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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.

career research project high school seniors

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Career Exploration Activities High Schoolers Will Actually Want To Do

Great college counselors and career advisors always strive to ensure that each student is able to develop a personalized roadmap for their future. Beyond creating a bridge between secondary school and postsecondary success, career exploration plays a critical role for students while in school and provides thoughtful reflection and self-examination as students choose their life path. High-quality career exploration helps give meaning to the learning students are doing while in school, provides focus for their decision-making and time, and inspires hope for where their learning and hard work can take them.

Many schools and districts offer students annual or semi-annual career days and fairs as a primary channel for career exploration. Often times these events highlight individuals in the most common career roles or representatives from local businesses and business community organizations with brand recognition. Though these assemblies are important, they do not, on their own, impactfuly engage students in an ongoing process of deeper exploration necessary to drive meaningful questioning, engagement, and speculative research throughout secondary school.

Because of the important role it plays, career exploration must be ongoing and interesting to students in order to effectively engage them and promote motivation and enthusiasm. Counselors and educators can play a key role in finding ways to embed innovative practices to help students explore possible careers, learn about a much broader set of potential career options, and receive sufficient time and guidance--all allowing students to deeply consider their postsecondary career paths.

Innovative, Engaging Activities And Practices

In order for career exploration activities to be meaningful and exciting to today’s high school students, they need to be interactive and relevant. They must involve opportunities for student voice and choice, allowing students to explore and discern what appeals to them and what does not. And, in order to work within a college and career readiness program, the activities need to be scalable and accessible for all students.

Use Technology to Connect Students with Career Role Models

Today’s students are all 21st Century natives. They learned to read with books and apps. Video calls are just as common as telephone calls. They are used to using digital devices to connect with people near and far. Technology has made it much easier to connect students to information and resources beyond the school walls and get them excited about future career possibilities. Encourage students to explore websites that connect them with first-hand insights of professionals from around the world.

Career Village : This online community provides a forum for students to ask questions about career exploration and planning directly to current professionals. From “How much does a music producer earn?” to “How to find your dream job,” students are able to have their specific questions answered from real-life professionals working in the fields they are exploring.
Job Shadow : At Job Shadow, students can read interviews from professionals working in a vast number of fields, including some more unique professions that might be of interest to students such as jobs in the arts, roles that involve work with animals, and “jobs you may not have heard of.” Students can also search for interviews based on compensation structure or work environment.

Use Virtual Reality to Explore Career Options

Hands-on, interactive, and dynamic experiences are important to engage students and give them a realistic window into what a career will entail. Some of the most innovative work in career exploration is utilizing virtual reality (VR) to provide immersive experiences for students to do jobs. Though internships, apprenticeships, and other immersive, real-world experiences are only possible for a small number of students, VR can provide access to the environments, tools, and opportunities in a wide variety of industries without leaving the classroom.

Oculus VR Career Experience : This free resource designed for the Oculus Go platform, the most popular consumer VR headset, provides students with the opportunity to learn the complex world of pipe fitting, HVAC, and welding. The application was designed by the International Training Fund of the United Association, an international union of plumbers, fitters, and technicians, to provide students with an immersive and realistic window into these jobs.
ByteSpeed : ByteSpeed, available for a fee, provides students ranging from elementary school to higher education a wide variety of career VR experiences including agriculture, fashion design, health care, and engineering.

Partner with Local Chambers of Commerce and Beyond

A core piece of career planning needs to include job opportunities within one’s community. A local chamber of commerce is the perfect resource. Encourage the local chamber of commerce to have member businesses create YouTube videos spotlighting their work and different types of potential jobs for students. Some local business organizations have partnered with school districts to create sites geared specifically toward secondary students to share the types of jobs available and the skills needed to do those roles. You might also invite local businesses to provide teachers with recruitment, application, and training materials for students.

Career Explore NW : A school district in Spokane, Washington has partnered with local businesses and the public broadcasting station to create an impressive web platform that enables career exploration, promotes local agriculture and industry opportunities, and connects local businesses with students.
UpSkill Houston : In Houston, Texas, the Greater Houston Partnership has brought the school district into the workforce development process. Realizing that economic development requires a skill-ready workforce at hand, rather than importing it from other communities, the organization formed this partnership and site aimed at connecting high school students with relevant careers.
SchooLinks : SchooLinks provides an Industry Partnership Portal which assists schools and districts in nurturing partnerships. Providing student access, calendaring events, and empowering local businesses to connect to students helps create real-world opportunities for students to explore local career options.

Include A Diversity of Voices

Students are more likely to deeply engage with career exploration activities when they can personally relate to or see themselves in career role models. It is vital that schools offer students exposure to a wide diversity of individuals representing possible career pathways. Expanding conceptions of role models for students both opens the minds of current students and works to upend historical stereotypes and barriers long-term.

Invite Recent Alumni: Consider offering students opportunities to talk with and learn from individuals still early in their career trajectory, rather than just focusing on those who have achieved long-term career success. You might invite recent alumni to talk with students about their experiences both in college or career training, applying for positions, and during their first weeks and months in a new role. This gives students much more relatable information and advice that likely feels more relevant to their current decision-making and thinking.
Ensure Gender, Racial, and Ethnic Diversity in Role Models : Across fields, take special care to include representatives that fall outside often held gender stereotypes for particular careers. For instance, spotlight women working in positions from predominantly male STEM careers. And, have male representation from nursing or teaching positions, which are often female-dominated careers. The Career Girls website is a great resource geared at female students to provide them with empowering role models and tools to explore future career options. Ensure racial and ethnic diversity in connecting students with professionals as it is fundamental that all students have role models that they can personally identify with.

Honor And Value A Wide Array Of Career Pathways

Engaging career exploration also includes guidance and activities to help students expand their thinking beyond what they conceive of as likely career paths. Many times student career planning and exploration is constrained by what they know--either what their own family members do for a living, professionals they interact with in their own lives such as teachers, doctors, and coaches, or those they see on television and the internet. This leaves major gaps in student understanding of all the potential opportunities and fields that exist. Educators can have major impacts on postsecondary success by showing students the wide array of options that are possible and connecting those options with student strengths and preferences.

Additionally, many career exploration curricula often default to college planning as a core component. However, in today’s economy, there are a myriad of good job options that do not require a four-year college degree. It does a disservice to students to only focus on career paths that extend from college completion. Career counselors can play an important role in helping students to see these different pathways--from straight to career, to technical education, to the military, to community college, to four-year degrees and beyond--as all potentially worthwhile to consider. This makes career planning and exploration accessible to students who do not think that college is right for them and helps all students understand their options as they make important life decisions.

Relevant And Productive Career Exploration For All Students

As you develop and plan your career exploration activities, take time to regularly survey students for fields they would like to explore, the kinds of activities that resonate with them, and for feedback on past activities and events. By aligning career exploration activities with student interest and choice, it is much more likely that students will engage more deeply and reflectively.

When students do this, they are able to see connections between future career goals and their current learning; they are able to figure out the kinds of work they enjoy and those they do not; and, they are able to understand how their strengths and preferences map onto future possibilities. By deeply exploring career possibilities during secondary school and critically thinking about the associated realities, students are able to enter postsecondary life knowing they are making active and well-informed choices. Ultimately, if students are excited about these activities and thoughtfully engage with them, they are better prepared for the entire pathway to a career.

Centralizing career exploration activities in the same place as goal setting, college exploration and graduation plans can help students see the little, and big pictures. Check out how SchooLinks can consolidate it all for your district.

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Career Exploration Activities: A Comprehensive Guide for High School Students

By Tom Gurin

Fulbright Scholar; music composer, historian, and educator

By Surya Ramanathan

Johns Hopkins University, B.S. in Applied Mathematics and Statistics, B.S. in Economics, and M.S. in Applied Economics

6 minute read

The journey of self-discovery and career exploration can be both exciting and daunting. Luckily, there are numerous ways you can uncover your passions and interests

Career exploration is a helpful way for students to consider their interests and goals, and to focus their energies in the right direction. Here, we’ll delve into nine effective career exploration activities you could do to help figure out a potential career path to pursue.

Why Are Career Exploration Activities Important For Students?

Although some people might be lucky enough to find their ideal careers by accident, for most, identifying the right fit means taking time to plan and reflect. Even if you change your mind or go in a different direction later on, exploring careers now might help you uncover something important about your goals for your professional life.

Maybe you already have an idea (or several) about what you want your career to look like. That’s great! The exploration you do as a student could help you narrow in on your strongest interests or open your eyes to career paths you never knew existed . For students who want to be productive and efficient with their time and studies, exploring career options is an important step for building a direct link between their education and their futures.

How Do Career Exploration Activities Work?

Career exploration activities should be enjoyable! They can take many forms, including brainstorming sessions, games, and conversations with experts in a field.

Check out our Pathfinders career discovery program to match with experts and get personalized guidance and advice.

These activities require students to reflect on their goals, values, and skills. For some students, this might be the first time that you consider questions about your future career. To help get the conversation going, try out some fun career exploration activities that can help students find what they love .

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Polygence alumni had a 92% admissions rate to R1 universities in 2023. Polygence provides high schoolers a personalized, flexible research experience proven to boost your admission odds. Get matched to a mentor now!"

9 Career Exploration Activities for Students

1. career mind mapping: visualizing your connections.

Building a career mind map is an excellent first activity for students to draw connections among key interests and goals. Once completed, a mind map is a tool for visualizing connections among concepts that are important to you and that could shape your career path. Here’s how it works:

Grab a large piece of paper (so that you aren’t limited in space) and a pen or pencil. (A diagramming software like Google Drawings will also work.)

In the center of the page, write a word or short phrase that is important to you when you think about your future career. Don’t think too hard about what to write; just jot down what comes to mind (e.g., “Helping people”, “Leadership”, “Exploring”, “Science”).

Next, draw one or two (or several) lines extending outward from what you wrote. At the end of each line, write another word or phrase that is connected to the first concept. Each word or phrase should connect to another, and your priorities.

Continue drawing lines and connections to new concepts, building outward from the center to create a tree of interrelated ideas that you want to prioritize when building your career.

Building a career mind map is a great first activity to help you structure your brainstorming and get started with career exploration . Remember: the goal of this activity is to start thinking about the connections among different concepts that you want to explore.

2. Self-Assessment Surveys: Uncover Your Strengths and Interests

To embark on a journey of self-discovery, it’s important to understand your strengths and interests. There are various online self-assessment surveys and quizzes designed specifically for high school students. These assessments can be extremely helpful in assisting you with identifying your personality traits, strengths, and preferences. Websites like CareerExplorer , Princeton Review , and InternMart provide comprehensive assessments that match your qualities with suitable careers. By taking these surveys, you can get a better idea of the fields that might resonate most with you. Here are some career quiz questions to get you thinking about your choices right now:

Which subject(s) do you enjoy most in school?

What are your goals for your education?

Picture yourself in your ideal future workspace. Where do you find yourself? In an office? In a lab? In a forest?

What is your work style? For example, do you like to organize and plan well in advance? Do you like to multitask? Do you look for ways to be creative?

Assuming equal pay, would you rather be a journalist or a plant biologist? Would you rather build bridges or be a librarian?

Do you prefer to work on your own or to collaborate with other people?

3. Informational Interviews: Gain Insights from Professionals

Sometimes, the best way for students to learn about a career path is by talking to someone who’s already in the field. Reach out to professionals in careers that interest you through a platform like LinkedIn and request to speak with them for 15-30 minutes. This is an excellent opportunity to ask questions about their job, daily tasks, and what they enjoy most about their work. If there is an expert in your school or local community, try asking them some of these questions:

When did you discover that you wanted to specialize in this field?

Have you had any surprises in your career path?

How is the work/life balance in this field?

What is the most challenging aspect of your work?

These conversations can provide you with valuable insights that go beyond what you might find in a job description, helping you understand the nuances of different careers.

4. Job Shadowing: Experience a Day in the Life

If you’re curious about a particular profession, a job shadowing experience may be beneficial. Spend a day observing a professional in action and get a firsthand look at their tasks and responsibilities. This experience will not only give you a realistic sense of what a typical day looks like but will also very likely impress the person you are shadowing by showing incentive, creating a potential job opportunity. It can also help you assess whether the day-to-day activities align with your interests and aspirations.

5. Volunteering and Internships: Hands-On Experience

Volunteering and internships offer a hands-on approach to career exploration. Look for opportunities in fields that intrigue you, even if they’re unpaid or short-term. Whether it’s volunteering at a local hospital, interning at a marketing agency, or assisting at an animal shelter, these experiences provide valuable insights into the practical aspects of different professions. You’ll gain real-world skills, build your resume, and get an idea of what it’s like to work in that industry.

6. High School Clubs and Organizations: Try Something New

Your high school likely offers a variety of clubs that can introduce you to different fields of interest. Join clubs related to science, art, debating, coding, or any other subjects that intrigue you. The best part? You’re taking on minimal risk: you won’t be dedicating years, and if you’re uninterested in one area, you can easily switch to another club to try something new. Engaging in extracurricular activities not only helps you explore your passions but also allows you to meet like-minded peers and mentors who can guide you on your journey.

7. Online Courses and Workshops: Expand Your Knowledge

The internet is a goldmine of resources for learning about different careers. Enroll in online courses or workshops related to fields you’re curious about.

Polygence Pods, for example, are 6-week programs specifically designed for high school students to work with mentors and a small peer group on research about a specific interest. Pods cohorts are offered throughout the year in a variety of topics. The Polygence Pods program page is the best way to learn about specific dates and topics for upcoming Pods. Space is limited, so reserve your spot early if you’re interested in joining.

Other websites like Coursera , edX , and Khan Academy offer a wide range of courses on diverse topics. These courses can provide you with a foundational understanding of different industries and help you decide which one resonates with you the most.

8. Research Projects: Dive Deep into Topics of Interest

Undertaking research projects can be an exciting way to explore potential careers. If you’re passionate about a specific subject, consider delving deeper into it through independent research through a university, or even a company like Polygence.

Middle and high school students who enroll in Polygence’s Core research mentorship program work a research project of their choosing with a mentor who has expertise in the project’s subject matter. Each student’s Polygence experience is uniquely designed and student-led. Teens who have completed projects with Polygence have indicated their research helped them discover a deep passion for specific fields of study. Lily Nguyen’s Polygence experience led her to choose a college major at UC Berkeley. In Lily’s words, Polygence:

“definitely made me more interested in biology and science. Before my senior year, I didn't really take any biology classes yet. But when I was going through the project, I found that I really enjoyed learning about this kind of stuff. It really helped cement for me that yes, biology is a good major for me to pursue.”

Whether it’s writing a paper, creating a presentation, or conducting experiments, this hands-on experience can reveal new aspects of a field and ignite your curiosity even further.

Do your own research through polygence

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.

9. Attend Career Fairs and Workshops: Network and Learn

Many schools and communities organize career fairs and workshops that bring together professionals from various industries. These events offer students a chance to network, ask questions, and gain insights directly from experts. Make the most of these opportunities by attending talks, participating in workshops, and connecting with professionals who share your interests.

Choose Your Unique Career Exploration Journey

This is by no means an exhaustive list of ideas when it comes to the ways students can explore careers. There are many routes you could take to explore a career path that is of potential interest to you, but this list is a great way to get started.

Polygence is also here to help! Our Pathfinders program is a career discovery program specifically designed to help students find what they love . We’ll match you with three different expert research mentors in fields of your choice. In addition to learning about each field, you’ll get answers to your specific questions and direct, personalized advice from your mentors to help guide you through your career discovery journey.

For Businesses

For students & teachers, 4 relatable career exploration activities for high schoolers.

Jeannette Barreto

As educators, we have the unique opportunity to shape the future of our students and prepare them for the world beyond the classroom. A crucial aspect of this preparation is guiding students through career exploration. Career exploration helps students understand their interests and passions and equips them with the essential skills and knowledge to make informed decisions about their future paths. In this blog, we will delve into the significance of career exploration and how EVERFI, an innovative digital learning platform, can assist teachers in empowering their students throughout this transformative journey. November’s National Career Development Month is an especially relevant time in the school year to explore these concepts in the classroom.

What is Career Exploration?

Career exploration is the process by which individuals, particularly students, delve into the world of work to understand their interests, values, and aptitudes in relation to potential careers. It’s not just about finding a job; it’s about discovering where one’s passion, skills, and the demands of the labor market intersect. Through a myriad of activities, such as internships, career assessments, informational interviews, and research, individuals gain a clearer perspective of the professions available and the educational pathways leading to them.

