rpi research opportunities for high school students

Rensselaer Polytechnic Institute

• WSTNet at RPI
• Tetherless World Education Series (TWed)
• TW Portal Internal Resources
• Accessing the IDEA Compute Cluster
• Publications
• Presentations
• TWC Co-Chairs
• RPI Faculty Collaborators
• Researchers
• Research Staff
• Administrative Staff
• Graduate Students
• Undergraduate Students
• Alumni and Past Researchers
• Academic Opportunities
• Departmental News
• Announcements
• Podcasts & Videos
• Talks & Lectures

Rensselaer Research Experience for High School Students

High School Students Participate in Summer Enrichment Program at RPI’s CURENT Center

(TROY, NY) The CURENT Engineering Research Center at Rensselaer Polytechnic Institute hosted a one-week high school summer enrichment program during July. The program appropriately called “ Smart Grid ” included 20 high school students. While most students were from the northeast region of the United States, students also came from as far away as Pennsylvania, Virginia, North Carolina, San Diego, CA, and Puerto Rico.

The comprehensive program included talks by faculty and graduate students describing the engineering behind power generation to address today’s real world energy challenges. Throughout the week, the students also participated in faculty led tours of RPI’s state-of-the art research laboratories and worked on an electronic build of a CURENT Solar Panel table-top device. The hands-on build effectively taught them about intricate circuit layout, solar energy power, C++ coding and Bluetooth technology. All of the students were able to returned home with the device they built.

A highlight of the week was an educational field trip to the New York Independent System Operator ( NYISO ) Control Room, which manages a power grid including 11,000 circuit miles of transmission from 760 power generation units across New York state.

About Smart Grid Summer Enrichment at Rensselaer Polytechnic Institute

The Smart Grid Summer Enrichment program is sponsored by the National Science Foundation and the Department of Energy through the CURENT Engineering Research Center. The program, hosted at RPI in Troy, New York, provides high school students from around the world with a quality, hands-on experiential learning opportunity. Participants of the program learn how the electric grid is being adapted to incorporate renewable sources such as solar arrays and wind turbine, gain a comprehensive understanding of computer networks and cyber security, and use simulations tools to address current technological challenges of the grid with RPI’s faculty and graduate students. www.summer.rpi.edu/programs

About the Center for Ultra-Wide-Area Resilient Electric Energy Transmission Networks (CURENT)

The CURENT center is a National Science Foundation Engineering Research Center that is jointly supported by the NSF (National Science Foundation) and the DoE (Department of Energy). It is part of a joint collaboration of academia, industry, and national laboratories. CURENT is led by the University of Tennessee, Knoxville. And its partner institutions include: Northeastern University, Rensselaer Polytechnic Institute, and Tuskegee University. www.curent.utk.edu

About Rensselaer Polytechnic Institute

Rensselaer Polytechnic Institute, founded in 1824, is America’s first technological research university. For nearly 200 years, Rensselaer has been defining the scientific and technological advances of our world. Rensselaer faculty and alumni represent 85 members of the National Academy of Engineering, 17 members of the National Academy of Sciences, 25 members of the American Academy of Arts and Sciences, 8 members of the National Academy of Medicine, 8 members of the National Academy of Inventors, and 5 members of the National Inventors Hall of Fame, as well as 6 National Medal of Technology winners, 5 National Medal of Science winners, and a Nobel Prize winner in Physics. With 7,000 students and nearly 100,000 living alumni, Rensselaer is addressing the global challenges facing the 21st century—to change lives, to advance society, and to change the world. www.rpi.edu

Leah Scott, MBA Marketing and Outreach Manager School of Engineering Rensselaer Polytechnic Institute Office: (518) 276-4010 Email: [email protected] Website: ecse.rpi.edu

Elizabeth Herkenham K-13 Education Outreach Director School of Engineering Rensselaer Polytechnic Institute Office: 518-276-6245 Email: [email protected] Website: ecse.rpi.edu

Summer Here. The World Away.

Research planning and registration.

Please Note: Students should be registered for ILEA 4400 by the Add Deadline of their Away Term. Any student not registered is at risk of disenrollment after the fifth week of that term.

Description

Become immersed in faculty-led research while gaining professional hands-on experience on a topic that aligns with your academic interests. Experiences are available to work full-time/full-semester with RPI faculty or at other institutions. Opportunities are also available at Albany Medical School, Mount Sinai, and more for pre-health students looking for medical research experience.

• Research at a lab or medical facility (domestic or international)
• Research at another institution (domestic or international)
• Research opportunities with Rensselaer faculty

Requirements

Arch research opportunities may run for the full Fall semester (August-December) or the full Spring semester (January-May). Typically, students are not taking classes during the summer following the junior year, so they are open to extend spring experiences through the summer months (as applicable).

Note: Students must satisfactorily complete a mandatory LMS course during their semester-away experience.

Search for an Opportunity

Research at RPI : Connect with RPI faculty directly to learn about opportunities. (Note: ILE Research is not the same as URP. There can be no credit for this experience. Contact Office of Undergraduate Education for additional information.) 

Non-RPI research : The Center for Career and Professional Development (CCPD) supports non-RPI research search and registration experiences. To begin your search, visit Handshake or make an appointment with a CCPD counselor.

Process to Register a Research ILE

Obtain Letter of Support from Sponsoring Faculty.  Letter should include:

• Length of assignment (max of 40 hours per week) and rate of pay (minimum wage is the base; can be higher based on available funding)
• Agreement that assignment/project modality (remote or in person)
• Expressed support for the student to submit all LMS assignments, which includes  final report of research project.

Research at RPI: 

• Log into sis.rpi.edu to record your Away Semester plan (Select ILE-Research)
• Complete the Arch Semester Away Registration form
• Length of assignment and rate of pay (minimum wage is the base; can be higher based on available funding)
• Send Letter of Support (offer letter on department letter head) verifying the research scope and the modality of the research (remote or in person) to the Office of Undergraduate Education. 

Non-RPI research: 

• Log into sis.rpi.edu to record your Away Semester plan.
• Go to Handshake to upload your offer letter and resume and to answer a few questions about your experience (Handshake > Career Center > Experiences > Request an Experience)
• CCPD will verify and approve the plan and send approval to student email.
• You must attend the away-semester briefing, Preparing for Your Away Semester 2.0 .  

Office Contact for Questions and Guidance

Office of Undergraduate Research -RPI Related Research

• Dr. Tiffany Powell, Director, Arch Academic Programs

Center for Career and Professional Development (CCPD) - Non-RPI Research

• Dawn Cairns-Weaver , Associate Director
• Emily Nicholson , Assistant Director
• Stephanie Perry , Recruitment Coordinator

Visit Rensselaer!

Quick Facts

Rensselaer educates the leaders of tomorrow for technologically based careers. We celebrate discovery and the responsible application of technology to create knowledge and global prosperity.

2022-2023 Enrolled Students

• Resident Undergraduate Students:  5,823
• Resident Graduate Students:  1,164
• Total 2022-2023: 7,064

The Undergraduate Class of 2026

• Percentage of students in top 10% of high school class: 54%
• SAT (middle 50%) Evidence-Based Reading and Writing*: 660-740
• SAT (middle 50%) Math*: 700-780
• First Year Retention Rate: 89%  

*For students who submitted test scores (submission of test scores was optional for the Class of 2026)

Cost of Attendance 2023-2024

Undergraduate

Tuition:  $60,360 Fees:  $1,524 Room and Board:  $17,530 Books, Personal, and Supplies:  $1,310 Transportation: $500 Total:  $82,404

In addition, all students are required to have a laptop for their course work. Students may purchase one from Rensselaer at an approximate cost of  $1,600.

Part-time tuition for undergraduate students: $2,520  per credit hour.

Tuition:  $60,360 Fees & Insurance:  $1,513 Estimated Living Expenses:  $16,280 Books and Supplies:  $1,540 Personal Expenses: $1,180 Transportation: $500 Health Insurance: $2,020 Total:  $83,393

Part-time tuition for Troy-based graduate students: $2,520 per credit hour Part-time tuition for Hartford-based graduate students: $2,010 per credit hour

Our faculty members include National Science Foundation Presidential Faculty Fellows, members of the National Academy of Engineering, the National Academy of Sciences, and other eminent professional organizations. Rensselaer’s distinguished faculty members work directly with students—doing research, solving problems, teaching, and interacting. Many of our professors have close ties with top global corporations and organizations.

