FAQs

General Description...

The G/T Intern/Mentor Program is a college-level course in which students design an original research study or creative production. Students study off-campus with a professional mentor in a self-selected area of interest. Student research or creative production focuses on contributing new knowledge to the field of study. The G/T resource teacher facilitates classroom and internship experiences, focusing on advanced-level research methodologies and college-level writing and oral presentation skills. At the mentor site, students apply the knowledge and skills they have learned in an authentic, professional environment. Interested students contact the G/T resource teacher to secure an application and schedule an interview. Placement decisions are contingent upon the availability of mentors in the specific field of study.

How is a mentor located?

Locating a mentor is a collaborative process. Students are asked to create a letter of interest and update their resumes. They are guided through the process of finding a mentor. Ms. Chaudhry will share previous contacts; however, students who have connections with professionals are asked to share those during the application process and beyond. Students are encouraged to talk to family, friends, neighbors, etc. who might work in the field of interest.

Students interested in places like hospitals, the Johns Hopkins Applied Physics Lab, and other large sites will be provided with additional application materials when they are available.

It is important for students and parents to be realistic about internship opportunities and locations. Many professionals in our local area serve as mentors, but students interested in specific science research opportunities and clinical medicine internships should be prepared to drive into Baltimore City or to College Park. Locating internships for high school students are challenging, as many of them are under 18. Denying a placement is certainly the student's choice, but this may mean the student has to switch to Independent Research.

How is Intern/Mentor scheduled?

Intern/Mentor is ideally scheduled as a student's last class of the day at Atholton High School. Students are released from school to attend their internship, which is why it is scheduled at the end of their day. Students spend roughly 4-5 hours of time engaged in the internship each week. Students generally do not go every day - they might go twice each week for 2-3 hour blocks of time. On the days they do not attend, they might go home early, or stay at school or with me. The time at the internship is equivalent to time spent "in class" for other traditional classes.

Because internships can be in-person, virtual, or a hybrid, scheduling is somewhat fluid. Students who need to attend in person must be available during their mentor's work hours to attend the internship. If a mentor works nights or weekends, students are permitted to attend during those times. Virtual internships are more flexible and often include independent assignments from the mentor to fill most of the hours.

Students who are enrolled for 2 credits will take the course for two class periods and will be expected to spend 8-10 hours on site each week.

Is there coursework in addition to the internship?

This is a research course, so in addition to the internship time, students also do a great deal of reading and writing, and have regular assignments that help them develop their research idea, paper, and project. To help you understand this piece, imagine that your child is interning with a lawyer. While at the internship s/he shadows the lawyer in the office, helps with office routines, talks with professionals, sits in on meetings, goes to court, etc. His/her research might be something that sparks his/her interest (even if s/he doesn't see it regularly at the office) - for example, how law is keeping up with internet security and privacy. S/He would do assignments all year on this topic and ultimately write a research paper exploring it, collect data, and put together a final product to share their information and experience.

What if my child is an athlete, or involved in other after-school activities?

Some students (particularly those with sports in the afternoon) consider taking the course for 2 credits. Because they are released from school at 12:30, some spend 2 hours at the internship every day, and are still be back at school by 3pm for practices. This, of course, requires availability in the schedule for 2 credits, and can be a tough choice for students who already have 6 other courses in mind.

If I am able to place a student before the summer, they may begin accumulating hours in the summer and count a portion of those hours for their required time during the school year. Students may also accumulate more than the required hours during any marking period so that when they are in a sports season, they can cut back their hours.

I want to be clear, however, that students are required to attend their internship all year, as missing it during a particular month or sports season is the equivalent of skipping class for that same period. It is an academic class with a grade, and curricular events outside the school day take priority over extracurricular events (HCPSS Policy 8090).

Your child will generate a schedule with the mentor that works for their mutual schedules. The mentor may also allow the student to do internship work from home from time-to-time, which is acceptable.

What if the student locates a full-time summer internship? Can that count as the Intern/Mentor internship?

Students who have a summer internship may continue that internship in the school year as part of the Intern/Mentor program. Students should document their hours throughout the summer and submit a copy to Ms. Chaudhry when the school year begins. These hours may help buffer times when the student is short on hours in a given quarter. Ms. Chaudhry and the student will discuss other ways to connect summer learning to the work required in the course on an independent basis. In addition, students can extend their summer internship into the regular school year.

What is the work load?

During the first half of the year, there are small assignments due weekly, and large assignments due roughly every 3 weeks. During the second half of the year, the weekly assignments diminish, and students begin writing their papers and collecting data. There is little direct instruction since students do not come to class. I correspond regularly with students via Canvas. It is the student's responsibility to regularly check Canvas announcements, assignments, and modules. Organization is key!

How is my child graded?

The student is graded based on academic progress on research assignments and their documented hours and experiences at the internship. The mentor also shares feedback about progress. This is not factored into the grade, but is an important consideration fort the student's ability to remain in the course all year.

One of the most important aspects of this course is that it requires a great deal of independence from your child. I welcome your questions, but please also encourage your child to advocate for him/herself, just as they would in the professional workplace or on a college campus. They have been given an incredible opportunity and will get more out of it if they take greater responsibility and initiative.