So does the presence of adult mentors, who can hold students not just to academic standards but to real world professional criteria. Coached by graduate students from the University of California, for example, students at Oakland Technical High School in California carried out a six-week urban design project, similar to that of the Philadelphia youngsters but at a higher level. They began by mapping the neighborhood near the school, getting familiar with planning and design terminology and exploring local history by interviewing residents. Then they created a detailed physical survey of the area surrounding a local subway stop, and teams of students assessed the neighborhood's politics and economy. Ultimately, the students presented their plan to a jury of city officials and planning professionals.
Many students also develop a substantial project from the experience.
Working in the community relations office of Mount Sinai Hospital, for instance, senior Lynette Gonzalez created a bilingual newsletter aimed at reducing prenatal and early childhood exposure to toxic substances among community residents. Lynette researched and wrote informative articles on pest management, lead, head lice treatments, and PCB contaminants in fish. Then she laid out the newsletter, using desktop publishing techniques. She met all her deadlines. But by her last day on the job she and her supervisor assessed the publication as a success.