TRIO Math and Science


To be eligible to participate in UBMS activities, a student must:

  • Be a U.S. citizen or legal resident;
  • Have completed the 8th grade at time of selection;
  • Be a 9th – 12th grade student entering or enrolled at either Fond du Lac High School or Horace Mann High School;
  • Have a cumulative or semester GPA of or above 2.0 on a 4.0 scale;
  • Be interested in pursuing a college degree in a science,technology, engineering or mathematics field; and

Additionally, eligible applicants must:

  • Be a potential first-generation college-bound student (neither supporting parent/guardian having earned a baccalaureate)
  • and/or meet the financial qualifications as determined by the U.S. Department of Education

Proof of parent or legal guardian income is required with the completed application. A signed copy of a 1040, 1040A, or 1040EZ tax return from 2012, a signed financial aid application, a signed statement from the student’s parent or legal guardian, or verification of family income from another governmental source maybe accepted to prove income eligibility.

Are you uncertain about your eligibility?

Very often students and/or parents mistakenly think they do not qualify for the UBMS Program. Parents, if you are uncertain whether your student meets the eligibility requirements, please arrange to speak with any of the UBMS team members. They are trained to help you determine full eligibility.

Important Definitions According to Code of Federal Regulations: 34 CRF 645-6

Family taxable income means-
(1) With regard to a dependent student, the taxable income of the individual’s parents;
(2) With regard to a dependent student who is an orphan or ward of the court, no taxable income;
(3) With regard to an independent student, the taxable income of the student and his or her spouse.

Low-income individual means an individual whose family taxable income did not exceed 150 percent of the poverty level amount in the calendar year preceding the year in which the individual initially participates in the project. The poverty level amount is determined by using criteria of poverty established by the Bureau of the Census of the U.S. Department of Commerce.

Potential first-generation college student means-
(1) An individual neither of whose natural or adoptive parents received a baccalaureate degree; or
(2) A student who, prior to the age of 18, regularly resided with and received support from only one natural or adoptive parent and whose supporting parent did not receive a baccalaureate degree.

Services Provided

The Upward Bound Math and Science Program is a college readiness program that, while focusing on Math and Science, provides services in a variety of areas.


The summer academic initiatives accentuate on skill development and improvement in subjects such as Mathematics, Physical sciences, Life sciences, Technology, as well as English & World Languages. The program instructions include a combination of guest presenters, workshops, field trips, and hands-on activities that engage students and facilitate their exposure to a wide variety of career opportunities.


During the September – May academic school year we will offer services and workshops in the following areas:

  • Academic Support
  • College Admissions
  • Financial Planning
  • Career Preparation
  • Individual Development

Algebra, Geometry, Statistics, Trigonometry, Calculus


Chemistry, Geology, Astronomy, Physics, Meteorology


Biology, Physiology, Zoology, Botany, Anatomy


Computer Software Applications, Essentials of Information Technology, Web and Digital Design


Public Speaking, Scientific/Technical Writing, Greek, Latin, Analytical Reading


According to federal regulations, UBMS programs must provide academic tutoring services that will enable students to complete secondary or postsecondary courses, which may include instruction in reading, writing, study skills, mathematics, science, and other subjects. Federal regulation: 34 CFR 645.11(a)(1)

The UBMS program at Marian University offer tutoring services to its participants who face some academic challenges in particular subjects. These tutoring services are designed to help meet the academic needs of each participant who can benefit from them. Typically, participation in tutoring is a great way for students to reinforce what they have been learning in school.

One of the goals of the UBMS tutoring services is to help students earn and maintain good grades in all classes, particularly Mathematics and English. The UBMS program primarily aims to help each student to maintain a GPA higher than 2.50 on a 4.0 scale.

The tutoring sessions will be conducted by highly qualified volunteer tutors or high performing college students from Marian University.  The UBMS administrators will ensure that students are served by tutors who are knowledgeable of the subject matter and able to facilitate the student’s understanding of it.

