shark research opportunities for high school students

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Shark Research and Conservation Program (SRC)

The Shark Research Conservation program gives young people in Miami, Florida inspiring, hands-on science experiences unlike any other. In 2013, for example, it brought more than 1,100 young adults on 71 trips to do actual field research on sharks and marine biology, With sufficient funds, some 3,000 more young people could , and many more youth could benefit from virtual expeditions, school visits, and teaching materials for schools..

• All Students
• Hispanic/Latino
• Black/African American
• Native Hawaiian/Pacific Islander
• English Language Learner
• Hands-on/Project-Based
• College Readiness

Email Program Launch Website

Accomplished Program has been evaluated and meets the Design Principles for quality.

Need accomplished, evaluation developing, sustainability accomplished, replication & scalability developing, partnerships accomplished, capacity developing, challenging & relevant content accomplished, stem practices accomplished, inspiration accomplished, under-represented groups accomplished.

See full results

Design Principles

Overarching principles.

Identify and target a compelling and well-defined need.

Use rigorous evaluation to continuously measure and inform progress towards the compelling need identified.

Ensure work is sustainable.

Demonstrate replicability and scalability.

Create high impact partnerships.

Ensure organizational capacity to achieve goals.

STEM Principles

Offer challenging and relevant STEM content for the target audience.

Incorporate and encourage STEM practices.

Inspire interest and engagement in STEM.

Identify and address the needs of under-represented groups.

Program Overview

The SRC program gives high school students exhilarating hands-on research experiences in marine biology. The Program helps students actively grow as scientists while supporting ongoing research crucial to shark conservation. The goals of the Shark Research Conservation program are: (1) to provide high school students with engaging scientific research opportunities that inspire youth to learn STEM skills and (2) to foster development of marine conservation stewardship, attitudes, and behaviors. In addition to the actual shark field-research expeditions attended by students, teachers implement a custom-designed online curriculum that conforms to Florida State standards in STEM. Online resources include a virtual shark-tagging experience to prepare students for field research. University of Miami graduate students also visit classrooms to prepare students for the expedition by working with teachers to implement curriculum and train students in data collection.

Funders and Partners

The Rosenstiel School of Marine & Atmospheric Science, UMiami; The Leonard and Jayne Abess Center for Ecosystem Science and Policy, UMiami; Batchelor Foundation, Inc.; Disney Wildlife Conservation Fund; Wells Fargo; National Geographic Society; Biscayne National Park; Everglades National Park

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• Coral Restoration
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Sharks & Rays Conservation Research

Dr. Demian Chapman

Senior Scientist & Director, Center for Shark Research

[email protected]

Additional Pages

• Global FinPrint
• Report Ray Sightings
• Tracking International Trade
• Conservation Science at Home
• Over 70 Years of Shark Research

The Sharks & Rays Conservation Research Program is dedicated to studying the biology, ecology and conservation of sharks and their relatives, the skates and rays. These fishes comprise about 1,000 species worldwide, many of which are threatened by overfishing and environmental impacts.

REPORT A RAY SIGHTING

Grants Received

Mote shark biology & conservation activities have been funded by:

• NOAA/National Marine Fisheries Service
• National Science Foundation
• Environmental Defense Fund
• Guy Harvey Ocean Foundation
• Christopher Reynolds Foundation
• Florida Institute of Oceanography/University of South Florida
• Georgia Aquarium
• Save Our Seas Foundation
• Disney Worldwide Conservation Fund
• Florida Wildlife Research Institute
• National Geographic Society
• World Wildlife Fund
• Anonymous private foundations

Mote ray biology & conservation research activities have been funded by:

• Harbor Branch Oceanographic Institute Foundation, Inc.
• Mote Scientific Foundation
• National Aquarium
• California Academy of Sciences
• PADI Foundation
• Anonymous Private Donors

Report a Ray Sighting

Sharks & Rays Conservation Research Program Team

Kim Bassos-Hull

Senior Biologist

Valerie Hagan

Staff Biologist & Program Coordinator

Jack Morris

Additional program information.

