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2007-2008 AnnuAl RepoRt
ThE STEAnS CEnTER: EDuCATIng SOCIALLy EngAgED LEADERS
We are pleased to offer you the 2007-2008 Annual Report of the Irwin W. Steans Center for Community-based Service Learning and Community Service Studies. The report reflects a year of record growth for the Center in terms of the amount of service learning taking place at DePaul University and the significant expansion of programs and projects. At the foundation of all these important forms of university-community engagement lies hard work of a dedicated staff who truly understands what it means to create reciprocal partnerships that benefit both students and community partners. Howard rosing Executive Director The Steans Center continues on its path toward forming more deeply impactful educational partnerships, bringing students, faculty, and community partners together to share and create knowledge and produce positive social change. As an academic center within a Vincentian, Urban and Catholic university, our programs strive to reflect the ideals of the broader mission of DePaul. First and foremost, the Center seeks to create a solid staff of diverse individuals who respect one another and understand the importance of each person’s role in the success of our work. Second, in our efforts to reach out beyond the university’s walls to create community partnerships, we insist on respect for the knowledge communities bring to the table and on partnership development that reflects reciprocal benefit. Lastly, we support faculty in the development of courses that guide students away from seeing service learning as simply a form of “helping” the underserved, but rather as an inlet for students to understand how to become socially engaged and how to relate their own academic and career interests to the vast social, economic, and political challenges needing to be addressed in our world. Maintaining the above ideals within the context of rapid growth in service learning at DePaul requires a staff that remains cognizant of the balance between quality and quantity of programming. The long work hours that underlie the support of our community and academic partners is truly a human endeavor centered on relationship-building. As we grew as a center this past year, staff regularly considered the impact of spreading our human resources too thin and thus undermining our effort to ensure quality student learning and impactful contributions to community partners. The pages that follow illustrate some of the high quality examples of service learning at DePaul during academic year 2007-2008. As you read through the report, we hope you will get a sense of how the university has developed a unique service learning model that reflects its strategic plan to educate students to become socially engaged alumni and leaders as well the institution’s deep commitment to reducing social inequality through education and service. Please feel free to offer us feedback and do not hesitate to inquire about any of the courses and programs we support. We are always looking for new ideas of how to create more productive and impactful socially engaged learning at DePaul.
Marisol Morales Associate Director
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CSS DIRECTOR’S LETTER
It is hard to believe that another year has already gone by. It is even harder to believe that this year marks my sixth year directing the Community Service Studies program. This position has been an incredibly important part of my life at DePaul. It has really given me a focus and purpose for being here. So, it is with mixed feelings that I say that this is also my last year directing the program as I transition the position to Dr. Jacqueline Lazú, Assistant Professor of Modern Languages, who will officially take over at the end of the academic year. It has been an amazing journey. Through this work, I have not only had an opportunity to work with some incredible students, but I have been able to interact and partner with a number of faculty in different programmatic areas such as political science, women and gender studies, sociology, art, psychology, public service, and catholic studies. They may have different disciplinary frameworks, but they share a commitment and enthusiasm for engaging students in community service. I have also had the privilege of working closely with the staff at the Steans Center. These are people who live DePaul’s mission of service to marginalized communities—they are inspiring. Through these collaborations, we have refined the minor to make sure the core and elective course offerings are rigorous, relevant and timely. We have also offered students the opportunity to focus their studies in discrete concentrations such as service in the arts, gender studies, social sciences, religious studies, and Vincentianism. And, we continue to work on exciting new concentrations in community-based research, peace studies, and poverty studies. I am also happy to report that the Community Service Studies program continues to grow. There are currently over 120 students minoring in Community Service Studies. They represent a range of academic disciplines including liberal arts and sciences, communication, computer science, education, and commerce. The majority of these students are Community Service Scholars—students who are awarded a scholarship in Community Service as freshman. Beyond the scholars, the program continues to attract students from across the university interested in theoretical and philosophical concerns of democracy and social responsibility as well as more applied aspects of community development and social activism. These students give me hope! Although I am stepping-down from my official role directing this program, I plan to continue to be an active participant by teaching Community Service Studies courses and serving on the advisory board. I look forward to working with Jacqueline Lazú and have complete confidence that she will take the program in even more new and exciting directions!
alexandra g. Murphy Associate Professor, Communications and Faculty Director, Community Service Studies
Note: Partially a result of her contributions to the Community Service Studies minor, Dr. Murphy was the recipient of the 2008 DePaul Excellence in Public Service Award.
ThE STEAnS CEnTER: EDuCATIng SOCIALLy EngAgED LEADERS
The Mission of the Steans Center is to prov in Vincentian community values to DePaul s mutually beneficial, reciprocal relationships w develop a sense of social agency in our stud community internships and placements, and
rEflEcting on our paSt
In 1998, DePaul established the Office for Community-based Service Learning to support the development of service learning throughout the university’s curriculum. In 2001, the Office was renamed the Irwin W. Steans Center for Community-based Service Learning following a generous endowment from the Steans Family. Since the Center’s inception, the number of service learning courses and students served has expanded yearly. The 2007-2008 academic year was a period of significant growth for service learning at DePaul. The Center supported 217 courses containing a service learning component resulting in 3469 students working with more than 150 community organizations in Chicago and internationally. This represents a 23% increase in courses and 22.5% increase in students supported. DePaul continues to be nationally recognized as one of the top academic service learning programs in the country (U.S. News and World Report, Americas Best Colleges 2009).
