mit summer research program high school

MIT THINK SCHOLARS PROGRAM

THINK 23-24 semifinalists have been announced!

Rather than requiring students to have completed a research project before applying, THINK caters to students who have done extensive research on the background of a potential research project and are looking for additional guidance in the early stages of their project. The program is organized by a group of undergraduates at MIT.

the PREMISE

Selected finalists have weekly mentorship meetings with THINK team members for technical guidance, helpful resources, and updates on the projects progress and are given up to $1,000 in funding for their project. Additionally, if permitting, finalists are invited to a four-day all-expenses paid trip to MIT's campus , where they tour labs, present their research to MIT students and faculty, and hang out with members of the THINK team.

THINK project proposals are science, technology, and engineering ideas that span many fields, from green technologies and practical devices to software applications. As long as it can be completed in one semester with a $1,000 budget, almost anything is fair game! A good proposal has an insightful idea , clearly defined goals , and a well thought-out procedure for implementation .

For complete information on how to apply and an example finalist proposal, please download and read the full guidelines.

Nov ember . 1, 2023.

Applications to the MIT THINK Scholars Program open online at think.mit.edu. High school students generate exciting STEM research ideas to submit to the competition.

Jan uary . 1, 2024

Applications are due. Students finish submitting project proposals to be evaluated by the MIT THINK committee and professors.

Jan uary . 30, 2024

Semifinalists are announced and interviewed.

Feb uary . 5, 2024

Finalists are announced and notified of mentorship from MIT professors and researchers in their field and project funding!

Feb ruary . 2024

Finalists virtually get guidance on projects, engage in thought-provoking conversations with mentoring professors, learn about research in MIT labs, tour MIT and Boston, bond with fellow finalists and the THINK team, and receive loads of THINK swag.

Jun e . 2024

Finalists complete their projects. Upon completion of their projects, finalists present their final results to the THINK team, their fellow finalists, and other MIT students.

Contrail Reduction Algorithm and Data Live E-system (CRADLE)

Edward wu | pittsford sutherland high school, ny.

Escaping Synthetic Carcinogens: An Integration of Chemically-Based Testing Methods for Detecting Carcinogens in Personal Care and Cosmetic Products

Chloe sow | the downtown school, wa.

Development of Photosensitive Cellulose Resin for Stereolithography 3D-Printing

Elliott hirko | gainesville high school, fl.

Wall-Climbing Robot in Disaster Zones

Emily stanton and anna brusoe | university high school and homeschool, wv.

From Weed to Wheat: Seaweed as a Potential Staple in the Global Freshwater Crisis

Jun ru chen | jericho high school, ny.

Echo: A Sound Solution For Mapping and Navigation in Firefighting

Agastya pawate | lynbrook high school, ca.

Despite the aviation industry’s one billion tons of CO2 produced annually, its biggest contributor to global warming is not CO2 pollution but condensation trails (contrails for short)–long cloud streaks that airplanes produce at high altitudes. These artificial clouds trap infrared radiation fleeing Earth’s surface and significantly contribute to the rising threat of global warming. Resolutions to reduce contrail harm lack, especially in the area of finding ways to avoid high-impact contrail airplane routes. Other approaches are either too costly or harm the environment even more such as altering engine design or adding chemicals to plane fuel. My proposal is Contrail Reduction Algorithm and Data Live E-system (CRADLE), a fully computerized program that aims to alleviate contrail airplane routes. I plan to carry out my proposal through three phases. In phase one, the program first identifies contrails from any land- or satellite-based sky image by employing state-of-the-art computer vision AI models. Then, in phase two, by matching contrail regions with flight routes and considering contrail formation conditions including temperature, humidity, and pressure, the algorithm calculates alternate flight routes that reduce contrails and is maximally fuel-efficient. Finally, to address a lack of available contrail image data, phase three focuses on creating an interactive smartphone app that allows users to take an image of contrails anywhere, which is then collected into a usable dataset to improve CRADLE’s accuracy.

Eddy is a junior at Pittsford Sutherland High School who is interested in the environment and applied physics. In summer 2022, he conducted quantum physics research through the University of Rochester Research Experience for High School Students. Over the years, he has noticed how his region has been getting fewer snow days, which inspired him to read deeply about the environment. Having a fascination for planes since he was little, Eddy was motivated to solve the pressing contrails problem. He is incredibly excited to further his CRADLE project through MIT THINK. His overall goal in science is to pursue a career in physics academia to make a positive impact on the world. Outside of research, Eddy is a hockey player, saxophonist, and debater as the co-president of his school’s Model UN club. He is involved in his local community as a junior hockey coach helping kids with developmental disabilities.

A lack of transparency and regulation in the consumer products industry, specifically in personal care and cosmetic products, makes it difficult for consumers to know what is in the products they use and their potential risks. Personal care and cosmetic products, including items such as makeup, hair care, skincare, and fragrance, may contain various chemicals and ingredients that can potentially harm human health. For instance, some of these substances, known as carcinogens, can cause cancer in humans or animals, while others may cause irritation, allergic reactions, or other adverse health effects. Thus, herein, we propose the development of an origami paper-based microfluidic device capable of simple and rapid colorimetric detection of multiple carcinogens and other harmful chemicals in personal care and cosmetic products. Origami in paper-based microfluidic devices creates 3-D paper microfluidic channels as liquid fluids wick through paper through capillary action, carrying and mixing reagents, enabling the fluid exchange between layers without the assistance of a bonding agent with a lower cost and with more straightforward fabrication. Thus, with an inexpensive, rapid, and accessible device utilizing chromatography paper, wax, and colorimetric reagents—easily customized for the desired carcinogens—the general population will moreover be able to readily identify unknown irritants and toxins that may potentially affect their well-being.

Chloe Sow is a current junior at The Downtown School in Washington, who is absolutely thrilled to be a part of MIT THINK as a finalist. Interested in pursuing engineering, ubiquitous computing, and/or synthetic epigenetics, having independently conducted research, as well as at the UbiComp Lab at the University of Washington, she has presented at a few research symposiums (being absolutely roasted by the judges, of course!). In her free time, other than spending time with family and friends, she loves to watch documentaries (+ k-dramas), translate novels, and make music. With the support and resources of MIT THINK, for her project, inspired by the Stink! documentary (which is a definite must-watch!), she hopes that the device will provide greater transparency and insights, assisting consumers in making more informed decisions about the personal care products they use.

Over the past several decades, there have been huge advances in tissue recellularization, a field which involves the growth of specific tissue cells onto a porous network called a scaffold to produce a functioning organ. One of the drawbacks keeping these methods from reaching the medical field is the lack of a scaffold for the organ needed (O’Brien, 2011). Herin a potential system for producing 3 dimensional cellulose structures with extreme precision for use in tissue recellularization is presented. Cellulose, the most abundant polysaccharide on the planet, is both biocompatible and very low cost. Additionally, it’s chemical properties fill the prerequisites required for being a good cell scaffold material (Encheva et al., 2004). The only issue is there is no readily available way to directly manipulate cellulose into precise 3 dimensional objects since it neither melts or dissolves in common solvents. One of the most precise 3D printing process called stereolithography typically employs a laser to solidify a photosensitive resin layer by layer until a 3 dimensional object is made (Hubs, n.d). To allow for this method to be applied to cellulose, a metal complex called tetraamine copper II hydroxide or Schweizers reagent (SWR) will be tested under the influence of a photoacid generator (PAG) called coumarin-4-ylmethyl (c4m) to generate a photosensitive cellulose solution that can be utilized with a custom made stereolithography printer to produce 3 dimensional cellulose structures.

Elliott is a junior at Gainesville High School in Florida. He has always had an interest in absorbing information from the world around him an applying it to projects he finds interesting. He puts a great emphasis on chemistry and engineering because it is with these disciplines that he can obtain the ability to create almost anything through his work. He hopes to one day apply this knowledge in a way as to aide in the energy crisis. He enjoys creating things and performing various organic synthesis projects along with long walks through nature and hanging out with his friends (when they actually manage to agree on plans).

Over the years, natural and man-made disasters have persisted at an alarming rate, devastating the lives of many, and leaving behind an unceasing death toll. Unfortunately, there isn’t an easy way to prevent these disasters from happening. So the best we can do is help preserve the lives of those caught in disasters and those risking everything to save others. This is where the wall-climbing robot comes in. The wall-climbing robot can climb up buildings, taking 3D visuals of the damaged area and providing necessary materials to people stuck inside, such as air masks and water. To accomplish this task, we are creating a robot that can climb up and across walls using a modified suction system that can work on any type of wall, even walls with crevices and dirt. Our robot also utilizes pneumatic powered limbs for greater reach. We plan on using a Lidar sensor for the 3D mapping aspect of our design.

Emily is a student at University High School in Morgantown WV who has always had a love for creating things, whether it be robots or novels. This has led her to join Mountaineer Area RoboticS (MARS), her local FRC team, where she has learned how to work with others to build robots quickly. This last year, she has interned at the Biomedical company, Intermed Labs, where she learned more about material science and the process of researching an idea. In her free time, she also loves writing sci fi and fantasy novels and short stories, swimming, and discussing crazy ideas with Anna.

Anna is a homeschooled senior from Morgantown, West Virginia. With her goal of becoming a mechanical and aerospace engineer, she hopes to design innovative technology that can be used to help others. Anna is passionate about expanding STEM education access and resources to rural areas and has written a children’s book about five women in STEM to help students learn about science and engineering. As a member of the mechanical sub-team of FIRST Robotics Competition team Mountaineer Area RoboticS(MARS), Anna has learned a lot about engineering design and fabrication of materials. She is very thankful to have been selected as a finalist for the MIT THINK Scholars Program, and she is very excited to continue collaborating with Emily to continue research on wall-climbing robots. Outside of her STEM related interests, Anna is a classically trained pianist and is learning to play the organ.

Often endearingly referred to as the elixir of life, water is an indispensable commodity required by all aspects across the biological spectrum. Yet, most of freshwater is inaccessible and locked away in glaciers or blended with salts. To conserve this declining resource for our growing population, this project will introduce and demonstrate scale model processing of novel crop and explore dietary shifts for minimizing irrigative water reliance while increasing global crop yield. I will model a scale biochemical process that will render common kelp, specifically, Saccharina japonica into a common grain substitute similar to rice flour. The fungal fermentation with Paradendryphiella salina seeds the sample with accessible nutrients; complex sugars are broken down to build protein rich mycelium. A session of solar baking sanitizes the newly enriched sample. Through another round of fermentation with lactic acid bacteria instead, free protons from lactic acid promote the formation of hydrogen iodide gas with aqueous iodine. Finally, the sample is baked by the sun for the last time— when dehydrated, remaining hydroiodic acid would reform into a dispersed gas. With the acute concentration of iodine removed, myoprotein enriched seaweed powder can easily replace consumer flour with a myriad of advantages. This iodine depressed flour would serve as a low glycemic, high nutrient, and environmentally friendly grain, grown completely past the need for any of our dwindling freshwater supplies. Seaweed as a crop holds untapped potential as a source of an enriched and sustainable diet for future capitalization.

Jun Ru Chen is a sophomore at Jericho High School in New York and a student of the science research program there. Since a brief cooking unit in middle school, food has been one of the major topics sitting on the backburner. With a fear of spicy food and salmonella, he avoids cooking protein himself— drifting into simple cooking, tasting quite bland. In pursuit of this, he researches a superior ingredient and debates on creating a club to support his ventures. Among the existing clubs that he is currently in, he competes in SciOly, Mathletes, and occasionally drops by into whatever club was running that day. Despite having no background in physics, he was placed into all three physics events by the team leader. Armed with spite, he is now lobbying his guidance counsellor to waive AP Physics I prerequisites for Physics II, a class vacant for over 20 years.

Across the western US, destructive fires are larger, hotter and more frequent every year. Their white-hot flames rise high to singe the crowns of tall redwood trees and blacken vast tracts of forest; their smoke and ash turn the skies an eerie yellow. But firefighters on the frontlines are increasingly in need of better equipment and technology in order to be more effective. Currently, they rely on thermal imaging cameras to find their ways around in these situations, but these cameras white out under the intense heat of these blazes, fail to show obstacles and lack crucial depth of field information. My proposal for overcoming these limitations is to use narrow-beam ultrasonic mapping for imaging. By scanning the surroundings of a user with repeated pulses of ultrasound and plotting the resulting distance measurements on a full field of view, my camera will not white out in extreme heat and will be able to image through plumes of smoke. Measuring distance rather than temperature will produce images with clear depth of field and a view of surrounding obstacles. An innovative capture system using a stepper and a DC motor will allow for optimum resolution and measurement quality, and a dual gyroscope system enables crucial odometry for a real-time display. Multiple sensor inputs will be threaded together for efficient operating speed and signal. With this array of sensors and motors, my proposal would provide accurate, three-dimensional mapping in firefighting situations.

Agastya is a junior at Lynbrook High School in San Jose, CA and is excited to be a THINK finalist this year! Ever since he got a Python book from the library and an Arduino for his tenth birthday from his parents, he has done numerous robotics projects using microprocessors and sensors (especially his favorite - the ultrasonic distance sensor). He is a member of his school’s robotics team, where he learned and taught skills such as creating Arduino projects and using power tools for machining. Outside of academics, Agastya is an avid runner on the Lynbrook Cross Country and Track teams and plays clarinet in his school’s Wind Ensemble. In his free time, he enjoys exploring new routes in the hills near his home, going on trips up and down the West Coast and reading whatever he can get his hands on.

See a full list of THINK winners from past years , 2019 , 2018 , 2017 , 2016 , and 2015 .

Alexander greer, class of 2024 | computer science and molecular biology.

Greer is a junior studying computer science and molecular biology. In his free time, he enjoys playing the piano, designing infographics, managing his Google calendar, and learning new things. He is keen on helping THINK make STEM research at the high school level ever more exciting and accessible.

Alexandra So

Class of 2023 | brain and cognitive sciences, business analytics.

Alexandra is a senior from Los Angeles, California, who is double majoring in business analytics (Course 15-2) and brain and cognitive sciences (Course 9). Along with THINK, she is involved in MIT EMS (campus ambulance service) and the Sloan Business Club. Alexandra is excited to continue to share her love of research and provide opportunities for high school students to pursue the scientific projects that they are passionate about through MIT THINK.

Caitlin Ogoe

Class of 2025 | computer science and engineering, chemical engineering.

Caitlin is a sophomore from Western Colorado. She plans on studying computer science and chemical engineering. Caitlin is super excited to get to help extend an opportunity for students from rural schools to gain research experience and to learn a ton from the super talented students who pass through this program every year. She loves picking new color palates for her Google Calendars, obsessing over the latest tech drop's specs, and asking her mom for pictures of her cat, Sherbert.

Class of 2025 | ELectrical Engineering and Computer Science

Emma is a sophomore studying computer science and engineering. In her free time, she can often be found hanging out with friends, watching Kdramas, or munching on chips in her dorm room. With THINK, Emma has enjoyed giving back to communities and empowering high school students and is excited to continue mentoring high school students just like the mentorship she got inhigh school.

Class of 2024 | Computer Science and Engineering

Grace is a junior from Westford, Massachusetts majoring in computer science and minoring in political science. Outside of school, Grace loves to have deep talks with friends, play violin, and weightlift. Grace has really enjoyed mentoring as well as her research experiences and is excited to help high schoolers discover and pursue their interests in research.

Kenneth Choi

Class of 2025 | electrical engineering and computer science.

Kenneth is a sophomore from Ridgefield, Connecticut, planning to major in a computer science related field. Having conducted research and participated in research competitions throughout high school, Kenneth has a passion for mentoring students in their science and engineering projects. His next research goals are to explore the fields of computational biology and natural language processing. Outside of THINK, Kenneth is involved with Science Olympiad, Korean Cultural Association, and IEEE/ACM.

Mulan Jiang

Director | class of 2023 | mechanical engineering with computer science.

Mulan is a senior from Leawood, Kansas planning to study mechanical engineering with a concentration in medical devices and pre-med. Outside of academics, she can be found designing book covers in Photoshop, trying to dance, and eating too many Asian snacks. Coming from an area with fewer opportunities to work in research labs, Mulan is excited to help organize a program accessible to any high school student who is passionate about STEM!

Tiffany Chen

Class of 2022 | computer science and engineering, humanities and mathematics.

