Updated August 27, 2007
The following documents supplement the book, Educating for Democracy: Preparing Undergraduates for Responsible Political Engagement, which is based on findings from the Carnegie Foundation's Political Engagement Project (PEP). Most of the documents illustrate approaches used by faculty members from a number of colleges and universities to promote the political engagement of their students.
A brief description of the Political Engagement Project is available in document #1. Summaries of the courses and programs in the project are available in document #2.
Contents
We have organized the documents into eight sections: a preliminary Political Engagement Project section, a “Getting Started” section dedicated to activities that PEP instructors use at the beginning of their courses, four sections based on pedagogies outlined in the book, a section containing course and program evaluation forms, and a final section for examples of student work. When appropriate, documents are cross-referenced in two or more sections.
- Overview of Political Engagement Project
- Exercises for Getting Started (What Is Politics?)
- Materials Related to Deliberation, Discussion, and Debate
- Materials Related to Research/Action Projects and Simulations
- Materials Related to Placements (Service Learning and Internships)
- Materials Related to Reflection and Journals
- Evaluation Materials from the Political Engagement Project
- Examples of Student Work
The assignments and activities described below have proven useful in particular contexts. Interested program leaders and faculty should consider how these documents can best be adapted for use in their own courses and programs.
Brief descriptions of all of the documents follow. You may examine each one by clicking on the appropriate blue heading. The documents are in PDF format (except for documents 52 A-D, which are in Microsoft Word format). If necessary, download the free Acrobat Reader plugin.
I. Overview of Political Engagement Project
1. Brief
description of the Political Engagement Project 
2. Summaries
of the 21 courses and programs in the Political Engagement Project
II. Exercises for Getting Started (What Is Politics?)
3. Description
of “What is Politics?” Assignment
This brief excerpt from the book Educating Citizens describes one of
the first assignments in the “Social and Environmental History
of California” course, taught by Professors Gerald Shenk and David
Takacs at California State University, Monterey Bay (CSUMB). The “What
is Politics?” assignment encourages students to think broadly about
what counts as politics.
4. Instructions
for “How Do You Define Political Engagement?” Activity
Professor Rick Battistoni of Providence College leads this activity at
the beginning of his one-semester political theory course, “Ancients
and Moderns: Democratic Theory and Practice.” The activity helps
students express their initial ideas concerning participation in civic
life. At the end of the course, the students return to the activity to
see if and how those ideas have changed.
5. Description
of “Your First Memory of a Political Event” Exercise
Students take part in this exercise at the outset of Professor Meta Mendel-Reyes’ one-semester
course—“Introduction to Service, Citizenship, and Community”—at
Berea College. The exercise both broadens their notion of politics, and
helps them see how politics plays a role in their everyday lives.
III. Materials Related to Deliberation, Discussion, and Debate
6. Description
of “Popular Culture Artifact” Exercise
During this exercise, which Professor Rick Battistoni of Providence College
uses in his “Ancients and Moderns: Democratic Theory and Practice” course,
each student presents an item that she thinks exemplifies popular culture’s
ideas about democracy, and then discusses her choice with classmates. Each
student also reflects on the choice in her Democratic Theory Journal/Thoughtbook.
(For a description of the Thoughtbook, see document #38 under “Reflections/Journals.”)
7. Description
of Decision Process for Class Participation Component of Final Grade
In Professor Battistoni’s “Ancients and Moderns: Democratic
Theory and Practice” course at Providence College, the students
themselves assume responsibility for determining the criteria for their
class participation grade. This excerpt from a student interview describes
how the process unfolded for the Fall, 2003 class.
8. Description
of “Discussion Leader” and “Vibeswatcher” Roles
in Class Discussions
At certain points during the semester, Providence College students in
Professor Rick Battistoni’s “Ancients and Moderns: Democratic
Theory and Practice” course are responsible for facilitating classroom
discussion. They do so in pairs, each assuming one of two roles—that
of “discussion leader” or “vibeswatcher.”
9. Description
of “Future History” Exercise
During this exercise, Berea College students in Professor Meta Mendel-Reyes’ “Introduction
to Service, Citizenship, and Community” course imagine that certain
social changes that they would like to see happen have happened, and
then draw timelines depicting how the changes came about. They then spend
some time discussing why they selected the sequences that they did.
