Transforming High Schools: Field Research in Youth Development

Over the course of the semester students move through a progression of assignments designed to give them the skills they need for background research, developing research tools, field work and analysis. The following details the required materials and assignments for the course:

• Literature reviews: The course begins with Professor Ross' introduction to the Carnegie Project and Clark's role in the process. Since all students do field work, Ross assigns literature reviews to the students in the class. These reviews can be on a subject of the student's choice, such as youth voice, race and ethnicity, teacher preparation or some other relevant topic.

• Develop interview tools: Students conducting one-on-one interviews learn to write questionnaires and students conducting focus groups learn to write moderator's guides. Those students who choose to serve as facilitators helping high-school students with their research studies develop a presentation and discussion guide to help the guide high-school students through a brainstorming session and to help them identify what they want to research about their academy or "small learning community."

• Compose and post weekly memos online: As students start working in the field, they are required to record their impressions, successes and roadblocks online. They do this by writing weekly memos and posting them on the class virtual classroom page through Blackboard.

• Data analysis: Once the data from the field work has been collected, students analyze it using the database program Microsoft Access.

• Final reports: At the end of the semester, students are expected to produce a final report and presentation on their fieldwork. These reports are often sent back to the public schools for evaluation and possible implementation.