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Some of the wonderful students we've had and their projects
A passion for STEM brings our students from around the world together.
Review: Learning about biomedical engineering through this program helped me confirm that this is the field I want to study in college. My mentor was invaluable, and she made a daunting topic like writing an academic paper accessible. She gave me advice that will help me in college and beyond.
Project description: Every year, 6.8 million people in the United States fracture a bone. These current treatment plans, such as plaster casts, have recovery times as long as 6 to 8 weeks, which leaves patients restricted for up to two months. Studies have been conducted on how tissue engineering, specifically using a biomaterial, to treat parts of the body affected by bone fractures, such as cartilage and tendons, which could lead to using tissue engineering to treat the fracture itself. The goal of this review is to highlight how biomaterials, specifically hydrogels, could be used in bone tissue engineering. In addition to reducing the treatment time for bone fractures, this could lead to better treatments for other bone related diseases, such as birth defects like bone growth abnormalities.
About the Student: My name is Lauren Allen, and I'm a high school senior from Alexandria, VA. I've always loved math and science, and I'm hoping to continue exploring these passions in college by studying biomedical engineering, so I can use what I learn in the classroom to save lives.
Review: Overall, this program was a very enriching and fun experience which gave me the opportunity to dive into neurobiology! My mentor's teaching style was perfect for me and I was proud to develop an advanced understanding of these topics in just 8 weeks.
Project description: I wrote a review paper on “Creating a False Memory in the Hippocampus.” The study used the known information that certain cells in the hippocampus encode memories, known as "engrams." The paper successfully demonstrates the creation of an artificial engram for a false memory, providing a valuable behavioral insight into a complex neurological process.
About the Student: My name is Isha and I'm a senior this year. I love exploring new areas of biology and learning diverse applications of my findings! I'm a gymnast of 15 years and it's definitely one of my favorite ways to spend my time. My other hobbies include hiking, reading, and biking.
Review: Through this research program, I was able to vastly expand my knowledge in aerospace engineering. My Research Mentor was extremely helpful in providing strong explanations and guidance through each challenging mathematical concept. Additionally, I was able to develop a valuable relationship with my Research Mentor, who was able to deliver his knowledge and expertise in an enjoyable and understandable manner.
Project description: This paper is focused on explaining the basis of Simultaneous Localization And Mapping, a prominent algorithm frequently implemented in autonomous systems. First, this paper briefly explains each step of SLAM, ranging from Pose Graph Optimization to odometric error. Next, it introduces each concept of data collection and its importance in achieving the ultimate goal of systematic efficiency. Finally, this paper briefly includes the mathematical backbone of each localization method, odometric measurement, and pose graph covered in my research.
About the Student: I am a student at Wheeling Central Catholic High School in Wheeling, West Virginia. Some of my interests include aerospace engineering, mathematics, and the physical sciences. I plan on studying aero/astro engineering after my time at CCHS. Outside of academics, I enjoy studying, playing, and improving my chess game.
Review: This program allowed me to have exposure to university level work while I was still in high school. I was able to learn about a topic I may not have been exposed to in school. My mentor was very helpful in leading me through the program.
Project description: The researchers examined the inheritance of traumatic parental experience in mice. The F0 generation mice were odor fear conditioned prior to the conception of the F1 generation. It was observed that the successive F1 and F2 mice had increased behavioral sensitivity to the odor that was used to condition the F0 generation, but there was no increased activity to other odors. The odor acetophenone was used during the fear conditioning, and activates a known odor rector, Olfr151. When the F1 and F2 mice were exposed to this odor, the Olfr151 pathway had a greater depiction of neuroanatomical representation of the pathway. Using bisulfite sequencing techniques, researchers examined sperm DNA from F0 and naive F1 males to show that the Olfr151 gene experiences CpG hypomethylation. F2 inheritance, using in vitro fertilization, and cross-fostering further cement that the transgenerational effects are passed down in the parental gametes. This data expresses a guide for focusing environmental information through generations at behavioral, neuroanatomical, and epigenetic levels.
About the Student: I am from Chippewa Falls, WI. I love sports, science, and reading. My dream job is to be a doctor of sports medicine.
“My mentor opened a door to the world of differential equations for me and provided insights on much more challenging mathematics, driving me to pursue mathematics further.”
“I had a great time working with my Research Mentor – it was incredibly enjoyable and produced a tangible result of a research paper from eight weeks of study together.”
“Learning under my Research Mentor was an absolute pleasure. I would gladly recommend the program to any fellow students looking to deepen their knowledge and enrich their love for mathematics.”
“My mentor was always very supportive and encouraging about any questions I had and made me feel very comfortable in reaching out for help. I also really liked the way the lessons progressed from the basics to advanced level; I was always excited to learn more.”
“My mentor was very understanding of me, especially my schedule and the way that I work. She was able to adjust the content to better fit my style and abilities, and she was always available to be emailed and contacted. This course was very difficult in a good way and the work helped me to find better strategies and ways to do homework. I also really enjoyed the content in the course.”
“My mentor is one of the best mentors I've had for biology as the lessons and sessions are always conducted in a casual atmosphere, as opposed to a rigid learning environment. She was extremely flexible with anything I wanted to learn in the session.”
“I am extremely satisfied in how much I learned throughout this program, starting from not much knowledge at all, to comfortably learning each concept that was demonstrated. I am extremely impressed by how much I was able to learn in the weeks that this program took place.”
“My mentor was very open to letting me choose what topics we could learn about, and I enjoyed her slideshows.”
“I believe that this program had much to offer, as there was much flexibility, therefore allowing me to go at a pace that matched my learning, and personal circumstances. It also opened a door to what learning in university is like, as well as the research paper writing process. Ultimately, I believe this program will become part of the foundation for my future, providing me with insight as to what to expect in University, and how to write a good paper, which is beneficial even now, for my internal assessment within school.”
Admission deadlines
Early Admission – November 15, 2023
Regular Admission – December 22, 2023
Late Admission – January 28, 2023
The Program runs four times per year: Spring, Summer, Fall, and Winter. For Winter 2024, we have three deadlines, outlined above.
