company research project high school

The Complete Guide to Independent Research Projects for High School Students

Indigo Research Team

If you want to get into top universities, an independent research project will give your application the competitive edge it needs.

Writing and publishing independent research during high school lets you demonstrate to top colleges and universities that you can deeply inquire into a topic, think critically, and produce original analysis. In fact, MIT features "Research" and "Maker" portfolio sections in its application, highlighting the value it places on self-driven projects.

Moreover, successfully executing high-quality research shows potential employers that you can rise to challenges, manage your time, contribute new ideas, and work independently. 

This comprehensive guide will walk you through everything you need to know to take on independent study ideas and succeed. You’ll learn how to develop a compelling topic, conduct rigorous research, and ultimately publish your findings.

What is an Independent Research Project?

An independent research project is a self-directed investigation into an academic question or topic that interests you. Unlike projects assigned by teachers in class, independent research will allow you to explore your curiosity and passions.

These types of projects can vary widely between academic disciplines and scientific fields, but what connects them is a step-by-step approach to answering a research question. Specifically, you will have to collect and analyze data and draw conclusions from your analysis.

For a high school student, carrying out quality research may still require some mentorship from a teacher or other qualified scholar. But the project research ideas should come from you, the student. The end goal is producing original research and analysis around a topic you care about.

Some key features that define an independent study project include:

● Formulating your own research question

● Designing the methodology

● Conducting a literature review of existing research

● Gathering and analyzing data, and

● Communicating your findings.

The topic and scope may be smaller than a professional college academic project, but the process and skills learned have similar benefits.

Why Should High School Students Do Independent Research?

High school students who engage in independent study projects gain valuable skills and experiences that benefit and serve them well in their college and career pursuits. Here's a breakdown of what you will typically acquire:

Develop Critical Thinking and Problem-Solving Skills

Research and critical thinking are among the top 10 soft skills in demand in 2024 . They help you solve new challenges quickly and come up with alternative solutions

An independent project will give you firsthand experience with essential research skills like forming hypotheses, designing studies, collecting and analyzing data, and interpreting results. These skills will serve you well in college and when employed in any industry.

Stand Out for College Applications

With many applicants having similar GPAs and test scores, an Independent research study offer a chance to stand out from the crowd. Completing a research study in high school signals colleges that you are self-motivated and capable of high-level work. Showcasing your research process, findings, and contributions in your application essays or interviews can boost your application's strengths in top-level colleges and universities.

Earn Scholarship Opportunities

Completing an independent research project makes you a more preferred candidate for merit-based scholarships, especially in STEM fields. Many scholarships reward students who show initiative by pursuing projects outside of class requirements. Your research project ideas will demonstrate your skills and motivation to impress scholarship committees. For example, the Siemens Competition in Math, Science & Technology rewards students with original independent research projects in STEM fields. Others include the Garcia Summer Program and the BioGENEius challenge for life sciences.

Gain Subject Area Knowledge

Independent projects allow you to immerse yourself in a topic you genuinely care about beyond what is covered in the classroom. It's a chance to become an expert in something you're passionate about . You will build deep knowledge in the topic area you choose to research, which can complement what you're learning in related classes. This expertise can even help inform your career interests and goals.

Develop Time Management Skills

Time Management is the skill that lets you effectively plan and prioritize tasks and avoid procrastination. With no teacher guiding you step-by-step, independent study projects require strong time management, self-discipline, and personal responsibility – skills critical in college and adulthood.

Types of Independent Research Projects for High School Students

Understanding the different types and categories can spark inspiration if you need help finding an idea for an independent study. Topics for independent research generally fall into a few main buckets:

Science Experiments

For students interested in STEM fields, designing and carrying out science experiments is a great option. Test a hypothesis, collect data, and draw conclusions. Experiments in physics, chemistry, biology, engineering, and psychology are common choices. Science experiment is best for self-motivated students with access to lab equipment.

Social Science Surveys and Studies  

Use research methods from sociology, political science, anthropology, economics, and psychology to craft a survey study or field observation around a high school research project idea that interests you. Collect data from peers, your community, and online sources, and compile findings. Strong fit for students interested in social studies.

Literary Analysis Paper

This research category involves analyzing existing research papers, books, and articles on a specific topic. Imagine exploring the history of robots, examining the impact of social media on mental health, or comparing different interpretations of a classic novel. If you are an English enthusiast, this is an easy chance to showcase your analytical writing skills.

Programming or Engineering Project

For aspiring programmers or engineers, you can take on practical student projects that develop software programs, apps, websites, robots, electronic gadgets, or other hands-on engineering projects. This type of project will easily highlight your technical skills and interest in computer science or engineering fields in your college applications

Historical Research

History research projects will allow you to travel back and uncover the past to inform the future. This research involves analyzing historical documents, artifacts, and records to shed light on a specific event or period. For example, you can conduct independent research on the impact of a local historical figure or the evolution of fashion throughout the decades. Check to explore even more history project ideas for high school students .

Artistic and Creative Works

If you are artistic and love creating art,  you can explore ideas for independent study to produce an original film, musical composition, sculpture, painting series, fashion line, or other creative work. Alongside the tangible output, document your creative process and inspirations.

Bonus Tip: Feel free to mix different ideas for your project. For example, you could conduct a literature review on a specific historical event and follow it up with field research that interviewed people who experienced the event firsthand.

How To Conduct an Independent Research Project

Now that you have ideas for project topics that match your interests and strengths, here are the critical steps you must follow to move from mere concept to completed study.

1. Get Expert Guidance and Mentorship

As a high school student just starting out in research, it is advised to collaborate with more experienced mentors who will help you learn the ropes of research projects easily. Mentors are usually professors, post-doctoral researchers, or graduate students with significant experience in conducting independent project research and can guide you through the process. 

Specifically, your mentor will advise you on formulating research questions, designing methodologies, analyzing data, and communicating findings effectively. To quickly find mentors in your research project area of interest, enroll in an online academic research mentorship program that targets high school students. You’d be exposed to one-on-one sessions with professors and graduate students that will help you develop your research and publish your findings.

The right mentor can also help transform your independent project ideas into a study suitable for publication in relevant research journals. With their experience, mentors will guide you to follow the proper research methods and best practices. This ensures your work meets the standards required, avoiding rejection from journals. 

2. Develop a Compelling Research Question

Once you are familiar with the type of independent research best suited to your strengths and interests, as explained in the previous section, the next step is to develop a question you want to answer in that field. This is called a research question and will serve as the foundation for your entire project.

The research question will drive your entire project, so it needs to be complex enough to merit investigation but clear enough to study. Here are some ts for crafting your research question:

●  Align your research question(s) with topics you are passionate about and have some background knowledge. You will spend a significant amount of time on this question.

●  Consult with your mentor teacher or professor to get feedback and guidance on developing a feasible, meaningful question

●  Avoid overly broad questions better suited for doctoral dissertations. Narrow your focus to something manageable, but that still intrigues you.

●  Pose your research question as an actual question, like "How does social media usage affect teen mental health?" The question should lay out the key variables you'll be investigating.

●  Ensure your question and desired approach are ethically sound. You may need permission to study human subjects.

●  Conduct preliminary research to ensure your question hasn't already been answered. You want to contribute something new to your field.

With a compelling research question as your compass, you're ready to start your independent study project. Remember to stay flexible; you may need to refine the question further as your research develops.

3. Set a Timeline and Write a Proposal

After defining your research question, the next step is to map out a timeline for completing your research project. This will keep you organized and help you develop strong time management skills.

Start by creating a schedule that outlines all major milestones from start to finish. In your schedule, allow plenty of time for research, experimentation, data analysis, and compiling your report. Always remember to build in some cushion for unexpected delays.

Moreover, you can use tools like Gantt charts to design a timeline for an independent research project . Gantt charts help you visualize your research project timeline at a glance. See the video below for a tutorial on designing a Gantt chart to plan your project schedule:

[YouTube Video on How to Make a Gantt Chart: https://youtu.be/un8j6QqpYa0?si=C2_I0C_ZBXS73kZy ]

Research Proposal

To have a clear direction of the step-by-step process for your independent study, write a 1-2 page research proposal to outline your question, goals, methodology, timeline, resources, and desired outcomes. Get feedback from your mentor to improve the proposal before starting your research. 

Sticking to your timeline requires self-discipline. But strive to meet your goals and deadlines; it will build invaluable real-world skills in time and project management. With a plan in place, it's time to move forward with your research.

4. Do Your Research

This is the active phase where a student is conducting a research project. The specific method you will follow varies enormously based on your project type and field. You should have your methodology outlined in your approved research proposal already. However, most independent research has a similar basic process:

• Review existing studies : Perform a literature review to understand current knowledge on your topic and inform your own hypothesis/framework. Read relevant studies, articles, and papers.
• Create methodology materials : Design your independent research methodology for gathering data. This may involve experiments, surveys, interviews, field observations, or analysis of existing artifacts like texts or datasets.
• Permissions and Equipment :  Secure any necessary equipment and permissions. For example, if doing interviews, you'll need a recording device and consent from participants.
• Collect your data : For science projects, perform experiments and record results. For surveys, recruit respondents and compile responses. Gather enough data to draw valid conclusions.
• Analyze the data using appropriate techniques : Quantitative data may involve statistical analysis, while qualitative data requires coding for themes. Consult your mentor for direction.
• Interpret the findings : Take care not to overstate conclusions. Look for patterns and relationships that shed light on your research question. Always maintain rigorous objectivity.

While a student's project methodology and its execution are unique, ensure you follow the standard practices in your field of interest to ensure high-quality acceptable results. You can always refer to the plan in your research proposal as you diligently carry out the steps required to execute your study. Ensure you have detailed records that document all your processes.  

5. Write Your Final Paper and Presentation

Once you've completed your research, it's time to summarize and share your findings with the world by writing the final paper and designing its presentation. This involves synthesizing your work into clear, compelling reporting.

Drafting the paper will likely involve extensive writing and editing. Be prepared to go through multiple revisions to get the paper polished. Follow the standard format used in academic papers in your field;  your mentor can provide you with examples of independent study related to yours. The final product should include: 

• Abstract : A short summary of your project and conclusions.
• Introduction : Background on your topic, goals, and research questions.
• Literature Review : Summary of relevant existing research in your field.
• Methods : Detailed explanation of the methodology and process of your study.
• Results : Presentation of the data and main findings from your research. Using visual representations like charts was helpful.
• Discussion : Objective interpretation and analysis of the results and their significance.
• Conclusion : Summary of your research contributions, limitations, and suggestions for future work.
• References/Bibliography : Full citations for all sources referenced.

