computer science research projects high school

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25+ Research Ideas in Computer Science for High School Students

As a high school student, you may be wondering how to take your interest in computer science to the next level. One way to do so is by pursuing a research project. By conducting research in computer science, you can deepen your understanding of this field, gain valuable skills, and make a contribution to the broader community. With more colleges going test-optional, a great research project will also help you stand out in an authentic way!

Research experience can help you develop critical thinking, problem-solving, and communication skills. These skills are valuable not only in computer science but also in many other fields. Moreover, research experience can be a valuable asset when applying to college or for scholarships, as it demonstrates your intellectual curiosity and commitment to learning.

Ambitious high school students who are selected for the Lumiere Research Scholar Programs work on a research area of their interest and receive 1-1 mentorship by top Ph.D. scholars. Below, we share some of the research ideas that have been proposed by our research mentors – we hope they inspire you!

Topic 1: Generative AI

Tools such as ChatGPT, Jasper.ai, StableDiffusion and NeuralText have taken the world by storm. But this is just one major application of what AI is capable of accomplishing. These are deep learning-based models , a field of computer science that is inspired by the structure of the human brain and tries to build systems that can learn! AI is a vast field with substantial overlaps with machine learning , with multiple intersections with disciplines such as medicine, art, and other STEM subjects. You could pick any of the following topics (as an example) on which to base your research.

1. Research on how to use AI systems to create tools that augment human skills. For example, how to use AI to create detailed templates for websites, apps, and all sorts of technical and non-technical documentation

2. Research on how to create multi-modal systems. For example, use AI to create a chatbot that can allow users Q&A capabilities on the contents of a podcast series, a television show, and a very diverse range of content.

3. Research on how to use AI to create tools that can do automated checks for quality and ease of understanding for student essays and other natural language tasks. This can help students quickly improve their writing skills by improving the feedback mechanism.

4. Develop a computer vision system to monitor wildlife populations in a specific region.

5. Investigate the use of computer vision in detecting and diagnosing medical conditions from medical images.

6. Extracting fashion trends (or insert any other observable here) from public street scene data (i.e. Google Street View, dash cam datasets, etc.)

Ideas by a Lumiere Mentor from Cornell University.

Topic 2: Data Science

As a budding computer scientist, you must have studied the importance of sound, accurate data that can be used by computer systems for multiple uses. A good example of data science used in education is tools that help calculate your chances of admission to a particular college. By collecting a small amount of data from you, and by comparing it with a much larger database that has been refined and updated regularly, these tools effectively use data science to calculate acceptance rates for students in a matter of seconds.

Another area is Natural Language Processing, or NLP, for short, aims to understand and improve machines' ability to understand and interpret human language. Be it the auto-moderation of content on Reddit, or developing more helpful, intuitive chatbots, you can pick any research idea that you're interested in.

You could pick one of the following, or related questions to study, that come under the umbrella of data science.

7. Develop a predictive model to forecast traffic congestion in your city.

8. Analyze the relationship between social media usage and mental health outcomes in a specific demographic.

9. Investigate the use of data analytics in reducing energy consumption in commercial buildings.

10. Develop a chatbot that can answer questions about a specific topic or domain, such as healthcare or sports.

11. Learn the different machine learning and natural language processing methods to categorize text (e.g. Amazon reviews) as positive or negative.

12. Investigate the use of natural language processing techniques in sentiment analysis of social media data.

Ideas by a Lumiere Mentor from the University of California, Irvine.

Topic 3: Robotics

A perfect research area if you're interested in both engineering and computer science , robotics is a vast field with multiple real-world applications. Robotics as a research area is a lot more hands-on than the other topics covered in this blog, so it's a good idea to make a note of all the possible tools, guides, time, and space that you may need for the following ideas. You can also pitch some of these ideas to your school if equipped with a robotics lab so that you can conduct your research in the safety of your school, and also receive guidance from your teachers!

13. Design and build a robot that can perform a specific task, such as picking up and stacking blocks.

14. Investigate the use of robots in medicine, such as high-precision surgical robots.

15. Develop algorithms to enable a robot to navigate and interact with an unfamiliar environment.

Ideas by a Lumiere Mentor from University College London.

Topic 4: Ethics in computer science

With the rapid development of technology, ethics has become a significant area of study. Ethical principles and moral values in computer science can relate to the design, development, use, and impact of computer systems and technology. It involves analyzing the potential ethical implications of new technologies and considering how they may affect individuals, society, and the environment. Some of the key ethical issues in computer science include privacy, security, fairness, accountability, transparency, and responsibility. If this sounds interesting, you could consider the following topics:

16. Investigate fairness in machine learning. There is growing concern about the potential for machine learning algorithms to perpetuate and amplify biases in data. Research in this area could explore ways to ensure that machine learning models are fair and do not discriminate against certain groups of people.

17. Study the energy consumption and carbon footprint of machine learning can have significant environmental impacts. Research in this area could explore ways to make machine learning more energy-efficient and environmentally sustainable.

18. Conduct Privacy Impact Assessments for a variety of tools for identifying and evaluating the privacy risks associated with a particular technology or system.

Topic 5: Game Development

According to statistics, the number of gamers worldwide is expected to hit 3.32 billion by 2024. This leaves an enormous demand for innovation and research in the field of game design, an exciting field of research. You could explore the field from multiple viewpoints, such as backend game development, analysis of various games, user targeting, as well as using AI to build and improve gaming models. If you're a gamer, or someone interested in game design, pursuing ideas like the one below can be a great starting point for your research -

19. Design and build a serious game that teaches users about a specific topic, such as renewable energy or financial literacy.

20. Analyze the impact of different game mechanics on player engagement and enjoyment.

21. Develop an AI-powered game that can adjust difficulty based on player skill level.

Topic 6: Cybersecurity

According to past research, there are over 2,200 attacks each day which breaks down to nearly 1 cyberattack every 39 seconds. In a world where digital privacy is of utmost importance, research in the field of cybersecurity deals with improving security in online platforms, spotting malware and potential attacks, and protecting databases and systems from malware and cybercrime is an excellent, relevant area of research. Here are a few ideas you could explore -

22. Investigate the use of blockchain technology in enhancing cybersecurity in a specific industry or application.

23. Apply ML to solve real-world security challenges, detect malware, and build solutions to safeguard critical infrastructure.

24. Analyze the effectiveness of different biometric authentication methods in enhancing cybersecurity.

Ideas by Lumiere Mentor from Columbia University

Topic 7: Human-Computer Interaction

Human-Computer Interaction, or HCI, is a growing field in the world of research. As a high school student, tapping into the various applications of HCI-based research can be a fruitful path for further research in college. You can delve into fields such as medicine, marketing, and even design using tools developed using concepts in HCI. Here are a few research ideas that you could pick -

25. Research the use of color in user interfaces and how it affects user experience.

26. Investigate the use of machine learning in predicting and improving user satisfaction with a specific software application.

27. Develop a system to allow individuals with mobility impairments to control computers and mobile devices using eye tracking.

28. Use tools like WAVE or WebAIM to evaluate the accessibility of different websites

Topic 8: Computer Networks

Computer networks refer to the communication channels that allow multiple computers and other devices to connect and communicate with each other. An advantage of conducting research in the field of computer networks is that these networks span from local, regional, and other small-scale networks to global networks. This gives you a great amount of flexibility while scoping out your research, enabling you to study a particular region that is accessible to you and is achievable in terms of time, resources, and complexity. Here are a few ideas -

29. Investigate the use of software-defined networking in enhancing network security and performance.

30. Develop a network traffic classification system to detect and block malicious traffic.

31. Analyze the effectiveness of different network topology designs in reducing network latency and congestion.

Topic 9: Cryptography

Cryptography is the practice of secure communication in the presence of third parties or adversaries. It uses mathematical algorithms and protocols to transform plain text into a form that is unintelligible to unauthorized users - the process known as encryption.

Cryptography has grown in uses - starting from securing communication over the internet, protecting sensitive information like passwords and financial transactions, and securing digital signatures and certificates.

32. Investigating side-channel attacks that exploit weaknesses in the physical implementation of cryptographic systems.

33. Research techniques that can enable secure and private machine learning using cryptographic methods.

Additional topics:

IoT: How can networked devices help us enrich human lives?

Computational Modeling: Using CS to model and study complex systems using math, physics, and computer science. Used for everything from weather forecasts, flight simulators, earthquake prediction, etc.

Parallel and distributed systems: Research into algorithms, operating systems and computer architectures built to operate in a highly parallelized manner and take advantage of large clusters of computing devices to perform highly specialized tasks. Used in data centers, supercomputers and by all major web-scale platforms like Amazon, Google, Facebook, etc.

UI/UX Design: Research into using design to improve all kinds of applications

Social Network Analysis: Exploring social structures through network and graph theory. Was used during COVID to make apps that can alert people about potential vectors of disease – be they places, events or people.

Optimization Techniques: optimization problems are common in all engineering disciplines, as well as AI and Machine Learning. Many of the common algorithms to solve them have been inspired by natural phenomena such as foraging behavior of ants or how birds naturally seem to be able to form large swarms that don’t crash into each other. This is a rich area of research that can help with innumerable problems across the disciplines.

Experimental Design: Research into the design and implementation of experimental procedures. Used in everything from Ai and Machine learning, to medicine, sociology, and most social and natural sciences.

Autonomous vehicle: Research into technical and non-technical aspects (user adoption, driver behavior) of self-driving cars

Augmented and Artificial Reality systems: Research into integrating AR to enhance and enrich everyday human experience. Augmenting gaming or augmented learning, for example.

Customized Hardware Research: Modern applications run on customized hardware. AI systems have their own architecture; crypto, its own. Modern systems have decoders built into your CPU, and this allows for highly compressed high quality video streams to play in real-time. Customized hardware is becoming increasingly critical for next-gen applications, from both a performance and an efficiency lens.

Database Systems: Research in the algorithms, systems, and architecture of database systems to enable effective storage, retrieval and usage of data of different types (text, image, sensor, streaming, etc) and sizes (small to petabytes)

Programming languages: Research into how computing languages translate human thought into machine code, and how the design of the language can significantly modify the kind of tools and applications that can be built in that language.

