AEOP Research & Engineering Summer Program

PROGRAM OVERVIEW

Research & Engineering Apprenticeship Program (REAP) is a summer STEM program that places talented high school students, from groups historically under-represented and underserved in STEM, in research apprenticeships at area colleges and universities. REAP apprentices work under the direct supervision of a mentor on a hands-on research project. REAP apprentices are exposed to the real world of research, they gain valuable mentorship, and they learn about education and career opportunities in STEM. REAP apprenticeships are 5-8 weeks in length (minimum of 200 hours) and apprentices receive a stipend.

PROGRAM GOALS

  • To provide high-school students from groups historically under-represented and underserved in STEM, including alumni of the AEOP’s UNITE program, with an authentic science and engineering research experience
  • To introduce students to the Army’s interest in science and engineering research and the associated opportunities offered through the AEOP
  • To provide participants with mentorship from a scientist or engineer for professional and academic development purposes
  • To develop participants’ skills to prepare them for competitive entry into science and engineering undergraduate programs

What is the REAP apprenticeship experience?

REAP apprentices are high-school age students selected for their interest in science, technology, engineering and mathematics (STEM). Special consideration is given to under-represented groups.

The REAP Experience is designed to:

  • Motivate students toward a career in science, mathematics, or technology.
  • Expand students’ background and understanding of scientific research.
  • Engage students’ active participation into the philosophy and objectives of scientific research.
  • Expose students to science experiences not readily available in high school.
  • Introduce students to the real world of research in these fields.
  • Partner students with faculty mentors to support current and future professional growth and development.

What do participants gain from a REAP apprenticeship?

REAP apprentices typically spend a summer in a university research program under the tutelage of a professional mentor, performing experiments and carrying out research activities that immerse them in the realities and opportunities of careers in the applied sciences, engineering and mathematics, changing attitudes and firing the imagination of student participants—many who have but a general idea of what a career in these areas entails, and little or no contact with adults doing this work. Through the REAP experience, student participants are exposed to the real world of these careers and are able to see themselves as scientists and researchers.

Shoulder-to-Shoulder with Professionals

In a typical setting, students spend time applying their knowledge, performing experiments, participating in field trips or working in groups. REAP provides a much needed dimension to their education by allowing them opportunities to work shoulder to shoulder with researchers in university laboratories participating in original research, exploring interests and making informed educational and career decisions.

Personal Growth

The REAP experience allows students to find the answers to the questions they themselves pose about a topic. They develop their English language and presentation skills as they articulate the problems they have devised and through their efforts to solve them, they learn to learn on their own. Throughout the summer, students mature both intellectually and emotionally, develop friendships and foster a good sense of collegiate life. Self discovery of personal strengths and weaknesses and the setting of educational and professional goals contribute to personal development. Dr. Rolando Quintana, Assistant Professor of Industrial Engineering at the University of Texas El Paso writes of his apprentices: “The confidence they have gained is immeasurable, knowing that their future is a college education. They also have access to a college professor for mentoring and guidance through their high school years, and perhaps most importantly, college student mentors.”

Real World Contributions

Many students contribute specifically to the ongoing research of the laboratory project. Dr. Robert Thompson’s research (University of Minnesota) was focused on using silicified plant cells to identify the use of corn in prehistoric pottery. He developed a research technique which allowed identification to a sub specific level, in other varieties of corn. In order to publish this research he needed to have someone duplicate his results. His apprentice Alison Boutin did just that and more. He writes: “Alison proved such a talented, driven, and reliable researcher that I was able to entrust that task to her, which allowed me to present this research at the Second International Congress of Phytolith Research in Aix-en-Provence, France. Remarkably, Alison was then able to take my research one step further, and present the results of her own work at the same conference.”

