Showing posts with label college. Show all posts
Showing posts with label college. Show all posts

Monday, March 4, 2013

FREE The Carnegie Mellon Summer Academy for Mathematics and Science DUE: APRIL 1, 2013

FREE
The Carnegie Mellon Summer Academy for Mathematics and Science
DUE: APRIL 1, 2013
June 29 to August 9, 2013
http://www.cmu.edu/enrollment/summerprogramsfordiversity/sams.html


The Carnegie Mellon Summer Academy for Mathematics and Science
SAMS: The Summer Academy for Mathematics + Science
What is SAMS? The Summer Academy for Mathematics and Science is a rigorous residential summer experience for good students who have a strong interest in math and science and want to become excellent students. Students who are entering their junior or senior year and are considering careers in engineering, science and other math-based disciplines are eligible to apply. Students must be at least 16 years old to participate in this program. The program will focus on creating interest in technical disciplines and building academic and personal skills to better prepare you for the college application process.

Separate tracks will be developed for each grade level. In addition to more traditional classroom instruction, students will be involved in hands-on engineering and science projects that provide an opportunity for them to apply concepts and principles introduced in the classroom. The challenging academic environment and peer support for excellence in the classroom will build the self-confidence required to do well in high school and college. The goal of the program is to prepare students for admission to selective colleges and universities.

The Carnegie Mellon Summer Academy for Mathematics and Science - June 29 to August 9, 2013 - is designed to:
  • encourage good students to become excellent students
  • prepare students for standardized testing required for admission to selective colleges
  • provide students with a preview of the social and academic aspects of college life
  • build skills in engineering, math, science and computer science that will strengthen performance in the junior and senior years of high school, and equip students for admission to technical degree programs
  • expose students to role models and careers in engineering and science
  • simulate the demanding academic environment characteristic of engineering, science and computer science-related programs
  • cultivate relationships between prospective students and Carnegie Mellon faculty, students and staff
The College-Bound Pipeline
The limited number of outstanding college-bound high school graduates with diverse backgrounds is often referred to as the "pipeline" problem.
Simply stated, the objective of the Summer Programs for Diversity is to expand the pipeline by enrolling high school students who will grow educationally and personally, and therefore succeed in gaining admission to selective colleges and universities. To that end, we recruit, admit and enroll good students who can become excellent students when given access to educational opportunities at Carnegie Mellon.
The goal of the program is to encourage more students to pursue engineering, science, computer science and other math-based majors and to prepare them for admission to selective colleges and universities.

Monday, February 11, 2013

FREE! Summer Research Internship Application... DUE MARCH 8, 2013

From the desk of Ms. MacNeil's interns, Dianitza...

http://cooper.edu/academics/outreach-and-pre-college/summer-research-internship

The School of Engineering's Research Internship Program provides a great opportunity for high school students to tackle research problems in a college setting. Interns work in teams comprising of both high school sophomores and juniors on applied research projects under the constant guidance of Cooper Union undergraduate teaching assistants. Each project is supervised and mentored by Cooper Union faculty and covers fields such as civil, chemical, electrical, mechanical, biomedical and environmental engineering; mathematics, chemistry, and astronomy.

APPLICATIONS DUE MARCH 8, 2013

FREE...Columbia University Science Honors Program... DUE: FEBRUARY 28, 2013

From the desk of Ms. MacNeil's intern, Dianitza...

http://www.columbia.edu/cu/shp/

The Columbia University Science Honors Program (SHP) is a Saturday morning program specifically designed for high school students in the tenth, eleventh, and twelfth grades. Classes are held on the Columbia University Morningside Campus during the entire academic year from September through May.


Monday, January 14, 2013

Barnard College Pre-College Summer Programs

Outside funding is available!

See Ms. MacNeil
 
 
 


Summer Programs

Session Dates for Summer 2013

Summer in the City(coed): Sunday, June 23 - Saturday, July 20, 2013
Liberal Arts Intensive(coed): Sunday, June 23 - Saturday, June 29, 2013
Young Women's Leadership Institute: Sunday, July 7 - Sunday, July 14, 2013
Dance in the City(coed): Sunday, July 7 - Wednesday, July 17, 2013

*NEW* Summer Science Seminar (for Young Women): Sunday, June 23 - Saturday, June 29, 2013
*NEW* Entrepreneurs in Training (for Young Women): Sunday, July 7 - Tuesday, July 16, 2013

Transcript Information

In most of our programs, in lieu of an official "transcript," classroom instructors provide an evaluation on official letterhead for each student. This policy places a greater emphasis on the journey of learning, rather than a grade. If you would like to submit your instructor evaluation(s) as part of a regular college application, you may send the evaluation directly to your college(s) of choice. Since our office does not provide "official" transcripts, your evaluation does not need to be sent directly from our office. Please note that these evaluations are not letters of recommendation, but are rather informational regarding the content of the class(es) and evaluative regarding a student's performance. Students in S-Cubed Summer and Entrepreneurs-in-Training will receive certificates of completion rather than an evaluation due to the multi-faceted aspects of those programs.