• Additional Publications
• 2014. Gardiner, J.M., J. Atema, R.E. Hueter and P.J. Motta. Multisensory integration and behavioral plasticity in sharks from different ecological niches. PLoS ONE 9(4):e93036.
• 2014. Aguilar, C., G. González-Sansón, R. Hueter, E. Rojas, Y. Cabrera, A. Briones, R. Borroto, A. Hernández and P. Baker. La pesquería de tiburones en la región noroccidental de Cuba. Submitted to Revista de Biologia Tropical.
• 2014. Hsu, H.H., S.J. Joung, R.E. Hueter and K.M. Liu. Age and growth of the whale shark Rhincodon typus in the northwestern Pacific. Submitted to Marine and Freshwater Research.
• 2013. Bedore, C.N., E.R. Loew, T.M. Frank, R.E. Hueter, D.M. McComb and S.M. Kajiura. A physiological analysis of color visión in batoid elasmobranchs. Journal of Comparative Physiology A 199:1129-1141.
• 2013. Hueter, R.E., J.P. Tyminski and R. de la Parra. Horizontal movements, migration patterns and population structure of whale sharks in the Gulf of Mexico and northwestern Caribbean Sea. PLoS ONE 8(8):e71883.
• 2013. Gardiner, J.M., J. Atema, R.E. Hueter and P.J. Motta. Sensory switching in sharks: the role of multimodal stimuli in prey tracking and capture. Integrative and Comparative Biology 53:E74.
• 2013. Neff, C. and R. Hueter. Science, policy, and the public discourse of shark “attack”: a proposal for reclassifying human-shark interactions. Journal of Environmental Studies and Sciences DOI 10.1007/s13412-013-0107-2:9pp.
• 2013. Winkler, M., T. Yuen, G. Shoa, K. Svoboda, C.J. Murphy, R.E. Hueter, D.J. Brown, J.V. Jester. Collagen macrostructure and corneal shape: lessons from divergent species. Abstract to Association for Research in Vision and Ophthalmology, annual meeting 2013.
• 2012. Lang, A., P. Motta, M.L. Habegger and R. Hueter. Shark skin boundary layer control. In: Childress et al. (eds) Natural Locomotion in Fluids and on Surfaces IMA 155, DOI 10.1007/978-1-4614-3997-4 9. Springer Science+Business Media, New York.
• 2012. Motta, P., M.L. Habegger, A. Lang, R. Hueter and J. Davis. Scale morphology and flexibility in the shortfin mako Isurus oxyrinchus and the blacktip shark Carcharhinus limbatus. J. Morphology 273:1096-1110.
• 2012. G. Machlis, T.A. Frankovich, P.M. Alcolado, E. Garcia-Machado, A.C. Hernández-Zanuy, R.E. Hueter, N. Knowlton, E. Perera, and J.W. Tunnell. US-Cuba scientific collaboration: emerging issues and opportunities in marine and related environmental sciences. Oceanography 25:227–231.
• 2012. Gardiner, J.M., R.E. Hueter, K.P. Maruska, J.A. Sisneros, B.M. Casper, D.A. Mann and L.S. Demski. Sensory physiology and behavior of elasmobranchs. In: Carrier, J.C., Musick, J.A., and Heithaus, M.R. (eds) Biology of Sharks and Their Relatives, 2nd Edition:349-401. CRC Press, Boca Raton, FL.
• 2012. Hueter, B. Whale shark aggregation areas. In Beyond the Horizon: A Forum to Discuss a Potential Network of Special Ocean Places to Strengthen the Ecology and Culture of the Gulf of Mexico (K.B. Ritchie and W.E. Kiene, eds), p 40-41. Proceedings: May 11-13, 2011, Mote Marine Lab, Sarasota FL. (http://issuu.com/lawsonmitchell/docs/bth_forum_proceedings_final/3)
• 2011. Lang, A., P. Motta, M.L. Habegger, R.E. Hueter and F. Afroz. Shark skin separation control mechanisms. Marine Technology Society Journal 45:208-215.
• 2011. Sellas, A.B., K. Bassos-Hull, R.E. Hueter and K.A. Feldheim. Isolation and characterization of polymorphic microsatellite markers from the spotted eagle ray (Aetobatus narinari). Conservation Genetics Resources 3:609–611.
• 2011. De la Parra, R., R. Hueter, J. Gonzalez-Cano, J. Tyminski, J.G. Remolina, M. Maslanka, A. Ormos, L. Weigt, B. Carlson and A. Dove. An unprecedented aggregation of whale sharks, Rhincodon typus, in Mexican coastal waters of the Caribbean Sea. PLOS ONE 6:e18994 (8pp.)
• 2010. Motta, P.J., M. Maslanka, R.E. Hueter, R.L. Davis, R. de la Parra, S.L. Mulvany, M.L. Habegger, J.A. Strother, K.R.Mara, J.M. Gardiner, J.P. Tyminski and L.D. Zeigler. Feeding anatomy, filter-feeding rate, and diet of whale sharks Rhincodon typus during surface ram-filter feeding off the Yucatan Peninsula, Mexico. Zoology 113:199-212.
• 2010. McComb, D.M., T.M. Frank, R.E. Hueter and S. M. Kajiura. Temporal resolution and spectral sensitivity of the visual system of three coastal shark species from different light environments. Physiological and Biochemical Zoology 83:299-307.
• 2009. Bizzarro, J.J., W.D. Smith, J. Leonardo Castillo-Geniz, A. Ocampo-Torres, J. Fernando Marquez-Farias and R.E. Hueter. The seasonal importance of small coastal sharks and rays in the artisanal elasmobranch fishery of Sinaloa, Mexico. Pan-American Journal of Aquatic Sciences 4(4): 513-531.
• 2009. Bizzarro, J.J., W.D. Smith, R.E. Hueter and C.J. Villavicencio-Garayzar. Activities and catch composition of artisanal elasmobranch fishing sites on the eastern coast of Baja California Sur, Mexico. Bulletin of the Southern California Academy of Sciences 108:137-151.
• 2009. Bizzarro, J.J., Smith, W.D., Marquez-Farias, J. Tyminski and R.E. Hueter. Temporal variation in the artisanal elasmobranch fishery of Sonora, Mexico. Fisheries Research 97:103-117.
• 2008. Hueter, R., J. Tyminski and R. de la Parra. Deep diving and distant travels: vertical and horizontal movements of whale sharks (Rhincodon typus) tagged off Quintana Roo, Mexico. 24th Annual Meeting of the American Elasmobranch Society, Montreal, Quebec, Canada.
• 2008. Hueter, R., J. Tyminski and R. de la Parra. The geographical movements of whale sharks tagged with pop-up archival satellite tags off Quintana Roo, Mexico. Proc. of 2nd International Whale Shark Conference, Holbox, Quintana Roo, Mexico, 15-20 July 2008.
• 2008. Tyminski, J., R. Hueter and R. de la Parra. The vertical movements of whale sharks tagged with pop-up archival satellite tags of Quintana Roo, Mexico. Proc. of 2nd International Whale Shark Conference, Holbox, Quintana Roo, Mexico, 15-20 July 2008.
• 2008. Motta, P.J., R.E. Hueter, T.C. Tricas, A.P. Summers, D.R. Huber, D. Lowry, K.R. Mara, M.P. Matott, L.B. Whitenack and A.P. Wintzer. Functional morphology of the feeding apparatus, feeding constraints, and suction performance in the nurse shark Ginglymostoma cirratum. Journal of Morphology 269:1041–1055.
• 2008. Hueter, R.E., and C.A. Simpfendorfer. Trends in blue shark abundance in the western North Atlantic as determined by a fishery-independent survey. In Sharks of the Open Ocean: Biology, Fisheries and Conservation (M.D. Camhi, E.K. Pikitch and E.A. Babcock, eds.). Blackwell Science Publ., Fish and Aquatic Resources Series 13:236-241.
• 2007. Hueter, R., G. Cailliet, J. Musick, G. Burgess, J. Tyminski, D. Ebert, D. Grubbs and C. Conrath. Highly migratory shark fisheries research by the National Shark Research Consortium, 2002- 2007. Mote Marine Laboratory Technical Report No. 1241:122p.
• 2007. Castro, A.L.F, B.S. Stewart, S.G. Wilson, R.E. Hueter, M.G. Meekan, P.J. Motta, B.W. Bowen and S.A. Karl. Population genetic structure of earth’s largest fish, the whale shark (Rhincodon typus). Molecular Ecology 16:5183-5192.
• 2007. Hueter, R., J. González-Cano, R. de la Parra, J. Tyminski, J. Perez-Ramírez and F. Remolina-Suarez. Biological studies of large feeding aggregations of whale sharks (Rhincodon typus) in the southern Gulf of Mexico. In The First International Whale Shark Conference: Promoting International Collaboration in Whale Shark Conservation, Science and Management (T.R. Irvine and J.K. Keesing, eds.). CSIRO Marine and Atmospheric Research, Australia, p 76.
• 2007. Hueter, R.E., J.P. Tyminski, C. Simpfendorfer, R. de la Parra and M. Trigo-Mendoza. Satellite-based tracking of whale sharks (Rhincodon typus) tagged off Quintana Roo, Mexico: movement patterns, hypotheses and challenges. 23rd Annual Meeting of the American Elasmobranch Society, St. Louis, Missouri.
• 2007. Heithaus, M.R., D. Burkholder, R.E. Hueter, L.I. Heithaus, H.L. Pratt, Jr. and J.C. Carrier. Spatial and temporal variation in shark communities of the lower Florida Keys and evidence for historical population declines. Canadian Journal of Fisheries and Aquatic Sciences 64:1302-1313.
• 2007. Hueter, R.E., J.L. Castillo–Géniz, J.F. Márquez–Farias and J.P. Tyminski. The use of Laguna Yalahau, Quintana Roo, Mexico as a primary nursery for the blacktip shark. In Shark Nursery Grounds of the Gulf of Mexico and the East Coast Waters of the United States (C.T. McCandless, N.E. Kohler and H.L. Pratt, Jr., eds.). American Fisheries Society Symposium 50:345-364.
• 2007. Hueter, R.E. and J.P. Tyminski. Species-specific distribution and habitat characteristics of shark nurseries in Gulf of Mexico waters off peninsular Florida and Texas. In Shark Nursery Grounds of the Gulf of Mexico and the East Coast Waters of the United States (C.T. McCandless, N.E. Kohler and H.L. Pratt, Jr., eds.). American Fisheries Society Symposium 50:193-223.
• 2007. Tyminski, J.P., R.E. Hueter and A.J. Ubeda. Tag-recapture results of small coastal sharks Carcharhinus acronotus, C. isodon, Rhizoprionodon terraenovae, and Sphyrna tiburo) in the Gulf of Mexico. SEDAR 13-DW-36.
• 2007. Tyminski, J.P, A.J. Ubeda, R.E. Hueter and J. Morris. Relative abundance of blacknose sharks, Carcharhinus acronotus, from coastal shark surveys in the eastern Gulf of Mexico, 2001–2006. SEDAR 13-DW-37-V2.
• 2007. Ubeda A.J., J.P. Tyminski and R. E. Hueter. Relative abundance of bonnethead, Sphyrna tiburo, and Atlantic sharpnose sharks, Rhizoprionodon terraenovae, in two Florida Gulf estuaries, 1995-2004. SEDAR 13-DW-38-V2.
• 2007. Bizzarro, J.J. W.D. Smith, R.E. Hueter, J.Tyminski, J.F. Marquez-Farias, J.L. Castillo-Geniz, G.M. Cailliet and C.J. Villavicencio-Garayzar. The status of shark and ray fishery resources in the Gulf of California: applied research to improve management and conservation. Moss Landing Marine Laboratories Tech. Pub. 2009-01:238 pp.
• 2007. Bizzarro, J.J., W.D. Smith, J.F. Marquez-Farıas and R.E. Hueter. Artisanal fisheries and reproductive biology of the golden cownose ray, Rhinoptera steindachneri Evermann and Jenkins, 1891, in the northern Mexican Pacific. Fisheries Research 84:137-146.
• 2007. Collins, A.B., M.R. Heupel, R.E. Hueter and P.J. Motta. Hard prey specialists or opportunistic generalists? An examination of the diet of the cownose ray, Rhinoptera bonasus. Marine and Freshwater Research 58:135-144.
• 2007. Lowry, D., P.J. Motta and R.E. Hueter. The ontogeny of feeding behavior and cranial morphology in the leopard shark Triakis semifasciata (Girard 1854): a longitudinal perspective. Journal of Experimental Marine Biology and Ecology 341:153-167.
• 2006. Sasko, D.E., M.N. Dean, P.J. Motta and R.E. Hueter. Prey capture behavior and kinematics of the Atlantic cownose ray, Rhinoptera bonasus. Zoology 109:171-181.
• 2006. Hueter, R.E., C.A. Manire, J.P. Tyminski, J.M. Hoenig and D.A. Hepworth. Assessing mortality of released or discarded fish using a logistic model of relative survival derived from tagging data. Transactions of the American Fisheries Society 135:500-508.
• 2006. Hueter, R., R. de la Parra, J. Tyminski, M. Trigo Mendoza, C. Simpfendorfer, J. Gonzalez Cano, F. Remolina Suarez and J. Perez Ramirez. Biological studies of the whale shark aggregation off Isla Holbox and Isla Contoy, where the Gulf of Mexico meets the Caribbean Sea. 59th Annual Gulf and Caribbean Fisheries Institute, Belize City, Belize:89-90.
• 2005. Matott, M.P., P.J. Motta and R.E. Hueter. Modulation in feeding kinematics and motor patterns of the nurse shark Ginglymostoma cirratum. Environmental Biology of Fishes 74:163-174.
• 2005. Huber, D.R., T.G. Eason, R.E. Hueter and P.J. Motta. Analysis of the bite force and mechanical design of the feeding mechanism of the durophagous horn shark Heterodontus francisci. Journal of Experimental Biology 208:3553-3571.
• 2005. Keeney, D.B., M.R. Heupel, R.E. Hueter and E.J. Heist. Microsatellite and mitochondrial DNA analyses of the genetic structure of blacktip shark (Carcharhinus limbatus) nurseries in the northwestern Atlantic, Gulf of Mexico, and Caribbean Sea. Molecular Ecology 14:1911-1923.
• 2005. Hueter, R.E., Heupel, M.R., E.J. Heist and D.B. Keeney. Evidence of philopatry in sharks and implications for the management of shark fisheries. Journal of Northwest Atlantic Fishery Science 35:239-247.
• 2005. Hueter, R., J. Gonzalez-Cano, R. de la Parra, J. Tyminski, J. Perez-Ramirez and F. Remolina-Suarez . Biological studies of large feeding aggregations of whale sharks (Rhincodon typus) in the southern Gulf of Mexico. International Whale Shark Conference, Perth, Western Australia:29.
• 2005. Hueter, R., J. Gonzalez Cano, F. Remolina Suarez, R. de la Parra, J. Tyminski and J. Perez Ramirez. Whale shark summer feeding grounds where the Gulf of Mexico meets the Caribbean Sea. Joint Meeting of Ichthyologists and Herpetologists, Tampa, Florida:234-235.
• 2005. Tyminski, J.P., R.E. Hueter and C.A. Simpfendorfer. Relative abundance and long-term movement patterns of juvenile blacktip sharks, Carcharhinus limbatus, in three Florida Gulf coastal nursery areas, 1995-2004. American Elasmobranch Society Annual Meeting Abs., Tampa, Florida.
• 2005. Tyminski, J., C. Simpfendorfer and R. Hueter. Results of Mote Shark Tagging Program for blacktip (Carcharhinus limbatus) and sandbar (C. plumbeus) sharks. SEDAR 11-DW-44.
• 2005. Simpfendorfer, C., J. Tyminski, and R. Hueter. Large coastal shark surveys in eastern Gulf of Mexico, 2001 –2004. SEDAR 11-DW-43.
• 2004. Smith, M., D. Warmolts, D. Thoney and R. Hueter (eds.). The Elasmobranch Husbandry Manual: Captive Care of Sharks, Rays and their Relatives. Special Publ., Ohio Biolog. Survey, xv+ 589 p.
• 2004. Hueter, R.E., Heupel, M.R., E.J. Heist and D.B. Keeney. Evidence of philopatry in sharks and implications for the management of shark fisheries. e-Journal of Northwest Atlantic Fishery Science 35, art. 7 (http://journal.nafo.int/35/7-hueter.html).
• 2004. Heupel, M.R., C.A. Simpfendorfer and R.E. Hueter. Estimation of shark home ranges using passive monitoring techniques. Environmental Biology of Fishes 71:135-142.
• 2004. Hueter, R.E., D.A. Mann, K.P. Maruska, J.A. Sisneros and L.S. Demski. Sensory biology of elasmobranchs. In Biology of Sharks and their Relatives, J. Carrier, J. Musick and M. Heithaus, eds. CRC Press, Boca Raton, Florida, p. 325-368.
• 2004. Hueter, R.E., J. Gonzalez Cano, F. Remolina Suarez and J. Tyminski. Studies of an exceptionally large feeding aggregation of whale sharks (Rhincodon typus) off Quintana Roo, Mexico. 8th European Elasmobranch Association Conference, London UK.
• 2004. Heupel, M.R. and R.E. Hueter. Sharks and satellite tagging: achieving the potential. Workshop Report April 2004 submitted to NOAA/NMFS. MML Technical Report No. 962.
• 2004. Hueter, R. Highly Migratory Shark Fisheries Research by the National Shark Research Consortium. Semi-Annual Performance Report submitted January 2004 to NOAA/NMFS. MML Technical Report No. 946.
• 2004. Hueter, R. Highly Migratory Shark Fisheries Research by the National Shark Research Consortium. Semi-Annual Report submitted July 2004 to NOAA/NMFS. MML Tech. Rpt. 1002.
• 2004. Hueter, R. Cooperative Shark and Ray Research in the Southeast Region by the Center for Shark Research, 2001-2003. Final Report submitted to NOAA/NMFS. MML Tech.Report.954.
• 2003. Heupel, M.R., C.A. Simpfendorfer and R.E. Hueter. Running before the storm: blacktip sharks respond to falling barometric pressure associated with Tropical Storm Gabrielle. Journal of Fish Biology 63:1357-1363.
• 2003. Keeney, D.B., M.R. Heupel, R.E. Hueter and E.J. Heist. Genetic heterogeneity among blacktip shark, Carcharhinus limbatus, continental nurseries along the U.S. Atlantic and Gulf of Mexico. Marine Biology 143:1039-1046.
• 2003. Heupel, M.R., C.E. Simpfendorfer, and R.E. Hueter. Use of passive acoustic telemetry to examine the utilization of a coastal nursery ground by blacktip sharks. 17th International Society on Biotelemetry Meeting, Brisbane, Australia.
• 2003. Hueter, R.E., J.L. Castillo-Geniz, J.F. Marquez-Farias, J.P. Tyminski. The role of Laguna Yalahau, Quintana Roo, Mexico as a primary nursery area for the blacktip shark (Carcharhinus limbatus). I Foro de Intercambio Cientifico Sobre Tiburones y Rayas, Guaymas, Sonora, Mexico.
• 2003. Hueter, R., J. Tyminski, G. Cailliet, J. Bizzarro, W. Smith, F. Marquez-Farias, L. Castillo-Geniz, and C. Villavicencio-Garayzar. Results of a two-year survey of Mexican artisanal fisheries targeting sharks, skates and rays in the Gulf of California. American Fisheries Society Western Division and California-Nevada Chapter Joint Annual Meeting. San Diego, CA.
• 2003. Hueter, R.E., J.P. Tyminski, J.L. Castillo-Geniz, and J.F. Marquez-Farias. Investigations of a primary nursery area for the blacktip shark, Carcharhinus limbatus, in Quintana Roo, Mexico. 19th Annual American Elasmobranch Society Meeting. Manaus, Brazil.
• 2003. Keeny, D.B., Heupel, M.R., Hueter, R.E. and Heist, E.J. Phylogeography of the blacktip shark, Carcharhinus limbatus, based upon mitochondrial control region sequences. 19th Annual American Elasmobranch Society Meeting. Manaus, Brazil.
• 2003. Hueter, R.E. Life History, Essential Habitat and Stock Assessment of Highly Migratory Sharks in U.S. and Mexican Waters: Fisheries Research by the Center for Shark Research, 2001-2002. Final Report for NOAA/NMFS Grant NA 16FM1658. Mote Technical Report No. 913.