Adhere to clear academic writing principles to keep your writing objective and straightforward. Generally, stick to a 10-15 page length limit appropriate for student work. However, you may need to write more depending on your project type.

6. Research Presentation

After writing your research project report, you should prepare a presentation to share your research orally. Moreover, a research presentation is a tangible opportunity to practice public speaking and visual communication skills. Your presentation will include slides, handouts, demonstrations, or other aids to engage your audience and highlight key points in your independent study project.

Once you have written your final paper, you will likely want to publish it in relevant journals and publications. For detailed tips see our guide on how to publish your student research paper . Some options you have to formally publish your high school-level independent research include:

• Submitting your paper to academic journals and competitions
• Presenting at symposiums and science fairs
• Sharing on online research databases
• Adding your work to college applications

Publishing your independent project allows you to share your findings with broader scholarly and student audiences. It also helps amplify the impact of all your hard work.

Independent Research Project Examples

To spark creative ideas for independent research projects, it can be helpful to read through and examine examples of successful projects completed by other high school students in recent years. Here are some inspiring examples:

●  Using machine learning to diagnose cancer based on blood markers (bioinformatics)

●  Applying feature engineering and natural language processing to analyze Twitter data (data science)

●  Investigating connections between stress levels and HIV/AIDS progression (health science)

●  The Relationship between Color and Human Experience

These published i ndependent research project examples demonstrate the impressive research high schoolers take on using the Indigo research service with mentors from different fields. Let these case studies motivate your creative investigation and analysis of the best ideas for your project.

Need Mentorship for Your Independent Research Project?

As outlined in this guide, conducting a rigorous independent research study can be challenging without proper guidance from experts, especially for high school students. This is why partnering with an experienced research mentor is so crucial if your goal is to produce publishable research work.

With Indigo's structured research programs and ongoing expert feedback, you can elevate your high school independent study to a professional level. To get matched with the perfect research mentor aligned with your academic interests and passions, apply to Indigo Research now.

Indigo Research connects high school students with PhD-level researchers and professors who provide one-on-one mentorship through the entire research process - from refining your initial topic idea all the way through analyzing data, writing up results, and finalizing your findings.

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31 Research Opportunities + Internships for High Schoolers in 2024

What’s covered:.

• Research Opportunities and Internships for High School Students
• How to Find Research Opportunities in High School
• How Will Doing Research Impact Your College Chances?

Research drives innovation across every field of study, from natural sciences to health to history. Pursuing curiosity can impact industries, drive policy, and help us to better understand the world around us. Without curiosity and research, our society would surely stagnate. 

Contrary to popular belief, however, you don’t have to be a seasoned professional to conduct meaningful research. There are plenty of opportunities for high school students to get a head start on their future careers and contribute to substantial change. Keep reading to learn about 30 great opportunities for students looking for early chances to conduct research! 

Research Opportunities and Internships for High School Students 

1. memorial sloan kettering human oncology and pathogenesis program.

Application Deadline: February 9

Location: New York, NY

Duration: Eight weeks (June 27 – August 22)

Memorial Sloan Kettering (MSK) is one of the most well-known cancer centers in the world. The Human Oncology and Pathogenesis Program (HOPP) at MSK hosts a Summer Student Program for students to conduct independent research projects while participating in extracurricular activities, training, and other opportunities.  

During the eight-week program, participants work with a mentor who will act as a supervisor to help them develop their research skills. Additionally, students have the opportunity to complete an independent research project that aligns with their mentor’s work. All participants will present their projects at a poster session at the end of the summer.

To participate, you must have completed at least 9th grade by June 2024, be at least 14 years old by June 27, have a 3.5 GPA in science subjects, and submit two letters of recommendation. This is a paid opportunity—participants will receive a stipend. 

2. Rockefeller University Summer Science Research Program  

Application Deadline: January 5 

Duration: Seven weeks (June 24 – August 8) 

The Rockefeller University Summer Science Research Program allows high school students to conduct real, innovative research over seven weeks through the renowned Rockefeller University, under the guidance of leading scientists. 

SSRP scholars will be able to design and conduct their own research project as part of a themed research track, which is modeled after a Rockefeller research topic and/or technique, with the help of scientist mentors from the Rockefeller community. Most of the research will be conducted in the RockEDU Laboratory—a 3,000-square-foot research space specifically dedicated to developing biomedical research skills.

Students must be at least 16 years old by the start of the program to participate.  

3. Lumiere Research Scholar Program

Application Deadline : Varies by cohort. Main summer deadlines are March 15, April 15, and May 15

Location:  Remote — you can participate in this program from anywhere in the world!

Duration: Options range from 12 weeks to 1 year

Founded by Harvard & Oxford researchers, the Lumiere Research Scholar Program is a rigorous research program tailored for high school students. The program pairs high-school students with PhD mentors to work 1-on-1 on an independent research project . At the end of the 12-week program, you’ll have written an independent research paper! You can choose research topics from subjects such as medicine, computer science, psychology, physics, economics, data science, business, engineering, biology, and international relations.

This program is designed to accommodate your schedule—you can participate in the summer, fall, winter, or spring, and the program is also conducted fully remotely. While you must be currently enrolled in high school and demonstrate high academic achievement (most students have an unweighted GPA of 3.3), no previous knowledge of your field of interest is required. The cost of the program ranges from $2,800 to $8,900, but financial aid is available.

Note that this is a selective program. Last year, over 4000 students applied for 500 spots in the program. You can find more details about the application here .

4. Research Science Institute (RSI)

Application Deadline: December 13 

Location: Cambridge, MA

Duration: Five weeks (June 23 – August 3) 

The prestigious RSI, which takes place at Massachusetts Institute of Technology (MIT) annually, brings together 100 of the world’s top high school students. The free program blends on-campus coursework with off-campus science and technology research. 

Participants complete individual research projects while receiving mentorship from experienced scientists and researchers, and present their findings through oral and written reports in a conference-style setting at the end of the program. 

5. NYU Tandon – Applied Research Innovations in Science and Engineering (ARISE)

Application Deadline: March 6

Duration: 10  weeks (June 3 – August 9)

Open to New York City high school students who will complete 10th or 11th grade in June 2024, the ARISE program provides access to college-level workshops and lab research across fields like bio, molecular, and chemical engineering, robotics, computer science, and AI.

Over the course of 10 weeks—four virtual and six in person—participants will receive guidance from graduate or postdoctoral students at the NYU Tandon School of Engineering. 

6. Simons Summer Research Program

Application Deadline: February 7

Location: Stony Brook, NY

Duration: Five weeks (July 1 – August 9) 

During Stony Brook ’s Simons Summer Research Program, high school students conduct hands-on research in areas like science, math, and engineering while working with faculty mentors. Simons Fellows have the opportunity to join real research teams and learn about laboratory equipment and techniques. They also attend weekly faculty research talks and participate in special workshops, tours, and events. 

At the closing poster symposium, students will receive a stipend for their participation. To apply, you must be at least 16 years old by the start of the program and currently be in your junior year. 

7. SPARK Summer Mentorship Program

Application Deadline: N/A

Location: Greater Seattle area

Duration: 8-10 weeks 

SPARK is a summer mentorship program that pairs high-achieving and highly motivated high schoolers with industry experts, university professors, and mentors to conduct research on customers and financial markets. The program is only open to U.S. citizens and permanent residents.  

8. MDI Biological Laboratory – Biomedical Bootcamp 2024

Application Deadline: March 18 

Location: Bar Harbor, ME

Duration: One week (July 15 – 19) 

In this bootcamp, students will receive a hands-on introduction to biomedical research at MDI Biological Laboratory. Participants will learn essential scientific skills such as experimental design and hypothesis testing, cutting-edge laboratory techniques, data analysis, bioinformatics, and scientific communication. 

During the program, scientists and bioentrepreneurs at the lab will help participants explore scientific ethics at large, as well as career paths in biomedicine, research, and entrepreneurship in Maine and beyond.

Participants must be at least 16 years old by the start of the program and must be entering their junior or senior year in September 2024, or graduating in June 2024. 

9. Boston University – Research in Science & Engineering (RISE) Internship  

Application Deadline: February 14  

Location: Boston, MA

Duration: Six weeks (June 30 – August 9)  

RISE is a six-week program for rising seniors with an interest in pursuing a major and/or career in STEM. There are a multitude of tracks available, in areas such as astronomy, biology, chemistry, computer science, environmental science, and neuroscience. In each track, students conduct research under the mentorship of Boston University faculty, postdoctoral fellows, or graduate students. They will also attend weekly workshops with their peers. 

10. The Wistar Institute – High School Program in Biomedical Research

Application Deadline: March 31 

Location: Philadelphia, PA

Duration: Four weeks (July 15 – August 8) 

A leading biomedical research organization, The Wistar Institute is an ideal setting for students to learn research skills. Participants will complete their own research project while being trained in a principal investigator’s laboratory. They’ll also attend seminars, receive mentorship, and deliver a final presentation about their work.

Students are expected to participate Monday through Thursday from 9:00 am to 4:00 pm. Absences of more than two consecutive days cannot be accommodated. Students will receive a stipend of $1,000 upon completion of the program, to compensate for commuting costs or other personal expenses accrued during the program. 

11. California Academy of Sciences – Careers in Science (CiS) Intern Program

Application Deadline: April 1, 2024

Location: San Francisco, CA

Duration: Multi-year, year-round participation (after school and on weekends)

This long term program gives San Francisco students from communities that are underrepresented in STEM the opportunity to learn about the world of science and sustainability. Students receive mentorship, develop career skills, and more—all while getting paid for their work. Students also attend workshops and conferences throughout the course of the program. 

12. NASA OSTEM Internship

Application Deadline: February 2

Location: Varies

Duration: Varies

NASA offers a variety of internships for high school students across its numerous campuses. Interns gain real-world work experience by working side by side with research scientists and engineers, which will strengthen their resume and help prepare them for their eventual careers. All participants must be at least 16 years old and enrolled in high school full time.

13. New-York Historical Society Student Historian Internship Program

Application Deadline: April 7

Duration: July 9 – August 15

Not all research is conducted in STEM subjects! Developed for students interested in history, the New-York Historical Society’s Student Historian Program gives participants the opportunity to conduct research on a history topic—2024’s theme is Our Composite Nation: Frederick Douglass’ America . During the program, participants will work with historian mentors, visit history archives around New York City, lead gallery tours, and develop their historical thinking, communication, and digital media skills.

Applicants must be entering grades 10, 11, or 12, and live in the New York City metro area. This opportunity is unpaid for most participants, but some interns with demonstrated financial need can potentially receive a stipend.