Residential Life

Program residents live on the Barnard campus in Sulzberger Hall, a modern air-conditioned facility equipped with high-speed internet connections. Students live in double and triple rooms, and roommates are assigned based on students' responses to a housing questionnaire. Monday to Friday breakfast, lunch, dinner and weekend brunches and dinner are included in the cost of the program.
All students in residence are guided by a carefully selected group of Barnard and Columbia Resident Assistants and are supervised by the Associate Director of Residential Life, a full-time administrator.
If you live on campus, your Resident Assistant (RA) will become a very important resource and friend during your stay. Hall meetings are arranged as well as hall activities. In addition, living with a roommate within a real college dormitory setting is an important part of your pre-college experience.

Commuting Students

Students who live in the greater New York City metropolitan area may choose to attend the four-week or one-week sessions as commuters. Commuters may occasionally arrange to stay overnight in the residence hall at a moderate cost on a space available basis. Commuters may enjoy meals in our dining facilities while on campus.

On and Off Campus Activities

We offer a host of activities to engage students outside of classroom hours. With New York City at our doorstep and the facilities of Morningside Heights and Columbia University all around, students may choose fitness activities in the Columbia gym (for a nominal fee) or venture to Riverside Park with friends. They may also choose from a host of excursions offered for each night such as restaurant outings, walking tours or free summer concerts, or they may go to the movies or theatre, try salsa dancing at Lincoln Center, or they may choose one of our on-campus activities like movies in the dorm, s’mores on the lawn, or just hangin’ out with old or new friends.

Social Policy & Guidelines

If you enroll in Barnard's summer programs, you must be capable of assuming responsibility for your behavior and willing to comply with all regulations designed to protect the health and safety of all participants. You are required to attend all classes, Life After College sessions, or Leadership Institute workshops; residential students must comply with sign-out procedures and observe curfews. In keeping with college policy and legal restrictions, smoking and the use of drugs and alcohol are strictly prohibited. Unacceptable student conduct will result in disciplinary action and/or dismissal. Details of the social policy are sent to each admitted applicant.

Safety & Security

Your safety is one of our highest priorities. Morningside Heights, the neighborhood in which Barnard is located, is among the safest in Manhattan based on New York City Police Department statistics. When you arrive on campus, you will have an orientation to New York City "street smarts" with a member of the Barnard Safety and Security Staff so you learn to be alert and aware of yourself and others. 24-hour desk attendants monitor the residence halls, and only those with Barnard identification may enter. Security guards also staff booths on the perimeter of the Barnard campus.
You also play a role in assuring your own safety by complying with the program's 11:30 p.m. curfew Sunday through Thursday, and the midnight curfew on Friday and Saturday. Students who go off campus when they are not in class must sign out in a logbook and sign in when they return. Curfew and sign-in/sign-out procedures are taken very seriously by the program's director and college officials; violating these policies will result in disciplinary action and/or dismissal.

Disability Services

Barnard serves students with a broad range of temporary and permanent disabilities, including visual, mobility, and hearing impairments, as well as students with hidden disabilities. The Barnard campus is also wheelchair accessible. The buildings on campus interconnect and have special features and access routes. Regular counseling sessions are not available for summer program students.

Travel Information

Barnard College is easily accessible from all New York City metropolitan area airports, train and bus stations, as well as by car. Students commuting to campus daily take the #1 Broadway local train, or one of the several buses (M-104, M-4, or M-60) directly to Barnard. All admitted students receive detailed travel instructions.

In compliance with Title VII of the 1964 Civil Rights Act, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act and other federal, state and local laws, and in accordance with our values, Barnard College does not discriminate on the basis of race, color, religion, creed, national or ethnic origin, sexual orientation, age or disability in the administration of any of its educational programs, admissions policies, scholarship and loan programs, athletic and other school-administered programs or in its employment practices. In addition, Barnard College does not discriminate on the basis of alienage or citizenship status, gender (including gender identity), marital partnership status, military status, predisposing genetic characteristics or domestic violence victim status in its employment practices. Finally, in accordance with Title IX of the Educational Amendments of 1972, Barnard College does not discriminate on the basis of sex in its educational programs, activities or employment practices.