Full-time equivalent faculty: 471 Student/Faculty ratio: 12:1

Dean: Shekhar Garde

Associate Deans: Assad Oberai, Kurt Anderson, Matthew Oehlschlaeger

School of Engineering Home Page: http://www.eng.rpi.edu

Rensselaer’s School of Engineering is committed to educating engineers prepared to solve society’s technical challenges with integrity and excellence.

With the vision of being a top tier school of engineering with global reach and global impact, the school is committed to technological excellence and to providing a superior education that leads to highly successful careers for its students.

In addition, the school has a mission to educate the leaders of tomorrow for technology-based careers; to celebrate discovery and the responsible application of technology; to create knowledge and global prosperity.

Graduates of the school become leaders in engineering ready to solve practical problems. Our students have a solid foundation in math, science, and engineering fundamentals, complemented by in-depth training in their chosen engineering field. Through hands-on learning, laboratory experiences, and multidisciplinary design opportunities, they gain valuable experience in the practical application of that knowledge. The school enhances their skills in innovation, leadership, and communication, and ensures that they have a broad exposure to humanities, social sciences, and ethics so that they practice engineering in a socially responsible and ethical manner. Also instilled are curiosity, innovation, and the love of learning.

Highly cognizant of how rapidly technology and engineering are changing, Rensselaer continually enhances and revitalizes its curricula and facilities. Recent examples include the new building for biotechnology and interdisciplinary studies, a new wind tunnel, current development of a state-of-the-art electrical engineering undergraduate laboratory, and the nanotechnology characterization core.

The School of Engineering faculty members are committed to undergraduate and graduate education, and all hold the highest attainable degree in their fields. They are active in highly impactful and pioneering engineering research and act as key consultants to industry and the government.

Two other features that help distinguish a Rensselaer education are the mobile computing program and the studio classrooms. All undergraduate students are required to have laptop computers and the campus has primarily wireless connectivity. The classrooms take advantage of that connectivity both for content delivery, discovery based learning, and contact between faculty and students. The studio classrooms are equipped with highly advanced interactive learning tools, provide the small comfortable environment that enhances the School of Engineering’s personalized approach to teaching, maximizing student interaction among classmates and professors, and encouraging hands-on, collaborative projects.

Teamwork is yet another aspect of real-world engineering practice that Rensselaer cultivates through both its coursework and facilities. A prime example is the Institute’s 11,000 square-foot O.T. Swanson Multidisciplinary Design Laboratory (MDL). This distinctive, first-class facility consists of a state-of-the-art design space, rapid prototyping and fabrication space, and a system integration space for both mechanical and electrical as well as electromechanical products. Here, students work in cross-disciplinary teams on a variety of industry-and service organization-sponsored and entrepreneurial projects, all with practical and real-life applications.

Augmenting the course experience for both undergraduate and graduate students are research facilities, internships, and the opportunity to study abroad. The school’s experimental research facilities are state-of-the-art and are complimented by one of the largest academic computing facilities in the world. Sponsoring both undergraduate and graduate research are a variety of government (federal and state) agencies as well as private industry.  All research foci can be found at http://research.rpi.edu . 

Rensselaer offers research opportunities in major interdisciplinary research centers, which primarily involve School of Engineering faculty and students. Among these centers are the Center for Automation Technologies and Systems (CATS), Center for Biotechnology and Interdisciplinary Studies (CBIS), the Center for Modeling Simulation and Imaging in Medicine (CeMSIM); the Center for Integrated Electronics (CIE); NYS Center for Future Energy Systems (CFES), the Center for Materials, Devices, and Integrated Systems (cMDIS); the Rensselaer Institute for Data Exploration and Applicaiotns (IDEA); The Rensselaer Nanotechnology Center (RNC), the Scientific Computation Research Center (SCOREC), and the Center for Computational Innovations (CCI). More information about these centers is available at http://research.rpi.edu .

In addition to the major Institute centers, the School of Engineering conducts research in its own multidisciplinary centers. These include the Center for Infrastructure, Transportation, and the Environment (CITE), the Center for Earthquake Engineering Simulation (CEES), the Center for Flow Physics and Control Research (CeFPaC), the Center for Ultra-wide-area Resilient Electric Energy Transmission Networks (CURENT-ERC), the Gaertnner Linear Accelerator Center (LINAC), and the Smart Lighting Engineering Research Center (ERC, Web site: http://smartlighting.rpi.edu/ ).

All departments offer both undergraduate and graduate curricula and degree programs in their fields. In the list below, programs associated with post-baccalaureate degrees only are indicated by (G).

Overview of Undergraduate Programs

Baccalaureate Program

In general, the Bachelor of Science program is intended for students seeking careers in engineering-related areas or as a basis for advanced study in engineering or in fields other than engineering. To obtain a B.S. in an engineering field, students must fulfill the general requirements listed in the Academic Information and Regulations section of this catalog and satisfactorily complete the prescribed engineering curriculum. Certain courses, such as one-credit-hour non-engineering courses graded on a satisfactory/unsatisfactory basis or more than six credit hours of ROTC courses, cannot be applied toward the degree requirements. Also noteworthy is that courses in accounting, industrial management, finance, entrepreneurship, and personnel administration that are offered by the School of Management, as well as ROTC courses, will not satisfy the humanities and social sciences requirement, but may be taken as free electives.

Although many students enter at the freshman level and achieve all their educational objectives at Rensselaer, a significant number find it accommodating and advantageous to enter at intermediate levels. Entrance into the engineering program is particularly attractive to graduates of two-year colleges. Rensselaer also has articulation agreements with a number of four-year universities for “3-2” programs. All such students enter with advanced standing and credit according to their credentials.

Professional Program

For most students, specialization and determination of the degree program that matches their individual career goals develops in earnest during the third year. At this point, a student may pursue either a fourth year for their Bachelor of Science (B.S.) degree in an engineering specialty or, if accepted by the Office of Graduate Education for the Professional Program, undertake a coherent program integrating advanced undergraduate and graduate study leading to a Master of Engineering (M.Eng.) or Master of Science (M.S.) degree in a specific field, and receiving a Bachelor of Science along the way. This professional program offers post-baccalaureate studies specifically intended as preparation for professional engineering practice. Graduates of other colleges and universities may be admitted with advanced standing (the Professional Program excepted) if they have appropriate accredited baccalaureate engineering degrees or the equivalent. Admission to a professional degree program is based on demonstration of adequate preparation and competence. The faculty in each curriculum judges qualifications for admission. Application should be made directly to the Office of Graduate Education.

• Engineering Core Curriculum

All School of Engineering students entering Rensselaer directly from high school begin their curricula with the core engineering program. The primary objective of this program is to provide students with a liberal education and to develop a broad scientific and technical foundation for their future specialization. This predisciplinary-specific program usually extends through the third semester but may extend into the third academic year. During this phase, the primary focus is on the foundations of engineering as a unified field. The foundation in mathematics, physics, chemistry, and biology, combined with the specified engineering sciences (e.g., strength of materials, thermal-fluids, electric theory, etc.) satisfies basic technical knowledge requirements without regard to the intended field of specialization. In the humanities, arts, and social sciences area, courses not only enrich the student as an individual but also provide the perspective professionals need to make decisions that will affect society.

The electives within the core engineering program, together with the required basic content, give each student the opportunity to refine his or her goals and develop a broad and solid foundation. Elective courses also allow undeclared students to sample professionally oriented courses from several curricula so as to make a more enlightened choice of major. A student can also choose electives to provide a broader base or use them to focus on a particular field at an early stage. An imaginative student, with faculty counsel, can develop any number of creative study programs. It is also possible to major in one branch of engineering and obtain a concentration in a second branch.

Students need not begin specializing in a particular area until the fourth semester of study. However, when choosing electives, students must consider that each engineering discipline requires certain courses be taken earlier as field (or discipline) prerequisites. Courses required by name, required technical/multidisciplinary/science elective, or similarly designated subsets of course (except where explicitly stated otherwise) to be applied toward the student’s program curriculum or minor may not be taken on a Pass/No Credit basis.

To provide proper guidance, each student is assigned a faculty adviser who is knowledgeable in core engineering matters and can help the student plan a program to best meet his or her educational and career objectives. Once a student identifies a specific curriculum to pursue, a new adviser, who is particularly aware of the opportunities for advanced study in this area, is assigned.

