Most STEM programs focus on technical skills. Hosted by Stanford University, the Stanford SHTEM Summer Internship for High Schoolers is different in that it challenges students to connect those skills to human questions like communication, ethics, and design.
Stanford SHTEM Summer Internship is an annual summer internship program (or research program) hosted by the Stanford Compression Forum. Designed for high-achieving high school juniors and seniors, the program is unique for its “SHTEM” approach: integrating the humanities and arts into traditional STEM research.
The program is selective, usually admitting a small cohort of students (63 were admitted in 2024) to work in collaborative groups under the guidance of Stanford faculty, graduate students, and postdocs.
This guide walks through all prospective applicants to the SHTEM program need to know, including eligibility, how to apply, and whether program participation in worth it.
In Stanford’s SHTEM, the “H” (Humanities) is key. It represents a shift away from pure technical training toward contextual, human-centered research. Humanities is used to frame why a technology matters, examine who it affects, and look at its social and cultural implications.
From SHTEM’s perspective, pure technical skill is no longer enough. We need to add a layer of judgment, ethics and real-world applicability.
First, the term “internship” is a bit misleading. While SHTEM shares some surface features with internships, it is more accurately described as a mentored, interdisciplinary research program run by the Stanford Compression Forum at Stanford University.
Unlike a traditional internship program, where students contribute to an organization’s operational goals, SHTEM is a structured academic experience designed to provide early exposure to research. Participants are placed into small, collaborative groups and take up multifaceted projects that draw on their existing strengths while pushing them into new disciplines.
These projects are mentored by Stanford students, faculty, and affiliated researchers, and culminate in final presentations or research outputs.
Unlike traditional internships that focus solely on coding or lab work, SHTEM emphasizes the importance of the “human element” in technical innovation.
Structurally, the program runs over the summer (June to August), and students are expected to participate for the full duration. It’s conducted on campus, though housing is not provided, and students are responsible for arranging their own accommodation. The program is unpaid, with limited financial assistance available in cases of need.
Program Structure:
Stanford SHTEM is recognized as a highly selective and prestigious program. While the name of Stanford University inherently carries some signals of institutional rigor, the true prestige comes through the sustained level of intellectual inquiry the program demands.
Through the program’s university-driven nature, Stanford SHTEM could signal that a student can handle college-level coursework and engage with cutting-edge research in a professional lab environment.
The research outputs students produce are not formal, peer-reviewed publications; rather, they can resemble early-stage research papers in structure and academic rigor. However, the fact that the outputs are not publication-worthy is not a program drawback; in fact, they could even be a program benefit.
For high school students interested in research and take the work seriously, these outputs can demonstrate the ability to formulate questions, analyze complex ideas, and communicate findings clearly. This experience goes beyond theoretical learning, requiring students to apply concepts in practical, research-driven contexts. These skills, more than publication, are what college admissions officers value when reviewing applications.
It is generally viewed as a strong, structured introduction to research, rather than the highest tier of pre-college research experiences. Ultimately, the impact of SHTEM depends heavily on how a student uses it. A well-executed project, combined with thoughtful reflection on the research process, can meaningfully strengthen a college application.
While Stanford does not officially publish a specific percentage for SHTEM, it is categorized as highly selective (estimated by unofficial sources as <10-15%).
The eligibility criteria for SHTEM are strict, and no exceptions are made.
True eligibility (2026):
The ideal SHTEM student has a strong foundation in STEM, but is equally curious about how those fields connect to broader human questions. Rather than focusing narrowly on one discipline, strong applicants tend to show intellectual flexibility and a willingness to explore unfamiliar areas.
Prior research experience is not required, but students should demonstrate intellectual curiosity and a readiness to engage with research concepts. For example, a student who codes but is interested in language and communication, or a biology student curious about ethics and human behavior, would be well suited to SHTEM’s interdisciplinary approach. Just as important, the program favors students who can work effectively in small, collaborative teams, since projects are built around group research rather than individual work.
Stanford does not publish a detailed checklist of required materials. Selection depends in part on the availability of projects and mentors.
Based on the application portal and past cycles, applicants can expect the following:
SHTEM is structured around individual project teams rather than a fixed program-wide day-to-day schedule, which makes the experience more flexible and mentor-driven than programs like RSI.
It’s all about collaborative, interdisciplinary research. Rather than following a fixed lecture-to-lab progression like some programs, students are placed directly into small teams and work toward a complete research project over the entire duration of the program.
Projects span a wide range of fields and “transcend traditional disciplinary boundaries,” according to the official website. Research topics pursued may include computer science, engineering, linguistics, psychology, neuroscience, design, and philosophy, with a strong emphasis on how technology interacts with human behavior and communication.
Students can expect to spend approximately 20 to 30 hours per week on their project, representing a substantial amount of time conducting research in a structured but flexible setting.
Rather than following a fixed weekly structure, SHTEM is organized around a continuous research project. Students typically move from initial exploration to deeper analysis and final presentation over the course of the program, but the exact pacing depends on the project and mentor.
There is no fixed daily schedule. Instead, students coordinate directly with their mentors and teams within a collaborative academic environment that mirrors early-stage university research.
A typical experience includes:
The structure is flexible and resembles a guided research environment rather than a traditional class.