Monday, December 3, 2012

Welcome to LEAD! LEAD’s mission is to engage youth of diverse backgrounds to convert high potential into high achievement and responsible leadership. SUMMER OPPORTUNITY

www.leadprogram.org

LEAD Business Program

Lead business logo

At LEAD we had the opportunity to experience many new things that most of us had never been encountered with. In my case I loved being able to touch aspects of finance, marketing, accounting and entrepreneurship. These were things that I would not have had the chance to witness without my attendance to LEAD.
Rocio Gonzalez, LEADer



The Summer Business Institute (SBI) program is LEAD’s longest running Summer Institute and is considered the “flagship” program. The SBI program exposes students to business principles and the skill sets needed for successful business careers. The program challenges them through applied learning experiences often facilitated by college professors, links students to corporate executives in business fields and peers with similar aspirations and abilities.


During LEAD SBIs, students reside and attend classes on-campus at a select number of the nation’s top business schools for three or four weeks. SBIs provide diverse, high-achieving rising high school seniors the opportunity to explore finance, entrepreneurship, accounting and marketing, among other business sectors.


The goal of the SBI is to expose students early in their academic development to the innumerable career opportunities in business. The program equips them with knowledge and expertise from our nation’s leading universities and corporations, empowering students to confidently make better informed decisions when choosing their university and career.


Exposure to business principles and the skill sets needed for successful business careers empowers students to confidently make better informed decisions when choosing their university and career.


The objectives of a LEAD Summer Business Institute are to:
  • Engage students in an intense, hands-on curriculum incorporating case studies, business plans and team projects.
  • Provide students with first-hand knowledge from business professionals through mentoring and corporate site visits.
  • Develop students’ presentation and public speaking skills.
  • Impart principles of responsible leadership.
  • Engage students in cultural and social activities.
  • Prepare students for college.


LEAD engineering logo

LEAD SEI Program made a huge influence on my decision to major in electrical engineering. The program offered me some insight in what engineers do - solve problems to change the world. The experience of college classes and professors, while staying in a college dorm, experience a small part of college life, and completing meaningful projects that can one day help someone.
Anthony Brown, LEADer


The Summer Engineering Institute (SEI) provides diverse, high-achieving high school sophomores and juniors the opportunity to explore STEM (Science, Technology, Engineering and Math) careers. During the SEI, students reside and attend class on-campus at partner schools, ranked in the nation’s top engineering schools, for three weeks.


The SEI immerses students early in their academic development and exposes them to innumerable career opportunities in engineering and computer science. The program equips them with knowledge and expertise from our nation’s leading universities and corporations, empowering students to confidently make better informed decisions when choosing their university and career.Engage students in an intense, hands-on curriculum comprised of engineering instruction, computer programming, problem solving, and data analysis.

The objectives of LEAD’s Summer Engineering program are to:
  • Engage students in an intense, hands-on curriculum comprised of engineering instruction, computer programming, problem solving, and data analysis.
  • Develop students’ presentation and public speaking skills.
  • Impart principles of responsible leadership.
  • Engage students in cultural and social activities.
  • Prepare students for college.

The LEAD Summer Global Institute (SGI) enables students from the United States and their international peers to reside and attend classes for ten days together on-campus at an international university. The Summer Global Institute exposes diverse, high-potential rising high school sophomores and juniors to the fields of business, engineering and health sciences and focuses on the challenges and opportunities inherent in a global economy.

LEAD seeks to collaborate with international peers to encourage participating students to explore global career opportunities, empowering them to confidently make better informed decisions when choosing their university and career.
The goal of the Summer Global Institute is to expose students early in their academic development to the innumerable career opportunities, and to equip them with knowledge and expertise from international universities and multi-national corporations.


The goals of the LEAD Summer Global Institute are to:
  • Engage students in an intense, hands-on curriculum incorporating case studies, business plans and team projects.
  • Provide students with first-hand knowledge from U.S. multi-national and international business professionals through mentoring and corporate site visits.
  • Cultivate an appreciation for and understanding of others’ cultures through collaboration with students from diverse countries and heritages.
  • Develop students’ presentation and public speaking skills.
  • Impart principles of responsible leadership.
  • Engage students in cultural and social activities.
  • Prepare students for college.


LEAD SEI Program made a huge influence on my decision to major in electrical engineering. The program offered me some insight in what engineers do - solve problems to change the world. The experience of college classes and professors, while staying in a college dorm, experience a small part of college life, and completing meaningful projects that can one day help someone.
Anthony Brown, LEADer


The Summer Engineering Institute (SEI) provides diverse, high-achieving high school sophomores and juniors the opportunity to explore STEM (Science, Technology, Engineering and Math) careers. During the SEI, students reside and attend class on-campus at partner schools, ranked in the nation’s top engineering schools, for three weeks.