By undergoing career exploration, students are better positioned to make informed choices about their academic pursuits and future professional endeavors, ensuring a more fulfilled and aligned career journey.

The Importance of Career Exploration

In today’s fast-paced world, understanding potential career paths early on can drastically affect a student’s future. This section emphasizes why it’s crucial to start this exploration early and how it benefits the students’ overall development.

Understanding the Impact: Why Career Exploration Matters

Career exploration is a fundamental part of personal and academic development. By encouraging students to explore various career paths, we enable them to envision their future possibilities and set meaningful goals. This early exposure to diverse professions broadens their horizons and instills a sense of purpose in their educational pursuits.

Career exploration also aids in the development of self-awareness. When students engage in activities that align with their interests and strengths, they become more confident in their abilities, leading to improved academic performance and a higher level of motivation.

Building a Solid Foundation: Early Career Awareness in Education

Introducing career awareness at an early age can profoundly impact students’ future choices. As teachers, we can incorporate age-appropriate career exploration activities into our lessons, exposing young minds to various professions and industries. By creating a positive and supportive learning environment, we can nurture their curiosity and aspirations from the beginning of their educational journey.

Nurturing Students’ Interests: How Career Exploration Encourages Motivation

Students are more likely to stay engaged in their studies when they see the relevance of their education to their future goals. Career exploration bridges the gap between classroom learning and real-world applications, allowing students to connect academic subjects to practical uses in the workforce. This connection fosters intrinsic motivation and a thirst for knowledge as students recognize how their studies directly contribute to their future success.

4 Relatable Career Exploration Activities for High Schoolers

Helping high school students explore potential career paths is vital to preparing them for their future. By engaging in interactive and relatable activities, students can gain valuable insights into various professions, develop essential skills, and make informed decisions about their career aspirations. In this blog, we present four relatable career exploration activities designed to spark curiosity and inspire high schoolers as they embark on their journey of self-discovery.

1. Career Shadowing Day

Organizing a career shadowing day allows students to gain firsthand experience of a typical day in a particular profession. Collaborate with local businesses, hospitals, law firms, tech companies, or workplaces that align with students’ interests. Prioritize disciplines that students have expressed curiosity about or might consider as future career options.

On the designated day, pair students with professionals in their chosen fields and allow them to shadow these experts for a few hours. Please encourage students to take notes and ask questions about their daily yaks, responsibilities, and the educational pathways that led to their careers. After the experience, hold a debriefing session where students can share their reflections and insights.

2. Career Interest Inventories

Career interest inventories are valuable tools that help high schoolers identify potential career paths based on their interests, values, and personality traits. Various online resources and assessments, such as the Myers-Briggs Type Indicator (MBTI) or the Holland Code test, provide insights into career preferences.

Have students complete one or more of these inventories and then discuss the results together. Please encourage them to research careers that align with their interests and explore educational requirements, job outlook, and potential salary ranges for each profession.

3. Mock Interviews, and Resume Building

Preparing for job interviews and building a compelling resume are crucial skills for future careers. Organize mock interview sessions where students take turns being both interviewers and interviewees. Provide sample interview questions and offer constructive feedback to help them improve their communication skills and confidence.

Simultaneously, guide students in creating their resumes. Highlight the importance of tailoring the resume for specific job applications, emphasizing relevant skills, experiences, and achievements. Allow students to explore different resume formats and templates to find one that best represents their unique qualities.

4. Career Panels and Guest Speakers

Invite professionals from various fields to participate in career panels or deliver guest lectures at your school. Create a schedule of sessions throughout the school year, covering multiple careers, industries, and educational paths. These sessions can be held during lunch breaks, after-school hours, or incorporated into existing career-focused classes.

During these interactive sessions, please encourage students to ask questions about the speakers’ career journeys, the challenges they faced, and advice they have for aspiring professionals. Hearing real-life experiences and insights from many industry experts can be immensely impactful for students and provide them with realistic views of their dream careers.

Keys to Your Future: College and Career Readiness

The course aims to equip students with the necessary skills to navigate toward a fulfilling college experience and a successful career. Through interactive real-world scenarios, students explore lessons on college exploration, financial literacy, career readiness, and personal development.

College Exploration

College Exploration – assists students in researching and identifying colleges that align with their interests, career goals, and academic strengths. It also covers the application process, financial aid options, and scholarship opportunities, helping students develop well-informed strategies for pursuing higher education.

Financial Literacy- equips students with essential financial skills, including budgeting, managing student loans, and building credit responsibly. Students learn how to make informed financial decisions, avoid common pitfalls, and plan for their financial future, ensuring they are financially savvy as they embark on their college and career journeys.

Career Readiness

Career Readiness- designed to help students explore potential career paths and develop the skills needed to thrive in the workplace. They also learn about resume building, interview preparation, and networking strategies.

Personal Development

Personal Development – emphasizes self-awareness, emotional intelligence, and goal setting to empower students to overcome challenges and maximize their potential. Students are encouraged to explore their strengths, weaknesses, and growth mindset.

Benefits of Career Exploration

Career exploration offers a plethora of advantages that extend beyond simply identifying a suitable profession.

Boosting Confidence

By understanding potential career paths, students gain a sense of direction. This knowledge empowers them, bolstering their confidence. As they navigate the realm of potential professions, they start recognizing their worth and the value they could bring to various roles.

Academic and Career Alignment

One of the major pitfalls students often face is pursuing an educational pathway that doesn’t align with their career aspirations. Career exploration allows students to tailor their academic choices, ensuring they’re on the right track from the start. This alignment not only streamlines their journey but also maximizes the return on their educational investment.

Reducing Future Job Dissatisfaction

Making uninformed career choices can lead to job dissatisfaction in the future. By researching and understanding different professions early on, students are more likely to choose careers that resonate with their passions and strengths. This proactive approach can drastically reduce the likelihood of mid-career crises or frequent job switches later in life.

Empowering The Next Generation Through Career Exploration

Engaging high school students in relatable career exploration activities can significantly influence their future choices and aspirations. Two of EVERFI’s newer courses: Accounting Careers: Limitless Opportunities and Data Science Foundations expose high school students to the world of opportunities that exist within these career fields. By providing hands-on experiences, career inventories, mock interviews, and insights from industry professionals, we empower our students to make informed decisions about their future paths. These activities foster self-awareness and encourage curiosity, determination, and a sense of purpose as they embark on their exciting journey of self-discovery and career exploration as educators. Let’s continue to inspire and support our students as they explore the endless possibilities that lie ahead in their professional lives.

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College and Career Readiness Skills for HS Students

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Accounting Careers: Limitless Opportunities

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How to Help High School Students with Career Research

High school students often tire of being asked, “What are your career plans?” Some students have no idea how to answer the question. Others may give a rote answer just to stop the questions. There are actually so many career choices available that high school students can pursue that they need direction in order to discover their own interests and skills. They may discover that opportunities are available they never even thought of before. Here are just a few suggestions that may help in career research for high school students.

Brainstorming

This may seem like a simple suggestion, but it is a good first step. Students should make a list of things they like and do not like to do and classes they like and do not like. For example, do they like history class but hate math class or vice versa? Do they like to work in groups or do they prefer to work alone? Do they like to work indoors or outdoors?

Assessment tests

There a variety of assessment tests that may be administered at high schools. If not, they can be found online. Some examples are:

Myer-Briggs Test: This analyzes personality characteristics and how a person interacts with people or if they prefer not to interact with people at all.
Strong Interest Inventory: This helps students who are having trouble identifying their interests and helps focus on what a student truly enjoys doing.
Self-Directed Search: This test focuses on identifying skills and interests.
Skill Scan Test: This focuses on seven specific skills and assists a student in determining which skills they have or want to develop.

Assessment tests are just stepping stones to identifying potential careers. Results should not be used to direct a person to or away from a specific career but should be used only as tools to help identify career choices.

Research potential careers

A few specific careers can be identified in order to pursue career research for high school students. The United States Bureau of Labor Statistics publishes an Occupational Outlook Handbook which provides detailed information for every possible job including:

Job description
Specific employers or types of employers
Salary ranges
Expected job growth over the next few years
Educational requirements
Where the jobs are located

Informational interviews

Students may know or can be introduced to someone who works in a job the student is interested in pursuing as a career. Guiding the student to develop interview questions of the professional person can be helpful. Students can get real answers to their career questions from people who actually work every day in the career of interest. Students can be guided to ask questions such as:

How did the person train for the job?
What does the person like best about the job?
What does the person dislike about the job?
What has the person learned that they wish they had known before pursuing the career?
What advice does the professional have concerning what the student should and should not do in pursuit of the career?

Job shadowing

Some schools have job shadowing programs that give students the opportunity of actually working with a professional in the career of the student’s choice. The student arranges to spend several hours with the professional to “shadow” them and see exactly what they do on a daily basis.

If the school does not have a shadowing program established students can contact the local Chamber of Commerce for business directories and suggestions of professionals who may be contacted. Students can then set up individual job shadowing experiences.

Best Senior Project Ideas for High School Students + 42 Real Student Examples

A senior project is one of the best ways you can make your application stand out to top schools like Harvard and Stanford. It can tell your story beyond academics. It can demonstrate leadership, ambition, initiative and impact. And it can make an impact on the world.

Choosing the right senior project can be tough. As a Former Johns Hopkins Admissions Officer and a Senior Strategist at Crimson, I’ve helped hundreds of students do it. In this post, I’ll show you my process for choosing a topic for your senior project. I’ll also show you real examples of senior projects that helped students get accepted to the Ivy League, Stanford, MIT, Duke, and more.

What is a Senior Project?

A senior project is also known as a “capstone project.” It’s a long-term project in which you can explore a topic that interests you outside the classroom. It can take many different forms, including:

A detailed research paper
An art exhibition
A tech invention
A business or startup
A community service project
A social media channel or podcast

It's all about picking something that resonates with you and showcases your abilities.

The impact of a well-done senior project extends beyond the classroom. It can enhance your college applications by showing your commitment and skills. It can set you apart in an application pool with thousands of academically qualified students.

Finally, the experience and skills you gain from your senior project can be valuable in future careers.

What are the Benefits of a Senior Project?

Most students applying to Top 20 universities have strong grades and test scores. Academics are important, but they only get your foot in the door. To make your application stand out, you need impactful extracurriculars. This is where a senior project comes in.

If you’re like most students applying, you won't already have a clear area of excellence in your application, like a national or international accolade. You’ll have to show your excellence in terms of the time and commitment you’ve given to their community. Senior projects are a great way to do this.

With a successful senior project, you can:

Showcase personal qualities. Since a senior project is entirely yours, it showcases your ability to own and execute a unique project from start to finish. This shows leadership, initiative, and intellectual curiosity — qualities that admissions officers are looking for. A senior project can also show that you’re service-oriented, a creative thinker, looking for a challenge, and can overcome barriers.
Demonstrate passion and dedication. A senior project shows that you’re passionate about a specific field and can commit to a long-term vision.
Develop transferable skills. You’ll inevitably learn skills like time management, research, collaboration, or technical skills.
Become an expert in the subject matter. By going deep into a topic, you’ll develop expertise that you might not get through passive learning.

Remember: Your senior project speaks volumes about who you are and why you deserve a place on campus!

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Best Senior Project Ideas

The best senior project ideas are long-term, unique to you, and measurably impactful. I’ll show you some specific examples of senior projects by students who were admitted to top schools. But first, here are some general ideas to get you thinking.

Design and implement a community garden, teaching sustainable agriculture practices and providing fresh produce to local food banks.
Start a state-wide traveling library that reaches underserved communities.
Develop a series of workshops for senior citizens or underprivileged youth to teach them basic computer skills, internet safety, and how to use essential software.
Create a campaign to promote environmental awareness and conservation efforts in your community, focusing on recycling, reducing plastic use, or conserving local wildlife habitats.
Establish a mentorship program pairing high school students with elementary or middle school students to provide academic support, life advice, and positive role models.
Organize a cultural awareness event that celebrates diversity through music, dance, food, and educational workshops, fostering a more inclusive community.
Launch a mental health awareness campaign that includes workshops, guest speakers, and resources to destigmatize mental health issues among teenagers.
Research and implement a small-scale renewable energy project, such as installing solar panels for a community center or designing a wind turbine model for school use.
Conduct and record interviews with community elders or veterans to preserve local history, culminating in a public presentation or digital archive.
Develop an art therapy program for children in hospitals or shelters, providing an outlet for expression and emotional healing through creative activities.
Create a series of workshops for your community focusing on fitness, nutrition, and healthy lifestyle choices, including sessions on exercise and cooking.
Design and lead a financial literacy course for high school students, covering budgeting, saving, investing, and understanding credit.
Research and write a book or guide on the history of your town or a specific aspect of it, such as architectural landmarks, founding families, or significant events.
Start a coding club for elementary or middle school students, teaching them the basics of programming through fun and interactive projects.
Organize public speaking workshops for students, helping them build confidence and communication skills through practice and feedback.
Coordinate a STEM fair to encourage girls in elementary and middle school to explore science, technology, engineering, and math through hands-on activities and demonstrations.
Produce a documentary film that explores a social issue relevant to your community, such as homelessness, addiction, or education inequality.
Lead a project to refurbish a local playground. Fundraise, design, and collaborate with city officials to provide a safe and enjoyable space for children.
Set up an ESL (English as a Second Language) tutoring program for immigrants and refugees in your community to help them improve their English skills and better integrate into society.
Design and implement an anti-bullying campaign for your school or community, including awareness activities, support resources, and strategies for prevention.
Organize a sustainable fashion show that promotes eco-friendly fashion choices, upcycling, and local designers, raising awareness about the environmental impact of the fashion industry.
Start a podcast, blog, Youtube channel, or social media channel about a topic that interests you. Aim to reach a national or international audience.
Start a club at your school and build its impact beyond your own school ecosystem.
Start a campaign around an issue you care about and create change at your school, like “Meatless Mondays.”
Create a competition for innovative startups
Develop a product or service and sell it online. Create a business plan, marketing materials, and a way to track your progress.
Fundraise for an existing charity or nonprofit.
Found a new charity or nonprofit.
Create or raise money for a scholarship fund.

Successful Real Senior Project Examples

To help you get a clear picture of what your senior project could look like, I’m going to share some actual senior projects that Crimson students have done. Below are 13 real examples of senior projects by students who were accepted to top universities like MIT, Stanford the Ivy League, Johns Hopkins, and UC Berkeley.

Business & Finance

Student accepted to mit.

Impact: Local

This student trained 24 unique groups (120+ people) to create innovative startups for 3 competitions. They also created a 15-lesson curriculum and online team-matching algorithm for the competitions.

Student accepted to Stanford

Impact: International

This student founded an organization to educate K–8 students on social entrepreneurship. It grew to 32 chapters with 12,453 members in 4 continents. It was endorsed by the UN, LinkedIn, and InnovateX.

Student accepted to UC Berkeley and USC

Inspired by a college business case competition, this student focused his senior project on creating a business competition for high school students. He invited students from 8 local high schools and had 500 participants. He also arranged judges from a widely-known bank and a university. To leave a lasting impact, he created an executive board within his high school so this event will continue after he graduates.

Social & Political Sciences

Student accepted to harvard.

This student created a 501(c)(3) nonprofit for equitable public speaking resources. They also held a public speaking-themed summer camp for 70+ students and raised $2,000 for a local speech center.

Student accepted to Yale

Impact: Statewide

This student coalesced over 15 assault prevention organizations to develop two bills for the 2023 Oregon legislative session. Their effort instituted a $20 million education grant program and youth network.

Medicine & Healthcare

Student accepted to brown.

Impact: National

This student produced and edited 140+ mental health articles to uplift youth. The articles got over 12,000 reads. The student also hosted a podcast interviewing women leaders with over 40 episodes.

Student accepted to Carnegie Mellon

Impact: Local and National

This student built a COVID outbreak detection platform with ML. It got over 10,000 views. They also prototyped a compact translation tool with Michigan hospitals for non-native English speakers.

This student designed a chemotherapy symptom-tracking app to improve treatment. They then pitched it to industry experts and won Best Elevator Pitch of over 70 teams.