Bioinformatics and Computational Biology: Research into how computational methods can be applied to biological data such as cell populations, genetic sequences, to make predictions/discovery. Interdisciplinary field involving biology, modeling and simulation, and analytical methods.

If you're looking for a real-world internship that can help boost your resume while applying to college, we recommend Ladder Internships!

Ladder Internships  is a selective program equipping students with virtual internship experiences at startups and nonprofits around the world!  

The startups range across a variety of industries, and each student can select which field they would most love to deep dive into. This is also a great opportunity for students to explore areas they think they might be interested in, and better understand professional career opportunities in those areas.

The startups are based all across the world, with the majority being in the United States, Asia and then Europe and the UK. 

The fields include technology, machine learning and AI, finance, environmental science and sustainability, business and marketing, healthcare and medicine, media and journalism and more.

You can explore all the options here on their application form . As part of their internship, each student will work on a real-world project that is of genuine need to the startup they are working with, and present their work at the end of their internship. In addition to working closely with their manager from the startup, each intern will also work with a Ladder Coach throughout their internship - the Ladder Coach serves as a second mentor and a sounding board, guiding you through the internship and helping you navigate the startup environment. 

Cost : $1490 (Financial Aid Available)

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

Application deadline:  April 16 and May 14

Program dates:  8 weeks, June to August

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

Additionally, you can also work on independent research in AI, through Veritas AI's Fellowship Program!

Veritas AI focuses on providing high school students who are passionate about the field of AI a suitable environment to explore their interests. The programs include collaborative learning, project development, and 1-on-1 mentorship.  

These programs are designed and run by Harvard graduate students and alumni and you can expect a great, fulfilling educational experience. Students are expected to have a basic understanding of Python or are recommended to complete the AI scholars program before pursuing the fellowship. 

The   AI Fellowship  program will have students pursue their own independent AI research project. Students work on their own individual research projects over a period of 12-15 weeks and can opt to combine AI with any other field of interest. In the past, students have worked on research papers in the field of AI & medicine, AI & finance, AI & environmental science, AI & education, and more! You can find examples of previous projects   here . 

Location : Virtual

$1,790 for the 10-week AI Scholars program

$4,900 for the 12-15 week AI Fellowship 

$4,700 for both

Need-based financial aid is available. You can apply   here . 

Application deadline : On a rolling basis. Applications for fall cohort have closed September 3, 2023. 

Program dates : Various according to the cohort

Program selectivity : Moderately selective

Eligibility : Ambitious high school students located anywhere in the world. AI Fellowship applicants should either have completed the AI Scholars program or exhibit past experience with AI concepts or Python.

Application Requirements: Online application form, answers to a few questions pertaining to the students background & coding experience, math courses, and areas of interest. 

Additionally, you can check out some summer programs that offer courses in computer science such as the Lumiere Scholars Program !

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.

Image source: Stock image

75+ Remarkable Computer Science Projects for High School

• Post author By admin
• October 17, 2023

Unlock creativity and innovation with computer science projects for high school. Explore a world of coding, design, and tech solutions to spark your passion

Hey, high school superstars! Ever wondered how your favorite apps work their magic, or how robots pull off their tricks? Well, that’s the enchanting world of computer science, and the best part is you don’t need to be a tech genius to get started.

High school is your golden ticket to explore the incredible universe of computer science with some seriously cool projects.

We’re talking about creating your own games, giving life to robots, or even crafting your own websites – it’s like stepping into a tech wonderland!

In this guide, we’re going to keep things breezy and exciting. No confusing tech-talk here, just pure, exhilarating learning.

So, gear up to dive into the realm of computer science projects designed just for high schoolers, where the journey is an absolute blast!

Table of Contents

The Importance of Computer Science Projects

Computer science projects are kind of a big deal, and here’s why in simple terms:

Skills Galore

They help you learn cool stuff like coding, problem-solving, and creativity. These skills aren’t just for computer geeks; they’re handy in lots of jobs.

Real-Life Stuff

You’re not stuck in theory-land. You get to make real things, like apps or solutions for real-world problems. It’s like having a superpower to fix things with tech.

Get Creative

Projects let your imagination run wild. You can invent new things, dream up solutions, and basically be a tech wizard.

Career Boost

Tech skills are like a golden ticket. Companies love people who can code and solve tech problems, so jobs in tech become your oyster.

You get really good at problem-solving. Big problems, small problems, life problems – you learn how to break them down and solve ’em.

Team Player

Many projects are team efforts, so you learn to work with others. It’s a bit like practice for the real world where teamwork rules.

You become a tech ninja. You understand gadgets, gizmos, and online stuff better, which makes life easier and safer.

Future Ready

The future is all about tech. So, computer science projects prep you to rock in a world that’s getting more digital every day.

Global Friends

You can join forces with tech-loving pals from all over the world. It’s like being part of a global club where everyone speaks the same tech language.

Feel Awesome

Lastly, you feel amazing when you create stuff. It boosts your confidence, and you get hooked on learning and making cool things.

In a nutshell, computer science projects aren’t just about tech; they’re about getting you ready for the tech-filled future, making you a pro at solving problems, and sparking a love for learning.

They’re the key to unlocking loads of exciting opportunities!

Computer Science Projects for High School

Check out some of the best computer science projects for high school:-

Programming and Software Development

• Create a weather app that provides real-time weather updates.
• Develop a simple e-commerce website for a fictional store.
• Build a budgeting application that tracks expenses and income.
• Design a social media platform with user profiles and posts.
• Create a digital calculator with advanced functions.
• Program a virtual piano or music composition tool.
• Build a basic content management system (CMS) for a blog.
• Develop a game leaderboard system with user registration.
• Design a code editor for a specific programming language.
• Create a time management application with task scheduling.

Robotics and Hardware

• Construct a robot that can pick and place objects.
• Build a self-balancing robot or Segway-like device.
• Create a robot that can draw or paint images.
• Design an automated plant watering system.
• Build a solar-powered mobile robot.
• Develop a voice-controlled home assistant with Raspberry Pi.
• Design a robot that can perform simple household tasks.
• Build a line-following robot with multiple sensors.
• Create a robot with facial recognition capabilities.
• Construct a drone with a camera for aerial photography.

Data Science and Analysis

• Analyze and visualize data from a specific social media platform.
• Create a recommendation system for a movie or book library.
• Study the impact of a local environmental issue through data analysis.
• Explore data from a health-related survey and draw conclusions.
• Analyze financial data to predict stock market trends.
• Create an interactive COVID-19 dashboard with data from different sources.
• Analyze user behavior on a website or app using Google Analytics.
• Study the relationship between weather data and energy consumption.
• Explore and visualize demographic trends in your region.
• Analyze and predict traffic patterns in your city.

Artificial Intelligence and Machine Learning

• Develop a website chatbot that can answer questions and engage in conversation.
• Create a recommendation system for personalized music playlists.
• Train a machine learning model to classify images of animals.
• Build a virtual tutor that helps with math or language learning.
• Develop a sentiment analysis tool for product reviews.
• Create a speech recognition system for a specific task or command.
• Experiment with a generative adversarial network (GAN) to generate art.
• Implement a machine learning model to predict housing prices.
• Train a model to detect objects in real-time using a webcam.
• Create a language translation tool with machine learning.

Game Development

• Develop a 2D role-playing game (RPG) with multiple characters and quests.
• Create a physics-based game like Angry Birds.
• Build a tower defense game with various levels and enemy types.
• Design a first-person shooter (FPS) game with 3D graphics.
• Develop a multiplayer online game with user registration and scoring.
• Create a puzzle game with intricate level design.
• Design a strategy game with resource management elements.
• Develop a virtual reality (VR) game using platforms like Unity or Unreal Engine.
• Build a game inspired by a classic board game.
• Create an educational game for a specific subject or concept.

Cybersecurity and Network Projects

Set up a home network with multiple devices and secure it against common threats.

• Create a password manager with strong encryption and secure storage.
• Develop a network intrusion detection system (NIDS) for monitoring network traffic.
• Investigate and simulate common cyberattacks like phishing or DDoS attacks.
• Build a secure file transfer system with end-to-end encryption.
• Implement a basic firewall with customizable rules.
• Create a secure messaging application with end-to-end encryption.
• Study ethical hacking by identifying and fixing vulnerabilities in a web application.
• Design a network traffic analysis tool for identifying suspicious activity.
• Develop a secure login system with multi-factor authentication.

Web Development and Design

• Build an e-commerce website with user accounts and payment processing.
• Create an online job board platform for job seekers and employers.
• Design a personal blog with a content management system (CMS).
• Develop a forum or community website for discussions and sharing.
• Build a collaborative project management tool for teams .
• Create a real estate listings website with advanced search and filtering.
• Design a recipe-sharing platform with user-contributed recipes.
• Develop an online education platform with courses and quizzes.
• Build a news aggregator website that collects news from various sources.
• Design a booking and reservation system for a local business.

These project ideas span a wide range of categories and complexity levels, allowing high school students to explore their interests and develop valuable computer science and problem-solving skills.

How to do Computer Science Projects for High School?

Creating a computer science project in high school is a fantastic adventure, and I’ll break it down into easy steps:

Find Your Passion

Start by thinking about what gets you buzzing in the world of computer science. Is it making apps, web design, games, or perhaps diving into data? Your project should reflect your interests and talents.

Define Your Mission

What’s the big idea? Define your project’s purpose – the problem you’re solving or the goal you’re chasing. Having a clear mission keeps you on track.

Break It Down

Divide your project into smaller, manageable tasks. Set milestones for each task to keep you moving forward.

Knowledge is Power

Depending on your project, you might need to learn new stuff. Whether it’s coding languages , software, or design principles, there are tons of resources online to help you level up.

Plan Like a Pro

Craft a detailed project plan. Outline your timeline, set deadlines for milestones, and budget your time and resources.

Gather Your Arsenal

Get all the tools you need – from software to hardware. Make sure your work environment is ready to roll.

Get Your Hands Dirty

Now comes the fun part – start coding, designing, or building. Stick to your plan and don’t hesitate to ask for help if you hit a roadblock.

Test, Test, Test

Make sure your project works like a charm. Hunt down bugs and fix them to ensure everything runs smoothly.

Document Your Journey

Write down what you did, why you did it, and how it all works. Good documentation is like a treasure map for anyone checking out your project.

