Summer and Pre-College Programs
Constitutional Academy
April 26, 2018
Our annual summer program brings together high school students from across the country to Washington, D.C. for a week of deep discussions on critical issues and interaction with scholars, policy-makers, and national thought leaders. Participants also make new friends, tour the monuments and museums, and connect with professionals throughout the D.C. area.
Young Leaders Summit (YLS)
April 11, 2018
High school applicants (Class of 2019):
CLICK HERE for frequently asked questions (FAQs) regarding the Young Leaders Summit
Volunteer staff applicants:
CLICK HERE for frequently asked questions (FAQs) regarding the Young Leaders Summit volunteer role opportunities
DESCRIPTION
The Young Leaders Summit (YLS) is a free four-day, overnight, college empowerment conference for a diverse cohort of low-income high school juniors, selected through a competitive application process. It is designed to give these young leaders the practical tools they need to successfully apply to top universities, have full access to scholarship and financial aid opportunities, and set a course for academic and career success.
DATE AND LOCATION
- August 9th – August 12th at The University of Chicago
ELIGIBILITY REQUIREMENTS
- Current high school junior, Class of 2019 (senior in the fall of 2018-2019 academic year)
- 3.0 GPA or above on a 4.0 scale, or equivalent based on your school scale
- Low income, as defined by Pell eligibility
- Currently attends high school in the United States or a U.S. territory
- Plans to enroll full-time, in a four-year degree program, at a U.S. accredited, not-for-profit, private or public college or university after high school graduation
AN IDEAL CANDIDATE WILL HAVE:
- An outstanding academic record in high school (in the top 20% of graduating class)
- Demonstrated leadership ability (as shown through participation in community service, extracurricular, or other activities)
HOW TO APPLY:
- Create a Profile as a “Student”
- View “YLS Student Application 2018” Application on your Dashboard
YLS VOLUNTEER STAFF OPPORTUNITIES
Current college undergraduate student, join Young Leaders Summit (YLS) volunteer staff!
2018 YLS Dates and Locations:
- August 8th – August 12th at The University of Chicago (includes mandatory orientation day).
Apply for one of the following Volunteer YLS Staff positions:
Support Crew
Current freshmen in college who support all logistical components of the program. Responsibilities include but are not limited to: preparing and assisting with YLS session set up and execution; transporting, setting up, and breaking down signage and materials; and escorting students, speakers, and volunteers to assigned areas.
Support Crew applicants must pass a background check, and remain on campus for the entire YLS program, including orientation.
Summit Counselors (SCs)
Current college undergraduates responsible for serving as a mentor, supervising and leading their “squad”—a group of 7-8 YLS high school participants- throughout the course of the YLS. SCs serve as the point of contact for their students in the weeks leading up to, furing, and following the YLS program. SCs are responsible for facilitating workshop transitions, leading nightly debriefs with their YLS squad, and assisting with YLS sessions, as needed.
Summit Counselor applicants must pass a background check, and remain on campus for the entire YLS program, including orientation.
Program Leads (PLs)
Current college juniors or seniors who serve as the head coordinators for each YLS program, and as the point-of-contact for the Summit Counselors in the weeks leading up to and throughout the course of the program. The PLs work with YLS professional staff to train SCs and facilitate communication between YLS professional staff and the SCs. Program Leads are responsible for assisting with YLS sessions, reviewing daily schedules and room assignments, leading workshop transitions, facilitating nightly meetings with the SCs and YLS professional staff, and serving as on-site/overnight contact.
PLs must pass a background check, and remain on campus for the entire YLS program, including orientation.
Please Note: These are unpaid volunteer opportunities. YLC will cover the full cost of food, room and board throughout the conference, including orientation. There are limited available funds to cover travel for staff members to and from the host university, and will be considered on a case by case basis.
Mercedes Benz Internship Opportunities
March 5, 2018
WHAT IS THE CO-OP PROGRAM?
MBUSI gives you the opportunity to gain real world working experience in an international environment. As a Co-Op student you’ll be placed in a variety of departments. Which include:
Engineering: Process Engineering, Maintenance Engineering, Quality Engineering, Computer Engineering, Series Planning
Business: Human Resources, Communications, Finance, Logistics, Global Service and Parts, and IT.
REQUIREMENTS
Minimum GPA 3.0
Must be able to complete three terms.
Must be able to work in Vance, Alabama
PROGRAM DETAILS
- Program normally consist of 3 alternating semesters. Students must be able to work a spring, summer and fall semester.
- Students must be at least at a Sophomore level to participate in the program.
- Semesters: Spring – January to May; Summer – May to August; Fall – August to December
- Paid bi-weekly. Starting pay at $16/hour; graduating pay scale each following semester.
- Housing Allowance if the school is greater than 50 miles away from the MBUSI.
- Team Wear and Safety Gear are provided.
HOW TO APPLY
Apply through the Co-Op office at your university (MBUSI partner schools).
If you do not attend one of the following universities, please APPLY HERE and, on the resulting page, search for the “Co-Op Student” position opening listed for MBUSI.