Student accepted to Cornell and Johns Hopkins

This student knew she wanted to major in biomedical engineering. She created a children’s medical book series called “My Little Doctor” to teach young kids how to address emergencies, wounds, and household medications. The books included personal illustrations, which also showcased her artistic talent. The books were sold by 150 doctor’s offices throughout NYC.

Math & Computer Science

Student accepted to columbia.

This student programmed AI to patrol an endangered turtle nesting site using drones. They partnered with a resort, launched an open source platform, and expanded the project internationally.

Student accepted to Dartmouth

This student worked on the solidity development of crypto currencies, NFTs, DAOs, DApps. They were responsible for project, client, and social media management. They also supervised 3 employees.

This student created a virtual musical theater camp for kids ages 6-12 during the COVID-19 pandemic. They managed the camp’s Instagram, website, and Facebook. They taught 25 kids and produced 5 shows.

Student accepted to Harvard and Brown

This student founded an organization to make music education accessible. It included a lead team of 35 members. It grew to 9 branches in 7 countries, impacted 15,000 students online, taught 1.6k lessons, and saved parents $40K. It raises $10k annually. This student was a TD Scholarship Finalist, YODA, and SHAD Fellow.

What are the criteria for a successful senior project?

If you only take away one thing from this article, let it be this: The best senior projects are personal to you and have a measurable impact. When you are contemplating a senior project idea, ask yourself:

“Am I interested in this topic?” As in, interested enough to spend the next year thinking a LOT about it.
“Can I show a measurable impact with this project, preferably at the local, national, or international level?”

Let’s use tutoring as an example. Tons of students include tutoring on their applications as one of their extracurriculars. Does tutoring pass the test if we ask our two questions?

Am I interested in the topic? If you’re tutoring in a subject you love, the answer could be a yes.
“Can I show a measurable impact with this project?” This one is tricky. Of course, tutoring one or even a few students makes an impact on the lives of those students. But is the impact local, national, or international? Not exactly.

So instead of tutoring a few students on your own, maybe you can create a tutoring club with 30 tutors supporting 100 students at your school. If you want to expand your impact, you can bring your tutoring services into an elementary school or into other schools in your community. You can even create a charter and get your tutoring club into high schools throughout the country, world, or online.

By thinking bigger, you can turn most conventional extracurricular ideas into an impactful, standout senior project idea.

How to Choose a Topic for Your Senior Project

I’ve helped hundreds of students develop successful senior projects. This is the process we use:

Make a list of your major interests. These could be academics, hobbies, anything!
Now write down problems or areas of exploration that relate to those interests.
Narrow down your choices to one or two that are academically relevant, relevant to your interests and goals, interesting enough for you to explore, and have enough published data.
Identify a problem that you can address in this area with a solution that you identify. This will be the subject of your senior project!

Let’s walk through these steps using a hypothetical student as an example.

Senior Project Topic Brainstorm Example

List interests.

Maya is a junior with dreams of attending an Ivy League school. She's always been fascinated by environmental science, particularly renewable energy sources. She also enjoys coding and app development. Outside of academics, Maya volunteers at a local animal shelter and is an avid runner.

List problems or areas of exploration related to those interests.

For environmental science, Maya is concerned about the inefficiency of current solar panels in low-light conditions.

In coding, she notes the lack of user-friendly apps that promote environmental awareness among teens.

Her volunteering experiences make her wonder how technology can assist animal shelters in improving animal adoption rates.

Narrow down the choices.

After considering her list, Maya decides to focus on environmental science and coding, as these are her academic interests and she sees herself pursuing them in the future. She finds the intersection of these fields particularly interesting and ripe for exploration. Plus, she discovers ample published data on renewable energy technologies and app development, confirming the feasibility of her project idea.

4. Identify a Problem and Solution

Maya identifies a specific problem: the gap in environmental awareness among her peers and the lack of engaging tools to educate and encourage sustainable practices. She decides to address this by developing a mobile app that gamifies environmental education and sustainability practices, targeting high school students.

Senior Project: EcoChallenge App Development

Maya's senior project, the "EcoChallenge" app, aims to make learning about environmental science fun and actionable. The app includes quizzes on environmental topics, challenges to reduce carbon footprints, and a feature to track and share progress on social media, encouraging collective action among users.

Project Execution

Over the course of her junior year, Maya dedicates herself to researching environmental science principles, studying app development, and designing an engaging user interface. She reaches out to her environmental science teacher and a local app developer for mentorship, receiving valuable feedback to refine her project.

Outcome and Impact

Maya presents her completed app at her school's science fair, receiving accolades for its innovation, educational value, and potential to make a real-world impact. She submits the EcoChallenge app as a central piece of her college applications, including a detailed report on her research, development process, and user feedback.

The Bottom Line

Your senior project can be one of the most important pieces of your college application. It can also make a difference in the world.

As you shape your senior project, see how many of these elements you can apply to it:

Makes measurable impact. What does success look like, and how will you measure it?
Presents an innovative solution to an existing issue. Is this solving a problem?
Is oriented to the community. Is this making my community/country/the world a better place?
Is interdisciplinary. Can I blend more than one of my interests? Can I get professionals from other fields to collaborate on this project?
Is related to your field of study. Will this make my academic interests clear?

Basically, think about something you care about. Take it beyond something standard and ask, “What can I do that would allow me to help my community and leave a greater impact?”

Even after reading all these examples, I know that choosing an idea for your own senior project can be tough. If you need help choosing and executing a standout senior project, book a free consultation with one of our academic advisers. Crimson’s extracurricular mentors can help you combine your interests into an impactful senior project that makes you stand out to top college admissions officers.

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Best Senior Project Ideas

Gelyna Price

Head of programs and lead admissions expert, table of contents, what is a senior project, exactly, the benefits of completing senior projects, types of senior projects, the best senior project ideas, how to choose your senior project, senior projects can be important.

Stay up-to-date on the latest research and college admissions trends with our blog team.

The senior project has almost become a rite of passage many students have anticipated for several years. The long-awaited experience can make many seniors nervous because they may suddenly realize that they aren’t sure what to do for their project!

It’s easy to get so caught up in finding the best senior project ideas that time flies, and seniors get into a time crunch. However, many incredible ideas for the best senior projects are just waiting to be chosen.

Senior projects are meant to be long-term projects that allow high school students to step outside of what their high school classes teach. They can express themselves by exploring something that ignites their passion. These projects can help students develop several types of skills, including:

Research
Writing
Presentation and speaking
Problem-solving
Time management

While these projects can take endless versions and forms, they generally involve some combination of research and presentations.

Hundreds of different types of projects can qualify as senior projects. They can include months of research, the students’ special talents, passionate service to their home communities, or hands-on activities.

They could be hefty science projects or light-hearted illustration collections. They can be novels written by the senior over a long period of time or in-depth presentations after months of research on something near and dear to the senior.

The best senior projects are culminating experiences for students. They are opportunities for seniors to take the knowledge and skills they have honed throughout their academic careers and apply them to real-world issues, interests, problems, or passions. Completing senior projects offers several benefits.

They can help students explore their interests as they prepare to enter college or begin their careers after high school.

How Are Senior Projects Good for College Application Resumes?

Are senior projects good for college application resumes? Yes! When you work on your senior project, you can use the project to practice skills you’ll use in college or your career.

Some of those skills are meeting deadlines, managing your time, working independently, and practicing diligence and self-discipline. Your senior project can also be an excellent way to pad your college applications .

You Can Learn New Skills

In addition to allowing you to hone your current skills, your senior project can encourage you to learn new skills. Senior projects are awesome opportunities for learning skills that will be valuable in college and beyond, especially with researching, writing, presenting your project, or learning to use new software.

You Can Explore Interests

You may have known for years what your senior project will entail, or maybe it’s now down to the wire, and you still have no clue where to begin narrowing down your options.

Either way, now is the time to explore your interests and learn more about what you’re curious about, what’s relative to your future career, or what you have never heard of before!

It’s a Chance to Learn from Experts

Whether you research at the library or conduct interviews with historical figures (or anything in between), you’ll have the opportunity to learn from experts in your project’s subject.

Give Back and Get Involved

The best senior projects are often excellent vehicles for students to engage with their communities. Many seniors choose projects that address an issue that is important to them and that are local, directly impacting their hometowns. For that reason, a senior project can allow you to make a difference in your community.

There are four basic types of senior projects, including:

Presentation projects
Creative writing projects
Professional career projects
Service-related projects

While each category has some unique features, they all offer the same general benefits to seniors.

Presentation Projects

These projects are very popular with seniors because the category is quite broad. Presentation projects include creating something visual to teach the audience the subject of the project. This can include science project results on a poster board, a musical performance, showcasing artwork, singing, or acting in a play.

Creative Writing Projects

Creative writing senior projects involve material and information communicated through the written word. They can incorporate play scripts, essays, short tales, poems, or something similar.

Students can study, research, and write either fiction or non-fiction pieces, making creative writing senior projects almost limitless in scope. You might consider a creative writing project if you are passionate about language.

Professional Career Projects

Some students choose to do a senior project that incorporates job shadowing or working as an assistant in a field they enjoy as part of experiential learning. Whether they choose a medical career, law enforcement, or anything else, they craft a report or presentation on what they learned.

Service-Related Projects

Students who are involved or want to get involved in their communities might choose service-related senior projects. These involve planning or participating in anything from setting up a clothing drive for the homeless or a toy drive at Christmas to volunteering at the local rehabilitation center or nursing home.

Some of the best senior projects are unique, personal, and in-depth. Yours should be worked on over several weeks or months.

Consider the list below if you’re looking for a unique senior project idea that hasn’t been done every year for the last 30 years. Some excellent unique senior project ideas include:

Developing a new software application
Working with a reporter or photographer to learn about journalism
Writing a paper on a technological topic
Tutoring students
Volunteering at a veterinarian’s office or animal shelter
Organizing a fundraising event for a cause you’re passionate about
Starting a social enterprise or business
Writing a biography or autobiography
Designing and building a machine or robot
Creating a painting, piece of music, or other work of art
Creating a blog or website about a passion of yours
Leading a workshop
Teaching a class
Participating in an internship
Conducting market research on a service or project
Organizing a community cleanup
Researching a historical event or person
Organizing a debate
Organizing a party for autistic children who find other parties too overwhelming
Working with a paramedic and learning about lifesaving procedures
Volunteering for a social service organization
Organizing a STEM event, such as a science fair
Volunteering at a local museum
Writing op-eds for your local newspaper
Starting a painting class for kids
Making a documentary about local history
Putting on a play you wrote
Building a go-kart
Working with a real estate agent
Doing a mock courtroom project
Simulating the experience of the U.S. House or Senate
Teaching a foreign language to residents in a senior home
Developing a solution for a community-wide health problem
Teaching English as a second language
Building a little free library box in your neighborhood
Working to change a school policy that needs changing
Organizing volunteers to tutor students
Helping a local business with their record-keeping or accounting
Creating a community garden
Working in a professor’s lab
Working as a chef and improving your culinary skills
Working with the cafeteria to reduce food waste and make other changes
Devising a plan to build community bike trails
Working to create a space as a dog park
Volunteering to coach a kid’s athletic team
Organizing a group to pick up groceries and medications for those who can’t
Setting up a community ride service
Volunteering at a homeless shelter, soup kitchen, or non-profit organization
Volunteering to take an older adult to church
Gathering a group to make or collect toys for children at Christmas time

Any of the above ideas should be documented and then shaped into a presentation. While the first part of a senior project is doing the activity, the second part is sharing your experience with others via a presentation.

Your senior project should take considerable time and effort to complete, so above all else, you want to ensure that it relates to something you’re passionate about. This will make the entire experience more enjoyable and meaningful.

Remember to ask how are senior projects good for college application resumes and choose a project that will enhance your application.

Choose a feasible topic; it should be something you can complete with the skills, time, and resources available. The topic should be challenging but attainable. The goal is to push you out of the “same old same old,” but you don’t want something so complex that you can’t finish it.

Get started early in the year by brainstorming senior project ideas , researching, and planning. Ensure you understand what you’re required to do as part of your project, and don’t hesitate to reach out for help if you need it.

It can be helpful to break your project into smaller sections and tasks throughout the year, and setting deadlines for yourself can help you stay on track and avoid having too much to do later in the year.

Deciding on a senior project should be an exciting task! It’s a time to hone your skills, learn new ones, and explore your interests. By following the above tips and considering your interests and passions, you will surely find a rewarding senior project.

Here are a few ideas for your high school senior project.

Research a Global Issue: Select a global issue that you are passionate about, such as climate change, poverty, or gender equality, and conduct in-depth research on the topic. Create a comprehensive report or multimedia presentation that highlights the causes, impacts, and potential solutions to the issue. Consider organizing a community event or awareness campaign to engage others in the cause.
Entrepreneurship Project: Put your entrepreneurial spirit to the test by starting your own small business or social enterprise. Identify a product or service that fills a gap in the market or addresses a specific need in your community. Develop a business plan, create marketing materials, and track your progress throughout the project. This hands-on experience will allow you to develop valuable skills in entrepreneurship and problem-solving.
Artistic Showcase: If you have a talent in the arts, consider creating an artistic showcase as your senior project. This can involve curating an art exhibition, organizing a concert, or directing a theater production. Use your creative skills to bring together a collection of works or performances that reflect your artistic vision and captivate your audience.
Community Service Initiative: Devote your senior project to making a positive impact in your community. Identify a social issue or specific group in need and design a community service initiative to address it. This could involve organizing a fundraising event, leading a volunteer project, or starting a mentorship program. Document your progress and impact to demonstrate the meaningful contribution you have made.
STEM Research Project: If you have an interest in science, technology, engineering, or mathematics (STEM), undertake a research project in a field of your choice. Formulate a hypothesis, design experiments, collect and analyze data, and draw conclusions. Present your findings through a research paper or an engaging presentation. This project will not only deepen your understanding of STEM concepts but also strengthen your research and analytical skills.
Documentary or Film Production: Use your creativity and storytelling skills to produce a documentary or film on a topic of interest. Conduct interviews, capture compelling footage, and edit the material to create a thought-provoking and impactful production. This project allows you to explore your passion for visual storytelling and can be a powerful medium to raise awareness about important issues.
Health and Wellness Campaign: Promote health and wellness in your school or community through a campaign focused on physical fitness, mental well-being, or nutrition. Develop a series of workshops, create informational materials, and organize events that encourage healthy lifestyle choices. Collaborate with local health organizations or experts to ensure the credibility and impact of your campaign.
Cultural Exploration Project: Celebrate diversity and explore different cultures through a project that highlights the traditions, history, or art of a specific country or region. Create an interactive exhibition, organize cultural performances, or design a website that educates and immerses your audience in the richness of the culture you choose to explore.
Personal Development Project: Focus on personal growth and self-reflection by undertaking a project that challenges you to step out of your comfort zone and acquire new skills. This could involve learning a new instrument, mastering a new sport, or acquiring proficiency in a foreign language. Document your progress, setbacks, and lessons learned to showcase your dedication and growth throughout the project.
Demonstrates Mastery of Skills: A good senior project provides an opportunity to showcase the skills and knowledge you have acquired throughout your high school years. It allows you to demonstrate mastery in a particular subject or area of interest. Whether it’s conducting scientific research, organizing community events, or creating a piece of artwork, your project serves as evidence of your capabilities and expertise.
College and Career Readiness: A well-executed senior project prepares you for the academic and professional challenges that lie ahead. It helps you develop critical skills such as research, problem-solving, project management, and communication. These skills are highly valued in college and the workforce, giving you a competitive edge and increasing your chances of success.
Personal Growth and Self-Discovery: Engaging in a senior project offers an opportunity for personal growth and self-discovery. It allows you to explore your passions, interests, and strengths. By pursuing a project that aligns with your values and goals, you can gain a deeper understanding of yourself and your potential career paths. This self-awareness is invaluable when making decisions about your future.
Builds Confidence and Independence: Successfully completing a senior project requires dedication, self-discipline, and the ability to work independently. It challenges you to take ownership of your work, make decisions, and overcome obstacles. As you navigate the project, you build confidence in your abilities and develop a sense of independence that will serve you well in college and beyond.
Engages with the Community: A good senior project often involves engaging with the community and making a positive impact. It allows you to contribute to the betterment of society, whether through service projects, awareness campaigns, or creative initiatives. By connecting with others and addressing community needs, you develop empathy, leadership skills, and a sense of civic responsibility.
Creates Networking Opportunities: Senior projects often require collaboration and interaction with professionals in your field of interest. This presents networking opportunities that can be valuable for future internships, job prospects, or college recommendations. Building connections with experts in your chosen field can open doors to exciting opportunities and mentorship.
Adds Depth to College Applications: A well-executed senior project can make your college applications stand out. Admissions officers value students who have gone above and beyond their regular coursework to pursue a meaningful project. It demonstrates your commitment to learning, your initiative, and your ability to excel outside the classroom. A strong senior project can strengthen your college applications and increase your chances of acceptance.
Leaves a Lasting Legacy: Your senior project has the potential to leave a lasting impact on your school and community. Whether it’s through implementing sustainable initiatives, creating educational resources, or organizing memorable events, your project can have a positive influence on those around you. Leaving a legacy that benefits future students and the community is a rewarding experience that you can be proud of.