14. Adler Planetarium Summer High School Internship  

Application Deadline: March 1

Location: Chicago, IL

Duration: Six weeks (July 8 – August 14)

During this summer internship program, students will learn about the Adler Planetarium and the career opportunities within it and planetariums and museums in general, in areas ranging from Visitor Experience and Learning to Research. Students will also get the chance to see how research gets translated into a museum experience. 

15. Zuckerman Institute Brain Research Apprenticeships in New York at Columbia University (BRAINYAC)

Application Deadline: TBA for 2025 program

Duration: Eight weeks  

BRAINYAC participants receive the rare opportunity to work on research in a lab at Columbia University , one of the most prestigious institutions in the world, as high school students, which results in a stronger, more comprehensive understanding of how scientific discovery happens. They connect with real scientists, acquire essential research and laboratory skills, and learn about advances in neuroscience research. 

In order to apply, you must be in 10th or 11th grade and must be nominated by one of the program’s partners—S-PREP, Lang Youth Medical, Double Discovery Center, Columbia Secondary School, or BioBus.  

16. Brookfield Zoo King Conservation Science Scholars Program

Application Deadline: Rolling admission 

Location: Brookfield, IL

Duration: N/A

Interactive workshops, fun activities, research, and community-based projects are at the core of this exciting internship. It’s an excellent opportunity for students who love animals and also want to gain research skills in the domains of zoology, environmental science, and conservation. 

As a King Scholar, you’ll learn about different topics through Foundation Courses, such as Diversity Awareness and Introduction to Conservation, all while networking with others and preparing for college and an eventual career in a related field. After one year of participation, you’ll be invited to apply for scholarships and paid positions at the zoo. 

17. The Science Research Mentoring Program (SRMP) at the American Museum of Natural History  

Application Deadline: March 8

Duration: One year (August to June) 

The American Museum of Natural History is one of the most iconic and fascinating places in New York City. Its Science Research Mentoring Program is an amazing opportunity for NYC high school students to conduct a yearlong research project with Museum scientists. 

Students in SRMP get paid to learn how scientific research is conducted. Depending on their topic of study, students can learn a variety of different research skills, like working with DNA in the lab, analyzing data from space-based telescopes, reading scientific articles, and learning to code and analyze data in Python, R, and other programming languages. 

18. Anson L. Clark Scholars Program

Application Deadline:   February 15

Location: Lubbock, TX

Duration: Seven weeks (June 16 – August 1) 

Through the Anson L. Clark Scholar Program, an intensive seven-week summer research program for twelve highly qualified high school juniors and seniors, students will gain hands-on experience with practical research alongside experienced and knowledgeable faculty at Texas Tech University .

Students can choose to participate in research in one field from a broad variety of options, including cell and molecular biology, chemistry, computer science, economics, engineering, history, and more! 

To apply, students must complete an online application that includes short essays, high school transcripts, test scores (at least a PSAT if no others are available), three recommendations (at least two from teachers), and a list of the student’s top five activities.

19. UChicago Data Science Institute Summer Lab Program  

Application Deadline: January 16 

Duration: Eight weeks (June 10 – August 2)

The Data Science Institute Summer Lab Program is an immersive eight-week paid summer research program at the University of Chicago . During the program, high school and undergraduate students are paired with a data science mentor, whose expertise could be in computer science, data science, social science, climate and energy policy, public policy, materials science, biomedical research, or another related field.

Participants will hone their research methodology, research practice, and teamwork skills. No prior research experience is required to apply. All participants will receive access to applied data science research, which they will use to craft a research project. The project findings will be presented in a video that will be shown at an end-of-summer symposium.

20. UT Austin College of Natural Sciences High School Research Academy

Application Deadline: March 24

Location: Austin, TX

Duration: Five weeks (June 10 – July 17) 

Through UT Austin ’s HSRA, high school students participate in interdisciplinary research projects being conducted by active College of Natural Sciences laboratories in fields such as biochemistry, biology, environmental science, genetics, neuroscience, genome engineering, data analytics, ecology, and more. 

There is a scholarship fund for underserved groups, so some stipends and free tuition scholarships may be available to students with demonstrated financial need. 

21. Max Planck Florida Institute for Neuroscience – Summer Research Internship

Location: Jupiter, FL

Duration: Six weeks (June 17 – July 26) 

The MPFI Summer Research Internship offers rising juniors and seniors an immersive laboratory experience where they can learn from seasoned researchers. The program is designed specifically for students with an interest in brain structure, function and development, and the advanced imaging techniques and technologies used in neuroscience. 

Program participants will participate in research projects alongside MPFI scientists, prepare a written scientific abstract based on their research project, and deliver a short presentation at the end of the summer. Research tracks include neuroscience, scientific computer programming, and mechanical engineering as it relates to neuroscience.

Applicants must be entering their junior or senior years in a Palm Beach or Martin County high school, be residents of one of those two counties, and be at least 16 by the beginning of the internship. Interns will be paid at a rate of $12.50 per hour.

22. Lincoln Park Zoo Malott Family Zoo Intern Program

Application Deadline: March 11 

Duration: Seven weeks (June 24 – August 9) 

During this paid seven-week program, high school students learn how to educate others about animal and conservation sciences while crafting digital messages to engage audiences. The program culminates in a final project. Throughout the internship, students meet with researchers and the Animal Care staff to explore careers in the animal science and conservation fields. 

Applicants must be Chicago residents between the ages of 15-18, and must be entering grades 10-12 or their freshman year of college by the start of the internship.

23. The Scripps Research High School Internship Program  

Application Deadline: April 19

Location: La Jolla, CA

Duration: Seven weeks  

The Scripps Research Institute’s La Jolla, California headquarters is proud to offer a seven-week hands-on research experience for San Diego County high schoolers. The program is specially designed to expose students to careers in the biological and chemical sciences, to provide hands-on laboratory experience, and to motivate and prepare students for continuing education in STEM. 

Because Scripps is committed to increasing the number of students from underrepresented communities in STEM college programs, a special emphasis is placed on identifying and recruiting students who are from groups that are historically underrepresented in the sciences. All students will receive a $4,760 stipend.

24. QuarkNet Summer Research Program  

Application Deadline: January 31

Location: DuPage County, IL

Duration: Seven weeks (June 17 – August 2) 

High school sophomores, juniors, and seniors with a strong interest in STEM have a unique opportunity to work with scientists on research projects during this paid seven-week program at the prestigious Fermilab, located just outside of Chicago near Batavia, IL.

Interns are encouraged to indicate areas in which they have a particular interest, although research projects vary yearly based on the work ongoing at the lab. Broadly speaking, Fermilab’s focus is on particle physics.

Required application materials include a questionnaire, a letter of recommendation, and an essay. To apply, students must have U.S. citizenship or permanent resident status and must provide evidence of identity and eligibility to work in the United States. Participants will be paid at a rate of $17.20 per hour.

25. RISE Environmentor Internship

Location: Far Rockaway, NY

Duration: Six weeks (July 1 – August 15)

The Environmentor Internship offers a great opportunity for 9th through 11th graders who live or attend school near the Rockaway Peninsula to gain firsthand research experience. Participants are mentored by scientists from local universities and research institutions as they work on projects focused on the Rockaway shoreline. Past research topics have included sea turtle strandings, octopus behavior, mussel denitrification, and dolphin fin morphology.

Students will also take part in water safety courses, receive CPR training, and explore on-water activities like kayaking and surfing. Students receive up to a $1,200 stipend, as well as community service hours for their participation in the program.

26. Stanford Institutes of Medicine Summer Research Program (SIMR)

Application Deadline: February 24

Location: Stanford, CA

Duration: Eight weeks (June 10 – August 1)

Students in this summer program are given the chance to perform research on a medically oriented project and work side by side with Stanford University students, researchers, and faculty. Students can choose from eight areas of research, including topics like immunology, cancer biology, and bioinformatics, which are all designed to increase their interest in the biological sciences and provide a deeper understanding of how scientific research is conducted.

The program is open to current high school juniors and seniors. Students will receive a minimum $500 stipend for their participation in the program.

27. Secondary Student Training Program

Application Deadline: February 16

Location: Iowa City, IA

Duration: June 19 – July 26

High schoolers in grades 10 and 11 can take part in an immersive research experience, which will allow them to explore their interests, enhance their academic skills, and build relationships with their peers during this research-focused summer program.

Participants can choose from a multitude of research areas, ranging from biology to industrial and systems engineering to religious studies. The program culminates with students creating and presenting a poster of their findings. All participants will live on the University of Iowa ‘s campus for the duration of the program, and have access to all of the university’s libraries, study areas, and computer facilities.

Although this program is quite expensive, with a fee of $7,500, financial aid is available to cover up to 95% of the cost.

28. Young Scholars Summer STEMM Research Program

Location: Urbana, IL

Duration: Six weeks (June 20 – August 2)

This program, offered by the prestigious Grainger College of Engineering at University of Illinois at Urbana-Champaign (UIUC) , allows students to gain hands-on research experience in fields such as cancer immunology, AI, physics, quantum mechanics, and electrical engineering. They will also build valuable general life skills by participating in seminars on topics ranging from the college admission process to how to communicate scientifically.

The program is open to rising 10th through 12th graders from Illinois, Indiana, Kentucky, Michigan, Missouri, Iowa, and Wisconsin.

29. Summer Science Program (SSP)

Duration: Varies depending on location and field of focus

Students in the SSP get the chance to work in small teams on a real research project and gain firsthand experience taking and analyzing data. Research opportunities are offered in three fields—astrophysics, biochemistry, and genomics—and are held at a variety of institutions, including University of North Carolina at Chapel Hill , Georgetown University , Purdue University , and New Mexico State University .

The program is open to high school juniors, although a small number of exceptional sophomores have attended the program. You must be between 15-19 to participate, and have completed prerequisite coursework, which varies by field. Financial aid is available for this program.

30. The Jackson Laboratory Summer Student Program

Application Deadline: January 29

Location: Bar Harbor, ME, and Farmington, CT

Duration: 10 weeks (June 1 – August 10)

Students immerse themselves in genetics and genomics research while learning about laboratory discovery and scientific communication, as well as building professional skills. Over the course of the 10-week program, students work with a mentor to develop a research project, implement their plan, analyze their data, and report their results.

This prestigious program is competitive. Just 40 students are selected to participate annually. Participants receive a $6,500 stipend and have their room, board, and travel expenses covered.