Deadline to apply is February 28. Click here to learn more…

PROGRAM LOCATIONS

STATEUNIVERSITY
ArkansasUniversity of Arkansas Pine Bluff, Pine Bluff – Biomedical/Nanotechnology
AlabamaAlabama State University, Montgomery – Mathematics & Computer Science
Alabama State University, Montgomery -Biology/Cancer Research
University of Alabama, Huntsville – Nanotechnology
University of Alabama .  Huntsville – Chemistry
University of Alabama, Huntsville – Environmental Engineering
University of Alabama, Tuscaloosa – Metallurgical Engineering
CaliforniaCalifornia State University, Sacramento – Engineering & Computer Science
University of California, Berkeley – Environmental Science
San Jose State University, – Engineering
ColoradoColorado State University, Fort Collins – Physics
ConnecticutYale University, New Haven – Biological, Physical & Engineering
DelawareDelaware State University, Dover – Forensics
FloridaFlorida A&M University, Tallahassee – Engineering
University of Central Florida, Orlando – Chemistry
GeorgiaSavannah State University, Georgia – Electronics Engineering/Robotics
Georgia State University, Atlanta – Physics & Astronomy
IowaIowa State University, Ames – Earth Science
University of Northern Iowa, Cedar Falls – Biology/Chemistry/Biochemistry
IllinoisLoyola University, Chicago – Environmental Nanotechnology
University of Illinois Urbana, Champaign – Physical Chemistry
IndianaBall State University, Muncie – Physics & Astronomy
Purdue University, Indianapolis – Mechanical Engineering
MassachusettsUniversity of Massachusetts, Lowell – Physics
MarylandJohn Hopkins University, Baltimore – Engineering
Morgan State, Baltimore – Chemistry
Stevenson University, Stevenson – Biochemistry/Cancer Research
University of Maryland, Baltimore – Biology
MichiganOakland University, Rochester – Mechanical & Electrical Engineering
MinnesotaCollege of Saint Benedict & St. Johns University, St. Joseph – Chemistry
MissouriUniversity of Missouri, St.  Louis – Biology
MississippiJackson State University, Jackson – Biology
Jackson State Univeristy, Jackson – Technology
New HampshireUniversity of New Hampshire, Durham – Nanotechnology
University of New Hampshire, Durham – Biology
North CarolinaFayetteville State University, Fayetteville – Biochemistry
University of North Carolina, Charlotte – Physics
New  JerseyNew Jersey Institute of Technology, Newark – Electrical & Computer Engineering
New Jersey Institute of Technology, Chemistry & Environmental Science
Caldwell University, Caldwell – Chemistry & Natural Sciences
Rutgers University, Camden- Chemistry
Stockton University, Galloway – Chemistry
Union County College, Cranford – Engineering
New MexicoNew Mexico State University, Las Cruces – Molecular Biology
University of New Mexico, Albuquerque – Nanotechnology
NevadaUniversity of Nevada, Las Vegas – Data Science & Engineering
New YorkCity University of New York (CUNY), New York – Material Science
PennsylvaniaUniversity of Pennsylvania, Philadelphia – Engineering & Robotics
Puerto RicoUniversity of Puerto Rico, San Juan – Physics
South DakotaSouth Dakota School of Mines & Technology,  Rapid City – Advance Materials & Engineering
TexasTexas Southern University, Houston – Chemistry
Texas Southern University, Houston – Engineering
Texas Tech University, Lubbock – Electrical & Computer Engineering
University of Houston,  Houston – Biology & Biochemistry
University of Texas at Arlington, Arlington – Applied Mathematics
University of Texas at El Paso, El Paso – Environmental Science
University of Houston-Victoria – Computer Engineering
West Texas A&M University, Canyon – Electrical Engineering
West VirginiaMarshall University, Huntington – Chemistry
Marshall University  School of Pharmacy, Dunbar – Medicine

 

 

FBI Academy

Youth Leadership Program

The FBI National Academy Associates, Inc. (FBINAA) hosts a week long training event for high school students at the FBI Academy every summer called the Youth Leadership Program (YLP). To be qualified for this program you must:

  • Be 14, 15, or 16 years old at the start date of the program.  NO EXCEPTIONS WILL BE MADE TO THE AGE REQUIREMENT.
  • Demonstrate high academic standards and good citizenship.

Individuals interested in attending the Youth Leadership Program (YLP) need to contact their local Chapter or YLP Coordinator for further information.

For general informaton, please contact Laura Masterton at lmasterton@fbinaa.org.