AEOP Research & Engineering Summer Program
February 22, 2018
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
| STATE | UNIVERSITY |
| Arkansas | University of Arkansas Pine Bluff, Pine Bluff – Biomedical/Nanotechnology |
| Alabama | Alabama 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 | |
| California | California State University, Sacramento – Engineering & Computer Science |
| University of California, Berkeley – Environmental Science | |
| San Jose State University, – Engineering | |
| Colorado | Colorado State University, Fort Collins – Physics |
| Connecticut | Yale University, New Haven – Biological, Physical & Engineering |
| Delaware | Delaware State University, Dover – Forensics |
| Florida | Florida A&M University, Tallahassee – Engineering |
| University of Central Florida, Orlando – Chemistry | |
| Georgia | Savannah State University, Georgia – Electronics Engineering/Robotics |
| Georgia State University, Atlanta – Physics & Astronomy | |
| Iowa | Iowa State University, Ames – Earth Science |
| University of Northern Iowa, Cedar Falls – Biology/Chemistry/Biochemistry | |
| Illinois | Loyola University, Chicago – Environmental Nanotechnology |
| University of Illinois Urbana, Champaign – Physical Chemistry | |
| Indiana | Ball State University, Muncie – Physics & Astronomy |
| Purdue University, Indianapolis – Mechanical Engineering | |
| Massachusetts | University of Massachusetts, Lowell – Physics |
| Maryland | John Hopkins University, Baltimore – Engineering |
| Morgan State, Baltimore – Chemistry | |
| Stevenson University, Stevenson – Biochemistry/Cancer Research | |
| University of Maryland, Baltimore – Biology | |
| Michigan | Oakland University, Rochester – Mechanical & Electrical Engineering |
| Minnesota | College of Saint Benedict & St. Johns University, St. Joseph – Chemistry |
| Missouri | University of Missouri, St. Louis – Biology |
| Mississippi | Jackson State University, Jackson – Biology |
| Jackson State Univeristy, Jackson – Technology | |
| New Hampshire | University of New Hampshire, Durham – Nanotechnology |
| University of New Hampshire, Durham – Biology | |
| North Carolina | Fayetteville State University, Fayetteville – Biochemistry |
| University of North Carolina, Charlotte – Physics | |
| New Jersey | New 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 Mexico | New Mexico State University, Las Cruces – Molecular Biology |
| University of New Mexico, Albuquerque – Nanotechnology | |
| Nevada | University of Nevada, Las Vegas – Data Science & Engineering |
| New York | City University of New York (CUNY), New York – Material Science |
| Pennsylvania | University of Pennsylvania, Philadelphia – Engineering & Robotics |
| Puerto Rico | University of Puerto Rico, San Juan – Physics |
| South Dakota | South Dakota School of Mines & Technology, Rapid City – Advance Materials & Engineering |
| Texas | Texas 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 Virginia | Marshall University, Huntington – Chemistry |
| Marshall University School of Pharmacy, Dunbar – Medicine |
FBI Academy
February 6, 2018Youth 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.
Institute on Neuroscience (ION) Summer Research Program
January 24, 2018
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
January 24, 2018
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 NIDDK STEP-UP Program Staff.
Harvard Debate Council Diversity Project
January 16, 2018
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.
TAG-Ed Summer Internship Program
January 10, 2018High School Summer Internship Program
The TAG-Ed High School Summer Internship Program provides outstanding high school students with the opportunity to gain real-world experience and hands-on learning in a STEM field.
Program Overview
- Selected students are paired with participating host companies based on their interests and qualifications.
- The internship spans a five to eight consecutive weeks during the summer.
- Interns receive a $1500 stipend upon completion of their internship.
- The program pairs two or more interns to work together on a provided project with clear goals and objectives set by the company.
- Interns will have the opportunity to work closely with a professional who has expertise and/or a professional background in the relevant field.
Intern Applications open March 2025
*This program is highly competitive and applying does not guarantee placement. Selected students in past years have most of the following: excellent grades, community involvement, intermediate to advanced skills in the field they are applying to (robotics, coding, etc.).
Visit website: https://tagedonline.org/high-school-summer-internship-program/
21st Century Leaders Summer Programs
January 8, 2018
Become the leader you were always meant to be. Become a 21st Century Leader!
Check out all our exclusive opportunities below and see how you can start your leadership journey with 21st Century Leaders:
Summer Leadership Institutes
Experience an intensive week-long residential leadership program as your first exposure to 21st Century Leaders. 21CL offers three exclusive summer leadership institutes, expanding your leadership skills and exposing you to various businesses and industries throughout the state of Georgia. Each leadership institute will engage you through interactive workshops, corporate tours, round-tables with business leaders, and team-building exercises. Plus, you’ll have the time of your life while living on a college-campus, expanding your skills and meeting a diverse group of students from all across the state!
Leadership Connect
Leadership Connect is the perfect way to start your 21st Century Leaders journey! Leadership Connect is our online learning platform, challenging and connecting you to a new set of online workshops, hands-on activities, and exclusive opportunities expanding your leadership skills and career interests for the future! Earn incentives, rewards, special experiences, digital badges, and maybe even a spot in the interview round of our summer leadership institutes!
Training
As a 21st Century Leader, you have access to a full range of training opportunities throughout the year. From two-day summits to online workshops, you can pick and choose the training that works best for you to further your skills and inspire you to lead. Take a look at what we have to offer!
Youth Leadership Teams
21CL provides three dynamic special youth leadership teams for our students, which are comprised of highly engaged and motivated 21CL students who work together and independently on fulfilling the mission of 21st Century Leaders.
Youth Leadership Centers
Youth Leadership Centers bring the 21CL experience to your school through student–led leadership and community service-based club centered in participating Georgia high schools.