Show and Tell

Depending on your school’s rules, you might need to present your project. This is your chance to shine and explain what you’ve created.

Share the Love

After the school stuff is over, consider sharing your project online. Platforms like GitHub are awesome for showcasing your skills to potential colleges or future employers.

Reflect and Grow

Take a moment to think about what you’ve learned and how you can improve. Every project is a lesson in disguise.

Seek Feedback

Don’t be shy about showing your project to teachers, mentors, or friends. Their feedback can be a game-changer.

Remember, the journey of creating a high school computer science project is a bit like an epic quest. It’s about learning, growing, and having a blast along the way. So, explore those ideas, push your limits, and celebrate your wins!

What is the best project for computer science?

Picking the right computer science project is like finding a great recipe – it should be just the right mix of exciting, doable, and impactful.

Think of your skills, past experiences, and what you’ve got on hand when choosing your project. Oh, and don’t forget to make sure it’s something you can wrap up without needing a time machine.

Here are some tasty project ideas to get your creative juices flowing:

Cook Up a Website or Web App

Building a website or web app is like baking a digital cake. You’ll get a taste of HTML, CSS, JavaScript, and maybe some Python or PHP. Whip one up for yourself, a buddy, or even a local business.

Serve a Mobile App

Apps are all the rage, and making one is like becoming a tech chef. You can cook up an Android app, an iOS app, or maybe even both. Who doesn’t love a good app, right?

Create a Game

It’s like playing with your food but better! Game development can be as easy as flipping pancakes or as challenging as gourmet cooking. Try your hand at simple 2D games or go all-in with 3D masterpieces.

Join an Open Source Potluck

Open source projects are like community cookouts for techies. You can bring your own dish (code) and learn from others. Platforms like GitHub have a feast of projects to choose from.

Build a Robot Dish

Cooking up a robot project is like a tech adventure in your kitchen. Start with a simple one, like a robot that follows lines, or go wild with a humanoid robot or even a car that drives itself.

Remember, the secret sauce is to choose a project that gets you excited, matches your skills, and, most importantly, leaves you with a satisfying tech feast.

What is the hottest topic in computer science?

Computer science is always buzzing with exciting developments. Here are some of the coolest areas right now:

Artificial Intelligence (AI)

Think self-driving cars and medical breakthroughs. AI is all about teaching machines to think like humans.

Machine Learning (ML)

This is AI’s sidekick. It helps computers learn on their own, like spotting fraud, suggesting what to buy, and diagnosing diseases.

Natural Language Processing (NLP)

Ever talked to a chatbot? That’s NLP at work. It helps computers understand and talk like us.

Computer Vision (CV)

Want your computer to recognize faces or objects in photos? That’s CV making it happen.

Quantum Computing

This one’s a bit like sci-fi. Quantum computers can tackle problems too tricky for regular computers, with big potential in medicine, materials, and finance.

Edge Computing

Imagine speeding up stuff like real-time data analysis and augmented reality by moving computing closer to the action.

Beyond cryptocurrencies, blockchain helps create super-secure and transparent systems for things like tracking products and conducting elections.

Cybersecurity

With more of our world online, we need heroes protecting our systems and data from cyber baddies.

Data Science

Data scientists are like data detectives. They dive into information to uncover insights, whether it’s for healthcare, finance, or marketing.

These areas are just the tip of the computer science iceberg. The field keeps evolving, so there’s always something new and exciting to explore.

If you’re into computer science or thinking of diving in, staying updated on the latest trends is a smart move.

What is computer science senior project?

Imagine a computer science senior project as the ultimate showdown, the big finale, the “mic drop” moment for computer science students in their senior year. It’s their time to shine and prove they’ve got what it takes in the world of tech.

These projects aren’t your run-of-the-mill homework assignments; they’re more like a choose-your-own-adventure, tailored to each student’s interests and program requirements.

Here’s what some students might dive into:

• They might become software wizards and conjure up a totally new app that could change lives.
• Or they could venture into the mysterious world of machine learning, crafting a mind-bending model.
• For the research buffs, it’s like becoming the Sherlock Holmes of computer science.
• Some might join the tech revolution, contributing their genius to open-source projects.
• And then there are those on a quest to save the world (or just make it run smoother) with their very own computer science superhero solution.

Senior projects can be like climbing a mountain with no ropes, but they’re also like striking gold at the end. Students get to play with the latest tech toys, getting hands-on experience and leaving a mark on the tech universe. It’s their chance to be the rock stars of the coding world! 

Let’s sum it up: high school computer science projects are like a backstage pass to the digital world. They’re your golden ticket to explore, experiment, and let your tech wizardry run wild.

Whether you’re cooking up games, creating software, or embarking on a tech adventure, these projects are where the action happens.

But they’re not just about the techy stuff. Think of them as a superhero training ground for problem-solving and a turbo boost for your curiosity.

Beyond getting you ready for future jobs, these projects are your secret weapon for making real change happen.

So, if your dream is to whip up the next big app, solve tech mysteries, or shape the future, high school computer science projects are your canvas.

You get to unleash your creativity, tackle challenges head-on, and, most importantly, have a blast doing it. In the world of computer science, your imagination is the compass, and the future is your playground. 

Frequently Asked Questions

Are these projects suitable for beginners.

Yes, many of these projects are beginner-friendly, and they come with detailed instructions to help students get started.

What programming languages are commonly used in these projects?

Python is a popular choice for many projects, but students can also explore HTML, CSS, Scratch, and more.

How can I choose the right project for me?

Consider your interests and existing knowledge. Choose a project that excites you and aligns with your skills.

Do I need special equipment for hardware projects?

While some projects may require specific hardware like Raspberry Pi, many can be done with basic materials.

How can I seek help or guidance if I get stuck during a project?

You can reach out to online forums, programming communities, or ask your teachers for assistance.

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Recent Posts

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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Interested in sponsoring THINK? Please contact us at think-cr [at] mit [dot] edu.

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Summer 2024 Admissions Open Now. Sign up for upcoming live information sessions here (featuring former and current Admission Officers at Havard and UPenn).

5 Free Virtual Research Opportunities For High School Students

Virtual research opportunities for high school students are programs that provide hands-on experience and research projects in various STEM fields, such as mathematics, computer science, computational biology, physics, neuroscience, and engineering. These programs are designed to deepen students’ understanding of STEM and help them develop the skills needed to succeed in their academic and professional careers. 

Participating in these programs can also help high school students expand their knowledge and skills in their areas of interest and work on exciting, unsolved problems with established researchers from top-tier universities. 

Virtual research opportunities are especially useful for high school students who are unable to attend in-person programs due to distance, cost, or other factors. They offer a flexible and accessible way to gain valuable experience and knowledge from the comfort of their own homes. In this article, we will discuss five free virtual research opportunities available for high school students.

1. MIT Primes  

MIT PRIMES is a free, year-long after-school program that provides research projects and guided reading to high school students in the areas of mathematics, computer science, and computational biology. The program is designed for students living within driving distance from Boston, and it offers four sections: PRIMES, PRIMES-USA, Menezes Challenge PRIMES Circle, and Yulia’s Dream.

PRIMES is a research-focused program in which participants work with MIT researchers to solve exciting, unsolved problems. PRIMES-USA is a distance mentoring math research section for high school juniors and sophomores from across the United States. Menezes Challenge PRIMES Circle is a math enrichment section for underrepresented groups living within commuting distance from Boston. Yulia’s Dream is a math enrichment and research program for exceptional high school students from Ukraine.

In addition to these sections, PRIMES runs two collaborative initiatives: MathROOTS, a two-week summer program for high-potential high school students from underrepresented backgrounds or underserved communities, and CrowdMath, a year-long online collaborative research project open to all high school and college students worldwide.

Finally, PRIMES STEP is a year-long math enrichment program for middle school students from Greater Boston.

Overall, MIT PRIMES aims to provide challenging and engaging opportunities for students with a passion for mathematics and science. Through research projects, guided reading, and collaborative initiatives, PRIMES seeks to foster the intellectual growth and development of high school and middle school students, and to inspire them to pursue their interests in these fields.

MIT PRIMES is a prestigious year-long after-school program that offers research projects and guided reading to high school students interested in mathematics, computer science, and computational biology. 

The admissions for the 2023 cycle are closed, and the admission decisions are made by February 1. However, for the 2024 cycle, new problem sets will be posted on October 1, 2023, and applicants will have until November 30, 2023, to solve the relevant problem set(s). 

To apply for MIT PRIMES, you must be a high school student (or a home-schooled student of high school age) living in the Greater Boston area, able to come to MIT weekly from February to May.

To apply, you need to fill out a questionnaire, ask for two or three letters of recommendation, and submit your solutions of the PRIMES problem set. Applicants to the Math section must solve the Math problem set (at least 70%), and applicants to the Computer Science and Computational Biology sections must solve the Computer Science problem set (100%) and the General part of the Math problem set (at least 70%). Admission decisions are based on all components of your application, and there is no application fee.

MIT PRIMES suggests a list of recommended readings as a preparation for entering the program and as a background for further research. By participating in MIT PRIMES, students can gain hands-on experience working on exciting, unsolved problems with MIT researchers and expand their knowledge and skills in these areas.

The Summer Academy for Math and Science (SAMS) is a program that provides opportunities for underrepresented high school students to explore STEM fields. The program is designed to deepen students’ understanding of STEM through traditional classroom instruction, hands-on projects, and sustained engagement with faculty and staff mentors. 

SAMS Scholars are taught by renowned faculty and staff who are deeply committed to their success. They also have the opportunity to collaborate and develop meaningful relationships with peers from across the country. Through SAMS and other outreach initiatives, the program aims to develop a diverse and supportive community of STEM Scholars interested in attending top-tier universities.

The program consists of two parts: Part one is a virtual jumpstart that will occur prior to the start of the residential program. This will focus on skill-building that will be needed for the in-person program. Part two is a 5-week in-person Pre-College program where students will move into the residence halls and attend full days of courses and meetings. The academic portion of the program will conclude with a symposium, and students will move out of the residence halls at the end of the program. 

SAMS is a fully funded, merit-based program, and there is no cost for scholars to participate. To be eligible for the program, students must be at least 16 years old, a U.S. citizen or permanent resident, and a junior in high school at the time of application submission. Scholars are expected to participate fully for the duration of the program and cannot participate in any other programs if selected for SAMS.