10. Instructions
for Public Policy Position Paper
The Public Policy Position Paper is required of all students in Professor
David Schimmel’s semester-long “Public Policy and Citizen
Action” course, part of the two-year Citizenship Scholars Program
at the University of Massachusetts, Amherst. After completing a longer
and more detailed research paper, students use the Public Policy Position
Paper to summarize their findings and try to persuade local leaders and
government agencies as to the merits of a particular policy position.
11. Description
of Agenda Setting Process and Political Issues Conventions
In this excerpt from his paper “The Civic Action Project: Using
the Agenda Setting Model to Develop Civic Literacy and the Democratic
Norms and Values Essential in Participative Citizenship,” Professor
Anthony Perry describes the agenda setting model that was first developed
by his colleague, the late Professor Otto Feinstein, for the semester-long “Introductory
American Government” course at Wayne State University. Political
deliberation is the basis of the agenda setting model. Students engage
in a process of developing and redeveloping a unique political agenda—first
in small groups of up to five students, then in classrooms of approximately
thirty students, and finally in regional conventions with as many as
several thousand students—based on the political issues that most
concern them.
12. Document
from Ethics in Society Program Website: Examples of Moral Argument
Stanford University’s interdisciplinary Ethics in Society Program
promotes moral reflection and practice in areas such as international
relations, politics, science, medicine, law and business. After taking
courses in moral and political philosophy, as well as courses that focus
on concrete social problems, students spend their senior year writing
honors theses that use moral and political theory to address practical
social problems. This document, which was compiled by Eric Beerbohm,
a former student in the program, offers examples of moral argument from
articles and books that take on normative issues.
IV. Materials Related to Research/Action Projects and Simulations
13. Description
of “The Democratic and Undemocratic Classroom” Simulation
Professor Rick Battistoni’s conviction that students “learn
democracy by doing democracy” underlies his use of innovative pedagogical
tools—such as classroom simulations. At the beginning of his “Ancients
and Moderns: Democratic Theory and Practice” course at Providence
College, Battistoni asks his students to simulate the perfectly democratic,
as well as the perfectly undemocratic classroom settings. This leads
to a class-wide discussion of students’ current understandings
of democracy.
14. Description
of Coalition Building Exercise
During another simulation, Providence College students in Professor Rick
Battistoni’s “Ancients and Moderns: Democratic Theory
and Practice” course identify an issue of public concern on their
campus, as well as various stakeholders. Each student then takes on the
role of a different stakeholder—developing a particular line of
argument and trying to form coalitions with others. At the end of the
simulation, students reflect on what they have learned about the potential
challenges and rewards of coalition-building.
15. Description
of Democracy in Action Group Project
Providence College students in the Professor Rick Battistoni’s “Ancients
and Moderns: Democratic Theory and Practice” course are required
to complete a project that bridges democratic theory and practice. One
option is the Democracy in Action (DIA) group project, in which students
carry out a democratic action of their choosing over the course of the
semester (see document #16 directly below for the other option). They
then submit a group narrative report that describes the focus and outcome
of that action in light of democratic theory, as well as the students’ experiences
with the group process. (For an example of the DIA, see document #54
under “Examples of Student Work.”)
16. Description
of Democratic Organizational Biography
Providence College students in Professor Rick Battistoni’s “Ancients
and Moderns: Democratic Theory and Practice” course who choose
not to participate in the Democracy in Action Project (see document #15
directly above) have the option of completing a Democratic Organizational
Biography (DOB) instead. This is a more research-oriented, individual
project in which the student selects a democratic organization, and then
spends a significant amount of time getting to know the organization
and the people who work within it. The culmination of the project is
a narrative report that discusses the student’s research findings
in light of democratic theory.
17. Description
of Historically Informed Political Project and Assessment Criteria
The cornerstone of Professor Gerald Shenk’s and Professor David
Takacs’ “Social and Environmental History of California” course
at CSUMB is the Historically Informed Political Project (HIPP) that all
students must complete by the end of the semester. The project requires
that students engage with an issue in California that has both social
and environmental dimensions, conduct historical research on that issue,
perform at least 10 hours of relevant community service, and make policy
recommendations based upon their experiences and research.