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vide educational opportunities grounded students. The Center seeks to develop with community organizations in order to dents through enrollment in CbSL courses, d community-based student employment.
StudEntS EnrollEd in SErvicE lEarning courSES
01-02 02-03 03-04 04-05 05-06 06-07 07-08
d E paul courSE and StudEnt Support ay 07-08
1,181 1,716 1,646 1,883 2,589 2,831 3,469
COuRSES SuPPORTED # OF STuDEnTS
Fall Quarter Winter Quarter Spring Quarter Summer 2008 total
77 65 69 6 217
1190 1189 1021 69 3469
ThE STEAnS CEnTER: EDuCATIng SOCIALLy EngAgED LEADERS
Steans Center Programs
SERVICE LEARnIng COuRSES AT D E PAuL
DePaul University is dedicated to teaching, research and public service. Service learning is a teaching methodology that engages students in meaningful service to communities as an integral part of their course curriculum. The service provided must enhance course content as well as benefit DePaul’s community partners. The Steans Center provides support to faculty, students and community organizations in the development, monitoring, and evaluation of service learning courses. This includes one-on-one consulting with faculty and community partners, quarterly faculty and community development workshops, logistical support for community organizations, reflection sessions for service learning students, and evaluations of student learning and community impact.
COMMunITy SERVICE STuDIES MInOR
how global issues affect local communities by working in service partnerships that the Steans Center develops with local nongovernmental organizations. The Center supports short-term and term-long service-learning programs in Latin America, Europe, Asia and Africa. The goal of service learning abroad is to engage students in issues that are relevant across borders. Short-term programs work under the “Bringing it Home” model where students engage in relevant service projects upon returning from their study abroad experience, highlighting the transnational quality of social issues. Service learning programs are supported in Nogales, Mexico, Merida, Mexico, Chiapas, Mexico, El Salvador, Rome, Italy, Cartagena, Columbia, Manila, Philippines, and Kenya.
CAThOLIC SChOOLS InITIATIVE (CSI)
Community Service Studies is an interdisciplinary academic minor that offers students a context for critically reflecting upon and engaging in service and volunteerism. It is part of a university-wide effort to extend opportunities for learning through practice into multiple curricula at DePaul. The six-course minor combines three foundations courses with electives from several disciplines and students can choose to specialize their elective choices in a specific discipline with pre-grouped concentrations. Two of the three foundation courses are offered as part DePaul’s study abroad program in Merida, Mexico.
MCCORMICk COMMunITy InTERnShIPS
Through the support of the McCormick Foundation, DePaul undergraduates from all disciplines participate in advanced internships that apply their knowledge and skills to benefit an organization while simultaneously gaining valuable work experience. These paid internships are reserved for the University’s best and brightest students who have exhibited a commitment to community service and academic excellence. During the 2007-2008 academic year, the Center supported ten DePaul students who completed approximately 1433 internship hours (See McCormick Interns, Pages 25-26).
InTERnATIOnAL SERVICE LEARnIng
The CSI is a mission-driven, paid community service program that allows DePaul University students who are Federal Work Study eligible to work in selected K—12 urban Catholic schools to provide tutoring, mentoring, and supplemental enrichment activities. The mission of CSI at the Steans Center is to leverage resources at DePaul to enhance the resources at select Catholic school partners in the city of Chicago. CSI provides one important and consistent connection between DePaul University and Chicago’s Catholic schools. CSI currently funds 29 DePaul students at seven area Catholic Schools: Visitation, San Miguel - Back of the Yards, San Miguel - Gary Comer, Josephinum Academy, St Pius V, Maternity BVM, and St. Agatha Catholic Academy. Since the Fall Quarter 2006, CSI students are enrolled in CSS 101 Catholic Social Teaching, a year-long DePaul course that fulfills an elective in the Community Service Studies Minor.
ThE BLACk METROPOLIS PROjECT (BMP)
International Service Learning is an exciting opportunity for DePaul students to broaden their educational experience by learning from communities outside the United States. The Steans Center collaborates with DePaul’s International Programs Office and Study Abroad to offer a variety of international service learning opportunities for students. Students have the ability to learn
The BMP completed its final year in the spring of 2008. As a collaborative effort between the Steans Center and Dr. Ted Manley in the Department of Sociology, the project was a longitudinal study of Chicago’s original “Black Belt”—the area known as Bronzeville. The project was designed around a year-long course sequence that recruited undergraduates to partner with high school students from Chicago Public Schools. Students were given the opportunity to engage in hands-on community-based research that enriched the cultural and historical understanding of Bronzeville as residents faced displacement due to redevelopment of the neighborhood. In 2008, Dr. Manley published The Way They Saw It: The Changing Face of Bronzeville, a documentary of Bronzeville including photographs, student reflections, and interviews with long-time residents.
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COMMunITy SERVICE SChOLARShIPS
COMMunITy PARTnERS InTERnShIPS (CPI)
The Community Service Scholarship program seeks incoming students who have demonstrated an exceptional record of community service prior to entering college. The Center provides mentoring for students throughout their college career and connects them to community service and to academic programming through the minor in Community Service Studies. In addition to completing the minor, Scholars conduct a minimum of 30 hours of service per quarter. 27 freshmen entered the program during AY 07-08 and received an annual scholarship of $8,500. Currently, there are 111 Community Service Scholars.