The combination of the core engineering program with the subsequent discipline-specific courses provides a coherent yet flexible curriculum that allows students to obtain an engineering education at all levels in multiple focus areas. The overall School of Engineering program is structured to permit students to select plans of study that fit their individual goals, aptitudes, and interests. It also enables students to enter and leave at points most appropriate to their individual plans and to facilitate entrance at intermediate levels in the undergraduate and graduate programs.

All elements of the curricula, including both core and discipline-specific courses, are under continuous review to ensure the application of new pedagogies and teaching methods and the introduction of courses covering the latest technological and computing and analysis advances. Topics such as quality, ethics, cultural sensitivity, safety, environmental impact, and contemporary issues related to science and engineering, are constantly integrated into curricula. Additionally included in Rensselaer engineering curricula is the topic of entrepreneurship. Through these efforts, Rensselaer ensures that leadership, interpersonal communications, teamwork, problem formulation, system synthesis, critical thinking, and problem-solving skills are practiced and enhanced.

To provide a clear picture of what prospective engineering students can expect in their first two years at Rensselaer, a template showing how the core engineering program proceeds can be found in the Programs section of this catalog.

Special Undergraduate Opportunities

Undergraduate Research Experience At Rensselaer, involving undergraduates in real-world engineering research is of paramount importance. Through the Undergraduate Research Program (URP), described in the Educational Resources and Programs section of this catalog, undergraduates work directly with faculty and/or graduate students on projects requiring critical inquiries. These studies involve exciting areas of leading-edge technological research and have the potential to result in groundbreaking discoveries. Involvement in undergraduate research can be arranged strictly for the experience, for credit, or for pay. Students apply through direct contact with faculty seeking students via Web site or campus advertisements.

Cooperative Education By carefully structuring their programs and taking courses during the summer, some students may augment their academic course work with work experience through the Cooperative Education program. Studies and work assignments are scheduled after consultation with their curriculum adviser. Through careful planning and effective use of summer courses, some co-op students complete their academic program in four years. Some delay graduation for a full academic year to obtain additional work experience. Additional information on Rensselaer’s Cooperative Education Program can be found in the Student Life section of this catalog under the Center for Career and Professional Development.

Study Abroad/Exchange Programs Study abroad has become an integral part of a well-rounded undergraduate experience. Students who spend time abroad will gain a deeper understanding not only of the culture in which they will be living, but also the culture of the U.S. and its place in today’s global society. A period of study abroad allows students to develop a broader perspective on their academic field of study while earning credit towards a Rensselaer degree.

Rensselaer offers a variety of study abroad and exchange opportunities at top universities and institutes around the world. Most semester opportunities require junior standing and a minimum GPA of 3.0. Occasionally, students choose to study abroad for an entire academic year. Most study abroad and exchange programs are managed by the Office of International Programs. 

For more information, please contact the Office of International Programs, Karen Dvorak,   [email protected]   or Jamie Obst at [email protected] . Additional information may be found at http://undergrad.rpi.edu  (click on Office of Intl. Programs tab).

The schools chosen for this new program will be renowned in the field of engineering education, will teach in English, have diversified curriculum course offerings, have a large base of international students, and be willing to exchange undergraduate engineering students with Rensselaer. Students interested in this program must demonstrate superior academic records, maturity, and a willingness to fully participate in this exchange program. This new program will be strongly recommended for all Engineering students.

At the present time, Rensselaer’s School of Engineering also advocates a voluntary international experience as an ideal means to promote a broad-based engineering education, develop the “citizen engineer,” and provide undergraduate students with a global perspective. To facilitate such opportunities, the School has helped formulate and actively participates in the Global Engineering Education Exchange (Global EE) program. Oriented primarily to undergraduate students, this program offers them the chance to spend one or two semesters at an international university which could be followed by an industrial internship in that country. Preferred timing for this experience is the junior year, and students normally apply in the fall or spring of their sophomore year.

Global EE offers students the chance to study and learn in the native language of the host country. Additional opportunities allow students to pursue foreign study opportunities at universities where the courses are presented and taught in English. As a result, while students may benefit from knowledge of a foreign language, it is not a requirement for participation in this program. Refresher language instruction in French and German is usually given in the summer preceding the fall semester for those who have prior language experience and will be studying in the foreign language. Approximately 37 U.S. universities and over 50 universities in the rest of the world participate in the Global EE program. People interested in the Global EE program should contact Karen Dvorak, [email protected] or Jamie Obst at [email protected] . The Global EE Web site can be found at www.iie.org .

Overview of Graduate Programs

The School of Engineering offers four graduate degrees through which students may achieve their objectives. These include the Master of Science (M.S.), Master of Engineering (M.Eng.), Doctor of Engineering (D.Eng.), and Doctor of Philosophy (Ph.D.) degrees.

Master’s Programs

Both the M.S. and M.Eng. degree programs focus on engineering fundamentals at advanced levels, and both include significant elective opportunities that permit students to individualize their study plans. Either program provides an excellent basis for further graduate work in engineering, and neither includes a foreign language requirement.

The Master of Engineering program is designed primarily for students preparing for professional practice and does not require a thesis. Admission is based on the student’s demonstration of adequate preparation and competence. Applications for admission should be transmitted to the Office of Graduate Education. Note that many students complete a Master of Engineering and then pursue a Ph.D.

The Master of Science program encompasses diverse educational needs and is designed primarily for students intending to obtain a Ph.D. degree. Admission requires a baccalaureate degree in an area appropriate to the individual’s proposed plan of graduate study and could conceivably be outside the field of engineering. Those who do not have a B.S. in Engineering, however, may be required to complete some extra course work that does not qualify for graduate credit. Depending on the department in which the degree is being pursued, a thesis may be required.

Doctoral Programs

A doctoral student formally affiliates with the department where activities most closely relate to his or her advanced study goals. However, the range of inquiry may cut across department and school lines, so that research opportunities are extremely broad, and students can pursue highly individualized programs. There are no foreign language requirements.

The Doctor of Engineering degree is characterized by the special nature of the thesis. Thus the student, working with an adviser, proposes an engineering problem of substance and develops a solution. The student must demonstrate ability to apply scientific principles to meet engineering needs, with due regard to social and economic factors and within a reasonable time constraint. The presentation and defense of his or her conclusions before a doctoral subcommittee and guests serves as the final examination for the degree.

The Doctor of Philosophy program is the traditional degree with a thesis that involves substantial original research. The program follows the general rules of the Office of Graduate Education.

Interdisciplinary Degree Programs

Rensselaer has long understood that neither student career interests nor modern industry needs are easily pigeonholed into a single discipline. In fact, the discovery of new and more advanced technologies more often than not results from combining the knowledge of a variety of disciplines. Rensselaer is, therefore, resolved to become a leader in providing numerous opportunities for interdisciplinary study. In keeping with this commitment, the School of Engineering has developed a variety of special programs that bridge one or more departments or even Institute schools. These include both degree and research programs that allow students to develop a breadth and depth of knowledge in more than one discipline. By their nature, these programs are highly flexible and often involve working in teams with faculty and students representing multiple disciplines.

In addition to opportunities in the School of Engineering described within the School of Engineering section of this catalog, other interdisciplinary programs available at Rensselaer are listed in the Interdisciplinary Studies Index of this catalog and are described fully in the section pertaining to the associated Institute school or division.

• Engineering Science
• Master of Engineering Program in Systems Engineering and Technology Management

Rensselaer Polytechnic Institute (RPI)

Graduate Admissions

You are here, summer research opportunities, summer research.

Thank you for your interest in summer research opportunities at Rensselaer Polytechnic Institute. Currently, we do not have summer research slots available for students from external institutions. Once those opportunities become available, they will be listed on this page.

Six RPI Students Receive Prestigious NSF Graduate Research Fellowships

Program supports outstanding graduate students who have demonstrated the potential to be high-achieving scientists and engineers.

April 26, 2024

Six RPI students have been awarded fellowships from the National Science Foundation’s  Graduate Research Fellowship Program (GRFP).

Following are the students and their fields of study: Rukmani Cahill, biomedical engineering; Brian Delaney, mechanical engineering; Fin Donachie, materials engineering; Andrea Mitchell, macromolecular, supramolecular, and nano chemistry; Scott Schwartz, particle physics; and Nathan Wassermann, mechanical engineering.

Cahill, who works with RPI’s Elizabeth Blaber, Ph.D., and with NASA in the Bone and Signaling Lab, studies various countermeasures to osteoporosis and space-related bone loss. After graduating, she will enter the M.S. to Ph.D. program in the Bioengineering Department of the University of California at San Diego. 