The 2018 YLP Program is scheduled for June 21 – 29, 2018.

Here is timeline to make sure your applications are submitted on time:

January 15, 2018

Applications available from the Chapter’s YLP Coordinator.

March 16, 2018

Deadline for Applications submitted to the Chapter’s YLP Coordinator.

April 20, 2018

All Candidate Nominations Packages from Chapters/Associations are due to the FBINAA Executive Office.  No candidate nominations will be accepted after this date.

May 4, 2018

Final vetting/selection of YLP students will be made by the Executive Office and Chapters/Associations will be notified of their candidates acceptance.

May 11, 2018

Acceptance letters, File of Life and other pertinent information will be sent to candidates.

June 21, 2018

Program commences; Students arrive and are picked up at Reagan National Airport.

June 29, 2018

Program ends; Students Graduate and return home.

Click here for more information…

The Coolidge Scholarship

The Coolidge Scholarship is an annually awarded, full-ride, presidential scholarship that covers a student’s tuition, room, board, and expenses for four years of undergraduate study. The Coolidge may be used by recipients at any accredited college or university in the United States. Anyone of any background, pursuing any academic discipline of study, may apply to this non-partisan, need-blind, program.

Students apply for the Coolidge Scholarship during their junior year of high school. Finalists are flown in for a finalist weekend at the Coolidge Historic Site in Plymouth Notch, Vermont where they interview with the Coolidge Scholars Finalist Jury. Recipients of the Coolidge Scholarship are notified of their award late in their junior year, before college application (note: current high school seniors are not eligible to apply). Finalists who are not named Coolidge Scholars are eligible to receive a smaller, one-time, college scholarship.

Calvin Coolidge worked hard in academics; the young New Englander’s only sport was public speaking, often on public policy. The main criterion that distinguishes Coolidge Scholars therefore is academic excellence. Secondary criteria include: demonstrated interest in public policy; an appreciation for the values Coolidge championed; as well as humility and service.

The summer before their senior year of high school, newly-selected Coolidge Scholars spend several orientation days at the picturesque birthplace of the President, Plymouth Notch, Vt. There scholars get to know Coolidge and his world, and help the Coolidge Foundation oversee its formidable debate programs. Scholars return to Plymouth Notch for a week each summer while in college.

Although only a few students are named Coolidge Scholars each year, one hundred of the top Coolidge Scholarships applicants are named “Coolidge Senators.” Coolidge Senators are invited, all-expenses-paid, to participate in the Senators Summit that takes place each summer. At the Summit,  learn about President Coolidge and his world and meet other high achieving students from across the country.

The Coolidge Scholars Program is operated by the Calvin Coolidge Presidential Fund.

Application Timeline

Application Launch: The 2024-25 Coolidge Scholarship is now live and accepting applications! The application can be accessed here.

Application Deadline – Wednesday, December 11, 2024 at 5:00 PM Pacific Time: Please note the timezone. All application materials, including letters of reference must be submitted by the deadline.

By Summer 2025: All applicants will be notified of their outcomes. Applicants can check their outcome by logging into their application portal. Applicants who are named finalists will be contacted directly by phone and invited to Finalist Interview Weekend, which takes place in Woodstock, Vermont and historic Plymouth Notch, Vermont. The Coolidge Foundation will cover the travel and lodging costs for finalists and one parent to attend Finalist Weekend.

Summer 2025: Newly selected Coolidge Scholars will spend an orientation week at the Coolidge Foundation in Plymouth Notch, Vermont.

Summer 2025: Newly selected Coolidge Senators will attend the 2025 Coolidge Senators Summit.

A-1 Auto Transport Annual Scholarship

Scholarship Details

How much is the scholarship?

Three awards worth $1,000, $500, and $250 will be awarded under the A-1 Auto Transport Scholarship every year. The scholarship will be sent directly to the school/university/college’s financial aid office.

A-1 Auto Transport Scholarship

Who is eligible?

Any current, full-time, part-time student of an accredited or non-accredited institute, truck driving school or other logistics program, must have a minimum cumulative GPA of 3.0 to become eligible. There is no requirement of minimum age.

