Medical Research in High School??! how?

<p>I've noticed that Many students on this board and elsewhere have at opportunities to do medical research and universities across the country. Many of these students have done continuous, extensive research on various topics and have even PUBLISHED their findings.. How is this possible? Nobody where I live(even the brightest and most talented students- oh yeah.. and i live in the San Francisco area the new stem cell capital!!) have had this opportunity. How do students get such positions!? Do they contact the schools and see if there are positions? Are the positions highly competitive? Also... generally, what do high school research assistants do? is it low level stuff? </p>

<p>Please let me know. I realize it's too late now to apply for anything But I would love to perhaps do some research the summer after my senior year.</p>

<p>If some of u have any answers/suggestions please respond. thanks</p>

<p>I chose one of the closest universities in my area and surveyed various professors' websites in the research department of my interest (I didn't have a specific interest at the time)...then I made a blanket email with some fill-in blanks and sent it to about 10 diff profs/day, and I made sure to write about each person's <em>specific</em> research on each email (they like it when you take the time to look up info). The first day I was rather disappointed -- only 2 replies and both were the "sorry, too late, we've already got undergrads lined up, etc" type deals, but then after 2 days I started getting lots of replies. The best thing to do is just to keep emailing, but make sure you actually are interested in the research of the people you're emailing. And if you don't get replies, keep at it anyway; someone will reply eventually. I don't think the positions are "highly competitive," just show that you are interested and persistent. To answer your question of "generally, what do high school research assistants do? is it low level stuff?" ...well, that really, really depends on the mentor/prof you end up with. Luck of the draw, I guess.</p>

<p>Best of luck, and remember to research for the right reasons.</p>

<p>Should I submit a resume?</p>

<p>masha -</p>

<p>A quick story: I was working at Bell Labs (artificial intelligence work) when, out of the blue, I got a letter from a student who said that they had read a paper of mine in one of the technical journals, was very interested in the type of work that I described in the paper and wondered if I knew of any jobs in that field doing that kind of work. His resume was attached. </p>

<p>What did this tell me? First that a student was interested enough in the field to be reading the technical journal that the paper was in. Second, that he understood the work and it was one of his interests. And third, that he liked MY paper (flattery will get you everywhere!). I looked at his resume and thought that either this was a great person for a potential job OR he had come up with a very clever way to get his resume noticed. Either way, it intrigued me. I didn't have any openings at the time, but we brought him in for an interview anyway and he got a job with another department.</p>

<p>I've always thought that the method he used to get his foot in the door was very good.</p>

<p>Many people do their research through organized summer programs. Search old threads for more info about this route. Others contact professors like whirligigs described and get to do the same type of work. The level of work you do and the independence you have depends on the professor and the lab setup. When I did my research through an organized program at a local state university, I was under the supervision of a grad student who provided guidance and support, but the majority of the project was controlled by me. (The work was a minor part of the grad student's thesis research)</p>

<p>Hi ~</p>

<p>If you're in the San Francisco area, then you're within reach of Stanford (by Caltrain - although, if you really live all the way up in SF, the train does take nearly a whole hour...), and probably other universities & companies doing lots of research. And if you're within reach of universities & companies doing research, you ought to be able to find yourself a research mentor.</p>

<p>Digmedia had a good point - I've spent some time recently trying to get a research position at Stanford for the summer (I'm also a bay area kid, albeit a year or two older than you), and it really helps if you have knowledge of and display interest in the professor's research. Find a university or other company near you, identify people who might be possible mentors (if you, your parents, or teachers have friends who know the people, all the better!), read up on their research, and then send out some well-phrased, sincere emails. Most of the people you contact won't have anything to offer you, but they might be able to put you in contact with people who will - or it might just serve to build a connection that you'll be thankful for later in life (... it's all about social networking...)</p>

<p>Good luck!</p>

<p>I see that you're too late for this summer, but as future reference for anyone who might be reading this, here are a couple stories:</p>