Donachie plans to do research on advancing the Thermal Laser Epitaxy (TLE) system at Caltech. It  is the only TLE system in the USA and still a work in progress, he says. “This novel method will allow us to synthesize materials that exhibit quantum phenomena using high-melting-temperature refractory metals, a technique only paralleled by a similar system in Germany.”

Delaney attends Northwestern University; Mitchell is studying chemistry at RPI; Schwartz attends California Institute of Technology; and Wasserman attends Carnegie-Mellon University.

“The NSF Graduate Research Fellowship Program (GRFP) is highly competitive and supports outstanding graduate students who stand to make significant contributions in their fields,” said Dorit Nevo, Ph.D., vice provost and dean of graduate education. “Having RPI students receive this award is a testament to the quality and level of preparation of our undergraduate programs. We are very excited that some of the GRFP recipient have chosen to continue their education at RPI, and we look forward to seeing what they will accomplish.”

The purpose of the GRFP is to help ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States. A goal of the program is to broaden participation of the full spectrum of diverse talents in STEM. The five-year fellowship provides three years of financial support inclusive of an annual stipend of $37,000.

GRFP recognizes and supports outstanding graduate students who have demonstrated the potential to be high-achieving scientists and engineers, early in their careers. Applicants must be pursuing full-time research-based master’s and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education at accredited U.S. institution.

Students interested in applying to the NSF, GRFP, or other fellowship programs are encouraged to contact Betty Madigan, fellowship adviser, at  [email protected] .

Search form

Manufacturing Knowledge Base

Six RPI Students Receive Prestigious NSF Graduate Research Fellowships

Search form

• Job Opportunities
• Support the Department
• Undergraduate Programs
• Co-Terminal Programs
• BS-PhD Program
• Student Experience
• Student Resources
• Graduate Programs
• Degrees Offered
• Meet Our Students
• Disciplinary Research Areas
• Cross-cutting Research Areas
• Affiliated Centers
• Research Labs
• Innovation at MANE
• Innovation Spine
• Innovation Awards
• Startups Launched
• Innovation Yearly Highlights
• Student Research, Innovation, and Design Journal

Six RPI Students Receive Prestigious NSF Graduate Research Fellowships

Six RPI Students Receive Prestigious NSF Graduate Research Fellowships

Program supports outstanding graduate students who have demonstrated the potential to be high-achieving scientists and engineers.

Six RPI students have been awarded fellowships from the National Science Foundation’s Graduate Research Fellowship Program (GRFP).

Following are the students and their fields of study: Rukmani Cahill, biomedical engineering; Brian Delaney, mechanical engineering; Fin Donachie, materials engineering; Andrea Mitchell, macromolecular, supramolecular, and nano chemistry; Scott Schwartz, particle physics; and Nathan Wassermann, mechanical engineering.

Cahill, who works with RPI’s Elizabeth Blaber, Ph.D., and with NASA in the Bone and Signaling Lab, studies various countermeasures to osteoporosis and space-related bone loss. After graduating, she will enter the M.S. to Ph.D. program in the Bioengineering Department of the University of California at San Diego.

Donachie plans to do research on advancing the Thermal Laser Epitaxy (TLE) system at Caltech. It  is the only TLE system in the USA and still a work in progress, he says. “This novel method will allow us to synthesize materials that exhibit quantum phenomena using high-melting-temperature refractory metals, a technique only paralleled by a similar system in Germany.”

Delaney attends Northwestern University; Mitchell is studying chemistry at RPI; Schwartz attends California Institute of Technology; and Wasserman attends Carnegie-Mellon University.

“The NSF Graduate Research Fellowship Program (GRFP) is highly competitive and supports outstanding graduate students who stand to make significant contributions in their fields,” said Dorit Nevo, Ph.D., vice provost and dean of graduate education. “Having RPI students receive this award is a testament to the quality and level of preparation of our undergraduate programs. We are very excited that some of the GRFP recipient have chosen to continue their education at RPI, and we look forward to seeing what they will accomplish.”

The purpose of the GRFP is to help ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States. A goal of the program is to broaden participation of the full spectrum of diverse talents in STEM. The five-year fellowship provides three years of financial support inclusive of an annual stipend of $37,000.

GRFP recognizes and supports outstanding graduate students who have demonstrated the potential to be high-achieving scientists and engineers, early in their careers. Applicants must be pursuing full-time research-based master’s and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education at accredited U.S. institution.

Students interested in applying to the NSF, GRFP, or other fellowship programs are encouraged to contact Betty Madigan, fellowship adviser, at  [email protected] .

About Rensselaer Polytechnic Institute:

Founded in 1824 for the application of science to the common purposes of life, Rensselaer Polytechnic Institute is the first technological research university in the United States. Today, it is recognized as a premier university, noted for its robust and holistic learning community that connects creativity with science and technology. RPI is dedicated to inventing for the future, from shaping the scientists, engineers, technologists, architects, and entrepreneurs who will define what’s next for humanity, to research that bridges disciplines to solve the world's toughest problems. Learn more at  rpi.edu .

Contact:  Tracey Leibach [email protected] 518-369-0087

For general inquiries:  [email protected]

Visit the Rensselaer research and discovery blog: https://everydaymatters.rpi.edu/

Follow us on Twitter: @RPINews

Other Link:

MEDIA CONTACT

Type of article.

• Experts keyboard_arrow_right Expert Pitch Expert Query Expert Directory
• Journalists
• About keyboard_arrow_right Member Services Accessibility Statement Newswise Live Invoice Lookup Services for Journalists Archived Wires Participating Institutions Media Subscribers Sample Effectiveness Reports Terms of Service Privacy Policy Our Staff Contact Newswise
• Blog FAQ Help

SNAPSHOT: RPI students engage Ballston Spa…

Share this:.

• Click to share on Facebook (Opens in new window)
• Click to share on X (Opens in new window)
• Things to Do
• Classifieds

Latest Headlines

Snapshot: rpi students engage ballston spa middle school students in science and engineering.

Ballston Spa Middle School recently welcomed Rensselaer Engineering Ambassadors from Rensselaer Polytechnic Institute (RPI) to visit science classes and share exploratory Science, Technology, Engineering and Mathematics (STEM) activities the college students developed. During each class, the ambassadors presented an engineering topic that connected to the students’ current learning as well as facilitated a demonstration or a hands-on design activity. Topics presented to the different classes included roller coasters, oil spills, sea level and biomimicry. (Photo provided)

More in Things To Do

Questions and answers from the ‘car doctor’.

SNAPSHOT: Cohoes Fire Department swearing-in ceremony

Unlocking the perfect wine: Experts share tips to bringing the right wine for any occasion

11 Things to Consider When Choosing a High School

Take these factors into account to determine the best fit for a soon-to-be high school student.

Choosing a High School: What to Consider

Getty Images

For the high school experience to be fruitful, experts say it's important that students are in the right environment.

Whether the goal is to attend college or take another route , much of the groundwork for a student's future is laid in high school .

But for the experience to be fruitful, experts say it's important that students are in the right environment.

"Choosing a high school isn't just about the brand name," Pierre Huguet, CEO and founder of admissions consulting firm H&C Education, wrote in an email. "Parents want to make sure their child will be happy on a campus that meets their academic, extracurricular, and personal needs."

Some families have more choices than others when it comes to high schools, depending on their financial situation and where they live. For those who can choose and are considering a private or boarding school , looking at public schools outside their district , or thinking about a charter or magnet school, here are 11 things experts say families should consider.

Academic Program Offerings

One of the first determining factors for many families is the type of academic programs a school offers, experts say. Parents should research whether a school offers dual enrollment , Advanced Placement or International Baccalaureate programs, "or other ways that courses can be accredited or partner with another external institution to provide that level of academic rigor," says Sasha Chada, founder and CEO of admissions consulting firm Ivy Scholars.

"Parents who want their children to go on to higher education should look for more rigorous coursework," he says.

If the student is interested in pursuing a particular subject area, such as theater or journalism, parents might also want to consider whether the school provides related opportunities.

Determining how much money to spend – if any – on a child's high school tuition can be a challenging but important decision for parents.

“Take a hard look at the public schools in your area ... before you start applying to top private schools, because you just might have a gem in your neck of the woods," says Brian Taylor, managing partner at college admissions consulting firm Ivy Coach. "That public school might be more highly regarded than the top private school."

Many private schools offer financial aid or scholarships to help offset the cost.