A good senior project is important for several reasons. It showcases your skills, prepares you for college and career success, promotes personal growth and self-discovery, builds confidence and independence, engages with the community, creates networking opportunities, enhances college applications, and leaves a lasting legacy. Embrace the opportunity to undertake a meaningful senior project and make the most of this transformative experience.

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Career Exploration of High School Students: Status Quo, Challenges, and Coping Model

Huaruo chen.

1 School of Education Science, Nanjing Normal University, Nanjing, China

2 Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD, United States

3 School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China

4 Institute of Mathematics and Physics, Beijing Union University, Beijing, China

Hairong Ling

Introduction.

Future career choices of teenagers have always been the focus of researchers (Pânişoara et al., 2013 ). In 2014, China proposed a new policy for the reform of the New College Entrance Examination (NCEE), which clearly pointed out that students should choose their appropriate subjects for future study and their development and put forward higher requirements for their self-interest and future career development (Wang, 2021 ). The new model of subjects selection provides more choices, which not only challenges schools and teachers, but also puts forward higher requirements for the ability of the students for career exploration (Jian, 2020 ). The selection of subjects will affect the future academic achievements, majors, and employment in universities of the students (Chen et al., 2021 ). Career exploration is one of the hot research topics in the field of career development in recent years (Jiang et al., 2019 ) and is considered as a great impetus to the adaptive development of people (Guan et al., 2018 ), which refers to the process that an individual explores the environment related to himself/herself and career development under the impetus of exploration motivation (mainly professional exploration in high school) (Derevensky and Coleman, 1989 ; Qu and Zou, 2009 ). Under the background of NCEE reform, it is particularly important for high school students to master and apply the ability of career exploration (Chen et al., 2021 ). After combing the concept, structure, measurement, and influencing factors of career exploration, this study planned to explore the challenges faced by high school students in China, put forward an opinion, and established a new coping model suitable for the career exploration of high school students, to provide help to them for discipline selection and future development.

Literature Review

Concept of career exploration.

The research of career exploration originated from the theory of career development (Jordaan, 1977 ; Nevill, 1997 ; Super and Jordaan, 2007 ), which divided personal career development into five stages as follows: growth, exploration, establishment, maintenance, and decline (Hansen, 1993 ; Beale, 1998 ). The career exploration period (15–24 years old) is an important preparation stage (Gottfredson, 1981 ), and it is also an important period for high school students to know themselves and explore their majors under the NCEE (Darolia and Koedel, 2018 ; Liu and Helwig, 2020 ). Career exploration, which refers to a kind of psychological or physical activity taken by individuals to achieve career goals, including information seeking, self-cognition, and environment (Phillips, 1982 ; Blustein, 1992 ; Gross-Spector and Cinamon, 2018 ). Then according to this definition, scholars put forward that the process of career exploration should pay attention to three contents, as follows: information seeking, self-cognition, and environmental cognition (Blustein, 1989 ). Corresponding to high school students, it mainly involves several aspects, such as the exploration of University majors, the pursuit of subjects selection, self-cognition, and understanding of future University learning environments (Lau et al., 2021 ).

Career exploration of high school refers to a kind of physical or psychological activity that high school students carry out to achieve the optimization of future college professional learning choices, including the process of self-cognition, college professional information collection, and college learning environment cognition. In the process of exploration, the abilities of self-perception, self-reflection, self-matching, and self-regulation can be formed.

Structure of Career Exploration

Nowadays, researchers have different views on the structure of career exploration, which mainly includes content orientation, process orientation, and general orientation (Sugalski and Greenhaus, 1986 ).

In terms of content orientation, career exploration is a simple behavior, including the exploration of self and surrounding environment, emphasizing the object to be explored (An and Lee, 2017 ). Parsons proposed that the exploration objects of individuals in career development include not only their own interests and abilities but also career-related information, which can make a reasonable match between individuals and careers (Parsons, 1909 ; Baker, 2009 ). There are also researchers in China who divide career exploration into self-exploration and environment exploration from the content (Jiwen Song and Werbel, 2007 ). Self-exploration refers to the development of self-information, the definition of values, interests, personality characteristics, abilities, life type tendencies, etc. (Blustein, 1989 ). Environmental exploration includes paying attention to and collecting information related to occupation, work, and organization (Teixeira and Dias, 2011 ; Xu et al., 2014 ).

In terms of process orientation, researchers pay close attention to the process and dynamics of career exploration, emphasize the continuous development of individuals, obtaining information, and finally determining career goals (Blustein, 1989 ; Ketterson and Blustein, 1997 ). Career exploration theory put forward that it should pay attention to the belief and process of career exploration, and focus on the initial motivation. Career exploration development theory focused on the process and reflection of career exploration and the gains after exploration. Both theories provide an important theory and foundation for this study, that is, career exploration needs to pay attention to three dimensions, including belief, process, and reflection. (Stumpf et al., 1983 ; Flum and Blustein, 2000 ).

In terms of general orientation, the meta model of career exploration is representative of integration orientation, which pointed out that there was still no clear and unified structure in the field of career exploration. Its purpose was not to present new knowledge but to organize existing information and integrate it into a systematic pattern. So a meta model of career exploration divided career exploration into two parts, namely, self and environment. There are four stages in each exploration, such as concrete experience, reflective observation, abstract conceptualization, and positive experience. The activities and tasks of individuals in exploring themselves and the environment are different (Atkinson and Murrel, 1988 ). To sum up, career exploration should include two subdimensions, belief and process while focusing on personal exploration and environmental exploration (Model composition 1).

Measurement of Career Exploration

Up to now, there are more and more empirical studies on career exploration, but no measurement tools of various types. The main research types can be divided into three types, namely, career exploration survey (CES), career development inventory (CDI), and self-developed measures.

In terms of CESs, with the maturity of the theoretical research on career exploration, researchers have developed several scales to test the level of career exploration. Stumpf et al. (1983) developed the 59-item CES to capture three major categories of exploration, including the exploration process, reactions to exploration, and beliefs about exploration (Stumpf et al., 1983 ). Since its establishment, the CES has become the leading means of career exploration. On the one hand, more and more empirical studies have completely adopted all the topics of CES and obtained different experimental results (Nauta, 2007 ; Praskova et al., 2015 ; Lent et al., 2017 ). On the other hand, many studies adjust and delete items in the subdimensions of self-exploration and environmental exploration to suit different types of subjects (Werbel, 2000 ; Zikic and Klehe, 2006 ). However, the long process of CES leads to its limitations in empirical research. Although more and more researchers focus on one of the subdimensions, it cannot solve the overall understanding of career exploration (Jiang et al., 2019 ). Therefore, the recent research began to seek a shorter experimental way of career exploration.

In terms of CDI, it is an American instrument designed to measure the vocational maturity of adolescents (Super, 2007 ; Hansen, 2018 ). Resource search, one of its subscales, is often used to measure career exploration. Since the scale has many topics and different measurement contents, later researchers developed a shorter scale, which has also been used in empirical studies from many countries, including Australia (Patton et al., 2004 ; Rogers et al., 2018 ), Swiss (Hirschi, 2011 ), Italy (Chiesa et al., 2016 ), China (Chen et al., 2021 ), and so on. Compared with CES, CDI emphasizes the exploration or thinking of external resources rather than individuals in the process of career exploration (Jiang et al., 2019 ). Another problem worthy of pointing out is that the validity of this subscale of CDI is questionable because most projects involve how the information sources are provided, or belief in work or occupation, so there is no clear assessment of the degree of active participation of individuals in career exploration. In view of these limitations, researchers should be cautious when using the career exploration subscale of CDI as a research tool in future work.

In addition to the above two main measurements, researchers have developed some self-developed measures to evaluate career exploration. Most of these CES subscales have something in common, mainly including self-exploration and environmental exploration, which are particularly related to behaviors in the process of career exploration but pay little attention to attitudes and beliefs. The existing self-developed measures mainly include 6-item scales (Yuen et al., 2010 ; Rojewski et al., 2014 ), 13-item scales (Tracey et al., 2006 ), and 24-item scales (Vignoli et al., 2005 ). However, unlike CES and CDI, these new measures have not been widely adopted. It is worth noting that the existing research on career exploration of high school students mainly focuses on the measurement of exploration behavior and belief (Phillips and Blustein, 1994 ; Brown et al., 1999 ), and has not developed a scale or interview more suitable for high school students. To sum up, career exploration should include reflection (Model composition 2).

Influencing Factors of Career Exploration

The research on the influencing factors of career exploration mainly focuses on family and individual factors (Ingrid, 2004 ), and this study mainly reviews the research in this field from these two aspects. However, in the background of the NCEE, the importance of peer groups and schools to individual career exploration, especially for high school students, cannot be ignored, which is a very important part of future research and practice (Lazarides et al., 2015 ).

In the past, the research on family factors mainly includes two types: construct variables and process variables. On the one hand, there are some evidence which showed that family economic status, working status of parents, and education level can affect the career exploration of teenagers. For example, family economic status was confirmed as a powerful predictor of career exploration and choice, which pointed out middle-class parents will consciously participate in the development of children and provide them with an activity place for interest and ability development, whereas working-class parents tend to regard the development of children as a natural process (Phillips et al., 2002 ). The work experience, employment status, and working conditions of parents have a direct or indirect influence on the career exploration and development of teenagers (Corey and Chen, 2019 ; Wang et al., 2019 ). On the other hand, it involves parent–child attachment, parental support, and parenting style (Lindstrom et al., 2007 ; Gagnon et al., 2019 ). For example, parental behaviors predicted the change in career exploration of German ninth graders over the observed period. Moreover, frequent talks with peers about career-related issues were significantly associated with the intensity of information-seeking behaviors and, at the same time, predicted intensification of occupational exploration during the following 6-month period (Kracke, 2002 ). These two aspects influence each other and play an irreplaceable role in the career development of teenagers.

Previous studies have shown that individual factors affecting career exploration mainly include gender, identity, personality, individual development initiative, career self-efficacy, and so on (Wang et al., 2019 ; Chen et al., 2020a , b ). For example, compared with boys, girls reported more negative certainty and expectation of results. Moreover, girls show less satisfaction with the information they get and experience more pressure to explore and make decisions (Lim and Lee, 2021 ). In addition to the Big Five factors, optimism and self-esteem are also the personality factors concerned. Nauta ( 2007 ) explored the relationship between the five personalities of college students and career exploration, and found that there was no significant correlation between personality and environmental exploration, whereas openness was positively correlated with self-exploration, and extroversion was negatively correlated with self-exploration (Nauta, 2007 ). Mota et al. ( 2012 ) pointed out that there is a correlation between career exploration, career decision-making difficulties, and career indecision level of 9th-grade Portuguese students. This intervention can effectively enhance the understanding of teenagers of career roles and help them make active decisions (Mota et al., 2012 ). However, there are different conclusions. Reed et al. ( 2004 ) found that responsibility and extroversion are positively correlated with environmental exploration, and openness is positively correlated with self-exploration (Reed et al., 2004 ). To sum up, career exploration should include personal characteristics (such as interests and personality) and environmental factors (such as University and professional information) (Model composition 3).

Methodology

In order to effectively collect literature on career exploration in high schools, this study was carried out by following the reporting checklist of the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines (Moher et al., 2014 ; Chen et al., 2020a ). The literature search, screening, and clustering methods employed in the systematic review are summarized in Figure 1 and described in more detail below.

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Flow chart of the study selection process.

Literature Search

The purpose of the systematic review is to discover the development status and challenges of career exploration in high schools. Three groups of search terms are defined, which are as follows: “career exploration,” “new college entrance examination,” and “ subjects selection.” The list of search terms includes words related to all learning theories known by the author. Search is limited to articles written in English and Chinese from Chinese authors and published from January 2000 to July 2021. The data come from Web of Science and CNKI. The initial literature search was conducted from January 2010 to March 2020 and then supplemented in July 2021. The initial search produced a total of 503 papers (235 from Web Of Science and 268 from CNKI).

Screening of Titles and Abstracts

The titles and abstracts of the articles identified by the literature search were screened by hand using the following inclusion and exclusion criteria: (1) research topics must be career exploration, college entrance examination, personal exploration, or University major selection; (2) the research object must be Chinese high school students; (3) papers must be published in journal articles, conference documents or dissertations, etc.; (4) the article must be in English or Chinese. Screening of titles and abstracts reduced the set of relevant articles to 94.

Screening of Full Articles

Two authors were assigned to each of the learning theories. Both authors read all of the articles in their category and excluded any article that was deemed not relevant to career exploration. Articles that included high school students were not excluded if they also included younger or older participants. Both theoretical and empirical studies were included. Screening reduced the set of relevant articles to 13.

The Challenges in Career Exploration of High School

After analyzing the literature review and the literature collected about career exploration in this study, this study summarizes it into three challenges, which are described as follows:

Not Enough Attention to the Career Exploration of High School

Under the premise of realizing self-cognition, high school students can stimulate their inner needs and become interested in themselves, thus forming the inner motive force for career exploration (Creed et al., 2007 ). The career planning education of high school includes five basic contents, such as self-cognition, academic mastery, major exploration, career planning, and life planning (Gu et al., 2020 ). Through the six steps of “self-awareness, world awareness, the initial establishment of career goals, decision-making, action and implementation, evaluation and adjustment,” students can not only cultivate the ability of career planning with the core of choice ability but also cultivate core skills and excellent character to adapt to future career changes (Rogers et al., 2008 ). These are only important parts of the career exploration period, which also shows that career exploration should be an important part of career education in high school. The emphasis should be placed on the guidance of self-cognition (Chen et al., 2020a ). However, this study found the following: (1) facing the research of career exploration, more people pay attention to how graduates make the best choices, rather than looking for the reasons that make career choices difficult (Chan, 2018 ); (2) facing the development of high school students, more and more people choose to pay attention to academic achievements (Otte and Sharpe, 1979 ; Masud et al., 2019 ), family support (Pires et al., 2017 ), and school conditions (Lombardi et al., 2019 ). To sum up, although the attention to the career exploration of high school has risen in recent years, it is still difficult to maintain high attention and in-depth theoretical research, and many studies are borrowed from other research objects without considering the special situation of high school students. To sum up, the main development of career exploration depends on the family and school support (Model composition 4).

No Practical Action to Explore University Majors

Taking NCEE in China as an example, the proposal of a new elective mode is particularly crucial for the exploration of University majors (Liu, 2014 ; Zhang, 2019 ). However, there is little research in this field. Currently, it mainly involves professional classification and research trips. In the professional classification, Xie ( 2016 ) points out that there are currently about 500 majors in colleges and universities in China, which are divided into 18 majors according to their similarities (Xie, 2016 ). At the same time, through understanding the world map of the 18 academic groups, GPS positioning of academic groups, enrollment promotion meeting, professional GPS positioning, and other links, high school students can explore University majors. In terms of the research trip, Yang pointed out that as an effective complement to school education, research trip has strengthened the connection between schools and society, curricula and the 'lifeworld of students, organically combining tourism, study, and research, helping students understand University majors and promoting their all-round development (Yang, 2018 ).

To sum up, the premise of carrying out research and study travel activities is the need to correctly understand the basic nature and practical role of its professional exploration in universities (Huang et al., 2016 ). Designing rich tourism courses and improving the system and mechanism of cooperative organization and management is the cornerstone of carrying out activities. However, it is a pity that although some studies have pointed out the importance of this measure, no pertinent suggestions or practical results have been made. To sum up, the career exploration of high school mainly focuses on the professional exploration of University, and the school should provide corresponding courses as an auxiliary (Model composition 5).