During the tutoring sessions, tutors will assist students with the following:

  • Improving the learning experience
  • Strengthening study habits and skills
  • Understanding challenging concepts
  • Completing homework and assignments
  • Preparing more efficiently for tests and exams
  • Becoming independent learners

Participation is primarily required for:

  1. All students with an overall GPA lower than 2.51
  2. All students who have a grade of C+ or lower in core classes such as Mathematics, Science, and English

UBMS tutoring services are not only open to those for whom tutoring is required. For instance, students may voluntarily sign-up for tutoring services if they have a B- or higher and who still experience some academic challenges in Math, English, and Science subjects.

Students may also be recommended by their parents, counselors, teachers, to take tutoring lessons, if they are not performing well in those subjects in spite of a B- or higher.

Student may sign up for UBMS tutoring services if they only need occasional help in any Math, English, and Science subject.

Students may additionally arrange to meet individually with high school teachers for tutoring on particular subjects not necessarily offered by the UBMS tutoring services. However, students must validate their participation at those meetings only with teachers’ signature or that of a tutor approved by the school counselor.

During the academic year, tutoring sessions will take place at the Marian University Stayer Center Room 217/218 on Wednesdays from 3:00pm – 5:00pm. We do realize that Fond du Lac High School students will not be there right at 3:00pm.

The sessions for each course will be conducted in group. Each session will consist of one hour of tutoring per week, per class. Students are expected to attend sessions as scheduled, come prepared with homework and questions so that they may utilize the tutoring times effectively.

POINT VALUE     GRADE         HIGH         LOW

4.00                         A+               100.00%     97.00 %

4.00                         A                  96.99 %     93.00 %

3.67                         A-                 92.99 %     90.00 %

3.33                         B+                89.99 %     87.00 %

3.00                         B                   86.99 %     83.00 %

2.67                         B-                 82.99 %     80.00 %

2.33                         C+                79.99 %      77.00 %

2.00                         C                  76.99 %      73.00 %

1.67                         C-                 72.99 %      70.00 %

1.33                         D+                69.99 %      67.00 %

1.00                         D                  66.99 %      63.00 %

0.67                        D-                  62.99 %      60.00 %

0.00                         F                   59.99 %      00.00 %

Students are expected to remain firmly committed to the tutoring services and the UBMS program in general. Therefore, they must attend all scheduled sessions. They must treat all tutors with the highest level of respect.

If extracurricular activities or after-school employment interfere with the tutoring schedule, please inform the UBMS program staff as soon as possible for necessary arrangements. For any other attendance matters, please consult the policies of the UBMS Handbook. Students are required to have permission to leave tutoring sessions.

In the event of inclement weather conditions, relating decisions made by partnering schools will be in effect.  Follow announcements made at your respective school.  For instance, if your school dismisses early due to weather conditions, tutoring is automatically cancelled that day.

If there is any type of unsatisfactory results about the UBMS services, please inform the UBMS staff immediately after they are noticed.

If a student fails to attend a session without advance notice, and they are the only student scheduled to attend that session, their stipend check will be reduced by an amount equivalent to an hour of tutor wages.

The UBMS program will hold its students accountable for keeping track of their attendance and participation in tutoring services. Therefore, students are expected to fill out their participation form (Weekly Tutoring Log) at every session. The form must be submitted to UBMS staff at the end of every school week.

Students who miss a tutoring session are expected to be responsible for make up arrangements within two weeks of the missed session. Students with habitual unexcused absences are subject to being placed on probationary status.

UBMS aims to foster its participants’ ability to become self-sufficient learners. UBMS students should be active and resourceful participants in their own learning experience. Therefore, all UBMS students, regardless of their academic performance level, are strongly encouraged to draw from all supplemental resources that can help them achieve success in all courses that are challenging to them.