Extracurricular Activities

In addition to academic success, extracurriculars play a significant role in college admissions. Many students participate in clubs, sports teams and school organizations, so it's important to weigh the options a school offers, especially if a student has a specific hobby, experts say.

If an activity isn’t offered, students should ask if the school would allow them to create their own club or be creative in accommodating an interest, says Nellie Brennan Hall, a senior private counselor at education consulting firm Top Tier Admissions. Launching a club demonstrates leadership, experts say, which can be a differentiating factor for students in college admissions.

Extracurriculars can also play a vital role in helping students enjoy their time in high school. For students whose plans don't include college, extracurriculars can be a way to develop skills and further cultivate interests and relationships that help forge a path for their future, experts say.

Parents should consider the location of the school and the logistics of how their child will commute. In-district public schools generally offer bus transportation, and students who live close enough may also be able to walk or bicycle to school.

A private or magnet school or out-of-district public school may not offer buses and require a longer commute, which may be tiring for students and cut into free time or fun activities, Huguet says.

"Not only is this a time sink, but being located far from school can make it much harder for students to get involved with extracurriculars there," Chada says.

Getting a feel for a school's diversity should be a high priority for families, experts say.

No matter what type of school a student attends, there are often tradeoffs when it comes to racial, economic and other forms of diversity, Chada says, so families should consider what's most important to them. In addition to demographics, parents might want to examine how schools demonstrate sensitivity to various cultural issues and how they teach about race and racism.

A 2016 report from the Century Foundation, a progressive New York-based think tank, says there's a body of research indicating that students benefit from being in diverse classroom settings.

"If reams of social science evidence is correct in arguing that diversity makes us smarter, and if higher education researchers are correct about their findings related to college students," the report says, "our elementary and secondary education students have much to learn and gain from public schools that are diverse and in which professional educators know how to build on that diversity to help all students learn deeper, better, and more creatively about themselves and others."

School Size and Environment

Whether it's a small school that can provide students with more personal attention or a larger school with more opportunities to build relationships, parents should pick the environment that's best for their child.

Families may also want to consider the school's student-teacher ratio. Though Chada favors smaller class sizes , he says large schools with bigger class sizes can still provide quality learning opportunities and support for students.

School counselors are a vital part of the college admissions process, Brennan Hall says, and a school's size may affect a counselor's availability to students. If a small teacher-student ratio is important to families, they may want to also consider a school's counselor-student ratio.

Resources for Special Needs

Experts say one advantage of larger schools is that they tend to have more resources available for students with special needs. And public schools are required by federal law to provide an appropriate education for students with disabilities in the least restrictive environment possible.

Private schools are not subject to this requirement, though some cater specifically to students with disabilities. Families for whom this is a priority should determine if their child's needs can be met at a particular school.

"Visit learning centers and schedule times to speak with representatives who can explain the services available for students with special needs," Huguet says. "If your child has special needs, this step should take precedence over all of the other variables."

School Culture

The culture or vibe of a school can make or break a family's decision. The best way to determine if a school's culture is a good fit is by visiting the school and seeing how students interact with each other and with staff, experts say.

"Parents need to think deeply about their individual child and what type of culture will help them thrive," Brennan Hall says. "Some students love a competitive environment. Some prefer a religious school where many students share their faith. Others truly blossom in a nurturing culture."

Graduation and College Attendance Rates

While families may not want to base their decision on numbers alone, certain statistics can suggest how successfully a school prepares students for the next stage of their lives.

Two stats to consider are graduation rates and college attendance rates, experts say. Many schools also list the colleges their students attend. This information is typically found on the high school's profile page, which is generally linked on the school's website.

Students should look at average SAT and ACT scores from the school and match them to the target test scores of the colleges they're applying to, Chada says. Average AP scores can also show how strong a public school is, he says.

"Also look for the number of universities that students matriculated at from your school and ask yourself if these are the kind of universities that you’d want to go to," he says. "It’s easy to figure out if you’re going to be a good fit."

Safety and Security

School shootings and cyberbullying are increasing, according to a 2023 report prepared for the National Center for Education Statistics. The number of shootings with casualties increased from 11 in 2009 to 188 during the 2021-22 school year, according to the report, which was based on data from the federal Bureau of Justice Statistics.

The report also indicates that nearly 8% of public schools reported at least one incident of cyberbullying among students per week during the 2009-2010 academic year. That number increased to nearly 16% during the 2019-2020 academic year.

Issues of student safety and security "have become differentiating factors for families over growing concerns about violence in schools," Huguet says. "Parents should look into the school's safety policies, procedures, and request records of incidents."

As technology plays an increasing role in teaching and learning, it's important to understand what technology is available at a school and determine whether it fits the student's needs or interests.

Huguet also recommends asking whether schools restrict or encourage access to certain new digital tools, like ChatGPT .

"Parents should feel free to ask about how technology is used in the classroom and whether the school adapts its curriculum accordingly to help students develop critical thinking skills and learn about new systems," he says.

See the complete  Best High Schools  rankings.

See the 2024 Best Public High Schools

Tags: high school , private schools , public schools , charter schools , school shootings , students , education

2024 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

Popular Stories

Best Colleges

College Admissions Playbook

You May Also Like

Map: top 100 public high schools.

Sarah Wood and Cole Claybourn April 23, 2024

States With Highest Test Scores

Sarah Wood April 23, 2024

Metro Areas With Top-Ranked High Schools

A.R. Cabral April 23, 2024

U.S. News Releases High School Rankings

Joshua Welling April 22, 2024

Explore the 2024 Best STEM High Schools

Nathan Hellman April 22, 2024

Ways Students Can Spend Spring Break

Anayat Durrani March 6, 2024

Attending an Online High School

Cole Claybourn Feb. 20, 2024

How to Perform Well on SAT, ACT Test Day

Cole Claybourn Feb. 13, 2024

High School Graduation Rates By State

Sarah Wood Dec. 1, 2023

Back to Academics

• Academics Overview
• Explore Programs
• All Programs
• Undergraduate
• Professional Studies
• Online Programs

Colleges & Schools

• Arts & Sciences
• Engineering & Computer Science
• Health & Natural Sciences
• Graduate School
• Honors College

Beyond the Classroom

• JumpstartTU
• Global Engagement
• Integrative and Experiential Learning Opportunities
• Student Research Opportunities

Academic Support

• Academic Advising & Enrollment
• Pathfinders Program
• Tutoring Services

Academic Resources

• Academic Calendar
• Undergraduate Bulletin
• Graduate Bulletin
• Law Bulletin

Study Resources & Centers

• Academic Journals & Publications
• McFarlin Library
• Faculty Directory
• Request Info

Back to Research

• Research Overview
• Research Opportunities

Popular Research Programs

• Research Projects
• Research Colloquium
• Tulsa Undergraduate Research Challenge (TURC)

Funding & Processes

Funding Your Research

• Internal Funding Opportunities

Support & Services

• Office of Research
• Intellectual Property
• Research Compliance & Training
• Research News
• Contact Research Office

Back to About

• Why The University of Tulsa
• Strategic Plan
• Points of Pride
• TU Fast Facts
• History & Traditions

Leadership & Faculty

• Office of the President
• Executive Staff
• Board of Trustees
• Working at TU
• Offices Directory

Back to Student Life

• Student Life Overview

Campus Living

• Living on Campus
• Residence Hall Life
• Apartment Life
• Student Union
• Fitness Center
• More Facilities

Clubs & Organizations

• Student Organization Directory
• Student Government Association
• Student Activities
• Sorority & Fraternity Life
• Esports & Gaming Lounge
• Office for Diversity, Equity & Inclusion

Wellness & Support

• Counseling Services
• Health Center
• Fitness & Recreation
• Student Coaching Groups
• Student Accessibility
• Leaders Incorporated (LINC)
• Campus Security
• Sexual Violence Prevention & Education

Student Success

• Office of Student Engagement
• CaneCareers
• Student Financial Wellness

Resources & Guides

• Student Resource Guides
• Student Policies & Procedures

Back to Tuition & Aid

• Funding Your Education
• Tuition & Costs
• Net Price Calculator

Financial Aid

• Financial Aid Process
• Financial Aid FAQs
• Summer Session Aid
• Study Abroad Aid

Other Funding Options

• Scholarships
• Assistantships & Fellowships
• Student Employment
• Counseling & Support

Back to Admissions

• TU Admissions
• Undergraduate Admission
• Graduate Admission
• Law Admission
• International Admission
• Visit Campus
• Virtual Tour
• Video Tours
• Campus Maps
• Explore the City of Tulsa

