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Service Speaks is a student publication that captures and shares student insights about service learning projects

and courses. The selection committee consists of students and Steans Center staff. These pieces are excerptsfrom longer student compositions. Visit http://cbsl.depaul.edu/publications to download a virtual copy of this newsletter

My service at [Centro Sin Fronteras]definitely linked up with the work I was doing inclass. I want to specifically highlight the objec- tive of my paper and how my service learning experience added to the quality of information

and provided me with valuable resources. Myfinal paper took a glance at women in maqui-ladoras. I examined the role of women, thechallenges to advancement, and the demand to gain financial independence. While partici-pating in the citizen workshop, I witnessed amajority of women who came in to apply forcitizenship. This shows that women are taking a leading role against their oppression and

becoming more independent and less passive.

My most powerful experience was

talking to the people through the citizenshipworkshops. I was so happy to provide service that would have a great impact on the lives of others. One lady was so happy and grateful,we had a brief conversation and I was trulyinspired….Service learning is not simply a taskwhere you render services to marginalizedpopulations. It is a process where you grow,develop and learn about yourself as well as thelives of others. It is a valuable experience thatwill add to your knowledge of societal issues,

social activism and personal awareness. Ihave learned so much about myself thathas really amazed me. I have learned thatI need to take education about historymore seriously because it answers the

questions that we may have now. I learned that I should not divide myself from otherssimply because of my race. The humanrace should work together to fight injus-

tices of all people…

-Charlene Rhinehart, Accounting and Fi-

nance

Winter 2007

Course: Nogales: Culture and Rights

CbO: Centro Sin Fronteras

“Service learning is not simply a

task where you render services tomarginalized populations. It is a

process where you grow, developand learn about yourself as well

as the lives of others. It is avaluable experience that will add

to your knowledge of societal issues, social activism and

personal awareness.”

ing a considerable amount of timealong these streets, however, I defi-nitely felt very comfortable and under-

stood the appeal of living here…

Overall, I am very pleasedwith this neighborhood and the ex-perience I had there. It seems to be avery wonderful, well preservedneighborhood with a close-knit com-munity and many opportunities for itsresidents. I hope that the data I’vecollected proves to be helpful to thePilsen Alliance in that it will help pre-serve the rights of the community toremain in their homes. From my per-sonal perspective, as someone who isvery interested in maintaining thegreat architecture of Chicago, I thinkit would be a shame if gentrificationof this neighborhood also meant de-struction of these amazing buildings.There are not many neighborhoodslike Pilsen left in Chicago, and itwould be a wonderful way for cityresidents to share the beauty of Pil-sen without displacing its current

residents.

-Emily Burns, Public Policy -Urban

Studies

Fall 2006

Course: GEO 133 Urban Geography

Personal Growth and Challenging Stereotypes

When I first moved to Chicago three years ago, I heard of the neighbor-

hood of Pilsen infrequently and from talk. Itsounded very far from Lincoln Park andwas too dangerous to be in if you were notfamiliar with the neighborhood or did nothave a native guide. Yet, I was pleased tofind that Pilsen is one of the very sweetestneighborhoods in Chicago, one of the vi-brant ethnic communities that today hasmostly been consumed by gentrification,but at one time made up the diverse cul- tural puzzle of the city. Nothing in Pilsenwas reminiscent of the “blighted” area Iwas expecting from previous rumors. In-stead, I found the neighborhood to be in-credibly clean with beautiful murals that

covered the eyesore of the viaduct along 17th street. There were almost always kidsin the parks and families chatting along thestreet, well kept homes and an overall com-fortable atmosphere. I encountered nohostility from the residents, but did catchseveral confused looks at my presence there with a pen and giant notebook inhand, staring at the buildings. After spend-

Steans Center for Communityteans Center for Community-based Service Learning and Community Service Studies at DePaul Universityased Service Learning and Community Service Studies at DePaul University