FACuLTy COMMunITy-BASED RESEARCh FELLOWShIPS
The CPI program provides DePaul students who have high financial need with the opportunity to gain work experience that combines professional development and community involvement. Students eligible for Federal Work Study employment work for 15 hours per week at a DePaul community partner and, in turn, are compensated for the full academic year. The CPI program works to deepen the Steans Center’s relationship with community partners by providing a more consistent level of assistance to organizations that support service learning students circulating in and out quarterly as part of their coursework. During academic year 2007-2008, the program supported 12 internships.
During the Spring of 2008, the Steans Center announced the Faculty Community-based Research (CbR) Fellowship program in partnership with the Women’s and Gender Research Initiative at DePaul. The Steans Center faculty CbR Fellowship can be proposed by any DePaul University faculty member who seeks to conduct research in partnership with community-based organizations and who incorporates undergraduate and/or graduate student research. All projects must in some way aim to improve the quality of life for residents of Chicago. The Women and Gender Research Initiative fellowship is specifically focused on CbR research using feminist frameworks.
nORTh LAWnDALE InITIATIVE (nLI)
The NLI works to build partnerships between DePaul University and schools and organizations in Chicago’s North Lawndale neighborhood. Funded by a grant from the Steans Family Foundation, the Initiative builds on the Steans Center’s core work of placing students enrolled in service learning classes with North Lawndale community partners. The NLI establishes new faculty and staff projects in support of the neighborhood’s organizations and schools. The Center currently supports 24 community partners 13 of which are schools or pre-schools. These relationships have led to numerous projects including: DePaul nursing students and faculty providing physicals, health education, and referrals; a teen violence prevention program, an oral history project with social studies students, tutoring, fundraising, web site development, college visits to DePaul, consulting teachers on reading and literacy development, a documentary video of a school’s history, and development of resource manuals for school counseling.
Jumpstart, a national AmeriCorps program, trains and hires DePaul students to deliver an innovative early education program by developing one-on-one relationships with preschool children in lowincome communities over the course of a year. Participants work with children on language, literacy, and social and initiative skills for at least 300 hours during the academic year. During the 2007-2008 academic year, Jumpstart supported 70 students working at seven community preschools across Chicago. The partner sites were Erie Neighborhood House, Christopher House-Uptown, Christopher House-Greenview, Christopher House – Rogers Park (new), Gads Hill Center, Carole Robertson Center, and Mary Crane Center. DePaul’s Jumpstart program is recognized as one of the strongest in the Midwest and in the country. Last academic year, Jumpstart student Katie DeSalvo received the American Eagle Spirit of Service Award and received a scholarship of $5,000 to further her education. In addition, Matthew Lazar was a finalist for the same award and received a $1000 scholarship.
ThE RIChARD j. AnD jOAn M. MEISTER SChOLARShIP
The Meister Scholarship is an award of $1,500 for DePaul University students. All DePaul students are eligible, with a special consideration for students ages 25 and older. The scholarship supports DePaul scholars who critically reflect on societal issues and problem solving methods to achieve societal goals, engage in service within the local and/or global community, and encourage other students to act in this manner. Students can only be nominated by DePaul faculty and/or staff. Seven students were awarded the scholarship for the 2007-2008 school year (See Meister Scholars, Page 27).
SOCIALLy EngAgED LEARnIng AT DEPAuL: REFLECTIOnS On EDuCATIOnAL PARTnERShIPS
Environmental justice: Powerful Frontier for Service Learning
While more Americans these days focus on “being green,” as consumers, some neighborhoods have faced major environmental issues for years. That reality is among the things DePaul students learn when they visit Little Village on Chicago’s Southwest Side, a Latino community with the highest percentage of young children of any community in the city.
For most DePaul students, Little Village is not a community they know well. Through Professor Kelly Tzoumis’ Environmental Justice class, however, students not only learn about persisting environmental issues that plague neighborhoods, they are on the ground working with the Little Village Environmental Justice Organization (LVEJO). LVEJO (lvejo.org) is a grassroots organization that works to improve the environment and living conditions for residents of Little Village and throughout Chicago. Professor Tzoumis’ class partnership with LVEJO is the first class of its kind at DePaul, according to Tzoumis, who is also director of the university’s Public Policy Studies program. Her students focus on a number of issues including the presence of a coal-fired power plant that contributes to high asthma rates in young children. The community calls for safer alternatives and, among other issues, also seeks to address the lack of green space in the neighborhood. Little Village hasn’t seen a new park built in 95 years. In 2007, the City of Chicago and Chicago Park District announced they would build a park on a Superfund toxic waste site in the community. Through their work at LVEJO, DePaul students learn why the organizations, which is campaigning for new parks, says the city’s plan could be hazardous for residents. Tzoumis said that what students learn in the class can lead to challenging discussions. “This is very different than what I would call a traditional course,” she said. “Students not only gain great experience,
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“This is very different than what I would call a traditional course.” — dr. KElly tzouMiS
it’s a challenge for students to reconcile Environmental Protection Agency data and what they are finding in Little Village.” Jacob Adams, a senior and public policy major at DePaul, said taking the class gave him the opportunity “to see a lower-income community – not just drive by it, but get immersed in what is happening there.” For one assignment, he and other students in the class researched information about other minority or low-income communities that have faced problems similar to those that impact the Little Village community. He also participated in an immigration march with members of the organization. Adams said the experience of working in Little Village “was awkward at first — but then it’s rewarding to see how tightly bound the organization is and how dedicated people are to the cause.” Students in the class also get involved in community organizing, hosting meetings, going to the offices of the Environmental Protection Agency, or to a local community meeting. For Kim Wasserman, executive director of LVEJO, there’s an urgency about the organization’s work that many students come to appreciate. “For many residents in Little Village, there is no place to recycle, and families can’t afford blue bags. They face a number of issues related to the power plant or lack of parks,” she said. “When students talk to community folks, they begin to understand. When students leave, it’s not so much a question of whether they have fixed the problem – but whether they have understood it.” Through working at LVEJO and connecting their campaigns to broader public policy concerns related to the environment, students gain a sense that environmental justice issues are often local in nature. “Students find that Little Village is not just something in a book or the other side of the world, added Michael Pitula, community organizer for the organization’s public transit campaign. “It’s on the other side of the city.”