18. Guidelines
for Poster Presentations of Historically Informed Political Projects
and Evaluation Form
At the end of Professor Gerald Shenk’s and Professor David Takacs’ “Social
and Environmental History of California” course at CSUMB, students
present posters describing their Historically Informed Political Projects
(HIPP; see document #17 directly above) to the rest of the class. The
presentations offer students the opportunity to ask questions about and
evaluate one another’s work.
19. Instructions
for Chicago Metropolitan Area Local Government Paper
This paper is the central requirement for students enrolled in Professor
Dick Simpson’s one-semester “The Future of Chicago” course
at the University of Illinois at Chicago. Students imagine that, as part
of a new mayor’s transition team, they are responsible for writing
a report that will tell the incoming mayor everything she needs to know
about a particular government department or agency in Chicago or Cook
County.
20. Model
for Local Government Paper: “The South Cook County Mosquito Abatement
District”
Professor Dick Simpson of the University of Illinois at Chicago encourages
students in his “The Future of Chicago” course to use this
report as a model for their own Local Government Papers. The report comes
from a volume that he edited, Blueprint of Chicago Government: 1989.
21. Description
of Three Stages of Research Service Learning
Service Opportunities in Leadership (SOL) is a two-semester interdisciplinary
program at Duke University that includes a 1½-course sequence
plus a summer internship. SOL is organized around three distinct components,
including a gateway course, community-based research, and a capstone
experience. (For a more detailed description of the SOL summer internship,
see document #33 under “Placements (Service Learning, Internships).”)
22. Document
from Community-Based Research Training: “Putting the ‘Research’ into
Research Service Learning”
Before Duke students in the Service Opportunities in Leadership (SOL)
program conduct community-based research (CBR) for their summer internships,
they participate in various CBR trainings. This document, authored by
former SOL participant Matthew Reisman, distinguishes between the service
learning research that SOL students will be doing over the summer and
other academic research.
23. Step-by-Step
Guide to Service Learning Research Process
This document describes the general process that all Duke students in
the Service Opportunities in Leadership program go through in completing
their community-based research (CBR) projects over the course of the
summer—from identifying a clear research objective that will be
useful for their host organization, to collecting and analyzing data,
to presenting findings and recommendations. (For an example of a completed
CBR project, see document #55 under “Examples of Student Work.”)
24. Community-Based
Research Design Template
This document, from another of the community-based research trainings
for students in the Service Opportunities in Leadership program at Duke
University, goes over the kinds of questions students will need to consider
as they begin to develop a specific research program at the outset of
their summer internships.
25. Document
from Research Workshop: “The Ethics of Research”
In order to conduct community-based research with human subjects, Duke
students in the Service Opportunities in Leadership program need to be
certified as investigators and to have their projects approved
through the Duke University Office of Research Support. This document
explains that process.
26. Component
Parts of Social Issue Research Portfolio
In the Fall semester following their Summer internships, Duke students
in the Service Opportunities in Leadership program take Professor Alma
Blount’s course, “Integrating Community and Classroom: Internship
Reflection.” In this course, each student investigates a particular
social issue that she encountered during the internship. This investigation
culminates in a Social Issue Research Portfolio that the student then
presents to the class for critical analysis and feedback. (For an example
of a completed Social Issue Research Portfolio, see document #56 under “Examples
of Student Work.”)
27. Student
Leader (aka “Campus Coordinator”) Manual
Democracy Matters is a multi-campus extra-curricular program that focuses
on pro-democracy reforms, especially campaign finance reform. The program
includes a “campus coordinator” training for students from
various universities who are expected to create and lead Democracy Matters
chapters at their respective schools. Students receive this campus coordinator
manual as part of their training.
28. Documents
from Student Leader (aka “Campus Coordinator”) Training: “Deepening
Democracy,” “Creating the Tools of Political Citizenship” and “Evaluation
Sheet”
Democracy Matters is a multi-campus extra-curricular program that focuses
on pro-democracy reforms, especially campaign finance reform. The program
includes a “campus coordinator” training for students from
various universities who are expected to create and lead Democracy Matters
chapters at their respective schools. In the course of the Democracy
Matters training, students spend a significant amount of time thinking
about and discussing the tools that will be most effective in building
grassroots movements in their local areas. These documents help to get
this all important discussion moving.