Tiffany is a MEng student from New York City majoring in computer science and a joint major between humanities and mathematics. Social and computer science research was a major part of her senior year experience, and she joined THINK to help high school students hone their interest in STEM with resources and mentorship. When she’s not internally dying from her psets, she’s grabbing food or bubble tea with her friends, walking around Boston, or writing letters to her friends back home.

Class of 2025 | Physics, Computer Science and Engineering

Zimi is a freshman from Long Island, NY. Academically, Zimi is interested in maybe too many things, and she is planning to pursue some combination of physics and computer science. Outside of classes, she can be found playing the piano, doodling, and learning how to cook. As a part of THINK, She is excited to share her love of STEM and provide an opportunity for high school students to pursue their passions through scientific research.

Alexandra Volkova

Class of 2026 | computer science and molecular biology, finance.

Alexandra is a freshman from Bergen County, NJ, about half an hour from NYC. She is planning to double major in Computer Science and Molecular Biology (6-7) and Finance (15-3), and as that choice shows, is interested in pretty much everything. In her free time, she enjoys reading, writing, listening to music and podcasts, playing board games, losing track of hours in the Harvard library and other libraries and bookstores, and spending time with family and friends. She is excited to help bring THINK to an even greater audience of highschoolers and discover the innovative ideas others have.

Class of 2026 | Computer Science and Molecular Biology

Iris is a freshman from Shoreline, Washington, planning on majoring in computer science and molecular biology (Course 6-7), biochemistry (Course 5-7), or bioengineering (Course 20). She is interested in biotechnology, drug design, and personalized medicine! Outside of classes and work, she loves to work out, play Smash, watch Zelda theories, and bead!

Abena Kyereme-Tuah

Class of 2026 |.

Abena is a freshman from Northern Virginia. She is interested in the intersection between computer science and medicine, as well as the process behind business management. In her free time, Abena enjoys dancing, baking, and reading books. She is very excited to be a part of THINK and be able to help students gain access to resources to further their passions.

Katherine Xie

Class of 2026 | computer science and neuroscience.

Katherine is a freshman from New Jersey. She is planning to study computer science and neuroscience. In her free time, she can be found listening to music, playing squash, or hanging out with friends. As a part of THINK, Katherine is excited to create STEM research opportunities for high schoolers and give back to the community as a mentor.

Thomas Larsen

Class of 2026 | mechanical and biological engineering.

Thomas is a freshman from Staten Island, New York, planning to major in Mechanical and Biological Engineering. Throughout high school, he developed and presented research projects in regional and national science competitions, becoming a two-time finalist in NYCSEF and semi-finalist in MIT Think. He is now a researcher in the Biomechatronics Group in the MIT Media Lab, interested in researching the intersection between robotics and human physiology. In his free time, Thomas enjoys playing the Alto Saxophone, designing 3D printing projects, and petting his adorable cat, Shadow. As a member of THINK, Thomas is excited to mentor high school students throughout their research projects and provide them with the resources they need to succeed.

Class of 2024 | Computer Science and Cognitive Science

Claire is a junior from Houston, Texas majoring in computer science and cognitive science with a minor in biomedical engineering. As part of THINK, she is excited to support high school students from all backgrounds in pursuing their research interests! Outside of THINK, Claire is a traditional choreographer for the Asian Dance Team. In her free time, she can always be found listening to music, embroidering, or exploring Boston.

Benjamin Gao

Class of 2023 | computer science.

Ben is a senior from Gainesville, Florida. He is majoring in Computer Science, and after graduation will be working at Palantir as a Software Engineer. In his free time, Ben enjoys working out, reading, and rock climbing. He is looking forward to reading all the amazing applications and mentoring some awesome projects!

How do I apply?

Can my proposal be longer than ten pages, do references/cover pages/figures count in the ten page limit, i am in a team of two. how do we create an account for two people, i am an international student. can i still apply, who judges these applications, how will i know if i won, where can i send my other questions.

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15 Best MIT Summer Programs for High School Students

By Eric Eng

MIT’s strong dedication to STEM education is evident through its various summer programs designed for high school students. The best MIT summer programs for high school students provide hands-on experience, mentorship, and exposure to cutting-edge research, shaping academic and career paths. MIT’s focus on developing future STEM leaders highlights its role in inspiring and preparing young minds for upcoming challenges and innovations.

Best MIT Summer Programs for High School Students

The best MIT summer programs for high school students offer stimulating content, a challenging learning environment, and a lively peer community, often including generous financial aid. This list covers the best programs at MIT and other selective summer offerings from various organizations, creating a comprehensive guide to exceptional opportunities for aspiring students.

1. Research Science Institute (RSI)

• Location : Massachusetts Institute of Technology (MIT)
• Cost : None
• Program Dates : June 23, 2024 – August 3, 2024
• Application Deadline : December 13, 2023 (Already closed for 2024 program)
• Eligibility : Applicants must be in the middle of their junior year (grade 11), about to enter their last year of high school, and possess remarkable academic aptitude and background. International students are also encouraged to submit their applications.

The Center for Excellence in Education, in partnership with MIT, hosts the Research Science Institute (RSI). This six-week program brings together 100 of the world’s most accomplished high school students every summer. RSI is the first of its kind, combining on-campus scientific theory coursework with off-campus research in science and technology. Participants undergo a comprehensive research cycle, from examining current literature to executing detailed research plans and delivering conference-style presentations.

The program begins with a week of intensive STEM classes led by accomplished professors, followed by a five-week research internship where students work on individual projects under experienced mentors. Access to MIT’s extensive computing resources empowers RSI scholars to explore literature, model complex systems, and make conference-style presentations. Field trips to cultural attractions and science facilities in the Boston Area complement the program’s unique blend of academic rigor.

2. MITES Summer

• Program Dates : Late June through early August (Dates for 2024 are yet to be announced)
• Application Deadline : February 1, 2024 (Already closed for 2024 program)
• Eligibility : Candidates must be U.S. citizens or permanent residents and are high school juniors. They must demonstrate a passion for science, technology, engineering, and math and have a strong academic record.

One of the best MIT summer programs for high school students is the MITES Summer, an intensive and competitive six-week residential program held at the MIT campus. In this program, students engage in high-level math and science courses and electives focused on real-world STEM applications not typically covered in high school. Participants also gain a firsthand experience of MIT student life, with room and board provided free of charge.

Beyond academics, the program offers valuable insights into college admissions, aiding students in their educational journey. Weekdays involve classes, recitations, workshops, and tours, while evenings and weekends are dedicated to social events, office hours, homework, and exploration of the Greater Boston area. At the conclusion, each student receives a detailed evaluation, offering insights into strengths and areas for growth, often used as supplemental material for college applications.

3. Women’s Technology Program (WTP)

• Cost : Students with a family income of less than $120,000 can attend for free. For families with an adjusted gross income between $120,000 and $150,000, there is a $2,000 fee. Those families in the $150,000 to $200,000 range have a $4,000 fee, while families with an income exceeding $200,000 pay a $6,000 fee.
• Program Dates : June 29, 2024 – July 26, 2024
• Application Deadline : January 15, 2024 (Already closed for 2024 program)
• Eligibility : Applicants must be in their 11th grade upon application and must reside in the U.S. year-round, with a permanent family home address in the U.S. This includes students attending boarding school outside the U.S. but returning to their family home in the U.S. during school breaks.

The MIT Women’s Technology Program (WTP) is an intensive four-week summer academic initiative designed to introduce 20 high school students to engineering through hands-on classes, labs, and collaborative team projects. WTP aims to empower young women and underrepresented students in STEM. This inclusive community welcomes participants from diverse backgrounds, including those with limited access to STEM activities or who might be the first in their family to attend college.

While the Electrical Engineering and Computer Science track is on hiatus in 2024, students can still engage with the Mechanical Engineering track, exploring subjects like fluid mechanics, materials, statics, heat transfer, thermodynamics, and engineering design. With a highly competitive selection process, WTP is not a conventional summer camp but a rigorous academic experience with a full schedule, focusing exclusively on STEM for the duration of the program.

4. Beaver Works Summer Institute (BWSI)

• Location : Massachusetts Institute of Technology (MIT)/Online
• Cost : The online prerequisite courses are free to students. Families with an income of $150,000 or more will incur a program fee of $1,750, while the program is free for qualifying families who meet the eligibility criteria.
• Program Dates : July 8, 2024 – August 4, 2024
• Application Deadline : March 31, 2024
• Eligibility : Applicants must be current 11th-grade students. Every student is welcome to enroll and take part in the online courses. However, acceptance into the July program is restricted to those currently attending and physically present at a school in the US.

The Beaver Works Summer Institute (BWSI) is one of the best MIT summer programs for high school students, and it is designed for those seeking a glimpse into the MIT experience. This four-week program offers a college-level curriculum that engages students from around the country in various courses, covering diverse topics such as Autonomous Underwater Vehicles, Quantum Software, and Serious Game Design with AI. 

BWSI presents a dynamic blend of in-person and virtual courses, ensuring accessibility for students nationwide. The curriculum includes lectures, labs, and office hours, with adjustments made for varying time zones to accommodate students from across the United States. To apply for the July program, students must have completed the lessons in the online tutorial, which begins in February 2024, ensuring a prerequisite foundation for their desired project. 

5. Summer Science Program (SSP)

• Location : Varies (Residential locations are in Colorado, New Mexico, North Carolina, and Indiana.)
• Cost : Families with an income of around $75,000 or less might qualify for a fully discounted fee, resulting in the program and travel expenses being entirely free. The program fee is adjusted based on each family’s affordability, with a maximum fee of $8,800 (2024).
• Eligibility : Current high school juniors and a select few outstanding sophomores who have finished the prerequisites by summer are welcome to apply. They must also be between 15 and 19 years old during the program.

The Summer Science Program (SSP) is a six-week venture into hands-on experimental science, co-sponsored by MIT and held at various residential locations in Colorado, New Mexico, North Carolina, and Indiana. This program creates an immersive environment where 36 participants and seven faculty members engage in challenging research projects such as Astrophysics , Biochemistry, and Genomics.

Each team works on its research project, from data acquisition to analysis and reporting. Students attend classroom and lab sessions six days a week, complemented by guest lectures and special events. Beyond the six weeks, participants receive letters of completion and can request recommendations. Furthermore, participants can join a network of over 3,500 individuals and be part of SSP Connect, a fall volunteer mentorship program for alumni.

6. Lincoln Laboratory Radar Introduction for Student Engineers (LLRISE)

• Location : MIT campus/Lincoln Laboratory
• Program Dates : July 14, 2024 – July 27, 2024
• Application Deadline : March 7, 2024
• Eligibility : Applicants must be rising high school seniors and must be U.S. citizens (foreign citizens with permanent residency are not eligible). They must also demonstrate a passion for science, math, and engineering.

Nurturing the curiosity and potential of outstanding high school juniors, the Lincoln Laboratory Radar Introduction for Student Engineers (LLRISE) program stands as one of the best MIT summer programs for high school students. This immersive two-week workshop is not only offered free of charge but is also designed to provide a hands-on experience in constructing small radar systems. 

LLRISE is held at both the MIT campus in Cambridge, MA, and Lincoln Laboratory in Lexington, MA. Participants build Doppler and range radars, employing creative problem-solving strategies under the guidance of skilled scientists and engineers. LLRISE imparts technical skills and nurtures collaborative learning, offering students a unique opportunity to explore real-world applications of radar technology.

• Location : Ann Arbor/Bay Area/Online
• Cost : The application fees differ based on the deadline type, and each summer program is associated with a distinct cost.
• Program Dates : Varies (Programs vary in duration, ranging from 3 to 5 weeks, and take place from June 2024 through August 2024.)
• Application Deadline : November 15, 2023 (Priority Deadline); January 7, 2024 (Early Deadline); April 24, 2024 (Final Deadline)
• Eligibility : High school students, typically ages 15 to 18, are welcome to apply. They must be currently enrolled in high school at the time of applying.

LaunchX, MIT’s signature summer program,  is meticulously designed to foster entrepreneurship skills among high school students. By uniting ambitious young entrepreneurs worldwide, the program offers a unique opportunity to build startups collaboratively under industry experts’ guidance. LaunchX 2024 presents four distinct summer program options—Online Entrepreneurship, Online Innovation, and two in-person programs, Bay Area Entrepreneurship and Ann Arbor Entrepreneurship.

Throughout the program’s intense weeks, participants acquire an entrepreneurial mindset, learning to identify opportunities, prototype solutions, and pitch ideas for feedback and support. By the program’s conclusion, teams come together to achieve market validation, emphasizing essential skills such as effective teamwork, thorough testing through Minimum Viable Product development, and achieving a minimum of $250 in sales or revenues before Demo Day. 

8. iD Tech Camps

• Cost : Varies (Program costs start at $1,399)
• Program Dates : Varies (Each session lasts for one week. Program sessions run from June 16 to August 9)
• Application Deadline : Rolling basis
• Eligibility : Students from ages 7 to 17 can join iD Tech Day Camps. However, the age requirement varies for each program.

The best MIT summer programs for high school students include iD Tech Camps, a week-long STEM experience designed for kids and teens. iD Tech day camps provide an ideal blend of skill development and summer fun, allowing campers to experience collegiate life on the prestigious MIT campus. Featuring state-of-the-art labs adorned with tech and pop culture icons and guided by STEM professionals from elite universities, campers immerse themselves in hands-on learning, crafting various projects from apps and games to AI bots and viral videos.

Each session includes campus exploration, traditions , and unique experiences, such as meals in the new Vassar Dining Hall, tours of campus landmarks, outdoor activities, and gaming tournaments. Beyond gaining new skills and confidence, campers leave with a final project or portfolio, a personalized diploma, an official transcript, and other program memorabilia.

9. Summer Springboard Fundamentals of Engineering at MIT

• Cost : $3,198 (Commuter tuition); $5,498 (Residential tuition)
• Program Dates : June 16, 2024 June 28, 2024 (Session 1); June 30, 2024 July 12, 2024 (Session 2)
• Eligibility : Applicants must have finished 8th grade before the program starts, and maintain a 3.0 Grade Point Average (or local equivalent). International students must showcase English proficiency through a telephone interview or by providing one of the following minimum test scores: TOEFL (490 on paper test or 60 on iBT test), Cambridge (PET-Distinction or FCE-C), or SAT (450 in Reading/Writing).

Founded to provide college-bound teens a supportive environment to explore their personal and academic passions, Summer Springboard collaborates with MIT to present an exciting engineering exploration in the Fundamentals of Engineering course. This highly anticipated program examines core principles of engineering through hands-on projects and simulations, offering exclusive visits to renowned engineering labs and research centers.

The journey begins with a practical introduction to MATLAB computer programming, a pioneering language in science and technology that enhances the delivery of course material across various engineering fields, aligning with MIT’s practices. Participants immerse themselves in the latest advancements in engineering and technology, learning directly from professionals in the field. Upon finishing the program, all students receive a certificate of completion and a letter of recommendation from their professor.

10. √mathroots at MIT

• Program Dates : June 28, 2024 – July 12, 2024
• Application Deadline : March 1, 2024
• Eligibility : To be eligible, participants must be US citizens or attending high school in the US (before their last year in high school), aged between 14 and 18, and demonstrate academic excellence, especially in mathematics. Taking a precalculus course is recommended, while calculus is not a requirement.

√mathroots, hosted by the MIT PRIMES program, stands out as one of the best MIT summer programs for high school students. This 14-day summer program is led by MIT faculty, staff, and students, providing an enriching experience in mathematics. The program was initially designed to celebrate the academic achievements of Black and Latino students, tailored for promising high school students from disadvantaged backgrounds or underserved communities.

√mathroots focuses on exploring creative topics in mathematics, offering participants a unique opportunity to enhance their problem-solving skills through classes, group activities, and invited lectures. Beyond the standard curriculum, the program introduces students to wonderful and accessible mathematical ideas, emphasizes the techniques and meaning of mathematical proof, and fosters a supportive academic and cultural community.

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

• Location : Stanford University
• Cost : $40 application fee or fee waiver
• Program Dates : June 10, 2024 – August 1, 2024
• Application Deadline : February 24, 2024
• Eligibility : High school juniors or seniors as of fall 2023, belonging to the graduating classes of 2024 or 2025, and at least 16 years old by the start of the program are welcome to apply. Candidates must also reside and attend school in the U.S. and be U.S. citizens or permanent residents with a green card.

