With the 2025-2026 school year now halfway complete, students in Ward Melville’s InSTAR program are beginning to prepare for competition season. The program serves as an introduction to the world of scientific research, and starts in sophomore year. Students prepare a group project proposal on selected research topics and begin designing experiments.
Currently, Jennifer Corleto’s 10th-grade InSTAR class is working on preparing its experiments and posters for regional competitions, including the Long Island Science Congress and the New York State Andromeda Fair. Students are researching a wide range of STEM subjects, ranging from biology and environmental science to engineering and scientific computing.
Kaleidoscope interviewed Jennifer Corleto to gain insight into the goals of the InSTAR program and the research process students follow throughout the year.
Kaleidoscope: What are the main goals of the INSTAR program, especially for 10th-grade students just starting research?
Jennifer Corleto: The INSTAR program prepares students to conduct scientific research. In 10th grade, the goal of the course is for students to design their own research projects, carry them out, and present them at science competitions.
What skills do students gain through the research process that they don’t typically learn in a regular science class?
Oftentimes, in regular science classes, labs come with detailed instructions that students simply follow, similar to following a recipe when cooking. In INSTAR, however, there is no set of instructions. Students must figure things out on their own. This process helps students become critical thinkers, create a plan, and put that plan into action.
What challenges do students face when first designing their experiments and how do you help them work through those challenges?
Designing an experiment can be extremely challenging because it is so open-ended. A lot of times, students struggle with narrowing down their ideas. I encourage students to focus on topics they are genuinely interested in and take it from there, trying to refine those ideas into an experiment.
How has the INSTAR program evolved over the years at what level?
The INSTAR program has definitely evolved over the years, especially the sophomore class. The program used to be an everyday class, but about 10 to 12 years ago, budget cuts reduced it down to every other day, which limited what we could accomplish. Several years ago, we were able to restore the program to an everyday class. This allows students to fully engage in experimental design, carry out experiments and participate in competitions.
Why do you think it’s important for students to begin research as early as sophomore year?
Beginning research this early gives students a significant advantage, especially if they plan to continue research in college. When approaching college professors about working in their labs, having prior research experience from high school is a major advantage.