• 2002. Heupel, M.R. and R.E. Hueter. Importance of prey density in relation to the movement patterns of juvenile blacktip sharks (Carcharhinus limbatus) within a coastal nursery area. Marine and Freshwater Research 53:543-550.
• 2002. Hueter, R.E., M.R. Heupel, E.J. Heist and D.B. Keeney. The implications of philopatry in sharks for the management of shark fisheries. Northwest Atlantic Fisheries Organization Research Document SCR Doc. 02/122:1-9.
• 2002. Motta, P.J., R.E. Hueter, T.C. Tricas and A.P. Summers. Kinematic analysis of suction feeding in the nurse shark, Ginglymostoma cirratum (Orectolobiformes, Ginglymostomatidae). Copeia 2002:24-38.
• 2002. Simpfendorfer, C.A., M.R. Heupel and R.E. Hueter. Estimation of short-term centers of activity from an array of omnidirectional hydrophones and its use in studying animal movements. Canadian Journal of Fisheries and Aquatic Sciences 59:23-32.
• 2002. Simpfendorfer, C.A., R.E. Hueter, U. Bergman and S.M.H. Connett. Results of a fishery-independent survey for pelagic sharks in the western North Atlantic, 1977-1994. Fisheries Research 55:175-192.
• 2002. Heupel, M.R. and R.E. Hueter. Observation of philopatric behaviors in juvenile blacktip sharks. American Elasmobranch Society annual meeting abstracts, Kansas City, July 3-8.
• 2002. Keeny, D.B., M.R. Heupel, R.E. Hueter and E.J. Heist. Investigation of female philopatry and stock structure among blacktip shark nurseries using mitochondrial haplotypes and microsatellites. American Elasmobranch Society annual meeting abstracts, Kansas City, Missouri, July 3-8.
• 2002. Heupel, M.R. and R.E. Hueter. Use of acoustic telemetry to passively monitor long-term movements of blacktip sharks. American Fisheries Society annual meeting abstracts, Baltimore, Maryland, August 18-22.
• 2002. Keeny, D.B., M.R. Heupel, R.E. Hueter and E.J. Heist. Genetic structure of blacktip shark continental nurseries based upon mitochondrial control region haplotypes and microsatellite loci. American Fisheries Society annual meeting abstracts, Baltimore, Maryland, August 18-22.
• 2002. Heupel, M.R. and R.E. Hueter. Passively monitoring the long-term movements of blacktip sharks in a nursery area. European Elasmobranch Association annual meeting abstracts, Cardiff, Wales, September 6-8.
• 2002. Heupel, M.R., C.A. Simpfendorfer and R.E. Hueter. Direct estimation of survival and mortality of juvenile blacktip sharks, Carcharhinus limbatus, using telemetry data. Elasmobranch Fisheries Symposium, Northwest Atlantic Fisheries Organization annual meeting abstracts, Santiago de Compostela, Spain, September 11-13.
• 2002. Hueter, R.E. The Center for Shark Research at Mote Marine Laboratory: mission, staff, activities and accomplishments. European Elasmobranch Association annual meeting abstracts, Cardiff, Wales, September 6-8.
• 2002. Hueter, R.E., M.R. Heupel, E.J. Heist and D.B. Keeney. The implications of philopatry in sharks for the management of shark fisheries. Elasmobranch Fisheries Symposium, Northwest Atlantic Fisheries Organization annual meeting abstracts, Santiago de Compostela, Spain, Sept 11-13.
• 2002. Hueter, R.E., J. Tyminski, G. Cailliet, J. Bizzarro, W. Smith,F. Marquez-Farias, L. Castillo-Geniz and C. Villavicencio-Garayzar. Artisanal fisheries for sharks, skates and rays in the Gulf of California. I Foro Cientifico de Pesca Riberena (First Scientific Forum on Coastal Fisheries) meeting abstracts, Guaymas, Mexico, October 17-18.
• 2002. Hueter, R.E., J. Tyminski, J. Gelsleichter, M.R. Heupel, C.A. Simpfendorfer. Florida Gulf coast shark nursery essential fish habitat: distribution, dynamics, environmental quality and management benefits. American Fisheries Society annual mtg., Baltimore, MD, August 18-22.
• 2002. Hueter, R.E. and J.P. Tyminski. U.S. Shark Nursery Research Overview, Center for Shark Research, Mote Marine Laboratory 1991-2001. Final Report submitted to NOAA/NMFS, Narragansett, RI. Mote Marine Laboratory Technical Report No. 816.
• 2001. Wilga, C.D., R.E. Hueter, P.C. Wainwright and P.J. Motta. Evolution of upper jaw protrusion mechanisms in elasmobranchs. American Zoologist 41:1248-1257.
• 2001. Heupel, M.R. and R.E. Hueter. Use of an automated acoustic telemetry system to passively track juvenile blacktip shark movements. In Electronic Tagging and Tracking in Marine Fisheries (J.R. Sibert and J.L.Nielsen, eds.), pp. 217-236. Kluwer Acad. Publ., Netherlands.
• 2001. Hueter, R.E. Historical perspectives: Perry W. Gilbert. Copeia 2001(1):279-284.
• 2001. Hueter, R.E., C.J. Murphy, M. Howland, J.G. Sivak, J.R. Paul-Murphy and H.C. Howland. Refractive state and accommodation in the eyes of free-swimming vs. restrained juvenile lemon sharks (Negaprion brevirostris). Vision Research 41:1885-1889.
• 2001. Pretlow-Edmonds, M.A., P.J. Motta and R.E. Hueter. Food capture kinematics of the suction feeding horn shark, Heterodontus francisci. Environmental Biology of Fishes 62:415-427.
• 2001. Manire, C., R. Hueter, E. Hull and R. Spieler. Serological changes associated with gill-net capture and restraint in three species of sharks. Trans. Amer. Fisheries Soc. 130:1038-1048.
• 2001. Tyminski, J.P., C.A. Simpfendorfer, C.A. Manire, and R.E. Hueter. Growth rates of bonnethead sharks, Sphyrna tiburo, from the west coast of Florida estimated from tag-recapture data. American Elasmobranch Society Annual Meeting Abs., State College, PA.
• 2000. Oliver, L.J., M. Salmon, J. Wyneken, R. Hueter and T.W. Cronin. Retinal anatomy of hatchling sea turtles: anatomical specializations and behavioral correlates. Marine and Freshwater Behaviour and Physiology 33:233-248.
• 2000. Hueter, R.E., G.M. Cailliet, J.F. Marquez Farias, J.L. Castillo Geniz and C.J. Villavicencio Garayzar. Artisanal fisheries for elasmobranchs in the Gulf of California: a multi-institutional project. American Elas. Soc./American Soc. of Ichs. & Herps. Ann. Mtg. Abs.:203.
• 2000. Marquez Farias, J.F., J.T. Tyminski, R.E. Hueter, P.M. Sanchez, A. Landa Ocana, E. Gonzalez Corona and Z. Mijangos Alquisires. The artisanal elasmobranch fishery in Sonora. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:245.
• 2000. Heupel, M.R. and R.E. Hueter. Patterns of movement by neonate blacktip sharks, Carcharhinus limbatus, within a coastal nursery area. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:195.
• 2000. Hepworth, D.A., R.E. Hueter, C.A. Manire and J.M. Hoenig. Assessing post-release mortality of coastal sharks using a logistic model of relative survival. American Elasmobranch Society /American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:191.
• 2000. C. Simpfendorfer, U. Bergman, S. Connett and R. Hueter. Estimation of changes in the relative abundance of pelagic sharks in the northwestern Atlantic based on data from a fishery-independent survey. Intl. Pelagic Shark Workshop (Feb 14-17, 2000, Pacific Grove, CA) Abs.:18.
• 1999. Bergman, U., S. Connett, C. Simpfendorfer and R. Hueter. A remarkably consistent fishery-independent measure of the relative abundance of large coastal and pelagic shark species inhabiting the northwestern Atlantic, 1976-1994. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:67.
• 1999. Haenni, E.G., J.P. Wourms, C.A. Manire and R.E. Hueter. Embryological development of the cephalofoil in the bonnethead shark, Sphyrna tiburo. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:119.
• 1999. Smith, W.D., J.J. Bizzarro, E.M. Jones, J.A. Neer, J. Tyminski, J.F. Marquez-Farias, G.M. Cailliet and R.E. Hueter. A preliminary assessment of the elasmobranch fishery in the northern Gulf of California, Mexico. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:208.
• 1999. Tyminski, J.P., E. Cortes, C.A. Manire and R.E. Hueter. Gastric evacuation and estimates of daily ration in the bonnethead shark, Sphyrna tiburo. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:223.
• 1999. Hueter, R.E., G.M. Cailliet, C.J. Villavicencio-Garayzar, J.L. Castillo-Geniz, and J.F. Marquez-Farias. Current status of shark and ray artisanal fisheries in the Gulf of California: a multi-institutional project. VII Congress of the Association of Investigators of the Sea of Cortez and First International Symposium on the Sea of Cortez Mtg. Abs.:77.
• 1999. Marquez-Farias, J.F., J. Tyminski, R.E. Hueter, J.L. Castillo-Geniz, and C. Murillo. Diversity of harvested elasmobranchs in Sonora as determined from a survey of the artisanal fishery. VII Congress of the Association of Investigators of the Sea of Cortez and First International Symposium on the Sea of Cortez Mtg. Abs.:75.
• 1999. Smith, W.D., J.J. Bizzarro, E.M. Jones, J.A. Neer, J. Tyminski, J.F. Marquez-Farias, G.M. Cailliet and R.E. Hueter. Preliminary assessment of the elasmobranch fishery in the northern Gulf of California, Mexico. VII Congress of the Association of Investigators of the Sea of Cortez and First International Symposium on the Sea of Cortez Mtg. Abs.:202.
• 1999. Hueter, R.E. Early life history and relative abundance of blacktip and other coastal sharks in eastern Gulf of Mexico nursery areas, including bycatch mortality of sharks and associated fishes. Final report to NOAA/NMFS Southeast Regional Office, Cooperative Programs Division, St. Petersburg, FL. Mote Marine Laboratory Technical Report No. 630.
• 1999. Hueter, R.E. The status of shark and ray fishery resources in the Gulf of California: applied research to improve conservation and management. Report to National Fish and Wildlife Foundation. Mote Marine Laboratory Technical Report No. 628.
• 1999. Hueter, R.E. Center for Shark Research at Mote Marine Laboratory, 1997-1998. Final report to NOAA/NMFS Southeast Regional Office, Cooperative Programs Division, St. Petersburg, FL. Mote Marine Laboratory Technical Report No. 636.
• 1998. Hueter, R.E. (ed.). Science and Management of Shark Fisheries. Fisheries Res. 39:105-228.
• 1998. Hueter, R.E. Science and management of shark fisheries – Introduction. Fisheries Res. 39:105.
• 1998. Hueter, R.E. Philopatry, natal homing and localised stock depletion in sharks.Shark News 12:1-2.
• 1998. Gruber, S.H. and R.E. Hueter. Sensory biology of vision in the elasmobranchs. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:91.
• 1998. Gelsleichter, J., E. Cortés, C.A. Manire, R.E. Hueter and J.A. Musick. Evaluation of toxicity of oxytetracycline on growth of captive nurse sharks, Ginglymostoma cirratum. Fishery Bulletin 96:624-627.
• 1998. Hueter, R.E. Great White Sharks: The Biology of Carcharodon carcharias (book review). Quarterly Review of Biology 73:82.
• 1997. Motta, P.J., Tricas, T.C., Hueter, R.E. and A.P. Summers. Feeding mechanism and functional morphology of the jaws of the lemon shark Negaprion brevirostris (Chondrichthyes, Carcharhinidae). Journal of Experimental Biology 200:2765-2780.
• 1997. Gelsleichter, J.G., E. Cortés, C.A. Manire, R.E. Hueter and J.A. Musick. Use of calcein as a fluorescent marker for elasmobranch vertebral cartilage. Trans. Amer. Fish. Soc. 126:862-865.
• 1997. Hueter, R.E. Philopatry, natal homing and localized stock depletion in sharks: strictly a hypothesis. Amer. Elasmo. Soc./Amer. Soc. Ichthyologists & Herpetologists Ann. Mtg. Abs.: 170.
• 1997. Hueter, R.E., C.A. Manire, L. Trent and T.J. Cody. Shark nurseries in coastal waters of the Gulf of Mexico. American Fisheries Society Ann. Mtg. Abs.: P-18.
• 1997. Hueter, R.E. Early life history and relative abundance of blacktip and other coastal sharks in eastern Gulf of Mexico nursery areas, including bycatch mortality of sharks and associated fishes. NOAA/NMFS/MARFIN Program annual meeting abstracts.
• 1996. Hueter, R.E. Catch/tag-and-release: the conservation option for recreational shark fishermen. Shark News 7:7.
• 1996. Cortés, E., C.A. Manire and R.E. Hueter. Diet, feeding habits and diel feeding chronology of the bonnethead shark, Sphyrna tiburo, in southwest Florida. Bulletin of Marine Science 58:353-367.
• 1996. Hueter, R.E., C.A. Manire, L. Castillo-Géniz, F. Márquez-Farias and E. Cortés. Distribution and movements of juvenile sharks in coastal waters of the Gulf of Mexico. American Elasmobranch Society/American Society of Ichthyologists and Herpetologists Ann. Mtg. Abs.:180.
• 1996. Hueter, R.E. Shark sense: scent, sight & sound. The Edge – Big Game Fishing Journal 9:46-57.
• 1995. Manire, C.A., L.E.L. Rasmussen, D.L. Hess and R.E. Hueter. Serum steroid hormones and the reproductive cycle of the female bonnethead shark, Sphyrna tiburo. General and Comparative Endocrinology 97:366-376.
• 1995. Hueter, R.E., W.G. Fong, G. Henderson, M.F. French and C.A. Manire. Methylmercury concentration in shark muscle by species, size and distribution of sharks in Florida coastal waters. Water, Air, and Soil Pollution 80:893-899. [Also reprinted as Hueter et al. (1995) in Porcella, D.B., J.W. Huckabee and B. Wheatley (eds.). Mercury as a Global Pollutant. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 893-899.]
• 1995. Hueter, R., C. Manire, L. Trent and L. Castillo-Géniz. Life and death in shark nursery areas of the Gulf of Mexico. American Fisheries Society Ann. Mtg. Abs.:127.
• 1995. Hueter, R.E. 1993 Southwest Florida Gulf Coast Shark Census. Mote Marine Laboratory Technical Report No. 408 (Final report to NOAA/NMFS, S-K Project NA37FD0086-01):113 pp.
• 1995. Motta, P.J., T.C. Tricas, R.E. Hueter and A.P. Summers. Feeding mechanics of the lemon shark: conservative motor and kinematic patterns. American Zoologist 35(5):103A.
• 1995. Sherman, R.L., C.A. Nelson, R. Hueter and R.E. Spieler. Preliminary examination of gill surface area in two batoid elasmobranchs. American Zoologist 35(5):118A.
• 1995. Manire, C.A. and R.E. Hueter. Human impact on the shark nursery grounds of Tampa Bay. Florida Scientist 58(2):107.
• 1994. Hull, E., C. Manire, R. Hueter and R. Spieler. Changes in blood parameters in stressed sharks due to capture and restraint. American Zoologist 34(5):36A.
• 1994. Hueter, R.E. The Great White Shark (book review). Copeia 1994:1057-1058.
• 1994. Hueter, R.E. The American Elasmobranch Society. Fisheries 19:40.
• 1994. Hueter, R.E. and C.A. Manire. Bycatch and catch-release mortality of small sharks in the Gulf coast nursery grounds of Tampa Bay and Charlotte Harbor. Mote Marine Laboratory Technical Report No. 368 (Final report to NOAA/NMFS, MARFIN Project NA17FF0378-01):183 pp.
• 1994. Hueter, R.E. and C.A. Manire. Bycatch and catch-release mortality of small sharks and associated fishes in the estuarine nursery grounds of Tampa Bay and Charlotte Harbor. Mote Marine Laboratory Tech. Rept. No. 367 (Final report to Florida DEP, Project 7237/7849):181 pp.
• 1994. Hueter, R.E., C.A. Manire and M.R. Friday. Shark nurseries of the eastern Gulf of Mexico: biology and fisheries-related mortality of juvenile sharks in Tampa Bay and Charlotte Harbor, Florida. Amer. Elasmo. Soc./Amer. Soc. of Ichthyologists & Herpetologists Ann. Mtg. Abs.:105.
• 1994. Hueter, R.E., C.J. Murphy, H.C. Howland and M. Howland. Dynamic refractive state and accommodation in the eyes of free-swimming vs. restrained lemon sharks (Negaprion brevirostris). American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:106.
• 1993. Hueter, R.E. Elasmobranchs (and all other organisms) as biotic resources. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Annual Mtg. Abs.:173.
• 1993. Manire, C.A. and R.E. Hueter. Human impact on the shark nursery grounds of Tampa Bay. Florida Scientist 56(Suppl. 1):27.
• 1993. Manire, C.A. and R.E. Hueter. Distribution and seasonal movements of sharks in Tampa Bay and Charlotte Harbor, Florida. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:206.
• 1992. Gruber, S.H. and R.E. Hueter. The ecomorphology of vision in sharks. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:112.
• 1992. Hueter, R.E., S.J. Zeiner and R.S. DesRochers. Tagging small sharks in the estuarine nursery grounds of Tampa Bay and Charlotte Harbor, Florida. American Elasmobranch Society/American Society of Ichthyologists & Herpetologists Ann. Mtg. Abs.:119.
• 1991. Hueter, R.E. Survey of the Florida recreational shark fishery utilizing shark tournament and selected longline data. Mote Marine Laboratory Technical Report 232A (Final report to Florida DNR, Project 6627):94 pp.
• 1991. Hueter, R.E. The rise and fall of recreational “kill” tournaments for sharks in Florida: historical trends, research potential, and the conservation movement. Journal of Australian Marine and Freshwater Research, Sharks Down Under Conference, Sydney, Australia.
• 1991. Motta, P.J., R.E. Hueter and T.C. Tricas. An electromyographic analysis of the biting mechanism of the lemon shark, Negaprion brevirostris: functional and evolutionary implications. Journal of Morphology 210:55-69.
• 1991. Hueter, R.E. Adaptations for spatial vision in sharks. J. Experimental Zoology Suppl. 5:130-141.
• 1991. Hueter, R.E. and P.W. Gilbert. The sensory world of sharks. Underwater Naturalist 19/20:48-55.
• 1991. Gruber, S.H., ed. Discovering Sharks (J. Carrier, R. Hueter and S. Moss, scientific eds.). American Littoral Society Special Pub. 14:122 pp. American Littoral Society, Highlands, NJ.
• 1990. Hueter, R.E. and J.L. Cohen, eds. Vision in Elasmobranchs: A Comparative and Ecological Perspective. Journal of Experimental Zoology Supp. 5:1-182.

