Unlock STEM Potential: NYU Offers College-Level Research Courses for Middle and High School Students

Every summer, New York University (NYU) sees a surge of applications from eager middle and high school students. They all want a spot at the Center for K12 STEM Education, part of NYU’s Tandon School of Engineering.

This center runs around twelve summer courses designed to introduce students to advanced STEM research before they finish high school. Notably, about half of these classes are free, aiming to include underrepresented groups such as students of color and those from low-income families.

“Our programs offer experiences that typical classrooms don’t provide,” says Ben Esner, the center’s director. The courses connect students with research projects supervised by NYU’s undergraduate and graduate students. Many schools do not teach complex subjects like chemical engineering or protein engineering. While some students get coding experience in their classes, there is often a gap in real-world applications.

In the past five years, over 3,000 students have participated in the center’s programs, with recent applications reaching more than 4,800 for just 587 spots available in 2023. Almost half of these students engaged in free classes.

The center has shifted its focus recently, now targeting grades 6-12 and stepping back from programming for younger students. The courses allow students to program robots, analyze traffic for better transportation, and experiment with proteins for cancer treatments. These engaging lessons cover diverse subjects like artificial intelligence, cybersecurity, and digital media.

A highlight of the offerings is the Applied Research Innovations in Science and Engineering (ARISE) program. This free, 10-week course lets high school students conduct research in university labs alongside university students. In one recent project, students studied ancient African technology using stone tools to grasp human history. Other projects have linked cerebral spinal fluid to depression or analyzed patterns in cyberattacks.

LuAnn Williams-Moore, the center’s assistant director, especially enjoys a program called Innovation, Entrepreneurship and the Science of Smart Cities. Here, students learn how to tackle urban challenges through engineering skills such as circuitry and coding. They develop their ideas and present them in a Shark Tank-styled event to local entrepreneurs.

A recent project, FloodNet NYC, involved students developing a sensor network that monitors water levels across all five boroughs of New York City. This initiative received over $7 million in funding.

“Our goal is to inspire students to innovate based on their training,” Williams-Moore says, highlighting the importance of understanding community issues as they learn.

Local teachers also contribute by creating lesson plans and evaluating course content. This collaboration ensures that the center’s offerings stay relevant to current STEM education standards.

When considering applications, the center seeks students who demonstrate a genuine interest in STEM. This is assessed through personal essays, teacher recommendations, and hands-on activities during interviews.

“We want students who are curious,” Esner notes. Asking questions enhances the learning experience. He emphasizes that exposing students to deep STEM education is vital before they graduate high school. Many do not realize the exciting career opportunities within these fields until they experience them firsthand.

Esner explains, “Understanding the practical applications of science and math can help students visualize the impact they could make. For instance, they could design a robot that assists in caring for the elderly or discover new treatments for diseases.”

Application deadlines vary across programs and generally fall between February and May. This extensive exposure to STEM can help shape a student’s future, making them aware of the possibilities ahead.

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