31. Fred Hutch Summer High School Internship Program

Application Deadline: March 31

Location: Seattle, WA

Duration: Eight weeks (June 24 – August 16) 

This full-time, paid internship opportunity offers students a chance to immerse themselves in activities at the Fred Hutch Cancer Center, one of the top cancer research centers in the world. The program begins with two weeks of laboratory training and is followed by six weeks of mentored activities, research seminars, workshops focused on college and careers, and social activities.

The program is open to high schoolers entering their senior year with a strong interest in science and high academic achievement, and is specifically aimed at students from backgrounds underrepresented in biomedical science. Interns receive a stipend upon successful completion of the program.

How to Find Research Opportunities in High School 

Define your area of interest .

Before you start looking for opportunities, narrow your area of interest a bit, whether it’s cancer, engineering, computer science, neuroscience, or something else entirely. Also bear in mind that while there may be more STEM opportunities available for high school students, research isn’t limited to these fields—research is also a key component of the social sciences, humanities, and other non-STEM fields. 

While you should be somewhat specific about what you’re hoping to research, don’t narrow your scope so much that it’s impossible to find a valuable opportunity, especially since opportunities for high schoolers in general are more limited than they are for students who have completed at least some college.

Talk to People in Your Immediate Circle 

Teachers, neighbors, your family, parents of friends, friends of your parents—any of these people could know about a research opportunity for you, or at least know someone else who does. Throughout your life, you will find that networking is often the key to finding career opportunities. 

Leveraging your network can help you uncover unique opportunities crowdsourced by the people who know you best—the best opportunities aren’t always hosted by large universities or programs. 

Reach Out to Local Institutions and Laboratories 

In addition to networking with your immediate circle, reach out to local facilities, such as labs, hospitals, clinics, and universities that conduct research. Even if opportunities aren’t publicized, these institutions and laboratories may be willing to make room for you. Remember: when pitching your idea, don’t make it too niche—this will make it more difficult to find a fit and market your skills to labs. 

Cast a Wide Net 

Research opportunities are hard to secure, especially when you’re a young student, so you need to be persistent. You may need to write a hundred emails, but if you put in the effort and cast a wide net, you’ll vastly improve your chances of landing a great opportunity. 

Try not to be too picky, either. Of course, you shouldn’t just accept any offer , especially if it doesn’t appeal to you. But even if the opportunity doesn’t align perfectly with your skills and interests, it can still be a great chance to gain experience and make you a better candidate for future experiences.

How Will Doing Research Impact Your College Chances? 

How much participating in research enhances your college admissions profile depends on many factors, including the scope of the project, the prestige of the program or institution, your individual role and performance, the institution’s connections to or sponsorships by certain colleges, and even how much weight a college places on extracurricular activities in general. 

Generally speaking, there are four tiers of extracurricular activities that colleges think about when reviewing applicants’ activities. Selective, competitive, and prestigious activities are often found in the top tiers, Tier 1 and Tier 2. Tier 1 includes things such as being a highly recruited basketball player or an award-winning national science fair competitor. 

Tier 2 is similar, but is usually reserved for activities that are less exceptional than those in Tier 1. Tiers 3 and 4 are reserved for more common extracurricular achievements, such as holding school leadership positions or being a member of a debate team.

Research usually falls into Tier 2, and some particularly prestigious opportunities could even be Tier 1. That’s because it’s somewhat unusual for high school students to conduct research in professional and collegiate settings, so it’s more likely to impress colleges than other kinds of extracurricular activities.

Do you want to find out the impact research and other extracurricular activities might have on your chances of admission to top colleges and universities? Try using CollegeVine’s free chancing calculator ! 

Our tool evaluates your admissions profile, by accounting for factors like your grades,standardized test scores, and extracurriculars (including research!) to show you how you stack up against other applicants and how likely you are to get into hundreds of different colleges and universities. You’ll also receive tips on how to improve your profile and your odds—all for free.

Disclaimer: This post includes content sponsored by Lumiere Education.

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Career Research Projects for High School Students

Immersive projects are a great teaching tool to get students excited about a potential career path.

As a teacher or homeschooler of high school students, you know the importance of in-depth, hands-on instruction. The more your students see how to apply their career planning and exploration skills, the better. Check out these career research projects for high school students that you can use in your classroom immediately! You can head to our careers curriculum center for lesson plans and more materials you can use as well.

Career Research Projects – Essays and Written Products

Sometimes, the best approach is the simplest. These projects require students to research and type up essays or written reports.

• Career Research and Readiness Project: In this project , students take a personality assessment to see what kinds of careers they may enjoy. They research the job application and interview process, narrow their search to a few career choices, and then set SMART goals to help them achieve their dreams. 
• Career Research Project Paper: Students will like this project’s   simple, straightforward instructions and layout. The components are broken into manageable chunks, letting your high schoolers tackle the project in parts. By the end, they will produce a well-researched essay highlighting their career. 
• 3-Career Research Report: In this project , students choose three careers to focus on and create a written report. They learn MLA documentation, write business letters to organizations, take notes, and go through the formal writing process. This project has everything your students need to develop their career research reports with a rubric, parent letter, works cited page instructions, and more.
• STEM Careers Research Poster and Brochure: Students conduct comprehensive research in this project , using what they learn to create several items showing their knowledge. They research and learn about a specific career and make a posterboard presentation. Then they can create a brochure, present their findings to the class, and answer any questions that classmates and others may ask.
• Job Research Project: In this project , students first do research on any career they want. They must look up the various requirements, necessary skills, salary, and other details about the profession. They end with a thorough essay about their career, hopefully armed with the knowledge to help them in the future. The project is customizable to adapt to multiple grades, so your high school students will all benefit from the project. 

Career Research Projects – Digital Presentations

Fusing technology and research, these projects allow kids to show their knowledge through technology. Students create digital presentations and share them with the class using PowerPoint, Google Slides, and other formats.

• Career Research Project: This project works with many grades, and teachers can customize it to fit their students’ levels. They use PowerPoint to make a comprehensive slide show to demonstrate their knowledge. It breaks down career research into ten slides (you can add more as needed), and students will have a solid understanding of their future career path by the end of the assignment. 
• Career Presentation Project: In this project , high schoolers need to research career clusters, narrow their choices down to only one profession, and find many details about it. They look up median salary, entry-level pay, education requirements, required skills, and any additional benefits or perks that would attract potential applicants. They put all this information into a PowerPoint or Google Slides presentation.
• Career and College Exploration Project: This project is broken down into clear and detailed descriptions for each slide of the presentation. It differs from other projects on the list because it weaves college research into the assignment, showing students the connection between education and careers. With 22 slides to complete, students will have an in-depth understanding of their chosen careers and how to navigate school and plan for future success.
• Career Exploration Project: This project is unique as it takes a realistic approach to career exploration, requiring students to find the pros and cons of three potential careers. They see that every job has perks and drawbacks, and part of pursuing a specific one comes down to their personal preference. The project includes a detailed outline, so students know precisely what to research and have on each slide of their digital presentation. Presenting their findings is a significant part of their grade, which helps strengthen their accountability, quality of work, and public speaking skills.
• Life Skills Career Research Project: This project is an excellent blend of hands-on production and digital skill-building, letting students show their findings in multiple formats. They research a career, finding things like education/training requirements, job responsibilities, drawbacks, benefits, opportunities for advancement, specific places of employment, and salaries. Students need to create a functional resume and attach it to the project. They use Google Drive to design poster components and can submit the project digitally or on a poster board.

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MOC Student Projects on Country & Cluster Competitiveness

The competitive assessments listed on this page have been prepared by teams of graduate students mostly from Harvard Business School and the Harvard Kennedy School of Government and other universities as part of the requirements for the Microeconomics of Competitiveness.  Each study focuses on the competitiveness of a specific cluster in a country or region and includes specific action recommendations.

These studies represent a valuable resource for researchers, government officials, and other leaders.  Students have given permission to publish their work here; the copyright for each report is retained by the student authors.  References to the reports should include a full list of the authors.

Student Projects by Country

• Argentina Soy Cluster  (2016)
• Armenia IT Services Cluster  (2006)
• Australia Liquefied Natural Gas (LNG) Cluster  (2016)
• South Australia Wine Cluster  (2010)
• Australia Renewable Energy  (2008)
• Belgium Chocolate Cluster  (2016)
• Wallonia Aeronautic Cluster  (2013)
• Belgium Pharmaceuticals  (2011)
• The Botswana Textiles Cluster  (2007)
• Brazilian Petrochemical Cluster  (2017)
• Sao Paulo Plastics  (2013)
• Leather Footwear in Brazil  (2012)
• Brazil Aviation  (2011)
• Bio-ethanol Cluster in Brazil  (2009)
• Brazil Biotech Cluster: Minas Gerais  (2009)
• The Poultry Cluster in Brazil  (2006)
• Bulgaria's Apparel Cluster  (2007)
• Alberta Energy Cluster  (2010)
• Ontario Financial Services  (2008)
• Transportation and Logistics Cluster in Northeast China  (2017)
• Wind Turbine Cluster in Inner Mongolia  (2009)
• The Chinese Apparel Cluster in Guangdong  (2006)
• Bogota Software Cluster  (2013)
• The Sugar Cane Cluster in Colombia  (2007)
• Colombia Shrimp Aquaculture  (2008)
• Costa Rica Data Centers  (2016)
• Costa Rica Medical Tourism  (2016)
• Ship & Boatbuilding in Croatia  (2009)
• The Danish Wind Cluster  (2017)
• The Danish Design Cluster  (2007)