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The Shark Research & Conservation Program (SRC) at the University of Miami conducts conservation-relevant shark research while inspiring scientific literacy and environmental engagement in K-12 youth through hands-on field research experiences. Every year, SRC brings hundreds of people, mostly school-children, out on research vessels to survey, sample, tag and study sharks. We especially try to serve communities that have been historically, and often currently, excluded from STEM opportunities.

FINS: Supporting Girls in STEM

The Females in Natural Sciences (F.I.N.S.) initiative, created by former SRC Intern and Fulbright Scholar Julia Whidden, was designed, developed, and implemented by women for girls. Its goal is to provide middle and high school girls with an exciting hands-on experience in marine science as shark research volunteers under the mentorship of female University of Miami faculty and students. During the day-long shark tagging expedition, participants are able to experience research in action and have the opportunity to engage with a women-led research team at various stages of their scientific careers, creating “near peer” mentorship opportunities.  The F.I.N.S. experience is interactive, empowering, and rewarding, allowing girls to work with inspiring women role models.

Get involved:

If you are an educator interested in SRC or FINS please email [email protected] .

The Shark Research and Conservation Program offers internships to University of Miami students interested in elasmobranch research and conservation. We accept undergraduate applications each fall and MPS student applications each spring. To learn more about applying for internship positions, check the SRC website .

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62 Best Research Opportunities for High School Students

June 2, 2024

Hands-on laboratory-based research experiences are coveted by just about every STEM-oriented teenager on the planet. Of course, this level of demand renders research opportunities for high school students a valuable and rare commodity. Fortunately, there are a number of reputable summer programs run by universities, government agencies, and private research laboratories that afford young scientists this highly sought-after experience. Research opportunities during the actual school year are more challenging to locate as colleges are, at that time, catering to their own students, and the rigidity of the high school calendar makes participation a further challenge.

What type of research opportunities can a high school student have, anyway?

Research opportunities for high school students can range from introductory to highly advanced. Some programs focus on teaching students the fundamental skills required for research while others place students with a real working research group and allow them to contribute to legitimate experiments and papers. Your level of involvement will depend on the university or organization’s policies, your mentor, your lab team, and the type of research being conducted.

What types of research experiences look best on college applications?

Authentic, laboratory-based research experiences that you get paid for are the hardest types of positions to nail down, primarily because very few of these spots are available. Moreover, such research groups are conducting serious work—consequently, they’re looking for serious, high-achieving students who will positively enhance their dynamic. Additionally, these positions typically require a longer time commitment, with students working full-time (or close to full-time) hours for several months or even years. As such, accepting one of these positions may limit the other types of summer opportunities that you can participate in. Finally, due to safety concerns and restrictions, you will likely need to be at least 16 years old to participate in many types of lab-based research.

On the flip side are research opportunities that you pay to be involved in, with some being more selective than others. Many families wonder if these programs offer legitimate research experience or are simply another way to capitalize off of the college admissions craze, and the answer is that you have to do your homework.

Although some research opportunities offer little in the way of experience, others are truly authentic opportunities to work with a mentor and delve into an area of interest for academic enrichment—no different than any other cost-based summer program. In these cases, the fact that a student prioritized their intellectual curiosity and spent several months seriously pursuing a topic of interest will be an excellent addition to their application. We’ve gone ahead and done the hard work for you—any one of the opportunities listed below is legitimate and worthy of investing your time and resources into.

How do I decide what types of research opportunities to apply for?

If conducting research is important to you, we recommend applying to a mix of highly selective and lesser selective programs to maximize your chances of being accepted to at least one. Beyond selectivity, it’s important to consider additional several factors:

• Time commitment —Some programs may require a multi-week, full-time commitment over the summer. Others may require nights and weekends during the school year.
• Time frame —Some programs are only available in the summer while others run year-round (sometimes for multiple years).
• Cost/stipend —Do you have to pay for the program, or does the program pay you? Research whether the program will be a good fit for your financial situation, including how much it costs and if you’ll receive compensation for your work, either via academic credit or a paycheck. Note that many residential programs are cost-based while commuter programs that only accept local students are more likely to be fully funded and/or offer a stipend.
• Location —Evaluate whether you’d like to attend a local program, are willing to travel to a residential program, or would prefer a virtual option.
• Level of mentor interaction —During some programs, you’ll be closely supported by PhD faculty members, while others may be run by graduate or postdoc students and require students to be more independent.
• Opportunity to publish or enter research competitions —If publishing research or submitting your project/paper to a research competition is important to you, you’ll want to look into whether the program prepares you for that venture.

Our list includes a bevy of summer program choices as well as year-long internships and apprenticeships. We’ve divided the list into three sections: Virtual, Residential/Multi-Location, and Location-Specific.

For each entry, we list the geographic location of the program, the time frame and length of the program, any associated costs or stipends, and the eligibility criteria for participation.

Virtual Research Opportunities for High School Students

Virtual research opportunities for high school students offer ultimate flexibility, in regard to time commitment as well as subject matter.

1) Polygence

• Location : Virtual
• Timeframe : Academic year and/or summer
• Length: 2-6 months
• Cost : $495-$3,695
• Eligibility: No age restrictions

For high school students who want to showcase authentic passion on their college applications, Polygence offers the most personalized and flexible online research program that helps students turn their interests into unique research projects. Accordingly, they pair intellectually curious students with PhD-level mentors to design experiments, build robots, create podcasts, write original screenplays, and publish in peer-reviewed journals in all fields from the humanities to STEM. All 1:1 programs include ten meetings with a mentor in your chosen field as well as a self-selected project topic and outcome, which could include a research paper, a prototype, or a creative piece of work.

A multitude of personalized options are available, including additional brainstorming sessions, time with a specialist who will guide the student through the publishing or research competition process, and academic credit through UCI x GATI. Moreover, Polygence’s Pods program allows students to work with like-minded peers in a group setting.

Sound like a good fit? College Transitions readers can save $50 on their Polygence package.

Research areas available include:

• Computer science, engineering, AI, & game design
• Biology, biotech, chemistry, neuroscience, and physics
• Medicine, surgery, dentistry, and public health
• Business, finance, and economics
• Math, statistics, sports analytics, and quantitative analysis
• Psychology, psychiatry, cognitive science, and social sciences
• Creative writing, history, philosophy, and literature
• Animation, the arts, fashion, photography, and dance

Residential/Multi-Location Research Programs

In the following section, we’ve outlined programs that are residential or offer opportunities in multiple locations, making them more accessible to a wider array of students.

Programs are organized alphabetically by discipline.

Biology Research Opportunities for High School Students

2) university of chicago research in the biological sciences (ribs).

• Location : Chicago, IL
• Timeframe : Summer
• Length: 4 weeks
• Cost : $14,000
• Eligibility: Current sophomores and juniors

In UChicago’s highly selective RIBS program, students practice a range of molecular, microbiological, and cell biological research techniques. The goal? To prepare them to work in a research laboratory. Accordingly, for the first two weeks, students undergo basic training in lab skills and techniques. Then, they spend the final two weeks of the course immersed in an independent research project. At the end of the course, they present the project during a research forum. Moreover, students can expect weekly writing assignments and seminars. To be competitive, students should have a demonstrated interest in science as well as top grades in those classes.

Biomedical Research Programs for High School Students

3) rosetta institute of biomedical research molecular medicine workshops.

• Location : Berkeley; San Diego; Columbia; London; virtual
• Length: 2 weeks
• Cost : $3,580-$4,180 (residential); $2,280-$2,480 (commuter); $430-1,050 (online)
• Eligibility: High school students aged 14-18

Curious about biomedical research but not ready to pursue a full-blown lab internship? Rosetta Institute offers a number of residential and online two-week programs that introduce high schoolers to topics in medicine, drug development, pharmacy, and nursing. For example, current workshops include Medicinal Chemistry, Neurological Bioinformatics, and Molecular Biology of Cancer. All students are taught by PhD-level instructors and complete an original research project.

Chemistry Research Opportunities for High School Students

4) american chemical society — project seed.

• Location : Multiple
• Length: 8-10 weeks
• Cost : Free, and students receive a $4,000 stipend
• Eligibility: All high school students whose families meet annual income requirements, but preferably current sophomores, juniors, or seniors

Having been operational for more than fifty years, Project SEED (Summer Experiences for the Economically Disadvantaged) runs programs at over 350 institutions and has served over 12,000 students. The goal of the program is to empower a diverse cohort of high school students to conduct hands-on research experience in the chemical sciences. Accordingly, all students work full-time on meaningful independent or small group projects, are closely guided by a mentor, and either write a report or do a poster presentation at the end of their fellowship.

Genetics Research Opportunities for High School Students

5) jackson lab summer student program.