High School Resources

Academic Services

All UBMS students are first and foremost expected to contact their assigned school counselor and teachers to inform them about their needs to perform better in a particular class. They are also expected to utilize all academic support services and resources available at their high school; for instance peer tutoring.

Study Teams

All UBMS students are encouraged, but not required, to form a “study team” or join an existing one at their school. In many cases, studying together increases the probability that all students involved in the team will benefit from synergistic learning outcomes.

Grace Fleming, an Academic Coach and Writer, provides some tips on forming a study team. Additionally, she highlights the importance and some benefits of being part of a study team.

Online Resources

Khan Academy

Khan Academy, according to, is a non-profit educational website created in 2006 by educator Salman Khan, a graduate of MIT and Harvard Business School. The stated mission is to provide ‘a free world-class education for anyone anywhere’.

Khan Academy’s materials and resources are available completely free of charge. Students can make use of the academy’s extensive library of content, including interactive challenges, assessments, and videos from any computer with access to the web.

To learn more about Khan Academy, visit:


Quizlet is a free website providing learning tools for students, including flashcards, study and game modes. Students of almost every discipline use flashcards to help them master the terms and concepts of their courses. Students can make their own, or choose from millions of flash cards sets created by others.

Quizlet makes it easy to create and share study materials, to study with a few friends or an entire class. And Quizlet is good for studying almost any subject, from languages and vocabulary to history to science and the arts.

To learn more about Quizlet, visit:


If you are performing well and would like to help your fellow UBMS students, you are more than welcome to come to sessions to help.
Due to the availability of our tutors, this isn’t a possibility at this time.

You may, so long as you are aware that tutors may already have scheduled sessions.

Due to the nature of our federal funding, we will be unable to accommodate non-UBMS students. If you know of someone who wants to receive tutoring services, you may refer them to their school counselor or encourage them to apply to join the program.

You will be/have been paired based on need and tutor availability.

You must stay at a session for at least one hour.

Bring the homework you need help with, your Chromebook, your text book, and any questions that you have. Read over material before you meet with a tutor.

As with all of our other services, there is no cost for tutoring. However, if you fail to show up to a session without prior notice, the wages of the tutor will come out of your stipend check.

Students will be required to see a tutor at least one session a week.

We have set specific parameters to determine need. If you feel that you don’t need a tutor communicate with UBMS staff and work to raise your GPA and grades.

You are required to be at tutoring for 1 full hour during the two hour time-span. We do not expect Fond du Lac High students to be at tutoring right at 3:00pm.

If you are seeing teacher for help, we will need confirmation from that teacher each time you meet. If you are seeing a peer tutor, we need confirmation from your school counselor each time you meet.

Yes, you may, but no more than an hour a week. However, you must provide advance notice for the days you will need to come.  We want to make sure there is a tutor available for the subject that you need.

If there is any type of unsatisfactory results about the UBMS services, please inform the UBMS staff immediately after they are noticed.

Contact program staff to see what other options are available.

If extracurricular activities or after-school employment interfere with the tutoring schedule, please inform the UBMS program staff as soon as possible for necessary arrangements. For any other attendance matters, please consult the policies of the UBMS Handbook. Students are required to have tutors’ permission to leave tutoring sessions.

Any absence will be treated like a missed program. Unless it is made up a stipend reduction may result.

Students who miss a tutoring session are expected to be responsible for make-up arrangements within two weeks of the missed session. Students with habitual unexcused absences are subject to being placed on probationary status.

If a student fails to attend a session without advance notice, and they are the only student scheduled to attend that session, their stipend check will be reduced by an amount equivalent to an hour of tutor wages.

Grades and GPA will be evaluate on a semester-by-semester basis. Any student who brings their grades and GPA above required amounts will no longer have to see a tutor.

Work with them to figure out why you aren’t feeling like they’re helpful. If you are unable to determine the problem, talk with program staff.