The SEI immerses students early in their academic development and exposes them to innumerable career opportunities in engineering and computer science. The program equips them with knowledge and expertise from our nation’s leading universities and corporations, empowering students to confidently make better informed decisions when choosing their university and career.Engage students in an intense, hands-on curriculum comprised of engineering instruction, computer programming, problem solving, and data analysis.

The objectives of LEAD’s Summer Engineering program are to:
  • Engage students in an intense, hands-on curriculum comprised of engineering instruction, computer programming, problem solving, and data analysis.
  • Develop students’ presentation and public speaking skills.
  • Impart principles of responsible leadership.
  • Engage students in cultural and social activities.
  • Prepare students for college.





 


A Telluride Association Summer Program (TASP) is a six-week educational experience for high school juniors that offers challenges and rewards rarely encountered in secondary school or even college.!

http://www.tellurideassociation.org/programs/high_school_students/tasp/tasp_general_info.html

A Telluride Association Summer Program (TASP) is a six-week educational experience for high school juniors that offers challenges and rewards rarely encountered in secondary school or even college.

Each program is designed to bring together young people from around the world who share a passion for learning. Telluride students, or TASPers, attend a seminar led by college and university scholars and participate in many other educational and social activities outside the classroom.

Students attend TASPs because they want a personal and intellectual challenge. Telluride Association seeks students from all kinds of educational backgrounds who demonstrate intellectual curiosity and motivation, rather than prior knowledge of the seminar's subject matter. TASPers participate solely for the pleasure and rewards of learning with other intelligent, highly motivated students of diverse backgrounds. The TASP offers no grades or college credit.


The TASP Seminar

TASP centers on an academic seminar that meets every weekday morning for three hours. Each seminar is led by a team of two faculty members, who are selected for the distinction of their scholarship and the excellence of their teaching. Classes emphasize group discussions rather than lectures. Participants can expect to spend several hours on assigned readings or other preparation for each class, and will complete a number of writing assignments over the six-week seminar. The discussions and essays allow the faculty and students to engage the material in detail and to form a close community of scholars. Students receive written and oral feedback from the faculty, but no grades.


Cornell I ProgramLiterature Takes on Moral ComplexityTelluride House, Cornell University, Ithaca, New York
June 23 - August 3, 2013

Faculty: Professor Kathleen Long and Professor Marilyn Migiel, Department of Romance Studies, Cornell University
Factotum: TBA
In this seminar, we will ask how literature helps us to formulate ethical questions, i.e., questions for which there is no single, objectively correct answer. We concentrate on literature, as opposed to philosophy or history, because certain aspects of literature make it ideal for taking on complex ethical questions. Literature can be used to persuade or even manipulate; it appeals to our emotions as well as our reason, and may even call into question the neat division between the two. It forges sympathies that tie us as readers to characters and narrators, even as we suspect their motives.

The seminar will focus on great writers and storytellers of early modern Europe (e.g., Boccaccio, Machiavelli, Montaigne, Marguerite de Navarre, Bandello), with additional consideration of how ethical questions posed by these early modern writers continue to surface in modern times (including in TV series, movies, and books). We will also discuss some of the writings by modern thinkers who have participated in debates on literature and ethical criticism.

Throughout, we will grapple with questions like: What obligations do I have to myself and to others? What does honor mean to me? Are any means acceptable to achieve desirable, even morally laudable, ends? What can a boss, a head of state, a family member legitimately demand of me? When I report information, what does it mean to report it “faithfully”? When is it OK to deceive others, to break the law, to take justice into my own hands? Is it right to use unethical means to trap an unethical person or to stop unethical behavior? How do I avoid doing harm in a world where the ethical choices are often unclear?


Cornell II ProgramTimes SquareTelluride House, Cornell University, Ithaca, New York
June 23 - August 3, 2013

Faculty: Nat Hurley, Department of English and Film Studies, University of Alberta, Canada; and Sara Warner, Department of Performing and Media Arts, Cornell University
Factotum: TBA
“Times Square” takes as its object of study the world’s most visited tourist attraction. The pulsing heart of Manhattan, Times Square is a major commercial intersection at the junction of Broadway and Seventh Avenue, stretching from West 42nd to West 47th Streets. Together we will consider the history, politics, art, entertainments, and economies (formal and informal) that make this geographical locale the “crossroads of the world” by mapping the emergence of contemporary Times Square from Longacre fields (vast countryside used before and after the American Revolution for farming and horse breeding) to the media-saturated, “continuous carnival” it is today. In spite of the vast changes that have taken place in this site, Times Square remains America’s agora: a place to gather, in good times and bad, to hear important news (e.g., the stock market crash of 1929), to mark momentous occasions (e.g., the end of World War II), to celebrate landmark events (e.g., World Series, presidential elections, and New Year’s Eve), and to engage in commercial pursuits (e.g., theater, shopping, and sex). Times Square is, above all else, a populist place occupied primarily by members of the working- and middle-classes, a site of continued struggle between the people and elected officials, residents and developers, workers and owners, private enterprise and big business over who has the right to occupy public space.