29. Description
of Sample Student Strategies for Building a Grassroots Movement
Democracy Matters is a multi-campus extra-curricular program that focuses
on pro-democracy reforms, especially campaign finance reform. As part
of the program, students from various universities serve as “campus
coordinators,” creating and leading Democracy Matters chapters
at their respective schools. Democracy Matters staff-member and Colgate
University Professor Adam Weinberg assembled these “sample student
strategies,” which have been used successfully by campus coordinators
to generate support for the campaign finance reform movement.
V. Materials Related to Placements (Service Learning and Internships)
30. Learning
Agreement between Faculty, Students, and Community Supervisor
Berea College students in Professor Meta Mendel-Reyes “Service,
Citizenship, and Community” course are required to work in teams
on a community-based research (CBR) project that focuses on the work
of a local community organization. Before embarking on the CBR project,
each student team must fill out this learning agreement in consultation
with Professor Mendel-Reyes and the appropriate staff of the community
organization.
31. Overview
of Internship Placement and Evaluation
The Metro Urban Studies Term (MUST) is a one-semester, four-course program
sponsored by the Higher Education Consortium for Urban Affairs (HECUA),
a consortium of 15 Midwest colleges and universities. In addition to
their other courses, MUST students spend 20 hours per week interning
with non-profit community-based organizations. This document answers
a series of questions about the internship component of MUST, including
how students are matched with particular organizations, what happens
when problems arise in the internship, and how students are evaluated.
32. Examples
of Past Internships and Student-Defined Goals
The Metro Urban Studies Term (MUST) is a one-semester, four-course program
that features a 20 hours per week internship with a non-profit community-based
organization. For the most part, students are paired with organizations
that match their individual interests and objectives, as can be seen
from this list of past internships and student-defined goals.
33. Description
of Summer Internship
Duke University students who participate in the Service Opportunities
in Leadership (SOL) program spend nine-weeks during the summer interning
with various agencies and community organizations in the United States
and abroad. This document offers a description of the summer internship
and its connection to the other two components of the SOL program—the
spring preparation course and fall research seminar. (For a general description
of the three components of SOL, see document #21 under “Research/Action
Projects and Simulations.”)
34. Expectations
of Organizations that Host Internships
This note, from the Duke University Service Opportunities in Leadership
(SOL) program website, briefly describes what is expected of the organizations
that plan to host SOL interns, including student access to the community
that is served by the organization, regular supervision of the student,
and collaboration with SOL staff to ensure the student’s safety.
35. Security
Policy for Summer Internships
This document describes the security policy for the summer internships
coordinated through the Service Opportunities in Leadership (SOL) program
at Duke University. It includes a reminder to students to take responsibility
for their own safety, a list of safety measures that are taken by SOL
staff, and a description of what to do in an emergency.
36. Descriptions
of Organizations that Hosted Summer Internships
Duke University students who participate in the Service Opportunities
in Leadership (SOL) program spend nine-weeks during the summer interning
with various agencies and community organizations in the United States
and abroad. This document provides brief descriptions of a few of the
agencies and community organizations that hosted SOL summer interns from
2000-2004.
37. Example
of Memorandum of Understanding with Host Organization and Accompanying
Letter
Duke University students who participate in the Service Opportunities
in Leadership (SOL) program spend nine-weeks during the summer interning
with various agencies and community organizations in the United States
and abroad. Each organization that plans to host an SOL summer intern
must sign a memorandum of understanding with Alma Blount, the director
of SOL. The example provided here is of a typical memorandum of understanding,
plus cover letter, sent by Alma Blount to the organization.
VI. Materials Related to Reflection and Journals
38. Description
of Democracy Theory Journal/Thoughtbook
Each student in Professor Rick Battistoni’s “Ancients and
Moderns: Democratic Theory and Practice” course at Providence College is
required to keep an ongoing “Democracy Theory Journal” or “Thoughtbook,” which
incorporates readings, class discussions, and the student’s own
analysis and insights.
39. Description
of Journal Purposes and Expectations
Students in Professor Ross Cheit’s “Children and Public Policy” course
at Brown University are required to keep a journal as a way to reflect
on their internship experiences, and connect those experiences with course
readings and discussions.
40. Instructions
for Reflection Paper #1: “Picking a Problem”
Over the course of the semester, Professor Ross Cheit of Brown University
assigns students a series of short reflection papers designed to get
them ready to write a final essay, in which they will analyze their internship
experiences in light of the overarching themes of the “Children
and Public Policy” course. In Reflection Paper #1, each student
reflects on a problem that she will explore in her internship. (For an
example of the final essay, see document #57 under “Examples of
Student Work.”)