3. University of Illinois – High School Summer Research Program

The High School Summer STEM research program invites current 9th-11th graders from Illinois, Indiana, Kentucky, Missouri, Iowa, or Wisconsin to apply for an authentic six-week STEMM research experience at a world-class research university. Participants will be matched with another student, and in some cases, a teacher from their school. 

The program aims to provide hands-on experience in various STEMM fields, including cancer immunology, neuroscience, artificial intelligence, physics, quantum mechanics, bioengineering, and electrical engineering.

Participants will work with established researchers in engineering, computer science, and medicine and attend weekly seminars on topics such as college admission processes and support available, communicating scientifically, and preparing research posters etc. Students will also interact with faculty, post-doctoral researchers, graduate students, undergraduate students, and local high school teachers.

Participants will showcase their research with a research poster and symposium at the end of the program. They should plan for 30-35 hours per week of research and professional development time, with a majority of activities taking place on the University of Illinois campus. 

The program covers some transportation/parking expenses, meals, and a monetary award.

High school teachers play an essential role in the program, with some research projects requiring a teacher to be a co-researcher, and others having a teacher mentor who checks in weekly with the students to discuss their research progress and address any issues or challenges. 

Teachers and students do not need to come from the same school, and interested individuals should apply regardless of whether they can recruit others from their school to apply.

The program also invites research faculty, staff, and graduate student researchers affiliated with The Grainger College of Engineering and the Carle Illinois College of Medicine to propose a high school research project for consideration. The proposals will be mentored by POETS YS, GEnYuS, or SpHERES research teams, which will guide two high school juniors/seniors from limited understanding to completion of a related project of their own and poster presentation explaining their research.

In summary, the High School Summer STEM research program provides high school students with an opportunity to engage in authentic STEMM research and develop professional and college-ready skills. Participants work with established researchers, attend weekly seminars, and showcase their research at the end of the program. 

The program aims to provide hands-on experience and build confidence in students as scientists and engineers.

4. Simons Summer Research Program

The Simons Summer Research Program is a highly selective program that offers high school students the opportunity to conduct hands-on research with Stony Brook faculty mentors. Founded in 1984, the program attracts applicants from all over the country, with Simons Fellows being paired with a faculty mentor, joining a research group or team, and taking responsibility for a project. Students are encouraged to demonstrate independence, creativity, and an aptitude for hands-on work, with a strong interest in science. The program takes place during the summer before the student’s senior year of high school, with students participating in the program from June 26, 2023 to August 11, 2023.

In addition to working on their research project, Simons Fellows attend weekly faculty research talks, special workshops, tours, and events. At the closing poster symposium, students present their research project through a written research abstract and a research poster. Participants receive a stipend award.

The Simons Summer Research Program is supported by the Simons Foundation and is open to US citizens and/or permanent residents who are at least 16 years of age by the start of the program. The program is an opportunity for high school students interested in science to learn valuable techniques, experience life at a major research university, and develop independence, creativity, and an aptitude for hands-on work. The program aims to give students a glimpse into the world of scientific research and inspire them to pursue careers in science.

5. EnergyMag Internship

EnergyMag is offering virtual internships for high school and college students interested in increasing the share of renewable energy in the world and gaining work experience in the energy storage industry. 

The internships aim to provide students with research and analysis skills that will be valuable for their future professional lives. The virtual internship allows students to complete their internship hours virtually, providing flexibility to fit the experience into their busy personal and professional lives. Additionally, virtual interns enjoy the unique rewards of learning from experts regardless of their geographic location and strengthening their information and computer skills. 

The internships are strong resume boosters for employers, graduate college programs, and undergraduate programs. 

EnergyMag offers half-time and quarter-time virtual internships. Half-time internships are available in the summer for two to eight weeks, with interns expected to work approximately 20 hours per week. Quarter-time internships are available all year round for one to nine months, with interns expected to work approximately eight hours per week. The internships are unpaid, and interns work from home while maintaining daily electronic contact with EnergyMag and their mentor. 

Depending on the student’s graduation date, academic record, and experience, interns will be asked to research and analyze a specific company, technology, or market. The intern will be mentored, briefed, supervised, and assisted in producing a draft analysis report. If the report is publishable, EnergyMag will give the intern an internship Letter of Accomplishment. 

The application process for college and high school internships requires an application explaining why EnergyMag should grant an internship, a Skype or voice interview, and a writing sample upon request. College interns are also required to provide their academic record, and high school interns should have at least one honors science or English class with a GPA above 3.25. 

EnergyMag believes that internships provide the opportunity for students to learn on-the-job skills that are not easy to acquire at school but will make a big difference in their future professional success, such as learning how to research a scientific or business issue, approach strangers with positions of authority in a friendly and professional manner, analyze and synthesize information from multiple sources, and communicate professionally in writing.

The blog highlights five virtual research opportunities for high school students, providing hands-on experience and research projects in various STEM fields such as mathematics, computer science, physics, neuroscience, and engineering. These virtual research opportunities aim to provide students with a deeper understanding of STEM and develop the necessary skills to succeed in academic and professional careers. Furthermore, these programs help expand knowledge and work on unsolved problems with established researchers from top-tier universities.

Virtual research opportunities for high school students provide a flexible and accessible way to gain valuable experience and knowledge from the comfort of their own homes. These programs aim to foster the intellectual growth and development of high school and middle school students, and inspire them to pursue their interests in these fields.

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25 Computer Science Internships for High Schoolers in 2024

What’s covered:.

• 25 Computer Science Internships for High Schoolers
• How Do Internships Impact Your College Chances?

Are you a programming whiz? Do you hope to pursue a career in computer science—software development, cybersecurity, or another niche? Then you’re in luck. We’ve rounded up some of the best computer science internships and programs for high school students, because it’s never too early to get a head start on a successful future.

25 Computer Science Internships for High School Students

1. anson l. clark scholars program.

Application Deadline: February 15 

Duration: Seven weeks (June 16 – August 1)   

Through this seven-week, intensive research program, 12 juniors and seniors will have the opportunity to participate in hands-on research in a variety of areas, including computer science, at Texas Tech University with faculty. Scholars receive room and board, and at the successful completion of a project report, they will earn a $750 stipend. In addition to research, scholars will participate in activities, seminars, and field trips.  

2. Army Educational Outreach Program (AEOP) High School Apprenticeship

Application Deadline: Rolling  

Duration: Varies 

The AEOP High School Apprenticeship allows students to spend their summer participating in innovative research at a university research lab or one of the U.S. Army Research Laboratories and Centers. Along with learning to use high-tech equipment and cutting-edge techniques, students will receive mentorship from practitioners while connecting with a community of like-minded peers and near-peer mentors.

Students will also have access to AEOP’s webinar series on STEM careers, research areas, and more, as well as workshops on college readiness and professional skills. Apprentices receive a stipend for their work. 

3. Ladder Internship Program

Application Deadline: Varies 

Duration: Eight weeks   

Ladder Internships is a selective start-up internship program for ambitious high school students! In the program, you work with a high-growth start-up on an internship. Start-ups that offer internships range across a variety of industries from tech/deep tech, AI/ML to health tech, marketing, journalism, consulting, and more.  Ladder’s start-ups are all high-growth companies raising over a million dollars, on average. 

Past founders have included YCombinator alums, founders raising over 30 million dollars, or founders who previously worked at Microsoft, Google, and Facebook. In the program, students closely with their managers and a Ladder Coach on real-world projects and present their work to the company. 

This program is designed to accommodate your schedule—internships are available throughout the year, and you can also do your work fully remotely. Students can expect to work 10-20 hours per week, for 8-12 weeks. Gap-year students are also eligible to participate! Here is the application form .

4. Computer Science for Cyber Security (CS4CS)

Application Deadline: April 14 

Duration: Three weeks (July 15 – August 9)

CS4CS is a “barrier-breaking” introduction to computer science and cybersecurity for high schoolers. This free, three-week opportunity is held through NYU’s Tandon School of Engineering. The program aims to introduce students with no cybersecurity or computer programming background to the fields.   

From white-hate hacking to digital forensics to cryptography, the program covers broad and niche topics. To be considered, you must be in grades 9 through 12 and be a New York City resident.   

5. Girls Who Code Summer Immersion Program (SIP)

Application Deadline : N/A

Duration: Two weeks

• Session 1: June 14 – 28
• Session 2: July 8 – 19
• Session 3: July 29 – August 9

A free, two-week program for rising sophomores, juniors, and seniors, SIP gives future STEM professionals exposure to the field of computer science. Through the program, students (girls and non-binary individuals) around the world will learn about tech jobs and meet like-minded peers. 

Along with participating in engaging projects virtually, students will learn critical computer science concepts and practice in smaller breakout groups. A self-paced program is also offered, allowing participants to explore computer science at their own speed. 

6. National Institute of Standards and Technology (NIST) Summer High School Intern Program Research

Application Deadline: February 9

Duration: Eight weeks (June through August)  

Divided into six NIST laboratories, NIST performs research in a variety of engineering and physical sciences topics. Through this program, students may work in any of these laboratories:  

• Communications Technology Laboratory (CTL)
• Engineering Laboratory (EL)
• Information Technology Laboratory (ITL)
• Material Measurement Laboratory (MML)
• NIST Center for Neutron Research (NCNR)
• Physical Measurement Laboratory (PML)  

Students apply to the specific lab that interests them. The program is open to high school juniors and seniors interested in scientific research. 

7. National Security Agency Student Programs

Application Deadline: October 31

Duration: Varies

The NSA provides a number of opportunities for students, including internships and scholarships. Two programs targeted specifically at high schoolers are the Gifted and Talented Language Program and the High School Work Study Program. The language program is a 12-week summer internship at Fort Meade, Maryland, for students with an aptitude for Chinese Russian, Korean, Farsi, or Arabic. The work-study program runs from September to August and provides seniors with work experience (in a variety of fields) during the school year.

Bear in mind that the Agency selects candidates for its programs up to a year in advance, so students should apply early for a better chance at acceptance.

8. Research in Science & Engineering (RISE) Internship

Application Deadline: February 14 

Duration: Six weeks (June 30 – August 9) 

A six-week program for academically motivated rising seniors, RISE allows students to conduct real research under the guidance of Boston University faculty, postdoctoral fellow, or graduate student mentor. There are a number of STEM tracks available, including computer science.   