How do I apply?

To apply for this scholarship, applicants must write an essay/article (of at least 1000 words and may NOT be posted elsewhere on the internet) about a topic related to this site. Some typical topics could be anything related to:

Applications will be taken on a rolling basis. Email your essay/article to: scholarships@a1autotransport.com along with your full name, contact information, and school you will be attending.

Important dates:

Last date to apply for the scholarship program is March 10, 2018.

Who decides the winner?

Essays/articles shall be posted on our website with content attributed to the author and linked from this page, to be voted on by the A-1 Auto Transport Scholarship committee. The A-1 Auto Transport, Inc. scholarship committee will be announcing the winners on our website at the end of March 2018. The winners will also be notified via email.

I submitted my essay, now what?

Once you submit, we recommend you get the word out — let all of your friends and family know about this scholarship and share the link to your essay with them on your social media.

 

Institute on Neuroscience (ION) Summer Research Program

Application

Sponsored by The Center for Behavioral Neuroscience The Neuroscience School at Georgia State University (GSU) is a summer program that offers short courses for high school students who enjoy science. These engaging courses are taught by award-winning neuroscience and psychology professors, all of whom hold interest and scholarly expertise in science education research and programming.

Most high school curricula offer minimal introductions to neuroscience (a dabble here and there in biology and psychology classes). For those students lucky enough to have their imaginations captured by their introduction to neuroscience in their high school classes, we are here to help them stretch that imagination further. Join us to learn all you can about the structure and function of the nervous system. Curious about core competency expected from a college program in neuroscience? We can help you get there. (Explore the Society for Neuroscience’s Core Competencies in Neuroscience Training at Every Stage). Want to spend summer hours with other students who share similar interests? We offer that time and space for such connections. Care to understand your self and your world in a new light? Join us to explore the intricacies of neuroscience.

“I love neuroscience because of its universality. Because it can be studied and tested and corrected—an ever-expanding, ever-improving existential philosophy. It is as much a tool to diagnose and treat as to tolerate and love.” Barron, Daniel. (2016, November 16. How Studying Neuroscience Transformed My Brain. Scientific American.)

Our Team

Kyle Frantz, Ph.D., Director of the Center for the Advancement of Students and Alumni (CASA), and Professor, Neuroscience Institute, Georgia State University

Sarah Clark, Ph.D., Lecturer of Neuroscience and Associate Director of Undergraduate Studies, Neuroscience Institute, Georgia State University

Chris Goode, Ph.D., Principal Senior Lecturer and Director of Undergraduate Studies, Department of Psychology, Georgia State University

Jamin Letcher, Ph.D., Academic Professional, Neuroscience Institute, Georgia State University

Joe Normandin, Ph.D., Senior Lecturer and Director of Undergraduate Studies, Neuroscience Institute, Georgia State University

Erica Tracey, Ph.D., Lecturer, Neuroscience Institute, Georgia State University

Jennifer Walcott, M.Div., Project Coordinator for the Center for Behavioral Neuroscience, Georgia State University

From a Summer 2022 Advanced Topics in Neuroscience participant: “The professors provide engaging activities and lectures for interesting material, and their enthusiasm with the students made the experience even better. I had a great time and would definitely recommend!”

Please be sure you signed up for our online newsletter so you can receive any announcements regarding our programs – Mailchimp Newsletter.

2025 Class Offerings

Updated December 2024!

Here is the schedule we are preparing for Summer 2025:

    • June 2-6 – ONLINE Neuroscience Boot Camp
    • June 9-13 — IN-PERSON Lab Experience: Modeling Alzheimer’s in Drosophila
    • June 23-27 – IN-PERSON Advanced Topics in Neuroscience: Neurological Disorders
    • July 7-11 – IN-PERSON Neuroscience Boot Camp
    • July 14-18 – IN-PERSON Lab Experience: Modeling Stress & Trauma in Drosophila
    • July 21-24 – Four Days Only (Mon-Thurs)! – ONLINE (with CABI field trip option) Human Brain Imaging: Methods and Applications

In-Person courses will run Monday through Friday, 9:30 AM – 3:45 PM Eastern Daylight Time on the campus of Georgia State University. Due to the rules and regulations of laboratory access, these courses are limited to students with a minimum age of 16 by the start of the course.