This course will revolve around questions of power, pleasure, and what it means to be a citizen in contemporary urban space. Tracing seismic shifts in public tastes, journalism, architecture, advertising, theater, and social policies, we will explore plays, novels, memoirs, films, and television shows that are set in or are about Times Square along with critical and theoretical tracts that offer vocabularies and frameworks for analyses of these topics.
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Michigan I ProgramFOODUniversity of Michigan, Ann Arbor
June 23 - August 3, 2013

Faculty: Christian Stayner, Taubman College of Architecture and Urban Planning, University of Michigan; and Jason Goldman, Independent Scholar

Factotum:TBA
Few aspects of daily life are as elemental and multifaceted as food. While our dependence on food may seem self-evident, the cultivation, preparation, and consumption of food are not mere responses to a fixed biological need. Rather, these activities are replete with cultural, environmental, ethical, and aesthetic dimensions. Insofar as preparing and eating food are physical activities rooted in the material world, they are also practices that crystallize larger social conventions, broader relations of power, and myriad ethical questions. In effect, one’s diet on any given day might reflect such varied forces as personal taste, individual ethics, socio-economic class, regional or national cuisine, government policy, industrial food science, and the global economy, among others.

This seminar undertakes an interdisciplinary study of food in contemporary U.S. culture with a focus on the ethics of food cultivation, distribution, and consumption. Together, we will theorize the everyday activities of cooking and eating, and develop a critical framework for describing our collective but varied relationships to food. Also, in concentrating on U.S. food culture from roughly 1950 to the present, we will examine a period of dramatic, if not unprecedented, changes in the American diet. How is food produced, distributed, sold, and eaten today? What do we know about the food we eat and how do we know it? How do consumerism and capitalism structure food production, food-related labor, and eating habits? What are the key ethical questions surrounding food and how might we develop an ethics of eating? What political or activist strategies exist for creating a more equitable and just system of food distribution? What is at stake in our becoming socially and environmentally conscious eaters? Our engagement with these questions will center on key texts by philosophers, historians, policymakers, food writers, and community activists, among others.
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Michigan II ProgramDark Phrases of Womanhood: Black Feminist Approaches to History and LiteratureUniversity of Michigan, Ann Arbor
June 23 - August 3, 2013

Faculty: Tayana L. Hardin, Department of English, Rutgers University; and Grace L. B. Sanders, Departments of History and Women’s Studies, University of Michigan

Factotum: TBA
The term “black feminism” emerged in public discourse amid the social, political, and cultural turbulence of the 1960s. The roots of black feminism, however, are much older, easily reaching back to the work of black women abolitionists and social critics of the 19th century. The concept continued to grow and evolve in the work of 20th century black women writers, journalists, activists, and educators as they sought to document black women’s lives. Collectively, their work established black feminism as a political practice dedicated to the equality of all people. Furthermore, it became characterized by an understanding that race, class, gender, and sexuality are inextricably interconnected. Consequently, black feminism was and remains identifiable as both theory and practice.

Using materials such as 19th century slave narratives, social criticism, oral histories, and archival sources, this course will explore the theoretical and practical applications of black feminist thought. More specifically, we will ask: What is the significance of black feminism in the 21st century? What symbols and practices do black women use to document their lives? How do these methods of documentation inform our understandings of the term “black feminism”? Finally, how do concepts such as “gender,” “race,” “memory,” and “the archive,” which are central to black feminism, help us explore the dynamics of documenting and crafting life stories? Students will undertake this exploration using creative writing, painting, dramatic presentation, and critical writing exercises. These questions, concepts, and exercises will enable us to build an evolving vocabulary to unravel the methodological and creative relevance of black feminism for scholars and critically engaged citizens in the 21st century.

The Emma L. Bowen Foundation Summer Opportunity Programs Deadline January 31, 2013

 
 
 
The Emma L. Bowen Foundation was created in 1989 to prepare minority youth for careers in the media industry. The Foundation’s program is unlike traditional intern programs in that students work for partner companies during summers and school breaks from the summer following their senior year in high school until they graduate from college. During the four-year program, students have an opportunity to learn many aspects of corporate operations and develop company-specific skills. Corporations have an opportunity to train and mentor students with the option of full-time employment upon completion of their college degrees.
 
Students earn an hourly salary and matching funds for college expenses. Academic excellence is also a key component of the program—students are required to maintain a 3.0 grade point average to remain in good standing. The Foundation staff works closely with corporate partners to monitor each student’s academic and work progress. An annual summer conference, a community service program and a mentoring program are also provided to further enhance the student’s knowledge and experience. Resource guides for both students and corporate supervisors are provided to maximize the student’s experience while in the program.
 