In addition to partaking in a research project, you’ll present your work at a Poster Symposium and may even be able to submit it to national contests. You’ll also participate in weekly workshops that will help you gain insight and skills necessary for being a valuable contributor to the STEM community. 

9. Sandia Internships

Application Deadline: Varies  

Duration: Varies  

Sandia encourages students from high school to the Ph.D. level to tackle real-world, challenging projects that impact the nation and globe. Interns partake in projects, often at technical institutes, in disciplines like cybersecurity, software development, and more. In their roles, students will receive mentorship and have the opportunity to engage in social activities.  

Students will be paid for their work and potentially receive academic credit, along with training and practical work experience. The program is open to high school students 16 years and older—those pursuing R&D and technical positions will need a minimum 3.0 GPA.   

10. Simons Summer Research Program

Duration: Seven weeks (July 1 – August 9) 

Participate in hands-on research under the guidance of faculty mentors. In this program, rising high school seniors learn laboratory techniques and tools, be a part of an active research team, and get a taste of college life. Along with their work, apprentices attend weekly faculty talks and participate in events. At the culmination of the program, apprentices produce a written abstract and research poster. 

11. Spark Summer Mentorship Program

Application Deadline: N/A

Duration: N/A 

The SPARK program isn’t an internship per se, rather it’s a mentorship program that connects Seattle area high schoolers with industry experts, educators, and mentors in disciplines like computer science. While participating in research in real-world settings, students receive guidance from these industry leaders.  

12. Tech360

Application Deadline: May 24 

Duration: Three weeks   

This three-week program is open to rising juniors and seniors enrolled in New York City (all boroughs), Los Angeles County, Miami-Dade, and Broward County high schools. The program teaches students how to code through web design and development. At the culmination of the program, participants will work in teams to create a website and present it to their peers. Students receive a $500 stipend upon successful completion of the program. 

13. Microsoft Discovery Program

Application Deadline: Rolling

Duration: Four weeks (July 8 through August 2)

The Microsoft Discovery Program is open to graduating seniors interested in technology who live within 50 miles of Redmond, Washington, or attend high school around Atlanta, Georgia. Participants will learn the fundamentals of programming and get firsthand experience working at one of the world’s largest technology companies. Students will also receive mentorship from Microsoft employees and build valuable career skills. 

14. MITRE Nationwide High School Student Program

Duration: Eight weeks  

The MITRE Nationwide High School Student Program provides students with the chance to participate in a paid, eight-week internship aimed at making the world a safer place. Positions are available in fields such as research, development, engineering, and analysis and are open to students 14 or older. 

15. Meta Summer Academy

Application Deadline: March 1 

Duration: Six weeks (June 17 through July 26) 

This awesome opportunity offers students the chance to gain real-world experience working at one of the world’s largest social media companies. Meta Summer Academy participants receive mentorship, build career skills, explore career paths, and learn about the day-to-day operations of a leading technology company. 

This program is open to students with a minimum 2.0 GPA from:  

• East Palo Alto
• Belle Haven
• North Fair Oaks
• Redwood City 

16. MITES Summer

Application Deadline: February 1 

Duration: Six weeks 

This free, on-campus program aims to introduce students to STEM fields at one of the nation’s top schools, MIT . MITES packs a semester of college into one summer program—students will take five classes and participate in labs, workshops, special events, and tours. The program is open to super-motivated high school juniors. Students from underrepresented backgrounds, underserved communities, and potential first-generation college students are strongly encouraged to apply. 

17. Carnegie Mellon Computer Science Scholars (CSS)

Application Deadline: March 1

Duration: Four weeks (June 22 – July 20) 

Carnegie Mellon ’s CSS is a grant-funded, merit-based program. Participants learn about the world of computer science through classroom instruction, hands-on research projects, faculty lectures, and programs in conjunction with the country’s leading tech companies. The program is open to current high school sophomores who are 16 years of age or older. 

18. Forage Virtual Work Experience Programs

Duration: Five to six hours 

Forage provides students with bite-sized experiences at some of the world’s top companies in a variety of fields, including computer science. Partners include companies like Electronic Arts, Lyft, and SAP. Programs are just five to six hours long and are designed to provide students with insight into what a day of work is like and the skills needed for a successful career. All Forage programs are open-source and free.  

19. Fermilab TARGET

Application Deadline: February 5

Duration: Six weeks (June 17 – July 26) 

TARGET is open to Illinois high school sophomores and juniors with an interest in and aptitude for physics, mathematics, computer science, and engineering. This highly competitive opportunity only selects between 10 and 15 participants annually. Priority is given to minorities underrepresented in the STEM fields and women. To participate, you must be enrolled in an Illinois high school and have a minimum 3.0 GPA. 

20. Data Science Institute (DSI) Summer Lab at the University of Chicago

Application Deadline: January 16

Duration: Eight weeks (June 10 – August 2) 

The DSI Summer Lab program is an immersive eight-week paid summer research program that pairs high school (freshman through seniors), undergraduate, and UChicago Masters students with a data science mentor to work on a research project. Projects are available in a variety of computer-focused fields, such as computer systems and architecture, hardware and devices, and networking. High school participants will earn a $4,800 stipend for participating in the program. 

21. Applied Research Innovations in Science and Engineering (ARISE)

Application Deadline: March 6

Duration: 10 weeks (June 3 – August 9)

This program for New York City rising sophomores and juniors immerses them in the world of STEM. Participants explore a variety of disciplines, including computer science, machine learning, and artificial intelligence.

The program follows a unique schedule. Its first four weeks consist of after-school workshops which are conducted online. The last four weeks of the program are held on the campus of NYU, where students gain hands-on experience working in research labs.

Students who complete the ARISE Program receive a $750 stipend.

22. Kode With Klossy

Application Deadline: March 13

Although not technically an internship, students interested in computer science will want to check out this free, two-week coding camp. The camp is open to women and gender-expansive teens between ages 13 and 18 who are enthusiastic about exploring technology and will cover topics including web development, mobile apps, machine learning, and data science.

23. CUNY STEM Research Academy

Duration: Six weeks

This program for 10th and 11th graders from New York City public schools—and occasionally exceptional 9th graders—introduces participants to college-level coursework and provides hands-on research experience. In the spring, students take a credit-bearing, pre-college science class and follow it with a six-week summer research experience. Program participants are introduced to a broad array of STEM fields, develop valuable skills, and gain real-world experience in an academic research laboratory.

Participants receive a $1,000 stipend for completing the program.

24. Science and Engineering Apprenticeship Program (SEAP)

Application Deadline: November 1

Duration: Eight weeks

High school sophomores, juniors, and seniors are provided the opportunity to perform research in a Department of Navy (DoN) lab and receive mentoring from world-class scientists and engineers in this summer apprenticeship program. This is a competitive program with only about 300 students selected for apprenticeships in more than 38 DoN labs across the nation.

New participants in the program earn a $4,000 stipend for their participation in the program while returning participants earn a $4,500 stipend.

25. Meyerhoff Scholars Program

Application Deadline: December 1

Duration: N/A

While not exactly an internship, minority high school seniors interested in computer science will want to look into the Meyerhoff Scholars Program at the University of Maryland, Baltimore County. Participants are selected for their academic achievement, interest in the sciences, engineering, mathematics, or computer science, and plans to pursue a Ph.D. or combined M.D./Ph.D. in those fields.

Scholars are provided generous scholarships to the university, are welcomed into a competitive and supportive community, and participate in research, conferences, paid internships, and study-abroad experiences. Students don’t apply to become a scholar, rather they’re nominated—typically by their high school administrators, guidance counselors, or teachers.

How Much Do Internships Impact Your College Chances? 

Extracurricular activities are divided into four tiers , with tier 1 representing the most exceptional and rare extracurriculars and tier 4 representing the most common activities admissions committees see.  

If you’re applying to highly selective schools, we recommend having at least a few tier 1 and 2 activities to set yourself apart from other applicants. Internships vary in terms of rigor and selectivity, but prestigious, national programs in particular can certainly fall into tiers 1 or 2.  

If you’re curious about how your computer science or other internship stacks up, use CollegeVine’s free chancing engine . This tool will give you a more granular view of how your activities impact your chances of admission at hundreds of schools across the U.S. Plus, you’ll receive tips for improving your profile.

Disclaimer: This post includes content sponsored by Lumiere Education.

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2020-2021 SURE Research Projects in CSE

This page lists summer research opportunities in CSE that are available through the SURE Program. To learn more or apply, visit:  https://sure.engin.umich.edu/ .

• Please carefully consider each of the following projects, listed below, before applying to the SURE Program.
• You must indicate your top three project choices on your SURE application, in order of preference, using the associated CSE project number.
• Questions regarding specific projects can be directed to the listed faculty mentor. 

