SUMMER RESIDENTIAL GOVERNOR'S SCHOOLS (SRGS)
The Summer Residential Governor's Schools (SRGS) (Academic, Mentorships, Visual and Performing Arts) are month-long residential programs for tenth and eleventh grade students in the Commonwealth of Virginia. The Summer Residential Governor's Schools are housed on various campuses throughout the Commonwealth and are funded by the Commonwealth of Virginia and local school divisions. Tuition for the programs is paid by the county, though students are assessed a nominal activities fee.
The SRGS Academic programs provide intellectually challenging and enriching experiences within a community of mutual support, respect, and dedication for a limited number of academically/intellectually gifted high school students. Each college-based program provides a curriculum that integrates subject matter from various disciplines around its overall program theme. Each mentorship program provides challenging work experiences relevant to the mentorship site.
Agriculture (100 students*) Virginia Tech; June 25 to July 22
(agribusiness, biotechnology, environmental science & its implications,
international trade, resource management)
Humanities (200 students*) Radford University; June 25 to July 22
(anthropology, economics, history, literature, media, philosophy, political science,
psychology, sociology)
Medicine and Health Science (26 students*) Virginia Commonwealth University;
July 2 to July 29
(biology, chemistry, computer science applications, environmental science,
forensics, medicine, physics)
Math, Science & Technology (160 students*) Lynchburg College; July 2 to July 29
(anatomy & physiology, astronomy, computer programming, geology, hydrology
hypermedia, physics, upper level mathematics)
NASA/Langley Research Center (12 students*) Christopher Newport University;
June 25 to July 22
(aeronautical engineering, computer science—advanced, electrical engineering
material science, mechanical engineering)
VIMS/Virginia Institute of Marine Science (6 students*) Christopher Newport University;
June 25 to July 22
(coastal law, fisheries, marine resources management, wetlands ecology)
*Numbers of students admitted reflects state totals from previous year.
The application process for the Summer Residential Governor’s Schools begins at the school level in October. Invitations will be sent to students details will be posted on the school’s webpage. Students who have questions or who are interested in applying for the 2017 Summer Residential Governor’s Schools may contact Ms. Gordon at . APPLICATIONS FOR 2017 WILL BE AVAILABLE ONLINE. DIRECTIONS FOR COMPLETING WILL BE FORTHCOMING.
Additional Information on the Governor’s Schools may be obtained by visiting the Virginia Department of Education website at:
ESSAY TOPICS for 2017
Humanities: respond to one of the following.
- Many junior high and high schools around the country now require students to spend a certain number of hours each term doing volunteer work or community service. Some people believe this is an excellent idea that promotes good citizenship and cultivates compassion. Others feel that forced volunteerism is not volunteerism at all. How do you feel about this issue? Use specific reasons and examples to support your position.
- Today’s top professional athletes often have salaries and bonuses in the tens of millions of dollars. Do you think these athletes deserve such high compensation? Why or why not? Explain your position and use specific reasons and examples.
- Many people feel that the used of surveillance cameras in public places, such as parking lots, is a good idea that can help ensure our safety. Others worry that too many cameras violate our right to privacy and give law enforcement officials too much power. In your opinion, should we install more surveillance cameras in public places? Why or why not? Support your position with specific reasons and examples.
Agriculture: respond to one of the following.
- The Chesapeake Bay Watershed is a 64,000 square mile water basin stretching from Havre de Grace, Maryland to Norfolk, Virginia. It is fed by 50 major rivers and streams, including the Potomac. It is estimated that nearly nine million acres used for agricultural production connect with the watershed. Unfortunately, poor management practices of these agricultural acres can pollute the watershed. One solution to improving the water quality of the Chesapeake Bay Watershed is the Conservation Reserve Enhancement Program (CREP), which pays the agricultural producer to take land out of production instead of using Best Management Practices (BMPs). BMPs utilize technologies to lessen the amount of pollution reaching the watershed. While evidence suggest CREP has significant advantages in proving the health of the watershed, it also reduces the amount of food being grown, which increases food prices. Do you support CREP as a sustainable approach to improving the quality of water in the Chesapeake Bay? Why or why not? Defend your position with examples and credible evidence.
- Many agricultural producers use testosterone implants to increase muscle growth in beef cattle and estrogen shots to increase milk production in dairy cattle, thereby increasing food production. Many health advocates warn against the health effects that may result from the use of these hormones, such as increased rates in cancer and adolescents reaching puberty at an earlier age. The European Union has banned these products and companies such as Kroger, Publix, Yoplait, Starbucks, and Ben and Jerry’s refuse to sell milk products from cows injected with hormones. However, these hormones have only been discovered in trace amounts in our foods; no studies to date prove a link between hormone usage by agriculture producers and risks to human health. Do you think agricultural producers should be banned from the use of hormones in producing beef and dairy products? State your position and support it with specific reasons and examples.
Agricultural Program Curriculum (classwork and group research project)
Major: Each student enrolls in a “Major.” Majors include: Agricultural Economics, Agricultural Engineering, Animal Science, Food Science, and Plant Science. Students complete core courses, major courses, and electives to provide an engaging and meaningful learning experience.