To help our students gain more understanding of subject areas with which they are struggling. This will in turn lead to higher grades, better GPAs, and networking which will lead to more opportunities to get scholarships and get into college.

Currently, math, science, and English.

Session will occur from 3:00pm – 5:00pm on the Marian Campus in Stayer Center Rooms 217/218. If for some reason this will not work for you, you will need to contact program staff.

Any student who is getting under a 2.5 GPA and/or is performing at a C+ or below in Math, English, and/or Science classes must see a tutor for the subject(s) they are performing poorly in. Students who have higher GPAs or better than a C+ may still come to tutoring sessions if they choose to.

Students may also be recommended by their parents, counselors, teachers, to take tutoring lessons, if they are not performing well in those subjects in spite of a B- or higher.

We are required by the Department of Education to meet specific standards. A certain number of our students must have a GPA higher than 2.5 each year. Any student who has a GPA higher than 2.5 may still see a tutor if they wish.

Unfortunately, you will not get more money for coming to more sessions.

Tutors will have consistent schedules. If you do or don’t like a specific tutor, communicate with UBMS staff.

At this point in time there is not a plan to have tutors during the summer session. However, if you have a need, contact program staff.

Multiple students will be at sessions, however you will be able to get one on one help.


Students are required to be present at all UBMS sponsored events. If I student fails to attend any event or fails to complete their reflection, they will not be eligible to receive a stipend. If for some reason a student needs to miss an event, communication with the UBMS Staff so we can help students make alternate arrangements.

Provided a student meets all attendance and reflection requirements, they will be paid $40 a month during the school year and $60 for the entire summer session. UBMS cannot exceed those amounts and cannot retroactively award stipends (this means that if a student misses a stipend, they cannot make it up the following month).

Students will not be paid during the first 90 days in the program. This time is considered a “probationary period.” Provided all requirements are met during that time, students will receive all stipends owed for that period.

Monthly Reflections

Students must provide a monthly reflection,as a way of validating their participation in program activities and events.Reflections should be typed in 11 point Calibri Font, double-spaced, and fill 2-pages with standard one inch margins on the sides, top, and bottom. Reflections must be submitted at the end of every month during the academic year (September – May) and one following the 6-week summer session the end of July. Each monthly reflection will be based on the most significant learning experience(s) over the course of that period.

If you need additional assistance with writing your paper, please contact program staff, see one of our English tutors, or follow the suggestions in this document.

Reflections may be turned in any day following the last session or activity of the month, but due no later than the first Monday of the following month. If a student fails to complete their reflection to a satisfactory degree, their stipend may be withheld.

Monthly reflections will address the following questions:

  1. What happened?
  2. Why was it important?
  3. How does it affect me as a learner?

Stipends will be made available on a monthly basis.

 Journals will be due: Stipend checks will be available:
January 9th 13th
February 6th 10th
March 6th 10th
April 10th 14th
May 8th 12th

For every 24 period after a reflection is due, $5.00 will be deducted from stipend checks. This means that if a paper is due on 1/2/17 at 4:30 p.m. and it isn’t turned in until 5:00 p.m., $5.00 will be deducted from that month’s stipend.

For every event, program, program staff appointment, or tutoring session missed (without prior notification) and not made up $5.00 will be deducted from stipend checks. If a student does not attend any events or tutoring sessions in a month, they will only be able to receive a portion of their check ($20 provided they write their paper) unless otherwise arranged with the program.

When stipend checks are distributed, if any deductions must be made, a summary of why those deductions were made will be included with the check. Stipends awarded for late papers may be delayed one month.

The Application Process

Marian University’s Upward Bound Math and Science (UBMS) program,  serves 62 high school students from the Fond du Lac and North Fond du Lac School Districts. Applications are accepted in fall and spring of each academic year, and new applicants are admitted to the program until all spots are filled.