Lack of Operating Mechanism of Environmental Cognition

Environmental cognition, as a very important part of career exploration, is the psychological basis for individuals to adapt to and act on the environment (Henry and Dietz, 2012 ). How to understand the environment? How to form an impression of the environment in your mind? How do you affect how individuals work with the environment? These issues have evolved into studies in the field of environmental psychology, such as city and architectural images, cognitive maps, and road exploration (Silvianingsih et al., 2019 ).

Environmental cognition of returning to high school mainly includes cognition of high school learning environment, experience, and cognition of future professional learning environment of the University. However, little is known about the research in this field. Only Song in 2011 put forward the correct understanding of the environmental education in high school geography teaching research to effectively promote the formation of environmental protection values and sustainable development of students (Song, 2011 ). Therefore, when it comes to environmental cognition, career exploration should learn more from the relatively mature environmental psychology at the level of smashing psychology and carry out deeper exploration. To sum up, career exploration in high school needs to pay attention to personal characteristics such as personal professional values and practical experience (Model composition 6).

Research Findings

Literature characteristics.

Based on the analysis of the characteristics of the last 13 papers, this study found the following: first, the documents lack a strong theoretical basis, and most of the papers do not adopt the characteristics of high school students but directly adopt the theory of adult career exploration, which leads to the inability to teach students in accordance with their aptitude; secondly, among these 13 papers, six English papers are empirical research and journal articles, and seven Chinese papers are theoretical research and mainly dissertation. This reflects that the career exploration research in high school is paid attention to and the research is scattered, which is most likely caused by the lack of mature career exploration guidance in high school; and finally, all the 13 documents were published after the reform of the new college entrance examination of China in 2014, which shows that career exploration started in China not long ago, and so it is extremely urgent to provide a reference coping model.

Literature Content

Based on the analysis of literature and practice, this study found the following: (1) there is little research on career exploration in high schools, and a unified concept definition has not been formed yet; (2) all empirical studies are focused on some practical operation, lacking systematic and complete career. Therefore, this study attempts to establish a coping model of career exploration in high schools to explain the implementation of career exploration in high schools, which has important theoretical and practical significance.

Coping Model of Career Exploration

On the practical level of career exploration, the Chinese researchers are basically in the process of focusing on school activities, and rarely discuss the actual needs of high school students under the NCEE (Chen et al., 2021 ). Even though some studies suggested the necessity of career exploration of high school students (Xie, 2016 ; Chen et al., 2020a ), there were no effective measures to form the concept of exploration for high school students who were in the process of experience, even after tracking the experience. Therefore, the greatest practical value in this study lied in trying to establish the coping model of the career exploration of high school students based on the actual needs of high school students in China. As shown in Figure 2 , the final coping model is formed by synthesizing the conclusions of the 6-model composition mentioned in the full text, which is helpful for high school students to have a reference sequence and theoretical basis in the process of career exploration, thus realizing effective topic selection and career exploration under NCEE in China.

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Coping model of career exploration for high school students.

Firstly, establish the career exploration beliefs. Due to the characteristics of high school students, taking schools as the main body and teaching through courses is considered as one of the more effective measures to solve the career exploration and future career preparation of Chinese high school students (Gu et al., 2020 ; Chen et al., 2021 ). Therefore, this study believes that the knowledge and information of career exploration under NCEE can be taught to high school students through career courses so as to use career-related means to clarify self-awareness, understand their needs and interests, and form a basic methodology. It should be noted that, in the practice of this study, it is found that all the teaching can be completed with the help of assessment and other technologies so as to ensure that students can form a methodology of self-cognition and career exploration.

Secondly, experience the career exploration process. Through the establishment and understanding of the connotation, structures, methods, and influencing factors of career exploration, the career exploration process is aimed at the needs of high school students, especially at the important stage of entering University. It can develop the ability to self-collecting University major information, combine the part of self-cognition, analyze and adapt to our University majors, and purposefully understand the future courses, learning, occupation.

Finally, make the career exploration reflection. Through the exploration of the above two steps, high school students can build up self-confidence, yearn for and perceive a better future, and thus further stimulate the motivation of career exploration, and through each stage of career reflection, make appropriate adjustments to the exploration process to achieve more suitable development.

Career exploration in high schools is a rising star in China, especially under the impetus of the new college entrance examination reform policy. The new college entrance examination requires students to choose subjects in advance, which promotes students to explore their careers in time so that they can make better decisions and lay a good foundation for future career development. Therefore, after sorting out the concept, structure, measurement, and influencing factors of career exploration, this study uses the method of systematic review to screen articles for analysis and points out the great challenges it brings to career exploration. In addition, this study takes the reform of NCEE in China as an example and pays more attention to the reaction, in addition to the process and belief that should be paid attention to in the reflection of career exploration. From these three dimensions, it puts forward relevant coping models and guidelines for supporting the development of high school career exploration, which provided a theoretical model and coping path for the practice of high school career exploration. Although there is a serious lack of research on career exploration in high school in the existing literature, with the promulgation of various policies, more and more researchers realize the importance of career exploration. As this study only puts forward an opinion, it does not give guidance or form an action guide from the practical level, which is the focus of future research.

Author Contributions

All participated in the study design. HC, FL, YW, LL, and XG wrote the first draft. SC and HL modified the manuscript.

This study was funded by Project of Scientific Research Innovation plan for Postgraduates in Jiangsu Province, Grant Number KYCX20_1145, Jiangsu Province Basic Education Prospective Teaching Reform Experiment Project, and Jiangsu Province University's Advantageous Discipline Construction Project, Grant Number PAPD.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

This study would like to extend our sincere gratitude to reviewers.

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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.

Our Mission

Battling ‘Senioritis’ With Forward-Looking Assignments

By assigning activities that help seniors plan for life after high school, teachers can keep them more engaged.

High school students writing in classroom

Working with high school seniors can be both a blessing and a challenge. They are more mature and focused, but they also question the relevance of how they spend their time in the classroom. Plus, there’s the dreaded senioritis to contend with. Over the years, I’ve found a few ways to make senior year more relevant for my students and keep them engaged (at least until spring break).

Finding Their Path

My first goal for seniors is to provide opportunities and time for them to find their path. Many seniors come into their final year of high school anxious about what the future holds. Some might have a clear vision of their future, but many are still trying to figure out life after graduation.

As part of the process of helping students find some direction, I require them to get out into the world of work and do at least one half-day job shadow and then write a reflection on their experience. Most students know this is something they should do, but I have found that unless they get a nudge or push, they simply don’t.

Students tell me that getting out into the field they are interested in and seeing what it might look like for them is very beneficial. We work with a local group to help match students to job shadows, and for those students who aren’t sure what their future holds, we encourage them to do more than one. In addition to the job shadows, seniors are required to interview people in the field they are considering as well as adults they view as happy and successful.

The third part of helping students start to find their path is doing some career research; however, I don’t frame it as the traditional research paper. Rather, we approach it from the angle of researching the myths about that career or the little-known things about that career that most people aren’t aware of. This is often an eye-opening experience.

For many students, the combination of job shadows, interviews, and career research helps them to narrow down their path or confirm that their path is for them. Occasionally, I do have students who after all this realize that the career they thought was right for them might not be. While these students are disappointed, they’re also glad to have figured it out sooner rather than later.

Finding Their Why and Current Purpose

In conjunction with finding their path, I ask seniors to explore the “why” behind their future plans and become clear on their current purpose. We do this through a variety of short writing prompts spread over several weeks. The prompts vary: create a list of things that give you energy and things that drain your energy, what are your top 10 values, what activities make you lose track of time, and describe your dream job, to name just a few.

In addition to the various writing prompts, students create three collages: one that represents them as a child and their interests then, one to represent them now, and one to represent their future self. Students also generate other artifacts, such as an alphabetical autobiography. We explore various articles and writings around the idea of the value of work and the idea that work can bring more than just a paycheck.

After generating a lot of material over the course of several weeks, I challenge students to go back through it all and find connections.

For example, the student who loved building with Legos as a kid might connect that to being in robotics today and their future plans to be an engineer. Sometimes students notice that there is a gap between their connections and future plans. This offers students an opportunity to reflect and ask questions. Sometimes students are fine with the gap, while others reevaluate their plans.

I also push students to look at their values to determine if they align with their post–high school plans. Students have discovered some surprising things about themselves through this. In the past, students who have listed family as a value and were planning to enter a career that would demand 50 or 60 hours a week have had to think through the trade-offs that are inherent in a situation like that.

Near the end of this process, students craft their purpose statement. We then discuss how that statement can help guide them right now and how it will change as they continue to gain experiences and knowledge. We use all this work of self-exploration as a catapult to throw us into personal essays that can be used for admissions, scholarships, or interview prep. Students also pull from their self-discovery work when we prepare professional résumés.

Seniors see the relevance of this work, and many enjoy taking the time, space, and support to think about themselves, grapple with big questions, and figure out what comes next. By keeping things relevant, I have found that I can keep senioritis at bay for much longer than usual.

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Published: 02 December 2020

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

Locke Davenport Huyer ORCID: orcid.org/0000-0003-1526-7122 1 , 2 na1 ,
Neal I. Callaghan ORCID: orcid.org/0000-0001-8214-3395 1 , 3 na1 ,
Sara Dicks 4 ,
Edward Scherer 4 ,
Andrey I. Shukalyuk 1 ,
Margaret Jou 4 &
Dawn M. Kilkenny ORCID: orcid.org/0000-0002-3899-9767 1 , 5

npj Science of Learning volume 5 , Article number: 17 ( 2020 ) Cite this article

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The multi-disciplinary nature of science, technology, engineering, and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of future studies leaves some students disillusioned by STEM. We present Discovery , a term-long inquiry-focused learning model delivered by STEM graduate students in collaboration with high school teachers, in the context of biomedical engineering. Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments. Assessment of grades and survey data suggested positive impact of this learning model on students’ STEM interests and engagement, notably in under-performing cohorts, as well as repeating cohorts that engage in the program on more than one occasion. Discovery presents a scalable platform that stimulates persistence in STEM learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.

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Introduction

High school students with diverse STEM interests often struggle to understand the STEM experience outside the classroom 1 . The multi-disciplinary nature of many career fields can foster a challenge for students in their decision to enroll in appropriate high school courses while maintaining persistence in study, particularly when these courses are not mandatory 2 . Furthermore, this challenge is amplified by the known discrepancy between the knowledge-based learning approach common in high schools and the experiential, mastery-based approaches afforded by the subsequent undergraduate model 3 . In the latter, focused classes, interdisciplinary concepts, and laboratory experiences allow for the application of accumulated knowledge, practice in problem solving, and development of both general and technical skills 4 . Such immersive cooperative learning environments are difficult to establish in the secondary school setting and high school teachers often struggle to implement within their classroom 5 . As such, high school students may become disillusioned before graduation and never experience an enriched learning environment, despite their inherent interests in STEM 6 .

It cannot be argued that early introduction to varied math and science disciplines throughout high school is vital if students are to pursue STEM fields, especially within engineering 7 . However, the majority of literature focused on student interest and retention in STEM highlights outcomes in US high school learning environments, where the sciences are often subject-specific from the onset of enrollment 8 . In contrast, students in the Ontario (Canada) high school system are required to complete Level 1 and 2 core courses in science and math during Grades 9 and 10; these courses are offered as ‘applied’ or ‘academic’ versions and present broad topics of content 9 . It is not until Levels 3 and 4 (generally Grades 11 and 12, respectively) that STEM classes become subject-specific (i.e., Biology, Chemistry, and/or Physics) and are offered as “university”, “college”, or “mixed” versions, designed to best prepare students for their desired post-secondary pursuits 9 . Given that Levels 3 and 4 science courses are not mandatory for graduation, enrollment identifies an innate student interest in continued learning. Furthermore, engagement in these post-secondary preparatory courses is also dependent upon achieving successful grades in preceding courses, but as curriculum becomes more subject-specific, students often yield lower degrees of success in achieving course credit 2 . Therefore, it is imperative that learning supports are best focused on ensuring that those students with an innate interest are able to achieve success in learning.

When given opportunity and focused support, high school students are capable of successfully completing rigorous programs at STEM-focused schools 10 . Specialized STEM schools have existed in the US for over 100 years; generally, students are admitted after their sophomore year of high school experience (equivalent to Grade 10) based on standardized test scores, essays, portfolios, references, and/or interviews 11 . Common elements to this learning framework include a diverse array of advanced STEM courses, paired with opportunities to engage in and disseminate cutting-edge research 12 . Therein, said research experience is inherently based in the processes of critical thinking, problem solving, and collaboration. This learning framework supports translation of core curricular concepts to practice and is fundamental in allowing students to develop better understanding and appreciation of STEM career fields.

Despite the described positive attributes, many students do not have the ability or resources to engage within STEM-focused schools, particularly given that they are not prevalent across Canada, and other countries across the world. Consequently, many public institutions support the idea that post-secondary led engineering education programs are effective ways to expose high school students to engineering education and relevant career options, and also increase engineering awareness 13 . Although singular class field trips are used extensively to accomplish such programs, these may not allow immersive experiences for application of knowledge and practice of skills that are proven to impact long-term learning and influence career choices 14 , 15 . Longer-term immersive research experiences, such as after-school programs or summer camps, have shown successful at recruiting students into STEM degree programs and careers, where longevity of experience helps foster self-determination and interest-led, inquiry-based projects 4 , 16 , 17 , 18 , 19 .

Such activities convey the elements that are suggested to make a post-secondary led high school education programs successful: hands-on experience, self-motivated learning, real-life application, immediate feedback, and problem-based projects 20 , 21 . In combination with immersion in university teaching facilities, learning is authentic and relevant, similar to the STEM school-focused framework, and consequently representative of an experience found in actual STEM practice 22 . These outcomes may further be a consequence of student engagement and attitude: Brown et al. studied the relationships between STEM curriculum and student attitudes, and found the latter played a more important role in intention to persist in STEM when compared to self-efficacy 23 . This is interesting given that student self-efficacy has been identified to influence ‘motivation, persistence, and determination’ in overcoming challenges in a career pathway 24 . Taken together, this suggests that creation and delivery of modern, exciting curriculum that supports positive student attitudes is fundamental to engage and retain students in STEM programs.

Supported by the outcomes of identified effective learning strategies, University of Toronto (U of T) graduate trainees created a novel high school education program Discovery , to develop a comfortable yet stimulating environment of inquiry-focused iterative learning for senior high school students (Grades 11 & 12; Levels 3 & 4) at non-specialized schools. Built in strong collaboration with science teachers from George Harvey Collegiate Institute (Toronto District School Board), Discovery stimulates application of STEM concepts within a unique term-long applied curriculum delivered iteratively within both U of T undergraduate teaching facilities and collaborating high school classrooms 25 . Based on the volume of medically-themed news and entertainment that is communicated to the population at large, the rapidly-growing and diverse field of biomedical engineering (BME) were considered an ideal program context 26 . In its definition, BME necessitates cross-disciplinary STEM knowledge focused on the betterment of human health, wherein Discovery facilitates broadening student perspective through engaging inquiry-based projects. Importantly, Discovery allows all students within a class cohort to work together with their classroom teacher, stimulating continued development of a relevant learning community that is deemed essential for meaningful context and important for transforming student perspectives and understandings 27 , 28 . Multiple studies support the concept that relevant learning communities improve student attitudes towards learning, significantly increasing student motivation in STEM courses, and consequently improving the overall learning experience 29 . Learning communities, such as that provided by Discovery , also promote the formation of self-supporting groups, greater active involvement in class, and higher persistence rates for participating students 30 .

The objective of Discovery , through structure and dissemination, is to engage senior high school science students in challenging, inquiry-based practical BME activities as a mechanism to stimulate comprehension of STEM curriculum application to real-world concepts. Consequent focus is placed on critical thinking skill development through an atmosphere of perseverance in ambiguity, something not common in a secondary school knowledge-focused delivery but highly relevant in post-secondary STEM education strategies. Herein, we describe the observed impact of the differential project-based learning environment of Discovery on student performance and engagement. We identify the value of an inquiry-focused learning model that is tangible for students who struggle in a knowledge-focused delivery structure, where engagement in conceptual critical thinking in the relevant subject area stimulates student interest, attitudes, and resulting academic performance. Assessment of study outcomes suggests that when provided with a differential learning opportunity, student performance and interest in STEM increased. Consequently, Discovery provides an effective teaching and learning framework within a non-specialized school that motivates students, provides opportunity for critical thinking and problem-solving practice, and better prepares them for persistence in future STEM programs.