Project descriptions

CSE Project #1:  Natural Language Processing for Understanding Media Bias and Fake News Faculty Mentor:   Lu Wang  [wangluxy @ umich.edu]  Prerequisites:  EECS 445 (Machine Learning), probability and statistics, experience with natural language processing problems, proficient in Python. Description:  News media play a vast role not just in supplying information, but in selecting, crafting, and biasing that information to achieve both nonpartisan and partisan goals. We aim to automate media bias detection from news articles, and quantify and further highlight biased content in order to promote the transparency of news production as well as enhance readers’ awareness of media bias. This project will explore and design natural language processing and machine learning algorithms to detect media bias. Specifically, we will work on developing information extraction systems, e.g., important entities and narrative structure will be extracted automatically from news articles. The developed tools will also be used for understanding fake news. Expected research delivery mode: Hybrid

CSE Project #2: Computational Strategic Reasoning Faculty Mentor: Michael Wellman  [wellman @ umich.edu]  Prerequisites:  Programming ability; interest/background in finance, economics, game theory, and/or statistics (helpful though not required). Description:  The Strategic Reasoning Group (strategicreasoning.org) develops computational tools to support reasoning about complex strategic environments. Recent applications include scenarios arising in finance and cyber-security. We employ techniques from agent-based modeling, game theory, and machine learning. Expected research delivery mode: Too soon to say

CSE Project #3: Taming the Performance Bottlenecks of Modern Web Applications Faculty Mentor: Baris Kasikci  [barisk @ umich.edu]  Prerequisites:  EECS 482 Description:  Modern data-center applications suffer significant slow-down due to large number instruction cache-misses. To reduce such cache-misses, recent studies have advocated the introduction of a new code prefetch instruction. While warehouse-scale processors do not support this feature yet, some mobile processors already support this code prefetch instruction. In this study, we will design a compiler backend to inject code prefetch instruction both statically and based on profile data in order to evaluate several data-center applications on mobile such processors. Expected research delivery mode: Too soon to say

CSE Project #4: Web automation using program synthesis Faculty Mentor: Xinyu Wang  [xwangsd @ umich.edu]  Prerequisites:  EECS 485 or equivalent, and familiarity with HTML/DOM/JS Description:  Many computer end-users often need to perform tasks that involve the web, such as filling online forms, extracting data, which are repetitive and tedious in nature. On the other hand, there are existing programming languages that can be used to automate these tasks. However, writing web automation scripts is far beyond the capability of end-users who have very little programming background. In this project, we aim to help users automate web-related programming tasks using program synthesis. Expected research delivery mode: Too soon to say

CSE Project #5: Interactive program synthesis Faculty Mentor: Xinyu Wang  [xwangsd @ umich.edu]  Prerequisites:  Familiarity with one programming language. Description:  Program synthesis aims to automatically generate programs from user intent expressed in some high-level format (such as input-output examples). It has found a lot of applications, for instance, in data science, software development, etc. While there has been a lot of algorithmic advancements in program synthesis techniques, it is still unclear what is the best way for synthesizers to interact with users. In this project, we will explore how to design interactive program synthesis algorithms as well as good user interfaces for these techniques. Expected research delivery mode: Too soon to say

CSE Project #6: Superoptimization using program synthesis Faculty Mentor: Xinyu Wang  [xwangsd @ umich.edu]  Prerequisites:  Compilers, strong programming and engineering background. Description:  The goal of superoptimization is to automatically derive compiler optimizations. It automatically searches among a space of optimizations and apply those that can be applied for the input program. The advantage of superoptimization is that it can dramatically reduce human effort and at the same time potentially generate better optimizations. In this project, we will look at how to use program synthesis and program analysis to automatically derive better optimizations more efficiently, compared to prior superoptimization techniques. Expected research delivery mode: Too soon to say

CSE Project #7: Censored Planet: A Global Observatory for Internet Censorship Faculty Mentor: Roya Ensafi  [ensafi @ umich.edu]  Prerequisites:  EECS 388 and EECS 482 Description:  The Internet Freedom community’s understanding of the current state and global scope of censorship remains limited: most work to-date has focused on the practices of particular networks and countries, or on the reachability of small sets of online services and from a small number of volunteers. Creating a global, data-driven view of censorship is a challenging proposition, since censorship practices are intentionally opaque, and there are a host of mechanisms and locations where disruptions can occur. Moreover, the behavior of the network can vary depending on who is requesting content from which location.

Fall 2018, Prof. Ensafi launched a pilot of Censored Planet, an online observatory for Internet censorship that applies all of next-generation measurement techniques in order to rapidly, continuously, and globally track online censorship. Data from the pilot has already been used by dozens of organizations, and it has helped provide insight into important events like Saudi Arabia’s reaction to the death of Jamal Khashoggi, the proliferation of DPI-based censorship products, and recent HTTPS interception attacks sponsored by the government of Kazakhstan.

We seek to extend and fully operationalize Censored Planet and make data from next-generation remote censorship measurements more useful to the entire Internet Freedom community. We plan to mature the project from a pilot to a production system with significant improvements in performance, stability, usability, and code quality; implement an API and new “rapid focus” capabilities to agily respond to world events; and develop aggregation and analysis tools to automatically extract useful insights from that data. We will also cultivate a community of civil society organizations and tool developers to ensure the data best serves real-world needs.

By helping create a more complete picture of global censorship than ever before, Censored Planet will allow researchers and policymakers to closely monitor for deployment of censorship technologies, track policy changes in censoring nations, and better understand the targets of interference. Making opaque censorship practices more transparent at a global scale will help counter the proliferation of these growing restrictions to online freedom. Expected research delivery mode: Remote

CSE Project #8: Supporting K-5 Children Learning While Using the Collabrify Roadmap Platform Faculty Mentor: Elliot Soloway  [soloway @ umich.edu]  Prerequisites:  Competency in Javascript, databases, interfaces. Description:  The Center for Digital Curricula in the College of Engineering provides deeply-digital curricula, standards-aligned to K-5 classrooms – free. During the fall 2020 semester, over 5,000 K-5 students are using the Center’s curricula on a daily basis. Students use the Collabrify Roadmap Platform to enact the digital curricula. Teachers and students request changes to the Platform; and researchers see opportunities to make the Platform still more effective. During the summer, then, the Center is seeking two ugrads to work on projects to implement the requested changes to the Platform. Join us in helping children to learn more effectively! Expected research delivery mode: Hybrid

CSE Project #9: Computer Vision for Physical and Functional Understanding Faculty Mentor: David Fouhey  [fouhey @ umich.edu]  Prerequisites:  Good grades in EECS 442 OR EECS 445. Description:  The lab is broadly focused on building 3D representations of the world and understanding human/object interaction. Potential projects include learning about: navigating environments, object articulations, commonsense physical properties of objects, and hand grasps. Please look at:http://web.eecs.umich.edu/~fouhey/ for a sense of what projects we’ve done in the past. We will find a specific project based on mutual interest and particular abilities (e.g., stronger systems programming abilities, experience with graphics, etc.). Students looking for a longer term project continuing during the school year are strongly encouraged to apply. Expected research delivery mode: Too soon to say

CSE Project #10: Does Wealth Matter? Learning Generative Models with Prediction Markets Faculty Mentor: Mithun Chakraborty and Sindhu Kutty [skutty @ umich.edu]   Prerequisites:  EECS 445 and STATS 412 (or equivalents) preferred. Description:  As recent events have highlighted, polling can be messy, misleading and prone to misinterpretation. Markets have the advantage over polls in having built-in financial incentives and timely responses, and have been empirically observed to outperform alternative forecasting tools such as polls. However, when traders have varying degrees of wealth, are markets egalitarian? Moreover, how precise are they and what factors impact their precision? We will answer these questions in the context of Prediction Markets by tying market prices to learning a generative model of the outcome space. We will also explore other connections between convergence in Machine Learning algorithms (especially Bayesian processes) and equilibria in these markets.

Prediction markets (e.g. Iowa Electronic Markets, PredictIt, etc.) are a type of financial market the purpose of which is to elicit the personal beliefs of traders about a future uncertain event and aggregate these beliefs into the market price. In this project, students will implement and execute a set of experiments on the interaction of a new prediction market design with simulated trading agents having diverse risk attitudes and help address the above research questions in different environments in a systematic manner. An understanding of connections to Machine Learning algorithms would be illustrative for gauging the accuracy, and hence reliability, of Prediction Markets and can, in turn, inform innovations in their design. The learning outcome for students will be hands-on experience in interdisciplinary research with connections to Machine Learning and Computational Economics. Expected research delivery mode: Remote

CSE Project #11: Hazel Notebooks: Building a Better Jupyter Faculty Mentor: Cyrus Omar  [comar @ umich.edu]  Prerequisites:  EECS 490 or equivalent is preferred, but not required. Description:  The popular Jupyter lab notebook environment is powerful, but it has a problem: results stored in a notebook are not reproducible, because the user can execute cells out of order. In our group, we are developing a new live functional programming environment called Hazel (hazel.org). Right now, Hazel does not support multiple program cells. This project will turn Hazel into a next-generation version of Jupyter by adding support for notebooks with multiple cells, with dependencies between them. We will solve the reproducibility problem by developing a mechanism conjectured in a recent paper in our group: fill-and-resume. Expected research delivery mode: Too soon to say

CSE Project #12: Hazel: A Live Functional Programming Environment Faculty Mentor: Cyrus Omar  [comar @ umich.edu]  Prerequisites:  EECS 490 or equivalent is preferred, but not required. Description:  Hazel (hazel.org) is a live functional programming environment that is able to typecheck, transform and even execute incomplete programs, i.e. programs with holes. There are a number of projects available within the Hazel project for a student interested in research into programming languages. Expected research delivery mode: Too soon to say

CSE Project #13: Ubiquitous Health Sensing Faculty Mentor: Alanson Sample  [apsample @ umich.edu]  Prerequisites:  Experience with embedded systems, computer vision, or machine learning Description:  Effective means of unobtrusive and continuous monitoring of one’s health could transform how we detect and treat illnesses. This project aims to create a long-range health monitoring system that can passively measure an individual’s vital signs and daily activities from a distance of up to three meters. Building off of novel sensing techniques developed in the Interactive Sensing and Computing Lab, SURE students will work with faculty and graduate student mentors to create a fully working end-to-end system, utilizing embedded systems, computer vision, and machine learning. Expected research delivery mode: Hybrid

CSE Project #14: The Internet of Everything: Bringing everyday objects into the digital world with RFID tags Faculty Mentor: Alanson Sample  [apsample @ umich.edu]  Prerequisites:  Strong programming skills. Description:  RFID tags are battery-free, paper-thin stickers that can communicate with RFID readers from +8 meters of distance. These tags offer a minimalistic means of instrumenting everyday objects. By monitoring changes in the low-level communication channel parameters between the tag and reader, it is possible to turn an RFID tag into an ultra-low-cost, battery-free sensor. Applications include in-home activity inferencing, interactive physical objects, and health and wellness monitoring. Expected research delivery mode: Too soon to say

CSE Project #15: Computer Vision for Physical and Functional Understanding Faculty Mentor: Alanson Sample  [apsample @ umich.edu]  Prerequisites:  Preferred EECS 311 or EECS 373. Description:  This project encompasses a number of efforts at developing energy harvesting, battery free sensing systems that can be easily embedded into everyday objects and thus allowing for near perpetual operation. Topics include ambient energy harvesting techniques, platform architecture and power management, and debugging tools that deal with intermittent power. Expected research delivery mode: Too soon to say

