This is the beginning of the major part of the collection, the student reports. It is arranged in chronological order and then by students last name. The geographical area covered is the southeastern United States, centering on North Carolina, Tennessee, Kentucky, Georgia and Mississippi. These reports cover the research done to plan and develop community programs to point out the needs of the particular area considering the make-up of the community and the resources which may or may not be available. Recreation, tourism, economy and law and order are covered; as well as all aspects of the needs and functions of the community.

This box continues the chronological, then last name organization of the student reports. Surveys, studies and analyses are done for a widening geographical area, which include Texas, Alabama and West Virginia. The needs of the people beyond the research stage are considered, such as financial management, education and employment. Trends and funding are explored as the students get more involved with their projects.

The year 1968 begins the influx of student participants in the internship program. The geographical territory increases to include Louisiana, Oklahoma, Arkansas and Maryland, while still covering the others previously mentioned. The use of land and its resources, rural needs versus city needs, juvenile delinquents and communications are all topics covered in the reports.

The year 1969 begins the largest year for internships in the Ramsay collection. Continuing to center on the southeastern United States, this box shows that students did internships in Florida, Virginia, South Carolina and Georgia. Again, the topics investigated were local government, industry, parks and tourism. As with all the studies, students were encouraged to give their suggestions as to the implementation of improvements to the communities.

This is a continuation of the alphabetical arrangement of box four for the year 1969. The interns mainly centered in the southeastern United State again, concentrating on North Carolina and Tennessee, but a couple went to the western United States to California and New Mexico. Areas of interest were in housing, training programs and water supplies. Many of the interns geographical areas were located in water sheds.

This box finishes the alphabetical arrangement for the year 1969. The southeast is again the main area of internships, however there is the addition of projects in Arizona and Idaho. The need for recreational development, an Upward Bound Program and transportation were some of the problems studied by the student. However, many of the same topics run throughout the collection of student reports.

The number of participants starts to decline in 1970, although there is still plenty of enthusiasm. The main states are in the southeast again with North Carolina, Tennessee and Georgia being popular. The students compile bibliographies and stress the need for libraries in the community, as well as help for the agricultural industry with co-ops and plans for community safety in homes, schools and government.

This box brings an end to the student report part of the collection, mainly ending in 1973, 1974, and 1977. Again, the southeastern United States predominates with the states of North Carolina, Georgia and Tennessee but also adds two reports from New York and one from Connecticut. They are on the same topics previously mentioned, but also encompass life among the elderly, local government organization and water quality.

This box begins the other printed materials dealing mainly with internships which center on the service-learning projects that Ramsay and others were involved with. Here again, the items are in chronological order and then alphabetically under the type of material. Most materials pertain to the southeastern areas of the United States, which the Southern Regional Board covers. There are some files from Texas, Georgia, North Carolina, Tennessee and the south in general. Most reports were put together by committees from conferences and educational institutions. Essays by individuals such as Robert Gordis, Robert Mayer and Donald Eberly are also included. They contain the findings researched by the interns as well as the problems that have been encountered by the SREB such as funding and development.

Continuing the arrangement from box nine, the folders are a mix of reports, essays, surveys and periodicals. A good number are from Kentucky but there is still a mix of the other southeastern states, along with one from New York and Massachusetts. Along with the information written by the committees, Developmental Districts and institutions (such as the University of Kentucky, Berea College, KY) there are individuals including William R. Ramsay, William E. Myers, and Harlan T. Cooper who also contributed written works.

This last box of the collection contains much the same as the previous two boxes. Individuals such as William R. Ramsay, Robert F. Sexton and J. Marvin Cook are represented among the mix of materials, as well as the various states and institutions which have published their documents. The National and Community Service Act of 1989 aided in publicizing the usefulness of experiential education and called upon every citizen to take a role in helping to develop his community for the betterment of all.