Program delivery

The outcomes of the current study result from execution of Discovery over five independent academic terms as a collaboration between Institute of Biomedical Engineering (graduate students, faculty, and support staff) and George Harvey Collegiate Institute (science teachers and administration) stakeholders. Each term, the program allowed senior secondary STEM students (Grades 11 and 12) opportunity to engage in a novel project-based learning environment. The program structure uses the problem-based engineering capstone framework as a tool of inquiry-focused learning objectives, motivated by a central BME global research topic, with research questions that are inter-related but specific to the curriculum of each STEM course subject (Fig. 1 ). Over each 12-week term, students worked in teams (3–4 students) within their class cohorts to execute projects with the guidance of U of T trainees ( Discovery instructors) and their own high school teacher(s). Student experimental work was conducted in U of T teaching facilities relevant to the research study of interest (i.e., Biology and Chemistry-based projects executed within Undergraduate Teaching Laboratories; Physics projects executed within Undergraduate Design Studios). Students were introduced to relevant techniques and safety procedures in advance of iterative experimentation. Importantly, this experience served as a course term project for students, who were assessed at several points throughout the program for performance in an inquiry-focused environment as well as within the regular classroom (Fig. 1 ). To instill the atmosphere of STEM, student teams delivered their outcomes in research poster format at a final symposium, sharing their results and recommendations with other post-secondary students, faculty, and community in an open environment.

The general program concept (blue background; top left ) highlights a global research topic examined through student dissemination of subject-specific research questions, yielding multifaceted student outcomes (orange background; top right ). Each program term (term workflow, yellow background; bottom panel ), students work on program deliverables in class (blue), iterate experimental outcomes within university facilities (orange), and are assessed accordingly at numerous deliverables in an inquiry-focused learning model.

Over the course of five terms there were 268 instances of tracked student participation, representing 170 individual students. Specifically, 94 students participated during only one term of programming, 57 students participated in two terms, 16 students participated in three terms, and 3 students participated in four terms. Multiple instances of participation represent students that enrol in more than one STEM class during their senior years of high school, or who participated in Grade 11 and subsequently Grade 12. Students were surveyed before and after each term to assess program effects on STEM interest and engagement. All grade-based assessments were performed by high school teachers for their respective STEM class cohorts using consistent grading rubrics and assignment structure. Here, we discuss the outcomes of student involvement in this experiential curriculum model.

Student performance and engagement

Student grades were assigned, collected, and anonymized by teachers for each Discovery deliverable (background essay, client meeting, proposal, progress report, poster, and final presentation). Teachers anonymized collective Discovery grades, the component deliverable grades thereof, final course grades, attendance in class and during programming, as well as incomplete classroom assignments, for comparative study purposes. Students performed significantly higher in their cumulative Discovery grade than in their cumulative classroom grade (final course grade less the Discovery contribution; p < 0.0001). Nevertheless, there was a highly significant correlation ( p < 0.0001) observed between the grade representing combined Discovery deliverables and the final course grade (Fig. 2a ). Further examination of the full dataset revealed two student cohorts of interest: the “Exceeds Expectations” (EE) subset (defined as those students who achieved ≥1 SD [18.0%] grade differential in Discovery over their final course grade; N = 99 instances), and the “Multiple Term” (MT) subset (defined as those students who participated in Discovery more than once; 76 individual students that collectively accounted for 174 single terms of assessment out of the 268 total student-terms delivered) (Fig. 2b, c ). These subsets were not unrelated; 46 individual students who had multiple experiences (60.5% of total MTs) exhibited at least one occasion in achieving a ≥18.0% grade differential. As students participated in group work, there was concern that lower-performing students might negatively influence the Discovery grade of higher-performing students (or vice versa). However, students were observed to self-organize into groups where all individuals received similar final overall course grades (Fig. 2d ), thereby alleviating these concerns.

a Linear regression of student grades reveals a significant correlation ( p = 0.0009) between Discovery performance and final course grade less the Discovery contribution to grade, as assessed by teachers. The dashed red line and intervals represent the theoretical 1:1 correlation between Discovery and course grades and standard deviation of the Discovery -course grade differential, respectively. b , c Identification of subgroups of interest, Exceeds Expectations (EE; N = 99, orange ) who were ≥+1 SD in Discovery -course grade differential and Multi-Term (MT; N = 174, teal ), of which N = 65 students were present in both subgroups. d Students tended to self-assemble in working groups according to their final course performance; data presented as mean ± SEM. e For MT students participating at least 3 terms in Discovery , there was no significant correlation between course grade and time, while ( f ) there was a significant correlation between Discovery grade and cumulative terms in the program. Histograms of total absences per student in ( g ) Discovery and ( h ) class (binned by 4 days to be equivalent in time to a single Discovery absence).

The benefits experienced by MT students seemed progressive; MT students that participated in 3 or 4 terms ( N = 16 and 3, respectively ) showed no significant increase by linear regression in their course grade over time ( p = 0.15, Fig. 2e ), but did show a significant increase in their Discovery grades ( p = 0.0011, Fig. 2f ). Finally, students demonstrated excellent Discovery attendance; at least 91% of participants attended all Discovery sessions in a given term (Fig. 2g ). In contrast, class attendance rates reveal a much wider distribution where 60.8% (163 out of 268 students) missed more than 4 classes (equivalent in learning time to one Discovery session) and 14.6% (39 out of 268 students) missed 16 or more classes (equivalent in learning time to an entire program of Discovery ) in a term (Fig. 2h ).

Discovery EE students (Fig. 3 ), roughly by definition, obtained lower course grades ( p < 0.0001, Fig. 3a ) and higher final Discovery grades ( p = 0.0004, Fig. 3b ) than non-EE students. This cohort of students exhibited program grades higher than classmates (Fig. 3c–h ); these differences were significant in every category with the exception of essays, where they outperformed to a significantly lesser degree ( p = 0.097; Fig. 3c ). There was no statistically significant difference in EE vs. non-EE student classroom attendance ( p = 0.85; Fig. 3i, j ). There were only four single day absences in Discovery within the EE subset; however, this difference was not statistically significant ( p = 0.074).

The “Exceeds Expectations” (EE) subset of students (defined as those who received a combined Discovery grade ≥1 SD (18.0%) higher than their final course grade) performed ( a ) lower on their final course grade and ( b ) higher in the Discovery program as a whole when compared to their classmates. d – h EE students received significantly higher grades on each Discovery deliverable than their classmates, except for their ( c ) introductory essays and ( h ) final presentations. The EE subset also tended ( i ) to have a higher relative rate of attendance during Discovery sessions but no difference in ( j ) classroom attendance. N = 99 EE students and 169 non-EE students (268 total). Grade data expressed as mean ± SEM.

Discovery MT students (Fig. 4 ), although not receiving significantly higher grades in class than students participating in the program only one time ( p = 0.29, Fig. 4a ), were observed to obtain higher final Discovery grades than single-term students ( p = 0.0067, Fig. 4b ). Although trends were less pronounced for individual MT student deliverables (Fig. 4c–h ), this student group performed significantly better on the progress report ( p = 0.0021; Fig. 4f ). Trends of higher performance were observed for initial proposals and final presentations ( p = 0.081 and 0.056, respectively; Fig. 4e, h ); all other deliverables were not significantly different between MT and non-MT students (Fig. 4c, d, g ). Attendance in Discovery ( p = 0.22) was also not significantly different between MT and non-MT students, although MT students did miss significantly less class time ( p = 0.010) (Fig. 4i, j ). Longitudinal assessment of individual deliverables for MT students that participated in three or more Discovery terms (Fig. 5 ) further highlights trend in improvement (Fig. 2f ). Greater performance over terms of participation was observed for essay ( p = 0.0295, Fig. 5a ), client meeting ( p = 0.0003, Fig. 5b ), proposal ( p = 0.0004, Fig. 5c ), progress report ( p = 0.16, Fig. 5d ), poster ( p = 0.0005, Fig. 5e ), and presentation ( p = 0.0295, Fig. 5f ) deliverable grades; these trends were all significant with the exception of the progress report ( p = 0.16, Fig. 5d ) owing to strong performance in this deliverable in all terms.

The “multi-term” (MT) subset of students (defined as having attended more than one term of Discovery ) demonstrated favorable performance in Discovery , ( a ) showing no difference in course grade compared to single-term students, but ( b outperforming them in final Discovery grade. Independent of the number of times participating in Discovery , MT students did not score significantly differently on their ( c ) essay, ( d ) client meeting, or ( g ) poster. They tended to outperform their single-term classmates on the ( e ) proposal and ( h ) final presentation and scored significantly higher on their ( f ) progress report. MT students showed no statistical difference in ( i ) Discovery attendance but did show ( j ) higher rates of classroom attendance than single-term students. N = 174 MT instances of student participation (76 individual students) and 94 single-term students. Grade data expressed as mean ± SEM.

Longitudinal assessment of a subset of MT student participants that participated in three ( N = 16) or four ( N = 3) terms presents a significant trend of improvement in their ( a ) essay, ( b ) client meeting, ( c ) proposal, ( e ) poster, and ( f ) presentation grade. d Progress report grades present a trend in improvement but demonstrate strong performance in all terms, limiting potential for student improvement. Grade data are presented as individual student performance; each student is represented by one color; data is fitted with a linear trendline (black).

Finally, the expansion of Discovery to a second school of lower LOI (i.e., nominally higher aggregate SES) allowed for the assessment of program impact in a new population over 2 terms of programming. A significant ( p = 0.040) divergence in Discovery vs. course grade distribution from the theoretical 1:1 relationship was found in the new cohort (S 1 Appendix , Fig. S 1 ), in keeping with the pattern established in this study.

Teacher perceptions

Qualitative observation in the classroom by high school teachers emphasized the value students independently placed on program participation and deliverables. Throughout the term, students often prioritized Discovery group assignments over other tasks for their STEM courses, regardless of academic weight and/or due date. Comparing within this student population, teachers spoke of difficulties with late and incomplete assignments in the regular curriculum but found very few such instances with respect to Discovery -associated deliverables. Further, teachers speculated on the good behavior and focus of students in Discovery programming in contrast to attentiveness and behavior issues in their school classrooms. Multiple anecdotal examples were shared of renewed perception of student potential; students that exhibited poor academic performance in the classroom often engaged with high performance in this inquiry-focused atmosphere. Students appeared to take a sense of ownership, excitement, and pride in the setting of group projects oriented around scientific inquiry, discovery, and dissemination.

Student perceptions

Students were asked to consider and rank the academic difficulty (scale of 1–5, with 1 = not challenging and 5 = highly challenging) of the work they conducted within the Discovery learning model. Considering individual Discovery terms, at least 91% of students felt the curriculum to be sufficiently challenging with a 3/5 or higher ranking (Term 1: 87.5%, Term 2: 93.4%, Term 3: 85%, Term 4: 93.3%, Term 5: 100%), and a minimum of 58% of students indicating a 4/5 or higher ranking (Term 1: 58.3%, Term 2: 70.5%, Term 3: 67.5%, Term 4: 69.1%, Term 5: 86.4%) (Fig. 6a ).

a Histogram of relative frequency of perceived Discovery programming academic difficulty ranked from not challenging (1) to highly challenging (5) for each session demonstrated the consistently perceived high degree of difficulty for Discovery programming (total responses: 223). b Program participation increased student comfort (94.6%) with navigating lab work in a university or college setting (total responses: 220). c Considering participation in Discovery programming, students indicated their increased (72.4%) or decreased (10.1%) likelihood to pursue future experiences in STEM as a measure of program impact (total responses: 217). d Large majority of participating students (84.9%) indicated their interest for future participation in Discovery (total responses: 212). Students were given the opportunity to opt out of individual survey questions, partially completed surveys were included in totals.

The majority of students (94.6%) indicated they felt more comfortable with the idea of performing future work in a university STEM laboratory environment given exposure to university teaching facilities throughout the program (Fig. 6b ). Students were also queried whether they were (i) more likely, (ii) less likely, or (iii) not impacted by their experience in the pursuit of STEM in the future. The majority of participants (>82%) perceived impact on STEM interests, with 72.4% indicating they were more likely to pursue these interests in the future (Fig. 6c ). When surveyed at the end of term, 84.9% of students indicated they would participate in the program again (Fig. 6d ).

We have described an inquiry-based framework for implementing experiential STEM education in a BME setting. Using this model, we engaged 268 instances of student participation (170 individual students who participated 1–4 times) over five terms in project-based learning wherein students worked in peer-based teams under the mentorship of U of T trainees to design and execute the scientific method in answering a relevant research question. Collaboration between high school teachers and Discovery instructors allowed for high school student exposure to cutting-edge BME research topics, participation in facilitated inquiry, and acquisition of knowledge through scientific discovery. All assessments were conducted by high school teachers and constituted a fraction (10–15%) of the overall course grade, instilling academic value for participating students. As such, students exhibited excitement to learn as well as commitment to their studies in the program.

Through our observations and analysis, we suggest there is value in differential learning environments for students that struggle in a knowledge acquisition-focused classroom setting. In general, we observed a high level of academic performance in Discovery programming (Fig. 2a ), which was highlighted exceptionally in EE students who exhibited greater academic performance in Discovery deliverables compared to normal coursework (>18% grade improvement in relevant deliverables). We initially considered whether this was the result of strong students influencing weaker students; however, group organization within each course suggests this is not the case (Fig. 2d ). With the exception of one class in one term (24 participants assigned by their teacher), students were allowed to self-organize into working groups and they chose to work with other students of relatively similar academic performance (as indicated by course grade), a trend observed in other studies 31 , 32 . Remarkably, EE students not only excelled during Discovery when compared to their own performance in class, but this cohort also achieved significantly higher average grades in each of the deliverables throughout the program when compared to the remaining Discovery cohort (Fig. 3 ). This data demonstrates the value of an inquiry-based learning environment compared to knowledge-focused delivery in the classroom in allowing students to excel. We expect that part of this engagement was resultant of student excitement with a novel learning opportunity. It is however a well-supported concept that students who struggle in traditional settings tend to demonstrate improved interest and motivation in STEM when given opportunity to interact in a hands-on fashion, which supports our outcomes 4 , 33 . Furthermore, these outcomes clearly represent variable student learning styles, where some students benefit from a greater exchange of information, knowledge and skills in a cooperative learning environment 34 . The performance of the EE group may not be by itself surprising, as the identification of the subset by definition required high performers in Discovery who did not have exceptionally high course grades; in addition, the final Discovery grade is dependent on the component assignment grades. However, the discrepancies between EE and non-EE groups attendance suggests that students were engaged by Discovery in a way that they were not by regular classroom curriculum.

In addition to quantified engagement in Discovery observed in academic performance, we believe remarkable attendance rates are indicative of the value students place in the differential learning structure. Given the differences in number of Discovery days and implications of missing one day of regular class compared to this immersive program, we acknowledge it is challenging to directly compare attendance data and therefore approximate this comparison with consideration of learning time equivalence. When combined with other subjective data including student focus, requests to work on Discovery during class time, and lack of discipline/behavior issues, the attendance data importantly suggests that students were especially engaged by the Discovery model. Further, we believe the increased commute time to the university campus (students are responsible for independent transit to campus, a much longer endeavour than the normal school commute), early program start time, and students’ lack of familiarity with the location are non-trivial considerations when determining the propensity of students to participate enthusiastically in Discovery . We feel this suggests the students place value on this team-focused learning and find it to be more applicable and meaningful to their interests.

Given post-secondary admission requirements for STEM programs, it would be prudent to think that students participating in multiple STEM classes across terms are the ones with the most inherent interest in post-secondary STEM programs. The MT subset, representing students who participated in Discovery for more than one term, averaged significantly higher final Discovery grades. The increase in the final Discovery grade was observed to result from a general confluence of improved performance over multiple deliverables and a continuous effort to improve in a STEM curriculum. This was reflected in longitudinal tracking of Discovery performance, where we observed a significant trend of improved performance. Interestingly, the high number of MT students who were included in the EE group suggests that students who had a keen interest in science enrolled in more than one course and in general responded well to the inquiry-based teaching method of Discovery , where scientific method was put into action. It stands to reason that students interested in science will continue to take STEM courses and will respond favorably to opportunities to put classroom theory to practical application.