CSE Project #16: Adversarial Human-AI Interactions in the On-Demand Economy Faculty Mentor: Nikola Banovic  [nbanovic @ umich.edu]  Prerequisites:  Familiarity with programming (i.e., Python), interest in applied machine learning and human-computer interaction. Description:  AI has started to transform the nature of work in many sectors of the economy. One of the most tangible transformations has been in the on-demand economy, for services such as grocery delivery, ride-hailing, and other last-mile services, where its advances have allowed a shift towards greater efficiency, through the use of AI-mediated platforms. On-demand work, with its promises of flexibility, independence and entrepreneurship is also an attractive option for individuals seeking a low-barrier entry into employment and economic opportunities. However, several recent debates around the employment status of workers with services such as Uber, Lyft and Instacart have shined a light on the adversarial relationships between workers and platforms, and the negative effects of opaque algorithms on workers’ well-being. In this project, we seek to design computational methods to audit these opaque platforms to uncover sources of adversarial human-AI interactions that may be potentially harmful to on-demand workers. Our goal is to understand the design of algorithmic platforms that enhance worker well-being and their access to economic opportunities. Expected research delivery mode: Remote

CSE Project #17: Novel Architectures to Compute with Graphs Faculty Mentor: Valeria Bertacco  [valeria @ umich.edu]  Prerequisites:  EECS 281, EECS 370. Recommended: C++, scripting. Description:  More and more applications rely on graphs as the underlying data structure: from social networks, to internet’s web connections, to geo maps, to ML algorithms and even consumers’ product preferences. The performance of these algorithms is often limited by the latency of accessing vertices in memory, whose access present poor spatial locality. The goal of this project is to boost the performance of graph-based algorithms by developing hardware and software solutions to this end: we plan to work on the data layout, on ad-hoc data structures and on designing dedicated hardware acceleration blocks. We hope to boost the performance of graph traversals by 3-5x. Expected research delivery mode: Too soon to say

CSE Project #18: From High-Level Language to Hardware — Without the Hardware Design Faculty Mentor: Valeria Bertacco  [valeria @ umich.edu]  Prerequisites:  EECS 281. Recommended: C++, scripting. Description:  This project explores a new hardware design flow, where the starting point is an application specified in a domain-specific language (more specialized than C) like Halide or GraphIt, and the endpoint is a hardware system equipped with specialized hardware accelerators, so to execute the application much faster than it would be possible in software. To reach the endpoint, we will work on the back-end of the compiler, so to target the primitives available in the hardware accelerators. Expected research delivery mode: Too soon to say

CSE Project #19: Computing on Encrypted Data Faculty Mentor: Valeria Bertacco  [valeria @ umich.edu]  Prerequisites:  EECS 280, EECS 370. Recommended: C++, scripting. Description:  In the age of big data, privacy is a key concern in sharing data. Unfortunately, the field of security is riddled with stories of security attacks…even to the most secure enclaves. The solution we want to investigate with this project uses encryption technology to encrypt data locally, transfer it to the cloud for any required computation, and receive encrypted results back. The enhanced cloud system performs the computation directly on the encrypted data without an access key — it never accesses the plaintext data nor can it decrypt the sensitive data. Only the end device, can decrypt the result and store it locally. Expected research delivery mode: Too soon to say

An Innovative Journey to Scalable Computer Science Programs

By abbie misha     may 8, 2024.

Image Credit: Minecraft Education

In a time when technological advancements shape our daily lives and drive economic growth, focusing on STEM (science, technology, engineering and mathematics) education in K-12 schools is not just a trend but a necessity. Initiatives like the U.S. Department of Education's YOU Belong in STEM and the National Science Foundation's vision for the STEM Education of the Future underscore a national commitment to equipping students with the skills and knowledge needed to thrive in a tech-centric world, ensuring equitable access to opportunities that foster innovation and sustain the economy.

As the national spotlight illuminates the critical importance of STEM education, educators are tasked with translating these overarching goals into tangible experiences for students. Recently, EdSurge spoke with Valerie Brock , senior implementation manager at New York City’s Department of Education Computer Science for All (CS4All) , about her journey with STEM education.

EdSurge: What experiences laid the foundation for your role as a leader in STEM education in NYC Public Schools?

Brock: In 2017, after 10 years of teaching in NYC Public Schools, the largest school district in the country, I transitioned to an “out-of-classroom” position. I was tasked with providing reading intervention services for at-risk K-8 students. When my principal asked if I would be interested in teaching one elective period per day for the middle school population, I suggested a STEM elective since I had just taught a summer full of STEM during NYC’s annual STEM in the City programming.

Despite STEM being a relatively new terrain for me, I eagerly accepted the mission to ignite the curiosity and imagination of my students. I embraced plenty of dynamic, hands-on projects: harnessing the sun's power with homemade solar ovens, finding the magic of coding and assembling fidget spinners.

Minecraft Education ’s blocky world became the undisputed champion of engagement. Some of my coworkers taught the after-school program in the building and had already successfully integrated Minecraft into their STEM curriculum. Recognizing the students' enthusiasm for these pixelated realms, I experimented with it in my teaching practice.

My students were captivated by the game, and together, we crafted an unforgettable classroom experience and clinched victory in the annual holiday door decoration contest with a Minecraft masterpiece! Witnessing a classroom buzzing with excitement and brimming with knowledge was an educator's dream come true.

In 2018, my journey took a new turn as I stepped into the role of a computer science education manager, with a mission to sprinkle the seeds of meaningful computer science education across the vast educational landscape of NYC Public Schools. Since 2015, CS4All has worked diligently to ensure that all public school students in New York City learn computer science, emphasizing students who identify as girls, Black and LatinX. By 2021, 91 percent of schools in New York City offered computer science (up from 76 percent in 2019).

Then, in 2020, in the throes of a world turned upside down, where screens became windows to knowledge, we noticed a spark: Students, now with ample screen time, took to teaching themselves coding skills. Accessibility had always been the hurdle we couldn't leap — until the pandemic handed us the key.

With newfound access to Minecraft Education for every district student through our districtwide Microsoft 365 licenses, we seized the moment to launch professional learning experiences for educators, merging the beloved gaming experience with foundational computer science skills.

What plans did you implement to scale your approach?

Our collaboration with Minecraft Education experts was pivotal in designing an all-encompassing educational odyssey. Partnering with Insight 2 Execution (i2e) , highly skilled edtech consultants, connected us with nationwide experts in Minecraft Education. It was imperative to secure a facilitator who adeptly navigated Minecraft's digital landscapes and coding language. Additionally, we stressed the importance of educators having a solid grasp of computer science basics before delving into Minecraft. Ensuring the presence of an NYC Public Schools technical expert in every session guaranteed uninterrupted learning. To fortify educators' understanding of Minecraft, we introduced a virtual learning sequence starting with "Minecraft 101."

Since spring 2021, our journey has been exciting as we introduce upper elementary educators to the intersection of computer science and Minecraft Education. We quickly discovered the immense value of a meticulous approach: providing educators with a detailed agenda, a form to submit questions and concerns, and pre and post-exit tickets. These resources not only guide educators through the learning process but also enable us to gather feedback for ongoing improvement and immediate support.

Can you elaborate on some of these endeavors' outcomes and what you hope to see in future successes?

Our initiatives have flourished, with around 300 educators from approximately 250 NYC Public Schools becoming skilled on the Minecraft Education platform through our programs. This success has facilitated new collaborations, extending student benefits beyond initial expectations. In December 2023, we hosted our inaugural city-wide coding event, collaborating with Logics Academy , engaging students from over 400 NYC Public Schools in the Hour of Code: Generation AI event. Students explored the expansive possibilities of AI and learned about the significance of creating equitable and dependable technology. They tackled coding challenges, unraveled engaging puzzles and applied ethical AI concepts. Educators and students are still replaying the session in class as of today!

Principals from several elementary schools have reached out to me to ensure Minecraft Education is in their programming. Teachers have informed me that they are forming after-school and lunchtime coding clubs. Our city-wide Minecraft Education Battle of the Boroughs Challenge has reached new heights as well. For the first time, we received submissions from over 475 school teams, ranging from kindergarten to 12th grade students. And just recently, a teacher from Manhattan enthusiastically shared that his class of second graders is not only engrossed in Minecraft but is also learning to code.

As we look to the future of computer science education, our goal is to sustain and enhance our partnerships with external organizations, offering diverse and enriching experiences for both students and educators. We are also focused on expanding our internal offerings, encompassing professional development, instructional coaching and extensive support for teachers and school leaders. These initiatives aim to bolster the adoption and effectiveness of computer science education, beginning at the elementary level.

We eagerly anticipate leveraging Minecraft’s extensive AI-related activities to foster a comprehensive understanding of ethical AI among all students. We are excited about the advancements and innovations that await computer science education.

This article was sponsored by Minecraft Education and produced by the Solutions Studio team.

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60 Senior Project Ideas for High School Students – 2024

May 13, 2024

Many high school students look forward to the exciting moment of choosing a senior project. This makes sense since senior projects provide opportunities for students to direct what they’ve learned into something they care about, and to take their academic interests beyond the classroom. At the same time, deciding what to pursue can be nerve-wracking. After all the anticipation, when it finally comes time to decide on a project, students might ask themselves, now what ? If you find yourself in this dilemma, or if you could just use some further inspiration, continue reading for a list of 60 senior project ideas for high school students. Once you find a senior project idea that catches your eye, you can always put your own spin on it, or use it to inspire projects on topics outside this list.

What is a senior project?

Put simply, a senior project is a semester-long project you take on in your final year of high school. So, what counts as a senior project? This can vary widely. While different schools have different requirements (for example, some high schools expect students to focus specifically on internship experiences), the assignments tend to be pretty flexible. In the senior project ideas listed below, you will find suggestions ranging from assisting a science researcher, to interning at a local museum, to organizing an academic tutoring program, to helping with community voter registration. The final outputs for senior projects may also vary in form, from guidebooks, to plays, to research papers, and apps.

Considerations when choosing a senior project

Because a senior project is often seen as the culmination of your high school experience, you should choose a topic that reflects your passions and interests. At the same time, it’s an opportunity to develop new skills and challenge yourself as you prepare for your next steps after graduation. Whether you have plans to begin a 4-year university program, enroll in a 2-year degree program , take a gap year , or start a new job, a senior project can prepare you with experience that you wouldn’t receive in your high school classes in an ordinary semester.