Online courses will run Monday through Friday, 10:00 AM – 4:00 PM Eastern Daylight Time (unless otherwise noted). Some of each day will be synchronous with the instructors and other participants, while other parts of the day will be asynchronous at the participants’ own pace.

Visit website: https://sites.gsu.edu/neuroscienceschool/

 

STEP-UP (Short-Term Research Experience for Underrepresented Persons

STEP-UP Eligibility Requirements

Eligibility Requirements for High School & Undergraduate Students

NIH encourages institutions to increase diversity in their student and faculty populations. To promote diversity and equity for students, and access to science, STEP-UP strives to increase research and educational opportunities for individuals regardless of economic background or zip code.

When applying to STEP-UP, applicants must meet all of the general and academic requirements at time of application submission, and one or more of the diversity and equity requirements.

General Requirements

  • Be a U.S. Citizen, non-citizen national, or legal permanent resident
  • Be 16 years of age or older
  • Give proof of personal medical/health insurance coverage throughout the duration of the program. Exceptions will be made for students residing in the following U.S. territories: Marshall Island, American Samoa, Federated States of Micronesia, Saipan, and Guam.
  • Commit to completing the program

Academic Requirements

  • Be enrolled in a high school or an accredited U.S. college or university, or plan to be enrolled in the fall
    • High school students should be in their junior or senior year of high school during the application period
    • Undergraduate students should currently be enrolled as a full-time student at a U.S. accredited two-year or four-year college or university. Graduating college seniors are not eligible for the program.

Additional Information

STEP-UP encourages individuals from diverse backgrounds, including individuals from underrepresented populations, underserved rural communities, those living with disabilities, or from disadvantaged backgrounds to apply. Consistent with applicable law, an individual candidate’s race, ethnicity, or sex (including gender identity, sexual orientation, or transgender status) may not be considered as a factor for purposes of program eligibility or in selecting participants.

For additional questions regarding the eligibility requirements, please visit the STEP-UP FAQs or contact the .

University of Tennessee – Sneak Peak (Diversity Weekend)

Sneak Peek

This event is perfect for:

  • High School Juniors
  • Multicultural Students

When

April 20, 2018 to April 21, 2018
All Day

Registration Deadline: Thursday, March 29, 2018

The Office of Undergraduate Admissions cordially invites you to participate in the UT Sneak Peek 2018 Overnight Visit Program on Friday, April 20 and Saturday, April 21, 2018. Our office will provide round-trip transportation to and from the Knoxville campus, overnight lodging, and meals while on campus for a select group of qualified multicultural high school juniors from across the state of Tennessee and the region.

The Sneak Peek 2018 Overnight Visit Program will be a unique two-day experience that will introduce students to the many features UT has to offer in the areas of academics, financial aid, and student life. You will have the opportunity to meet and speak with a variety of UT faculty, staff, and students, participate in student life activities, and take tours of the campus and residence halls.

Note: Participants must have a minimum of 3.0 cumulative GPA on their 5 semester transcript to be eligible. Qualified students will be selected based an overall cumulative GPA from the entire time the student has been in high school and not just the current semester or a one term GPA.

Contact Us

Kevin Berg, West TN Office, admit2utk@utk.edu, (901) 448-8289
Julian Wright, Knoxville Office, jwrigh68@utk.edu, (865) 974-0455

 

Need-based Financial Aid

Need-based Financial Aid

Having worked with hundreds of students through our College Planning Cohort Program, and having reviewed hundreds of Financial Aid Award Letters, we have gained first-hand insight into the array of financial aid policies across the college admissions landscape. Students and parents typically believe that the EFC (Expected Family Contribution), as computed by the U.S. Department of Education, after processing a student’s FAFSA (Free Application for Federal Student Aid), is the amount that parents (or independent students) are required to pay toward the costs of attending college.

