The following is an abbreviated list showing the major guidelines that all of the schools in the SRHS program follow. A detailed list and explanation of these guidelines is available for download here.
For the Student
• Attend all regularly scheduled classes.
• Participate in the school's annual end of year symposium (to be held during the fourth quarter).
• Commit to 240 or more hours per school year (September to June) for their research work (this includes class time, assessment meetings, and all out of class time spent on the research). Summer research carries a commitment of a minimum 90 hours plus assessment time. These hours include full participation in your local school symposium for each year that you are in the research course.
• Maintain a laboratory notebook of all research work starting from your entry into the research course.
• Maintain a comprehensive portfolio binder of all research work.
• Present research at all stages of the work, at all available venues and competitions.
• Maintain regular, demonstrable contact with a mentor once one is obtained.
• Always keep in mind that your overarching goal as a first year research student is to find a mentor. Everything you do in your research effort is toward that end.
For Summer Students
It is hoped that all students in the Science Research program will work with their mentors during their sophomore/junior summer and junior/senior summer. If you are registered for summer science research (ACAS 109 or ACAS 209) You are required to:
• Work with, or under the direct guidance of, the mentor for a minimum of ninety hours.
• Document all hours in thorough narrative detail, in your laboratory notebook.
• Confer once or more with your teacher about your progress during the summer.
• Meet with your teacher at or near the end of the summer for an assessment session to determine a summer grade.
For the Teacher
• Note that holding a masters degree is a prerequisite for approval to teach this course.
• Receive appropriate training, stay up to date on program changes, and take part in the support group of teachers in the program.
• Conduct a local symposium near the end of each school year (during the fourth quarter).
• Require that all research students attend the full local symposium.
• Require that all Seniors present their research findings as speakers at the local symposium.
• Require that all research students, including the speakers, present posters at the local symposium.
• Conduct regular (bi-weekly) student assessments.
• Determine available venues for students to present their work and require participation.
• Notify the SRHS Program staff of the local symposium date as soon as it is determined (at the latest by end of January each year).
• Maintain regular contact with student mentors.
• Become an adjunct instructor in the University in the High School program at the University at Albany. Offer the opportunity for college credit to Juniors and Seniors in the SRHS course.
• Form a local SRC/IRB for the purpose of reviewing projects before any work begins (New in 2008).
• Have the local SRC/IRB review all student projects before work begins (New in 2008).
* Always remember that, while it is the teacher's obligation to help students search for mentors, it is ultimately the student's responsibility to identify and secure a mentor.
• If you have summer students, meet with each at least once during the summer to check on their progress.
• Meet with or speak to the mentor about the students progress during the summer.
• Meet with the summer students at or near the end of summer (shortly after school starts is good) for a summer assessment session to determine the student's grade.
For the School District
• Recognizing the absolute requirement for each district to
provide the necessary time for the teacher to meet with each student one-to-one for a full class period every two weeks, we strongly recommend class sizes of no more then fifteen students per one fifth full time position (.2 ftp).
• Since a two year break in UHS enrollments can lead to a teacher losing adjunct status, thus requiring retraining, we also strongly suggest that districts provide for teachers to attend our annual update workshop days which would prevent this situation.
• Provide classroom space as needed to successfully conduct a science research course.
• Provide regularly scheduled time for the science research class to meet, within the school day. (This may be flexible but must amount to the equivalent of 90 class periods of 45 minutes or more per year).
• Provide appropriate facilities for the end of year evening science research symposium (during the fourth quarter).
• Provide necessary equipment and materials to conduct a science research course (computers, internet access, fax machine access, presentation software and equipment, telephone access,
• Provide for the costs of teacher training and training updates.
• Provide a place and time for the local SRC/IRB to meet as needed.