Here are a few questions you can ask yourself when thinking of a senior project idea:

• What field or career do you wish to pursue? If you’re not sure, what are 2-3 fields that you could possibly see yourself pursuing at this point in your life?
• What world issues do you care most about? Climate change? LGBTQIA+ rights? Accessible healthcare? If thinking about a particular issue sparks a passion, this could be a great place to start.
• Based on your high school coursework experience, could you see yourself spending extra time on an artistic project? A science-based one? A research paper with a political theme?
• What do you enjoy doing in your free time? Volunteering with kids? Hiking and camping? Dancing? Cooking? Perhaps you can orient your senior project to something that you already know brings you joy.

60 senior project ideas

Below you can find 60 high school senior project ideas, divided into some general categories that might help you focus your search. As you read through, feel free to stick to these exact ideas or use them to inspire other ones.

Business – Senior Project Idea

• Write a printed or virtual guidebook to small local businesses in your area, including descriptions, photographs phone numbers and social media accounts.
• Help a local business with an advertising campaign, through local news outlets and social media.
• Develop a mentorship program to help those who are searching for jobs with resumes, interviews, and cover letters.
• Intern at a start-up based in your area.
• Write a research paper about models for sustainable businesses.
• Organize an after-school program that helps students learn financial literacy.

Community service

• Organize a ride service to bring elderly community members to and from doctor’s appointments, or to provide them with groceries and other needs.
• Volunteer at a local soup kitchen.
• Organize a food drive at your school.
• Create a social media campaign for a local animal shelter to raise awareness.
• Collaborate with a local charity or non-profit with a mission you believe in to organize a fundraiser.
• Collect school supplies and art supplies for families in need.

Creative writing – Senior Project Ideas

• Write and illustrate a children’s book.
• Create a handmade poetry book.
• Intern at a small local publisher or magazine.
• Work to translate a short story or poem to another language.
• Write a screenplay for a short film.
• Start a school literary magazine that accepts student submissions of poems, essays, and short stories. Organize a team so that the magazine can continue after you graduate.
• Organize a peer tutoring program at your school for students who need extra help with writing, languages, or math.
• Construct a free library box in your neighborhood so that more people have access to books.
• Volunteer at a local elementary school to help children with their homework after school.
• Work with a local senior center to teach a foreign language to residents.
• Develop a website or app for students to match with language partners for practicing conversation skills.
• Start a visual or performing arts class for children in your community.

Environmentalism- Senior Project Ideas

• Design and build a sustainable garden.
• Organize a community clean-up day, or a series of community clean-up days, at a local park or waterfront.
• Organize an Earth Day festival at your school. This could involve live music and performance, environmental art displays, local vegetarian food, and sustainable clothing swaps.
• Write a research paper on one thing that contributes to climate change, as well as potential solutions.
• Write a guidebook to local parks and hiking trails so that locals and visitors alike can appreciate these outdoor spots.
• Create a fashion line with all reused materials.
• Research historic sites in your neighborhood or town, and write a printed or online guidebook to these points of local history.
• Record a podcast on the history of one of your hobbies (fashion? sports?) Contact an expert on this history to ask if you can interview them on the podcast.
• Write a research paper on the history of a particular protest movement.
• Write and direct a short play with a contemporary take on a historical event that interests you.
• Create a documentary film on the history of your community (school, town, etc.), and organize a community screening.
• Intern at a local history museum.

Performing Arts – Senior Project Ideas

• Write and record an original song.
• Write, direct, and show a one-act play.
• Organize a community dance performance with student choreographers and performers, featuring a range of different styles.
• Volunteer to help with accessibility needs (theater access, live captioning, etc.) at a local theater.
• Organize a school comedy night or talent show that benefits a charity of your choice.
• Research the history of a film genre, and direct a short film that reflects this genre.
• Intern for a local political newspaper or magazine.
• Volunteer on the campaign of a local candidate.
• Create an online blog to write on a political issue you care about, or write a series of op-eds for a local newspaper.
• Write a research paper on a local problem (housing prices, green space, voting access) that discusses possible solutions to this problem.
• Create a Model UN or Mock Trial team at your school if one doesn’t already exist.
• Help teens and other community members register to vote.

Science and medicine – Senior Project Ideas

• Build a Rube Goldberg machine .
• Work in the lab of a STEM professor at a nearby university who works on a topic you’re interested in.
• Research a community health problem (drug safety, air/water quality, nutritional food access) and develop solutions with the help of local politicians and/or medical experts. Create a research paper, blog, or documentary film on your findings.
• Assist at a doctor’s office or hospital by helping to translate for patients who are non-native English speakers.
• Design an architectural structure (for example, a house or bridge) and build a 3D model.
• Organize a technology support group at your school to make technology more accessible and help with easy tech repairs.

Visual arts

• Design a mural for your school to highlight an aspect of the school culture or commemorate an important moment in its history.
• Intern at a local art museum and learn how to give a tour of its current exhibits.
• Organize the collaborative building of a sculpture at your school made of all reused or found objects.
• Offer to take wedding or senior photographs for those who might not be able to afford a professional photographer.
• Study a famous painter, and then create a series of paintings (or art of another medium) based on, or in response to, their works.
• Create a school-wide photography exhibition, with a theme of your choosing.

Senior Project Ideas – Final thoughts

We hope that this list has sparked inspiration for your high school senior project. Remember that while senior projects are important (and hopefully fun) opportunities to culminate your high school experience, you don’t need to do it all in one project! If you’re inspired by more than one of these project ideas, hold onto them for years to come or pursue them as summer internships .

If you’re interested in more project ideas for high school students, we recommend the following articles:

• 100 Examples of Community Service Projects
• 98 Passion Project Ideas
• 100 Best Clubs to Start in High School
• Persuasive Speech Topics
• High School Success

Sarah Mininsohn

With a BA from Wesleyan University and an MFA from the University of Illinois at Urbana-Champaign, Sarah is a writer, educator, and artist. She served as a graduate instructor at the University of Illinois, a tutor at St Peter’s School in Philadelphia, and an academic writing tutor and thesis mentor at Wesleyan’s Writing Workshop.

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High school student helps transform 'crazy idea' into innovative research tool

Like many good ideas in science, it started with a walk in the woods.

During a stroll through the Berlin Botanic Garden in 2019, HHMI Janelia Research Campus Group Leader Jan Funke and some of his scientific colleagues started chatting about a familiar topic: how to get more information out of insect connectomes.

These wiring diagrams give researchers unprecedented information about brain cells and how they connect to each other, but they don't tell scientists how the signal from one neuron affects the other neurons in its network.

The group wondered if they might be able to use information from previous experiments identifying the neurotransmitters released from some neurons to predict the neurotransmitters released from others in the connectome. Neurons use neurotransmitters to communicate with each other, with different chemicals responsible for different signals.

The human eye can't tell the difference between the synapses on neurons where different neurotransmitters are released, but perhaps a computer model could. Funke and his colleagues were skeptical, but they thought it might be worth giving it a try.

"This is basically where we left it: we have the data, I guess we could try," Funke says. "We were not particularly optimistic."

Back at Janelia, Funke decided to give the project to Michelle Du, a high school student who was starting a summer internship in his lab. The project would allow Du to learn how to train a neural network to recognize images -- a useful skill for a budding computer scientist even if the project did not yield results.

A few days into her internship, Du showed up in Funke's office having trained the model on published data and evaluated its performance on test data. Though Funke had little hope it would work, the model was more than 90 percent accurate in predicting some neurotransmitters.

"I couldn't believe it," Funke says. "The numbers were way too good."

After checking the data and the model, Funke, Du, and their colleagues were convinced that the numbers weren't a mistake: The model could predict neurotransmitters. But the team was still cautious, and they didn't have a good grasp on how the network was making the predictions.

"I should have been very happy, but instead I was worried because we didn't understand what was going on," Funke says.

After ruling out possible confounders that could be skewing their results, the team developed a way to understand what the network was seeing that allowed it to make predictions.

First, they used their network to predict a neurotransmitter from a known image, which it did successfully. Then, they asked a separate network to take that known image and change it slightly to create an image corresponding to the release of a different neurotransmitter -- essentially identifying the minimum traits that need to be changed for the model to predict one neurotransmitter over 4another. Lastly, the team developed a separate method to identify these distinct traits.

From this information, the team understood the different features their original network used to make predictions. This gave them confidence to release their method to the wider neuroscience community in 2020.

"What most of the neuroscience community has seen from this work is the predictions," Funke says. "They were happy to use it, but for us it was very important to make sure it was actually working."

Five years later, Du is now an undergraduate at Duke University, and the method she helped develop has been used to predict neurotransmitters in connectomes of the fruit fly hemibrain, ventral nerve cord, and optic lobe created by Janelia researchers and collaborators, as well as the adult fly brain connectome created by FlyWire.

The information helps scientists understand how neurons in a circuit affect each other so they can then form hypotheses about the function of brain circuits that can be tested in the lab.

"It really all started with a bit of a crazy idea, something that no one was really too optimistic about. And what do you do with a crazy idea? You give it to a high school student as a learning experience," Funke says. "We were very fortunate that Michelle was extremely talented."

• Neuroscience
• Educational Psychology
• K-12 Education
• Behavioral Science
• Telecommunications
• Drosophila melanogaster
• Double blind
• Neurotransmitter
• Earth science
• Brachiosaurus
• Positron emission tomography

Story Source:

Materials provided by Howard Hughes Medical Institute . Note: Content may be edited for style and length.

Journal Reference :

• Nils Eckstein, Alexander Shakeel Bates, Andrew Champion, Michelle Du, Yijie Yin, Philipp Schlegel, Alicia Kun-Yang Lu, Thomson Rymer, Samantha Finley-May, Tyler Paterson, Ruchi Parekh, Sven Dorkenwald, Arie Matsliah, Szi-Chieh Yu, Claire McKellar, Amy Sterling, Katharina Eichler, Marta Costa, Sebastian Seung, Mala Murthy, Volker Hartenstein, Gregory S.X.E. Jefferis, Jan Funke. Neurotransmitter classification from electron microscopy images at synaptic sites in Drosophila melanogaster . Cell , 2024; 187 (10): 2574 DOI: 10.1016/j.cell.2024.03.016

Cite This Page :

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