This unique, multi-year program prepares a diverse group of talented young professionals to enter the workforce with specific job-related skills, knowledge of the corporate environment and a strong foundation for future advancement. Students work in a variety of functional areas (e.g., marketing, sales, finance, public relations, human resources, technology, news, web design, promotion, etc.) and rotate each summer. Currently, we have 260 active students nationwide and more than 500 graduates. Approximately 70-80 new students join the program each year.
 

Latest Updates

The 2013 recruiting season is officially open. 2013 applications are now available on-line. Completed applications must be received no later than January 31, 2013. (Note: Selection for the program is highly competitive; we suggest you submit your application as early as possible.) Cities where internship opportunities are currently available are listed on the Application page. We will be updating the cities’ list as additional opportunities become available. Please check back periodically.

The Rockefeller University's Summer Science Research Program (SRP) is designed to offer intellectually curious, highly motivated high school students with a strong aptitude in the life or physical sciences a total-immersion experience in laboratory research.


Click here to apply for the 2013 Summer Science Research Program
The Rockefeller University's Summer Science Research Program (SRP) is designed to offer intellectually curious, highly motivated high school students with a strong aptitude in the life or physical sciences a total-immersion experience in laboratory research. Each year, approximately 35 outstanding high school students are chosen from a large number of applicants. Students are matched to a lab according to their stated field of interest and are individually mentored by graduate students, postdoctoral fellows, or lab heads. These mentors volunteer to design and supervise individualized summer projects for their students. In 2013, the seven-week program will run from June 24 through August 8. Students must be 16 years old by the start of the program in order to participate.
Scholarships are available for students demonstrating need. The SRP does not provide room and board to its participants. Most of our students come from the New York Metropolitan area; those who don't must secure their own accommodations.
Applicants to the SRP must submit:
  1. The completed on-line application form.
  2. A 350- (or fewer) word personal statement describing why the applicant is interested in spending his/her summer doing science.
  3. A commentary of 750 (or fewer) words on any of the archived Newswire articles linked from The Rockefeller University's Home Page (http://newswire.rockefeller.edu/). Please address the following questions:
    • What interests you about the research discussed in this article?
    • How does this research relate to what you have learned in your science classes?
    • What would you do next if you were the researcher?
  4. An official transcript (with school seal); the original hard copy (no digital copies) must be mailed in by the school.
  5. Two letters of recommendation, preferably from science or math teachers or previous research mentors. Letters of recommendation should be submitted online. Instructions are provided in the application.
  6. A current curriculum vitae or resume.
  7. The Student Consent and Agreement Form, found in section eight of the online application, is to be downloaded, printed out, and signed by the student, parent(s), and a witness.
Any documents not submitted online should be mailed to:
Science Research Program
The Rockefeller University
1230 York Ave., Box 53
New York, NY 10065
Applications must be submitted no later than January 18, 2013; paper materials submitted must be postmarked by the deadline in order for the application to be considered. Final decisions will be made by late April/early May. Applicants must provide a valid e-mail address, as this is how all information will be disseminated.
Students should state a preference for working in particular areas of research. However, we cannot guarantee that specific preferences will be met. For a listing of research areas, we encourage you to visit the Research Areas section of the Rockefeller University Website: http://www.rockefeller.edu/research/areas. Please be advised that placement in laboratories is exclusively made through the Science Research Program Office, so students should not secure their own lab arrangements. Doing so could jeopardize consideration for acceptance into the SRP.
For help completing the application, please read our list of Frequently Asked Questions.

Questions concerning the Summer Science Research Program should be directed to:
Science Outreach Program
(212) 327-7431
E-mail to
outreach@rockefeller.edu

Summer internships avialble for JUNIORS AND SENIORS with Bank of America Student Leaders Program

Providing Inspiration and Tools for Tomorrow’s Leaders






Preparing high school students for leadership is an essential component of our community investments. We also recognize the pressing issue of finding youth employment as large numbers of young people search for work experience that will translate into long-term success.

Our Student Leaders® program connects young leaders with employment that helps to give them the necessary tools and resources they need to advance. Through the Student Leaders® program, we recognize high school juniors and seniors who step outside of the classroom to contribute service in their own communities and beyond. Student Leaders® are awarded paid summer internships with local nonprofit organizations and participate in a Student Leadership Summit held in Washington, D.C.


Interested In Joining Our 2013 Student Leaders Program?

Application period is now open.



