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In this paper, the authors introduce a student project that can help students stay engaged in Advanced Placement Human Geography (APHG) classrooms through the end of the year, through a project that can be implemented after the APHG exam is given. The tight curriculum schedule of APHG leaves little room for implementing student-centered learning activities in the middle of the school year. Once the exam is completed in early May, however, the challenge pivots to holding student interest and engagement through the end of the school year. This culminating project requires students to synthesize topics and concepts in APHG that they have learned throughout the year in a fun, engaging, and active learning environment. The project also supports student lifetime skills including conducting research, creating visual representations and models, collaborating with peers, and presenting research findings and products. Teachers can use it as a final semester project to ensure that the rigor of the course is consistent for the whole semester.

Based on students' reflections and testimonials, we examined what it takes to help students become engaged in an online course designed with educators and education researchers in mind. The purpose of this paper is to provide the readers with insights into creating an online learning environment where students succeed by taking active roles and responsibility for their own learning process.