41. Instructions
for Reflection Paper #2: “Placement Free Write”
Over the course of the semester, Professor Ross Cheit of Brown University
assigns students a series of short reflection papers designed to get
them ready to write a final essay, in which they will analyze their internship
experiences in light of the overarching themes of the “Children
and Public Policy” course. In Reflection Paper #2, students are
given the opportunity to write freely about experiences they’ve
had in their respective internships. (For an example of the final essay,
see document #57 under “Examples of Student Work.”)
42. Instructions
for Reflection Paper #3: “The History of Your Problem”
Over the course of the semester, Professor Ross Cheit of Brown University
assigns students a series of short reflection papers designed to get
them ready to write a final essay, in which they will analyze their internship
experiences in light of the overarching themes of the “Children
and Public Policy” course. In Reflection Paper #3, students return
to the problem that they identified in Reflection Paper #1, this time
focusing on the history of that problem. (For a description of Reflection
Paper #1, see document #40 above. For an example of the final essay,
see document #57 under “Examples of Student Work.”)
43. Guidelines
for Community Internship Reflection
The Institute for Civic Leadership (ICL) is a semester-long program based
at Mills College that combines discipline-based analysis of civic leadership
and social justice with 10 hours-per-week internships working on projects
linked to public policy and social change. ICL students are given an
opportunity to reflect on their internships in the “Community Internship
and Seminar: Theory and Practice” course, one of four courses required
in the program. This document describes one of the key components of
the “Community Internship and Seminar” course, a weekly journal.
44. Guidelines
for Program Reflections (aka “Praxis Reflections”)
The Metro Urban Studies Term (MUST) is a one-semester, four-course program
that features a 20 hours per week internship with a non-profit community-based
organization. Every three weeks, MUST students are required to write
program reflections that integrate theory and practice. These reflections
help students connect their internship experiences with what they are
reading, discussing and thinking about in their other classes.
45. Overview
of Internship Seminar Assignments
The Metro Urban Studies Term (MUST) is a one-semester, four-course program
that features a 20 hours per week internship with a non-profit community-based
organization. For the internship seminar component of MUST, students
meet regularly to reflect on the internship and its connection to what
they have learned in other MUST courses. This document outlines some
of the assignments that are required in the Internship Seminar. (For
more detailed descriptions of three of the assignments required in the
internship seminar, see documents #46, #47 and #48 directly below.)
46. Internship
Assignment #1: “Mission, History, Issues”
The Metro Urban Studies Term (MUST) is a one-semester, four-course program
that features a 20 hours per week internship with a non-profit community-based
organization. For the internship seminar component of MUST, students
meet regularly to reflect on the internship and its connection to what
they have learned in other MUST courses. One of the assignments in the
seminar is a critical reflection paper, in which students examine the
history, the mission and the strategies employed by the organizations
with which they are interning.
47. Internship
Assignment #2: “Internship Presentation”
The Metro Urban Studies Term (MUST) is a one-semester, four-course program
that features a 20 hours per week internship with a non-profit community-based
organization. For the internship seminar component of MUST, students
meet regularly to reflect on the internship and its connection to what
they have learned in other MUST courses. As part of the internship seminar,
students are required to deliver an oral and visual presentation that
describes the organization with which they are interning as well as their
specific role within the organization, and examines the impact of the
organization.
48. Internship
Assignment #3: “Peer Site Visit”
The Metro Urban Studies Term (MUST) is a one-semester, four-course program
that features a 20 hours per week internship with a non-profit community-based
organization. For the internship seminar component of MUST, students
meet regularly to reflect on the internship and its connection to what
they have learned in other MUST courses. At a certain point in the semester,
each MUST student is required to visit and converse with a fellow student
at his internship site. This assignment is based on that meeting, and
can take the form of a short written reflection or a creative project
(such as a collage, video, or poster).
49. Guidelines
for “Letters Home”: Reflections on Internships
In the course of their summer internships, Duke University students in
the Service Opportunities in Leadership (SOL) program are required to
write four personal letters to the SOL director in which they reflect
on their internship experiences. (For an example of a letter home, see
document #58 under “Examples of Student Work.”)
