemistry, Lori Fortkort
Driving Question(s)
How does the chemistry of the eggshell protect a developing chicken?
Description
Students have expressed a desire to hatch chicken eggs and learn more about the chemistry of the eggshells. We started with 54 eggs in three incubators and ended up with 40 viable chickens. Students named their eggs then followed the process for 21 days. We candled eggs to see which were fertilized and then discovered that not all of them were strong enough to survive.
The main component of the eggshell is calcium carbonate. While students learned about ions and ionic bonds in class, they also learned about the properties of ionic compounds in this process. We will soon be conducting some chemical reactions involving calcium carbonate and acid. The results of these experiments will help students connect chemistry with other familiar materials (like marble buildings and gravestones) which are similar to eggshells because they are also composed of calcium carbonate.
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Anatomy, You’re Pregnant! What to Expect When You’re Expecting
Rm: C115
Honors Anatomy and Physiology, Amelia Punt
Driving Question(s)
How can we learn about a pregnancy, including complications, to learn about the reproductive system?
Description
Anatomy students updated their pregnancy journal each week to learn about each month that “their baby” was developing, including mom's symptoms. Students also signed up for a pregnancy complication to research and write a case study for their complication to present during their assigned month of pregnancy. Students are currently bringing in baby items and asking for donations needed to support the Diaper Bank. Donations will be sent on December 5th with a group of Voyager volunteers.
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Genetic Conditions: A Guide to the Public
Rm: C115
Honors Biology, Amelia Punt
Driving Question(s)
How can we, as biologists, inform the public about genetic conditions and use modern genetic research like gene therapy or CRISPR to treat these diseases?
Description
Students were assigned a marketing job as a biologist to inform the public of a genetic condition. Students signed up for a genetic condition of their choice and created a brochure/pamphlet that could possibly be placed at a doctors office, etc. to inform the general public of their chosen condition to research.
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One Planet, Many Worlds
Rm: C116
APES, Chonzette Dawkins
Driving Question(s)
How do climate and environmental conditions shape the biodiversity, adaptations and interactions of life across Earth's different biomes?
Description
In this project, APES students explored the different biomes found around the world and the factors that make each one unique. Students researched how climate, temperature, precipitation, and other environmental conditions influence the plants and animals that live in each biome. Through their posters, they demonstrate how organisms adapt to their surroundings, interact with one another, and contribute to the biodiversity of their ecosystem.
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Meet My Car!
Rm: D121
Economics and Personal Finance, Christian Tardieu
Driving Question(s)
What are some things I need to consider when I buy a car?
Description
Students have researched different cars and compared the costs of buying new, buying used, or leasing. Now it is time to present their final decision! Students were assigned to create a video explaining their choice to someone who wants to know why you selected this car and whether it is a smart financial decision. Their goal: Convince the class that their chosen car is the best option for their needs and budget.
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Industrial Revolution Cereal
Rm: D122
World History, Lauren Morris
Driving Question(s)
How does the impact of the Industrial Revolution still felt today?
Description
Students created cereal boxes about the Industrial Revolution, while also thinking about the impact of new technologies in today's society.
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Personal Brand and Vision for the Future
Rm: D123
Career Management, Lisa Smith
Driving Question(s)
How can I use my personal strengths, interests, and work values to navigate my future career path? What is my personal brand?
Description
Students took six assessment tests to identify personality traits, interests, values, and skills that will relate to their future careers. They conducted research on a chosen career path that aligned with the results of these assessments. Students used this information to create a display board for their own personal brand, including their mission, vision, tagline, value statements, and logos.
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Student Proposed AI Use Policy for Voyager High School
Rm: D123
Artificial Intelligence, Lisa Smith
Driving Question(s)
How can we as student policy advisors design a data-backed AI policy that balances the rights, safety, and responsibilities of students, parents, teachers, and administrators?
Description
Students surveyed and interviewed key stakeholders (students, parents, or teachers/administrators) to understand their concerns and beliefs about AI use in school. Students used results of the research and review of policies in place at other schools to guide them in drafting suggested policy provisions for a proposed Voyager High School AI use policy . Students voted to create an overall draft policy to present for consideration.
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Whose Voice Matters? Literature, Identity, and Social Justice
Rm: D124
English I, II, III, IV, Darnell Almanzar
Driving Question(s)
How do the books we read reveal social injustices and show the impact of discrimination on individuals, families, and communities?
Description
Students will create a collaborative bulletin board exploring how literature reveals social injustice and inequality. Using the four books we studied—The Absolutely True Diary of a Part-Time Indian, Furia, I Am Not Your Perfect Mexican Daughter, and Fences—students will examine how race, ethnicity, gender, and cultural expectations influence the lives and opportunities of individuals and communities.