The true value of an inquiry-based program such as Discovery may not be based in inspiring students to perform at a higher standard in STEM within the high school setting, as skills in critical thinking do not necessarily translate to knowledge-based assessment. Notably, students found the programming equally challenging throughout each of the sequential sessions, perhaps somewhat surprising considering the increasing number of repeat attendees in successive sessions (Fig. 6a ). Regardless of sub-discipline, there was an emphasis of perceived value demonstrated through student surveys where we observed indicated interest in STEM and comfort with laboratory work environments, and desire to engage in future iterations given the opportunity. Although non-quantitative, we perceive this as an indicator of significant student engagement, even though some participants did not yield academic success in the program and found it highly challenging given its ambiguity.

Although we observed that students become more certain of their direction in STEM, further longitudinal study is warranted to make claim of this outcome. Additionally, at this point in our assessment we cannot effectively assess the practical outcomes of participation, understanding that the immediate effects observed are subject to a number of factors associated with performance in the high school learning environment. Future studies that track graduates from this program will be prudent, in conjunction with an ever-growing dataset of assessment as well as surveys designed to better elucidate underlying perceptions and attitudes, to continue to understand the expected benefits of this inquiry-focused and partnered approach. Altogether, a multifaceted assessment of our early outcomes suggests significant value of an immersive and iterative interaction with STEM as part of the high school experience. A well-defined divergence from knowledge-based learning, focused on engagement in critical thinking development framed in the cutting-edge of STEM, may be an important step to broadening student perspectives.

In this study, we describe the short-term effects of an inquiry-based STEM educational experience on a cohort of secondary students attending a non-specialized school, and suggest that the framework can be widely applied across virtually all subjects where inquiry-driven and mentored projects can be undertaken. Although we have demonstrated replication in a second cohort of nominally higher SES (S 1 Appendix , Supplementary Fig. 1 ), a larger collection period with more students will be necessary to conclusively determine impact independent of both SES and specific cohort effects. Teachers may also find this framework difficult to implement depending on resources and/or institutional investment and support, particularly if post-secondary collaboration is inaccessible. Offerings to a specific subject (e.g., physics) where experiments yielding empirical data are logistically or financially simpler to perform may be valid routes of adoption as opposed to the current study where all subject cohorts were included.

As we consider Discovery in a bigger picture context, expansion and implementation of this model is translatable. Execution of the scientific method is an important aspect of citizen science, as the concepts of critical thing become ever-more important in a landscape of changing technological landscapes. Giving students critical thinking and problem-solving skills in their primary and secondary education provides value in the context of any career path. Further, we feel that this model is scalable across disciplines, STEM or otherwise, as a means of building the tools of inquiry. We have observed here the value of differential inclusive student engagement and critical thinking through an inquiry-focused model for a subset of students, but further to this an engagement, interest, and excitement across the body of student participants. As we educate the leaders of tomorrow, we suggest that use of an inquiry-focused model such as Discovery could facilitate growth of a data-driven critical thinking framework.

In conclusion, we have presented a model of inquiry-based STEM education for secondary students that emphasizes inclusion, quantitative analysis, and critical thinking. Student grades suggest significant performance benefits, and engagement data suggests positive student attitude despite the perceived challenges of the program. We also note a particular performance benefit to students who repeatedly engage in the program. This framework may carry benefits in a wide variety of settings and disciplines for enhancing student engagement and performance, particularly in non-specialized school environments.

Study design and implementation

Participants in Discovery include all students enrolled in university-stream Grade 11 or 12 biology, chemistry, or physics at the participating school over five consecutive terms (cohort summary shown in Table 1 ). Although student participation in educational content was mandatory, student grades and survey responses (administered by high school teachers) were collected from only those students with parent or guardian consent. Teachers replaced each student name with a unique coded identifier to preserve anonymity but enable individual student tracking over multiple terms. All data collected were analyzed without any exclusions save for missing survey responses; no power analysis was performed prior to data collection.

Ethics statement

This study was approved by the University of Toronto Health Sciences Research Ethics Board (Protocol # 34825) and the Toronto District School Board External Research Review Committee (Protocol # 2017-2018-20). Written informed consent was collected from parents or guardians of participating students prior to the acquisition of student data (both post-hoc academic data and survey administration). Data were anonymized by high school teachers for maintenance of academic confidentiality of individual students prior to release to U of T researchers.

Educational program overview

Students enrolled in university-preparatory STEM classes at the participating school completed a term-long project under the guidance of graduate student instructors and undergraduate student mentors as a mandatory component of their respective course. Project curriculum developed collaboratively between graduate students and participating high school teachers was delivered within U of T Faculty of Applied Science & Engineering (FASE) teaching facilities. Participation allows high school students to garner a better understanding as to how undergraduate learning and career workflows in STEM vary from traditional high school classroom learning, meanwhile reinforcing the benefits of problem solving, perseverance, teamwork, and creative thinking competencies. Given that Discovery was a mandatory component of course curriculum, students participated as class cohorts and addressed questions specific to their course subject knowledge base but related to the defined global health research topic (Fig. 1 ). Assessment of program deliverables was collectively assigned to represent 10–15% of the final course grade for each subject at the discretion of the respective STEM teacher.

The Discovery program framework was developed, prior to initiation of student assessment, in collaboration with one high school selected from the local public school board over a 1.5 year period of time. This partner school consistently scores highly (top decile) in the school board’s Learning Opportunities Index (LOI). The LOI ranks each school based on measures of external challenges affecting its student population therefore schools with the greatest level of external challenge receive a higher ranking 35 . A high LOI ranking is inversely correlated with socioeconomic status (SES); therefore, participating students are identified as having a significant number of external challenges that may affect their academic success. The mandatory nature of program participation was established to reach highly capable students who may be reluctant to engage on their own initiative, as a means of enhancing the inclusivity and impact of the program. The selected school partner is located within a reasonable geographical radius of our campus (i.e., ~40 min transit time from school to campus). This is relevant as participating students are required to independently commute to campus for Discovery hands-on experiences.

Each program term of Discovery corresponds with a five-month high school term. Lead university trainee instructors (3–6 each term) engaged with high school teachers 1–2 months in advance of high school student engagement to discern a relevant overarching global healthcare theme. Each theme was selected with consideration of (a) topics that university faculty identify as cutting-edge biomedical research, (b) expertise that Discovery instructors provide, and (c) capacity to showcase the diversity of BME. Each theme was sub-divided into STEM subject-specific research questions aligning with provincial Ministry of Education curriculum concepts for university-preparatory Biology, Chemistry, and Physics 9 that students worked to address, both on-campus and in-class, during a term-long project. The Discovery framework therefore provides students a problem-based learning experience reflective of an engineering capstone design project, including a motivating scientific problem (i.e., global topic), subject-specific research question, and systematic determination of a professional recommendation addressing the needs of the presented problem.

Discovery instructors were volunteers recruited primarily from graduate and undergraduate BME programs in the FASE. Instructors were organized into subject-specific instructional teams based on laboratory skills, teaching experience, and research expertise. The lead instructors of each subject (the identified 1–2 trainees that built curriculum with high school teachers) were responsible to organize the remaining team members as mentors for specific student groups over the course of the program term (~1:8 mentor to student ratio).

All Discovery instructors were familiarized with program expectations and trained in relevant workspace safety, in addition to engagement at a teaching workshop delivered by the Faculty Advisor (a Teaching Stream faculty member) at the onset of term. This workshop was designed to provide practical information on teaching and was co-developed with high school teachers based on their extensive training and experience in fundamental teaching methods. In addition, group mentors received hands-on training and guidance from lead instructors regarding the specific activities outlined for their respective subject programming (an exemplary term of student programming is available in S 2 Appendix) .

Discovery instructors were responsible for introducing relevant STEM skills and mentoring high school students for the duration of their projects, with support and mentorship from the Faculty Mentor. Each instructor worked exclusively throughout the term with the student groups to which they had been assigned, ensuring consistent mentorship across all disciplinary components of the project. In addition to further supporting university trainees in on-campus mentorship, high school teachers were responsible for academic assessment of all student program deliverables (Fig. 1 ; the standardized grade distribution available in S 3 Appendix ). Importantly, trainees never engaged in deliverable assessment; for continuity of overall course assessment, this remained the responsibility of the relevant teacher for each student cohort.

Throughout each term, students engaged within the university facilities four times. The first three sessions included hands-on lab sessions while the fourth visit included a culminating symposium for students to present their scientific findings (Fig. 1 ). On average, there were 4–5 groups of students per subject (3–4 students per group; ~20 students/class). Discovery instructors worked exclusively with 1–2 groups each term in the capacity of mentor to monitor and guide student progress in all project deliverables.

After introducing the selected global research topic in class, teachers led students in completion of background research essays. Students subsequently engaged in a subject-relevant skill-building protocol during their first visit to university teaching laboratory facilities, allowing opportunity to understand analysis techniques and equipment relevant for their assessment projects. At completion of this session, student groups were presented with a subject-specific research question as well as the relevant laboratory inventory available for use during their projects. Armed with this information, student groups continued to work in their classroom setting to develop group-specific experimental plans. Teachers and Discovery instructors provided written and oral feedback, respectively , allowing students an opportunity to revise their plans in class prior to on-campus experimental execution.

Once at the relevant laboratory environment, student groups executed their protocols in an effort to collect experimental data. Data analysis was performed in the classroom and students learned by trial & error to optimize their protocols before returning to the university lab for a second opportunity of data collection. All methods and data were re-analyzed in class in order for students to create a scientific poster for the purpose of study/experience dissemination. During a final visit to campus, all groups presented their findings at a research symposium, allowing students to verbally defend their process, analyses, interpretations, and design recommendations to a diverse audience including peers, STEM teachers, undergraduate and graduate university students, postdoctoral fellows and U of T faculty.

Data collection

Teachers evaluated their students on the following associated deliverables: (i) global theme background research essay; (ii) experimental plan; (iii) progress report; (iv) final poster content and presentation; and (v) attendance. For research purposes, these grades were examined individually and also as a collective Discovery program grade for each student. For students consenting to participation in the research study, all Discovery grades were anonymized by the classroom teacher before being shared with study authors. Each student was assigned a code by the teacher for direct comparison of deliverable outcomes and survey responses. All instances of “Final course grade” represent the prorated course grade without the Discovery component, to prevent confounding of quantitative analyses.

Survey instruments were used to gain insight into student attitudes and perceptions of STEM and post-secondary study, as well as Discovery program experience and impact (S 4 Appendix ). High school teachers administered surveys in the classroom only to students supported by parental permission. Pre-program surveys were completed at minimum 1 week prior to program initiation each term and exit surveys were completed at maximum 2 weeks post- Discovery term completion. Surveys results were validated using a principal component analysis (S 1 Appendix , Supplementary Fig. 2 ).

Identification and comparison of population subsets

From initial analysis, we identified two student subpopulations of particular interest: students who performed ≥1 SD [18.0%] or greater in the collective Discovery components of the course compared to their final course grade (“EE”), and students who participated in Discovery more than once (“MT”). These groups were compared individually against the rest of the respective Discovery population (“non-EE” and “non-MT”, respectively ). Additionally, MT students who participated in three or four (the maximum observed) terms of Discovery were assessed for longitudinal changes to performance in their course and Discovery grades. Comparisons were made for all Discovery deliverables (introductory essay, client meeting, proposal, progress report, poster, and presentation), final Discovery grade, final course grade, Discovery attendance, and overall attendance.

Statistical analysis

Student course grades were analyzed in all instances without the Discovery contribution (calculated from all deliverable component grades and ranging from 10 to 15% of final course grade depending on class and year) to prevent correlation. Aggregate course grades and Discovery grades were first compared by paired t-test, matching each student’s course grade to their Discovery grade for the term. Student performance in Discovery ( N = 268 instances of student participation, comprising 170 individual students that participated 1–4 times) was initially assessed in a linear regression of Discovery grade vs. final course grade. Trends in course and Discovery performance over time for students participating 3 or 4 terms ( N = 16 and 3 individuals, respectively ) were also assessed by linear regression. For subpopulation analysis (EE and MT, N = 99 instances from 81 individuals and 174 instances from 76 individuals, respectively ), each dataset was tested for normality using the D’Agostino and Pearson omnibus normality test. All subgroup comparisons vs. the remaining population were performed by Mann–Whitney U -test. Data are plotted as individual points with mean ± SEM overlaid (grades), or in histogram bins of 1 and 4 days, respectively , for Discovery and class attendance. Significance was set at α ≤ 0.05.

Reporting summary

Further information on research design is available in the Nature Research Reporting Summary linked to this article.

Data availability

The data that support the findings of this study are available upon reasonable request from the corresponding author DMK. These data are not publicly available due to privacy concerns of personal data according to the ethical research agreements supporting this study.

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Acknowledgements

This study has been possible due to the support of many University of Toronto trainee volunteers, including Genevieve Conant, Sherif Ramadan, Daniel Smieja, Rami Saab, Andrew Effat, Serena Mandla, Cindy Bui, Janice Wong, Dawn Bannerman, Allison Clement, Shouka Parvin Nejad, Nicolas Ivanov, Jose Cardenas, Huntley Chang, Romario Regeenes, Dr. Henrik Persson, Ali Mojdeh, Nhien Tran-Nguyen, Ileana Co, and Jonathan Rubianto. We further acknowledge the staff and administration of George Harvey Collegiate Institute and the Institute of Biomedical Engineering (IBME), as well as Benjamin Rocheleau and Madeleine Rocheleau for contributions to data collation. Discovery has grown with continued support of Dean Christopher Yip (Faculty of Applied Science and Engineering, U of T), and the financial support of the IBME and the National Science and Engineering Research Council (NSERC) PromoScience program (PROSC 515876-2017; IBME “Igniting Youth Curiosity in STEM” initiative co-directed by DMK and Dr. Penney Gilbert). LDH and NIC were supported by Vanier Canada graduate scholarships from the Canadian Institutes of Health Research and NSERC, respectively . DMK holds a Dean’s Emerging Innovation in Teaching Professorship in the Faculty of Engineering & Applied Science, U of T.

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These authors contributed equally: Locke Davenport Huyer, Neal I. Callaghan.

Authors and Affiliations

Institute of Biomedical Engineering, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer, Neal I. Callaghan, Andrey I. Shukalyuk & Dawn M. Kilkenny

Chemical Engineering and Applied Chemistry, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer

Translational Biology and Engineering Program, Ted Rogers Centre for Heart Research, University of Toronto, Toronto, ON, Canada

Neal I. Callaghan

George Harvey Collegiate Institute, Toronto District School Board, Toronto, ON, Canada

Sara Dicks, Edward Scherer & Margaret Jou

Institute for Studies in Transdisciplinary Engineering Education & Practice, University of Toronto, Toronto, ON, Canada

Dawn M. Kilkenny

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Contributions

LDH, NIC and DMK conceived the program structure, designed the study, and interpreted the data. LDH and NIC ideated programming, coordinated execution, and performed all data analysis. SD, ES, and MJ designed and assessed student deliverables, collected data, and anonymized data for assessment. SD assisted in data interpretation. AIS assisted in programming ideation and design. All authors provided feedback and approved the manuscript that was written by LDH, NIC and DMK.

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Correspondence to Dawn M. Kilkenny .

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Davenport Huyer, L., Callaghan, N.I., Dicks, S. et al. Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Sci. Learn. 5 , 17 (2020). https://doi.org/10.1038/s41539-020-00076-2

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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.

Secondary Curriculum

The secondary school is divided into two stages… grades 7-8 (the Logic Stage) and grades 9-12 (the Rhetoric Stage).

In grades 7-8, the students take the mastered information from the Grammar Stage and bring it into ordered relationships. Students begin to apply logic, assessing the validity of arguments and learning to view information critically with more discerning minds.

In grades 9-12, students learn to articulate eloquently and persuasively, and to use the tools of knowledge and understanding acquired in the earlier stages. This is the point at which the strength of a classical education is made fully visible.

Click here for an overview of the Logos School secondary curriculum.

Click for our 2-page School Profile

The Knight’s Creed and Commitment

Class Schedules

Fall 2023 Finals Schedule 7th-12th grades only.