Dominican Republic

• The Dominican Republic Tourism Cluster  (2012)
• Tourism in the Dominican Republic  (2007)
• The Textile Cluster in Egypt  (2012)
• The Offshoring Cluster in Egypt  (2009)
• France's Competitiveness in AI  (2017)
• Toulouse Aerospace Cluster  (2013)
• France Wine Cluster  (2013)
• Baden-Wuerttemberg Automobile Cluster  (2015)
• Germany Wind Power Cluster  (2010)
• Germany’s Photovoltaic Cluster  (2009)
• Hamburg Aviation Cluster  (2009)
• Biotechnology and Life Sciences in Munich  (2007)
• Ghana Cocoa Sector  (2017)
• Greece Shipping Cluster  (2010)
• The Fresh Produce Cluster in Guatemala  (2009)
• The Apparel Cluster in Honduras  (2007)
• Hong Kong Financial Services  (2008)
• Iceland Financial Services  (2008)
• The Antiretroviral Drug Cluster in India  (2017)
• Andhra Pradesh Pharmaceutical Cluster  (2013)
• Tamil Nadu (India) Automotive Cluster  (2012)
• Tirupur (India) Knitwear  (2011)
• India (Maharashtra) Automotive Cluster  (2010)
• Maharashtra Biopharmaceutical Cluster  (2009)
• Bangalore Biotechnology  (2008)
• Gujarat Diamonds  (2008)
• Bollywood — Maharashtra and India’s Film Cluster  (2008)
• Karnataka Offshore IT and Business Process Outsourcing Services Cluster  (2006)
• Bali Tourism Cluster  (2013)
• Ireland Financial Services Cluster  (2017)
• Ireland Internet Cluster  (2013)
• Ireland ICT Cluster  (2010)
• The Dublin International Financial Services Cluster  (2006)
• Israel Aerospace Cluster  (2015)
• Jerusalem Tourism Cluster  (2013)
• Israeli Biotechnology Cluster  (2006)
• Italy Tourism  (2011)
• The Italian Sports Car Cluster  (2006)
• Japan Automobile Cluster  (2016)
• Japan Skin Care Cluster  (2013)
• The Japanese Gaming Cluster  (2012)
• Japan Flat Panel Displays  (2011)
• The Video Games Cluster in Japan  (2009)
• Jordan Tourism Cluster  (2009)
• Kazakhstan Oil and Gas Cluster  (2010)
• Kazakhstan Energy Cluster  (2007)
• Kenya ITC Services Cluster  (2016)
• Kenya Tourism Cluster  (2016)
• Kenya Business Process Offshoring  (2011)
• Kenya Tea  (2009)
• Kenya Coffee  (2008)
• Kenya's Cut-Flower Cluster  (2007)
• Korea Showbiz Cluster  (2013)
• Korea Shipbuilding Cluster  (2010)
• Korea Online Game Cluster  (2006)
• Textile and Apparel Cluster in Kyrgyzstan  (2012)
• The Macedonian Wine Cluster  (2006)
• The Shrimp Cluster in Madagascar  (2006)
• Malaysia Semiconductor Cluster  (2015)
• Malaysia Palm Oil  (2011)
• Malaysia Financial Services  (2008)
• Queretaro Aerospace Cluster  (2015)
• Mexico Central Region Automotive Cluster  (2013)
• Mexico Chocolate Cluster  (2010)
• Electronics Cluster in Guadalajara Mexico  (2009)
• Baja California Sur Tourism  (2008)
• Monaco Tourism  (2011)
• Mongolia Mining Services Cluster  (2010)
• Morocco Automotive Cluster  (2015)
• Morocco Aeronautics Cluster  (2013)
• Morocco Tourism  (2008)
• Nepal Tourism Cluster  (2015)
• Nepal Tourism  (2011)

Netherlands

• Netherlands Medical Devices Cluster  (2013)
• Netherlands Dairy  (2011)

New Zealand

• New Zealand's Marine Cluster  (2009)
• The Nicaraguan Coffee Cluster  (2006)
• Lagos ICT Services Cluster  (2017)
• Nollywood —  The Nigerian Film Industry  (2008)
• Nigeria Financial Services  (2008)
• Norway’s Fish and Fish Products Cluster  (2017)
• Textiles Cluster in Pakistan  (2007)
• Lima Financial Services Cluster  (2016)
• Asparagus Cluster in Peru  (2012)
• Peru Tourism Cluster  (2010)

Philippines

• The Philippines Electronics Components Manufacturing  (2017)
• Medical Tourism in the Philippines  (2008)
• The Philippines Contact Center Cluster  (2007)
• The Tourism Cluster in Lisbon  (2017)
• The Automotive Cluster in Portugal  (2007)
• Romania Apparel Cluster  (2010)
• The Moscow Financial Services Cluster  (2012)
• Moscow Transportation  (2006)

Saudi Arabia

• Saudi Arabia Chemicals Cluster  (2016)
• Singapore Higher Education  (2016)
• Slovakia Automobile Cluster  (2016)

South Africa

• The Johannesburg Software Cluster  (2017)
• South Africa Iron Ore Cluster  (2013)
• South Africa Automotive Cluster  (2012)
• The South African Wine Cluster  (2009)
• Textiles & Apparel Cluster in South Africa  (2009)
• The South African Wine Cluster  (2006)
• Andalucia (Spain) Tourism  (2011)
• Apparel Cluster in Galicia Spain  (2009)
• The Spanish Wind Power Cluster  (2007)

Switzerland

• Banking in Switzerland  (2017)
• Switzerland Private Banking Cluster  (2010)
• Switzerland Watchmaking  (2010)
• Taiwan: Semiconductor Cluster  (2007)
• Tanzania Horticulture Cluster  (2010)
• Tanzania’s Tourism Cluster  (2006)
• Thailand Automotive  (2011)
• Thailand Automotive Cluster  (2007)
• Thailand Medical Tourism Cluster  (2006)

Trinidad & Tobago

• Tourism in Trinidad and Tobago  (2006)
• Tourism Cluster in Tunisia  (2012)
• Tunisian Tourism Cluster  (2008)
• Turkey Textiles and Apparel Cluster  (2012)
• Turkey Automotive  (2011)
• Turkey & The Construction Services Cluster  (2007)
• Uganda Fishing Cluster  (2010)

United Arab Emirates

• Dubai Logistics Cluster  (2015)
• Abu Dhabi (UAE) Petrochemical Cluster  (2012)
• Dubai (UAE) Tourism  (2011)
• The Transport and Logistics Cluster in UAE (2007)
• Dubai Financial Services Cluster  (2006)

United Kingdom

• The Future of the UK Midlands Automotive Cluster  (2017)
• London FinTech Cluster  (2016)
• IT Hardware Cluster in Cambridge, UK  (2012)
• UK Competitiveness and the International Financial Services Cluster in London   (2007)

United States

• Massachusetts Clean Energy Cluster  (2017)
• Ohio Automotive Cluster  (2017)
• Chicago Biotech Cluster  (2016)
• San Diego Craft Beer Cluster  (2016)
• Kentucky Bourbon Cluster  (2015)
• New York City Apparel Cluster  (2015)
• Pennsylvania Natural Gas Cluster  (2013)
• New York Motion Picture Cluster  (2013)
• Massachusetts Robotics Cluster  (2012)
• Miami, Florida Marine Transportation Cluster  (2012)
• South Carolina Automotive Sector  (2012)
• Tennessee Music Cluster  (2012)
• California Solar Energy  (2011)
• Silicon Valley (California) Internet-Based Services  (2011)
• Minnesota Medical Devices  (2011)
• Massachusetts Higher Education and Knowledge Cluster (2010)
• The North Carolina Furniture Cluster  (2009)
• Automotive Cluster in Michigan USA  (2009)
• Washington D.C. Information Technology and Services Cluster  (2008)
• The Chicago Processed Food Cluster  (2006)
• The Los Angeles Motion Picture Industry Cluster  (2006)

Student Projects by Cluster

Aerospace vehicles & defense, agricultural products.

• Asparagus in Peru  (2012)
• Textiles and Apparel Cluster in Turkey  (2012)
• Bulgaria's Apparel Cluster   (2007)
• South African Automotive Cluster  (2012)
• South Carolina (USA) Automotive Cluster  (2012)

Biopharmaceuticals

• Bangalore (India) Biotechnology  (2008)

Business Services

• Karnataka (India) Offshore IT and Business Process Outsourcing Services Cluster  (2006)

Construction Services

Education & knowledge creation.

• Massachusetts Higher Education and Knowledge Cluster  (2010)

Entertainment

• Nollywood The Nigerian Film Industry  (2008)

Financial Services

• The Moscow (Russia) Financial Services Cluster  (2012)
• Ontario (Canada) Financial Services  (2008)
• UK Competitiveness and the International Financial Services Cluster in London  (2007)

Fishing & Fishing Products

Health services, hospitality & tourism.

• Baja California Sur (Mexico) Tourism  (2008)

Information Technology

• The Johannesburg Software Cluster  (2017)

Jewelry & Precious Metals

• Gujarat (India) Diamonds  (2008)

Marine Equipment

Medical devices, metal manufacturing, metal mining, oil & gas products & services.

• Abu Dhabi (UAE) Petrochemical Cluster  (2012)
• Norway Oil and Gas Cluster  (2012)

Processed Food

Power generation & transmission, transportation & logistics.

• The Miami Florida Marine Transportation Cluster  (2012)
• The Transport and Logistics Cluster in the United Arab Emirates  (2007)

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ACS Project SEED Program – Bringing Research and High School Students Together

This summer, 17 high school students in the American Chemical Society Snake River Section will have the opportunity to conduct research through the ACS Project SEED program.

Project SEED, originally “Summer Experiences for the Economically Disadvantaged,” was born in 1968. Now 56 years old, the program has provided hands-on summer research experiences and webinars to over 13,000 students across the U.S. and its territories. The Project SEED Mission is “to provide sustained STEM research, learning, and growth opportunities for high school students with diverse identities and socioeconomic backgrounds so they can be empowered to advance and enrich the chemical science enterprise.”

Each year, high school students spend 10 weeks in an industry lab or at host institutions like Boise State University working alongside PIs and qualified mentors on cutting-edge research projects. In addition to the technical skills learned in the lab, students will participate in professional development activities to enhance skills in time management, teamwork, and research presentation. The Project SEED webinars cover topics such as personal and chemical safety, career exploration, college readiness, resume building, and mental health and wellness. The summer experience is culminated in a poster presentation where the student present their research, with this year’s presentations being held at the Idaho Conference on Undergraduate Research.

The ACS Snake River Section Project SEED coordinator is Boise State’s Dr. Don Warner, a professor in the Department of Chemistry and Biochemistry. This year he placed 17 students, 8 of whom are returning participants. He received 70 applications and conducted 24 initial interviews to fill the 9 open spots. Two students are going to Northwest Nazarene University to work with Jerry Harris on synthesizing and characterizing zinc oxide nanoparticles with enhanced antimicrobial properties. Two more will go to Danny Xu’s lab at Idaho State University – Meridian to research the effects of Lunar and Martian regolith on zebrafish.