2233 N. Kenmore Ave. Chicago, IL 606142233 N. Kenmore Ave. Chicago, IL 60614--3594 7733594 773--325325--74577457 http://cbsl.depaul.eduhttp://cbsl.depaul.edu

Studenttudent

Reflections oneflections on

Community Serviceommunity Service

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Page 2 [Servi ce Speaks 2007 ]

En lo que mí tiempo de servicio en México termina, me

lleno de emociones. Durante este tiempo, pude trabajar en cuatrositios distintos los cuales tuvieron buenos y malos puntos. Pude trabajar por más tiempo en algunos lugares que otros, y eso meafectó de muchas maneras. Por ejemplo, cada sitio me enseñóalgo distinto. Pude ver los problemas que influyen los derechos delas mujeres, las actitudes que vienen del machismo, la globaliza-ción y como estas cosas afectan las vidas de los niños. Además,cada sitio me enseñó algo específico sobre mí persona. A veces tuve que hacer cosas que nunca pensé que podía. Pero cuando tuve que superar mis miedos, me demostré a mi misma las cosasque puedo hacer. Aprendí bastante de esta asociación como

aprendí de mi trabajo.

As my time of service ends in Mexico, I am filled with

emotion. During this time I was able to work in four differentplaces, which had good and bad points. I was able to worklonger in some places than others, and that affected me in vari-ous ways. For example, each place taught me something differ-ent. I saw the problems that influence the rights of women, ma-chismo attitudes, and globalization and how these things affect the lives of children. In addition, each place taught me some- thing specific about myself. At times I had to do things I never thought I could. But, when I had to overcome my fears I proved to myself the things I can do. I learned from this association as

much as I learned from my work.

-Molly Schmotzer

Class of '07

Political Science, Spanish

La segunda parte del programa fue una experiencia interesante.Hubieron momentos positivos y negativos y muchos retos, pero loseventos me ayudaron a crecer de la manera que nunca imagine.Cuando comenzamos nuestros trabajos estaba muy emocional, yuna parte del programa estaba muy difícil. Extrañe mucho a mifamilia y estaba un poco envidiosa de los otros estudiantes queestaban regresando a sus casas. Aunque extrañaba mi país teníaconfianza en mi decisión de quedarme en México durante el tri-mestre de la primavera aunque estaba ansiosa por saber que trae-

ría el futuro.

The second part of the program was an interesting experi-ence. There were positive and negative moments and many chal-lenges, but the events helped me grow in many ways I never thought possible. When we started our work I was very emotional,one part of the program was very difficult. I missed my family verymuch and I was a little jealous of the other students who werereturning home. Although I missed my country I trusted my deci-sion to stay in Mexico during the spring trimester, even though I

was anxious to know what the future would bring.

-Bethanne Peters

Class of '07

Communications, Spanish

Experiences Abroad: Merida, Mexico

Las últimas semanas en Emiliano Zapata Sur II han sidolas mejores semanas de todo mi servicio- ¡de verdad! Es una lasti-ma que tenga que irme tan pronto porque apenas estoy aprendien-do como desarrollar ideas para organizaciones en las mentes demis niños. Estoy muy agradecida por esta experiencia. Ojala quelos niños hayan aprendido tanto como he aprendido yo. Pero, co-mo le dije a Arturo, “quisiera que tuviéramos mas tiempo aquí; diezsemanas es poco tiempo si intentas tener un efecto profundo en lacomunidad.” Si quieres hacerlo no es imposible, pero el desafiópara mi era que no tenia una base de donde empezar el proyectode la guardería Yo había trabajado con niños y había trabajado en jardines y granjas, pero nunca había mezclado las dos cosas...Aunque ya tenía una idea de la diferencia entre caridad y desarro-llo comunitario, ahora veo como no sirve de nada tener una actitudde superioridad; como si pudieras ayudar solo porque tienes másque otros. Siempre parece que los de “arriba,” los que tienen lasfacilidades económicas “bajan” para ayudar a los pobres. Por logeneral, los que están económicamente estables tienen buenasintenciones. Pero, hay que desarrollar a una comunidad de abajo

hacia arriba y no de arriba hacia abajo.