While the Stanford Institutes of Medicine Summer Research Program (SIMR) is not affiliated with MIT, MIT highly recommends this competitive-admission summer program in the U.S. This 8-week program, exclusively for high school juniors and seniors, provides an immersive experience in medicine and biosciences. Students collaborate with mentors in top-class labs within Stanford University’s Institutes of Medicine and select departments, and they can choose from eight research areas.

Upon acceptance, students immerse themselves in hands-on research, participating in lectures, dedicating their time to full-time lab work, and preparing posters for a culminating session. Participants engage in hands-on research, attend lectures, and showcase their work during a concluding poster session. To further support students, the program provides a minimum stipend of $500, with needs-based stipends exceeding $2500 from special grants.

12. Secondary Student Training Program (SSTP)

• Location : University of Iowa
• Cost : $95 Non-refundable application fee; $7,500 Program fee (Financial aid and scholarships available)
• Program Dates : June 19, 2024 – July 26, 2024
• Application Deadline : February 16, 2024 (Already closed for 2024 program)
• Eligibility : Students currently in grades 10–11 are welcome to apply. International students are also encouraged to apply and are required to submit proof of English proficiency.

While this program is not part of MIT’s summer programs for high school students, the Secondary Student Training Program (SSTP) at the University of Iowa’s Belin-Blank Center comes as one of the best programs being offered outside of MIT . This multi-week summer research program provides advanced high school students an exceptional opportunity to engage in original research across various STEM fields.

Under the guidance of experienced faculty mentors, participants explore areas such as Anatomy & Cell Biology, Biomedical Engineering, Chemistry, and more. The program offers hands-on research experience and allows students to collaborate, create, and present research posters. Successful completion of SSTP earns students 3 hours of university credit and provides the option to seek recommendations from their mentors.

13. High School Honors Science/Mathematics/Engineering Program (HSHSP)

• Location : Michigan State University
• Cost : $4000 participant fee (Financial aid available)
• Program Dates : June 16, 2024 – August 3, 2024
• Application Deadline : March 1, 2024 (Already closed for 2024 program)
• Eligibility : High school juniors with a strong interest in science, math, or engineering are eligible to apply.

Another highly recommended summer program is the High School Honors Science, Engineering, and Mathematics Program (HSHSP) by Michigan State University. This seven-week summer research opportunity for high school juniors nationwide provides students with hands-on experience on the vibrant campus of a leading research-intensive university. After expressing preferences for research areas upon acceptance, students work closely with faculty advisors to finalize projects aligned with mentors’ programs.

Throughout the program, participants engage in independent research, mastering key aspects of scientific inquiry, including record-keeping, proposal writing, and lab safety. Beyond the lab, the program includes visits to renowned research facilities and discussions on college admissions, scholarships, and diverse science career paths. By the end of the program, students present their findings in conference-style research sessions and are encouraged to share their research projects and experiences upon returning home.

14. BU Research in Science & Engineering (RISE)

• Location : Boston University
• Cost : $50 non-refundable application fee; $5,350 tuition fee; $3,120 room and board fee (14 meals per week)/$3,426 room and board fee (19 meals per week)
• Program Dates : June 30, 2024 – August 9, 2024 (Residential participants); July 1, 2024 – August 9, 2024 (Commuter participants)
• Application Deadline : February 14, 2024 (Already closed for 2024 program)
• Eligibility : To participate in RISE, applicants must be entering their senior year of high school in fall 2024. Eligibility is restricted to US citizens and legal permanent residents.

Similar to the best MIT summer programs for high school students, the BU Research in Science & Engineering (RISE) provides another excellent opportunity for students passionate about science. This six-week immersive experience at Boston University involves engaging in university laboratory research under two tracks: the Internship track, involving hands-on research projects across various STEM areas, and the Practicum track, focusing on computational neurobiology within a structured research environment. 

Guided by distinguished faculty, postdoctoral fellows, and graduate students, participants develop valuable technical and analytical skills while gaining insights into the scientific process. Both tracks culminate in a Poster Symposium, offering a platform to present research results. This is a chance for high school juniors to elevate their STEM knowledge, collaborate with leading minds, and contribute meaningfully to the field of science.

15. Clark Scholar Program

• Location : Texas Tech University
• Program Dates : June 16, 2024 – August 1, 2024
• Application Deadline : February 15, 2024 (Already closed for 2024 program)
• Eligibility : To be eligible, applicants must be at least 17 years old by the program start date and anticipate graduating in 2024 or 2025. Additionally, U.S. citizenship or permanent residency is required.

The Clark Scholar Program at Texas Tech University is a prestigious seven-week summer research opportunity tailored for twelve highly qualified high school juniors and seniors. This program provides hands-on practical research experience across various disciplines, including Nutritional Sciences, Biology/Cellular & Microbiology, Computer Science, Neurobiology, Mechanical Engineering, History, Chemistry, and Electrical and Computer Engineering.

Scholars collaborate with outstanding faculty, engaging in research-intensive projects that address critical issues in their respective fields. The program includes weekly seminars, discussions, and field trips, fostering critical thinking and career exploration. After completing a successful research project report, scholars receive a $750 stipend.

Benefits of Participating in the Best MIT Summer Programs for High School Students

From enhancing your academic skills to working on cutting-edge research, forming meaningful connections, and strengthening your college applications, MIT summer programs provide a distinctive and valuable experience. Let’s explore some of the benefits of participating in the best MIT summer programs for high school students.

Academic Enrichment and Skill Development

MIT’s summer programs provide a unique platform for students’ academic exploration, allowing them to broaden their knowledge across various fields. Through challenging coursework and hands-on projects, participants not only deepen their understanding of complex subjects and cultivate critical thinking, problem-solving, and technical skills essential for their academic journey ahead.

Exposure to Cutting-Edge Research and Innovation

Known for its cutting-edge research and innovation, the MIT environment offers high school students in summer programs an exclusive glimpse into a world of groundbreaking discoveries. I nteracting with top-tier faculty and researchers, students witness firsthand the process of pushing the boundaries of knowledge, sparking a passion for exploration and discovery.

Networking and Mentorship Opportunities

Within MIT’s extensive network lie some of the brightest minds in academia and industry. Summer program participants not only connect with distinguished faculty but also form relationships with like-minded peers from around the world. These connections extend beyond the program’s duration, providing a supportive network for collaboration, inspiration, and lifelong friendships.

Building a Strong College Application

In the competitive landscape of college admissions, differentiation is key. MIT summer programs offer high school students a unique advantage by showcasing their proactive learning approach, hands-on experiences, and exposure to advanced subjects. Admissions officers value such experiences, recognizing the commitment and enthusiasm required to thrive in a challenging academic setting.

The best MIT summer programs for high school students nurture growth, fuel curiosity, and lay the groundwork for future success. The benefits extend beyond the summer months, molding young individuals into confident, capable individuals prepared to tackle the rigors of higher education and beyond.

How to Choose a Summer Program at MIT

Selecting from the best MIT summer programs for high school students is a crucial decision that can significantly shape your academic and career path. To ensure your choice aligns with your goals and aspirations, consider several factors contributing to a fulfilling and impactful summer at MIT.

Academic Alignment

MIT offers diverse programs encompassing STEM fields, humanities, and interdisciplinary studies. Examining the specifics of each program allows prospective participants to align their academic interests with the offerings. Choosing a program that resonates with individual academic passions ensures a more fulfilling and impactful experience, setting the stage for future educational and career endeavors.

Program Duration

MIT recognizes students’ varied preferences and availability during the summer. As such, the institution provides a spectrum of program durations, ranging from short and intensive courses to more extended experiences. Prospective participants should carefully consider their summer schedules and personal preferences to select a duration that best suits their needs and aspirations.

Research Opportunities

Renowned for its commitment to cutting-edge research, MIT embeds research opportunities within its summer programs. Exploring these opportunities is crucial for aligning the program with individual academic curiosity and ambitions. Prospective participants should examine the specific research projects or initiatives offered, ensuring they resonate with their interests and contribute to a comprehensive and immersive learning experience.

Faculty and Mentors

The MIT summer programs for high school students are guided by esteemed faculty and mentors with rich academic backgrounds. Researching the profiles and expertise of these mentors is essential to ensuring alignment with individual academic aspirations.

The mentorship opportunities available within each program should be considered, as the guidance received from experienced professionals can be transformative, providing valuable insights and shaping future educational paths.

Networking and Community

MIT’s ethos revolves around fostering a collaborative and innovative environment. Prospective participants should evaluate the networking opportunities and community dynamics within each program. Building connections with peers and mentors can significantly enhance the overall experience, offering valuable insights, collaborative opportunities, and a sense of belonging within the vibrant MIT community.

Navigating how to choose a summer program at MIT involves thoroughly exploring academic alignment, considering program duration, examining research opportunities, assessing faculty and mentors, and evaluating networking and community dynamics. By carefully weighing these factors, participants can ensure that their chosen program aligns with their academic and career goals, setting the stage for a transformative and enriching summer at MIT.

Tips for a Successful Experience in the Best MIT Summer Programs for High School Students

Participating in the MIT summer programs offer opportunities for academic growth, personal development, and exploration. Whether you’re exploring MIT’s cutting-edge labs, interacting with renowned faculty, or participating in extracurricular events, these insights aim to guide you toward a successful and memorable summer at MIT.

Here are some tips for a successful experience in the best MIT summer programs for high school students, leaving a lasting impact on your academic journey.

1. Embrace a Proactive and Inquisitive Mindset

During classes and activities, approach learning with curiosity and proactivity. Ask questions, seek deeper understanding, and actively participate in discussions. Embracing an inquisitive mindset not only enhances your own learning but also contributes to the dynamic intellectual atmosphere at MIT.

2. Actively Engage with Faculty, Mentors, and Peers

The best MIT summer programs provide unique opportunities for high school students to interact with distinguished faculty, mentors, and like-minded peers. Actively engage with these individuals for networking and collaborative possibilities. Building connections can open doors to new perspectives, mentorship, and potential future collaborations.

3. Utilize Provided Resources

MIT offers world-class facilities, including libraries and laboratories. Take full advantage of these resources to enhance your academic exploration. Whether conducting research, accessing specialized literature, or collaborating on projects, leveraging MIT’s state-of-the-art facilities enriches your overall experience.

4. Seek Guidance and Mentorship

Don’t hesitate to seek guidance from faculty and mentors, especially if you have potential research or project ideas. MIT is home to experts in various fields, and their insights can be invaluable in shaping your academic and research pursuits. Establishing mentorship connections can provide support and guidance throughout your journey.

5. Participate in Extracurricular Events

Beyond academics, the best MIT summer programs for high school students offer various extracurricular events and activities. Participate in these to complement your learning experience. Whether it’s attending seminars, joining field trips, or engaging in fun events, these activities contribute to a holistic and well-rounded experience.

Succeeding in MIT summer programs entails active participation, resource utilization, seeking guidance, and embracing broader opportunities. Adopting a proactive and curious mindset, engaging with the MIT community, utilizing resources, seeking mentorship, and participating in extracurricular events maximize your summer at MIT, creating a valuable and unforgettable experience.

From engineering to mathematics, the best MIT summer programs for high school students cater to diverse interests, offering transformative experiences. Prospective students are encouraged to explore these opportunities, as participating in these summer programs can be a defining and rewarding step in their academic journey.

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The MITES Summer experience

Mites summer alumni reflect on their transformational experiences in the program and why they chose to return to mentor and teach..

Why choose MITES Summer?

• Be part of an intense, immersive, deeply rewarding experience —you’ll discover new facets of STEM and deepen your knowledge all summer long
• Realize your potential —you’ll take on new challenges and learn how to overcome them
• Develop lifelong friendships with like-minded students from similar backgrounds—and have what our alumni describe as their “best summer ever”
• Be part of a supportive, successful community —with alumni who’ve matriculated to top colleges across the country, including MIT, Harvard, Princeton, Brown, and Stanford
• Prepare for college and your chosen career —you’ll learn academic, social, and practical life skills, plus college application guidance tailored to your strengths and needs
• Engage with admissions counselors —gain insights about prestigious schools at our college fair
• Discover what a STEM education can do for you —you’ll tour MIT labs and local companies employing MITES alumni, and engage in seminars with STEM professionals
• Enjoy a real college experience —you’ll live on campus and discover the Greater Boston area with new friends

Free of charge

All program-related costs are covered by generous individuals, foundations, corporations, and MIT. Students only pay for transportation to and from MIT.

Eligibility requirements

To be eligible to apply to MITES Summer, applicants must be:

• U.S. citizens or permanent residents
• High school juniors

What you’ll learn

A semester of college condensed into one invigorating summer, the MITES Summer program includes high-level math and science, as well as electives that focus on real-world STEM applications—from Machine Learning to Architecture to Genomics—what most high school curricula don’t cover. You’ll learn about the impact of STEM on society and how to use your knowledge to build a better world.

You’ll discover firsthand what it’s like to be a student at MIT, and gain insight into how to apply to colleges, all while laying the groundwork for you to thrive in STEM professions.

The details

• Six weeks over the summer—late June through early August
• Classes, recitations, workshops, and tours on weekdays 9:00am to 5:00pm
• Social events, office hours/homework, and exploration of the Greater Boston area on evenings and weekends
• Room and board provided free of charge

One more advantage: At the culmination of the program, each student receives a written evaluation from their instructor, outlining strengths and growth areas, as well as highlighting the student’s contributions to the class. Many students choose to submit this as supplemental material with their college applications.

How to apply

MITES Summer and MITES Semester share the same eligibility requirements and application. And, you can choose to be considered for one or both programs. Eligible students can apply online during the fall semester of their junior year in high school.

Additional Application Details

Students selected for MITES Summer generally have the following qualities:

• Passion for science, technology, engineering, and math—demonstrated through extracurricular activities, essays, and letters of recommendation
• Strong academic record

We strongly encourage students from the following backgrounds to apply:

• Underrepresented in science and engineering, identifying as African American/Black; Hispanic/Latinx; Native American or Alaska Native; and Native Hawaiian or other Pacific Islander
• Underserved, defined as coming from low socioeconomic means, which may be indicated by qualification for free/reduced lunch
• Potentially the first family member to attend college
• From families with an absence of science and engineering degrees
• From high schools with low admittance rates to top-tier colleges, especially rural or predominantly minority high schools  

All applicants who meet the eligibility requirements will be considered, regardless of race or ethnicity.

MITES has allowed me to grow as a scientist, an engineer, a Black woman, and an advocate for my community.

Being among so many other students of color who take pride in their ambition has inspired me to be unapologetic in pursuing my own ambitions and has also pushed me to aim higher. Seeing how other students here believe in and invest in their communities and their identities has prompted me even more to go farther than I already have to make space for other Black girls in environments like these.”

Linda Denson

MITES ’18, New Orleans, LA

Students take one math course, one life sciences course, one physics course, a humanities course, and one project-based elective course. Scholars are placed into the math, life sciences, and physics courses based on a knowledge inventory taken during the orientation period of the program.

Past elective courses have included:

• Architecture
• Engineering Design
• Machine Learning
• Electronics

Sample schedule for MITES Summer scholars

Students find this program to be more challenging than high school.  You can plan to spend roughly seven hours per weekday (9a-5p with a break for lunch) in classes and other planned activities. Students have reported spending an average of 6 hours per weekday and 4-6 hours per weekend day doing homework. You will have midterms (Week 3) and finals (Week 6) as well as final projects and presentations (Week 5 and Week 6).

Review eligibility and get started on your application

Explore stem resources at mit, in boston, and beyond, questions about our programs and application requirements.

MIT Summer Research Program in Neuroscience (MSRP Bio)

The Department of Brain and Cognitive Sciences offers jointly with the Center for Brains, Minds, and Machines and the Department of Biology , a 10-week summer research-intensive training program  in all fields of neuroscience to non-MIT undergraduates (Sophomores, juniors, and non-graduating seniors) majoring in all STEM fields. This summer internship program is funded in part by the MIT's School of Science , the National Science Foundation , and the  Simons Center for the Social Brain . Next year’s program will run from May 26 through August 3, 2024.

The summer program is primarily designed to encourage students from underrepresented minorities, first-generation college students, and students from economically-disadvantaged backgrounds to attend graduate school and pursue a career in basic research by providing them the opportunity to conduct supervised research in a top-notch research institution, in a supportive learning environment with plenty of interaction with graduate students and faculty. This summer program provides a unique opportunity for students who do not have access to top-notch research facilities at their own institution to conduct supervised research in state-of-the-art research facilities. Preference will be given to applicants from non-research-intensive colleges and universities. 

