Verified by 
This post is the fourth in a series.
When helping students become researchers, the goal is not only to equip students to tackle a current research project but also to ensure the learned skills will stay with them for future endeavors. Students must understand which research staples must be applied under any circumstances (like critically evaluating sources or following ethical guidelines) while maintaining the flexibility to try different approaches and make new connections. Students at Laguna Beach High School (LBHS) are learning to do just that.
In Part I of this series I spoke to Jun Shen, the passionate teacher and ed-tech coordinator who runs LBHS’s Authentic Exploratory Research (AER) program. AER is an independent research course inspired by Palo Alto Unified School District’s Advanced Authentic Research program. The program pairs students with adult mentors (such as LBUSD staff, industry experts, and academics) who assist the teens in researching their big questions in fields of their choice.
Former LBHS student Carter Ghere was the third teenager to give us an account of his experience in AER and the findings that his AER research produced. A benefit to meeting with Ghere was that he has since moved on to projects outside the AER program, such as promoting physical and mental health. The research skills Ghere honed in AER, combined with his passion for his new endeavors, show us how students can learn research skills in a way that has lasting benefits.
Jenny Grant Rankin: What can teachers do to help students research effectively, not only for current projects but also for future research endeavors?
Carter Ghere: Teachers can encourage students to think about minor aspects of the project that greatly influence the thesis rather than just the thesis question itself. When I researched car design and why it varies, I had to consider each factor that could help me build a strong argument. What started as research on cars very quickly turned into research into socioeconomics, societal upbringing, and government involvement in diplomatic events and conflict. Automotive design changed because manufacturers were competing against each other to sell more cars or improve efficiency, but mass appeal is the biggest driving aspect of change, so I had to research what changes mass appeal and where interests originate from. Laterally, researching aspects of influence opens up much research to apply to your projects, instead of searching for the answer most people already know. Teachers can teach their students how to see the hidden influences, draw conclusions themselves to strengthen their arguments, and accelerate the research process. Knowing how to do research effectively carries over a lifetime, making every new learning endeavor exciting for students instead of monotonous.
JGR: What was the most significant thing you learned about conducting research?
CG: Relevance and impact. The biggest thing I learned while I was conducting research was keeping in mind how your study affects the current information already available. It’s easy to research and quote what most people know, but genuinely effective research isn’t commonly known or even thought of; the research is supposed to question the current knowledge to create new knowledge.
JGR: What was the most significant thing you learned about communicating research or other work?
CG: Knowing your audience is the biggest thing I learned about communicating my work. Putting myself in the shoes of someone reading my work helped me curate my research to better explain my findings to someone who may need to learn about my topic or why this is important. The last thing you want your audience to feel is confusion; a clear, simple explanation of your findings helps the reader draw their connections and relate them to what they already know.
JGR: What lessons learned in AER do you find yourself applying in your current efforts to promote mental health?
CG: The research experience I have from AER accelerated the work I’ve done beyond high school. In terms of research and the actual information I give out, I know that what I’m discovering isn’t new, but the personal opinion that I have is, and that’s what AER taught me. The thoughts that I have on the subject matter of lifestyle and self-development have more relevance than just plain information.
Learning through apprenticeship and embracing the guidance of a mentor profoundly expanded my understanding. This experience made me realize the vast opportunities I still have to learn and grow. At AER, I had the chance to engage in research, connect with experts in the field, develop personal convictions that I am passionate about, ensure these ideas resonate with others, and communicate them effectively.
*****
Ghere demonstrates what we want students to be able to do with the knowledge and skills we teach: to remember, apply, and develop them perpetually. Ideally, as in Ghere’s case, students also use their research skills to help others and improve our world. To continue reading, look for Part V.