<p>I attended the University of Florida Student Science Training Program during the summer of 2003. It's a 7-week residential research program for students entering grades 11 and 12. In addition to a morning lecture series and an interdisciplinary course taken during the program, the research component is essentially 35 hours per week working in a lab with a professor. I personally ended up spending most of my free time hanging out with the best people I've ever met (we're still best friends, and those 7 weeks were the best of my life), though the research component (meant to be the bulk of the program, but your experience is what you make it, and I had more fun hanging out with friends) was very valuable to me. The girl I'm meaning to talk about, though, spent much of her free time in the lab and reading journal articles. She had never studied or had any experience with her professor's research area, but she dove right in, and for 7 weeks she worked as hard as she could to learn everything about it. She ended up playing a semi-significant role in his research and came back to work in his lab during the school years and summer following SSTP. She also went last year to California with his research team to go out on a research vessel and collect samples, which she brought back to UF to analyze. The girl entered her research into a number of competitions with the following results:
- At Intel International Science and Engineering Fair: Grand Prize - Intel Foundation Young Scientist Award (1 of 3 ISEF winners in the world - $50K), Category Winner and 1st Award in Earth and Space Sciences, 2nd Award from the American Geological Institute, the Association for Women Geoscientists Award, the Society of Exploration Geophysicists Distinguished Achievement Award, and the US Air Force 2nd Award, amounting to $66,750 in scholarships and a trip to the SEG International Exposition and Annual Meeting
- Winner of the FL Junior Science, Engineering, and Humanities Symposium in 2005 ($2K plus trip to San Diego for National Symposium)
- 1st place at the National Junior Science and Humanities Symposium in 2005 ($16K scholarship plus trip to London for International Symposium)
- Florida Junior Academy of Sciences Florida Science Talent Search Award of Excellence
- FL State Finalist in the Siemens Westinghouse Competition in 2004
- Published in the scientific journal "The Leading Edge"
- Probably more I don't know about...</p>

<p>Anyway, the point is that you can participate in a summer research program (which is easier than contacting a bunch of professors on your own), even one of the less prestigious ones, and if you are driven and open-minded, you can get a lot out of it.</p>

<p>Another guy I know from FL-JSEHS went the other way. He read an article in 9th grade in Scientific American (I think) and thought it was so awesome that he contacted the researchers via e-mail and phone. He didn't get much of a response at first, but he kept trying because he was so passionate about the research they were doing. They finally offered him a position in their lab, and he arranged his own accomidations nearby for the summer (summer before 10th grade, so he probably couldn't have gotten into any structured research programs if he'd wanted to). Since then, he has spent significant amounts of time working in that lab and has contributed enormously to the research. I don't know him as well as the girl described above, so I don't know a list of his specific accomplishments, but I have seen him speak (and win) at FL-JSEHS, and he is incredible. He also won the 2004 Nelson Ying Science Competition and competed in both the 2004 abd 2005 ISEF competitions (won something, I don't know what).</p>

<p>The moral of these stories is that the most important elements in a successful research experience are initiative and dedication. If you attend a university-run research program, you should try to set yourself apart by going above and beyond the norm. If you are finding your own research position, you should find something you're really passionate about and be persistent.</p>

<p>Program Guidelines - Project SEED</p>

<p>FINANCIAL GUIDELINES FOR STUDENT SELECTION</p>

<p>Eligibility- The student must be recognized as economically disadvantaged. Preference should be given to Students whose maximum family income is below $32,000 or does not exceed 200% of the Federal Poverty Guidelines for family size, and who may be encouraged by their work in a chemical laboratory to make better use of their capabilities. An economically disadvantaged student applicant who is physically disabled must be considered on the same basis as any other applicant and may not be discriminated against in any way.</p>

<p>Exceptions to Income Eligibility - Exception to the maximum family income of $32,000 or 200% of the Federal Poverty Guidelines for family size may be made in cases where family size or other factors that may deter a student from considering a career in science are present. Project SEED will consider applications from students whose family income is up to $44,000, if evidence is provided to the coordinator/mentor that factors which contribute to under representation in the sciences are present.<br>
Examples of such factors include the following within income guidelines:</p>

<p>the student belongs to an ethnic group (African-American, Hispanic, Native American)
historically underrepresented in science;
parents/guardians did not attend college; or,
student living in a single parent household or a member of a large family.
(None of the above factors alone qualify students who are beyond reasonable exceptions to the family income guidelines to be automatically eligible for Project SEED)</p>

<p>Approval of Students with Exceptional Circumstances</p>

<p>All exceptional circumstances of students being considered for Project SEED with a family income over $32,000 or 200% of the poverty guidelines as declared in the Project SEED application must be supported in a letter signed by the coordinator/mentor and forwarded to the ACS Project SEED office. The student should be admitted to the Project SEED program only after exceptional circumstances are approved by the Project SEED office.</p>

<p>Location - The student should be a commuting student, except in those cases where the institution (college, university, industry, or government lab) can provide room and board and appropriate supervision at no cost to the student.</p>

<p>Stipends & Duration of Program - Summer I students should receive a minimum of $2,275 and Summer II students a minimum of $2,600. Both programs expect at least eight weeks of participation at approximately 40 hours per week.</p>

<p>Stipend Payments, Surveys and Final Reports - Two checks will be sent from the ACS national SEED office to the institutional sponsor or the ACS local section officer for disbursement to the student(s). The first check (the amount approved minus $200) will be sent upon receipt of the Student Financial/Information Statement. The second check ($200 per student) will be sent upon receipt of all required paperwork and the Follow-up Survey, Student Report, and Mentor Report. In those cases where this procedure would be in conflict with the institution's administrative practices, other appropriate action can be considered. However, under no circumstances may mentors/coordinators deposit Project SEED monies into their personal funds. Mentors who disburse funds before the receipt of approved funds from Project SEED, do so at their own risk. NEW: The ACS offers "Automatic Direct Deposit" of Project SEED student payments. Your institution or university may take advantage of this payment method by filing out an Authorization of Direct Deposit Form and submitting it to the address indicated on the form. The SEED Office recommends this payment method for faster payment issuance. (Contact the SEED office to request an Authorization form).</p>