SOCIALLy EngAgED LEARnIng AT DEPAuL: REFLECTIOnS On EDuCATIOnAL PARTnERShIPS
FIRST yEAR PROgRAM: An InTRODuCTIOn TO ChICAgO, SERVICE LEARnIng
As freshman, DePaul students are required to take a course in “the Chicago Quarter,” as part of the university’s First Year Program. The program includes Discover Chicago and Explore Chicago, both of which offer a wide range of courses. Discover Chicago includes an immersion week; Explore Chicago begins with regular Fall courses. The Steans Center supports more than 20 Chicago Quarter courses and, as a result, expects students in these courses to be better prepared to engage in projects with underserved communities throughout their coursework at DePaul. “The whole point of the program is for students to be out in the city,” said Allison Tyndall-Locke, program coordinator for academic development at the Steans Center. “Not only are students who take service learning courses learning about the city for the first time, they are learning about neighborhoods in an experiential way. It’s a really good fit.” Mike Edwards, who teaches “Poverty amidst plenty,” an Honors Discover Chicago course, notes that “the traditional vision of education is that students listen to a lecture or read a book, and then demonstrate that they have understood information. We want students to be critical thinkers, so they have to evaluate and analyze what they hear. Servicelearning in the First Year Program gives students access to experience that will help them engage in critical thinking about what they learn.” Students in Edwards’ course read books such as Barbara Ehrenreich’s Nickel and Dimed: On (Not Getting by in America) or Jonathan Kozol’s Savage Inequalities: Children in America’s Schools and participate in service learning that can relate directly to the lives of the subjects of the texts. At the Inspiration Corporation in Chicago, Sara Oliphant, a sophomore from Louisville, Kentucky, and other students cooked meals for the homeless. “It was eye-opening to see how they work themselves out of poverty.” At Sarah’s Circle, students work with a daytime supportive services program for women who are homeless or at risk of becoming homeless. “Having a DePaul student who is willing to do something, that means a case manager or other staff person will be able to do more that day,” said
Ella Phillips, director of development for the organization. “We were excited to develop a partnership with DePaul, which has such a great commitment to social justice,” she added. For students in the First Year Program, service learning exposes them to a city and a learning process previously unknown to them. Students in these courses begin college immersed in the mission of DePaul in a way that will likely influence their academic work in years to come. In a web site posting for Edwards’ course, a student summed-up this learning process: “I have to admit that in previous years. I volunteered because I had to or because I thought it would look good on my college application. I thoroughly enjoy volunteering my time and service and plan to continue volunteering after this class ends. I am using my experience at Inspiration Café to look for solutions to end hunger. I am both addressing the symptoms and searching for solutions. In my opinion, that is the definition of a true volunteer.”
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ThE nORTh LAWnDALE InITIATIVE
The North Lawdale neighborhood on Chicago’s west side has many dynamic assets, including an array of communitybased organizations and schools that strive to improve the lives of residents. The North Lawndale Initiative, under the leadership of the Steans Center, has connected resources from throughout DePaul to schools and organizations in a way that seeks to build upon efforts to address issues such as high crime and unemployment rates, lack of access to healthcare resources, and schools that struggle with limited resources. Though many DePaul service learning students participate in direct service with North Lawndale community organizations or schools, others work on projects that are critical to how non-profit organizations operate. Two such efforts take place at North Lawndale Juvenile Justice Collaborative (NLJJC) and the Lawndale Christian Health Center (LCHC). The NLJJC is a nonprofit organization that provides an alternative for young people in the community involved in the criminal justice system. They seek to educate, advocate, and organize to keep youth from entering or reentering the juvenile justice system. The program is based on the philosophy of restorative justice that provides intervention and prevention programs as alternatives for youth .
