Case Studies of Student-Initiated Projects

Business Analytics Using Notion 

Student “Jane” was interested in studying business, specifically in data analysis and computation. Since seventh grade, Jane had used the app Notion to track school assignments and homework. Over time, her use of Notion expanded to include calendars, to-do lists, and a wide variety of databases tracking her academic and personal life. 

During one summer in high school, Jane approached a neighbor who ran a small online clothing store from home and offered to create a Notion database to track marketing information such as social media posts and inventory data. The project took several weeks and allowed Jane to work closely with her neighbor to better understand the business while expanding her technical skills. Jane later highlighted this experience in her supplemental essays and college resume.

International Fundraising 

Student “Lisa” had family in Vietnam, whom she visited throughout her childhood. An aspiring physician, Lisa learned that simple cataract surgeries were financially out of reach for many people in her family’s village. 

She organized a fundraising campaign through bake sales and social media to raise money for cataract surgeries (approximately $250 per procedure), ultimately funding more than 50 operations. Lisa featured this experience on her resume and in one of her key supplemental essays.

Tennis Camp 

Student “Jill” was heavily involved in tennis throughout high school. During the spring of her sophomore year, Jill learned that many elementary students in her area had never had the opportunity to play tennis. 

She approached her coaches and school administrators with an idea to start a summer tennis camp for underserved students in her neighborhood. The camp ran for two weeks and served approximately 20 participants. It was highly successful and was later passed on to another student leader, increasing in attendance each year. Jill reflected this experience in her resume and personal statement.

Pickleball 

Student “Phil” had never played pickleball before, but after hearing about it from friends, he decided to try it himself. He began by watching instructional videos and renting a court with a friend. 

After discovering his enjoyment of the game, Phil signed up for private lessons with a local instructor. While looking for more opportunities to play, he realized his high school did not have a pickleball club. He approached school administrators to establish one, using the tennis coach as the faculty sponsor. The club grew to more than 40 members and participated in regular practices and tournaments. Phil shared this experience in his personal statement as an example of initiative and leadership.

Art for Sale 

Student “Kate” frequently doodled in her notebooks and sketched in her spare time. After noticing humorous T-shirts online, she began creating her own designs and selling them on RedBubble. 

She uploaded her existing sketches and gradually expanded her online portfolio based on customer feedback. This experience helped Kate understand the connection between art and entrepreneurship and refine her interests as a developing artist. She showcased this work in her supplemental essays and resume.

Ballparks with Grandpa 

Student “Charles” developed a love of baseball by watching games with his grandfather. He set a goal to visit all Major League Baseball ballparks with him while his grandfather was still able to travel. 

Each summer of high school, they attended at least five professional games, often ending the season at their favorite stadium, Wrigley Field. Although they did not complete their entire list, Charles reflected on these experiences in his personal statement, emphasizing the importance of family, shared traditions, and sportsmanship.

Student Gardening 

Student “Anne” was passionate about gardening and landscape architecture and volunteered regularly at a local nonprofit that grew vegetables for families in need. 

She participated in planning, land development, and seasonal planting. After more than a year of volunteering, Anne recruited classmates to join her efforts. She organized a fundraiser for seeds and led a volunteer workday to prepare a two-acre plot for the next growing season. Anne highlighted both her technical knowledge and leadership on her college applications.

Nursing Student 

Student “Judy” was interested in nursing and wanted firsthand experience in a clinical setting. At age 18, she enrolled in an online Certified Nursing Assistant (CNA) program. 

Within three months, Judy completed the course, passed the licensing exam, and began working at a local hospital. This exposure helped her clarify her career goals, ultimately leading her to pursue a future as a nurse practitioner. 

Senior Citizen Art Therapy 

Student “Ashley” regularly visited her grandmother at an assisted living community. One afternoon, she brought art supplies to share during their visit. 

Noticing other residents’ interest, Ashley returned the following week with more materials. As participation grew, she started a high school club that organized student volunteers to visit the facility. The club, Artful Healing, has now been active for more than three years.

Kids’ Camp 

Student “Melissa” worked part-time at her neighborhood pool during the summer. While working at the concession stand, she noticed children becoming restless during breaks from swimming. 

She created a two-week kids’ camp offering supervision, crafts, games, and competitions for more than 40 participants. Profits from the program were donated to a local flood recovery fund, combining entrepreneurship with community service.