Program eligibility

Applicants must:

• Be full-time undergraduate students at a college or university in the U.S.
• Be current sophomores, juniors, or non-graduating seniors who have successfully completed introductory courses in the sciences
• Maintain a minimum 3.5 GPA in science courses
• Have prior research experience
• Have demonstrated an interest in basic research and in a career in the sciences
• Be available to begin on the first date of the program, no exceptions
• International students may apply if enrolled full time in a minority-serving institution (MSI) in the United States (to check the status of your college or university, refer to this list of MSIs )

The following are not eligible for this program:

• MIT undergraduates (if you are an MIT undergrad, see the UROP  website)
• Students studying abroad
• Graduate students
• Foreign students unless enrolled full-time at a minority-serving institution in the US. 

Students interested in disciplines that are not related to biology, neuroscience or artificial intelligence should apply to the general MIT Summer Research Program (MSRP) offered through the Office of Graduate Education . 

The application is now open and will close on January 30, 2024. Click here to apply.

A complete application consists of:

• The completed online application
• Three letters of reference from science faculty. At least one letter must be from a research mentor or lab supervisor. Please note that applicants must submit a letter of reference from their most recent research experience.
• Most recent unofficial college transcripts which should contain spring semester course list. Official transcripts will be required once applicants are admitted into the program.
• A one-page personal statement of interest and career goals

Program description

Note that aspects of this experience may change due to Covid-19 guidelines and precautions.

Students accepted into the program receive their 10-week training in one of over 60 research laboratories affiliated with the Department of Brain and Cognitive Sciences (BCS), the Center for Brains, Minds and Machines (CBMM), or the Molecular and Cellular Neuroscience graduate program (MCN). Students conduct supervised research and receive practical training in areas such as molecular and cellular neurosciences, neurodegenerative diseases, cognitive sciences, computational neuroscience, psychophysics, linguistics, artificial intelligence, and vision neuroscience. In addition, students receive training in reading and discussing primary scientific research papers, are exposed to scientific writing, practice giving oral presentations about their summer research, have many opportunities to meet with various faculty to learn about their research, and learn about various career paths.

Students accepted into the program receive:

• Campus housing
• A weekly stipend
• Travel allowance to and from MIT (domestic travel only)
• An MIT email account
• Subsidized pass to the athletic facilities
• Wireless internet access
• Faculty and peer mentorship

Students are expected to work full-time in the laboratory, to participate in weekly meetings with faculty, and to attend weekly academic seminars.

The weekly seminars cover such topics as applying to graduate school, giving an oral presentation, writing a research abstract, and learning about various career options available to PhD graduates. They are designed to help students improve their presentation skills and to be more competitive applicants. During the summer, students have several opportunities to give oral presentations on their research. At the end of the program students are required to give a poster presentation on their research and to submit a 5-page research summary and a one-page personal statement about their summer experience at MIT.

Students also are invited to participate in weekend social activities, visit a local Biotech, and visit Boston and its vicinity. Students can also participate in a guided tour of Boston and the Freedom Trail and a one-day trip to Martha's Vineyard.  All of the students in the MIT summer research program live together on campus in shared suites with kitchens. This housing arrangement promotes social interactions and provides a wonderful opportunity to forge long-lasting friendships with peers in the program.

Q: Can I enroll if I’m an international student attending a college or university not located in the United States? A: No. Only international students who are enrolled in a college or university full time in the United States may apply. There are no exceptions.

Q: Should I apply if my GPA is under 3.5? A: Your application will be less competitive, but if you have strong research experience we hope you will still apply.

Q: Is the 3.5 GPA requirement for all science courses or for cumulative GPA? A: The 3.5 GPA requirement is for all your STEM (science, technology, engineering and math) courses.

Q: Do you need my transcripts for the fall semester? A: Yes, we will need all transcripts including the ones for the current semester (they can be unofficial) before you complete your application. We’ll also need a list of classes you are enrolled in for the spring.

Q: My school is on a quarter system and classes won’t be completed until the MSRP Bio program has already started. Is there any flexibility in the start date? A: Unfortunately due to the nature of the 10-week program, all students must be available to begin on the first day of the program.

Q: Are there any citizenship requirements? A: The program is designed for students enrolled full-time in a university or college in the United States. If you are an international student and meet the conditions detailed in the program description (including attending a minority-serving institution) you may apply. If you are not sure if your school is a minority-serving institution, click here.

For more information, please email  [email protected] .

Eligibility FAQs

For additional eligibility information, please see the main eligibility page.

What if my GPA is less than 3.5?

Applications from students who describe exceptional circumstances in their personal statement, or who demonstrate a marked progression of improving grades on their transcript, may be considered.

Can exceptions be made for first year students with additional credits or for graduating seniors?

No. You must be a sophomore, junior, or non-graduating senior to be eligible to apply. To be considered a sophomore, must have 2 academic years of college coursework (not including college credit earned while in high school or its equivalent) by the start of the program. To be considered a non-graduating senior, you cannot graduate with your undergraduate degree prior to December 2023.

Is this program available for graduate students?

No. MSRP is only available to non-MIT undergraduate students.

I am a US citizen attending an undergraduate institution outside of the US. Can I apply to MSRP?

No. We only accept applications from students studying at a home institution located in the US, including its territories.

I am an international student. Can I apply to MSRP?

International students enrolled full-time in a degree-granting program at a US institution located in the US or its territories are eligible to apply. However, the program does target domestic, underrepresented minorities. Students who will receive their bachelor’s degree at an institution located outside of the US and exchange students are NOT eligible to apply.

What are the eligibility requirements?

Application faqs, how long do i have to accept an offer.

Once you are notified of admission into MSRP, you have one – two weeks to accept.

Once I apply, when will I find out if I am accepted into the program?

Students are notified of their acceptance into the program by March 31st.

What do I do if I have trouble logging in, uploading my transcript, etc.?

If you have any technical issues, please go to  support.slideroom.com for help.

Who should my references be and how do they submit my letters of recommendation?

• At least 1 of the 2 recommendations must be from faculty members from an institution where you have conducted research or taken classes.
• Applicants with prior research experience (whether at your home institution or elsewhere) are required to provide, at minimum, 1 letter of recommendation from a research supervisor. If you have conducted research under a faculty member, a letter from this individual would qualify as being from faculty and a research supervisor.
• If you have participated in MSRP previously, 1 letter must be from your research mentor.
• All letters of recommendation are submitted online. When you provide information for your references on your application, they will automatically receive an email containing a link to answer questions and submit the letter of recommendation. Please ask your references to watch for this email, as it may get caught in their spam filter.
• You will be able to re-send the reference request link until the application deadline, even after you have submitted your application.

Who are program faculty and should I contact faculty before I list them on the application or apply?

• Please visit the Interested Faculty Mentor Page to see a list of faculty interested in hosting a student this summer. This page is updated weekly through the application deadline, so check back frequently. Please note: This is not a comprehensive list of potential faculty mentors and you are not obligated to choose a faculty mentor from this list. Please conduct your own research into current MIT faculty for your top three research preferences using the department’s website, found  here.
• MSRP works with faculty to place students in research groups once admitted to the program. The faculty you list does not affect your admissions decision. They are used to better understand your research interests, and for placement purposes should you be admitted. We ask that you do not contact faculty.

What is on the application?

• Essay questions
• Upload for Resume/CV and Unofficial Transcript
• Top three research preferences for department, faculty member, and research area ( see the MSRP Faculty Mentors and Research Groups page ).
• Two letters of recommendation (see additional FAQ's).

What is the application deadline?

2023 Application Deadline: January 13, 2023 at 11:59 PM EST . It is to your advantage to submit your application early to ensure all requirements arrive in time.

How do I apply?

The application opened on October 17, 2023. Applications can be submitted on this website . Please ensure you application is submitted by January 16, 2024.

Program FAQs

If accepted into msrp, does that guarantee admission into mit for graduate school.

No. All MSRP interns have an opportunity to interact with a number of MIT faculty, administrators, and graduate students. However, acceptance into MSRP does NOT guarantee admission into MIT for graduate school.

Can I take classes while participating in MSRP?

No. MSRP interns cannot take classes at MIT or elsewhere while participating in the program. MSRP is an intensive program, and research interns will spend the majority of their time in their research group as well as completing their MSRP deliverables and attending weekly MSRP events and activities.

Which departments participate in MSRP?

MSRP General pairs interns with faculty researchers from all 5 MIT Schools and the Schwarzman College of Computing. Faculty from any department within those 5 Schools and College may opt to host an MSRP intern, with the exception of faculty who only hold appointments in Biological Sciences, Biomedical Sciences, and Neuroscience, including Cognitive & Computational Neuroscience, who would host students through MSRP Biology/BCS rather than MSRP General. Apart from this exception, students may indicate an interest in working with any MIT faculty member from any department in their application. We do our best to place admitted applicants in their top choice or a closely related lab.

Does it cost money to participate in MSRP?

No. MSRP participants receive a weekly stipend, round trip travel, and university housing during the nine-week program. Although food costs are not completely covered, participants receive a food subsidy, and there are several program meals each week.

What if my final exams conflict with the program dates?

Students are required to participate on site for the entire duration of the program. If your final exams conflict with the program start date, you should arrange to take your exams earlier. Students at California institutions on the quarter system who are admitted may make arrangements to have their final exams proctored at MIT.

How long does MSRP run and what are the dates?

Still have questions.

Please review our FAQs page or please contact the MSRP staff: (617) 324-8453 or  [email protected]

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The paths three graduate students forged to the same Picower Institute lab illustrate the value of participating in the MIT Summer Research Program in Biology and Neuroscience.

David orenstein | the picower institute for learning and memory, august 16, 2023.

Doctoral studies at MIT aren’t a calling for everyone, but they can be for anyone who has had opportunities to discover that science and technology research is their passion and to build the experience and skills to succeed. For Taylor Baum, Josefina Correa Menéndez and Karla Alejandra Montejo, three graduate students in just one lab of The Picower Institute for Learning and Memory, a pivotal opportunity came via the MIT Summer Research Program in Biology and Neuroscience (MSRP BIO). When a student finds MSRP-BIO, it helps them find their future in research.

In the program undergraduate STEM majors from outside MIT spend the summer doing full-time research in the Departments of Biology or Brain and Cognitive Sciences (BCS), or the Center for Brains, Minds and Machines (CBMM). They gain lab skills, mentoring, preparation for graduate school and connections that might last a lifetime. Over the last two decades, a total of 215 students from under-represented minority groups, who are from economically-disadvantaged backgrounds, first-generation or non-traditional college students, or students with disabilities have participated in research in BCS or CBMM labs.

Like Baum, Correa Menéndez, and Montejo, the vast majority go on to pursue graduate studies, said Diversity & Outreach Coordinator  Mandana Sassanfar , who runs the program. For instance, among 91 students who have worked in Picower Institute labs, 81 have completed their undergraduate studies. Of those, 46 enrolled in PhD programs at MIT or other schools such as Cornell, Yale, Stanford, Princeton, and the University of California System. Another 12 have gone to medical school, another 7 are in MD/PhD programs and 3 have earned master’s degrees. The rest are studying as post-baccalaureates or went straight into the workforce after earning their bachelor’s.

After participating in the program, Baum, Correa Menéndez, and Montejo each became graduate students in the research group of  Emery N. Brown , Edward Hood Taplin Professor of Computational Neuroscience and Medical Engineering in The Picower Institute and the Institute for Medical Engineering and Science. The lab combines statistical, computational and experimental neuroscience methods to study how general anesthesia affects the central nervous system to ultimately improve patient care and advance understanding of the brain. Brown said the students have each been doing “off the scale” work, in keeping with the excellence he’s seen from MSRP BIO students over the years.

“I think MSRP is fantastic. Mandana does this amazing job of getting students who are quite talented to come to MIT to realize that they can move their game to the next level. They have the capacity to do it. They just need the opportunities,” Brown said. “These students live up to the expectations that you have of them. And now as graduate students, they’re taking on hard problems and they’re solving them.”

Paths to PhD studies 

Pursuing a PhD is hardly a given. Many young students have never considered graduate school or specific fields of study like neuroscience or electrical engineering. But Sassanfar engages students across the country to introduce them to the opportunity MSRP BIO provides to gain exposure, experience and mentoring in advanced fields. Every fall, after the program’s students have returned to their undergraduate institutions, she visits schools in places as far flung as Florida, Maryland, Puerto Rico, and Texas and goes to conferences for diverse science communities such as  ABRCMS  and  SACNAS  to spread the word.

When Baum first connected with the program in 2017, she was finding her way at Penn State University. She had been majoring in biology and music composition but had just switched the latter to engineering following a conversation over coffee exposing her to brain-computer interfacing technology,  in which detecting of brain signals of people with full-body paralysis could improve their quality of life by enabling control of computers or wheelchairs. Baum became enthusiastic about the potential to build similar systems, but as a new engineering student, she struggled to find summer internships and research opportunities.

“I got rejected from every single progam except the MIT Center for Brains Minds and Machines MSRP,” she recalled with a chuckle.

Baum thrived in MSRP BIO, working in Brown’s lab for three successive summers. At each stage, she said, she gained more research skills, experience and independence. When she graduated, she was sure she wanted to go to graduate school and applied to four of her dream schools. She accepted MIT’s offer to join the Department of Electrical Engineering and Computer Science, where she is co-advised by faculty members there and by Brown. She is now working to develop a system grounded in cardiovascular physiology that can improve blood pressure management. A tool for practicing anesthesiologists, the system automates the dosing of drugs to maintain a patient’s blood pressure at safe levels in the operating room or intensive care unit.

More than that, Baum not only is leading an  organization  advancing STEM education in Puerto Rico, but also is helping to mentor a current MSRP BIO student in the Brown lab.

“MSRP definitely bonds everyone who has participated in it,” Baum said. “If I see anyone who I know participated in MSRP, we could have an immediate conversation. I know that most of us, if we needed help, we’d feel comfortable asking for help from someone from MSRP. With that shared experience, we have a sense of camaraderie, and community.”

In fact, a few years ago when a former MSRP BIO student named Karla Montejo was applying to MIT, Baum provided essential advice and feedback about the application process, Montejo said. Now as a graduate student, Montejo has become a mentor for the program in her own right, Sassanfar noted. For instance, Montejo serves on program alumni panels that advise new MSRP BIO students.

Montejo’s family immigrated to Miami from Cuba when she was a child. The magnet high school she attended was so new that students were encouraged to help establish the school’s programs. She forged a path into research.

“I didn’t even know what research was,” she said. “I wanted to be a doctor, and I thought maybe it would help me on my resume. I thought it would be kind of like shadowing, but no, it was really different. So I got really captured by research when I was in high school.”

Despite continuing to pursue research in college at Florida International University, Montejo didn’t get into graduate school on her first attempt because she hadn’t yet learned how to focus her application. But Sassanfar had visited FIU to recruit students and through that relationship Montejo had already gone through MIT’s related  Quantitative Methods Workshop  (QMW). So Montejo enrolled in MSRP BIO, working in the CBMM-affiliated lab of  Gabriel Kreiman  at Boston Children’s Hospital.

“I feel like Mandana really helped me out gave me a break, and the MSRP experience pretty much solidified that I really wanted to come to MIT,” Montejo said.

In the QMW, Montejo learned she really liked computational neuroscience and in Kreiman’s lab she got to try her hand at computational modeling of the cognition involved in making perceptual sense of complex scenes. Montejo realized she wanted to work on more biologically based neuroscience problems. When the summer ended, because she was off the normal graduate school cycle for now, she found a two-year postbaccalaurate program at Mayo Clinic studying the role a brain cell type called astrocytes might have in the Parkinson’s Disease treatment deep brain stimulation.

When it came time to re-apply to graduate schools (with the help of Baum and others in the BCS  Application Assistance Program ) Montejo applied to MIT and got in, joining the Brown lab. Now she’s working on modeling the role of  metabolic processes in the changing of brain rhythms under anesthesia,  , taking advantage of how general anesthesia predictably changes brain states. The effects anesthetic drugs have on cell metabolism and the way that ultimately affects levels of consciousness reveals important aspects of how metabolism affects brain circuits and systems. Earlier this month, for instance, Montejo co-led a  paper  the lab published in The  Proceedings of the National Academy of Sciences  detailing the neuroscience of a patient’s transition into an especially deep state of unconsciousness called “burst suppression.”