DePaul service learning students offer the organization needed support as they learn themselves about the challenges of growing up in North Lawndale. “Working with DePaul students was a great experience,” said Frances Wooley, executive director of NLJJC, which serves about 250 kids a year between third and twelfth grade. “Many of the students were not acclimated to urban life – but they became part of our team.” Krissy Valdez, a senior majoring in biology who worked at NLJJC, noted, “I saw that the program offered really good ways to talk to youth and encourage them to solve problems,” said Valdez. At NLJJC, she learned about nonprofit development by working on a fundraiser. “It was a great experience for me,” said Valdez, who said she may work for a nonprofit some day. “I’ve often worked with kids, but never had a chance to learn about development work that is so important to an organization.” In a similar manner, DePaul students have been working with Lawndale Christian Health Center (LCHC) to raise funds. Danyale Ellis, Director of Development at LCHC, faces the everyday challenge of fundraising. “I talked with students about what was involved in fundraising, and students appreciated that,” Ellis said. She shared what she knew with the students — and what her organization needed — while students gained experience through, among other tasks, offering support in grant research. DePaul senior Bridget Flood, who is majoring in communications, conducted donor research and wrote grants for LCHC programs, including those that target diabetes and chronic care. “I learned new skills, and the organization trusted me to do my work,” she said. “It was also a good reminder of what you have—and what other people need.” “I think students realized the dedication of people who work in the community,” added Professor Dean Eitel, who teaches an undergraduate non-profit management course that places students in North Lawndale. “They also learn that when public funds are cut off, people are affected in North Lawndale and many other communities. That becomes real to students who spend time in the community – it’s not just something they read about in the papers.”
SOCIALLy EngAgED LEARnIng AT DEPAuL: REFLECTIOnS On EDuCATIOnAL PARTnERShIPS
nuRSIng STuDEnTS REACh OuT TO COMMunITIES
As graduate students in DePaul’s nursing program take classes and spend time in hospitals and clinics, it can be easy to overlook one of the key aspects that impact a patient’s life: the community in which they live. For students in DePaul’s two-year graduate nursing program, learning firsthand about urban communities is becoming an increasingly vital part of what they do. The Department of Nursing is stepping up its efforts to strategically focus on community health issues and engage students in service learning activities in Chicago communities. In each of three quarters, service-learning is linked to core courses that focus on communication skills and concepts foundational to nursing, nutrition and chronicity and enduring illness. “This past year was the first time we used a concerted effort to really hook service learning into the first-year curriculum,” said Barbara Harris, an instructor for the department. Harris suggested that many students reflect back to the class that “they can’t relate at first to people in the community, but then learn about similarities as the quarter progresses. Students get a picture of the social determinants of health — for example, how hard it is to get prescription drugs, how residents have very little money. When students come back from a service learning experience, they often have a broader perspective.” Nursing student Carolyn Talbott worked with the LEARN Charter School in North Lawndale to implement “The Healthy Kid Way.” The community, she said, is what many refer to as a “food desert,” an area, often in an urban community, with little or no access to foods needed to maintain a healthy diet — but plenty of fast food. Talbott said service-learning is worth pursuing. “This is a life experience — everyone should go out at one time and help someone,” she said. “A service-learning experience like this one can affect you in a positive way.” Bindiya Shah, who has completed her first year in the nursing program, engaged in service learning at Association House, a social service organization in Chicago’s Humboldt Park community. Shah worked on the organization’s “Healthy Lifestyles” project which raised awareness about
healthy eating and lack of fresh produce in the community. Shah, along with another DePaul student, surveyed people served by Association House on their family’s eating habits, created fliers with nutritional information and produced a newsletter every week. “Learning about the community is definitely a good idea before you start going to hospitals,” said Shah. “It’s so easy to pass judgment and think you know patients. Without this experience, you can forget about the lives and experiences of people in these communities.” Establishing the service-learning program was not easy — there were often issues related to logistics, communication between the class and community groups, and resources. Hopefully, Shah said, the experience of students this year will help set the table for how the program works next year. “The Healthy Lifestyles project was very helpful,” added Nilmare Donate, who is supervisor for the project at Association House and worked with Bindiya and one of her classmates. “We’re still using it. In fact, every week that we send out information about nutrition we have at least a couple people writing back and asking questions.”