Many institutions will play on the naiveté of students and parents by providing intentionally misleading Financial Aid Award Letters, which suggest that students with ‘0’ or low EFCs will not pay anything toward their college costs. The most common practice involved in this deception is to list Federal Student Loans under the caption, ‘Awards,’ or using such language as, “We are pleased to offer.” while also failing to disclose the estimated Cost of Attendance.

As a result, students and parents assume thousands of dollars in student loan debt as a means of reaching their ‘0’ EFC. Any remaining financial aid gap is oftentimes closed with a combination of small scholarships such as, Achiever’s Scholarship, Trustee Scholarship, Dean’s Scholarship, etc., which are not renewable after the student’s first year. To register for second-year classes, students simply take out more student loan debt and the process continues year after year until students reach their federal student loan maximums, at which time, many students simply stop attending college.

So what does ‘Need-based’ financial aid really mean?

Need-based financial aid simply means that a college will assist in meeting a student’s full financial need, based on either the EFC, as generated by the FAFSA, or the financial need as determined by the CSS/Financial Aid Profile. However, the means through which a student’s financial need is met will vary widely from being met with generous need-based institutional scholarships and grants, to being met with thousands of dollars in student loans. In this regard, there are institutions that have ‘no-loan’ financial aid policies, where student loans are not considered as part of their financial aid formula, and other institutions where student loans represent the most significant part of their financial aid formula.

How do I identify the institutions that offer the most generous institutional scholarships and grants?

Go to the US News and World Reports college rankings and the colleges with the most generous need-based financial aid policies are atop the rankings and among the most selective institutions to which a student can be offered admission. For example, Williams College is the top ranked liberal arts college in the United States and has the most generous financial aid policies that we have experienced through our students. Students with demonstrated financial need receive free books, assistance with their health insurance, transportation, and other unexpected costs associated with attending Williams College. Amherst College, the number two ranked liberal arts college is nearly as generous. Our students with demonstrated financial need have received institutional scholarship offers from Amherst College covering overing 94 percent of the $72,000 per year estimated Cost of Attendance (after application of the US Pell Grant).

Students and parents must carefully research colleges long prior to submitting applications if students are to position themselves for being offered admission to institutions with the most generous need-based financial aid policies. We have listed institutions, of which we are aware, with some of the most generous need-based and institutional scholarship programs:

Top liberal arts colleges: Williams, Amherst, Bowdoin, Swarthmore, Middlebury, Pomona, Carleton, Claremont McKenna, Davidson, Washington & Lee, Colby, Colgate University, Harvey Mudd, Smith, Vassar, Grinnell, Hamilton, Haverford, Wesleyan University, and Bates.

“Williams has one of the most generous financial aid programs in the country, thanks to generations of gifts from alumni, parents, and friends. It allows us to award more than $50 million a year in financial aid to more than half of all Williams students. Our financial aid program is based entirely on need, and we meet 100 percent of every student’s demonstrated need.  We are committed to working with you and your family to make a Williams education affordable.”

We aim to ensure high-achieving students from all backgrounds realize a Colby education is accessible regardless of their families’ means,” said Vice President and Dean of Admissions and Financial Aid Matt Proto. “Colby has many ways of expressing this commitment, most notably that we meet the full demonstrated need of admitted students using grants, not loans, in financial aid packages. This cost estimator is another tool for families to see that a Colby education is possible.”

The Ivy League: Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, University of Pennsylvania, and Yale.

“Princeton has a long history of admitting students without regard to their financial circumstances and, for more than a decade, has provided student grants and campus jobs — not student loans — to meet the full demonstrated financial need of all students offered admission.”

Top national universities: University of Chicago, MIT, Stanford, Duke, CalTech, Johns Hopkins, Northwestern, Rice, and Vanderbilt.

“Providing for college is one of the largest single investments a family will make, and we strongly believe that a Vanderbilt education is well worth the investment. Opportunity Vanderbiltreflects our belief that a world-renowned education should be accessible to all qualified students regardless of their economic circumstances.”

“We make three important commitments to U.S. Citizens and eligible non-citizens to ensure that students from many different economic circumstances can enroll at Vanderbilt. Vanderbilt will meet 100% of a family’s demonstrated financial need. Instead of offering need-based loans to undergraduate students, Vanderbilt offers additional grant assistance. This does not involve income bands or “cut-offs” that impact or limit eligibility.”