The remaining 13 students will be working in several laboratories across campus at Boise State University this summer. The PIs hosting students, and their projects, are:

• Oliviero Andreussi: Computational Study of Materials for Electro-Catalysis
• Leonora Bittleston: 4: Exploring the effects of leaf chemistry on microbial colonization
• Eric Brown: Development of molecules that inhibit a bacteria’s ability to cause disease
• Ken Cornell: Analysis of Antimicrobial Activity of Nanoparticles and Organometallic Complexes
• Jenée Cyran & Brian McClain: Developing innovative Physical Chemistry Lab Modules
• Owen McDougal: Chemistry of Food Systems
• Konrad Meister: Cool Molecules: Understanding the Mode of Action of Ice-Binding Macromolecules
• Don Warner: Synthesis of small molecules for inhibition of tumor metastasis
• Claire Xiong: Sodium Ion Batteries

Participants in the Project SEED program are awarded a stipend for their efforts, providing low-income students the opportunity to participate while earning money to help support their families. This crucial funding in 2024 is largely from the American Chemical Society, but also contributed to by Northwest Nazarene University, the ACS Snake River Local Section, and from Boise State University’s College of Arts & Sciences, Research and Economic Development, Materials Science and Engineering, Chemistry & Biochemistry, several individual PIs, and the university itself. Some of the program’s graduates will also receive scholarships from Project SEED to help fund their undergraduate education.

For more information on this amazing program, visit ACS News to read Project SEED’s Impact Continues to Grow .

Interested in getting involved? Visit Project SEED on the American Chemical Society’s webpage.

Department of Chemistry and Biochemistry

High School Student Researches Real-Life Marketing

Authentic exploratory research hones students’ business and analysis skills..

Posted May 1, 2024 | Reviewed by Monica Vilhauer

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This is the second post in a series.

What if high school students could conduct methodical research on important questions like graduate students and researchers do? Well, as the students at Laguna Beach High School (LBHS) are demonstrating, they can.

In Part I of this series I interviewed Jun Shen, the passionate teacher and edtech coordinator who runs LBHS’s Authentic Exploratory Research (AER) Program . AER is an independent research course inspired by Palo Alto Unified School District’s Advanced Authentic Research program . The program pairs students with adult mentors (such as LBUSD staff, industry experts, and academics) who assist the teens in researching their own big questions in fields of their choice. Shen’s explanation of how the AER program works, combined with students’ input through the rest of this interview series, lets us glimpse some of the different ways students can use the program to pursue individual passions , as well as how other educators can implement such a program.

LBHS student Aryana Mohajerian was the first to give us an account of her experience in AER and the findings that her AER research produced. Mohajerian’s answers follow each question below.

Jenny Grant Rankin: In short, what was your research study about?

Aryana Mohajerian: In short, my research was about marketing a membership program to different target demographics in a small, high-end, health-conscious, confectionary business in Hawaii.

I analyzed how new marketing efforts will help increase overall revenue and cash flow in the business. The new strategies I implemented were creating a set target market using survey data. I also created a brand kit with all the customer values, color palettes for the website, and copy.

JGR: What were your most important findings?

AM: My most important findings were that it is critical to know the psychology of business and be able to put yourself in the customer’s shoes. I had to figure out what a target market’s values, goals , and mindset are like to better appeal to their logic and emotions when trying to make a sale.

I distributed a survey to better understand the company’s current customers, what their values are, and what draws them towards purchasing.

When proposing ideas for what draws customers to the company, my hypothesis proved correct. 100% of people selected that they value environmental sustainability and the farm-to-table process. 70% of people selected that they are health-conscious consumers and 85% love the Hawaii-island, beachy lifestyle. With these proven conclusions, I created three new membership plans for Lonohana, each targeting a specific audience, according to the survey results.

The first membership was family-oriented, catering to children and their parents. The customer values were inclusivity, appeals to a health-conscious family, and living an active lifestyle in the great outdoors. The second membership caters to young adults. For example, college students or recent graduates living a youthful, and spontaneous lifestyle. This membership was an affordable line of products, since young adults like to have fun on a budget. These young individuals love the island lifestyle of Hawaii and love trying Lonohana’s unique flavors. The third membership was targeted toward more professional and formal individuals. These high-end customers value luxury products and the education behind making them. This membership included informational cards on each bar, describing how it was made and where the ingredients come from.

JGR: What was the biggest thing you learned about conducting research?

AM: The biggest thing I learned about conducting research is that it requires thorough planning and first making a hypothesis of what the results will be. Understanding the psychology behind why people spend money on luxury items was essential because it guided me on how I worded my survey to get the most honest responses from customers. For example, a customer value I noted was a sense of family and community involvement. Therefore, I concluded that customers are likely to purchase membership boxes to have enough gifts on hand for family or community gatherings, which was proven true based on the survey.

JGR: What was the biggest thing you learned about communicating research?

AM: The biggest thing I learned about communicating research is that I need to create an eye-catching, yet simple poster to present at the AER Symposium. When I did my presentation, I mainly focused on the visuals of my project and some easy-to-read graphs. I brought the marketing materials I had made, such as brochures, business cards, and the printed-out brand kit to show my audience. I found that having a hands-on experience with cohesively colored materials helped me get my message across in a fun way that did not bore anyone. Having all these materials helped invoke questions from my audience as well.

JGR: What was your favorite part about AER?

AM: My favorite part about AER was the fact that I was able to work with a real-world company while in high school alongside a mentor who was working my dream job. AER was such a unique opportunity for me to learn about my interest in marketing and the psychology behind why we buy luxury items. Although this was a class, it did not feel like traditional learning because I went out into the real world to enhance a business’s marketing tactics. Learning by doing is the best way to gain experience. I learned a lot more about marketing through my AER project than I did taking “Intro to Marketing” in a dual-enrollment community college class.

It’s exciting to find that the program advanced not only Mohajerian’s research skills but her career skills, as well. That is a common theme in students’ accounts of their AER experiences.

Jenny Grant Rankin, Ph.D., is a Fulbright Specialist for the U.S. Department of State.

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Call for High School Projects

Machine learning for social impact .

The Thirty-Eighth Annual Conference on Neural Information Processing Systems (NeurIPS 2024) is an interdisciplinary conference that brings together researchers in machine learning, neuroscience, statistics, optimization, computer vision, natural language processing, life sciences, natural sciences, social sciences, and other adjacent fields. 

This year, we invite high school students to submit research papers on the topic of machine learning for social impact.  A subset of finalists will be selected to present their projects virtually and will have their work spotlighted on the NeurIPS homepage.  In addition, the leading authors of up to five winning projects will be invited to attend an award ceremony at NeurIPS 2024 in Vancouver.  

Each submission must describe independent work wholly performed by the high school student authors.  We expect each submission to highlight either demonstrated positive social impact or the potential for positive social impact using machine learning. Application areas may include but are not limited to the following:

• Agriculture
• Climate change
• Homelessness
• Food security
• Mental health
• Water quality

Authors will be asked to confirm that their submissions accord with the NeurIPS code of conduct and the NeurIPS code of ethics .

Submission deadline: All submissions must be made by June 27th, 4pm EDT. The system will close after this time, and no further submissions will be possible.

We are using OpenReview to manage submissions. Papers should be submitted here . Submission will open June 1st.  Submissions under review will be visible only to their assigned program committee. We will not be soliciting comments from the general public during the reviewing process. Anyone who plans to submit a paper as an author or a co-author will need to create (or update) their OpenReview profile by the full paper submission deadline. 

Formatting instructions:   All submissions must be in PDF format. Submissions are limited to four content pages , including all figures and tables; additional pages containing only references are allowed. You must format your submission using the NeurIPS 2024 LaTeX style file using the “preprint” option for non-anonymous submission. The maximum file size for submissions is 50MB. Submissions that violate the NeurIPS style (e.g., by decreasing margins or font sizes) or page limits may be rejected without further review.  Papers may be rejected without consideration of their merits if they fail to meet the submission requirements, as described in this document. 

Mentorship and collaboration:  The submitted research can be a component of a larger research endeavor involving external collaborators, but the submission should describe only the authors’ contributions.  The authors can also have external mentors but must disclose the nature of the mentorship.  At the time of submission, the authors will be asked to describe the involvement of any mentors or external collaborators and to distinguish mentor and collaborator contributions from those of the authors.  In addition, the authors may (optionally) to include an acknowledgements section acknowledging the contributions of others following the content sections of the submission. The acknowledgements section will not count toward the submission page limit.

Proof of high school attendance: Submitting authors will also be asked to upload a signed letter, on school letterhead, from each author’s high school confirming that the author was enrolled in high school during the 2023-2024 academic year.

Supplementary artifacts:  In their submission, authors may link to supplementary artifacts including videos, working demonstrations, digital posters, websites, or source code.  Please do not link to additional text.  All such supplementary material should be wholly created by the authors and should directly support the submission content. 

Review process:   Each submission will be reviewed by anonymous referees.  The authors, however, should not be anonymous.  No written feedback will be provided to the authors.  

Use of Large Language Models (LLMs): We welcome authors to use any tool that is suitable for preparing high-quality papers and research. However, we ask authors to keep in mind two important criteria. First, we expect papers to fully describe their methodology.  Any tool that is important to that methodology, including the use of LLMs, should be described also. For example, authors should mention tools (including LLMs) that were used for data processing or filtering, visualization, facilitating or running experiments, or proving theorems. It may also be advisable to describe the use of LLMs in implementing the method (if this corresponds to an important, original, or non-standard component of the approach). Second, authors are responsible for the entire content of the paper, including all text and figures, so while authors are welcome to use any tool they wish for writing the paper, they must ensure that all text is correct and original.

Dual submissions:  Submissions that are substantially similar to papers that the authors have previously published or submitted in parallel to other peer-reviewed venues with proceedings or journals may not be submitted to NeurIPS. Papers previously presented at workshops or science fairs are permitted, so long as they did not appear in a conference proceedings (e.g., CVPRW proceedings), a journal, or a book.  However, submissions will not be published in formal proceedings, so work submitted to this call may be published elsewhere in the future. Plagiarism is prohibited by the NeurIPS Code of Conduct .

Paper checklist: In order to improve the rigor and transparency of research submitted to and published at NeurIPS, authors are required to complete a paper checklist . The paper checklist is intended to help authors reflect on a wide variety of issues relating to responsible machine learning research, including reproducibility, transparency, research ethics, and societal impact. The checklist does not count towards the page limit and will be entered in OpenReview.

Contact:   [email protected]

Top 10 Business Summer Research Opportunities for High School Students in 2023

By Alex Armstrong

MBA from the Tuck School of Business at Dartmouth

2 minute read

Business and Finance are areas of growth beyond big banks. Just a few examples include how SoFi and Stripe (to name a couple not in existence 10 years ago) have revolutionized student loan financing and payment technology. Business/Finance experience can set a resume apart from others, regardless of the field - especially for young professionals! Many students ask us where they can go to get hands-on research experience over the summer. Here is a list of 10 Shortlisted Business/Finance Summer Research Opportunities for High Schoolers listed in order of Application deadlines.