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LOCALIzIng ThE gLOBAL ECOnOMy InTERnATIOnAL SERVICE LEARnIng In MERIDA, MExICO
For a growing number of DePaul students, their college experience will forever be linked to Emiliano Zapata Sur, a community on the outskirts of Merida, Mexico on the Yucatan Peninsula. As part of DePaul’s study abroad program in Merida, the Steans Center partners with Marista University, a Catholic institution based in Merida with a mission of service and a commitment to service learning. Marista University partners with the Emiliano Zapata Sur for its service learning courses and each Winter and Spring terms they place DePaul students in community projects linked to CSS 201 Perspectives on Community Service. CSS 201, the introductory course in DePaul’s Community Service Studies Minor, is instructed by an adjunct faculty who orients the course to the realities of engaging with underserved communities in Merida. Through their experience in the course and in Emiliano Zapata Sur, DePaul students gain a deeper understanding of what service means within the context of a Mexican city deeply impacted by the global economy. Students who participate in the Merida program often have a career interest in international development, nongovernmental or community-based organizations, and social justice work. The program gives students a chance to explore how the global economy intersects with issues of race, class and gender in ways that could only be understood through working side by side with people in their own community. At the end of the Winter quarter, students have the option to remain for Spring term and deepen their impact through enrolling in CSS 395 Community Internship and working more intensely with residents of Emiliano Zapata Sur. “For many students, the experience is transformative,” said Marisol Morales, who is Associate Director of the Steans Center and oversees programmatic aspects of the Center’s work. During the trip, students communicate with Morales online, sharing reflections of their experience in writing in a way that documents their self-transformation. This year, four students stayed on to participate in the spring extension and as part of their experience they
collected oral histories in the community. Blanca Virto, a senior in anthropology who is minoring in Latin American and Latino Studies documented a family’s migration experience to Merida. “These families have never had a voice,” she noted. “When talking with them, we learned they were just glad to be able to tell their stories, and that someone from the outside thought their story was important enough to talk about.” Through one project, Virto cooked with seven or eight women each week at a community center. In another, she worked with the same group of women to start a food cooperative. “In this community, there is a shortage of rice, and the price of corn and cooking oil has been rising. My project was about organizing a group of women to find out what they could do to reverse these issues. What we ended up doing was going to stores and seeing if they would sell items in bulk. The first time that we saw that the food co-op worked, the women were ecstatic. They saw that they could cook for less money – and with better ingredients. It wasn’t me. These women were in charge, and they pulled it off. There was learning and progress on both sides.” Meanwhile, one student who participated in the program in 2006 reflected on what it meant to her. “This internship was one of the formative experiences of my life,” said Susanna McKibben, who now works as an intern at Centro Romero, a community partner of the Steans Center that serves refugees and immigrants on the north side of Chicago. “You kind of go into it thinking ‘we can help.’ I learned that that’s not really the case. I learned that the point was not to teach kids all that I knew, but to realize that they have something to teach me as well. People in their situation are the ones who are most likely to change it. My job as an outsider is to listen and learn from them and bring it back to my community.”
SOCIALLy EngAgED LEARnIng AT DEPAuL: REFLECTIOnS On EDuCATIOnAL PARTnERShIPS
Catholic Schools Initiative: Service, Employment and Reflection
CAThOLIC SChOOLS InITIATIVE: SERVICE, EMPLOyMEnT AnD REFLECTIOn
Emmanuel Garcia, a sophomore accounting major, reflected on his experience as a tutor at St. Pius V Catholic School in Pilsen. “One child, he reminded me of myself,” said Garcia. “He didn’t know English at first. He’s smart with math, but with words and sentences, it frustrates him. But I tried to motivate him. What I tried to do is place words in a sentence, and asked him if that made sense. It took awhile, but during the time I tutored him, he was able to finish his work before he went home.”
Garcia tutored students through the Steans Center’s Catholic Schools Initiative (CSI), a service employment program tied to a yearlong course that emphasizes Catholic social teaching. The program aligns with DePaul’s strategic plan to prepare students to be socially responsible future leaders. Through the Initiative, students displaying financial need through work-study eligibility provide tutoring, mentoring and enrichment activities in K-12 urban, Catholic schools for 10 to 15 hours a week. At the same time, they are required to take a course titled Catholic Social Teaching Reflection. During the 2007-2008 academic year, the program grew from three to seven schools. CSI funded twenty-nine DePaul students at Visitation School in Englewood, San Miguel Schools in Back of the Yards and Austin, Josephinum Academy in Wicker Park, Maternity BVM in Humboldt Park, St. Agatha Catholic Academy in North Lawndale, and St. Pius V in Pilsen. The program is expected to increase to ten schools and 40 students by the 2009-2010 academic year.
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“The part I like most is the conversation this program elicits. It brings students from a lot of backgrounds together.” — MElaniE SillaS
Melanie Sillas, coordinator of the Catholic Schools Initiative, emphasized that the program is not only about service, but giving students the opportunity to understand community engagement in a broad context. Sillas said the dialogue students have about the program is a powerful component of the program. “The part I like the most is the conversation this program elicits,” she said. “It brings students from a lot of backgrounds together.” The Catholic social teaching reflection class requires students to explore a range of social justice issues as well as the foundations of Catholic social teaching. “This kind of class will always have relevance, because it invites students to question the meaning of life and the values system they grew up with,” said Pauline Villapando, who teaches the Catholic social teaching class. “It deals with personal calling and responsibility.” Nancy Nasko, principal at St. Pius, said the program not only fills a glaring need at the school, but that DePaul students have been a great fit there on a personal level. “We don’t have extra money in our budget to pay for extra support, so this is a really important service,” she said “There’s a very collegial feel – the teachers see them as partners. The DePaul students love the kids, and the kids love them. Our motto is ‘making a world of difference.’ DePaul students in this program are helping us do that.” Meanwhile, Garcia said he cherished the connections he made through the program. “I didn’t want to leave them. It’s not just about a paycheck, and I’d like to work with students at this school again.” At the same time, he said he appreciated the chance to talk about his service learning experience in class. “At first, it was tough to talk about. Now that I look back, it was really beneficial – I was able to reflect more on the service I provided.”
