WLHS G/T Advanced Research Program

HCPSS High School Gifted & Talented Advanced Research Program

Each HCPSS high school has one G/T resource teacher  who coordinates the following courses. 

*The High School G/T Resource teacher does not manage or coordinate any kind of placement or instruction related to content areas of Math, English, etc.  The G/T content courses are managed by the Instructional Team Leader (ITL) of the individual department.

Advanced Research Program Goals

The Gifted and Talented Program seeks to recognize and develop talents in advanced-level learners. The following goals are established to offer a continuum of program services for advanced-level learners.

• Ensure that gifted education services are an integral part of the general education program. 

• Provide differentiated instruction and curriculum to continuously improve student achievement and performance. 

• Provide for the social and emotional needs of advanced-level learners. 

• Recognize and develop diverse abilities and talents. 

• Provide comprehensive professional development for its teachers to help them meet the unique needs of advanced-level students.

These goals are based on gifted program standards and content goals of the National Association for Gifted Children (NAGC), Maryland Learning Outcomes, and the Howard County Essential Curriculum.

Independent Research G/T Course Description for grades 10, 11, 12

Independent Research (IR) is a college-level course in which students design an original research study or creative production in self-selected areas of interest. Students learn advanced-level research methodologies and college-level writing and oral presentation skills. Under the guidance of the G/T resource teacher, each student identifies a problem and formulates a research question. Student researchers address identified problems, answer research questions, and communicate the results of their creative achievements to appropriate audiences. Students collaborate and receive ongoing feedback from professionals in their selected areas of study. Independent Research 1 requires an application, interview and letter of recommendation.  IR 2 and 3 do not require re-application.

Intern/Mentor G/T Course Description for grades 11, 12

The G/T Intern/Mentor Program (IM) 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.  Intern/Mentor 1 requires an application, interview and letter of recommendation.  IM 2 does not require re-application. IR students interested in IM need to arrange an interview to discuss their interest and arrangements for possible internships.

Click here for answers to frequently asked questions about the Intern/Mentor program.

AP Seminar Course Description for grades 9, 10, 11, 12 (new for '25-'26)

"AP Seminar is an interdisciplinary course that encourages students to demonstrate critical thinking, collaboration, and academic research skills on topics of the student’s choosing. To accommodate the wide range of student topics, typical college course equivalents include interdisciplinary or general elective courses" (College Board website).

Students will learn how to read and analyze articles, studies, and texts, view an issue from multiple perspectives, and craft arguments based on evidence.  Students do not select the research topics; instead College Board provides themes that students can pursue.  

Students are expected to register for the AP exam, as the research tasks are completed in class.  One will be an independent task and the other will be a team project.  There is also an exam in May.  Successful completion of the Performance Tasks and End-of-Course AP exam will result in a score that could lead to college credit.  

AP Seminar is a prerequisite for AP Research, which is expected to be available starting in 2026-2027.

Why are there so many course numbers in the course catalog?

Because students can take these courses repeatedly, they have to assign them new numbers so they get “new credit” on their transcript.  

Independent Research GT:

• GT-400-1 – a student enrolling in Independent Research for the first time

• GT-410-1 – a student enrolling in Independent Research for the second time (repeating the class the next school year)

• GT-420-1 – a student enrolling in Independent Research for the third time (repeating again, for a third school year)

 Intern/Mentor GT:

• GT-430-1 – a student enrolling in Intern/Mentor for 1 credit for the first time

• GT-440-2 – a student enrolling in Intern/Mentor for 2 credits for the first time

• GT-450-1 – a student enrolling in Intern/Mentor for 1 credit for the second time (repeating 430-1 the next school year)

• GT-460-2 – a student enrolling in Intern/Mentor for 2 credits for the second time (repeating 440-2 the next school year)

AP Seminar:

• GT-500-1

"Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits 1)  above average ability  2)  high levels of task commitment, and  3)  high levels of creativity. Students demonstrating gifted behaviors are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance."                                             

(Adapted from Joseph Renzulli, UConn)

In the GT Advanced Research Program, there is no trait more important than #2, the high level of task commitment. The successful GT student demonstrates initiative, determination and  independence in both their thought and in their work.   With unwavering task commitment, the student can overcome setbacks, pitfalls, plateaus and writer's block.  

Task commitment carries a student's abilities and creativity further than ability or creativity can go alone.  Here at Wilde Lake, GT Research students are selected using guidelines as recommended by Peters, Carter & Plucker (2020) article available here