A signature of the Brown lab’s work is rigorous statistical analysis and methods, for instance to discern brain arousals states from EEG measures of brain rhythms. A PhD candidate in MIT’s Interdisciplinary Doctoral Program in Statistics, Correa Menéndez is advancing the use of Bayesian hierarchical models for neural data analysis. These statistical models offer a principled way of pooling information across datasets. One of her models can help scientists better understand the way neurons can “spike” with electrical activity when the brain is presented with a stimulus. The other’s power is in discerning critical features such as arousal states of the brain under general anesthesia from electrophysiological recordings.

Though she now works with complex equations and computations as a PhD candidate in Neuroscience and Statistics, Correa Menéndez was mostly interested in music art as a high school student at Academia María Reina in San Juan and then architecture in college at the University of Puerto Rico, Río Piedras campus. It was discussions at the intersection of epistemology and art during an art theory class that inspired Correa Menéndez to switch her major to biology and to take computer science classes, too.

When Sassanfar visited Puerto Rico in 2017, a computer science professor (Dr. Patricia Ordóñez) suggested that Correa Menéndez apply for a chance to attend the QMW. She did and that led her to also participate in MSRP BIO in the lab of Sherman Fairchild Professor  Matt Wilson  (a faculty member in BCS, CBMM and The Picower Institute). She joined in the lab’s studies of how spatial memories are represented in the hippocampus and how the brain makes use of those memories to help understand the world around it. With mentoring from then-postdoc Carmen Varela (now a faculty member at Florida State University), the experience not only exposed her to neuroscience, but also, she gained skills and experience with lab experiments, building research tools, and conducting statistical analyses. She ended up working in the Wilson lab as a research scholar for a year and began her graduate studies in September 2018.

Classes she took with Brown as a research scholar inspired her to join his lab as a graduate student.

“Taking the classes with Emery and also doing experiments made me aware of the role of statistics in the scientific process: from the interpretation of results to the analysis and the design of experiments,” she said. “More often than not, in science, statistics becomes this sort of afterthought—this ‘annoying’ thing that people need to do to get their paper published. But statistics as a field is actually a lot more than that. It’s a way of thinking about data. Particularly, Bayesian modeling provides a principled inference framework for combining prior knowledge into a hypothesis that you can test with data.”

To be sure, no one starts out with such inspiration about scientific scholarship, but MSRP BIO helps students find that passion for research and the paths it opens up.

9 AI Summer Programs for High School Students

By Archie Tram

Senior Data Manager at ETHICON Johnson & Johnson, Surgical Technologies

5 minute read

In a world rapidly advancing towards digital supremacy, Artificial Intelligence (AI) stands at the forefront, revolutionizing numerous aspects of our daily lives. From orchestrating the rhythm of self-driving cars to bridging language barriers and even assisting in the creative process of writing blog posts - AI's prowess is truly boundless. Yet, for high school students, diving into the depths of AI might seem like venturing into an arcane realm. Fret not, for we've curated a list of top-notch AI summer programs to guide you through your maiden voyage into the exciting world of Artificial Intelligence.

Why immerse yourself in an AI summer program or summer school? The realm of computer science is vast, but AI shines as a gem worth beholding. Mastering AI not only equips high school students with a valuable skill set in modern computational tools but also opens doors to real-world project opportunities, amplifying your college application profile manifold. Even if computer science isn’t your final frontier, a solid grounding in AI enriches your understanding of the digital world, offering a peek into how data drives decisions.

Transitioning from high school to the realm of AI might seem like leaping across a chasm, but it's a leap worth taking. With Siri and Alexa becoming our digital companions and algorithms like TikTok’s dictating our digital preferences, the AI wave is here to stay. Harnessing the power of AI at an early stage not only propels you ahead on the learning curve but also sets a strong foundation for future professional endeavors.

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Exploring the Spectrum of AI Summer Programs:

The path to AI enlightenment is laden with a plethora of summer programs, each with its unique offerings. From the virtual corridors of online learning to the traditional classrooms, from compact one-week capsules to extensive multi-month engagements, the spectrum of AI summer programs is as diverse as it is enriching. Whether you are at the threshold of AI learning or seeking to delve deeper into advanced concepts, there’s an AI summer camp program tailored for every aspirant. With some programs nestled in the prestigious campuses of renowned universities, you also get a glimpse of collegiate life, a precursor to the exciting academic journey that lies ahead.

In the subsequent sections, we unveil a curated list of AI summer programs, each with its distinct flavor, aimed at nurturing the AI maestro in you. So, as you stand at the crossroads of high school and the boundless world of AI, let this compilation guide you toward a summer of learning, exploration, and endless possibilities.

#1 UC Santa Barbara’s Research Mentorship Program

Location : UC Santa Barbara campus.

Cost : $4,700 (2023 Tuition and Program Fees). Scholarships available.

Selectivity : Moderate.

Eligibility : 10th or 11th grade (outstanding 9th graders accepted on a case-by-case basis).

Overview : This program provides deep research opportunities, with students spending 30-40 hours per week working with a research mentor and building a research presentation. Students can choose a project and a research mentor to conduct hands-on, university-level research, allowing exposure to interdisciplinary research topics.

#2 Stanford AI4ALL | Stanford HAI

Location : Virtual.

Cost : Not specified.

Selectivity : High.

Eligibility : Current 9th-grade students (rising 10th graders).

Overview : This 3-week program co-organized by the Stanford Artificial Intelligence Laboratory and the Stanford Institute for Human-Centered Artificial Intelligence (HAI) aims to provide a focused understanding of AI. Developed by AI4ALL, the curriculum is designed to train the next generation of AI researchers. This program emphasizes increasing diversity in the AI field and encourages applications from underrepresented backgrounds.

#3 NYU’s Summer Program on Machine Learning

Location : NYU campus.

Cost : $3,850 tuition + $150 events fee.

Eligibility : High school students (at least 15 years old) with some programming experience.

Overview : This 3-week program focuses on core principles in machine learning such as model development through cross-validation, linear regressions, and neural networks. It aims to help students develop an understanding of how logic and mathematics are applied to teach a computer to perform specific tasks and to improve continuously.

#4 Harvard’s College Programs for High School Students

Location : On-campus, commuting, or online.

Cost : ~$4000 - $8000 depending on program and format. Financial aid available.

Eligibility : Expected to graduate high school and enter college in 2025 or 2026.

Overview : This program offers multiple computer science courses, particularly focusing on the Mathematical Elements of Data Science and Artificial Intelligence. Students will explore several mathematical aspects used in modern data science algorithms, with a computational component where they edit code in Python as a final project.

#5 Beaver Works Summer Institute, MIT

Cost : None.

Eligibility : High school students.

Overview : The MIT Beaver Works Summer Institute (BWSI) offers a blend of online prerequisite courses and summer synchronous courses, providing a layered learning experience. Students initially engage in independent study through online courses, the progress of which is crucial for selection into the subsequent summer program. The summer courses delve deeper into the concepts introduced online, with courses such as Serious Game Development with AI, Embedded Security and Hardware Hacking, Medlytics, and CogWorks: Build Your Own Cognitive Assistant.

#6 Veritas AI

Cost : $1,790 for AI Scholars program; $4,900 for AI Fellowship; $5,900 for both.

Selectivity : Open enrollment for AI Scholars, Moderate for AI Fellowship.

Eligibility : Grades 9-12

Overview : Veritas AI offers programs that range from collaborative learning to customized project pathways with 1:1 mentorship, designed and run by Harvard graduate students & alumni. The AI Scholars program teaches the fundamentals of Python, AI, and ML, while the AI Fellowship facilitates the creation of a novel AI project independently with mentor support over 12-15 weeks.

#5 AI Summer Camps by Adventure AI

Cost : All options are below $500.

Selectivity : Open enrollment till capacity is reached.

Eligibility : Middle and High School Students.

Overview : Run through Discord and virtual classes, this camp offers a unique social program where students can explore AI to create products, tools, and ideas in their interest areas. Example creations include GPT-4-powered games, websites, amazing art, rocket diagrams, etc. Kids work in small group virtual classes with an AI expert that focuses on their interests. There are also self-paced GPT and art curriculums.

#6 AI4All at University of Washington

Eligibility : Rising high school juniors, high school seniors, or college freshmen from underrepresented backgrounds.

Overview : Hosted by the Taskar Center for Accessible Technology at the University of Washington, this 2-week introductory course on data science and AI allows students to understand, analyze, interpret, and discuss real-world applications of data science and machine learning. A key focus is on anti-bias in AI teachings on non-ableist AI, with a disability studies lens to interrogate bias and fairness in AI.

#7 Pre-College AI Scholars at Carnegie Mellon University

Location : Carnegie Mellon University campus.

Cost : TBA in November 2023.

Eligibility : Rising high school juniors, at least 16 years old.

Overview : In this program, students engage in project-based learning, attending lectures on various aspects of computing and AI. They also work on a group project that is presented to the cohort and instructors at the end, with a comprehensive evaluation provided which can be utilized as supplemental material for college admission purposes.

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Why Should High School Students Venture into AI This Summer?

Embarking on an AI learning journey over the summer could be your golden ticket to a realm of endless possibilities. Besides offering a competitive edge in college admissions, mastering the intricacies of artificial intelligence during an AI summer program prepares you for a future where AI engineers are heralded for their ability to tame the digital data deluge, with potential earnings surpassing $100,000 annually. Moreover, with the Department of Defense employing AI to bolster national security, the significance of AI professionals is more pronounced than ever.

The Python language, a cornerstone in the AI domain, is also a gateway to a plethora of other career avenues like data science and business intelligence. An AI summer camp soaked in AI learning not only demystifies the world of Artificial Intelligence but also imbues you with Python proficiency, a skill reverberating across multiple career paths. Participating in a summer program can also help inspire future AI passion project ideas !

Selecting the Ideal AI Summer Program

Having delved into a selection of artificial intelligence summer programs, it's time to hone in on the options that resonate with your individual needs. It's a common narrative among students that financial considerations weigh heavily in their decision-making process, which is entirely valid. If finances pose a hurdle to enrolling in a summer program, casting your net towards those offering financial aid or scholarships might be a prudent move.

Your learning preferences also play a pivotal role in your choice. While virtual learning has found its stride among many students, it may not align with everyone’s learning ethos. If you thrive in a conventional classroom environment, shifting your focus to programs offering in-person courses could be beneficial. Moreover, the complexity level of the course warrants attention. Given the advanced nature of AI, certain courses necessitate a background in programming. If you're navigating the beginner's terrain, steering your search towards courses devoid of prerequisites is advisable. Conversely, if you have a rapport with Python and akin concepts, scouting for more advanced classes will ensure you're not retracing familiar grounds, thus optimizing the value derived from the program.

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Planning your ai summer.

The spectrum of summer AI programs is crafted to accommodate a diverse array of educational and financial circumstances. Pinpointing the program that dovetails with your aspirations can seem like a daunting endeavor, yet a reflective assessment of your unique needs and objectives will pave the way for a judicious investment in your education. 

The program you elect to enroll in will undoubtedly equip you with the acumen required to step confidently onto your desired career path. It can also help guide you in choosing the best AI school to apply to. Embarking on a journey into the realm of AI and ML is not only a venture into understanding complex algorithms but a foray into how technology can be leveraged to solve real-world problems. These summer programs are not just a learning expedition but a platform to network, innovate, and contribute to the ever-evolving field of AI. Whether you are new to AI or looking to bolster your existing knowledge, these programs offer a diverse range of experiences to satiate your intellectual curiosity.

If you’re interested in learning more about the world of data, check out our guide on data science research opportunities .

The Fall cohort application deadline is September 8, 2024.  

Click here to apply.

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11 AI Internships for High School Students

• 11 min read

As advances in technology leap ahead, the relevance of AI is on the rise too. If you’re a high school student who wants to gain hands-on experience in the field of AI, you should consider applying for an internship! 

AI is the foundation for a number of technologies, including machine learning algorithms, robotics, natural language processing, computer vision, biotechnology, and more. Internships in the field of AI, offered by top tech companies and institutions like Microsoft, MIT, Meta, Stanford, and more will allow you to apply your passion for technology, coding, and problem-solving in real-world situations, under the guidance of experts. 

Participating in AI internships is also a great way to hone your tech skills and boost your profile for college applications, making your experience stand out.  Internship experiences will help deepen your understanding of concepts in AI and prepare you for future academic and career endeavors in STEM.

Here are 11 of the best AI internships for high school students that you can consider!

1. National Institute of Standards and Technology (NIST) Internships

Location:  Varies from lab to lab.

Cost/Stipend:  No cost; Unpaid. Application Deadline:  Applications typically close in February.

Dates:  June 17, 2024 - August 9, 2024. 

Eligibility:  Applicants must:

Be U.S. citizens.

Be juniors or seniors in high school during the application period.

Have a minimum GPA of 3.0.

The Summer High School Intern Program by NIST is a program for students who have finished their junior or senior year of high school (by the start of the program) and demonstrate an interest in scientific research. In this program, you can participate in cutting-edge research at NIST and work closely with NIST staff scientists and engineers on a specific research topic. You can choose to intern at one of these 6 NIST laboratories :

Communications Technology Lab

Engineering Lab

Information Technology Lab

Material Measurement Lab

NIST Center for Neutron Research 

Physical Measurement Lab

If you are interested in AI and computer science you can choose the Information Technology Lab  where you will partake in tasks such as computer network modeling, biometrics for computer access and security, cryptography, computer forensics, software quality testing, digital data retrieval and preservation, bioinformatics, data mining, machine learning, information visualization, and image analysis. 

2. The Stanford Center for Artificial Intelligence in Medicine and Imaging (AIMI) - Summer Research Internship

Location:  Virtual.

Cost/Stipend:  No cost; Unpaid.

Application Deadline:  Applications typically close in March.

Dates:  June 17 - 28, 2024.

Eligibility:   Summer Research interns must be high school students over the age of 14 by the start of the program. Student leads must be California residents. Student interns must reside in the U.S. Student leads must also be students over the age of 14 and may also be undergraduate students with a computer science background.

This Stanford Center for Artificial Intelligence in Medicine and Imaging offers a two-week summer internship for high school students interested in technology and AI. This is a great opportunity to get a foundation in AI while also looking at the impact it can have on an industry as important as healthcare.

As an intern, you will attend a series of lectures on AI in healthcare and while building those skills you will simultaneously participate in research projects.  Due to the intensive and immersive nature of the internship, you will also be under the expert guidance of Stanford AI research engineers. You will also get to attend Virtual Career Lunch and Learns with guest speakers who are from various parts of academia, nonprofit, and government helping you understand various possible careers and create strong networks!

3. MIT Lincoln Laboratory High School Internship Program  

Location:  Lexington, MA.

Cost/Stipend:  No cost; Stipend is provided.

Dates:  July 10, 2024 - August 15, 2024

Have U.S. citizenship.

Be local high school rising seniors.

Be sixteen (16) years of age before the start date.

The Summer High School Internship Program at MIT Lincoln Laboratory provides a unique opportunity for rising seniors who live and attend high school in the New England area to experience and explore STEM careers before committing to an area of study in college.  

During the summer, you will be paired with Laboratory staff mentors to complete projects, solve problems, and learn and apply technical and interpersonal skills in a hands-on, professional environment. If you’re interested in AI, you can choose to work on projects related to artificial intelligence and technology systems that will help you explore technical expertise in artificial intelligence, machine learning, and signal processing to discover, create, and deliver some of the nation’s most impactful technologies to national security. You could also opt to work on developing technology for advanced satellite systems that are used to monitor the activity of objects in space and to perform remote sensing of Earth.

4. Ladder Internships (AI Track)

Location:  Remote! You can work from anywhere in the world.

Cost : Starts at $1990. Financial aid  is available.

Application Deadline:  Deadlines vary depending on the cohort. The upcoming fall cohort deadline is September 8, 2024.

Dates:   8-week programs with multiple cohorts throughout the year, including spring, summer, fall, and winter. The upcoming fall cohort begins on September 23, 2024.

Eligibility: Students who can work for 10-20 hours/week, for 8-12 weeks. Open to high school students, undergraduates, and gap year students!