SOCIALLy EngAgED LEARnIng AT DEPAuL: REFLECTIOnS On EDuCATIOnAL PARTnERShIPS
PEACE, COnFLICT RESOLuTIOn, SOCIAL juSTICE– AnD SERVICE LEARnIng
“When I grew up in Poland, the country was under the communists,” says Susan Tomas, a student in the course “Introduction to Peace, Conflict Resolution and Social Justice.” Susan learned things in this class that she was never even allowed to learn in her youth. “How did I perceive power? There was a regime, and you couldn’t move to another country. You could go to jail for criticizing the government. You certainly couldn’t learn about ‘social justice’ in a class.” Now, Tomas says of the service learning class, she “learned skills that can help solve problems – and stand up for people who were discriminated against.” “Typically, students who sign up for this class haven’t read Gandhi or Paulo Freire. In addition, media coverage that students in the class have been exposed to rarely explores issues like democratic participation or restorative justice projects,” said Maureen Dolan, the instructor for the course and a veteran activist and organizer. Through the course, students learn how nonviolence has won victories around the world – including the civil rights movement, apartheid, and the solidarity movement in Poland. In the first class, Dolan asks students to define war, peace and power. She learns that students often only see peace “as something that is ‘not war.’ They don’t see it as proactive. “Power is only defined by control or money; students don’t talk about the benefits of personal or collective power,” she said. Dolan is also an adjunct interfaith chaplain and teaches yoga and meditation; she says teaching this course is also about encouraging students to “feed themselves spiritually.” The course not only encourages students to learn what power and other subjects mean in a classroom setting – but through community engagement. Several students, for example, worked for the “Eyes Wide Open” project of the American Friends Service Committee. The exhibition focuses on the human cost of the Iraq War and features a pair of boots honoring each U.S. military casualty. Other students participated in an immigrants rights march in Chicago. ”The service learning component of the class is critical,” said Dolan. “It is very difficult to truly understand these issues without this experience.”
“This class gave me a way of thinking about how we can change things – globally, and in the community,” added Tomas, who worked with the Peace Alliance, which strives to empower civic activism for a culture of peace. One of the Alliance’s projects is the Campaign for the Department of Peace, a campaign dedicated to creating a Department of Peace in the federal government. Tomas went to meetings and a conference for the organization as well as to libraries where she inquired about posting information about the Campaign. She said she wants to be participate in the organization’s activities in the future. “Susan was very empowered and relieved – her heart just opened when she saw that our organization was out there,” said Karen Johnson, a site coordinator for the Department of Peace campaign. In some ways, Johnson added, “students in the class are also learning how to enter conversations about peace – and how to address questions in a peaceful way that doesn’t always happen in public forums.” Meanwhile, Susan Tomas said her experience in this course helped her understand the positive meaning of the word “power.” She also discovered the importance of learning more about the subjects of peace and conflict resolution. “What you learn in this class,” she said, “you will not learn in other classes.”
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M C CORMICk InTERnShIP: A CAPSTOnE ExPERIEnCE
For DePaul seniors who have shown a significant commitment to service and academic excellence during their years at the university, the McCormick Community Internship program provides a an opportunity to create a customized, capstone experience in that integrates service and professional development. Interns spend up to three quarters partnering with a community-based organization that can utilize their individual talents. At the end of the academic year, they present their project at the Steans Center’s “Service Speaks” conference, where students, faculty and community partners share insights about service learning projects and courses. “I think one of the most unique things about the McCormick program is that interns are free to use their creativity,” said Raechel Tiffe, Internship and Scholarship Coordinator for the Steans Center. “In the process, they develop a really strong sense of where their talents lie and what they have to offer different places.” Tiffe, who meets regularly with the students to reflect on their projects and track progress, added that students bring their own skills to organizations. “We very much believe that students should bring their own assets – and come to appreciate the assets of the organization where they will work,” she said. Many organizations are eager to take on McCormick interns. “We are really committed to making sure that our interns get training, learn about the bigger picture of what’s going on here, and do meaningful work,” said Sarah Knight, Director of Resettlement for World Relief Chicago, which provides a range of services to refugees and immigrants. “Most of our interns have worked in very direct service roles with refugees, either in case management or the employment side of our work.” Knight said that one McCormick intern from DePaul already had an established understanding of issues addressed by the organization through the classes she took at the university. Ahlam Said, a senior majoring in communications, interned this year at the Inner-City Muslim Action Network (IMAN), a community-based nonprofit that works for social justice, delivers a range of direct services, and cultivates
the arts in urban communities. “I’ve always been involved with community-based organizations and understood what community service is about,” she said. But when I came to DePaul, I started thinking more about social justice as well.” Said, whose family is from Yemen, has long been interested in the Muslim community. “I think a lot of my interest in this subject is very deeply rooted in my faith and experiences, and what I witnessed while growing up – even when I didn’t totally understand it. I wanted to work on issues of privilege and discrimination before I could articulate it.” After 9/11, she worked with the Muslim Legal Fund of America. “Obviously,” she noted, “growing up with September 11th presented many challenges related to how our rights as citizens are being challenged, or even threatened or taken away.” At IMAN, Said researched and developed the organization’s volunteer program. For this project, she played an important role in how IMAN assesses its needs related to volunteers – and how it can create an environment that makes the most of their time and skills. One measure of her work: She was offered a full-time job as communications coordinator with the organization. When asked about her experience, she turns her thoughts back to the organization, its mission, and her commitment to service. “My internship experience, and this job,” she said, “have really been about how we treat people who walk through the door.”