23-24 Fall Class Schedule 7th-12th grades only.

Senior Course Options:

By the time students reach their senior year in high school, they have usually developed interests in specific areas. Therefore, they will be given the opportunity to pursue those areas through the following senior course options. These options are designed to allow students the opportunity to learn one or two subjects well. As Dorothy Sayers says, “Whatever is mere apparatus may now be allowed to fall into the background, while the trained mind is gradually prepared for specialization in the “subjects” which, when the Trivium is completed, it should be perfectly well equipped to tackle on its own.” (from The Lost Tools of Learning) These options should aid the transition from the completion of the Trivium to the more specialized study that is a part of a college or university education.

Option 1: College or Online Class

This is a 1 credit option in which a student enrolls in a college or online class. Approved subjects include math, science, theology, humanities, and fine arts. The class must be taken for credit and the student must submit a transcript to receive credit toward Logos graduation. Areas of study that do not qualify are recreational classes and/or self-guided courses with little accountability.

Option 2: Internship

The internship is a 1/2 credit option intended to provide seniors with the opportunity to study a career. Students must work a minimum of 2 hours per week on their internship. A variety of internships have been approved in the past (interning with an elementary or secondary Logos teacher, riding along with police officers, observing at a local vet clinic, etc.). Students are not allowed to be paid for the time they spend as an intern. Parents are responsible to provide oversight and any necessary supervision or screening (background checks, etc.) for this experience.

Procedures for Both Options

1. At least two weeks before the beginning of each semester, students must submit a written proposal to the principal, via email. Late proposals will not be considered. Proposals must describe the following:

a. the main purpose of and goals for the program

b. the work that the student will be doing weekly to achieve these goals (include the website link for online classes)

c. the number of hours per week that the student will be participating in the program

2. Students have two days to resubmit proposals that have been denied.

Guidelines for Both Options

1. Credit will not be granted for work completed before a proposal is approved.

2. Students will receive a grade of E, S, or U at the end of each quarter and semester.

3. Failure to make satisfactory progress in the first semester will disqualify the student from participating in these programs during the second semester.

4. Students may only request approval for one semester at a time.

Dialectic Speech Meet

The following is information for the Dialectic Speech Meet for the 7 th -9 th grade students. Most of the work and grading is done during English class. For the final meet onwards, the students will perform their pieces with students from other classes in the same category. That afternoon during 7 th period there will be an assembly to hear the top performances from each category.

Mid-December – information goes home
Mid-January – Selections are due
Toward the end of January – Piece is presented for a grade
Beginning of February – Speech Meet

Dialectic Speech Meet Guidelines Dialectic Speech Meet Judge’s Form Dialectic Speech Meet Selection Ideas

Rhetoric Speech Meet

The following is information for the upcoming Rhetoric Speech Meet for the 10 th -12 th grade students. Please note a few differences between the Dialectic Speech Meet of the 7 th -9 th graders and the Rhetoric Speech Meet:

Poetry must be through the Poetry Out Loud program.
Readers Theater and the Original Oratory categories are allowed.
Children’s books and plays are allowed as sources for material.
There is no memory check. Pieces will be presented once in class for a grade, and once at the meet for a test grade.
Mid-September – Information goes home.
Beginning of October – Selections are due.
Mid-October – The piece is presented for a memory grade.
Beginning of November– Speech Meet

Guidelines Judging Form Selection Ideas

Director's Memo 2024-4-22

Legislature recognizes needed changes to high school graduation requirements.

Preparing high school students for careers is the role of education, but business demand and student goals must align to create the vision of education for the future.

Oklahoma’s elected officials see this beautiful vision for Oklahoma schools.

There is a big shift in priorities from business and industry in what students need in America’s K-12 education system, and this is why Oklahoma lawmakers are considering legislation that would modify the state’s graduation requirements to include increased STEM and open career training. It’s part of the state’s plan to improve the way Oklahoma delivers and funds workforce development.

“More people consider career readiness a top priority in education,” said Oklahoma CareerTech State Director Brent Haken. “I think it’s important Oklahoma’s graduation requirements reflect this undeniable need for more skilled workers and more career training opportunities.”

Read more on the Oklahoma CareerTech website .

Funk praises CareerTech in post

In a recent blog post about an increase in trade school enrollment, Bob Funk Sr. wrote about the impact Oklahoma CareerTech has on the state’s workforce.

Funk is co-founder, president and board member at Express Employment Professionals, which has worked with and supported CareerTech in a variety of ways over the years. Funk was inducted into the Oklahoma CareerTech Hall of Fame in 2022.

“Our Express companies give freely to Oklahoma CareerTech – rated the best in the US by a variety of standards – and applaud the dedication of CareerTech leaders, students, innovative and hands-on curricula and positive outcomes,” Funk wrote.

Tulsa Tech places in MRO Americas contests

Tulsa Technology Center teams placed in several contests at the MRO Americas competition recently.

MRO Americas is the largest gathering of the aviation maintenance community in the world and is focues on maintenance, repair and overhaul of commercial aviation equipment. The contests were set up by industry representatives with the latest equipment. Teams were also judged on their soft skills during the event.

Tulsa Tech had two teams, one adult and one high school. The tech center’s awards were second place, United Airlines professionalism award; first, Abaris Composite competition, high school; first, light harness troubleshooting competition, adult; first, E-Drill event, adult and American Tulsa; and honorable mention, flex fluid lines, high school.

Gordon Cooper seniors participate in balloon eclipse project

A group of pre-engineering seniors at Gordon Cooper Technology Center worked with NASA and Oklahoma State University on the Nationwide Balloon Eclipse Project.

During the eclipse, the students launched 30 weather balloons from Idabel and collected data for research in gravity waves and their effect on weather patterns. They were one of only 52 teams in the country to participate in the project and one of fewer than 12 high school teams.

Read more about their work on the GCTC website .

Useful links

Follow us on X (formerly Twitter) at @okcareertech and find us on Facebook at OklahomaCareerTech and on Instagram at oklahomacareertech . Find our podcast at https://www.ctconversations.org/ and watch our biweekly news show and other videos on our YouTube channel .

For news about Oklahoma’s CareerTech System, subscribe to CareerTech communications .

State Agency Assistance at a Glance

National Research Center for Career and Technical Education

OK Career Guide

OK Career Guide Training Opportunities

CareerTech Curriculum

Live your life as though your every act were to become a universal law. -- Immanuel Kant

Oklahoma Department of Career and Technology Education

1500 West 7th Ave.

Stillwater, Oklahoma 74074-4398

Office Hours:

8:00 a.m. to 4:30 p.m., CST Monday through Friday. Closed on all legal holidays

Brand Center

Get connected with news about Oklahoma CareerTech through GovDelivery Communications. Enter your email address, and choose Weekly Memo from the topic list.

Man dies after record 613-day infection with COVID-19, researchers say

AMSTERDAM (Gray News) – A man in Amsterdam died after a record 613-day infection with COVID-19, researchers said.

The case was highlighted in a news release from the American Association for the Advancement of Science (AAAS) on Thursday.

According to the news release, the 72-year-old man was immunocompromised and had received multiple COVID-19 vaccinations before he caught the virus.

The man was considered immunocompromised because he had a history of blood disorders and had previously received stem cell transplants.

He was admitted to Amsterdam University Medical Center in February 2022 with COVID-19.

The 72-year-old’s immune system was “not capable of clearing the virus,” researchers said, and the virus became a “highly mutated” variant within his body.

Ultimately, the virus caused a multitude of problems for the patient. He died from a relapse of his blood disorder after remaining positive for COVID-19 with “high viral loads” for a total of 613 days – totaling more than 1 year and 8 months.

This is believed to be the longest COVID-19 infection to date, although several cases of hundreds of days have been previously documented.

Researchers said this case highlights the risk that COVID-19 poses to immunocompromised people, saying that long term infections could lead to an increased number of mutations of the virus.

It is believed that the initial emergence of the Omicron variant originated in an immunocompromised person.

Healthy people can clear the virus within days to weeks without persistent infection or viral evolution. For the general public, long term infections remain rare.

Researchers will present their findings about this case at the ESCMID Global Congress in Barcelona, Spain starting this weekend.

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IMAGES

Career Research Activity
Career Research Project by Life Skills Lane
Career Education Posters for Career Exploration Classes
Career Research Project with Worksheets and Sample by The Green Light
Career Research Paper
Differentiated Career Research Project Workbook

COMMENTS

Career Research Projects for High School Students
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 ...
9 Career Exploration Activities High Schoolers Will Actually Want To Do
Innovative, Engaging Activities And Practices. In order for career exploration activities to be meaningful and exciting to today's high school students, they need to be interactive and relevant. They must involve opportunities for student voice and choice, allowing students to explore and discern what appeals to them and what does not.
PDF Career exploration and planning lesson for grades 9-12
Career exploration and planning lesson for grades 9-12 Overview If you're here, it means you're looking for ways to teach your high school students professional skills. This 60-minute lesson plan has everything you need to teach your students how to approach career planning, and successfully navigate the ever-changing world of work.
Career Exploration Activities for High School Students
1. Career Mind Mapping: Visualizing Your Connections. Building a career mind map is an excellent first activity for students to draw connections among key interests and goals. Once completed, a mind map is a tool for visualizing connections among concepts that are important to you and that could shape your career path.
Best Tools for Career Exploration for High Schoolers
In this blog, we'll be sharing the best tools that high schoolers can use to begin their career exploration journeys. Best Career Exploration Tools. Get Down 2 Business. High school students Isabella Reichenbach and Sophia Chen founded "Get Down 2 Business," a project that aims to empower young minds. Their goal is to provide students with ...
Examples of High School Senior Projects
Real Examples of High School Senior Projects. Senior Project Example 1: Entrepreneurship. Summary: I had a small group of seniors (3 students) that were interested in both skateboarding and business. The project revolved around developing and launching a skateboard clothing company. Career Exploration PBL:
4 Relatable Career Exploration Activities for High Schoolers
In this blog, we present four relatable career exploration activities designed to spark curiosity and inspire high schoolers as they embark on their journey of self-discovery. 1. Career Shadowing Day. Organizing a career shadowing day allows students to gain firsthand experience of a typical day in a particular profession.
How to Help High School Students with Career Research
There a variety of assessment tests that may be administered at high schools. If not, they can be found online. Some examples are: Myer-Briggs Test: This analyzes personality characteristics and how a person interacts with people or if they prefer not to interact with people at all. Strong Interest Inventory: This helps students who are having ...
3 Steps For High School Students Researching Careers
The program offers a unique curriculum, which allows students to explore their options, and take electives, in high-demand career fields. Also of note, Stride helps blend the high school experience with preparations for career pathways and college, creating an easier transition into career research and experiences, and a faster track forward.
Best Senior Project Ideas for High School Students
A senior project is one of the best ways you can make your application stand out to top schools like Harvard and Stanford. It can tell your story beyond academics. It can demonstrate leadership, ambition, initiative and impact. And it can make an impact on the world. Choosing the right senior project can be tough.
Best Senior Project Ideas
Professional Career Projects. Some students choose to do a senior project that incorporates job shadowing or working as an assistant in a field they enjoy as part of experiential learning. ... Here are a few ideas for your high school senior project. Research a Global Issue: Select a global issue that you are passionate about, such as climate ...
Career Exploration of High School Students: Status Quo, Challenges, and
The career exploration period (15-24 years old) is an important preparation stage (Gottfredson, 1981 ), and it is also an important period for high school students to know themselves and explore their majors under the NCEE (Darolia and Koedel, 2018; Liu and Helwig, 2020 ). Career exploration, which refers to a kind of psychological or ...
Implementing Project-Based Learning in Urban High School STEM Career
Project-based learning (PBL) holds promise for students in urban high schools by creating personalized, engaging, and relevant experiences that prepare students for post-secondary pathways. This exploratory study focused on understanding the implementation of PBL in an urban STEM high school that includes career pathways where students engage ...
Independent Research Projects for High School Students
March 13, 2024. 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 ...
How to Keep High School Seniors Engaged in School With ...
By assigning activities that help seniors plan for life after high school, teachers can keep them more engaged. Working with high school seniors can be both a blessing and a challenge. They are more mature and focused, but they also question the relevance of how they spend their time in the classroom. Plus, there's the dreaded senioritis to ...
Enhancing senior high school student engagement and academic ...
Over each 12-week term, students worked in teams (3-4 students) within their class cohorts to execute projects with the guidance of U of T trainees (Discovery instructors) and their own high ...
A Guide to Pursuing Research Projects in High School
Set goals for completing the introduction, various sections of the body, and your conclusion. 6. Edit Your Paper. There will be multiple stages of editing that need to happen. First, you will self-edit your first draft. Then, you will likely turn a draft of your paper in to your mentor for another round of editing.
31 Research Opportunities + Internships for High Schoolers in 2024
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.
Secondary Curriculum
Click for our 2-page School Profile. The Knight's Creed and Commitment. Class Schedules. Fall 2023 Finals Schedule 7th-12th grades only. 23-24 Fall Class Schedule 7th-12th grades only. Senior Course Options: By the time students reach their senior year in high school, they have usually developed interests in specific areas.
Moscow Chemical Lyceum
Official press release. Moscow Chemical Lyceum (MCL) is a high school for science gifted students. The MCL was founded in 1990 by Moscow Department of Education on the initiative of Russian Academy of Sciences. The primary goal of the MCL is the provision of favourable conditions for the advance and self-realization of students with heightened ...
Director's Memo 2024-4-22
During the eclipse, the students launched 30 weather balloons from Idabel and collected data for research in gravity waves and their effect on weather patterns. They were one of only 52 teams in the country to participate in the project and one of fewer than 12 high school teams. Read more about their work on the GCTC website.
Center for ETHICS* Staff
Research and Management Specialist Jennifer M. Beller: [email protected]. Dr. Beller, an affiliate faculty member, is the Research/Measurement Specialist for the Center for ETHICS*. Dr. Beller is an Associate Professor of Education at neighboring Washington State University. In her role with the Center, she works directly with Center staff and ...
Man dies after record 613-day infection with COVID-19, researchers say
AMSTERDAM (Gray News) - A man in Amsterdam died after a record 613-day infection with COVID-19, researchers said. The case was highlighted in a news release from the American Association for the Advancement of Science (AAAS) on Thursday.. According to the news release, the 72-year-old man was immunocompromised and had received multiple COVID-19 vaccinations before he caught the virus.
Moscow High School... Class of 1965, Allyn Woerman
Mailing Address: 16910 90th Ave East Puyallup, WA 98375 Phone: 253 446-6354 Allyn Woerman [email protected]

For Teachers

Career Research Projects for High School Students

Career Research Projects – Essays and Written Products

Career Research Projects – Digital Presentations

Career Exploration Activities High Schoolers Will Actually Want To Do

Innovative, Engaging Activities And Practices

Use Technology to Connect Students with Career Role Models

Use Virtual Reality to Explore Career Options

Partner with Local Chambers of Commerce and Beyond

Include A Diversity of Voices

Honor And Value A Wide Array Of Career Pathways

Relevant And Productive Career Exploration For All Students

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Career Exploration Activities: A Comprehensive Guide for High School Students

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2. Self-Assessment Surveys: Uncover Your Strengths and Interests

3. Informational Interviews: Gain Insights from Professionals

4. Job Shadowing: Experience a Day in the Life

5. Volunteering and Internships: Hands-On Experience

6. High School Clubs and Organizations: Try Something New

7. Online Courses and Workshops: Expand Your Knowledge

8. Research Projects: Dive Deep into Topics of Interest

Do your own research through polygence

9. Attend Career Fairs and Workshops: Network and Learn

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For Businesses

What is Career Exploration?

The Importance of Career Exploration

Understanding the Impact: Why Career Exploration Matters

Building a Solid Foundation: Early Career Awareness in Education

Nurturing Students’ Interests: How Career Exploration Encourages Motivation

4 Relatable Career Exploration Activities for High Schoolers

1. Career Shadowing Day

2. Career Interest Inventories

3. Mock Interviews, and Resume Building

4. Career Panels and Guest Speakers

Keys to Your Future: College and Career Readiness

College Exploration

Career Readiness

Personal Development

Benefits of Career Exploration

Boosting Confidence

Academic and Career Alignment

Reducing Future Job Dissatisfaction

Empowering The Next Generation Through Career Exploration

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