ELIGIBILITY

The Student Leaders® Program is an eight-week summer experience for high school juniors and seniors. The program includes a paid internship with a local nonprofit organization as well as the Student Leadership Summit in Washington, D.C., July 8-13, 2013. The program gives Student Leaders® the opportunity to develop and apply leadership skills through hands-on community work experience while discovering their own talents for serving their community and leading others.
To become a Student Leader, you must:

  • Currently be a junior or senior in high school
  • Be able to participate in an 8-week paid internship at a local nonprofit/charitable organization and work 35 hours a week
  • Be legally authorized to work in the US without sponsorship through the end of September 2013
  • Be able to participate in a week-long Student Leadership Summit in Washington, DC (July 8- July 13, 2013). (All expenses paid as part of the Student Leaders Program. This week will be part of your 8-week experience.)
  • Be a student in good standing at your school
  • Obtain a letter of recommendation from a teacher, guidance counselor, or school administrator



http://about.bankofamerica.com/en-us/global-impact/student-leaders.html#fbid=nzNjbTuT5OY

Wednesday, November 28, 2012

Green Teen Program

Green Teen Program
The Green Teen Program engages teens to become stewards of their local parks and recreation centers. Green Teens learn how to make a “green” positive impact in their local community and encourage the public to recycle. If you are interested in being a "Green Teen," please email us at Green.Teens@parks.nyc.gov.

Thursday, November 22, 2012

PAID internships Emma Bowen Foundation DUE: No later than 1/31/2013. VERY COMPETITIVE


The Emma L. Bowen Foundation was created in 1989 to prepare minority youth for careers in the media industry. The Foundation’s program is unlike traditional intern programs in that students work for partner companies during summers and school breaks from the summer following their senior year in high school until they graduate from college. During the four-year program, students have an opportunity to learn many aspects of corporate operations and develop company-specific skills. Corporations have an opportunity to train and mentor students with the option of full-time employment upon completion of their college degrees.
Students earn an hourly salary and matching funds for college expenses. Academic excellence is also a key component of the program—students are required to maintain a 3.0 grade point average to remain in good standing. The Foundation staff works closely with corporate partners to monitor each student’s academic and work progress. An annual summer conference, a community service program and a mentoring program are also provided to further enhance the student’s knowledge and experience. Resource guides for both students and corporate supervisors are provided to maximize the student’s experience while in the program.
This unique, multi-year program prepares a diverse group of talented young professionals to enter the workforce with specific job-related skills, knowledge of the corporate environment and a strong foundation for future advancement. Students work in a variety of functional areas (e.g., marketing, sales, finance, public relations, human resources, technology, news, web design, promotion, etc.) and rotate each summer. Currently, we have 260 active students nationwide and more than 500 graduates. Approximately 70-80 new students join the program each year.

Latest Updates

The 2013 recruiting season is officially open.  2013 applications are now available on-line. Completed applications must be received no later than January 31, 2013.  (Note:  Selection for the program is highly competitive; we suggest you submit your application as early as possible.)  Cities where internship opportunities are currently available are listed on the Application page.  We will be updating the cities’ list as additional opportunities become available.  Please check back periodically. 

Click Download Application for more information about the application process.



http://www.emmabowenfoundation.com/

Summer 2013 for Juniors! Princeton University!


An all-expenses-paid program for high school student journalists from low-income backgrounds that will take place for 10 days this summer on the campus of Princeton University. The program is entering its 12th year; since 2002, approximately 250 students from high schools across the country have participated. The program’s goal is to diversify college and professional newsrooms by encouraging outstanding students from low-income backgrounds to pursue careers in journalism.

Classes at the program are taught by professional journalists from The New York Times, The Washington Post, Newsweek, CNN, NPR, The New Republic, The New Yorker, Sports Illustrated, and other outlets. Students meet with numerous Princeton professors, as well as Princeton’s president and dean of admissions. They report an investigative story, cover a professional sports event, produce a TV segment, and publish their own newspaper. And they receive guidance on the college admissions process not only during the 10 days of the program, but also during the fall of their senior year of high school.

Students selected for the program will have all their costs, including the cost of travel to and from Princeton, paid for by the program.

If you are a teacher, we ask that you encourage your students to apply. 

If you are an administrator, we ask that you help us spread the word by publishing an announcement to teachers or other administrators who might know students who would be interested in applying. 

We will happily accept several students from the same school, so there is no need to worry about your own students competing for slots in the program. We have not determined the exact dates for 2013, but the program will run for 10 days from a Friday to a Monday. It normally runs during the last week of July or the first two weeks of August.

The application process will take place in two rounds. The first round of the application should be filled out online here:
We must receive this part of the application by 11:59 p.m. EST on Friday, February 22, 2013.

