Every summer, families see advertisements for high school programs at universities such as Harvard, Stanford, Oxford, Michigan, Melbourne and many others.
The pitch can be pretty compelling: spend two or three weeks on a famous university campus, take university-level classes, meet students from around the world, and experience life as a university student.
It sounds great!
But before families spend several thousand dollars on a one of these pre-college programs, there’s an important question to ask:
What will the student actually gain from the experience?
The answer depends on the type of program.
“Pre-college” can mean almost anything
The term pre-college program covers a surprisingly broad spectrum.
At one end are highly selective research programs in which students work with scientists or faculty mentors and conduct substantial research.
At the other are university-branded summer camps involving introductory classes, recreational activities, campus tours and social events.
Between them are university-level academic courses, online research programs, entrepreneurship competitions and field-based environmental programs.
All of these can be worthwhile, but they should not be evaluated in the same way.
The university name isn’t the main point
One of the most common misconceptions is that attending a summer program at a prestigious university will improve a student’s chances of being admitted to that university.
Families should be cautious about this assumption.
A university may report that a certain percentage of its entering students previously participated in its pre-college program. That stat is interesting, but it doesn’t show that participation caused the students to be admitted.
A better way to think about pre-college programs is by looking at their indirect benefits.
Strong programs help students develop research experience, academic depth, leadership, independence, a substantial project or an accomplishment that later becomes part of a university application.
In other words, the value often lies in what the student does with the opportunity. (This holds true with many things in life, but that’s my perspective as a dad and better reserved for a different post or context.)
What do students actually do?
Suppose two students attend summer programs.
Student A says:
“I attended a two-week environmental program at a famous university.”
Student B says:
“I spent four weeks studying water quality, collected field data, analyzed the results with a mentor, presented my findings and continued the project at school.”
The second experience demonstrates considerably more evidence of intellectual engagement.
This doesn’t mean that every student has to conduct original research. A younger student may simply need an opportunity to discover whether they enjoy environmental science, engineering, economics or another subject entirely.
The purpose of the program should match the student’s stage of development.
Environmental students have particularly interesting options
I’ve addressed this in other posts already, but I’ll reiterate it again: Students interested in environmental science should look beyond programs with “environmental science” in the title.
Relevant fields include, but are not limited to:
- ecology;
- conservation biology;
- marine science;
- climate science;
- geography;
- sustainability;
- environmental engineering;
- renewable energy;
- wildlife biology;
- biodiversity;
- environmental policy;
- environmental economics;
- agriculture and food systems.
Organizations like Earthwatch and the School for Field Studies offer field-based experiences that can be particularly interesting for students who want to learn through direct observation and research.
The Conrad Challenge offers a different model: students work over an extended period to develop innovative solutions to real-world problems, including environmental and sustainability challenges.
Cornell, Stanford, Harvard and many other universities offer pre-college opportunities. Institutions in Singapore and Australia can be particularly attractive for students from Southeast Asia, if you can find them – universities here offer fewer summer/pre-college opportunities than those found in the USA.
Ask five questions before paying
Before committing to a program, families should ask:
1. How selective is it?
Can almost anyone who can pay attend, or is there meaningful academic selection?
2. Who actually teaches the program?
Are university faculty involved? What are the instructors’ qualifications?
3. What does the student produce?
Will there be a research paper, presentation, prototype, portfolio, competition entry or other substantial outcome?
4. Is it genuinely appropriate for the student?
A program can be excellent and still be wrong for a particular student.
5. What’s the total cost?
Look beyond tuition. Housing, meals, insurance, visas and other mandatory fees can substantially increase the price.
What about the admissions application?
Don’t just ask:
“Will this program get me into university?”
Instead ask:
“What will this experience allow me to demonstrate?”
Maybe it will confirm a student’s interest in marine biology. Perhaps they figure out that they actually prefer environmental policy over lab science. Maybe they’ll develop a conservation project that continues for another year. Perhaps they discover that they love research.
Those outcomes are a lot more important than having the name of a famous university on a summer certificate.
A good summer doesn’t have to be prestigious
Students sometimes feel pressure to make every summer “count.”
But meaningful doesn’t have to mean expensive.
A student could spend the summer conducting a local biodiversity survey, working with a community organization, reading extensively about climate policy, developing a renewable-energy project, entering an international competition, or working with a mentor.
A university summer program may be the right choice. It may also not be.
The best decision depends on the student’s interests, maturity, academic preparation, financial circumstances and goals.
The question you should ask
Instead of asking: “Is this a prestigious program? Ask “What will I learn, do, produce and accomplish because of it?”
A pre-college program isn’t an admissions insurance policy. As a matter of fact, I wouldn’t even consider one if that’s your motivation. It should be an opportunity for a student to become more knowledgeable, more capable and more curious.
If it does that, the experience may be valuable regardless of the name printed on the certificate.