He visto un cambio en mi, también; no solo en mi habili-dad de hablar Español sino en como me porto. Casi todo el tiempoestoy en una situación fuera de lo normal, pero me he acostumbra-do y siento que estoy bien preparada para cualquier cosa que ten-

ga que enfrentar.

The last weeks in Emiliano Zapata Sur II have been thebest of all my service time—really! It’s a shame that I have toleave so soon because I’m just learning how to develop organiza- tion ideas in the minds of my children. I am so grateful for thisexperience. I hope the children have learned as much as I have.But, as I said to Arturo, “I wish we had more time here; ten weeksis not enough time if you intend to have a profound effect on thecommunity.” If you want to do it, it is not impossible, but the chal-lenge for me was that I did not have a base from which to start the project in the nursery. I had worked with children and in gar-dens and farms, but had never mixed both things...Although I hadan idea of the difference between charity and community develop-ment, I now see that having an attitude of superiority, helping onlybecause one has more resources than the other, is not helpful. Italways seems that those at “the top,” (those with financial re-sources) “descend” to help the poor. Generally, people who arefinancially stable have good intentions. But, a community must be

developed from the bottom up and not the other way around.

I have seen a change in me, as well; not only in my abil-ity to speak Spanish, but also in my behavior. I am almost alwaysin situations that are out of the norm, but I have become accus- tomed to that and I feel that I am well prepared [to confront] any-

thing that comes up.

-Susanna McKibben

Junior

International Studies, Spanish

The following students were part of a study abroad course in Merida, Mexico during the summer of 2006. This course is intended totake students on an applied learning journey that investigates the role globalization, race, class and gender play in the socioeco-

nomic realities of communities in the Yucatan.

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[Service Speaks 2007] Page 3

I know that I will become a better teacher, a mother, and a friend by the

skills I have learned in Jumpstart.

-Susan Chun

Senior, Elementary Education/

Biology & General Science

Jumpstart Corps Member, Christopher

House-Uptown 05-06

Jumpstart Team Leader, Christopher

House-Uptown 06-07

Jumpstart: Creating Vital Relationships

seemed tired and struggled to focus onanything for a long period of time. He alsohad problems expressing himself to hispeers, making friends, and interacting withother children…

There was a day when Tobeshowed interest in an activity that anotherCorps Member and partner child were doing together. He walked near them so I fol-lowed closely. He asked, “What are youdoing?” and after he got a response hesaid, “Can I help?” He was finally showing a willingness to work peacefully with othersand share a relationship both with anotherpartner child and Corps Member. I started to understand the pride parents feel when their child does something new for the first time. I was able to develop a strong rela- tionship with Tobe’s mother despite hervery busy schedule as a working mother...One day in the spring, she told me howmuch progress she and the teachers wereseeing in Tobe’s classroom attitude andlearning. Tobe’s mother couldn’t thank me

enough.

...I could not imagine my life with-

out it because serving in Jumpstart hadbecome an integral part of my college ex-perience. I started to think seriously aboutapplying to serve as a Team Leader, be-cause I wanted to be able to lead a teamand share my appreciation for Jumpstartwith them... [In my job] I would be able putall of the knowledge I have gained aboutchildren into action every day with my cli-

ents….

My long-term goal is to eventuallybe able to start a pediatric clinic specifically targeting low-income families. It is a goal that may take many years and a lot of sup-port to achieve, however Jumpstart has

taught me that it is worth the challenge. Ihave learned that if there is no challenge then there is no progress. In the end, mymom was right; I wanted to be a doctorafter all and serving in Jumpstart has givenme the tools to be a great one.