• Location : Bar Harbor, ME or Farmington, CT
• Length: 10 weeks
• Cost : Free, and students receive a $6,500 stipend plus funded room, board, and travel
• Eligibility: High school seniors can apply to the Bar Harbor program, while eligible undergrads can apply to either program.

Hoping to design and execute an original independent research project? You’ll be able to do just that through Jackson Lab’s Summer Student Program, which immerses students in one of seven areas: bioinformatics and computational biology, cancer, developmental biology and aging, genomics, immunology and infectious disease, metabolic diseases, and neurobiology and sensory deficits. Moreover, students are closely guided by a mentor and present their research at the end of the summer. Finally, the application process is intense and competitive, requiring two letters of recommendation, a transcript, a resume, evidence of a strong interest in genetics and genomics, and four essay responses.

Pre-Health Research Opportunities for High School Students

6) national institutes of health high school summer internship program.

• Location : Research groups are available at many of NIH’s 27 institutes and centers , including the main campus in Bethesda, MD
• Cost : Free; all students receive a stipend
• Eligibility: High school seniors age 17+

Through their HS-SIP Program, the National Institutes of Health places high school students in full-time research positions within their many active research groups. Subject areas include biomedical, behavioral, and social sciences, and are geared toward students who are interested in pursuing research and healthcare. Moreover, students can take part in Summer Poster Day, where they present their research to the NIH community. They also have access to professional development programs and educational/career advising.

Note that this research opportunity for high school students is extremely competitive; approximately 7% of applicants are ultimately accepted. Finally, if you are under the age of 18 when you participate in the program, you will need to live within 40 miles of the campus that you’d like to intern at.

STEM/Humanities Research Opportunities for High School Students

7) army educational outreach program—high school internships.

• Location : Various
• Timeframe : All Year
• Length: 3 months
• Cost : Free, and all interns receive a stipend
• Eligibility: All current high school students. Some sites may have additional eligibility requirements.

With programs currently available in twenty states, the Army Educational Outreach Program places high school students in university research labs or at a US Army Research Laboratory/Center. Each site has its own technical focus, from biology and materials science to cybersecurity and AI. Regardless of specialty, all interns receive formal mentorship from a professional scientist or engineer, have access to high-tech equipment, and work on relevant research that addresses a current major challenge.

8) Boston University RISE

• Location : Boston, MA
• Length: 6 weeks
• Cost : $5,350 plus room & board
• Eligibility: Current high school juniors

A residential program located on the Boston University campus, RISE offers high school students the opportunity to conduct laboratory research in one of two tracks: Internship or Practicum. Students in the Internship track work full-time on a research project that aligns with their interests, and are mentored by a faculty member, postdoc fellow, or grad student. 15 subject areas are available, including astronomy, mechanical engineering, medical laboratory research, and nutrition. Alternatively, Practicum students work in small groups on structured research related to systems neuroscience and neurobiology.

Research Opportunities for High School Students—Continued

9) michigan state high school honors science, math and engineering program.

• Location : East Lansing, MI
• Length: 7 weeks
• Cost : $4,000

HSHSP is a highly selective, residential program where students can pursue research opportunities in science, engineering, and mathematics. After learning more about the research process, students deeply explore a problem of interest while engaging in an authentic (not “fail-proof”) research experience. Along the way, they’ll work with professionals and peers in their field of interest. Finally, many students have gone on to publish their work or be recognized at prestigious research competitions.

10) MIT Research Science Institute

• Location : Cambridge, MA
• Cost : Free
• Eligibility: High school juniors

With a combined focus on academic coursework and hands-on research, RSI students first take one week of STEM coursework with MIT professors. Here, they’ll learn about current research topics in biology, chemistry, engineering, mathematics, physics, and the humanities. Then, for the remaining five weeks, students “experience the entire research cycle start to finish.” During this time, they participate in an intensive, mentored individual project experience that culminates in a written and oral presentation.

The program looks for students who are exceptionally academically talented. As such, the application process is quite intensive. PSAT Math scores must be over 740 and ACT Math scores must be over 33. In addition, students must write several essays, acquire teacher recommendations, and provide transcripts. Ultimately, only 100 students are accepted.

11) NASA Internship Programs

• Location : Various; there are 15 centers and facilities in the US. Remote opportunities may also be available.
• Timeframe : Available during the fall, spring, and summer
• Length: 10-16 weeks, depending on session
• Cost : Free; the majority of interns receive a stipend, but some are unpaid
• Eligibility: High school students aged 16+

NASA’s Office of STEM Engagement (OSTEM) offers a number of internship opportunities for high school students. Available projects change each year and are location-specific, and not every NASA center will offer internship opportunities every session. That said, current projects span a range of subject areas, including Climate Change in the Hudson Estuary and Characterizing the Urban Land Surface Temperature. During the research internship, students will be closely mentored by a research scientist, engineer, or other professional. Note that you will need to make your own housing arrangements if you are not a local student.

Are you an undergraduate student? Check out NASA Pathways , which can provide a direct transition into full-time employment at NASA.

12) Smith College Summer Science and Engineering Program

• Location : Northampton, MA
• Length: 2-4 weeks
• Cost : $4,745 (2 weeks); $8,082 (4 weeks)
• Eligibility: Female high school students in grades 9-12; some programs have specific prerequisites

Fun fact: Smith was the first women’s college to create a program in engineering science. As such, their summer programs are an excellent place for young women to participate in hands-on, introductory research experiences. Two-week sessions are offered, and students can take one or both. Each session offers six distinct course choices. For example, the first session offers Chemistry of Herbal Medicine, Designing Intelligent Robots, and Novel Bacteriophage Discovery. Second session courses include Where the Body Meets the Mind, Supercontinents, Rocks, and Fossils, and the Art and Science of Microcontrollers. Students spend five days a week in class, attending lectures and conducting experiments & fieldwork. Additionally, the program is team-based, allowing students to learn from each other’s ideas and perspectives.

13) Stony Brook University Garcia Center Research Experience for High School Students

• Location : Stony Brook, NY
• Timeframe : Summer (with possible academic year continuation)
• Cost : $4,000 plus room & board

At the Garcia Center for Polymers at Engineered Interfaces, high school students can design an original research project in polymer science and technology during an intensive seven-week summer program. Uniquely, the research can then be continued during the academic year under the guidance of a faculty mentor. Students should be highly motivated and high-achieving, with at least three upper-level science courses under their belt. Finally, past participants have regularly published their research and won recognition in national competitions.

14) Stony Brook University Simons Summer Research Program

• Cost : Students need to cover transportation costs (if commuting) or room/board (if residential). Room/board is $2,781. Stipends are also awarded at the end of the program.

After being matched with a mentor and research team, students are fully immersed in the research process. Placement availability varies from year to year, but typically about thirty projects are available across over a dozen disciplines. These include biochemistry, computer science, geosciences, and pharmacological sciences, among others. Moreover, some have prerequisites, such as specific AP courses or previous programming experience.

All students participate in weekly faculty research talks, workshops, events, and a culminating poster symposium.

15) Summer Science Program

• Location : Astrophysics: UNC Chapel Hill, University of Colorado, Georgia College & State University, New Mexico State University; Biochemistry: Purdue, Indiana University; Genomics: Georgetown, Purdue, New Mexico State; Synthetic Chemistry : Southwestern Oklahoma State University
• Cost : $8,800 max; all program fees are scaled according to what each family can afford
• Eligibility: Current high school juniors and exceptional sophomores

The Summer Science Program offers four different immersive research programs that take place on different college campuses around the country. These include programs in astrophysics, biochemistry, genomics, and synthetic chemistry. Each program has its own research focus. For example, astrophysics students will dive into Asteroid Orbit Determination while genomics students explore Antibiotic Resistance and Directed Evolution.

Students spend six days a week in class deeply investigating their research topics and learning more about general experimental science. They also take part in guest lectures and other special programming.

16) Texas Tech University Anson L. Clark Scholars Program

• Location : Lubbock, TX
• Cost : Free; all students receive a $750 stipend upon completion of their projects
• Eligibility: High school juniors and seniors aged 17+ by the start of the program

The Clark Scholars Program is one of the only programs on this list with research disciplines in the sciences as well as the humanities. For example, current research areas include everything from nutritional sciences and mechanical engineering to history. Over the course of seven weeks, students work closely with a faculty member to complete a research paper in their discipline. They also participate in weekly seminars, discussions, and field trips.

17) University of California Santa Barbara Research Mentorship Program

• Location : Santa Barbara, CA
• Cost : $11,874 (residential); $4,975 (commuter)
• Eligibility: High school sophomores and juniors

During this intensive program, students work 35-50 hours per week on an interdisciplinary research project of their choice. Nearly thirty research areas are available in both the STEM disciplines and humanities; current topics include biochemistry, computer science, history, music, and anthropology, among others. Over the course of the program, they also take two courses: Introduction to Research and Presentation Techniques. Finally, students occasionally continue their research remotely during the academic year, depending on their mentor’s availability.

18) University of California Santa Barbara Summer Research Academies

• Cost : $8,224 (residential); $2,575 (commuter)
• Eligibility: High school sophomores, juniors, and seniors

Running for four weeks, the UCSB Summer Research Academies allow students to earn up to four credits. While taking a university-level course that teaches fundamental research concepts, students spend the first two weeks of the program developing a research question & framework via hands-on labs. They’ll then spend the final two weeks of the course analyzing their results and building presentations. Overall, they’ll spend about 25-40 hours per week working. Finally, twelve different tracks are available; each involves multiple disciplines. For example, “Bionic Creatures” combines mechanical engineering, materials science, soft robotics, biomanufacturing, and collective motion.

19) University of California Santa Cruz Science Internship Program (SIP)

• Location : Santa Cruz, CA
• Length: 9 weeks (two weeks virtual, seven weeks in-person)
• Cost : $4,750 plus room & board
• Eligibility: High school students aged 14+, although some research groups require students to be 16+

UCSC’s SIP Program offers a wide range of research focus areas, including science and engineering as well as social science, humanities, and art. For example, over 100 projects are currently offered that include everything from “Eating Insects in Silicon Valley: Cultural Gaps Between Food-Tech and Tradition” and “Future Projected Changes in the Distribution and Variability of Ocean Chlorophyll in Climate Simulations.” Before you dive in, you’ll spend two weeks doing online research prep (this part is conducted remotely) followed by seven weeks of in-person, mentored research. Students get to engage in authentic, open-ended projects that fully immerse them in the academic research experience. Moreover, they’ll present their findings at a symposium at the end of the program.

20) University of California Davis Young Scholars Program

• Location : Davis, CA
• Cost : $6,750
• Eligibility: High school sophomores and juniors who will be 16+ by the start of the program

Interested in biological, agricultural, environmental, or natural sciences? If so, UC Davis is a stellar place to explore those interests through research. All students have the opportunity to work on independent, original projects while receiving one-on-one faculty mentorship. Moreover, they each produce a journal-quality paper and symposium presentation. In addition to research, students also participate in a lecture series presented by UC Davis faculty; past topics have included forensic entomology and nutrition, among others. Finally, field trips to educational facilities like the Monterey Bay Aquarium and Bodega Bay Marine Laboratory round out the experience.

21) University of Florida Student Science Training Program

• Location : Gainesville, FL
• Cost : $5,200
• Eligibility: Rising seniors aged 16+

Thinking about a career in science, medicine, math, computer science, or engineering? UF’s Student Science Training Program could be the right fit. For thirty hours per week, you’ll work with a faculty mentor and lab team on university-level, ongoing research. Moreover, you’ll participate in a science lecture series as well as a UF Honors Program seminar class. Over the course of the program, you will write a research paper, present a poster, and give two oral presentations. Finally, social programming is included.

22) University of Iowa Secondary Student Training Program

• Location : Iowa City, IA
• Cost : $7,500

During this intensive and competitive program, students conduct research within small groups that are supported by a University of Iowa faculty member. There are twenty current active research areas, including chemistry, geography, neurology, orthopedics & rehabilitation, and religious studies. You’ll be working on your project approximately seven hours per day, attending classes in the evenings, and participating in structured activities on the weekend. Moreover, all groups will create and present a poster at the culmination of the program.

23) University of Massachusetts Amherst Summer Programs

• Location : Amherst, MA
• Cost : $3,636 (residential); $2,167 (commuter)
• Eligibility: Rising sophomores, juniors, and seniors

UMass Amherst offers two introductory, research-focused opportunities for high school students. These are Antibiotic Resistance: A Global Health Crisis, which allows students to join the Department of Microbiology in researching new antibiotics, and Energy Without Borders, which delves into climate change, infrastructure, and green energy. In both courses, you’ll learn research methods, complete multiple lab experiences, and present a research poster. Finally, students can earn two college credits upon successful completion of the program.

Location-Specific Research Opportunities for High School Students

The following programs are not residential and only offered in a specific location. Many also only accept local students, although some do allow out-of-state students to apply. If that’s the case, you will need to secure your own living accommodations and transportation. Moreover, if you are under the age of 18, you will need to be supervised by a parent or guardian.

Programs are organized alphabetically by state.