How many colleges should I apply to?

Because financial aid policies so widely vary by institution, the rule of thumb for students who qualify for need-based financial aid, is to apply to as many selective institutions as possible, to which the student is a strong candidate for admission, so that they student and their parents will have many financial aid award letters upon which to base their financial college choice.

The devastating impact of making the wrong college choice

 

Harvard Debate Council Diversity Project

WHAT ARE THE BENEFITS OF HDCDP?

Study at Harvard– Students accepted into this program are simultaneously accepted into Harvard Debate Council’s summer residential program at Harvard College.  This exclusive educational experience provides unmatched future advantages to our students.  The HDCDP board is raising scholarship funds in an effort to cover each student’s tuition, room & board, and travel.

Enhance college application & professional resume – Academic achievement is not enough for top-tiered colleges & universities; they desire students with leadership acumen.  HDCDP students gain exclusive leadership experiences that will enhance their college application and build their professional resume.

Pre-collegiate training – In Atlanta, students will acquire advanced enrichment through a rigorous academic program in which they will explore content higher than what is available in a traditional high school setting.  From January thru June, students will undergo intensive training by Harvard instructors in preparation to study at Harvard College in July.


WHAT DO WE DO?

HDCDP is an Atlanta-based diversity pipeline program designed to raise the young social & political voice in urban Atlanta and matriculate African-American students into the Harvard Debate Council’s summer residential program at Harvard College in Cambridge, MA.  We accomplish this goal through accelerated education and interactive field experience.  HDCDP seeks to develop the young social and political voice through our 3 pillars:

1.) Scholarship: An incubator for academic excellence– Our goal is to train citizens and leaders of the world, which requires global consciousness. Students will explore international issues through a rigorous curriculum centered on critical thinking, research, analysis, and academic debate.  Students are taught by Harvard instructors, during which they identify, cultivate, and use their voice in matters of social and political justice.

2.) Leadership: A launchpad for young leaders – The fact that young people do not have a vote in elections does not mean they shouldn’t have a voice. This program provides exposure to the challenges that confront today’s voting public through unique non-partisan experiences engaging in local politics and community activism in the city of Atlanta.

3.) Culture: A hub for cultural pride – We seek to cultivate cultural ambassadors that reform the meaning of scholarship into one that is appealing and accessible to black youth.  We endeavor to foster a sense of cultural pride through the exploration of African-American history, leadership, and erudition.  Our charge is to develop students that will embody the principle, “Lift as you climb” – ascending the ranks of social status while reaching back to pull others up, too.

Harvard Debate Council

 

HBCU Study Abroad Scholarship

Open to students who are currently attending an HBCU, a historically black college or university.

A $2,000 scholarship will be awarded as follows:

  • $1,500 credit toward the IES Abroad program fee
  • $500 reimbursement toward the purchase of an overseas airline ticket for the IES Abroad program. After confirming your place in an IES Abroad fall, spring, academic year or calendar year program, you must present a valid, overseas airline itinerary in order to receive the $500 reimbursement.  Please email itinerary to admissions@IESabroad.org. Reimbursement check will be mailed to the home address on file.
  • Consecutive term students will receive one $1,500 scholarhip plus one $500 airfare reimbursement.
Amount:
$2,000
Eligibility:
  • Open to students who attend an HBCU that is a Member or Associate member of the IES Abroad consortium and that transfers at least 75% of home school aid to IES Abroad. Student must have applied to and attend an IES Abroad fall, spring, academic year or calendar year program.
  • Return Requirement: If awarded one of these scholarships, at the conclusion of the IES Abroad program you agree to submit a 1-page statement about your experience abroad, including how it has affected you personally, professionally, and academically and how this scholarship supported your endeavors.  Once submitted, this statement becomes property of IES Abroad and excerpts may be used in any/all IES Abroad electronic and printed publications.
  • Standard programs only.  Customized programs are not eligible for IES Abroad financial aid.

Click here to apply…