<p>Funding from Participating Institutions - Preference will be given to institutions providing matching or supplementary funds for each student. Also, the participating institution - or another source of local funds - will be expected to bear any overhead expenses. </p>

<p>Program/Student Termination - If the student terminates the program prior to completion of his/her obligation, the Project SEED office must be notified immediately in writing. The disbursement of the fellowship award will be prorated and the unused funds must be returned to Project SEED, at the American Chemical Society, before the end of the institution's program. </p>

<hr>

<p>ACADEMIC GUIDELINES
Program Content - The intent of Project SEED is to provide students with the opportunity to do meaningful research. The students' role should not be that of dishwasher or observer. The program implies no employee/employer relationship.</p>

<p>Student Pre-requisites - The Summer I student participant(s) should have completed a one-year introductory high school chemistry course. The Summer II student participant(s) must have participated in the Summer I program. Neither Summer I nor Summer II student can be matriculated in college.</p>

<p>Students/Mentor Ratio - The development of a personal relationship between the student and the mentor is considered a key factor in raising the student's goals and in expanding his/her horizons. For this reason, a mentor should work with no more than two SEED students during the summer.</p>

<p>Accident Insurance - The American Chemical Society provides an excess insurance coverage for Project SEED students, faculty members or chaperons. The period covered is limited to the 8-10 week Summer I and II programs each year. The insurance coverage is not extended beyond the Project SEED summer activity. The activities covered are limited to scheduled, sponsored or supervised activities of Project SEED. This insurance does not cover any conditions for which the insured is entitled to benefits under any Worker's Compensation Act or similar law. The ACS accident insurance policy coverage does not extend to damage or loss of personal property of Project SEED participants.</p>

<p>Although the American Chemical Society purchases accident insurance annually for Project SEED for the duration of the program, it is the mentor's duty to ensure that the student works in an environment where all necessary and usual safety precautions have been taken. The student must understand both the precautions taken and the reasons for such precautions. A guideline booklet, "Safety in the Academic Chemistry Laboratories," for faculty and students will be provided to mentors and students. "Students should wear safety goggles in the laboratory at all times."</p>

<p>College and Career Counseling - The student should be given college and career counseling by the mentor. In addition, the ACS will provide all students with a packet of career education materials. </p>

<hr>

<p>ADMINISTRATIVE GUIDELINES
The Student Report - The student must write a final report of the summer's work (three to five pages is adequate). The mentor should cosign this report and a copy must be submitted to the ACS. Copies should be sent to the student's high school and to any other sources from which the student received financial support. The Follow-Up Survey, required for the program's assessment and improvement, must also be completed and returned by the established deadline. Upon receipt of these final reports from the student, ACS will send the institution the final $200 fellowship award for disbursement to the student(s).</p>

<p>The Mentor Report - A brief report from the mentor must be sent to the ACS Project SEED office and may be sent to the other funding sources at the conclusion of the program. Where possible, local contributors should be mentioned in any news articles. High quality photographs, 35mm slides, or videotapes of SEED participants in the laboratory setting are always welcome because they enhance our public relations efforts with potential contributors. Photographs must show the participants wearing appropriate safety equipment and goggles. Please identify all individuals pictured and include their titles and institutions.</p>

<p>Role of the ACS and Participating Institutions - ACS coordinates Project SEED and conducts the national-level fundraising activities. Acting under the authority of the participating institution, the local SEED coordinator usually works with the mentor(s) to select the student(s) and to operate the program in accordance with the financial and academic guidelines set out above by the ACS. The participating institution bears primary responsibility for the proper selection of eligible students within the guidelines of the program. ACS responsibility is the administration of the program and the approval of applications for students whose eligibility is outside the guidelines set for Project SEED. </p>

<p>Publication of Project SEED Research -Any publications resulting from the student's research should acknowledge support from the ACS and the Project SEED endowment.</p>

<p>ACS reserves the right to deny funding for any student who does not meet the guidelines described above unless prior approval is obtained by the coordinator/mentor in writing for exceptions prior to accepting students to the program.
If special circumstances suggest departure from the guidelines, please consult with the Project SEED staff at 1-800-227-5558, ext. 4380</p>

<p>Does anyone know how many times one can participate in Intel? Is there a time limit (how many times you can participate in given period of time)? Thanks</p>

<p>I believe ISEF is for grades 9-12 with no "repetition limit." STS is for seniors only.</p>