24) California Academy of the Sciences—Careers in Science Intern

• Location : San Francisco, CA
• Focus: STEM
• Length: Multi-year (2-3 years)
• Eligibility: 9 th or 10 th grade student enrolled in an SFUSD school with a GPA of 2.5 or higher

25) Cedars Sinai INSPIRE High School

• Location : Los Angeles, CA
• Focus: Pre-Health
• Cost : Free; all students are paid
• Eligibility: High school students age 16+

26) City of Hope Summer Student Academy

• Location : Duarte, CA
• Focus: Biomedicine
• Cost : Free; all students receive a stipend of $4,000

27) Sandia National Laboratories—Internships

• Location : Livermore, CA
• Focus : STEM
• Timeframe : Academic year and summer internships available
• Length: Academic year or 10-12 weeks (summer)
• Cost : Free; all positions are paid

28) Scripps Student Research Internship Program

• Location : La Jolla, CA
• Focus : Translational science/genomics
• Cost : Free; stipends are typically offered

29) UCSF SEP High School Intern Program

• Focus : Biomedical research
• Length: 8 weeks
• Eligibility: High school juniors enrolled in an SFUSD high school, SF charter school, or College Track San Francisco

30) UCSF Summer Student Research Program

• Location : Oakland, CA
• Length: 9 weeks
• Cost : Free; all students are given a stipend between $3,000-$4,300
• Eligibility: High school juniors or seniors, aged 16+

Connecticut

31) jackson lab academic year fellowships.

• Location : Farmington, CT*
• Focus: Genetics
• Timeframe : Academic year
• Length: 1 school year
• Cost : Free; students must be able to receive academic credit for their work
• Eligibility: High school juniors and seniors age 16+ within commuting distance of the lab

*Some fully remote opportunities are available

32) Yale School of Medicine Discovery to Cure High School Internship

• Location : New Haven, CT

33) Yale University Social Robotics Lab High School Internship

• Focus: Robotics and human social behavior
• Eligibility: Rising juniors and seniors aged 16+

34) Argonne National Laboratory — Exemplary Student Research Program

• Location : Lemont, IL
• Focus: Engineering
• Eligibility: Application must be completed by participating teacher

35) Chicago EYES on Cancer

• Focus : Biomedicine
• Timeframe : All year, with two 8-week summer research experiences
• Length: 2 years
• Cost : Free; all students receive $3,100 stipend
• Eligibility: High school sophomore, junior, or senior aged 16+

36) University of Kansas Biotech Research Apprentice Program

• Location : Overland Park, KS
• Focus : Biotech
• Length: Semester

37) Jackson Lab Academic Year Fellowships

• Location : Bar Harbor, ME*

38) National Cancer Institute Werner H. Kirsten Student Internship Program

• Location : Frederick, MD
• Timeframe : Academic year & summer
• Length: 1 year
• Cost : Free; academic credit available during school year, stipend provided in summer
• Eligibility: High school junior age 17+ who attends an eligible school located within a 30-mile radius of campus

39) University of Minnesota Lillehei Heart Institute Summer Research Scholars Program

• Location : Minneapolis, MN
• Focus: Cardiovascular medicine
• Eligibility: High school juniors and seniors age 16+ as well as undergraduate students

40) Coriell Institute for Medical Research

• Location : Camden, NJ
• Eligibility: High school student aged 17+

41) Princeton Laboratory Learning Program

• Location : Princeton, NJ
• Focus : Natural Sciences or Engineering
• Length: 5-6 weeks

42) Princeton Plasma Physics Laboratory High School Internship

• Location : Princeton, NJ*
• Focus : Physics
• Eligibility: High school seniors (program takes place summer after graduation)

*Remote projects may be available.

43) Rutgers Institute for Translational Medicine and Science Summer Research Program (RITMS)

• Location : Rutgers, NJ
• Focus : Translational medicine/science

44) Rutgers Waksman Institute Summer Experience Program

• Location : Piscataway, NJ*
• Focus : Molecular biology/bioinformatics
• Cost : $2,000
• Eligibility: High school students who have completed a high school-level biology course

*Online version of the program is also available

45) Los Alamos National Laboratory High School Internship Program

• Location : Los Alamos, NM
• Length: 11 weeks
• Eligibility: New Mexico high school seniors aged 16+

46) Sandia National Laboratories—Internships

• Location : Albuquerque, NM

47) Baruch College STEM Research Academy

• Location : New York, NY
• Timeframe : Spring/summer
• Cost : Free, but all students receive a stipend of $1,575
• Eligibility: Must be a NYC public high school sophomore junior to apply

48) Burke Neurological Institute NeuroAcademy

• Location : White Plains, NY
• Focus: Neuroscience
• Eligibility: Completion of NYS Regents Living Environment or equivalent Biology class; cumulative GPA of 3.4 or higher

49) City Tech College STEM Research Academy

• Length: Two semesters (January-August)
• Eligibility: NYC public school sophomore or junior

50) Columbia Zuckerman Institute—BRAINYAC Program

• Eligibility: High school sophomores and juniors from select partner programs/schools in Upper Manhattan and the Bronx

51) HOPP Summer Student Program at Memorial Sloan Kettering Cancer Center

• Focus: Biomedical or computational research
• Eligibility: High school students aged 14+

52) University of Rochester Laboratory for Laser Energetics Summer High School Research Program

• Location : Rochester, NY
• Focus: Laser energetics
• Eligibility: Rochester-area high school students who have completed their junior year

53) Cleveland Clinic Lerner Research Institute

• Location : Cleveland, OH
• Timeframe : Varies; depends on lab
• Length: Varies; depends on lab

54) OHSU School of Medicine Partnership for Scientific Inquiry (PSI)

• Location : Portland, OR
• Focus: Biomedical research
• Timeframe : Academic semester + summer
• Length: 16+ weeks
• Eligibility: Oregon-based high school sophomores, juniors, and seniors aged 16+

Pennsylvania

55) fox chase cancer center high school research programs.

• Location : Philadelphia, PA
• Timeframe : During school year
• Length: 2-3 months; depends on program
• Eligibility: Philadelphia-area high school students; students must be 16+ for some programs

56) Penn State College of Medicine Research Internships

• Location : Hershey, PA
• Length: Varies; could be weeks to months depending on lab
• Cost : Paid and unpaid internships available

57) University of Pennsylvania GRASP Lab High School Internships

• Focus: Robotics
• Cost : Free; stipend typically available
• Eligibility: Rising high school senior

58) George Mason University Aspiring Scientists Internship Program (ASSIP)

• Location : Fairfax, VA*
• Eligibility: High school students aged 15+ or 16+, depending on program

*Some fully remote and hybrid opportunities are available, depending on the lab.

59) Jefferson Lab High School Summer Honors Program

• Location : Newport News, VA
• Eligibility: High school students aged 16+ who live within 60 miles of the lab

60) Virginia Tech Fralin Biomedical Research Institute Summer Research Program

• Location : Roanoke, VA
• Focus: Health behaviors research
• Cost : Free; all students receive a stipend of $4,800
• Eligibility: Rising high school junior or senior in the Roanoke Valley

61) Pacific Northwest National Laboratory High School Research Programs

• Location : Richland, WA
• Timeframe : Summer & academic year programs available
• Length: Academic year or 10 weeks (summer)
• Eligibility: High school students aged 16+; some labs may require students to be 18+

62) Seattle Children’s Hospital Research Training Program

• Location : Seattle, WA
• Eligibility: High school sophomores, juniors, or seniors within commuting distance of downtown Seattle

Final Thoughts—Research Opportunities for High School Students

If gaining research experience is important to you, it’s in your best interest to explore a number of different programs, evaluating whether their structure, length, cost, and outcomes are in line with your goals. Finding the right opportunity may take some time, but it will be well worth the effort required.

• Research Programs

Kelsea Conlin

Kelsea holds a BA in English with a concentration in Creative Writing from Tufts University, a graduate certificate in College Counseling from UCLA, and an MA in Teaching Writing from Johns Hopkins University. Her short fiction is forthcoming in Chautauqua .

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Top 10 universities to study sharks

Working with sharks every day sounds like a marine biologist’s dream job. And of course, it’s the truth! But in order to pursue this exciting career full-time, you need some next-level research experience in the field. Shark research requires in-depth knowledge of scientific methods and field experience.

In order to obtain this, you need to find a university or institute that gives you the best possible research training. Many institutions have top-quality shark research labs you can join or contribute to as a post-grad student. With the help of these programs, you can fully pursue your passion for shark and marine research. In no specific order, here are the top 10 places to study sharks.

1. Hopkins Marine Station, Stanford University

The pioneer in charge of this lab is Dr Barbara Block , one of the most renowned marine biologists in the world. There is more than one research program within this lab. One of them focuses specifically on sharks, namely Tagging of Pelagic Predators .

2. University of Washington Shark Research Lab

This research lab falls under the university’s School of Aquatic and Fishery Sciences and conducts field and analysis research on elasmobranchs. Primarily, sharks. Faculty advisor Prof. Vince Gallucci and the members of the institute work together with various state and federal governments, NGO’s, aquaria and other partners to increase awareness of sharks, their habitat and human impact on them. Their research subjects include spiny dogfish, sixgill sharks, salmon sharks and blue sharks.

3. Guy Harvey Research Institute, Nova Southeastern University

Research at the GHRI is aimed at benefiting shark conservation, management and ecology. GHRI was established in 1999 by renowned marine artist Dr Guy Harvey and NSU’s Halmos College of Natural Sciences and Oceanography. They do field and lab studies on shark and ray migration, reproduction, genetics, habitat and biodiversity. The need for this research is a result of unregulated fishing, spurred by the global shark fin market.

4. Shark Research and Conservation Program, University of Miami

Recognized as one of the top collegiate programs for marine research in the world, this lab falls under the University of Miami’s Rosenstiel School of Marine and Atmospheric Science. The SRC conducts cutting-edge research on the effects of environmental change on sharks, under the direction of Dr Neil Hammerschlag . In addition, they inspire scientific literacy and environmental awareness in young people. School children can join on board the SRC boat and help survey, sample, tag and study sharks. Furthermore, they use various online education tools such as blogs, social media, videos and online courses.

Their research areas include great white shark predation, satellite tagging, overfishing, climate change and ecological risk assessment, among other projects .

Win a chance to be a Great White Shark Research Intern in South Africa

5. Pacific Shark Research Centre, Moss Landing Marine Laboratories at San Jose State University

The aim of the PSRC at the Moss Landing Marine Laboratories is to conduct and advance scientific research on sharks, rays and ghost sharks. The program was established in the late 1970s by the original program director Dr Greg Cailliet . In 2009, Dr David Ebert took over as director. The research centre aims to use scientific info to influence public policy makers. Moreover, they try to expand national and international cooperation with regards to shark biodiversity, ecology and conservation. Through this, they attempt to increase public awareness and understanding of sharks.

With their scientific findings, the PSRC provides expertise to help monitor and manage shark and ray fisheries along the west coast of America. They work with various other Pacific Coast institutions in Washington, British Columbia, Oregon and California. Their research priorities are life history studies, population structure and dynamics, and fishery studies.

6. Hawaii Institute of Marine Biology Shark Lab, University of Hawaii

This shark lab is led by Dr Kim Holland and Dr Carl Meyer . It falls under the Institute of Marine Biology of the university’s School of Ocean and Earth Science and Technology. Their research group specializes in organismic and supraorganismic biology of marine life. They combine lab work with field experiments to investigate the behaviour, physiology, and ecology of sharks and other fish species. One of their current projects is tagging and tracking tiger shark populations.

7. California State University Long Beach Shark Lab

The CSULB Shark Lab studies the ecology of marine animals, emphasizing the effect of human activity on the ocean. They also use and develop modern technology to provide solutions for depleted shark populations. The lab was established in 1966 by Dr Don Nelson and is now run by Dr James Anderson and Dr Kady Lyons . Many publications and postgraduate degrees have resulted from the lab’s scientific ventures. They received an NGSS Design Badge for their Understanding White Sharks module. This badge is awarded to top-rated science units for the Next Generation Science Standards, making this lab one of the top places to study sharks.

Research areas include fish movements, marine protected areas, suntanning in sharks, contaminants in elasmobranchs, fish behaviour and offshore oil platforms, catch and release science, and more .

Download FREE eBook with 70 verified grants and scholarship opportunities to fund your shark research project

8. The Sims Lab (Marine Biological Association), Southampton University

Research at Dr David Sims’s laboratory is focused on marine predator movement. They conduct ecology and conservation research through tracking individual free-ranging sharks and predators with advanced telemetry techniques. The Sims Lab studies silky sharks, white sharks, small-eyed rays, blue sharks, oceanic whitetips, shortfin makos and basking sharks, among other species.

9. James Cook University

James Cook University is known as one of the world’s leading institutions for shark and ray research. Therefore, also one of the best places to study sharks, led by Prof. Colin Simpfendorfer . They are focused on using new scientific findings to help understand and manage sharks worldwide. The Shark Research unit also does extensive research on sawfishes, one of the most threatened fish groups on the IUCN Red List.

