Apprentice Research Program (1997-2011) For 14 years, a highly successful student research program at Bangor High School  resulted in multiple and successive prize winners in the nation's most prestigious junior science competitions. Under that model, students chose to participate in the program after consultation and approval by the Science Department Head. The criteria for participation, expectations, and evaluation are established in the Apprentice Mentorship Program Overview. This outstanding program serves as the foundation of an expanded Transformative Apprentice Research Progression within the BHS STEM Academy (TAR STEM). READ MORE about the accomplishments of Bangor High School students from 1997-2011, including PDF links of several student research papers submitted to regional and national competition. TAR STEM: The Progression of Student Research in the BHS STEM Academy Overview Transformative Apprentice Research in STEM (TAR STEM) is the next generation of the student research experience at Bangor High School that occurs when a student opts for BHS STEM Academy. Four phases-- Apprentice Research (AR) I,II, III and IV-- describe the progression of research experiences that occur during both the academic year and the sophomore and junior summers. The goal is for TAR STEM students to identify a research topic early in the AR progression and to carry that topic through the four-year program. The design is for the majority of research to take place on the campus of the University of Maine under the direction and guidance of a science faculty member, who serves as a student's research mentor. To be most beneficial, the AR project must have clearly defined goals, and the roles and responsibilities of the student and mentor must be well-articulated and understood. The student should play a critical role in the selection of a research topic that is of high interest. Ultimately, the progression from AR I through AR IV  will require students to develop skills as self-directed and independent learners. Initially students will require significant mentor guidance, which will be tapered as the responsibility for the research transfers from the mentor to the student over the AR progression. This transfer of responsibility highlights the necessity of a high-interest topic, clear roles, and defined research goals. While some of goals will remain the same throughout the entire project, the open-ended nature of research will require students to be flexible and adaptable. READ MORE about Apprentice Research I, II, III & IV, including potential TAR STEM research areas.