1) BETA Camp

Hosting Institution : BETA Camp Cost : $3,000 USD Format : Online Application deadline : January 15, 2023 This six-week program promises Clarity, Community, and Expansion. Students learn from leaders at well-known companies like Google, IKEA, and Airbnb, among others. Participants will be challenged to create a real-world company and then reach out to influencers to partner with them to promote a real solution. Learning occurs through workshops allowing students to practice their skills on real companies with feedback from that company's executives. The ultimate goal is for students to implement all learnings with weekly startup guidance.

Do your own research with Polygence this summer!

Polygence pairs you with an expert mentor in your area of passion. Together, you work to create a high quality research project that is uniquely your own.

2) Introduction to the Entrepreneurial Experience

Hosting Institution : Babson College Cost : $5,995 USD Format : Online Application deadline : March 1, 2023 In this three-week experiential online program comprised of live as well as asynchronous coursework, rising high school juniors and seniors explore the entrepreneurial mindset and develop problem-solving and teamwork skills. Students explore social, economic, and environmental problems framed by the U.N. Global Goals. Participants are exposed to key concepts in entrepreneurship, management, marketing, finance, business communication, and other disciplines.

3) Berkeley Business Academy for Youth (B-BAY)

Hosting Institution : Haas School of Business - University of California, Berkeley Cost : $7,050 USD Format : In-person (Berkeley, CA) Application deadline : March 17, 2023 An intimate cohort of only 50 students, this two-week course invites students to learn concepts of teamwork, communications, presentations, writing a business plan, and research skills. They will also meet a panel of undergrads from UC Berkeley. Immersed in the on-campus life, participants also experience social activities, hear from guest speakers, and collaborate with a team to build a business plan which they then present at the end of the course.

4) Business Opportunities Summer Session (BOSS)

Hosting Institution : Penn State Cost : $50 USD registration fee only if accepted Format : In–person (State College, PA) Application deadline : March 31, 2022 BOSS is a two-week program designed for high school students interested in pursuing a business education. It allows participants to experience a taste of college life via college prep and business fundamentals courses taught by Penn State faculty. In addition to coursework in Hospitality Management, Risk Management, and Management and Organization, students are also invited to participate in social activities.

5) Essentials of Finance

Hosting Institution : Wharton University Cost : $7,299 USD Format : In-person (Philadelphia, PA) Application deadline : April 5, 2023 This two-week program provides an introduction to the theory, the methods and the concerns of the world of finance. Students are exposed to the fundamentals of both personal and corporate finance. Additionally, participants look into topics like the time value of money, the trade-off between risk and return, equities and corporate accounting, and learn fundamentals of finance with real-world applications and case studies.

6) Entrepreneurship Academy

Hosting Institution : Georgetown University Cost : $5,500 USD Format : In-person Application deadline : May 15, 2023 This two-week program explores how to choose a start-up, prototype testing, market research, social innovation, global business, and the operations of running a business. In addition to class work, participants will hear from guest speakers, develop a business plan and pitch presentation, participate in discussions that invite critical thinking, and review case studies. The experience incorporates a blend of classroom lectures, field trips, hands-on activities, and group discussions.

Your Project Your Schedule - Your Admissions Edge!

Register to get paired with one of our expert mentors and to get started on exploring your passions today! And give yourself the edge you need to move forward!

7) Summer High School Sessions and Pre-College Programs

Hosting Institution : Adelphi University Cost : $8,200 USD Format : In-Person (Garden City, NY) Application deadline : May 31, 2023 During this three-week course students delve into the various aspects of starting a business as well as review the parameters for success in business. Students are introduced to the primary areas of business including accounting, finance, production, operations, marketing, human resources, and information/technology. Creating business plans and exploring communication skills are integral to the program.

8) Mercy College’s Summer Leadership Academy

Hosting Institution : Mercy College Cost : $495 USD Format : In-Person (Hudson Falls, NY) Application deadline : ongoing In this two-week session students participate in seminars led by faculty as well as corporate leaders. Topics include: Career Mindset, Four Leadership Archetypes, Personal Branding, Careers in Finance, Careers in Accounting and Careers in Marketing. Tuition for the program is covered, there is only a fee for food and activities. Excursions to major companies in New York City.

9) Georgetown Pre-College Online Courses

Hosting Institution : Georgetown University Cost : $1,495 USD Format : Online Application deadline : Ongoing Students can choose from areas of study such as entrepreneurship, investing, and international relations. Online courses are available throughout the year making this accessible for students as young as 13. This offering includes the flexibility of online learning with mentoring who can support and answer questions.

10) Camp Business

Hosting Institution : Drexel University Cost : $950-2,000 USD Format : In-person (Philadelphia, PA) Application deadline : TBD This day-commuter as well as residential program was designed to give rising high school sophomores, juniors and seniors an introduction to college life and corporate business. Students learn the basics of accounting, marketing, finance and management, as well as the core concepts of business including leadership, professional image, etiquette, team building and strategy. Participants are also exposed to resources essential to business like the stock market, financial documents and technology.

Other Opportunities

We have listed a few research opportunities, but there are many more available to you. Check out some additional resources we’ve put together, including: 

How to start writing your own research paper

Ideas for passion projects you can undertake independently

Research programs created for high school students

Summer internships opportunities for high school students

At Polygence , we offer students the opportunity to get 1:1 project mentorship from expert mentors and researchers. Students are in the driver’s seat of their education here, and whatever project you want to do, we will help you make it happen!

Want to Learn More?

Join Polygence and do your own research project tailored towards your passions and guided by one of our expert mentors!

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Research: Technology Is Changing How Companies Do Business

In the fast-paced world of modern business, technology plays a crucial role in shaping how companies operate. One area where this impact is particularly significant is in the organization of production chains—specifically the way goods are made and distributed.

A new study from the Cornell SC Johnson College of Business advances understanding of the U.S. production chain evolution amidst technological progress in information technology (IT), shedding light on the complex connections between business IT investments and organizational design.

Advances in IT have sparked significant changes in how companies design their production processes. In the paper “ Production Chain Organization in the Digital Age: Information Technology Use and Vertical Integration in U.S. Manufacturing ,” which published April 30 in Management Science, Chris Forman, the Peter and Stephanie Nolan Professor in the Dyson School of Applied Economics and Management, and his co-author delved into what these changes mean for businesses and consumers.

In running a manufacturing plant, a key decision is how much of the production process is handled in-house and how much is outsourced to other companies. This decision, known as vertical integration, can have big implications for a business. Advances in information and communication technology, such as those brought about by the internet, shifted the network of production flows for many firms.

Forman and Kristina McElheran, assistant professor of strategic management at University of Toronto, analyzed U.S. Census Bureau data of over 5,600 manufacturing plants to see how the production chains of businesses were affected by the internet revolution. Their use of census data allowed them to look inside the relationships among production units within and between companies and how transaction flows changed after companies invested in internet-enabled technology that facilitated coordination between them. The production units of many of the companies in their study concurrently sold to internal and external customers, a mix they refer to as plural selling. They found that the reduction in communication costs enabled by the internet shifted the mix toward more sales outside of the firm, or less vertical integration.

“The internet has made it cheaper and faster for companies to communicate and share information with each other. This means they can work together more efficiently without the need for as much vertical integration,” said Forman.

While some might worry that relying on external partners could make businesses more vulnerable, the research suggests otherwise. In fact, companies that were already using a plural governance approach before the internet age seem to be the most adaptable to these changes. Production units that were capacity-constrained were also among those that made the most significant changes to transaction flows after new technology investments.

“Technology is continuing to reshape the way companies operate and are organized,” Forman said. “More recently, changes in the use of analytics in companies have been accompanied by changes in organizations, and the same is very likely ongoing with newer investments in artificial intelligence.”

The research highlights the importance of staying ahead of the curve in technology. Companies that embrace digital technologies now are likely to be the ones that thrive in the future. And while there are still many unanswered questions about how these changes will play out, one thing is clear: The relationship between technology and business is only going to become more and more intertwined in the future.

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Board approves negotiations for bond projects

The Longview ISD Board of Trustees approved authorizing the superintendent to negotiate architectural services for the $456.2 million bond projects, a change order for renovations at Longview Early Graduation High School, and other business during their regular meeting on Monday, May 13.

Opening negotiations.

On May 4 district voters passed five bond propositions by a 20-point margin to address aging facilities and infrastructure districtwide.  

• Proposition A funds renovations and expansions at Longview and Early Graduation high schools, a new Career and Technical Education Center, safety/security upgrades, a bus barn, and energy efficiency measures like solar panels.
• Proposition B allows the construction of a new 30-classroom Early Childhood Center with amenities to replace the overcrowded existing facility and provide daycare for district employees. Renovations are planned for the current building.  
• Proposition C covers a new multi-purpose student athletic facility with turf fields, batting cages, weight room, and locker rooms. It also funds high school renovations for soccer, baseball, softball, tennis, and a 3-mile cross-country course.
• Proposition D funds renovations at Lobo and Judson Middle School stadiums, including lighting, concessions, and storage upgrades to improve the event experience.
• Proposition E establishes a new natatorium/aquatics facility to replace the aging Lobo Swim Center that often requires repairs and expensive maintenance.

The DLR Group has over five decades of architecture experience and currently has 41 licensed architects in Texas on staff. The firm has worked on more than 900 renovation projects, 200 school additions, 1,400 addition and renovation combinations, and over 1,100 new school construction projects.

Click here to download the resolution and related documentation.

'Next Steps' outlined

Later in the meeting, Assistant Superintendent of Finance  Dr. Wayne Guidry gave a presentation to board members outlining "next steps" of the $456.2 million bond project, once Dr. Wilcox has successfully negotiated terms with the DLR Group architectural firm.

He explained various construction delivery methods like construction manager at risk, job order contracting, and design-build that could be utilized based on the architect's guidance for each project type - new construction, renovations, single projects, simple projects, or district-led initiatives.

Projects will be organized into three groups: new construction with designated companies; renovations potentially bundled with single/simple projects; and district-led work.

The process was outlined from programming/visioning to developing budgets, followed by schematic design, design development with 3D visualizations, construction documents, permitting, construction administration, and budget confirmation at each phase.

Immediate priorities include securing Longview High with fencing, then fast-tracking the new Career and Technical Education building and multi-purpose facility to create space for subsequent high school renovations and capitalize on economies of scale. Other projects will follow standard design and construction timelines.

Early Grad campus renovations

The district requested additional scope to include HVAC and electrical renovations for the old band hall facility on the campus of Longview Early Graduation High School. 