Global Seminar: Students are divided into cooperative work groups to undertake a research project based around the five National Institute of Food and Agriculture (NIFA) initiatives: childhood obesity, climate change, food safety, global food security and hunger, and sustainable energy. The projects serve as the conceptual centerpiece for the school curriculum and provided the basis for a formal symposium and poster session that serves as the academic culmination of the month-long program.
Math/Science/Technology: respond to one of the following.
- Technically called “unmanned aerial vehicles” (UAVs), drones are just aircraft without human pilots onboard encompassing everything from military reconnaissance vehicles to unmanned crop dusters on farms. Hobbyists, entrepreneurs, and businesses are finding new ways to use drones. Still, drone technology continues to raise questions about air safety, privacy, and security. In your opinion, should drones be available to everyone or should the federal government restrict the sale and use of drones? State your position and support it with specific reasons and examples.
- Depending on their intensity, fires can benefit or harm forests. Without natural fire, dead vegetation builds up to levels high enough that eventually a fire would burn through with unnaturally high intensity that would seriously harm the forest ecosystem. Some wildlife populations often suffer substantial losses in the months following a fire due to a loss of food sources. Yet, fires help in the reproductive success of some plants, the control diseases and insects, and to recycle nutrients into the soil. Certainly, damage to property and homes is also a concern. The U.S. Forest Service spends millions of dollars trying to prevent large devastating wildfires by thinning the forest and setting smaller fires. These are called control or prescribed burns. But new research suggests a different solution—just leave the forest alone. State your position and support it with specific reasons and examples.
Medicine and Health Sciences
Imagine that you are a medical student on your rounds in the hospital. Discuss some important interactions that you might observe between a health care provider and patients and among staff members themselves. Discuss the communication, teamwork, and leadership skills that you would consider important for a medical student to possess in order to work effectively in a modern integrative health care system with culturally diverse patients.
Marine Science/VIMS
Research activities at the VIMS involve various fields in Marine Science and extend from fresh water to salt water. Using the list of mentorship focus areas (biological oceanography/fisheries science, chemical oceanography, geological oceanography, physical oceanography, wetlands ecology/environmental science, and coastal law, marine resource management, advisory services) identify one specific environmental issue within one of these areas that you might research while participating in your mentorship. Discuss the relevance of this issue and the consequences that the world might experience if this issue were not studied. Describe relevant research and experience you have had that would assist you in the study of the issue. Your essay should verify that you have completed research consistent with the Virginia Junior Academy of Science or the International Science and Engineering Fair methodologies. This essay will be instrumental in matching your interests, research, and experiences with marine science mentors.
NASA/NIA
The engineering design process provides the foundation for engineers to expand our use of knowledge, technology, and resources. In the aerospace engineering field, the goals of NASA’s Vision for US Space Exploration is “to advance U.S. scientific, security, and economic interests through a robust space exploration program”, including exploring the solar system, returning to the Moon, and ultimately sending humans to Mars and beyond.
What project(s) do you see NASA working on in the year 2025? Describe how the project would relate to NASA’s overall goal. Discuss the benefits of implementing this project and the role engineering will play in its implementation. Discuss the role that your mentorship this summer might play in the success of this project. Describe relevant research and experience you have had that would assist you in being successful in the role you see for yourself in NASA’ mission. This essay will be instrumental in matching your interests, research, and experiences with mentor.
Academic Information
Procedures:
- Inform Ms. Gordon of your intent to apply (IB MYP Coordinator Office).
November 10 —Last day to turn in intent to apply form to Ms. Gordon in the IB MYP Coordinator Office or you may indicate your intent by emailing .
- Request two teacher recommendations byDecember 1. One teacher completes recommendation A—this is a teacher in the area of interest, the other, recommendation B—can be from any teacher. There are two components, a rating scale AND a letter. The letter must be on letterhead, typed double-spaced, contain e-mail contact information, and address four areas of your performance (these areas are detailed on the teacher recommendation form). RECOMMENDATIONS ARE TURNED INTO TO MS. GORDON IN THE IB MYP COORDINATOR OFFICE.
- Complete application and essay. Application and all other forms are found on the school website, under Gifted Education or on the county website in the Gifted Education area.
December 1—Last day to request quality review appointment. This appointment is a time in which you can sit down with a resource teacher who can review your application and make suggestions for improvement for quality issues. If you do not request an appointment, the application will only be reviewed for completion before being sent on to the school/county/state reviews.
December-January—Testing (when necessary).
Complete any necessary testing. You will be notified if you will need additional testing. Please provide Ms. Gordon with a copy of your PSAT, SAT or ACT scores.
- Turn in application by December 22.
THE APPLICATION MUST BE TYPED AND SUBMITTED TO MS. GORDON IN THE IB MYP COORDINATOR OFFICE.
- Applicants will be notified by mail of the results in mid-April.
Once you have decided to commit to the application process, you have made a commitment to participate if accepted.
All information/applications may be obtained onthe Gifted Webpage under the Governor’s School Section.
Scoring Information
Career Highlights (activities, research, honors) 18 points with leadership roles
Essay (or speech) 24 points
Teacher Recommendations 26 points
Standardized Tests (CogAT, Naglieri, SAT, PSAT, Stanford, ACT) 16 points
Current GPA 8 points
Course Difficulty 8 points (to earn 8 points, must sign Early College Scholars Agreement).
Total of 100 points.
NOTE THAT 50 POINTS COME FROM TEACHER RECOMMENDATIONS AND ESSAY.