-Nikesh Bajaj

Junior, Biological Sciences/Biotechnology

Jumpstart — Team Leader

Personal Statement

“Even though I take plenty of classes on how to be a

teacher, Jumpstart has taught me different teaching methods.I would have never realized the

difference between empty praise and encouraging

children to want to learn.”

-Susan Chun

Jumpstart may seem like any ordi-nary program at DePaul University, but infact it is a prime example of the University’smission. Throughout my years at DePaul,we have always been encouraged to en-gage and interact with people who are dif-

ferent from us.

In Jumpstart our mission is towork with preschool children to prepare them for school success. Children have theopportunity to read one-on-one and are alsoexposed to different cultures. While I wasworking with my partner child last year, heasked me why my skin color was different.At the age of three, children begin to realize the differences of race. I asked him whatwas different, but he was unable to grasp the words. I explained to him that I havebrown eyes like him and brown hair similar to his and that we are not necessarily that

different.

My partner child, Nicholas, strug-gled in his classroom. He was always partof the “trouble-makers.” As I continued towork in his classroom, I began to under-stand why he was having difficulties. Even

though he was three years old, he struggledwith dealing with his emotions. He wasquick to become angry, because he did notunderstand, but he was very smart. Jump-start introduced different methods forNicholas to deal with his problems including how to play with other kids. I began to builda strong relationship with his mother, whowas overwhelmingly concerned. She would tell me that Nicholas would come homesmiling only on the days he went to Jump-start. He needed the one-on-one attention that classrooms are unable to give him.One important lesson I taught Nicholas washow to be a leader. Even though he was

young, I wanted him to know the differ-ences of being a leader and a follower. Iwanted him to do the things he knew wereright. I worked with his mother and teach-ers to push giving him positive responses,instead of giving him attention only when hewas “bad.” I know that I have affected thischild’s life, because even though it has

been a year, he still asks for me.

Even though I take plenty of classes on how to be a teacher, Jumpstarthas taught me different teaching methods...

My mother always asked me tobecome a doctor because mothers al-ways know what is right for you. I wasnever completely sure that I actuallywanted to become a doctor until a fewmonths into my first year of service with

Jumpstart.

When I first applied to serve inJumpstart, I had no idea what I was get- ting myself into. “A job? Working withchildren? Sign me up!” I walked into myfirst day of Classroom Assistance Timeand made a lot of new friends. Therewas Victoria, who could not take her eyesoff me and Elijah, who showed me how to dance. Then, on a long walk outsidewith the class, I met Tobe who became

my new best friend.

Four-year-old Tobe had moreimpact on me than I ever could haveimagined. As my partner child, Tobe wasa challenge that I was more than happy to take on. In the classroom, he always

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The current state of communityservice in the United states, particularlyin new social movements and their im-provements, is slowly moving in the rightdirection, but the system is still some-

what flawed. This is my personal idea of community service within the UnitedStates, but it is in align with the views of Robert Fisher, author of “Mobilizing theCommunity: Local Politics in the Area of

the Global City.”...

I firmly believe that the currentstate of community service is showing some signs of revival, but there is roomfor improvement. These new socialmovements are centered around an em-phasis on democracy, but Fisher says they contribute to a detachment from thematerial needs of the poor. For example,Fisher wrote, “the new social movement

efforts are too fragmented and too exclu-sive to be effective social changeagents,” (17). Fisher believes the newsocial improvements are better than theold, but they still have some flaws thathinder their intended efforts. Through myservice in the North Lawndale neighbor-hood, I have seen some of the character-

istics of the new social movements inaction at my site, Chalmers ElementarySchool. For instance, Junior Achievementfits the criteria of the first characteristic,which is community-based. I believe thiselement is extremely crucial as I served the needs of a particular area or interest,

which is the class of second graders I taught. By concentrating on a narrowedarea, there is a more profound impact on

that certain constituency.