By the end of the program, students typically produce a finished project that highlights their work and learning outcomes. These finished project highlights may include:
As mentioned, SHTEM projects are highly interdisciplinary and vary widely from year to year, but past examples illustrate the program’s breadth:
You can explore past presentations and student research outputs here: Stanford SHTEM past project archive
Stanford SHTEM does not charge tuition, but it is not a fully funded program. Students should expect some out-of-pocket costs.
Stanford does not publish detailed admissions criteria for SHTEM. But the program’s structure and goals suggest several qualities that strong applicants tend to demonstrate:
Participation in SHTEM can strengthen a college application, particularly for students interested in interdisciplinary research. However, its impact depends largely on how you explain the experience.
SHTEM is a selective program, which can signal initiative and a willingness to engage with advanced material. It also reflects meaningful personal development, and can be a significant advantage when paired with strong grades and other achievements.
While there are numerous benefits for participating in SHTEM, the key benefit is the opportunity to participate in a structured research project. Students typically produce a final presentation and a written or technical output that can resemble an early-stage research paper. These materials can be used to demonstrate:
Working with mentors in a research setting provides exposure to a more independent, self-directed style of learning. When students reflect thoughtfully on the challenges and valuable insights from the experience, this demonstrates both readiness for college-level work and meaningful personal growth.
Selective summer programs like SHTEM can add value because they show that a student has gone beyond standard coursework. They also help inspire future research interests and other future endeavors by giving students early exposure to real academic questions and methods. That said, they are best understood as one component of a broader application.
If you can realistically attend (if you’re local or have arranged housing), Stanford SHTEM is a high-value, no-cost research experience with a specific profile: interdisciplinary, collaborative, and mentor-driven.
SHTEM is particularly compelling because there are no tuition costs. The program also requires a significant time commitment (roughly 20–30 hours per week over the summer), and it is unpaid and does not provide housing. For students who do not live nearby, the cost of accommodation can be a substantial financial burden.
So the tradeoff is mostly time against alternative summer options. So compared with expensive pre-college programs, SHTEM has a high upside with relatively low financial risk.
Participants are mentored through the Stanford Compression Forum at Stanford University, working with a mix of students, esteemed faculty, and affiliated researchers. While it’s not a one-on-one lab placement, the group mentoring structure still provides insight into how research is conducted at a high level.
Students also benefit from numerous network opportunities, building connections with peers who have strong academic interests, as well as with mentors across different disciplines. These relationships can be valuable both intellectually and socially.
SHTEM can strengthen a college application by demonstrating intellectual curiosity, initiative, and interdisciplinary thinking. The research outputs, such as presentations or written reports, give students concrete material to discuss in essays or interviews.
Attending the Stanford SHTEM program does not guarantee undergraduate admission to Stanford University.
College applications advice is part of SHTEM’s programming, as a representative from Stanford Admissions often speaks to the group. Moreover, participation in SHTEM could be viewed as a way to demonstrate “intellectual vitality,” which is a core Stanford admission metric. However, participation in SHTEM by itself does not influence one’s odds at admission to Stanford.
While SHTEM students do not publish formal, peer-reviewed research, they do produce project outputs such as presentations or written reports that reflect the research process. Some presentations, reports, and technical findings are published online through the Stanford Compression Forum or related platforms.
However, the goal of completing high school research should not be publication, as idealizations about publication are often misguided. College admissions officers value an individual’s intellectual growth resulting from a rigorous academic challenge more than a published paper without context.
The Stanford SHTEM program typically does not provide housing for its attendees. Students and families are responsible for arranging their own accommodation and commuting to Stanford. The website mentions there may be a small stipend available to support commuting for select students.
The STEM to SHTEM internship predates the current SHTEM program and was the seed that grew into what Stanford now calls SHTEM. It was originally launched after a group of high school interns inspired new research directions by combining humanities‑centered thinking with traditional STEM work in a research lab. As a result, the internship included an explicit emphasis on bringing the human element into technical sciences, with “H” standing for humanities alongside science, technology, engineering, and math.
Stanford SHTEM is a selective, well-regarded summer research program that offers students early exposure to interdisciplinary, mentor-guided research. Students who are curious about how STEM connects with the humanities, and who are excited to explore open-ended questions in a team setting, are likely to benefit most from the program.
For those interested in research, SHTEM is a strong starting point. Engaging with research early, whether through programs like this or independent projects, can help students better understand their academic interests and build a more compelling long-term profile.
Those looking to explore more research programs for high school students can check out our full guide here. For students interested in experiences similar to SHTEM’s interdisciplinary and mentor-guided approach, consider:
Based on a recent survey from Pioneer Academics alumni, 71 percent of Pioneer Research scholars’ college admissions records were to the top 20 US colleges and universities. Six percent of Pioneer’s alumni attended university-affiliated summer programs.
If you’re interested in conducting the highest level of research for high school students, consider joining a Pioneer information session to learn more about the Pioneer Research Institute.
If you are a 9th or 10th grader, you should check out the Global Problem-Solving Institute today. You’ll have the rare opportunity to study current world problems in an interdisciplinary approach and earn college credits from UNC-Chapel Hill at a young age.
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