50. Guidelines
for Research Journal
Duke University students who participate in the Service Opportunities
in Leadership (SOL) program spend nine-weeks during the summer interning
with various agencies and community organizations in the United States
and abroad. Many of these students choose to complete a community-based
research (CBR) project as part of their internships. In preparation
for the CBR project, students keep a research journal in which they periodically
reflect on their research question, research methods, and any other research-related
issues that may arise.
VII. Evaluation Materials from the Political Engagement Project
51. Student
Evaluation of Placement/Section Experience
Students in Ross Cheit’s one-semester “Children and Public
Policy” course at Brown University are required to spend a few
hours each week working with a state agency that deals with children’s
issues. Students are also required to attend a section during which they
reflect on their placements. At the conclusion of the semester, students
use this form to evaluate their placements and section experience.
52. Political Engagement
Project (PEP) Survey
A. Notes
Regarding Survey Items 
B. Scales
C. Pre-Survey
D. Post-Survey
The Political Engagement Project describes and assesses the impact
of 21 undergraduate courses and extra-curricular programs designed to
foster informed political engagement. Students completed a survey
at the beginning and end of each course and program. The survey
items investigate students’ civic and political interest, skills,
values and involvement, as well as their learning experiences.
53. Political
Engagement Project (PEP) Interview Protocols
A. Faculty
Interview Protocol
B. Student
Interview Protocol
The Political Engagement Project describes and assesses the impact
of 21 undergraduate courses and extra-curricular programs designed to
foster informed political engagement. All faculty and program leaders
were interviewed by telephone at the beginning of the Project to provide
an in-depth view of their goals for their courses and programs, their
teaching approaches and learning activities, and their perspectives on
students' experiences. Additionally, a subset of random and faculty-nominated
students from all courses and programs in the Project were interviewed
by telephone at the end of their course or program to gain a detailed
understanding of students' perspectives on political engagement, their
specific learning experiences in their courses and programs, and their
reflections on those experiences.
VIII. Examples of Student Work
54. Example
of Group Narrative Report for Democracy in Action Project
Providence College students in Professor Rick Battistoni’s “Ancients
and Moderns: Democratic Theory and Practice” course are required
to complete a project that bridges democratic theory and practice. One
option is the Democracy in Action (DIA) group project, in which students
carry out a democratic action of their choosing over the course of the
semester. They then submit a group narrative report that describes the
focus and outcome of that action in light of democratic theory, as well
as the students’ experiences with the group process. (For a more
detailed description of the DIA group project, see document #15 under “Research/Action
Projects and Simulations.”)
55. Excerpt
from Community-Based Research Project: “The South African Education
and Environment Project—Summary”
Duke University students who participate in the Service Opportunities
in Leadership (SOL) program spend nine-weeks during the summer interning
with various agencies and community organizations in the United States
and abroad. Many of these students choose to complete a community-based
research (CBR) project as part of their internships. (For a description
of the steps involved in completing a CBR Project, see document #23 under “Research/Action
Projects and Simulations.”)
56. Excerpts
from Social Issue Research Portfolio: “Guns and Domestic Violence—Focusing
Statement, Personal Essay, Policy Memo and Adaptive Challenges”
In the Fall semester following their Summer internships, Duke students
in the Service Opportunities in Leadership (SOL) program take Professor
Alma Blount’s course, “Integrating Community and Classroom:
Internship Reflection.” In this course, each student investigates
a particular social issue that she encountered during the internship.
This investigation culminates in a Social Issue Research Portfolio that
the student then presents to the class for critical analysis and feedback.
(For a description of the component parts of the Social Issue Research
Portfolio, see document #26 under “Research/Action Projects and
Simulations.”)
57. Example
of Final Essay: “Not My Mother”
Brown University students in Professor Ross Cheit’s “Children
and Public Policy” course are required to write a final essay in
which they analyze their internship experiences in light of the overarching
themes of the course. (For a description of the preliminary assignments
that help “Children and Public Policy” students prepare to
write their final essays, see documents #40, #41, and #42 under “Reflection/Journals.”)
58. Example
of Letter Home: “Five Minutes”
In the course of their summer internships, Duke University students in
the Service Opportunities in Leadership (SOL) program are required to
write four personal letters to the SOL director in which they reflect
on their internship experiences. (For a more detailed description of
the letters home, see document #49 under “Reflection/Journals.”)