Eligible students who are interested in joining UBMS must discuss their participation with their parents and/or legal guardians. Parents should, then, encourage them to fill out application forms, help them gather supporting documents (indicated in the application forms), and submit three recommendation forms. One of these recommendations must be from a school counselor (including a counselor from a different school if need be), administrator, or student services staff member, and the remaining must be by two previous or current teachers (at least one of them must teach science or math).

Please contact us via email at
phone at 920-923-8959 or text message at 920-266-9397


Applications to join the program will be received, reviewed, and accepted on a rolling basis. Applications may be submitted to a school representative or a UBMS Team Member.

Fond du Lac High School

Tiffany Michalkiewicz
School Counselor-Special Programs Coordinator
Fond du Lac High School

Horace Mann High School

Jill Goebel, M.S.E.
School Counselor
Horace Mann High School
920.929.3740, Ext. 5126

If you need additional assistance in filling out the application forms, please contact UBMS administrative staff at your earliest convenience.


To complete the application process please refer to the following documents:



  • Once parents/guardians complete all the application steps with their child and submit all required documentation, an email will be sent to them for updates on every decision made in the selection process.
  • All submitted forms and supporting documents are then reviewed by the UBMS Team. If it is determined that your child is eligible for the UBMS program, a notification will be sent to you and to the high school representative.
  • Both the selected student and at least one parent/guardian must attend a mandatory Orientation Meeting with UBMS administrative staff.


  • All information submitted during the application process is kept strictly confidential. The UBMS staff will not share an applicant’s personal information with anyone.
  • Once an application and required documents are received, they are securely filed and can only be accessed by the UBMS program staff.
  • In the case that an applicant is not selected to participate in the program, all information will be kept on file and will continue to be securely stored and protected.

Alternate Programs

For those of you who are not eligible for our program, please see the list of alternate programs below

Early College Credit Program
For Juniors and Seniors who want take courses for college credit while still enrolled in High School.

Wisconsin Youth Apprenticeship
For students who want hands on learning while in high school. This is a chance to work in a local industry with mentoring and on the job learning.

Project GRILL
Project GRILL puts local manufacturers together with area high school tech ed students on a year-long project to design and build a working charcoal grill from scratch.

Youth Leadership
Youth Leadership Fond du Lac was created in 2006 to give emerging young leaders the chance to learn how the community works, where its opportunities lie and how they might fit into future solutions.

Conserve School
Conserve School is a non-sectarian school aimed at students who feel a strong attachment to the natural world and who are motivated to conserve it. This semester-long immersion in environmental studies and outdoor activities deepens students’ love of nature, reinforces their commitment to conservation, and equips them to take meaningful action as environmental stewards.

School to Work
Students involved in the School to Work Program spend a portion of the day in school and a portion of the day on the work site. This unique schedule allows students to apply what they have learned in school to the jobs they are performing on the work site.

University of Wisconsin Oshkosh Pre-college Programs
Programs offered during the summer at UWO.

Alfred University: Institute for Women Leaders of Tomorrow
For rising female sophomores, juniors, and seniors.

American University School of Communication
Hands-on experience in communication for high school students. Programs in journalism, film, photography, and communication. One- to four-week programs.

American University
Running Start encourages high school girls from across the country to channel their leadership into politics. Free of charge and travel scholarships are available.

ASA Summer fuel Pre-college and Cultural Immersion Programs
Pre-college programs at UMass/Amherst, UC/Berkeley, Oxford and Cambridge Universities: College Admissions Prep at Columbia, Tufts, UC/Berkeley.

Bard College Institute for Writing and Thinking
Three-week writing and thinking workshops offered at Bard College at Simon’s Rock, Lewis and Clark College, Lake Forest College.

Barnard Pre-college Program
One- and four-week coed liberal arts program; one-week Young Women’s Leadership Institute.

Boston University Summer Term
Six-week high school honors program offering college credit courses and scientific research projects. Two-week summer challenge program to preview college life and coursework.