Counselors & Support

• Undergraduate Admission Counselors
• Graduate Program Advisers
• Information for Prospective Parents
• Request Information

Back to Alumni

• Alumni Home
• Alumni Giving

Back to Athletics

• Athletics Home

Back to Events

• Events Calendar
• Submit an Event
• Prospective Students
• Current Students
• Parents & Families
• Alumni & Friends
• Faculty & Staff
• Community & Fans
• Research Opportunites

The University of Tulsa acquires Fab Lab Tulsa

The University of Tulsa has announced the acquisition of Fab Lab Tulsa, which provides access to digital fabrication tools and resources throughout the community through membership and programming. The move is part of TU’s ongoing efforts to promote innovation and aligns with the university’s global reputation in engineering, computer science, and the creative arts. “We […]

• Course Bulletin
• Student Orgs
• Student Hub
• Housing Portal

Unique organizational studies program offers expansive opportunities

At roughly 75 majors, organizational studies is one of the largest majors in The University of Tulsa’s Kendall College of Arts & Sciences. From social sciences, media, and arts to business administration, the program provides students a wide range of knowledge and skills, rather than limiting them to a single discipline. But as a so-called […]

• TU Leadership & Faculty
• Resources for Parents & Families
• TU Parent & Family Association
• Get Involved

From field work to the classroom, Grau mentors women in energy

Anne Grau has been involved in geology for three decades – working for energy leaders such as EOG Resources and Total Energies – and definitely knows what it’s like to be the only woman in the room. “Being a woman in the oil and gas industry often meant I was one woman in 200 at […]

• Alumni Benefits
• Request Transcripts
• TU Merchandise & Gifts
• TU Alumni Association
• TU Alumni Events

TU Law celebrates alumna Sara Hill’s historic confirmation to federal bench

The University of Tulsa’s College of Law congratulates alumna Sara Hill (JD ’03) as she becomes the first Native American woman to serve as a federal judge in Oklahoma. This historic appointment marks a significant milestone in the state’s legal landscape. The U.S. Senate on Tuesday voted overwhelmingly to confirm Hill, who fills a vacant […]

• Employee Benefits
• Applications Directory
• Hurricane Hub
• Employment Opportunities

New faculty member brings expertise and INSPIRE lab to Psychology Department

The University of Tulsa Department of Psychology has a wide variety of faculty-led research labs. From the Exposure, Relaxation & Rescripting Therapy for Chronic Nightmares study to the Psychophysiology Laboratory for Affective Neuroscience lab, TU offers students the opportunity to participate in ongoing research and even publish their findings. New to Kendall College of Arts […]

• TU Athletics
• Gilcrease Museum
• Tulsa Mayfest
• Calendar of Events
• Life Long Learning

More than 60 years of James Joyce Quarterly

Legend has it that Thomas Staley, former provost of The University of Tulsa, founded the James Joyce Quarterly, fondly known as JJQ, in his garage. Or was it his kitchen table? That was more than 60 years ago, and since then the journal has become an internationally esteemed publication known for its publishing of critical […]

TU grad students inform high school athletes through Albert Schweitzer Fellowship

Two students in The University of Tulsa’s master of athletic training program, Graham Jameison and Triston Hopkins, are increasing nutrition education among student-athletes at Sapulpa High School. The project is the focus of Jameison and Hopkins’ Albert Schweitzer Fellowship in Tulsa.

Founded in 1940, the international Albert Schweitzer Fellowship selects graduate students to plan and implement projects that improve health outcomes in underserved communities. Tulsa was added to the program in 2016. Each year, a handful of graduate students from area universities are selected to develop a project related to their field of study that addresses specific health concerns.

With a common background in sports medicine, Hopkins and Jamieson understand the important role nutrition plays in the health and performance of athletes. Through clinical experience, they became increasingly aware of the lack of nutritional guidance provided to high school athletes.

“Many high school students fail to receive proper nutrition education which keeps them from knowing how to make healthy choices once they graduate,” said Jamieson (BS ’22). “With Sapulpa’s desire for nutrition content for their students, the athletic training staff was more than willing to allow us to work with their student-athletes.”

Hopkins and Jamieson applied for the 2023-24 fellowship with a proposal that allowed them to partner with Dalton Wyrick (BS ’19, MAT ’21), the head athletic trainer at Sapulpa High School, to develop a nutrition education program for student-athletes. As the site supervisor for Hopkins and Jamieson’s project, Wyrick has seen the program’s impact firsthand, and is thrilled with how much the athletes and coaches at Sapulpa High School have learned.

“Their nutrition education has helped athletes better understand how to fuel their bodies to better optimize their performance, reduce injuries, and all around be more aware of what they are fueling themselves with,” Wyrick said.

To ensure the education they provide is impactful, Jameison and Hopkins met with the coaches of each Sapulpa sports team to discuss the goals of the project before giving a series of presentations to the athletes in which they explained the basics of sports nutrition and applied them to the specific demands of each sport. Thanks to a grant from the American College of Lifestyle Medicine, the student-athletes also received healthy snacks.

“We discuss nutrition principles and hydration strategies. We apply it all directly to their sport to discuss weight management strategies, pre- and post-game meals, and address any other topics the coaches or athletes may be interested in,” Hopkins said. “We’ve been fortunate to meet with many different sports teams at Sapulpa High School and hope we’ve been able to create a positive change in the student-athletes’ health and performance.”

The Schweitzer Fellowship’s mission to improve health outcomes in underserved populations is important in Oklahoma, as the state ranks near the bottom in many health indicators. Since the Tulsa program began in 2016, 70% of area projects received sustained funding after the one-year fellowship concluded.

“Ongoing advancements in sports medicine highlight the importance of nutrition for athletes to prevent injuries and continue performing at a high level at their sport,” said Jamieson. “Through this program, we hope to give students the tools they need to make healthier decisions in their diet so they can continue to compete and remain healthy throughout the rest of their lives.”

Privacy Overview

• Skyscrapers
• Apartments for Sale
• Apartments for Rent
• Houses for Sale
• Houses for Rent
• Luxury Real Estate
• Mansions in Russia
• Palaces in Russia
• Watch Video
• Residence permit in Russia

The best international schools in Moscow

• 3 months ago

Embark on an educational journey in Moscow with a selection of elite schools catering to diverse needs. From the British-focused MCS, offering personalized bilingual education, to Riverside School’s immersive English environment in the picturesque Novogorsk, each institution stands out. Brookes School Moscow, part of a global network, promises quality education in a central location. Russian International School, combining Russian and British curricula, ensures holistic development. Whether it’s “Classika” emphasizing language proficiency or the innovative “Tomorrow’s School” with a unique biblical approach, Moscow’s educational landscape is rich and varied, ready to shape students for success on the global stage. Explore the options and discover the perfect fit for your child’s academic journey.

Let’s explore the top 11 schools in Moscow that meet the best criteria.

     Advantages of the school:

– Students begin learning English from an early age, not only as a subject but as the primary means of instruction and communication.

– The program offers a comprehensive international-level education starting from kindergarten.

– Qualified teachers from English-speaking countries are involved in the teaching process.

– Small class sizes (up to 14 students) allow for individualized learning.

– The school provides additional activities such as drawing, dance, ballet, football, chess, jiu-jitsu, fencing, robotics, diving, vocal training, graphic design, and animation.

– Infrastructure: Modern campuses equipped for comfortable and engaging learning. Campuses are located in Skolkovo (western Moscow near the Skolkovo innovation center), Festivalnaya (northern Moscow near Rechnoy Vokzal metro station), and a campus in St. Petersburg near the Gulf of Finland.

British International School

BIS is one of the oldest international schools in Moscow, providing high-class education and a comprehensive approach for children aged 3 to 18. Over 2000 students have graduated from the school, gaining admission to leading universities in Russia and worldwide.

The school operates two departments:

– International Department: Education follows the best traditions of British schools based on the National Curriculum of England and the pre-university IB Diploma program.

– Russian Department: Education aligns with Federal State Educational Standards. English is intensively studied, and students can choose a second foreign language (French, Spanish, German, or Chinese).

BIS holds an “Excellent” rating in every category according to the British Schools Overseas inspection.

   Features:

– International accreditations (ECIS, CIS, COBIS).

– Six schools in different areas of Moscow.

– Class sizes up to 15 students.

– Large team of qualified teachers.

– Over 25 school clubs including 3D modeling, programming, chess, ballet, mental arithmetic, martial arts, fashion design, etc.