10. Gulf Coast Research Laboratory Shark Research Program, University of Southern Mississippi

The GCRL Shark Research Program conducts biological and ecological research on the sharks in the Gulf of Mexico and the Mississippi Sound. Dr Jill Hendon and her team use satellite tagging, sightings reports, scientific encounters and various surveys to research whale sharks and other species in these two focus locations.

Shark research labs at universities are highly competitive. However, gaining field experience in shark research is a great way to excel as a graduate student and raise your chances of getting accepted into one of these shark labs. Programs such as the Blue Wilderness Shark Development Program provide the perfect opportunity to gain this experience. It can show you what life as a shark biologist is like and teach you some practical field research techniques. Volunteering or interning with such programs will help ensure that you’re a competitive applicant for one of the above 10 shark research labs. It will show academic institutes that you’re already passionate about your field and gain some research experience of your own. This will benefit you on your journey to ultimately becoming a renowned and professional shark biologist.

Academic research is just one aspect of becoming a shark biologist. So, gain some valuable knowledge and experience by volunteering or interning at a shark development program. And when the time is right, you can apply to one of these top-choice places to study sharks.

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Support the research and conservation projects of the Shark Research Unit, whilst enjoying naming and following the adventures of your adopted striped pyjama shark. As an awesomely appreciated shark adopter, we will send you sighting reports, research discoveries and photographic updates about your very own pyjama shark.

Support Information

Support the research and conservation projects of the Shark Research Unit, whilst enjoying naming and following the adventures of your adopted Blacktip shark. As an awesomely appreciated shark adopter, we will send you sighting reports, research discoveries and photographic updates about your very own Blacktip shark.

Support the research and conservation projects of the Shark Research Unit, whilst enjoying naming and following the adventures of your adopted Sandtiger shark. As an awesomely appreciated shark adopter, we will send you sighting reports, research discoveries and photographic updates about your very own Sandtiger shark.

Support the research and conservation projects of the Shark Research Unit, whilst enjoying naming and following the adventures of your adopted Great white shark. As an awesomely appreciated shark adopter, we will send you sighting reports, research discoveries and photographic updates about your very own Great white shark.

The SRU is dedicated to engaging South Africa’s next generation of marine biologists and ocean conservationists. Connect with us so that we can visit your school and learners.

Please enable JavaScript in your browser to complete this form. Name * First Last Email * Phone Your School School Location George - Western Cape Mossel Bay - Western Cape South Coast - KZN Other Student Information * Please tell us about the students that you would like us to engage with. Send Inquiry

The SRU partners with a worldwide network of scientist, conservationists and naturalists. We welcome proposals from academics requiring access and expertise to conduct work on South Africa’s coastal shark species.

• Academic Research
• Media Project
• Conservation Campaign
• Learner Outreach
• Client Recruitment
• Expert Consultency
• Viablity Assessment
• Environmental Impact Assessment
• Public Presentation
• Great White Shark Research Internship
• Shark Development Program
• Sharkslive Film Internship

The SRU welcomes a limited number of students onto our Graduate Support Program annually. Before submittng the form, please ensure you have checked the eligibility criteria. Thank you

The University of Miami is Introducing High School Students to Shark Research

Ocean action: university of miami shark research.

MISSION: Using science, technology, education and conservation to engage high school students, and to strengthen awareness about marine ecology and conservation.

YEAR STARTED: 2010

CONTACT: [email protected]

PROJECT: Field research that encourages students to adopt conservation-focused attitudes

University of Miami Shark Research Christine Shepard

1. TAG YOU'RE IT Shark tagging brings participants into the field where they work with scientists off South Florida collecting data. For a donation of $300, you can join a University of Miami shark expedition. “If we’re lucky enough to catch a shark, things get exciting quickly,” says SRC’s lab manager Stephen Cain. “Participants will be asked to help us with a variety of field sampling techniques — nictitating membrane, fin clip, shark tag, standardized measurements — before releasing the shark.”

2. RESCUE A REEF SRC is part of the R.J. Dunlap Marine Conservation Program, which hosts research trips out of Key Biscayne, Florida, to work on coral-reef restoration. “Each Rescue A Reef expedition is designed to allow citizen scientists to take part in all aspects of a reef-restoration process,” says Dalton Hesley, a UM research assistant. You’ll help scientists maintain nurseries, fragment corals, and outplant fragments of staghorn coral onto nearby wild reefs, so an open-water certification is required.

3. GET TO BUSINESS Shark research is neither easy nor cheap. For $2,500, you and your co-workers can adopt a shark, the cost of which covers the price of one new satellite tag. You are given the opportunity to name the tagged shark and follow its movements online using the SRC’s interactive Google map. Want to take it a step further? SRC also offers corporate expeditions — such as a five-day trip to the Berry Islands — so you and your office mates can get some amazing stories for the watercooler.

Learn more about tagging sharks: Great whites

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• Shark Research

Virginia Shark Monitoring and Assessment Program

Sharks play a key role in marine ecosystems worldwide. At the Virginia Institute of Marine Science, systematic study of mid-Atlantic sharks began in 1974 with the VIMS Shark Survey, which now stands as the longest-running fishery-independent study of shark populations in the world. This longline survey brought global attention to significant declines in shark populations due to overfishing, and led to the first U.S. management plan for sharks, in 1993. As fishing regulations help shark populations rebound in U.S. waters, data from shark research programs at VIMS continue to inform stock assessments and fishery management plans at federal and state levels.

To learn more about sharks and shark science at VIMS:

• Visit our species pages for a field guide to common mid-Atlantic sharks and the status of their populations
• Read our Frequently Asked Questions about sharks and shark-human interactions
• View the physical characteristics that are used to describe and identify different shark species
• Explore the 3 components of our shark research program: longline survey , juvenile COASTSPAN survey , and tagging studies
• Discover how shark research helps inform fishery management and conservation of shark species in Virginia and around the world

Email: [email protected]

What We Believe

We at CMERA believe that there are numerous benefits to field experience and interactive learning such as: 

• Longer retention of information 
• Immediate feedback on questions
• Valuable job preparation skills 
• First hand observation and interaction with marine life

Our Purpose as a Research Academy

Our goal is to provide hands-on field research opportunities to college students or anyone interested in the natural sciences while conducting research to further the understanding of shark and ray ecology .

Your Unique Opportunity

With CMERA, you will gain valuable field research experience while learning how to properly handle marine animals, identify local species , collect data, and design a research project. You will learn about our local, unique, coastal ecosystems. You will experience hands-on experience with animals, while learning about their anatomy and ecology, such as sharks, Stingrays, crabs, starfish, and other fishes and observe sea turtles, dolphins, manatees, and other animals in their natural habitat. 

This is an excellent shark research internship opportunity for all students interested in the natural sciences, students planning to attend graduate school in the natural sciences, and students planning to pursue a career in the natural sciences. This kind of research experience will put you ahead of your classmates and other potential employees. The skills you will acquire will be invaluable when you are conducting your own research as a graduate student, and this experience may give you ideas for what you would like to study in graduate school. For those of you that would like to go directly into a career in the natural sciences, this experience will look fantastic on your resume and could be the difference in getting the job or not. Most importantly, no matter what your plans are after graduation, this is FUN!

How We Stand  Out

All day, every day Monday through Friday we are out on boats catching and handling live animals. Spend a week or more with us and 100% of your time is hands on and in the field! You will be allowed to tag, collect data and handle both sharks and rays as they are brought on the boat. This is not a "stand over there and watch" type of experience. You are personally involved in all phases of the day’s activities. 

Most other internship opportunities available to college students offer very little hands-on or field work experience. In most other programs you will spend most of your time in a lab, doing food preparation (at a zoo or aquarium), or doing other grunt work.

While lab work is very important and essential in conducting scientific research we believe to fully  understand an organism or an  ecosystem you must spend time with it in its natural environment.

Also, unlike some internship and research opportunities, with CMERA no previous experience is necessary. You may participate in as many weeks as you would like (there are incentives for attending multiple weeks listed on the summer program page).

Credit Hours

The majority of students are able to receive credit through their college or university.

Although CMERA does not directly provide credit hours toward your degree we will assist you by providing any documentation your school may need to grant credit for your time with us. Students are advised to discuss receiving credit with your school advisor. Most institutions offer hours listed as independent research or directed study for this kind of summer opportunity. They may also require you to attend a certain number of weeks in order to be eligible for credit. We will provide you a letter of completion or other confirmation that may be required by your school.

Phone: 843-246-0750

Fax: 888-908-1137

• Research & Services
• Multispecies Research Group
• Shark Research

Sharks at VIMS

Sharks play a key role in marine ecosystems worldwide. The Virginia Shark Monitoring and Assessment Program (VASMAP) is a key source of data for better understanding and management of sharks in the mid-Atlantic.  The systematic study of mid-Atlantic sharks at VIMS began in 1974 and now stands as one of the longest-running fishery-independent studies of shark populations in the world. This longline survey brought global attention to significant declines in shark populations due to overfishing, and led to the first U.S. management plan for sharks, in 1993. Because sexual maturity doesn't occur until age 5 or later, and only 8-10 pups are produced each year, recovery of shark populations from severe depletion can take decades.  As fishing regulations help shark populations rebound in U.S. waters, data from shark research programs at VIMS continue to inform stock assessments and fishery management plans at federal and state levels.

Learn More:

Data from the VIMS Shark Survey show that populations of large coastal sharks were severely depleted between the late 1970s and the early 1990s. These data informed the implementation of shark-management measures in Virginia in 1990, and by the federal government in 1993. These measures have led to a slow but steady recovery in most mid-Atlantic shark stocks.