Those students selected to advance to the second round of the application process will be notified in March. They will be asked to provide printed copies of the following items via U.S. mail: an official transcript; the first page of the 2011 (or 2012, if available) income-tax return form (the 1040 or 1040EZ form) of their custodial parent(s)/guardian(s), or a signed statement by their parent(s)/guardian(s) saying that their income is below the level at which they would be required to file income tax returns; a recommendation letter from a teacher; and clips from their high school newspaper or other publication (optional).

To be eligible for the program, students must meet the following qualifications:
- They must currently be juniors in high school.
- They must live in the continental United States.
- They must have at least an unweighted 3.5 grade point average (out of 4.0).
- They must have an interest in journalism.
- The combined income of their custodial parent(s)/guardian(s) plus
child support payments, if any, must not exceed $45,000.
Note: This program is for students from low-income backgrounds. If the combined income of the custodial parent(s)/guardian(s) plus child support payments, if any, exceeds $45,000 and a student still wishes to apply, he or she may attach a letter explaining why his or her family qualifies as financially under-resourced.

Additional information about the program is available at 
www.princeton.edu/sjp.

Thursday, October 18, 2012

Educational Opportunity Program - Group Information Session


Educational Opportunity Program - Group Information Session

The State University of New York's Educational Opportunity Program (EOP) has a long history of providing access to New York State residents who show promise for mastering college-level work, but who may otherwise not be admitted.  Offered primarily to full-time students, EOP accepts students who qualify, academically and economically, for the program.

The EOP Group Information Session provides an opportunity for students and families to learn more about EOP, including the benefits, and the application and admission process.

https://www.suny.edu/student/event_listing/event_detail.cfm?eid=112&etyp=STUDENTEVENTS&mindt=2012-11-17%2000:00:00.0&maxdt=2012-11-17%2000:00:00.0&etypid=1

SUNY Financial Aid Workshops in NYC

October 2012 - December 2012

SUNY Financial Aid Workshops in NYC

Prospective students and families are invited to attend a workshop which will provide detailed information about the financial aid application and award process.  This workshop will help you become familiar with the terminology associated with financial aid and the variety of resources that are available.


https://www.suny.edu/student/event_listing/event_detail.cfm?eid=120&etyp=STUDENTEVENTS&mindt=2012-10-30%2000:00:00.0&maxdt=2012-12-18%2000:00:00.0&etypid=1

Friday, October 12, 2012

Attention WHEELS class of 2012! Attention WHEELS class of 2012!


Attention WHEELS class of 2012!

This seems like an unreal opportunity, folks.  Read it.  See Ms. MacNeil if you are thinking about applying!


Attention WHEELS class of 2012!is a premier global bridge year program designed to unleash the potential of the next generation of young Americans as authentic leaders and effective agents of change.

Each year, we recruit and train a diverse corps of high-potential graduating seniors and support them through a bridge year of service learning and leadership training in Africa, Latin America and Asia.   Through a world-class training and individual apprenticeships, our Fellows develop the skills and perspectives they need to succeed in college, careers, and a global economy.
We invest in emerging leaders because we know that young people who have the opportunity to explore the world, and their role within it, approach the future with the passion and purpose they need to make an impact – on our nation and our world.



    MISSION

    Our mission is to unleash the potential of the next generation of Americans to approach the rigors of higher education and the challenges of the 21st century with innovative, insightful, and effective leadership.
    To do this we:
    • Recruit a diverse corps of high-potential graduating seniors who defer college for one year to become Global Citizen Year Fellows;
    • Train our Fellows through an intensive, world-class curriculum in the U.S. and abroad;
    • Support them through immersive homestays and apprenticeships in communities across the developing world;
    • Connect Fellows with K-12 classrooms and their communities back home through blogs, videos from the field, and presentations upon return;
    • Forge a dynamic network of alumni who share a global perspective and a commitment to use their education to make a positive impact in whatever field they pursue.

    VALUES

    PEOPLE

    • We hold all people’s dignity and well-being at the heart of our words and actions.
    • We aspire to build a high-performance culture based on trust, respect for difference, and individual responsibility.
    • We strive to be a humane organization, creating opportunities for our staff, fellows and international hosts to live whole, engaged, and fulfilling lives.

    POTENTIAL

    • We believe that all people have the capacity to learn, grow and thrive – and that our work can help unleash this potential.
    • We are optimistic that through innovation and collaboration across sectors we can create a more peaceful, sustainable and prosperous world.
    • We actively pursue opportunities to expand our reach and accelerate progress toward our mission.

    IMPACT

    • We go above and beyond to improve the quality our Fellows’ learning, to increase the value we bring to communities abroad and at home, and to expand the number of beneficiaries we serve.
    • We are committed to rigorous evaluation and course-corrections that strengthen the positive benefits of our work.
    • We prioritize getting things done efficiently and making a tangible difference.


    http://globalcitizenyear.org/about/about-us/