– Comprehensive approach including school bus services, extended day programs, and psychological and speech therapy services.

   Licenses and Certificates:

– Moscow Department of Education and Science License.

– Edexcel Approved Centre Accreditation.

– Cambridge International Examinations Accreditation.

– IBO Accreditation.

– ECIS Membership Accreditation and Certificate.

– CIS Membership Accreditation and Certificate.

British School MCS

British School MCS focuses on the individual development of each student, offering a diverse range of courses and a creative atmosphere – fulfilling expectations of what parents seek from British schools. MCS provides bilingual education, skillfully combining British educational programs and Russian Federal State Educational Standards (FGOS). Graduates receive two diplomas.

   Key Features:

– Modern and high-quality education comparable to private English schools.

– Emphasis on developing critical thinking, curiosity, and increasing academic motivation through solving non-standard tasks.

– Full-day school with teaching based on individual educational routes, along with pedagogical and psychological support for each student.

– Balanced workload, collaboration of psychologists, educators, healthcare professionals, and a tailored schedule contribute to effective learning of both programs without mental exhaustion.

– Certificates such as A-levels, GCSE, and/or Cambridge CAE are awarded, granting the right to university admission in any English-speaking country.

Riverside School

Riverside School is a bilingual primary school located in the Moscow suburbs, in Novogorsk. It simultaneously follows British national and Russian educational programs. The British program includes Key Stage 1 (ages 5–7, grades 1–2) and Key Stage 2 (ages 7–12, grades 3–6). Alongside the British program, children undergo Russian primary education based on FGOS.

   Advantages:

– Full immersion in an English-language environment.

– Experienced English-speaking educators in the English department.

– Wide range of extracurricular activities: sports (swimming, tennis, football, wrestling, skiing, golf), creative workshops (drawing, dance, music, theater), intellectual development clubs (chess, robotics).

– Professional security and daily bus transportation.

– Extended school hours until 20:00 with various activities and amenities for children.

   Location:

Riverside School is situated in a nature conservation zone in the Skhodnya River valley, surrounded by over 1 hectare of forest.

Brookes School Moscow

Brookes School Moscow is an international coeducational private school founded in 2018. All subjects are taught in English, and it is part of the Brookes Education Group with schools worldwide. The institution includes a preschool section for children aged 2 and a school for children aged 6 to 7.

– Highly qualified teachers, many with advanced degrees.

– Exchange programs with schools in the USA, Canada, UK, South Korea, India.

– Healthy three-meal daily catering.

– Convenient location in one of Moscow’s best districts.

– School representatives assist with organizing accommodation in Moscow.

Russian International School (RIS)

RIS is an elite educational center offering dual programs: Russian and British national. The school features experienced educators from Russia and the UK, adhering to high standards in both Russian and British education.

   Special Features:

– Class sizes limited to 10 students.

– Additional sections and workshops: ballet, karate, artistic gymnastics, football, Chinese martial arts, theatrical studio, chess, and English clubs.

– Collaboration with British educational institutions, aiding with admissions and document processing.

– Accreditation from the British Examination Commission (Edexcel Approved Centre) to prepare students for A-levels and GCSE.

– Accreditation from Cambridge International Examinations, along with an educational license from the Russian Ministry of Education and state accreditation.

Academic Gymnasium

Academic Gymnasium offers preschool, primary, basic general, and secondary education according to the Russian educational program. It is also an ESOL center for conducting Cambridge English tests. Graduates successfully pass these tests, facilitating admission to foreign universities.

– Extensive extracurricular activities, including excursions, clubs, conferences, roundtable discussions, Olympiads, research, sports sections, and competitions.

– Options for full-time, homeschooling, part-time (external), and their combinations.

– Educational program supplemented with individual subjects from Cambridge University.

– Learning a second foreign language.

– Accreditation and license for educational activities.

– Certified Cambridge ESOL center.

European Gymnasium

European Gymnasium is one of the few international private schools in Russia using the International Baccalaureate (IB) program from grades 1 to 11. Children also follow the state educational program. In the primary school, the state program integrates with the PYP IBO approaches. From an early age, students deeply study English and begin learning a second foreign language.

– Preparation for the IB and Russian exams on individual programs.

– In-depth study of two foreign languages.

– Students in middle and high school can choose the language of instruction: English or Russian.

– Preparation for KET, PET, and FCE exams.

– Authorization for all three IB programs: PYP, MYP, DP.

– State accreditation and license.

School of Tomorrow

“School of Tomorrow” is a bilingual school based on biblical principles, using the proprietary teaching methodology created by Dr. Donald Howard. The approach involves individualized learning, allowing students to progress at their own pace.

    Features:

– Mandatory SAT and TOEFL testing for graduates.

– Authorized to conduct Stanford testing since 2004.

– Graduates easily pass the Russian Unified State Exam (EGE) and gain admission to top global universities.

– Annual “School of Tomorrow” Olympiads with participants from various countries.

    Licenses and Certificates:

– NCPSA and Accreditation International certificates.

– Fire safety declaration.

– CITA accreditation.

Marina International Private School

Marina International Private School operates based on the federal program with a focus on mastering several foreign languages. Children start learning English from the 1st grade, and from the 4th grade, they choose French, Spanish, or German. In higher grades, a third foreign language is added to the curriculum.

– Collaboration with leading universities in the country, British, Canadian, and American universities.

– Educational exchanges and trips during holidays.

– Participation and victories in Olympiads and project work competitions (including in India and California).

– Marina, together with the California Theater, stages musicals in English.

– License and accreditation for educational activities.

– CIS (Council of International Schools) membership.

– Conclusion C (unknown context).

Related posts

Property tax in russia.

Moscow-City – The Moscow International Business Center

Our Rating of the Best Districts of Moscow for Living In

Join the discussion cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Compare listings

Reset Password

Please enter your username or email address. You will receive a link to create a new password via email.

Send a Request

• Add new school
• Provide access to existing school
• Private schools
• England / UK
• USA / America
• Switzerland
• University preparation
• Netherlands
• Universities Abroad
• Kids language camps
• Secondary school education
• Boarding schools
• Higher education abroad
• Learning languages
• English courses abroad
• English courses in England
• English courses in USA
• English courses in Ireland
• English courses in Canada
• Primary, secondary education
• Higher education
• Adult language courses
• Academic languages
• Language test preparation
• Business courses
• Online courses
• United Kingdom
• United Arab Emirates
• private school
• language school
• boarding school
• international college
• public school
• About Smapse Education
• Why work with us
• Why trust us
• Client's reviews
• Arranging your studies
• Financial guaranties
• Customer video reviews
• Services and prices
• Immigration and citizenship
• Scholarships
• Tutoring and preparation for schools, universities abroad
• Advertising
• Group travel
• For teachers
• Terms of partnership (for agents)
• Instructions (for agents)
• FAQ (for agents)
• For schools
• Educational fairs

School №1501

Description of School №1501

• Established: in 1989
• Location: Moscow, Russia
• Age of students: 7 - 17 years.
• Type of education: joint (mixed)
• Type of accommodation: accommodation is provided only for pupils of the orphanage for students with hearing impairments
• Language of instruction: Russian.

School No. 1501 is a large educational complex, where, together with prestigious universities, they offer programs that allow them to start nurturing qualified medical, engineering and scientific personnel from school. Such an opportunity arose due to the historical features of the institution: the Lyceum No. 1, established at the Moscow University in 1989, became one of the first educational institutions representing the continuous cycle of school and higher education. In 1999, the Lyceum received a new building and the title of “Multi-profile Technical Lyceum No. 1501”, and in 2014, 6 schools and 3 kindergartens were attached to it. All graduates of the school annually become students of the most famous higher educational institutions of the country, including:

• Technical University MSTU. N.E. Bauman;
• Technological University MSTU "Stankin";
• Medical and Dental University MSMU them. A.I. Evdokimova;
• Automobile and Road Technical University MADI (STU).

After enrollment, graduates often continue to develop research projects that began in school. Today, the entire pedagogical team of the educational complex sees its mission and main goal in bringing up not just a harmonious personality, able to easily adapt to the needs of a rapidly changing world, but to nurture responsible citizens who in the future will turn into high-class specialists and will be able to solve state problems in the best way. tasks.

Programs and prices, tuition fees in School №1501

Medical program.