Brandeis BIMA Summer Arts Program
Arts program with a Jewish focus for students finishing grades 9-11.

Career Explorations
Summer internships in various careers (including architecture, fashion, medicine). Four- and six-week programs.

CDC Disease Detective Camp (DDC)
Free. Campers take on the roles of disease detectives and learn how CDC safeguards the national health.

Carleton Liberal Arts Experience
The Carleton Liberal Arts Experience (CLAE) selects 50 high school students who just completed their sophomore year and brings them to Carleton, all expenses paid, for a one-week summer program. The CLAE program introduces the strengths of a liberal arts education through an array of courses in science, art, social sciences, and technology.

Civic Leadership Institute (Northwestern University & Johns Hopkins University)
Three-week summer service-learning programs for outstanding high school students completing grades 9 through 12 in Chicago, Baltimore & San Francisco. CLI combines hands-on education, meaningful service, powerful speakers and seminars and an unforgettable residential experience for a summer that students often describe as “life-changing.”

Cornell Catalyst Program
Summer residential program for high school students from severely underrepresented groups who excel in math and science and want to learn more about careers in engineering.

Cornell Curie Academy
One-week residential pre-engineering program for current sophomore or junior girls who excel in math.

Junior Statesmen Summer School
Three- and four-week summer courses at Georgetown, Stanford, Princeton, or Yale for rising sophomores, juniors, and seniors who have a passionate interest in politics, government and current events.

Michigan Math and Science Scholars Program
Two two-week sessions feature small, intense math and science courses.

MIT: MITES (Minority Introduction to Engineering and Science)
Six-week program that prepares promising rising seniors for careers in engineering and science.

Morehouse Summer Institute (Project Identity)
Coca-Cola Pre-College Leadership Program. The curriculum focuses on personal and interpersonal leadership skills.

National Space Club Scholars Program
The National Space Club Scholars Project is a summer intern experience for up to 30 high school students who have demonstrated high academic success, and have an interest in space science or engineering as a career. The project is conducted for six weeks each summer, from late June until early August.

Northwestern University School of Communications Summer Programs for High School Students
Programs in film and video, speech, theatre arts, and policy debate.

Notre Dame Seminars
African American Scholars, Latino Community Leadership Seminar, Global Issues Seminar.

Princeton University
Summer Journalism Program for low income sophomores or juniors with at least a 3.5 GPA. Cost is free including travel.

QuestBridge is a non-profit organization that has worked since 1994 to connect bright, motivated low-income students with educational and scholarship opportunities at some of the nation’s best colleges and universities. The QuestBridge college application process is the national expansion of an eight-year QuestLeadership Program which helped students gain admissions to top colleges as well as helping them through college and into their first jobs, graduate schools, and professional experiences.

Sarah Lawrence College Summer Program
Three- and six-week courses in writing, film, visual arts, and music, and a six-week program composed of three two-week courses in history, theatre, and literature. Filmmaking intensive available to current juniors and seniors.

School of the Museum of Fine Arts (Boston) Pre-college Summer Studio
Six-week program offering rotations in painting, drawing, printmaking, sculpture, video, digital photography and sound art.

Summer Discovery Pre-college Enrichment for High School Students
Programs at UCLA, UC Santa Barbara, UC San Diego, Michigan, Georgetown, Northeastern U., Cambridge, and various locations in Spain and Italy.

Syracuse University Summer College
Six-week, credit-bearing courses, and two week, non- credit programs in art and music.

University of Maryland, College Park: Women in Engineering
A collection of one-week summer programs and one-day academies for female high school students who are considering engineering as a possible major and career.

University of Maryland Young Scholars Program
Targets rising juniors and seniors who have a strong academic record and a desire to excel to experience college life.

The University of Tulsa Summer Residential Camps in Screenwriting and Filmmaking
For high school students, from entering freshmen to graduating seniors.