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Afro-Latino Wax Museum
Rm: D126
Spanish I, Tiffany K Chavis
Driving Question(s)
How have famous Latinos preserved authenticity at the intersectionality of Latinidad and Afro cultures?
Description
Students researched Afro-Latinos and the pride that they showcase in their disciplines/art, pride that is a symbol of the preservation and commemoration of both cultures.
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Voices for Change: Protest Art Poster
Rm: E124
Art 1, Jessica Warren
Driving Question(s)
How can we, as artists, use what protest artists from history learned to design a poster that moves our school community to act on an issue we care about?
Description
Students research one protest artist from history, analyze how that artist used images and words to push for change, and then design an original protest poster in Canva on a topic they choose from a class list.
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Telling Migrant Stories
Rm: E135
AP Human Geography, Sarah Hambrick
Driving Question(s)
As a human geographer, how would you most effectively articulate the experiences of migrants in pursuit of traveling to a new location?
Description
Students, working in groups of 2-3, will choose 1 of 4 options: create a video, write a journal series, write a newspaper article, or make a comic book to encapsulate the journey of struggle for a fictitious migrant based on their research and understanding from class study.
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States Road Trip Project
Rm: E135
US History Honors, Sarah Hambrick
Driving Question(s)
As the travel agent for your state, how would you "sell" others on visiting the state you researched and are now an expert on?
Description
Students are researching different states around the U.S. and creating a presentation, including a poster, with a detailed history of the state, and a brochure to show how enticing it would be to visit this state. In addition, students choose one other option: visiting their state, interviewing someone from their state, creating a food dish from their state, or dressing in fashion from their state. These elements all promote how they, as the representative travel agent, would convince others to visit and enjoy what this state has to offer.
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Voyager Launch Pad Student Recognition Awards 2026
Rm: E136
EC Adapted Classroom, Jennie Marcum
Driving Question(s)
How can the skills we learn at school prepare us for life beyond the classroom?
Description
Voyager Launch Pad: Small Jobs, Big Possibilities! Real Skills. Real Responsibilities. Real Impact.
Our students are taking learning beyond the classroom and putting their skills to work! Through the Viking Café on Wheels and Voyager Launch Pad campus jobs, students are building independence, confidence, communication and career readiness while making a meaningful difference in our school community.
Join us as we celebrate their hard work, personal growth, and the unique strengths each student brings to the team! Students will showcase the jobs skills, share their experiences, and receive individual awards recognizing their accomplishments and growth throughout the year.
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You're the Lifestyle Coach
Rm: GYM
Health & Physical Education, Mike Huff
Driving Question(s)
How can a person become physically and mentally fit?
Description
Students created a meal and workout plan for a fictional friend who needed to lose weight and get in physical and mental shape after experiencing some type of mental health issue. Students created the backstory and learned about basal metabolic rate (BMR), body mass index (BMI), and how to use online information to create a progressive 10 week plan for their friend.
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Viking Strong: Mastering Skill-Related Fitness
Rm: GYM
Strength Training I , Alexandra Kehoe
Driving Question(s)
How can athletes use targeted skill-related fitness exercises to unlock their full physical potential and improve their performance on the field/court?
Description
Students will produce a comprehensive instructional video focusing on a specific skill-related fitness component (power, speed, reaction time, balance, coordination, or agility). The video must include a formal definition of the component, a demonstration of targeted exercises with precise coaching cues, and specific training variables—including sets, repetitions, and time intervals—while justifying how each movement enhances athletic performance.
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Don't Ghost Your Health
Rm: GYM
Health and Physical Education , Alexandra Kehoe
Driving Question(s)
"How can we use visual media and clear messaging to inspire our community to make healthier daily choices?"
Description
Students step into the role of public health advocates to tackle real-world health and wellness topics. Students will research a specific healthy behavior or preventative health topic—ranging from mental health awareness and sleep hygiene to nutrition and injury prevention—and analyze why it is critical for their peers and community.
Using evidence-based research, persuasive writing, and graphic design principles, students will synthesize their findings into an engaging, visually appealing informational flyer. The goal of the project is to translate complex health concepts into actionable, bite-sized advice that motivates positive lifestyle changes.
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Name That Tune!
Rm: PAC 402
Year 2 Band, Max Puhala
Driving Question(s)
What makes a melody recognizable?
Description
Test your knowledge of popular songs by playing "Name That Tune" with our Year 2 Band students! Since August, our musicians have been hard at work learning brief 5-second snippets of well-known music, and now they are ready to share their songs with you. Stop by to listen and try your hand at naming as many as you can. Candy rewards will be given to those that can "Name That Tune" the fastest!
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