Medical program - a course for students of grades 6-11, including natural science preparatory and medical specialized education. 95% of its graduates associate their profession with medicine and become students of the best universities in the country. The average grade of exam in biology and chemistry among students of this program is 73 out of 100 - such results can be achieved due to the following features of the course:

• the functioning of the "Club of the Young Medic", in which students learn about the work of clinics and laboratories, attend lectures of famous academicians and doctors, and study the departments of the Medical and Dental University. A.I. Evdokimova;
• the study of Latin, the basics of medical terminology, the rules of first aid;
• participation in conferences, research contests;
• continuous improvement of their knowledge and skills of teachers who undergo advanced courses, participate in professional conferences, contests, seminars, master classes.

At the end of the school medical course, graduates of the eleventh grades have the opportunity to pass a specialized pre-vocational exam, the points of which are added to the amount of points previously received by the student during the Unified State Examination (subject to admission to the First Medical University of Moscow State Medical University).

Engineering program

The engineering program is a natural science and technical course designed to help pupils of the tenth and eleventh grades decide on the choice of a future engineering specialty during school. Together with the Moscow Lyceum No. 1501, the project participants are federal higher education institutions and high-tech Russian enterprises. Each party has its own role in the program.

Secondary school educational institutions:

• directly implement engineering profile programs;
• organize extracurricular activities of schoolchildren taking into account their technological interests;
• assess the performance of students mastering specialized subjects, additional related courses, practices in non-school organizations.

Higher education institutions:

• develop specialized programs and prepare materials, criteria for diagnosing students' knowledge;
• organize events to improve the qualifications of school teachers participating in the program;
• popularize scientific knowledge;
• organize specialized conferences, competitions, practical courses.

Engineering industry enterprises:

• take an active part in the formation of requirements for the competencies of graduates;
• help organize the research activities of schoolchildren;
• assist in the organization and practice;
• they are working on vocational guidance: they acquaint students with specific engineering specialties and positions, explain which direct duties each of them provides.

Academic (scientific and technological program)

The scientific and technological program at lyceum No. 1501 allows high school students (students of 10-11 grades) to prepare themselves in the best way for getting higher academic education in the field of economics and in the future to work in high-tech industries, the development of which will determine Russia's economic capacity as a whole. Full implementation of the course is possible thanks to the close cooperation of the Lyceum with the Institute of Design and Technological Informatics of the Russian Academy of Sciences and the Moscow State Pedagogical University.

The course contains elements of pre-vocational education, special attention in its framework is paid to the formation of the following skills in students:

• ability to work in a team, find a common language with students from other educational institutions of different ages under the guidance of scientists;
• conduct effective search operations in conditions where the result is not known in advance;
• correctly formulate and verify their own hypotheses;
• apply modern methodology for scientific research;
• critically assess the accuracy and significance of the results obtained in the process of research.

In order to ensure maximum immersion of schoolchildren in the world of academic research on the basis of the school are:

• a circle from the academician, where students can attend lectures of university professors, famous scientists;
• Summer academic practice, which allows students to improve their research skills.
• algebra (3 hours);
• geometry (3 hours);
• probability theory and statistics (1 hour).

The "Mathematical vertical"

The Mathematical Vertical program is the flagship course of the Center for Educational Excellence, in which students in grades 7–9 will study in-depth modern mathematics and the subjects of the natural science cycle. In high school, such a knowledge base will allow them to successfully master specialized, preprofessional, academic, IT courses. Weekly, in addition to other compulsory subjects, students will study:

Also provided for individual and group counseling (2 hours) and classes in a circle (1 hour).

Education in the sixth grade is considered as a preparatory stage of the program, including:

• writing a preparatory program in mathematics (in December);
• visiting the circle of in-depth study of the exact sciences;
• writing an introductory work (in April).

Course performance is assessed according to criteria such as:

• the level of passing the OGE;
• successful completion of specialized diagnostics after the end of the seventh and eighth grades;
• performance at the All-Russian School Olympiad.
• continuous improvement of their knowledge and skills of teachers who undergo advanced training courses, participate in professional conferences, contests, seminars, master classes.

The Mathematical Vertical program is the flagship course of the Center for Educational Excellence, in which students in grades 7–9 will study in-depth modern mathematics and the subjects of the natural science cycle. In high school, such a knowledge base will allow them to successfully master specialized, preprofessional, academic, IT courses. Weekly, in addition to other compulsory subjects, students will study:

Accommodation, meals, prices

As part of the educational complex, there is an institution for studentrs with hearing impairments, which provides for the possibility of 24-hour free stay of pupils on full board basis: with full five meals a day and living on the boarding school territory. All the other constituent educational units of Lyceum No. 1501 provide exclusively for full-time education for high school students living in Moscow.

The school administration organizes meals for students together with the “Social Nutrition Center” enterprise in the form of hot breakfasts and lunches. There are 2 power formats:

• at the expense of the Moscow city budget (for students from socially unprotected and large families);
• on a paid basis.

Since the educational institution consists of several buildings, there are a number of differences between the modes of operation of canteens in different buildings:

• for pre-school offices provided four meals (including lunch and afternoon tea);
• for students  living in the Lyceum and studying in the buildings along Malaya Dmitrovka Street and Uspensky Lane, full board is available: the first and second breakfasts, lunch, afternoon tea and dinner.

Activities School №1501

In order to help the lyceum students to develop comprehensively and strengthen their health, there are clubs and sections in various areas in lyceum No. 1501:

• photo studio
• guitar lessons,
• vocal studio;
• communication skills development circle
• Club "Young Journalist";
• French club,
• German language club;
• table tennis,
• basketball,
• volleyball.

Classes in the sections have practical application: the Lyceum students publish the internal newspaper "Lyceum Bulletin", annually prepare calendars with school data, perform and take prizes at various sports competitions, provide photo reports of all school events.

• Included in the TOP-20 of the best schools in Moscow over the past five years.
• The winner of the competition of educational institutions introducing innovations in the educational process (2006).
• Grant winner of Moscow for high results of educational activities (2011).
• Lyceum received a letter of appreciation for the successful and effective implementation of research programs.
• The organizer of the scientific and practical international conference for stuednts "What, how and why - I will figure it out and explain."
• Each graduate of the Lyceum performs design and research work under the guidance of school teachers or teachers of technical universities.
• The Lyceum became the platform from which the webcast of the All-Russian Parent Meeting was held with the participation of the Minister of Education (2015).

Facilities and equipment at School №1501

Versatile educational institution № 1501 consists of seven schools and three kindergartens, which occupy 11 buildings in different streets of Moscow. In total, the school buildings of the institution consist of 202 classrooms + all of them are additionally equipped with the following specialized rooms:

• computer classes;
• workshops for labor lessons;
• art studio;
• technology cabinets;
• study rooms for extended day groups;
• libraries with reading rooms;
• sports and gyms with all necessary equipment;
• street game and sports grounds;
• dining rooms;
• medical offices.

All buildings of the school complex have access to the Internet, as well as connected to the corporate network of the Moscow Department of Education.

Admission dates and extra charges

The school year at school number 1501 starts on September 1 and ends:

• May 21 for elementary school students;
• May 24 for high school students and high school students;
• in accordance with the schedule of final state exams for graduates of the ninth and eleventh grades.

The whole educational process is divided into quarters, each of which ends with a vacation:

• additional February for the first classes.

The cost of education in lyceum No. 1501 is formed from the sum of expenses for food and visits to various sections of the child. Directly the school itself is fully funded from the city budget, but all types of additional extracurricular education are on a paid basis. Prices for school № 1501 in different sections differ from 170RUB / hour for attending the course “Introduction to Logic” to 560RUB for an hourly occupation of foreign languages.

Entry requirements, how to apply, what is required to enrol

School № 1501 enrolls students of different age categories.

Features of the admission of studens in elementary school (grades 1 - 4):

• Parents need to submit an online application on the municipal site of the city of Moscow;
• there are no entrance tests;
• when visiting kindergartens of the multi-disciplinary institution No. 1501, enrollment in the first class takes place in the order of transfer from the pre-school department.

The enrollment of students in grades 7–10 occurs through the process of transferring students from other educational institutions, while taking into account:

• participation in competitions at various levels;
• the results of the monitoring of the Moscow Center for the Quality of Education in core subjects;
• the success of passing the final state certification;
• results of entrance examinations developed by the Lyceum Commission.

Institution on the map

Residence permits, citizenship and other services.

• Guardianship services during the studies
• Student supervision

Review about School №1501

Recommendations on when to apply, similar educational institutions.

Interested in studying in School №1501?

Explore more than just language.

Join us and stay up to date with the latest news and promotions!