Ladder Internships, a fairly selective program founded by Harvard alumni, pairs high school students with startups and nonprofits around the world for virtual internships. You can choose the field you wish to work in, from a wide range of industries,  including technology, machine learning, AI, computer science,   finance, environmental science, sustainability, business, marketing, healthcare, medicine, media, journalism, and more. 

As an intern, you will work on meaningful projects that contribute to the startup or nonprofit’s larger mission, and present your work at the end of the program.  This internship program includes one-on-one training in communication and time management, among other skills, and group training sessions with fellow interns. You will be paired with a manager at the startup and with a Ladder coach, who serves as a second mentor. The internship opportunities in this program span the globe, with a concentration in the U.S., Asia, Europe, and the UK. You can explore all the options here on their application form .

5. Army Educational Outreach Program (AEOP) High School Internships

Location:  There are AEOP locations in almost every state. Students may select their preferred location. The program is intended for commuters and transportation, meals, and housing are not provided.

Cost/Stipend:  No cost; Stipend is provided but varies from location to location.

Application Deadline:  Applications are accepted on a rolling basis. Check AEOP’s Summer 2024 opportunities here  for the application dates.

Dates:  This is a summer internship program, and specific dates vary from location to location.

Eligibility:  Those applying must be current high school students who are U.S. citizens or permanent legal residents. Additional eligibility requirements vary by location. Check details here .

This program is a chance to work one-on-one with a university researcher or Department of Defense (DoD) scientist mentor on research projects. As an intern, you will be exposed to high-tech equipment and cutting-edge techniques in state-of-the-art laboratory facilities, and have access to professional scientists and engineers.  Additionally, you will learn from other STEM practitioners during the internship. The Army-sponsored research that you will be a part of addresses the USA’s biggest challenges. The program aims to hone critical thinking, problem-solving, and teamwork skills to prepare you for a career in STEM. 

If you’re interested in AI, you can select research opportunities that use applications of AI, coding, and ML such as the ones offered by the U.S. Army Combat Capabilities Development Command-Aberdeen Proving Grounds - GNC Research with the Julia Programming Language or U.S. Army Combat Capabilities Development Command Army Research Laboratory  - ARL Northeast (Boston). You can check AEOP’s Summer 2024 opportunities here .

6. NASA and UT Austin’s STEM Enhancement in Earth Science (SEES) Summer High School Intern Program

Location: Austin, TX (Virtual options are available).

Cost/Stipend : No cost; Unpaid (Upon completion of the internship, both virtual and on-site interns will receive a NASA certificate of completion).

Application Deadline: Applications typically close in February.

Dates: July 27 - August 4, 2024 (10th graders) | July 7 - July 20, 2024 (11th graders).

Eligibility : Applicants must:

Be current high school Sophomores or Juniors ONLY (will be rising Juniors and Seniors) who have not worked as a SEES intern previously.

Must be 16 years old by July 1, 2024.

Must be US citizens.

During the STEM Enhancement in Earth Sciences (SEES) High School Summer Intern Program, each intern selected will receive links to virtual SEES distance learning activities on or about May 1.  The required activities must be completed by July 1 or students will not be eligible to participate in the internship and an alternate will be accepted in their place. Both on-site and virtual interns will work with NASA subject matter experts in July 2024.  Each year they have different themes for projects that are available including ones with a strong emphasis on AI.

The 11th-grade residential internship is for two weeks at the University of Texas Center for Space Research and the 10th-grade residential internship is for one week. The 11th-grade interns can choose to work from different project themes  like Astronaut Photography, aerospace engineering, Mars Rover resource utilization, and more.  

Over a week, the  10th-grade interns will collaborate with ZERO-G flight mentors to engineer and develop a compact, one-of-a-kind research payload to be tested in microgravity on board the ZERO-G parabolic aircraft. Each virtual project has a different timeline and theme . All 11th-grade interns will participate in a virtual SEES Science Symposium July 22-24, 2024 where teams will present their research to NASA, scientists, family members, and guests.

One such project is the Architecting AI for Human Space Travel, where you’ll get to explore current and suspected problems in AI development for deep space travel.  You will delve into the impact of AI historically and its impact on biological forms throughout history to evaluate differences in AI tool creation especially about space travel!   T he AI project will be led by a member of a U.S. federally recognized tribe and will also use Indigenous Research Methods (IRMs), ensuring that you get a concrete understanding of concepts and skills both for your research project and for your future career in AI!

7. Microsoft’s High School Discovery Program

Location: Redmond, WA | Atlanta, GA.

Cost/Stipend:  No cost; Interns are paid a competitive wage that varies based on the location .

Application Deadline: Applications typically open in March for Redmond and Atlanta students and are reviewed on a rolling basis.

Dates:  July 8, 2024 - August 2, 2024.

Eligibility:  Open to high school graduating seniors who live within 50 miles of Redmond, Washington, or Atlanta, Georgia. Students must be at least 16 years old and have a legal right to work in the U.S. for the duration of the program and must have completed pre-calculus or an equivalent course by the start of the program.

Microsoft’s High School Discovery Program is a great way for high-school students with a keen interest in technology to delve into the possible uses and applications of AI in one of the world’s leading tech companies!

You will work in a small team to complete a project for your product group through which you will gain exposure to the product development Design phase and gain visibility to Software engineering, PM (Technical PM or Product Management), and UX Design disciplines. Over your 4 weeks as an intern, you will get a holistic understanding of the design phase of product development by getting hands-on experience in innovative AI-powered solutions. You will also be guided by expert Microsoft engineers who will help you bring your skills to the table and explore career options in tech both within and beyond Microsoft.  Interns will explore options like machine learning, natural language processing, computer vision, and more, getting both a theoretical and practical foundation in AI. 

8. Meta Summer Academy

Location: Menlo Park, CA.

Cost/Stipend:   No cost; Students will receive a stipend!

Application Deadline: Applications typically close in March. The admission cycle for summer 2025 will open in December 2024.

Dates:  June 17, 2024 - July 26, 2024.

Eligibility:  High school sophomores with a minimum of 2.0 Cumulative GPA who are full-year residents of East Palo Alto, Belle Haven, or Redwood City are encouraged to apply.

Meta Summer Academy, previously known as the Facebook Summer Academy, is a well-regarded internship program that offers students the opportunity to gain a comprehensive understanding of AI within the world’s leading tech and social media company! You will get to participate in various hands-on tasks that include coding projects that involve machine learning, and deep learning while gaining practical experience under the guidance of Meta professionals!  You will be expected to work for 30 hours per week.

In addition to exploring the technical aspects of Meta, you will also get a good insight into the ethical considerations of AI and data usage and its role in shaping tech platforms and apps.  As a wholly immersive program, Meta provides students with a solid foundation to understand AI’s applications while also equipping students with valuable computer skills for a successful tech career!

9. University of New Hampshire’s HighTech Bound

Location:  University of New Hampshire Campus, Durham, NH.

Cost/Stipend:  No cost; Interns are paid a competitive hourly rate.

Application Deadline:  Applications typically close in February. The 2025 application will open on January 1, 2025.

Dates: The internship program typically runs for five weeks in the June/August timeframe. Eligibility:  Open to rising seniors who are U.S. residents. 

HighTech Bound is a paid summer internship program designed for rising high school seniors with a keen interest in technology. This internship offers students the chance to gain practical and hands-on experience in the field of network technologies and AI through a 4-week intensive experience.

As an intern, you will be under the expert guidance of mentors where you will collaborate in an advanced computer lab, working on team-based projects that seek to innovate AI integration. These projects will also give you access to the latest technology in software that is used in Apple, Dell, and Cisco, ensuring that you are a part of cutting-edge and impactful AI research.   You will also have the opportunity to network while finding research solutions and contributing to long-lasting and impactful research! 

10. Spark Summer Mentorship Program (SPARK SMP)

Location: Greater Seattle area, WA.

Cost/Stipend : No cost; Stipends are based on the project, as some projects offer stipends and others do not. 

Application Deadline: Applications typically close in May after opening in April. Applications for summer 2025 will open sometime in March/April 2025.

Dates: Vary depending on the opportunity typically between June and August (~ 6-8 weeks).

Eligibility: High school students in the Greater Seattle area who are U.S. citizens or permanent residents and can work for 40 hours/week for 8-12 weeks.

Participants in SparkSMP can choose from 1 to 5 projects that interest them, with selected students (only 5-6) receiving mentorship from sponsors.  The program also provides resources and opportunities that are beneficial during and after the college application process.

SparkSMP will offer you the chance to apply concepts in machine learning, artificial intelligence, and data visualization to real-world scenarios. The program will allow you to interact with and learn from industry leaders, university professors, and mentors. Research topics for 2024 include extreme weather conditions, software engineering, detecting tick-borne infections and cancers, ML workflow, quantum, CHIPS/semiconductors - GaN/AIGaN, low-temperature electronics, competitive analysis, and market research, data engineering and AI, social media content generation, and more.

11. Texas Tech University’s Anson L. Clark Scholars Program

Location: Honors College, Lubbock, TX.

Cost/Stipend: No cost; Students will receive a $750 stipend upon successful completion of the research project report.

Dates: June 16, 2024 - August 1, 2024.

Eligibility: Open to applicants who are:

at least 17 years of age by the program start date, and are participating in the summer before or after senior year of high school.

U.S. citizens or permanent residents.

The Anson L. Clark Scholars Program at Texas Tech University is a seven-week comprehensive research program designed for high school students to gain hands-on research experience under the mentorship of Texas Tech faculty.  Although it is not a traditional internship, the program provides an opportunity for independent research exploration.

This program offers the flexibility to incorporate AI and its applications within computer science. This includes areas such as virtual and augmented reality, big data visualization, visual analytics, statistical data analysis, data-intensive computing, computer architectures, and systems software. Additionally, you can explore research areas in Mechanical Engineering or Electrical and Computer Engineering, which involve applications of machine learning, artificial intelligence, and robotics.

For tips on how to get into this program, you can find advice from the Dean of Texas Tech here !

One other option - Lumiere Research Scholar Program

If you would like to participate in a rigorous research program open to high schoolers, you should also consider applying to the   Lumiere Research Scholar Program , a selective online high school program for students founded with researchers at Harvard and Oxford. Last year, we had over 4000 students apply for 500 spots in the program! You can find the   application form  here.

Also check out the   Lumiere Research Inclusion Foundation , a non-profit research program for talented, low-income students.

Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a PhD student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.

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Extracurriculars.

15 Summer Programs in Washington for High Schoolers in 2024

What’s covered:, 15 summer programs in washington.

• How do Summer Programs Impact Your College Chances?

Summer vacations are more than just opportunities to relax. College admissions season is right around the corner, and this is a time to explore your passions, learn new skills, and demonstrate your commitment to learning. Pre-college programs are the perfect way to do that. These summer programs can range from a few days to a few weeks long, giving high school students the chance to explore college life and sometimes even earn college credit.

Fortunately, Washington State offers plenty of summer programs—opportunities for you to do just that.

  1. DO-IT Scholars 

Location: Online & University of Washington Seattle 

Application Deadline: N/A

This program is aimed at high school juniors and seniors with disabilities who plan to continue their education after high school. Participants will prepare for the transition to college—exploring career paths and academics, along with experiencing the independence found at college. They will also network with professionals and peers with disabilities.

The program is divided into two phases: the first phase takes place online and participants spend the second phase living and learning on the University of Washington Seattle campus.

2. Changemakers in Computing  

Dates: July 5-August 4

Location: University of Washington Seattle 

Application Deadline: April 3

Washington State high schoolers with an interest in coding from economically disadvantaged families, underrepresented backgrounds, underrepresented minorities, or who will be first-generation college students will want to look into this free program. Participants work under the mentorship of UW graduate students to develop skills and tackle projects that combine technology, society, and justice.

Not only is the program free, but participants will receive a stipend plus free meals.

3. University of Washington Teen Summer Courses  

Dates: Varies

Location: University of Washington Seattle

Application Deadline: Registration opens February 13

The University of Washington offers a number of week-long courses throughout the summer to keep high schoolers active, engaged, and learning when school is out of session. The university hasn’t released its summer courses yet, however, last year featured classes in everything from coding to microbiology to screenwriting to esports.

4. UbiComp Lab High School Opportunity

Dates: June 15-September 15 

The Ubiquitous Computing (UbiComp) research lab at the University of Washington Seattle provides high schoolers the opportunity to conduct an eight-week-long summer research project. The program was created because of a positive research experience one of the university’s professors had in high school. The application opens up in March 2024, but expect the competition to be high as this program is very selective.

5. Young Scholars Program (YSP)-REACH

Dates: July 15-19 

Application Deadline: March 15 

High school students with an interest in a STEM career—particularly those with an interest in neural engineering and neuroscience—will want to check out this program at the University of Washington’s Center for Neurotechnology. Participants will receive an introduction to the field of neuroengineering, have the chance to tour labs, and learn about the latest developments in brain-computer interfaces.

6. Engineering Academy 

Dates: N/A 

Application Deadline: N/A 

This free program for high school seniors introduces students to engineering and helps them develop problem-solving skills. The program is open to students in the greater Seattle area and students from underrepresented groups, first-generation college students, and low-income students are encouraged to apply. Prior experience in engineering is not required to attend, but applicants are expected to have at least a 3.0 GPA and have demonstrated leadership in their community.

7. Urban Sustainability

Location: Seattle University 

Cost: $1,195 

At Seattle University, students will learn all about urban systems, their environmental impact, and potential concerns. The program is project-based and includes faculty-led activities spanning SU’s biology, chemistry, environmental studies, environmental science, and environmental engineering programs. It also emphasizes sustainability, social equity, and inclusion.

8. Seattle University AI for Equity

Location: Seattle University

Cost: $1,195

Students in this two-week summer program explore the intersection of technology and criminal justice issues, such as bias and equity. The project-focused program is open to high school sophomores, juniors, and seniors. Participants will engage with local law enforcement and tech companies.

9. Summer Business Institute

Focused on diversity in entrepreneurship, this summer business camp provides youth from underrepresented backgrounds with the opportunity to explore entrepreneurship, data visualization, economics, and more, through college-level business, marketing, and economics classes. Upon completion, students will earn three college credits. 

10. Summer String Academy 

Dates: July 21-26

Location: Lazy F Camp and Retreat Center

Middle and early high school students will learn from experienced music educators and professional musicians while enjoying the beautiful scenery of the foothills of the Eastern Cascades. Students will participate in ensembles, small-group sessions, and more while exploring topics like music theory and rehearsal etiquette.

11. SEAS Summer Immersion Program (SSIP)

Dates: July 7-11

Location: Gonzaga University 

Application Deadline: March 7 

The purpose of this summer program is to introduce women with an interest in math and science to pathways in engineering and computer science. Students will live and learn at Gonzaga University—experiencing a slice of college life—while also working on projects and touring job sites.

12. Gonzaga University Summer Term (GUST)

• Session 1: May 20-June 28
• Session 2: July 1-August 9 

Cost: $810 per credit 

Heading to Gonzaga but can’t wait until the fall to start your college career? The six-week GUST program lets you get a head start on your academic career. Incoming freshmen can take a handful of core classes—like Precalculus, Writing and Composition, and History (US History or World Civilizations)—while getting accustomed to college life, learning about campus, and meeting faculty and administrators.

13. Summer Academic Challenge (SAC)

Dates: Mid June-Mid July

Location: University of Puget Sound 

Students in this four-week summer enrichment program explore a project-based STEAM curriculum, allowing them to sample subjects they may study in college. Participants will spend their time attending classes, participating in labs, attending workshops, and participating in field trips and special events.

The SAC program is open to students in grades 7 through 12 who are from underrepresented minority groups, first-generation college students, or from underrepresented socio-economic status.

14. Seattle Children’s Hospital’s Research Training Program for High School Students

Dates: July 8-August 2 

Location: Seattle Children’s Hospital

Application Deadline: March 10 

This program is aimed at 10th- to 12th-grade students from racial and ethnic groups that are historically underrepresented in the biomedical and health sciences. Participants will work in a lab environment and learn about topics like biochemistry, immunotherapy, gene editing, and infectious diseases. They’ll also participate in workshops dedicated to college readiness and career exploration.

This is a competitive program and stipends are available to help offset the expense of travel and meals.

15. High School Summer Volunteer Program

Dates: June 26-August 30

Location: Providence Health System 

Application Deadline: April 15 

Participants in this summer program are required to commit to 100 hours of service. Students will complete their hours through a variety of opportunities in a hospital setting along with working a week at a summer camp for children with special needs. The program is open to high school sophomores, juniors, and seniors.