The VASMAP program is funded by the  Atlantic States Marine Fisheries Commission Shark Ecology The most common shark species found in Virginia waters are sandbar sharks, smooth dogfish, Atlantic sharpnose sharks, and dusky sharks. Shark populations were severely overfished by both recreational and commercial fisheries from the late 1970s to the early 1990s. Data from the VIMS Shark Survey show that sandbar sharks were reduced by 65%, and duskies by 80%. The implementation of shark management measures in Virginia in 1990, and by the Federal Government in 1993, have led to a slow but steady recovery in most mid-Atlantic shark stocks. Sharks are susceptible to over-fishing because they grow slowly, reach sexual maturity at an advanced age (6-21 years for most of the larger species), and produce only 8-10 pups every other year. The lower Chesapeake Bay and the lagoons along Virginia's Eastern Shore constitute the principal nursery grounds for sandbar sharks. This is the most abundant large shark species on the Atlantic Coast, and the most important in both recreational and commercial fisheries. The VIMS Shark Survey, established by Dr. Jack Musick, has been monitoring populations of adult sharks in the Chesapeake Bight using standardized, fishery-independent longline surveys since 1974. This long-term data set represents the longest running fishery-independent shark-monitoring program in the world. The Shark Survey is now part of VIMS broader Virginia Shark Monitoring and Assessment Program (VASMAP), which also includes a and . Scientists and students involved in these programs provide detailed analyses of habitat use, age, growth, reproduction, trophic dynamics, and demographics of commercially, recreationally, and ecologically important shark species in the mid-Atlantic region. Data from the VIMS Shark Survey figure prominently in the Federal stock assessments for sandbar and dusky sharks. Sharks sit atop the food chain as apex predators. As such, they play an important ecological role in keeping prey populations healthy by removing weak, old, and infirm individuals. When shark populations decline due to over-fishing and habitat loss, prey populations can increase unchecked, leading to an overall decline in ecosystem health. Sharks and People Encounters with sharks are extremely rare. An individual is three times more likely to be hit by lightning than to be bitten by a shark. There were an average of 70 shark bites a year between 2005-2014 in the entire world. Less than 10% of these were fatal. Visit the for a comparison of the relative risk of shark bite versus other potential hazards. In the U.S., most encounters with sharks occur in Florida. Incidents in Virginia are extremely rare and incidents in North Carolina are uncommon. There are only 5 unprovoked shark bites on record in Virginia, with only one fatal bite, in 2001. There have been 52 bites in North Carolina between 1990 and 2004, 4 of them fatal. For a comprehensive database of shark-attack statistics, trends, and analyses, visit the Long-term trends in the prevalence of shark-human interactions are directly correlated to human population and interest in marine recreation. Because more humans are spending more time in the ocean, the number of shark-human interactions and other marine-related injuries is generally increasing. Increased media coverage and scientific interest has also led to an increase in the number of shark-human interactions that are recorded. Sharp declines in shark populations during recent decades in many areas of the world as a result of over-fishing and habitat loss reduce the potential for shark-human interactions. Local year-to-year variations in economic and social factors, weather, and ocean conditions significantly influence the abundance of sharks and humans in the water. As a result, short-term changes in the number of shark attacks—up or down—must be viewed with caution. Scientists prefer to view trends over longer periods of time (e.g., by decade) rather than trying to assign undue significance to year-to-year variability. (adapted from ISAF statement). Avoid being in the water when sharks are most likely to be present. Sharks generally feed around dawn and dusk and often move into shallow waters following prey such as menhaden and other small fish. When schools of bait fish are observed near the shoreline sharks and other predators may also be nearby. Along the coast of the U.S. sharks move north in the spring with warming temperatures, and south again in the fall as water temperatures cool. To minimize the chance of a shark encounter, experts recommend the following precautions: Visit the for more advice on reducing the risk of a shark encounter. Skip to primary navigation Skip to main content 110 Baker St. Moscow, ID 83843 208.882.1226 A Classical & Christ-Centered Education Logos School is a regular member of the Idaho High School Activities Association (IHSAA). For information regarding the athletic opportunities available to the junior and senior high school student, see the menu in the left sidebar. Within our membership in the IHSAA, we are members of the White Pine League (Region 2: 1A Division 2). Click here for up-to-date information on league standings, game results, and seeding for tournaments. Invaluable Research Opportunities SRC provides a platform for students to conduct research while enrolled as a graduate student at the University of Miami. Graduate students interested in getting involved with SRC projects while attending graduate school should read Dr. Hammerschlag’s  letter to prospective students. South Florida is an oasis for marine research, with great weather all year round. Our varied research interests, incorporating both the natural and the social sciences, are applied to produce high-quality science in support of important conservation and management goals. Our sampling sites in the Florida Keys, the Everglades, the Dry Tortugas, and the Bahamas are home to a diverse assemblage of shark species including nurse sharks, blacktips, blacknoses, great and scalloped hammerheads, tiger sharks, and Caribbean reef sharks. Graduate students working on SRC projects have the opportunity to train and manage undergraduate interns, lead shark research trips, and speak with local school groups about marine conservation. Over the past few years, thousands of high school students, ranging from underserved public school districts to elite prep schools, have accompanied us out on the water to learn about sharks and participate in research. SRC is a joint initiative of the University of Miami’s Rosenstiel School of Marine & Atmospheric Science and Abess Center for Ecosystem Science and Policy. The University of Miami’s MPS program is an accelerated Masters program that prepares students for careers in industry, government, and nonprofit organizations. Prospective students interested in attending the University of Miami as Masters of Professional Science student at the Rosenstiel School of Marine & Atmospheric Science, click  HERE  for more information. Avenues of involvement for MPS students are through the Shark Research Internship described below. SHARK RESEARCH INTERNSHIP Have you always dreamt of being a marine biologist? Do you have the yearning to immerse yourself in shark research? Are you an innate leader with a passion for education? If so, the Shark Research Internship could be your dream come true. The responsibilities as a Shark Research Intern are ever-evolving as our Program expands. Currently, the primary duties include: Attend scheduled shark research/outreach trips and participate actively on the boat. Interns must be available a minimum 2 full days each month Participate in all mandatory training sessions and lab meetings Write at least 1 Blog entry breaking down an ocean-related scientific publication for the general public (350 words) Write at least 1 extended Blog entry about a marine conservation topic of choice (500–750 words) Interns will also be evaluated according to a Performance Review Points System. This has been created to reward those who consistently go above and beyond in their work. M.S. Program Prospective students interested in a Masters program in Marine Ecosystem Science should click HERE . Students interested in working with Dr. Neil Hammerschlag should read his letter to prospective students. Doctor of Philosophy (Ph.D.) Prospective students interested in the Ph.D program in Marine & Atmospheric Science, click  HERE  for more information. Prospective students interested in the Ph.D. in Environmental Science and Policy, click  HERE  for more information. Students interested in working with Dr. Hammerschlag should read his  letter to prospective students. “My masters program at Northeastern University included a research and internship requirement, and I was lucky enough to do both with the Shark Research & Conservation Program. The chance to be out in the sun and working with sharks was an amazing opportunity, it’s exciting to be a part of such important research and conservation efforts.” — Piper Wallingford Masters Student ’11 “The Ph.D. experience with SRC is a mixture of rigorous scientific training coupled with extensive field time. Being a member of Dr. Hammerschlag’s Lab has helped me realize that spending time with sharks in their natural environment is key. I have gained a deeper, more instinctual understanding of these species, better preparing me to navigate my doctoral degree.” — Austin Gallagher, Ph.D. Privacy Statement and Legal Notices Copyright © 2018, University of Miami All rights reserved. 4600 Rickenbacker Causeway Miami, Fl 33149-1098 +1 305 421 4000   Faculty Dr. Mike Kinzinger Associate Professor, Recreation MEM Room 109 208 885-2165  [email protected]   Dr. Randy Page Professor; Health Science PEB Room 103 208-885-2181  [email protected]   No Picture  Dr. Patti Richards Associate Professor: Health and Safety PEB Room 104 208-885-2183 [email protected] Dr. Sharon Kay Stoll Graduate Coordinator; Professor; Sport Ethics and Philosophy MEM Room 500 208 885-2103   [email protected] Professor Diane Walker, Emeriti Professor; Dance Pedagogy PEB Room 108 208 885-2189  [email protected] Dr. Marianne Woods   Assistant Professor; Pedagogy PEB Room 207   208 885-2894  [email protected]   For additional information, please contact the Division of Health, Physical Education, Recreation and Dance, 101 Phys. Ed. Bldg., The University of Idaho, Moscow, ID, 83844-2401: (208) 885-7921 Faculty / Student Seminars / Assistantship Application / Programs UI Graduate Home / UI Home / Job Search / HPERD Graduate Home                                    271 IMAGES Great White Shark Animal Research Project, Brochure Projects, PDF Printable Shark Research Project Printable Shark Research Worksheets for Kids Intro to Shark Research Skills All About Sharks Research Study Writing Project with Multiple Shark Research & Conservation Program (SRC) COMMENTS Shark Research and Conservation Program (SRC) The SRC program gives high school students exhilarating hands-on research experiences in marine biology. The Program helps students actively grow as scientists while supporting ongoing research crucial to shark conservation. The goals of the Shark Research Conservation program are: (1) to provide high school students with engaging scientific research opportunities that inspire youth to learn ... Sharks & Rays Conservation Research Full Program Team. The Sharks & Rays Conservation Research Program is dedicated to studying the biology, ecology and conservation of sharks and their relatives, the skates and rays. These fishes comprise about 1,000 species worldwide, many of which are threatened by overfishing and environmental impacts. REPORT A RAY SIGHTING. School Group Field Experiences The Shark Research & Conservation Program provides educational experiences to groups of middle and high school students year-round. Classes will take an active role in setting and hauling fishing gear and in scientific data collection. Students connect with marine science in an exciting, participatory setting, augmenting traditional classroom ... Shark Research and Conservation Its goal is to provide middle and high school girls with an exciting hands-on experience in marine science as shark research volunteers under the mentorship of female University of Miami faculty and students. During the day-long shark tagging expedition, participants are able to experience research in action and have the opportunity to engage ... Education Tiger Shark Print Apparel; Menu Menu; Explore our unique, hands-on research and virtual learning experiences in marine conservation biology. STUDENT FIELD TRIPS. Learn how SRC is providing over 1000 high school students each year with hands-on scientific field experience. EXPLORE. 62 Best Research Opportunities for High School Students Research Opportunities for High School Students—Continued 12) Smith College Summer Science and Engineering Program. Location: Northampton, MA; Timeframe: Summer; Length: 2-4 weeks; Cost: $4,745 (2 weeks); $8,082 (4 weeks) Eligibility: Female high school students in grades 9-12; some programs have specific prerequisites Top 10 universities to study sharks The Sims Lab studies silky sharks, white sharks, small-eyed rays, blue sharks, oceanic whitetips, shortfin makos and basking sharks, among other species. 9. James Cook University. James Cook University is known as one of the world's leading institutions for shark and ray research. Internships at White Shark Conservancy Internships at White Shark Conservancy — AWSC. Our internships provide college students, or recent graduates, an opportunity to gain valuable experience in shark conservation and education. All of our 2024 internship positions have been filled. We will post positions for 2025 in January of 2025. and will be on Cape Cod with us until Labor Day. Participate Tiger Shark Print Apparel; Menu Menu; Discover the educational and research opportunities with SRC. Join us! SCHOOL FIELD EXPERIENCES. Are you a student with a passion for protecting our oceans? Get a career jump-start with SRC's shark tagging and marine conservation field trips. The University of Miami is Introducing High School Students to Shark OCEAN ACTION: University of Miami Shark Research MISSION: Using science, technology, education and conservation to engage high school students, and to strengthen awareness about marine ecology and conservation. HQ: Miami YEAR STARTED: 2010 CONTACT: [email protected] PROJECT: Field research that encourages students to adopt conservation-focused attitudes Shark Conservation and Ecology Research Consequently, shark populations have plummeted worldwide to less than 30 percent of their numbers two decades ago. This decline, coupled with the slow reproductive rate of most sharks has prompted great concern about the health of shark populations and an urgent need for effective conservation and management. The NSU Guy Harvey Research ... Virginia Shark Monitoring and Assessment Program At the Virginia Institute of Marine Science, systematic study of mid-Atlantic sharks began in 1974 with the VIMS Shark Survey, which now stands as the longest-running fishery-independent study of shark populations in the world. This longline survey brought global attention to significant declines in shark populations due to overfishing, and led ... 10 Neuroscience Research Programs for High School Students The UCLA Neuroscience High School Scholars Program is a free, six-week program focused on Alzheimer's disease and dementia research for high school students from underrepresented communities. Participants work with physician-scientists and research professionals, handling tasks like data entry, literature reviews, and brain-cutting sessions. Shark Research Internship This is an excellent shark research internship opportunity for all students interested in the natural sciences, students planning to attend graduate school in the natural sciences, and students planning to pursue a career in the natural sciences. This kind of research experience will put you ahead of your classmates and other potential employees. Research & Projects Opportunities are available for graduate and undergraduate students to become involved in ongoing shark research projects. ... This is an NSF funded project to generate high-resolution digital three-dimensional data for internal and external anatomy across vertebrate diversity using high resolution CT scan data.We are contributing to the ... Creative Internships Last year alone, SRC brought nearly 1000 high school students onto the water for hands-on research field experience in marine science. Providing these students with access to professional-grade photography will enable them to more effectively share their experience with peers, family and friends, expanding the potential outreach effect. Sharks at VIMS The systematic study of mid-Atlantic sharks at VIMS began in 1974 and now stands as one of the longest-running fishery-independent studies of shark populations in the world. This longline survey brought global attention to significant declines in shark populations due to overfishing, and led to the first U.S. management plan for sharks, in 1993. University of Rhode Island Shark Camp URI shark camp. For one week each July, high school sophomores and juniors interested in sharks, marine biology and biological sciences attend URI Shark Camp. A total of 16 students are selected from applicants from local high schools that have a large proportion of underrepresented students. Students are transported from their schools to the ... School of Agriculture is milking innovation and setting the bar high UW-Platteville's Pioneer Farm is revolutionizing dairy management with cutting-edge technologies that measure cow emissions (burps) and monitor feed intake, setting new standards in sustainability and precision. These advancements offer students unparalleled hands-on experiences and position the university as a leader in agricultural innovation within the tri-state area. 12 Biomedical Research Internships for High School Students The Werner H. Kirsten (WHK) Student Intern Program offers high school seniors a unique opportunity to engage in biomedical research at the National Cancer Institute. This year-long internship includes an intensive eight-week summer component where interns commit to 40 hours per week, followed by volunteer research during the academic year. Athletics Logos School is a regular member of the Idaho High School Activities Association (IHSAA). For information regarding the athletic opportunities available to the junior and senior high school student, see the menu in the left sidebar. Within our membership in the IHSAA, we are members of the White Pine League (Region 2: 1A Division 2).… Undergraduate Opportunities Opportunities to develop analytical, writing, and field skills. The responsibilities of a Shark Research Intern are ever-evolving as our program expands. Currently, expectations of our interns include: Attending outreach activities (boat-based, shore-based, or virtual) and research trips. Interns must be available a minimum 2 full days each month. PDF Clusters of opportunity: results of research on educational effects of Clusters of opportunity: results of research on educational effects of participation in the project "School for High School Students" Elena Ivanova1*, Irina Vinogradova1, Elizaveta Maуakova1, Ekaterina Barsukova1, and Anna Ter-Grigorian1 1Moscow City University, Institute of System Projects, Laboratory of Educational Infrastructures , Moscow, Russia Center for ETHICS Winning With Character provided character and ethics education resources to collegiate and high school athletes. The purpose of the program was to: Challenge athletes to reach their full potential in the classroom, on the field, and in society. Provide understanding, reasoning, and application of moral and ethical principles. Master's & Ph.D Graduate students working on SRC projects have the opportunity to train and manage undergraduate interns, lead shark research trips, and speak with local school groups about marine conservation. Over the past few years, thousands of high school students, ranging from underserved public school districts to elite prep schools, have accompanied us ... Faculty Bios 208 885-2188. [email protected]. Dr. Grace Goc Karp. Associate Professor; Pedagogy. PEB Room 206. 208 885-2187. [email protected]. Being trained in sport pedagogy, I have developed expertise in researching the teaching and learning process in physical education teaching and teacher education. This encompasses both qualitative and quantitative ... assignment essay homework paper phd report resume review thesis