University admission result

★ University of Chicago

Learning objectives

• To learn to locate and compare the element of civics education in curriculum of each state;
• To choose two states representing extremes in fulfilling the laws of civics education requirements;
• To find and prove the extent of civic participation in the two states by those who completed the required curriculum, noting factors such as voting numbers and frequency of voting, leading or taking in a civic project or group and so on.
• To explain and define the components of being an “informed citizen”.
• To understand that being “informed” in the social media age can also mean receiving extreme right or left “information” which may be false or misleading and explain how this impacts overall civic life.
• To separate fact and opinion when writing this paper. Learn the difference between anecdotal evidence which might support an idea about education versus a direct quote or one’s own opinions.

What challenges did he face?

• Dylan is working on a project that requires him to reach out to professors, lawyers, and government officials for specific information and answers about topics like the 2018 Rhode Island trial, where students demanded more civic education in schools. He has had to figure out how to get these individuals, or even their aides and assistants, to respond to emails, texts, or messages and to answer questions from someone they do not know or do not directly represent.

How did our program help him?

• Dylan learned about research writing and he completed the mentorship program with a robust research paper.
• In terms of personal development, the mentor coached Dylan to be more assertive and advised him to have greater confidence in his abilities.

Student mentorship reflection

“I learned a lot about the research writing process but more especially about civics education. I recognized that civics could play a role in creating adults who are knowledgeable about their government and their duties as a citizen. As I researched deeper into this field, I was astounded by the lack of robust civics curriculums. The research process compelled me to bring more light to this subject. I accomplished both of my goals. Using the information I gathered, I wrote a paper with questions not many previous research has delved into.

Perhaps narcissistically, I also derived some self-fulfillment in writing all this as a high school student. My mentor, through this process, has been proactive in helping me resolve every question I had and be confident about my writing ability. I came into this process thinking that I could try to write a research paper but that it would not look professional. However, my mentor helped me gain confidence in writing every idea I had. In the end, my mentor has made this experience infinitely better.”

Matched professor in Government Public Policy:

The mentor is a lecturer at the Sanford School of Public Policy, Duke University. Prior to this, she was an Editor and Reporter for Contra Coasta Times where she designed and wrote for the Religion and Ethics segment weekly.

Recommendation letter

“I would recommend him to selective university. He has proven to me he can do critical thinking and he can write, two key skills necessary for survival at a selective university. I would encourage him to look at schools which offer him not just a strong curriculum in his field of interest, but also internship opportunities, community involvement, inclusion in campus life and a variety of cultural experiences.

Lecturer from Duke University

Excerpts from the student’s work

Excerpt from the student’s final research paper on “Actions of the Informed Citizen: How Civics Education Shapes the United States”