How Do Summer Programs Impact Your College Chances?

Extracurricular activities are typically assessed according to 4 tiers , with Tier 1 representing the most specialized and exemplary activities and Tier 4 representing the most common activities. The most impressive, prestigious, rare, and influential activities are placed in the top two tiers. When it comes to summer programs, these are ones that tend to be offered by universities, have an application to apply, and are at no- or little-cost.

Lower-tier extracurricular activities don’t hold the same sway with admissions officers, but they are often still valuable. Less selective and esteemed programs still show off your interests to potential colleges while highlighting your desire to pursue your passions. Many field-specific activities also help build the skills needed to ace everything you’ll encounter in the college application process, from essays to interviews.

Curious how the summer program you’re participating in affects your odds of college admission? CollegeVine can help! Our free chancing calculator uses a variety of factors including grades, test scores, and extracurriculars to estimate your odds of getting into over 1600 colleges and universities while also providing insight into how you can improve your profile.

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The Summer Research Opportunities Program (SROP) is a gateway to graduate education at Big Ten Academic Alliance (BTAA) universities. The goal of the program is to increase the number of underrepresented students who are pursuing graduate study and research careers. SROP helps prepare undergraduates for graduate study through intensive research experiences with faculty mentors and enrichment activities. Now in its thirty-seventh year, SROP celebrates the achievements of its alumni. To date, 610 program alumni have earned a Ph.D. degree and are now preparing the next generation of SROP scholars as mentors and teachers. Thousands of others have completed graduate training and are pursuing successful careers in government, business, and non-profit agencies.

Program Eligibility

Students wishing to participate in SROP must meet all of the following criteria:

Have a cumulative GPA of 3.0 or higher (4.0 scale)

Be a U.S. citizen or Permanent Resident

Be enrolled in a degree-granting program at a college or university in the United States, Puerto Rico, or other U.S. territory

Have completed at least two semesters of undergraduate education by the time of the summer experience

Have at least one semester of undergraduate education remaining after completing the summer research experience

Have a strong interest in pursuing a Ph.D.

SROP is not designed for preparing students to pursue professional degrees such as law, medical, and MBA degrees. Students who have completed an undergraduate degree are not eligible to participate.

Each year, SROP applications are accepted between November 1 and February 10 . The BTAA-SROP application allows for applying to up to ten widely recognized summer research programs at participating BTAA universities institutions using a single application. One of the benefits of using the BTAA-SROP application is that you only need to upload one transcript to a central location and faculty recommenders will only be required to submit one online letter of recommendation (Please note: two letters required in total). Upon completion, your application will be viewable by faculty from BTAA partner universities.

• University of Illinois-Urbana Champaign
• Indiana University-Bloomington
• University of Iowa
• University of Maryland-College Park
• University of Michigan-Ann Arbor
• Michigan State University
• University of Minnesota
• University of Nebraska-Lincoln
• Northwestern University
• The Ohio State University
• The Pennsylvania State University
• Purdue University
• Rutgers University-New Brunswick
• University of Wisconsin-Madison

Penn State SROP

Each year, the Office of Graduate Educational Equity Programs (OGEEP) works in partnership with the BTAA. Students are from colleges and universities across the country and from the University of Puerto Rico system.

Penn State SROP is an intensive eight-week research program held at the University Park campus. It is designed to interest talented undergraduate students from underrepresented groups in academic careers and to enhance their preparation for graduate study through intensive research experiences with faculty mentors.

In addition to research, participants are required to craft/submit a scholarly research paper in the appropriate academic discipline, conduct an oral presentation of research findings, attend/participate in orientation, research writing seminars, professional development workshops, seminars, field trips, and social activities. SROP participants receive a stipend provided that program requirements are met. Housing, meals, and travel to and from University Park are covered by OGEEP.

2024 SROP Dates

Monday, June 3–Friday, July 26

SROP is a Full-Time Experience

Participants will be actively engaged in SROP programming throughout the eight-week experience. They cannot take summer courses, hold a summer job, participate in other summer programs, or be involved in any activity that prevents completing program requirements. Participants are also expected to conduct themselves and their research ethically and are responsible for the overall success of their experience.

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Your chance of acceptance, your chancing factors, extracurriculars, college programs for high school students.

Yo! I've been thinking about getting some college experience while I'm still in high school. Do any of you know any good college programs for high school students? Preferably ones that are affordable. Thanks y'all.

Absolutely, there are several college programs accessible to high school students that can provide both a taste of the college experience and further opportunities to explore academic interests.

For those looking for affordability, consider opportunities like the Colorado State University's Black Issues Forum. It's a one-week residential program geared towards students interested in discussions around African American issues, history, and culture. Additionally, MIT offers an Online Science, Technology, and Engineering Community (MOSTEC), which is a free online program that runs over the course of six months. It allows students to engage in discussions around science and engineering, work on projects, and even present at a symposium.

If you're into STEM, you might also want to check out the Summer Science Program which is a six-week residential experience in various locations from New Mexico to Indiana and even Taiwan. It offers hands-on experience in astronomy and calculus-based physics. They provide need-based financial aid and may become completely free of cost for some students. This is a great chance to engage in actual scientific research.

For students passionate about social justice issues, the Telluride Association Summer Program (TASP) is a phenomenal choice. The program is completely free, including travel costs, and it's a six-week residential experience where students engage in intellectual discourse and college-level seminars.

Remember that impactful college programs do not necessarily have to be expensive. Often, the most competitive and prestigious programs are low-cost or offer generous financial aid since they aim to attract top students regardless of their ability to pay.

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Summer Programs for High School Students

Get a jumpstart on your college life! Xavier offers two summer programs designed specifically for high school students who are looking to get a head start in college. Whether it’s hands-on research, or credit bearing classes, you will find more information below.

STEAM@XU: Summer Research Immersion

This program is a one-week day camp for high school students (incoming 9-12th graders). Students will experience NASA-funded biomedical research alongside Xavier student researchers, as well as develop and execute original research projects with guidance from Xavier professors. Monday, July 29 to Friday, Aug. 2.  Find more details and register here.

Effective Communication in the College Application Process

This 3-day, 9-hour online program is designed for rising high school seniors who are committed to gaining a competitive advantage in the college application review process. It is based on famed Procter & Gamble CEO Ed Artzt’s dictum: To be successful, you need to learn to think, write, and speak—in that order! Monday, Aug. 5, Wednesday, Aug. 7, Friday, Aug. 9. Find more details and register here.

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Summer 2024 reading from MIT

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MIT faculty and staff authors have published a plethora of books, chapters, and other literary contributions in the past year. The following titles represent some of their works published in the past 12 months. In addition to links for each book from its publisher, the MIT Libraries has compiled a helpful list of the titles held in its collections .

Looking for more literary works from the MIT community? Enjoy our book lists from 2023 , 2022 , and 2021 .

Happy reading!

Novel, memoir, and poetry

“ Seizing Control: Managing Epilepsy and Others’ Reactions to It — A Memoir ” (Haley’s, 2023) By Laura Beretsky, grant writer in the MIT Introduction to Technology, Engineering, and Science (MITES) program

Beretsky’s memoir, “Seizing Control,” details her journey with epilepsy, discrimination, and a major surgical procedure to reduce her seizures. After two surgical interventions, she has been seizure-free for eight years, though she notes she will always live with epilepsy.

“ Sky. Pond. Mouth. ” (Yas Press, 2024) By Kevin McLellan, staff member in MIT’s Program in Art, Culture, and Technology

In this book of poetry, physical and emotional qualities free-range between the animate and inanimate as though the world is written with dotted lines. With chiseled line breaks, intriguing meta-poetic levels, and punctuation like seed pods, McLellan’s poems, if we look twice, might flourish outside the book’s margin, past the grow light of the screen, even (especially) other borderlines we haven’t begun to imagine.

Science and engineering

“ The Visual Elements: Handbooks for Communicating Science and Engineering ” (University of Chicago Press, 2023 and 2024) By Felice Frankel, research scientist in chemical engineering

Each of the two books in the “Visual Elements” series focuses on a different aspect of scientific visual communication: photography on one hand and design on the other. Their unifying goal is to provide guidance for scientists and engineers who must communicate their work with the public, for grant applications, journal submissions, conference or poster presentations, and funding agencies. The books show researchers the importance of presenting their work in clear, concise, and appealing ways that also maintain scientific integrity.

“ A Book of Waves ” (Duke University Press, 2023) By Stefan Helmreich, professor of anthropology

In this book, Helmreich examines ocean waves as forms of media that carry ecological, geopolitical, and climatological news about our planet. Drawing on ethnographic work with oceanographers and coastal engineers in the Netherlands, the United States, Australia, Japan, and Bangladesh, he details how scientists at sea and in the lab apprehend waves’ materiality through abstractions, seeking to capture in technical language these avatars of nature at once periodic and irreversible, wild and pacific, ephemeral and eternal.

“ An Introduction to System Safety Engineering ” (MIT Press, 2023) By Nancy G. Leveson, professor of aeronautics and astronautics

Preventing accidents and losses in complex systems requires a holistic perspective that can accommodate unprecedented types of technology and design. Leveson’s book covers the history of safety engineering; explores risk, ethics, legal frameworks, and policy implications; and explains why accidents happen and how to mitigate risks in modern, software-intensive systems. It includes accounts of well-known accidents like the Challenger and Columbia space shuttle disasters, Deepwater Horizon oil spill, and Chernobyl and Fukushima nuclear accidents, examining their causes and how to prevent similar incidents in the future.

“ Solvable: How We Healed the Earth, and How We Can Do It Again ” (University of Chicago Press, 2024) By Susan Solomon, the Lee and Geraldine Martin Professor of Environmental Studies and Chemistry

We solved planet-threatening problems before, Solomon argues, and we can do it again. She knows firsthand what those solutions entail, as she gained international fame as the leader of a 1986 expedition to Antarctica, making discoveries that were key to healing the damaged ozone layer. She saw a path from scientific and public awareness to political engagement, international agreement, industry involvement, and effective action. Solomon connects this triumph to the stories of other past environmental victories — against ozone depletion, smog, pesticides, and lead — to extract the essential elements of what makes change possible.

Culture, humanities, and social sciences “ Political Rumors: Why We Accept Misinformation and How to Fight It ” (Princeton University Press, 2023) By Adam Berinsky, professor of political science

Political rumors pollute the political landscape. But if misinformation crowds out the truth, how can democracy survive? Berinsky examines why political rumors exist and persist despite their unsubstantiated and refuted claims, who is most likely to believe them, and how to combat them. He shows that a tendency toward conspiratorial thinking and vehement partisan attachment fuel belief in rumors. Moreover, in fighting misinformation, it is as important to target the undecided and the uncertain as it is the true believers.

“ Laws of the Land: Fengshui and the State in Qing Dynasty China ,” (Princeton University Press, 2023) By Tristan Brown, assistant professor of history

In “Laws of the Land,” Brown tells the story of the important roles — especially legal ones — played by fengshui in Chinese society during China’s last imperial dynasty, the Manchu Qing (1644–1912). Employing archives from Mainland China and Taiwan that have only recently become available, this is the first book to document fengshui’s invocations in Chinese law during the Qing dynasty.

“ Trouble with Gender: Sex Facts, Gender Fictions ” (Polity, 2024) By Alex Byrne, professor of philosophy

MIT philosopher Alex Byrne knows that within his field, he’s very much in the minority when it comes to his views on sex and gender. In “Trouble with Gender,” Byrne suggests that some ideas regarding sex and gender have not been properly examined by philosophers, and he argues for a reasoned and civil conversation on the topic.

“ Life at the Center: Haitians and Corporate Catholicism in Boston ”   (University of California Press, 2024) By Erica Caple James, professor of medical anthropology and urban studies

In “Life at the Center,” James traces how faith-based and secular institutions in Boston have helped Haitian refugees and immigrants attain economic independence, health, security, and citizenship in the United States. The culmination of more than a decade of advocacy and research on behalf of the Haitians in Boston, this groundbreaking work exposes how Catholic corporations have strengthened — but also eroded — Haitians’ civic power.

“ Portable Postsocialisms: New Cuban Mediascapes after the End of History ” (University of Texas Press, 2024) By Paloma Duong, associate professor of media studies/writing

Why does Cuban socialism endure as an object of international political desire, while images of capitalist markets consume Cuba’s national imagination? “Portable Postsocialisms” calls on a vast multimedia archive to offer a groundbreaking cultural interpretation of Cuban postsocialism. Duong examines songs, artworks, advertisements, memes, literature, jokes, and networks that refuse exceptionalist and exoticizing visions of Cuba.

“ They All Made Peace — What Is Peace? ” (University of Chicago Press, 2023) Chapter by Lerna Ekmekcioglu, professor of history and director of the Program in Women’s and Gender Studies

In her chapter, Ekmekcioglu contends that the Treaty of Lausanne, which followed the first world war, is an often-overlooked event of great historical significance for Armenians. The treaty became the “birth certificate” of modern Turkey, but there was no redress for Armenians. The chapter uses new research to reconstruct the dynamics of the treaty negotiations, illuminating both Armenians’ struggles as well as the international community’s struggles to deliver consistent support for multiethnic, multireligious states.

“ We’ve Got You Covered: Rebooting American Health Care ” (Portfolio, 2023) By Amy Finkelstein, professor of economics, and Liran Einav

Few of us need convincing that the American health insurance system needs reform. But many existing proposals miss the point, focusing on expanding one relatively successful piece of the system or building in piecemeal additions. As Finkelstein and Einav point out, our health care system was never deliberately designed, but rather pieced together to deal with issues as they became politically relevant. The result is a sprawling, arbitrary, and inadequate mess that has left 30 million Americans without formal insurance. It’s time, the authors argue, to tear it all down and rebuild, sensibly and deliberately.

“ At the Pivot of East and West: Ethnographic, Literary and Filmic Arts ” (Duke University Press, 2023) By Michael M.J. Fischer, professor of anthropology and of science and technology studies

In his latest book, Fischer examines documentary filmmaking and literature from Southeast Asia and Singapore for their para-ethnographic insights into politics, culture, and aesthetics. Continuing his project of applying anthropological thinking to the creative arts, Fischer exemplifies how art and fiction trace the ways in which taken-for-granted common sense changes over time speak to the transnational present and track signals of the future before they surface in public awareness.

“ Lines Drawn across the Globe ” (McGill-Queen's University Press, 2023) By Mary Fuller, professor of literature and chair of the faculty

Around 1600, English geographer and cleric Richard Hakluyt published a 2,000-page collection of travel narratives, royal letters, ships’ logs, maps, and more from over 200 voyages. In "Lines Drawn across the Globe," Fuller traces the history of the book’s compilation and gives order and meaning to its diverse contents. From Sierra Leone to Iceland, from Spanish narratives of New Mexico to French accounts of the Saint Lawrence and Portuguese accounts of China, Hakluyt’s shaping of the book provides a conceptual map of the world’s regions and of England’s real and imagined relations to them.

“ The Rise and Fall of the EAST: How Exams, Autocracy, Stability, and Technology Brought China Success, and Why They Might Lead to Its Decline ” (Yale University Press, 2023) By Yasheng Huang, the Epoch Foundation Professor of International Management and professor of global economics and management

According to Huang, the world is seeing a repeat of Chinese history during which restrictions on economic and political freedom created economic stagnation. The bottom line: “Without academic collaboration, without business collaboration, without technological collaborations, the pace of Chinese technological progress is going to slow down dramatically.”

“ The Long First Millennium: Affluence, Architecture, and Its Dark Matter Economy ”   (Routledge, 2023) By Mark Jarzombek, professor of the history and theory of architecture

Jarzombek’s book argues that long-distance trade in luxury items — such as diamonds, gold, cinnamon, scented woods, ivory, and pearls, all of which require little overhead in their acquisition and were relatively easy to transport — played a foundational role in the creation of what we would call “global trade” in the first millennium CE. The book coins the term “dark matter economy” to better describe this complex — though mostly invisible — relationship to normative realities. “The Long Millennium”   will appeal to students, scholars, and anyone interested in the effect of trade on   medieval society.