Dr. Guidry explained that the current electrical system lacks the capacity for a computer lab and HVAC upgrades.

Per the amendment, the contract amount increases from $5,945,686 to $6,237,373 to accommodate the added band hall work valued at $291,687. This covers the installation of new HVAC equipment including condensers, blower units, and a mini-split system.

Dr. Guidry said the electrical work entails a new 600 amp distribution panel, service disconnect, wiring for HVAC equipment, wire mold units with outlets in the common area, and dedicated convenience outlets in office/lab spaces.

According to the terms of the contract, the project faces potential delays due to current lead times, though Schneider Electric will coordinate with the district to minimize disruptions. Exclusions include utility service upgrades, taxes, asbestos abatement, and permits.

Contract with Region VII

Per district policy, board approval is required for purchases exceeding $50,000. 

Longview ISD received a $200,000 LASO grant for Strong Foundations Planning to develop a K-12 Math Framework, with the authorized provider receiving half the grant funds.

The agreement with Region VII runs from May 1, 2024, to March 31, 2025. Services include facilitation of literacy research learning, support developing a framework roadmap and communication plan, creating and finalizing the math framework aligned with research, reviewing the implementation plan, and developing a case study.

Billings of $5,000 and $95,000 will be issued on Aug. 1, 2024, and March 31, 2025, respectively.

The district's responsibilities include attending the learning series, creating roadmaps and communication plans, developing the framework, submitting the implementation plan, and participating in a focus group. 

Superintendent's Report

During the Superintendent's Report, Dr. Wilcox and the board honored Longview High School's UIL Academics team, UIL One-Act Play state qualifiers, and districtwide Science Fair winners.

Dr. Wilcox provided an update on a potential partnership with Longview Child Development Center (LCDC) to utilize district campus space for their programs. 

The board also received the District Services Report.

Updates followed from charter partners TCIS, ETAA, and LEAP executive staff, as well as the Office of Innovation. 

Additionally, the PK-12 Literacy Framework, 2024 Summer Academy events, and Summer Academy Administrator Recognition were discussed.

District Donations

Board members unanimously approved the following donations:

• $12,000 from Texas Builders Foundation toward the purchase of a 535 Pipe-Threading Machine for the Longview High School CATE Plumbing program;
• $1,000 from ERDI Partners of Longview for the LISD Backpack Program; and
• $250 from the East Texas Restaurant Association for the LHS Culinary Arts program. 

In other business...

During the course of the meeting, the LISD Board of Trustees also: 

• APPROVED the certification of Provision of Instructional Materials Survey 2024-25. Districts are obligated to annually certify to the State Board of Education and the commissioner that students have access to instructional materials covering all the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum;
• APPROVED a recommendation from the District Instructional Materials Adoption Committee (DIMAC) to approve the adoption of specific instructional materials. The recommended materials include science textbooks and resources from McGraw-Hill for various grade levels and subjects;
• APPROVED the Minutes and Time Use Tracker for the April 16 Special Meeting, April 22 Regular Meeting, April 29 Special Meeting, and April 30 Special Meeting;
• APPROVED a letter of engagement with the Lufkin-based accounting firm of Alexander, Lankford & Hiers for the Financial Audit for Fiscal Year 2024; 
• APPROVED continuing the shared services agreement with the Longview Regional Day School Program for the Deaf for the 2024-25 school year;
• APPROVED the continuation of Communities in Schools Contracts for 2024-25; 
• APPROVED an Attendance Waiver for the April 8, 2024, Solar Eclipse Event;
• ACCEPTED the financial statements as of April 2024; and
• APPROVED Budget Amendment No. 9.

For more info

Trustees usually meet in the boardroom of the LISD Education Support Center ( 1301 E. Young Street ), but often set special-called meetings at various locations around the district. The next regular meeting is tentatively scheduled for 6 p.m. June 10, 2024 .

For more information about the Longview ISD Board of Trustees please click here .

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New $90 Million Project to Create Digital Research Hub Focused on K-12 Education

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The National Science Foundation has awarded Rice University $90 million to build what is being described as a first-of-its-kind education research hub that will leverage data from an array  of major digital learning platforms currently serving tens of millions of students. 

The university recently announced the investment as its largest ever federal research grant. OpenStax at Rice, a major publisher of open education resources, will build the research and development hub known as SafeInsights .

The project will focus on producing “research-informed insights about teaching and learning for educators, institutions and learning platforms to use to create tailored programs, pedagogies and policies that will equip learners to thrive.”

“Just like there are bigger telescopes that let astronomers see deeper into the night, SafeInsights’ goal is to have this large student population that will enable researchers to see deeper into the student learning experience,” Slavinsky said in an interview. 

The SafeInsights hub will take five years to build, he said, with early research projects b eginning in 16 to 18 months, and full-scale research operations starting in 2029. 

School districts’ commitment to seeking and using research-based educational strategies is uneven at best. Many district officials complain that academic and other scientifically based research is too abstract, disconnected from their work, and outdated to be of practical use in their decision-making.

When surveyed recently by EdWeek Market Brief on what sorts of research they value most when choosing products and services, district and school leaders were much more likely to point to data on student outcomes, or product usage data than they were rigorous, experimental research.

Data Security in Focus 

At $90 million, the award is NSF’s largest investment in research and development infrastructure for education at a national scale, the university said.

In the past, education research has been hampered by small study groups and short time frames, but the recent boom in digital learning can provide researchers with a plethora of data needed to better understand academic outcomes, Slavinsky said. 

SafeInsights’ goal is to have this large student population that will enable researchers to see deeper into the student learning experience. J.P. Slavinsky, Executive Director, SafeInsights

And research will not be limited to only STEM (science, technology, engineering, and math) areas. Schools, education companies, and researchers participating in SafeInsights will bring their own research agenda, Slavinsky said.

Protecting student data is a major concern within school districts, particularly as  schools’ and students’ reliance on technology  has steadily grown.

The data collected as part of the new project will remain secure, Slavinsky said. No student information will be revealed to researchers. 

Instead, researchers will submit their inquiries to SafeInsights, and the research hub will have the data in question analyzed where it is originally stored — by schools or on a digital platform — and provide researchers with aggregate results. 

The research and development project will be a central hub for 80 partners and collaborating institutions. That number is expected to grow, Slavinsky said. 

“One of the great things about SafeInsights is that it is very scalable,” he said. “And we want to build this community, so we can get a better and better picture of the students and the teachers we’re trying to help.” 

Follow  EdWeek Market Brief  on Twitter  @EdMarketBrief  or connect with us on  LinkedIn .

Image credit Stockyarder/DigitalVision/Getty

• When Districts Say They Value ‘Research,’ What Do They Mean?
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UI students dig for history in their backyard

September 27, 2023.

This story by Anthony Kuipers appeared in the Moscow-Pullman Daily News on Sept. 27, 2023 .

Remnants of the past are lying just underneath the feet of Moscow High School students as they walk to and from school every day.

Thirty-five University of Idaho students have made it their mission to find and study those remnants.

The property around Moscow High School has been transformed into an archaeological site to find artifacts from the old high school building that was built 1890 at the same location and later razed in 1939.

Led by University of Idaho professors Katrina Eichner and Mark Warner, these students have carefully dug into the soil in multiple locations to see what is buried there.

Warner said it is an opportunity that is rare for student archaeologists, because they usually have to do their fieldwork at an exotic location far from home during the summertime. This time, they can gain valuable experience in their own backyard during the fall semester.

“This is relatively unique archaeologically in the sense that it’s right in town,” Warner said. “It’s very accessible for the students and for the public to come see archaeology.”

Pieces of glass bottles, a toy gun, a decorative metal leaf, ceramics and even a denture are among the items they found in these dig sites.

At one site on the north side of the school campus, Nicole Rojas and Sophie Straiff uncovered the foundation of the old school after slowly skimming off layers of soil with their trowels.

Angelee Hoots was one of the students digging up the west side of the property where there used to be a residential alleyway. She and her fellow students found nails, pieces of wood and even a plastic chicken the other day.

She said there are clues that can help them determine what period of time the artifacts are from, such as whether a nail is round or square, what type of ceramic an item is made with, and whether a glass artifact is made of milk glass.

Eichner said they will look at old Sears and Montgomery Ward catalogs to figure out when items were produced and sold. How far down they were buried is also a clue as to when they were deposited into the soil.

Bella Taylor said she feels lucky to be a part of this project because she would otherwise have to earn fieldwork experience far from Idaho.

“But this makes it really available, which is great, and we’re finding a lot of really cool artifacts and it’s interesting to be able to uncover really local history and history that’s maybe more relevant to us being in the area,” Taylor said.

Kelly Pape said the artifacts they find are going to be studied by students in an artifact analysis class scheduled for next semester. For her, connecting with the past through her findings is one of this project’s rewards.

“There’s something so unique about the material culture, about actually being able to hold the things that people 100 years ago held and made,” she said. “It’s just incredible. I think it’s so cool.”

Grace Gardiner and Zoe Rafter were digging next to the west staircase of the current building. Gardiner said one of the primary goals of the project is to better understand how students behaved in the past. She suspects students back then were not that different from today’s.

“In 1930, maybe we had different things and we did different things but overall our behavior is pretty similar,” she said.

Warner and Eichner are hoping the public will find this project as worthwhile as the students.

Warner said UI students have conducted nine excavations in Moscow, Boise and Coeur d’Alene with the goal of showcasing Idaho’s history to the public. They have branded themselves as Idaho Public Archaeology.

They organized public tours of the Moscow High School site, documented their progress on social media and encouraged people to stop by the school and check it out. The Moscow project will run until the middle of October.

Massey Jordan, who is studying for her master’s degree, said the site attracted about 250 site visitors Saturday.

“People seem to be really interested in it,” she said.

Jordan, who is interested in the benefits of public archaeology, is planning to build an online exhibit that will feature photos of the artifacts. It will invite community members to give feedback about what these artifacts mean to them.

To learn more about the project, follow Idaho Public Archaeology on Facebook and Instagram.

Kuipers can be reached at [email protected] .

About the University of Idaho

The University of Idaho, home of the Vandals, is Idaho’s land-grant, national research university. From its residential campus in Moscow, U of I serves the state of Idaho through educational centers in Boise, Coeur d’Alene and Idaho Falls, nine research and Extension centers, plus Extension offices in 42 counties. Home to nearly 11,000 students statewide, U of I is a leader in student-centered learning and excels at interdisciplinary research, service to businesses and communities, and in advancing diversity, citizenship and global outreach. U of I competes in the Big Sky and Western Athletic conferences. Learn more at uidaho.edu .

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