Vanderbilt University Pre-College P.A.V.E. Program
Six-week course designed to strengthen the academic skills of students who are planning to enter a college engineering, pre-med, science, or technology program.

Wesleyan Center for Creative Youth
Summer arts residency for students entering 10th-12th grades, includes concentrations in theatre, musical theatre, technical theatre, music (instrumental or vocal), dance, creative writing, filmmaking, visual arts, and photography.

Adventures Cross-Counry
In its 30th year, ACC continues to match service learning with global action and awareness in relation to specific world issues. This year’s offerings include wildlife conservation in East Africa, working with farmers in China, teaching children in Cuzco, Peru. ACC’s three month Gap Semesters allow graduated seniors to fully immerse themselves into the unique cultures of Asia and Africa.

Al Campo International
Al Campo International projects are designed to teach participants real world solutions to growing community problems with an emphasis on sustainability. Programs in Honduras and Nicaragua focus on solar power and eco-stoves, soil and water conservation, education, and horticulture.

American Field Services (AFS)
With 56 years of experience and programs in over 100 countries, AFS is one of the largest international exchange organizations for American teens. AFS hosts summer abroad programs for high school students around the globe that combine community service and language immersion. Students can chose to
live on a university campus or opt for a summer home stay.

Amigos de las Americas
AMIGOS trains young people to meet the challenges of planning and conducting community service programs, both in their home communities and in Latin America. Training includes topics such as Spanish/Portuguese, community assessment approaches, interpersonal communication, Latin American history and culture, medical self-care, and technical training about specific sustainable development programs. Teams of 2-3 volunteers live and work in rural Latin American communities for up to eight weeks. Working in collaboration with development agencies and community members, volunteers have leadership roles in carrying out health, education, and environmental programs, ranging from latrine construction to formation of youth groups to teaching HIV prevention and dental hygiene.

Broadreach offers college-accredited summer adventures abroad for high school students. Backed by eighteenteen years of experience in running educational programs for thousands of teenagers, Broadreach (fomerly Academic Treks) combines experiential learning, traditional classroom learning and service learning with wilderness adventure, international travel and cultural exchange. Each course includes up to 55 hours of service work.

Cross Cultural Solutions
While geared towards volunteers of all ages, Cross Cultural Solutions also offers short-term international internships and volunteer experiences for teenagers, whether traveling independently, with their families, or with a school group. It runs programs in 12 countries in Africa, Asia, Eastern Europe, and Latin America. Volunteer placements can run from 2 to 12 weeks, and include work in orphanages and child care centers, schools, health clinics and hospitals, homes for the elderly, centers for the disabled, and other community organizations

The Experiment in International Living (EIL)
The Experiment in International Living offers substantive three- to five-week summer abroad programs that focus on cultural immersion, experiential learning, and making meaningful connections across national, linguistic, and cultural borders. Now in over 31 countries, EIL has given high school students the opportunity to learn another culture first-hand for 80 years. Programs range from learning from Peruvian artists, dancers, musicians, and historians in mountainous Trujillo, Peru to carrying out a ten-day service project in a rural village in Ghana.

Global Routes
Global Routes offers three to five-week summer community service programs for high school students finishing the 9th through 12th grades, gap-year and semester internships for students 17 years of age and older. Students teach children in orphanages, build schools, and help people in rural villages. Community service programs this summer include destinations in Africa, Asia, Latin America and the Caribbean.

Global Works
Since 1990, Global Works has been providing community service, cultural exchange, adventure travel, and language learning programs for teens and young adults. Much more than a vacation, Global Works international trips can be the impetus and “bridge” for meaningful cultural exchange. Potential destinations include Argentina, Australia, China, Costa Rica, Ecuador and the Galapagos, Fiji Island, France, New Zealand, Nicaragua, Panama, Peru, Puerto Rico, Spain.