“ World Literature in the Soviet Union ” (Academic Studies Press, 2023) Chapter by Maria Khotimsky, senior lecturer in Russian

Khotimsky’s chapter, “The Treasure Trove of World Literature: Shaping the Concept of World Literature in Post-Revolutionary Russia,” examines Vsemirnaia Literatura (World Literature), an early Soviet publishing house founded in 1919 in Petersburg that advanced an innovative canon of world literature beyond the European tradition. It analyzes the publishing house’s views on translation, focusing on book prefaces that reveal a search for a new evaluative system, adaptation to changing socio-cultural norms and reassessing the roles of readers, critics, and the very endeavor of translation.

“ Dare to Invent the Future: Knowledge in the Service of and Through Problem-Solving ” (MIT Press, 2023) By Clapperton Chakanetsa Mavhunga, professor of science, technology, and society

In this provocative book — the first in a trilogy — Chakanetsa Mavhunga argues that our critical thinkers must become actual thinker-doers. Taking its title from one of Thomas Sankara’s most inspirational speeches, “Dare to Invent the Future” looks for moments in Africa’s story where precedents of critical thought and knowledge in service of problem-solving are evident to inspire readers to dare to invent such a knowledge system. “ Death, Dominance, and State-Building: The US in Iraq and the Future of American Military Intervention ” (Oxford University Press, 2024) By Roger Petersen, the Arthur and Ruth Sloan Professor of Political Science “Death, Dominance, and State-Building” provides the first comprehensive analytic history of post-invasion Iraq. Although the war is almost universally derided as one of the biggest foreign policy blunders of the post-Cold War era, Petersen argues that the course and conduct of the conflict is poorly understood. The book applies an accessible framework to a variety of case studies across time and region. It concludes by drawing lessons relevant to future American military interventions.

Technology, systems, and society

“ Code Work: Hacking Across the U.S./México Techno-Borderlands ” (Princeton University Press, 2023) By Héctor Beltrán, assistant professor of anthropology

In this book, Beltrán examines Mexican and Latinx coders’ personal strategies of self-making as they navigate a transnational economy of tech work. Beltrán shows how these hackers apply concepts from the coding world to their lived experiences, deploying batches, loose coupling, iterative processing (looping), hacking, prototyping, and full-stack development in their daily social interactions — at home, in the workplace, on the dating scene, and in their understanding of the economy, culture, and geopolitics.

“ Unmasking AI: My Mission to Protect What is Human in a World of Machines ” (Penguin Random House, 2023) By Joy Buolamwini SM ’17, PhD ’22, member of the Media Lab Director’s Circle

To many it may seem like recent developments in artificial intelligence emerged out of nowhere to pose unprecedented threats to humankind. But to Buolamwini, this moment has been a long time in the making. “Unmasking AI” is the remarkable story of how Buolamwini uncovered what she calls “the coded gaze” — evidence of encoded discrimination and exclusion in tech products. She shows how racism, sexism, colorism, and ableism can overlap and render broad swaths of humanity “excoded” and therefore vulnerable in a world rapidly adopting AI tools.

“ Counting Feminicide: Data Feminism in Action ” (MIT Press, 2024) By Catherine D’Ignazio, associate professor of urban science and planning

“Counting Feminicide” brings to the fore the work of data activists across the Americas who are documenting feminicide, and challenging the reigning logic of data science by centering care, memory, and justice in their work. D’Ignazio describes the creative, intellectual, and emotional labor of feminicide data activists who are at the forefront of a data ethics that rigorously and consistently takes power and people into account.

“ Rethinking Cyber Warfare: The International Relations of Digital Disruption ” (Oxford University Press, 2024) By R. David Edelman, research fellow at the MIT Center for International Studies

Fifteen years into the era of “cyber warfare,” are we any closer to understanding the role a major cyberattack would play in international relations — or to preventing one? Uniquely spanning disciplines and enriched by the insights of a leading practitioner, Edelman provides a fresh understanding of the role that digital disruption plays in contemporary international security.

“ Model Thinking for Everyday Life: How to Make Smarter Decisions ” (INFORMS, 2023) By Richard Larson, professor post-tenure in the Institute for Data, Systems, and Society

Decisions are a part of everyday life, whether simple or complex. It’s all too easy to jump to Google for the answers, but where does that take us? We’re losing the ability to think critically and decide for ourselves. In this book, Larson asks readers to undertake a major mind shift in our everyday thought processes. Model thinking develops our critical thinking skills, using a framework of conceptual and mathematical tools to help guide us to full comprehension, and better decisions.

“ Future[tectonics]: Exploring the intersection between technology, architecture and urbanism ” (Parametric Architecture, 2024) Chapter by Jacob Lehrer, project coordinator in the Department of Mathematics

In his chapter, “Garbage In, Garbage Out: How Language Models Can Reinforce Biases,” Lehrer discusses how inherent bias is baked into large data sets, like those used to train massive AI algorithms, and how society will need to reconcile with the inherent biases built into systems of power. He also attempts to reconcile with it himself, delving into the mathematics behind these systems.

“ Music and Mind: Harnessing the Arts for Health and Wellness ” (Penguin Random House, 2024) Chapter by Tod Machover, the Muriel R. Cooper Professor of Music and Media; Rébecca Kleinberger SM ’14, PhD ’20; and Alexandra Rieger SM ’18, doctoral candidate in media arts and sciences

In their chapter, “Composing the Future of Health,” the co-authors discuss their approach to combining scientific research, technology innovation, and new composing strategies to create evidence-based, emotionally potent music that can delight and heal.

“ The Heart and the Chip: Our Bright Future with Robots ” (W. W. Norton and Company, 2024) By Daniela Rus, the Andrew and Erna Viterbi Professor of Electrical Engineering and Computer Science and director of the Computer Science and Artificial Intelligence Laboratory; and Gregory Mone

In “The Heart and the Chip,” Rus and Mone provide an overview of the interconnected fields of robotics, artificial intelligence, and machine learning, and reframe the way we think about intelligent machines while weighing the moral and ethical consequences of their role in society. Robots aren’t going to steal our jobs, they argue; they’re going to make us more capable, productive, and precise.

Education, business, finance, and social impact

“ Disciplined Entrepreneurship Startup Tactics: 15 Tactics to Turn Your Business Plan Into a Business ” (Wiley, 2024) By Paul Cheek, executive director and entrepreneur in residence at the Martin Trust Center for MIT Entrepreneurship and senior lecturer in the MIT Sloan School of Management, with foreword by Bill Aulet, professor of the practice of entrepreneurship at MIT Sloan and managing director of the Martin Trust Center

Cheek provides a hands-on, practical roadmap to get from great idea to successful company with his actionable field guide to transforming your one great idea into a functional, funded, and staffed startup. Readers will find ground-level, down-and-dirty entrepreneurial tactics — like how to conduct advanced primary market research, market and sell to your first customers, and take a scrappy approach to building your first products — that keep young firms growing. These tactics maximize impact with limited resources.

“ Organic Social Media: How to Build Flourishing Online Communities ” (KoganPage, 2023) By Jenny Li Fowler, director of social media strategy in the Institute Office of Communications

In “Organic Social Media,” Fowler outlines the important steps that social media managers need to take to enhance an organization's broader growth objectives. Fowler breaks down the key questions to help readers determine the best platforms to invest in, how they can streamline approval processes, and other essential strategic steps to create an organic following on social platforms.

“ From Intention to Impact: A Practical Guide to Diversity, Equity, and Inclusion ” (MIT Press, 2024) By Malia Lazu, lecturer in the MIT Sloan School of Management

In her new book, Lazu draws on her background as a community organizer, her corporate career as a bank president, and now her experience as a leading consultant to explain what has been holding organizations back and what they can do to become more inclusive and equitable. “From Intention to Impact” goes beyond “feel good” PR-centric actions to showcase the real work that must be done to create true and lasting change.

“ The AFIRE Guide to U.S. Real Estate Investing ” (Afire and McGraw Hill, 2024) Chapter by Jacques Gordon, lecturer in the MIT Center for Real Estate

In his chapter, “The Broker and the Investment Advisor: A wide range of options,” Gordon discusses important financial topics including information for lenders and borrowers, joint ventures, loans and debt, comingled funds, bankruptcy, and Islamic finance.

“ The Geek Way: The Radical Mindset That Drives Extraordinary Results ” (Hachette Book Group, 2023) By Andrew McAfee, principal research scientist and co-director of the MIT Initiative on the Digital Economy

The geek way of management delivers excellent performance while offering employees a work environment that features high levels of autonomy and empowerment. In what Eric Schmidt calls a “handbook for disruptors,” “The Geek Way”   reveals a new way to get big things done. It will change the way readers think about work, teams, projects, and culture, and give them the insight and tools to harness our human superpowers of learning and cooperation.

“ Iterate: The Secret to Innovation in Schools ” (Teaching Systems Lab, 2023) By Justin Reich, associate professor in comparative media studies/writing

In “Iterate, ”  Reich delivers an insightful bridge between contemporary educational research and classroom teaching, showing readers how to leverage the cycle of experiment and experience to create a compelling and engaging learning environment. Readers learn how to employ a process of continuous improvement and tinkering to develop exciting new programs, activities, processes, and designs.

“ red helicopter — a parable for our times: lead change with kindness (plus a little math) ” (HarperCollins, 2024) By James Rhee, senior lecturer in the MIT Sloan School of Management

Is it possible to be successful and kind? To lead a company or organization with precision and compassion? To honor who we are in all areas of our lives? While eloquently sharing a story of personal and professional success, Rhee presents a comforting yet bold solution to the dissatisfaction and worry we all feel in a chaotic and sometimes terrifying world.

“ Routes to Reform: Education Politics in Latin America ” (Oxford University Press, 2024) By Ben Ross Schneider, the Ford International Professor of Political Science and faculty director of the MIT-Chile Program and MISTI Chile

In “Routes to Reform,” Ben Ross Schneider examines education policy throughout Latin America to show that reforms to improve learning — especially making teacher careers more meritocratic and less political — are possible. He demonstrates that contrary to much established theory, reform outcomes in Latin America depended less on institutions and broad coalitions, and more on micro-level factors like civil society organizations, teacher unions, policy networks, and technocrats.

“ Wiring the Winning Organization: Liberating Our Collective Greatness through Slowification, Simplification, and Amplification ” (IT Revolution, 2023) By Steven J. Spear, senior lecturer in system dynamics at the MIT Sloan School of Management, and Gene Kim

Organizations succeed when they design their processes, routines, and procedures to encourage employees to problem-solve and contribute to a common purpose. DevOps, Lean, and Agile got us part of the way. Now with “Wiring the Winning Organization,” Spear and Kim introduce a new theory of organizational management: Organizations win by using three mechanisms to slowify, simplify, and amplify, which systematically moves problem-solving from high-risk danger zones to low-risk winning zones.

“ Oxford Research Encyclopedia of Economics and Finance ” (Oxford University Press, 2024) Chapter by Annie Thompson, lecturer in the MIT Center for Real Estate; Walter Torous, senior lecturer at the MIT Center for Real Estate; and William Torous

In their chapter, “What Causes Residential Mortgage Defaults?” the authors assess the voluminous research investigating why households default on their residential mortgages. A particular focus is oriented towards critically evaluating the recent application of causal statistical inference to residential defaults on mortgages.

“ Data Is Everybody’s Business: The Fundamentals of Data Monetization ” (MIT Press, 2023) By Barbara H. Wixom, principal research scientist at the MIT Sloan Center for Information Systems Research (MIT CISR); Leslie Owens, senior lecturer at the MIT Sloan School of Management and former executive director of MIT CISR; and Cynthia M. Beath

In “Data Is Everybody’s Business,” the authors offer a clear and engaging way for people across the entire organization to understand data monetization and make it happen. The authors identify three viable ways to convert data into money — improving work with data, wrapping products with data, and selling information offerings — and explain when to pursue each and how to succeed. Arts, architecture, planning, and design

“ The Routledge Handbook of Museums, Heritage, and Death ” (Routledge, 2023) Chapter by Laura Anderson Barbata, lecturer in MIT’s Program in Art, Culture, and Technology

This book provides an examination of death, dying, and human remains in museums and heritage sites around the world. In her chapter, “Julia Pastrana’s Long Journey Home,” Barbata describes the case of Julia Pastrana (1834-1860), an indigenous Mexican opera singer who suffered from hypertrichosis terminalis and hyperplasia gingival. Due to her appearance, Pastrana was exploited and exhibited for over 150 years, during her lifetime and after her early death in an embalmed state. Barbata sheds light on the ways in which the systems that justified Pastrana’s exploitation continue to operate today.

“ Emergency INDEX: An Annual Document of Performance Practice, vol. 10 ” (Ugly Duckling Press, 2023) Chapter by Gearoid Dolan, staff member in MIT’s Program in Art, Culture, and Technology

This “bible of performance art activity” documents performance projects from around the world. Dolan’s chapter describes “Protest ReEmbodied,” a performance that took place online during Covid-19 lockdown. The performance was a live version of the ongoing “Protest ReEmbodied” project, an app that individuals can download and run on their computer to be able to perform on camera, inserted into protest footage.

“ Land Air Sea: Architecture and Environment in the Early Modern Era ” (Brill, 2023) Chapter by Caroline Murphy, the Clarence H. Blackall Career Development Assistant Professor in the Department of Architecture

“Land Air Sea”   positions the long Renaissance and 18th century as being vital for understanding how many of the concerns present in contemporary debates on climate change and sustainability originated in earlier centuries. Murphy’s chapter examines how Girolamo di Pace da Prato, a state engineer in the Duchy of Florence, understood and sought to mitigate the problems of alluvial flooding in the mid-sixteenth century, an era of exceptional aquatic and environmental volatility.

Miscellaneous

“ Made Here: Recipes and Reflections From NYC’s Asian Communities ” (Send Chinatown Love, 2023) Chapter by Robin Zhang, postdoc in mathematics, and Diana Le

In their chapter, “Flushing: The Melting Pot’s Melting Pot,” the authors explore how Flushing, New York — whose Chinatown is the largest and fastest growing in the world — earned the title of the “melting pot’s melting pot” through its cultural history. Readers will walk down its streets past its snack stalls, fabric stores, language schools, hair salons, churches, and shrines, and you will hear English interspersed with Korean, several dialects of Chinese, Hindi, Bengali, Urdu, and hundreds of other fibers that make up Flushing’s complex ethnolinguistic fabric.

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International Study and Internships

Taking advantage of study abroad opportunities is encouraged in the Math Department. There is also an institute wide recognition of the educational benefits of a period of study abroad. MIT organizes these visits through MISTI .

• Visit the MISTI 101 page to learn more about opportunities through MISTI.
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These International Study pages have a wealth of information on each program.

If you are interested in participating in MISTI there are a couple of things to do:

• Search for a program that interests you here: https://misti.mit.edu/programs
• Book an appointment with the study abroad coordinator by emailing
• Speak with your academic adviser, or Theresa Cummings in the Math Academic Services Office (2-110)
• Email MISTI:

Here are some programs of various types in Mathematics that recent MIT Mathematics majors have attended. Several of them have kindly sent reports of their experience and invite you to contact them if you want more information.

Study Abroad

Imperial College in London Exchange

This is a one semester or full academic year opportunity to study in London, UK..

Deadline: Fall, Spring, Academic Year: mid-February

Direct Enroll Opportunities:

Budapest semesters in mathematics.

This is a one-semester program in Budapest, Hungary. The language is English.

Math in Moscow

A one-semester program at the Independent University in Moscow. The language is English. The American Mathematical Society administers National Science Foundation grants to cover some of the costs.

Deadline for Direct Enroll Opportunities: Fall, Spring (certain programs), Academic Year, Summer: April 1 Spring: October 15

MISTI Internships

Gain real-life work experience in leading companies and labs in more than 40 countries worldwide through fully funded professional and research placements.

The applications for MISTI internships open September 8 th .

Deadlines: Deadlines for Summer vary based on country, but can be as early as November 1st. Please review the How to Apply section carefully, and check each country program’s page for detailed timelines.

Global Teaching Labs and Global Startup Labs

Global Teaching Labs: Use MIT’s hands-on approach to learning to teach impactful STEM courses to high school students abroad.

Global Startup Labs: Teach advanced courses in app development, Internet technologies, and more at universities around the world.

The applications for the Global Teaching Labs and Global Startup Labs are currently open. Here is the information about How to Apply .

Global Teaching Labs Deadline: September 23rd

Global Startups Labs Deadline: September 23rd (IAP) and February 15th (Summer)