I also saw the third characteris- tic of the new social movements in actionat my site. This element emphasizes theuse of a community’s knowledge andresources. Junior Achievement tries touse the knowledge and resources alreadyin place in North Lawndale to betterserve the needs of their programs. I

Faculty from all disciplines are encouraged to submit student reflections on communityprojects to the Steans Center. Questionsabout “Service Speaks” should be directed to Howard Rosing at the Steans Center,hrosing@depaul.edu

Editor: Stephanie Ratanas

Spanish editor: Maria Trujillo

Editorial Committee: Billie Drakeford, AnneRapp, Allison Tyndall Locke, MarisolMorales, Cynthia Sims, Katie McNamara,Melanie Sillas, Shannon McNair, Christina

Salgado, Meghan O’Shaughnessy.

Note: CBO stands for Community-based

Organization.

Perspectives on Community Service

think community service is moving in apositive direction, but more improvementsare necessary. For one, more organiza- tions need to change their service to com-munity-based, so they can concentrate on

a specified constituency, thus increasing the beneficial impact they have. My ownviews clearly are aligned with Fisher’s aswe both believe that community service isheaded in the right direction, but there arestill some flaws that need to be correctedin order for a full circle change to take

place.

-Matt Roth

Course: CSS 201 Perspectives on

Community Service

Winter 2007

CbO:Chalmers Elementary School/Junior

Achievement

An introduction to peace, conflictresolution and social justice seemed likean extremely broad topic to me when firstregistering for the course. It is indeed avery powerful and important topic that in its title entails three basic components of asociety’s infrastructure. After this class Iwill take with me an increased knowledgeof values such as: becoming directly in-volved in a community through volunteeredservice, being aware of the daily issues that affect my school, city and country, andfinally, appreciating the opinions and ex-periences expressed in the writings of oth-ers such as Martin Luther King Jr., P.Freire, whose words seem to apply to many

ideologies that transcend eras.

Social Justice and non-violencecan never be reached if the individualdoesn’t have sufficient awareness andknowledge of the methods that can beused to reach these goals. Throughout time, war and inequality have caused muchsuffering and segregation throughout theworld….Most conflicts are a result of a per-son not being able to contain his or heremotions and taking instinctive action with-out considering potential outcomes. Unfor-

tunately, most of these actions taken aremade of violence or selfishness towards the “opponent”. People then grow a biasaccording to their side and it seems thatconflict will never see an end. This is thecase in our current society, with most inter-national disputes formed by countries whouse violence initially, instead of searching for forms of diplomatic negotiation in order to prevent such an outbreak. Such solu- tions would lead to a more positive devel-opment, not just for the superpowers, but

for all able countries as well.

...When Darlene Gramigna andSister Kathleen from the 8th Day center forJustice came to our PAX 200 class to pro-vide a non-violence training, every student

in the class received a first hand accountof what it is to directly confront an individ-ual with opposing ideas. One of the exer-cises challenged students to consider what to do when verbally attacked by someone

at a protest…

...We must take our own personalsituations and contacts and make our-selves more aware of what is happening in the world, because the time may comewhen we will have to put into practice themethods to resolve conflict and prevent

future oppression.

-Vicki Moreno

Course: Intro to Peace, Conflict Resolutionand Social Justice

Fall 2006

CbO: American Friends Service Committee

[Service Speaks 2007] Page 4

Our mission statement... The Steans Center for Commu-

nity-based Service Learning provides edu-cational opportunities grounded in Vincen- tian community values to DePaul students.The Center seeks to develop mutuallybeneficial, reciprocal relationships withcommunity organizations in order to de-

velop a sense of social agency in our stu-dents through enrollment in CbSL courses,community internships and placements,and community-based student employ-

ment.

“...more organizations

need to change their ser-

vice to community-based,

so they can concentrate

on a specified constitu-

ency, thus increasing the

beneficial impact they

have. “