High School Programs Abroad
This searchable index of thousands of abroad programs for high school students is a great resource. Programs are sorted by country, focus, duration, and language, making it easy to match interests with programs. The website also showcases opportunities, updated weekly, which show students parts of the world they’d likely never considered before.

The International Youth Leadership Institute (IYLI)
Founded in 1989, IYLI prepares African American and Latino secondary school students to assume active leadership roles in their community and global society. Through IYLI, students embark upon a lifetime of meaningful participation in their local and global communities. Signature academic programs based on the framework of history, culture, geography and environment provide training and exposure to prepare well-informed leaders and citizens. IYLI emphasizes the connections between local and global conditions, challenges and opportunities.

Lifeworks International
Lifeworks offers global programs for teens that combine community service, cultural immersion, travel and outdoor adventure. It collaborates with local service organizations to further their goals and aspirations, helping students gain cultural experience while becoming part of significant, well-established projects. Lifeworks also makes direct donations to the service organizations with which it works. All participants are enrolled in the President’s Volunteer Service Award program–an official recognition system originated by President George Bush, Sr. in 1992, for outstanding students who participate in voluntary community service.

The Monteverde New Media Expedition
One- and two-week media expeditions in Costa Rica, July 8-21, that will expand new media production skills, while helping to create a sustainable environment for animals, plants, and people in this Central American Cloud Forest.

National Geographic Student Expeditions
National Geographic offers three types of programs: expeditions, field workshops, and community service programs. Expeditions range from two to three weeks and are a more in-depth exploration of a region. The 11-12 day field workshops set roots in one or two compelling home bases. On expeditions and field workshops, students pursue an On Assignment project of their choice and are accompanied by a National Geographic expert for a portion of the trip. In the community service programs, students delve into the local culture, working alongside members of the community on collaborative service projects.

Rustic Pathways
Rustic Pathways offers service trips throughout the year and a broad range of both environmentally based and human based service projects across its global network. Service opportunities in Thailand and Costa Rica are a special focus.

Seeds of Learning
Seeds of Learning works with North Americans and Central Americans to build and equip schools in Nicaragua and El Salvador, educate children and adults, and promote cross cultural understanding. Each year, it sends ten to twelve work groups of young volunteers to Central America for 7 to 14 days. While there, volunteers partner with communities, form relationships, build bridges and explore each other’s cultures while erecting or improving a school building.

Summer Search
Summer Search is a leadership development program with a unique commitment to providing ongoing and long-term support for low-income high school
students. Founded in San Francisco in 1990, Summer Search now operates seven offices nationwide helping to place more than 700 high school students annually on a path of positive change. In addition to providing two summer experiential learning programs, after sophomore and junior years, it offers weekly mentoring sessions with highly trained staff mentors, from sophomore year to graduation, and college advisory services.

The Road Less Traveled
On an RLT Service Learning program, you may find yourself restoring native plants on the island of Kauai or maybe building an orphanage in Lai, India,
or perhaps helping to rebuild New Orleans Ninth Ward, where so much work is still to be done. RLT seeks to meet needs and create change in places “average tourists have never heard of and few will ever see.”

Through construction-based and other service and on-site living, VISIONS challenges teens to grow thoughtfully and intentionally within a community of peers and adult leaders. It assists organizations that serve under-resourced communities, providing labor and raw materials for projects designated by communities. Student opportunities also include sustainable development, environmental or agricultural work, volunteering with young children or the elderly, internships with local artisans, farmers, fishermen, vendors and more.

Where There Be Dragons
From a rugged journey along the ancient trade routes of Western China to exploring the diverse indigenous communities of Indonesia’s outer islands, Where There Be Dragons offers intimate, yet rugged programs that introduce the beauty and challenges of life in China, Southeast Asia, the Himalayas, and Latin America. Participants make honest and rewarding connections with local communities through home-stays, service work, internships and meetings with respected leaders, artists, philosophers, and experts on the issues facing developing countries.