SOCIALLy EngAgED LEARnIng AT DEPAuL: REFLECTIOnS On EDuCATIOnAL PARTnERShIPS
COMMunITy SERVICE STuDIES (CSS): PRODuCIng SOCIALLy EngAgED ALuMnI
In its seventh year, DePaul’s Community Service Studies (CSS) program is thriving through offering more sections of courses and creating more socially engaged students. “We keep making interdisciplinary links to programs across the university,” said Lexa Murphy, Director of Community Service Studies and Associate Professor of Communications. “This minor complements so many areas.” In art, sociology and many other subjects, students can more easily create community service experiences through their major. In the coming year, the program will be offering one of its three foundation courses every quarter – a development that will enable CSS to reach more students. “We want to present a way to be more strategic and intentional about how students use electives,” added Allison Tyndall-Locke, former Program Coordinator for Academic Development at the Steans Center. “We can help guide students more than ever,” she said. “Now, we can look at what courses they have taken and more easily direct them to a range of electives in pre-grouped concentrations.” With about 111 students, the Community Service Scholars program is the main feeder for the minor. At the same time, numerous students minor in Community Service Studies who are not scholars. This is because the foundation courses do not merely encourage students to serve at community-based organizations. They employ a form of critical pedagogy that guides students toward understanding how nonprofits work and to explore how major social issues related to race, class, gender, language, and privilege. In the second of three foundation courses Introduction to Non-Profit Management, students learn about how nonprofit organizations function. “We wanted students to get more of a behind-the-scenes look in how to manage nonprofits in terms of finance, accounting, development and other areas,” said Juanita Irizarry, Institute Director for the Christian Community Development Association of Chicago. Irizarry teaches a section of the course that is required for all minors. “I believe students in the course understand the complexity and legal requirements of nonprofits much more than they had before,” she said.
Tori Duoos, a junior majoring in anthropology and Spanish and minoring in Community Service Studies, said the minor’s “classes tie into the service you are doing, and help you understand underprivileged communities.” Duoos, who is also a Community Service Scholar, is doing service work at the Interfaith Refugee Immigration Ministries in Chicago. “The minor goes well with my major, which emphasizes going into communities and learning how people live.” The program helps shape how some students view their future. “Because of my experience with community service, I learned that I wanted to go into public health,” said Amy Wilson, who graduated in 2006 with a degree in psychology and minored in biology and community service studies. Wilson, who later received her master’s in public health from Emory University in Atlanta, is now on her way into the Peace Corps. “I loved it while I was there, and appreciate it even more now that I’m out.” “It’s important for me to go outside the boundaries of where I feel comfortable,” said Charlie Gurion, a sophomore majoring in advertising and public relations and minoring in Community Service Studies. Gurion who did community service in high school, worked last year with AIDS Care in North Lawndale, a housing stability program for people who are HIV positive or have AIDS, and are homeless. While taking the service learning course last year at DePaul, independent of any school obligation, his commitment to service learning also took him to the Center on Halsted, a community center for gay, lesbian and transgender persons on the city’s North Side. He helped publicize a fundraiser and participated in a phone-a-thon for the organization. In the future, he plans to volunteer for the organization’s youth program. Gurion’s commitment to service learning – and the Community Service Studies minor – is something he believes he will carry with him long after he leaves DePaul. “The ability to make someone’s life better – I almost feel like we have an obligation to do that,” he said. “By helping another person you are not just helping that person. We are all connected.”
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EngAgE PARTnER REFLECT
STEAnS CEnTER FInAnCIAL SuPPORTERS
Harrison Steans and the Steans Family Steans Family Foundation McCormick Foundation Morrison Family Foundation Jumpstart, Inc. Dr. Richard J. and Joan M. Meister
STEAnS CEnTER ADVISORy BOARD
Robin M. Steans, Steans Family Foundation John M. Sirek, McCormick Tribune Foundation Kathy Engelken, Illinois Campus Compact Laura Garza, CNA Insurance, DePaul Alum Amanda Holland, Chicago Academy for the Arts, DePaul Alum Sarah Gelsomino, DePaul Alum John Davis, Tolton Family Services Charles Strain, Academic Affairs, DePaul University Alexandra Murphy, Faculty Director, Community Service Studies Note: the Steans Center would like to give a special thanks to Dr. Charles Strain for his many years of support of service learning at DePaul University. We wish him well on his return to full-time faculty status.
STEAnS CEnTER SERVICE LEARnIng COORDInATORS AnD MEnTORS - 2007-2008
Undergraduate: Job Acosta Sana Ali Zayd Badwan Jamar Beyonu Ronald Brooks Julius Cajigas Benjamin Cox Tori Duoos Akil Forbes Jessica Horwitz Sarah Hughes Alex Kuehr
Katherine LaBeef Kathleen McNamara Azalea Parrilla Hetal Shah Philister Sidigu Allison Taich Kristin Thomas Louis Vazquez Lauren Vinopal Cynthia Torres Bárbara Obregón Daisy Pérez Yaritza Elizalde Rachel De León
Graduate: Liezl Alcantara Nancy Bothne
STEAnS CEnTER STAFF - 2007-2008
Alexandra Murphy, Faculty Director, Community Service Studies Ashley Stone, Community Service Scholars Program Coordinator Barbara Smith, Business Manager Billie Drakeford, Student Development Coordinator Chad Williams, Assistant Director for Community Development Heather Little, Jumpstart Assistant Site Manager Howard Rosing, Executive Director Jacqueline Lazú, Incoming Faculty Director, Community Service Studies Johnny LaSalle, Receptionist Marisol Morales, Associate Director Melanie Sillas, Catholic Schools Initiative Coordinator Micaela Maynard, AmeriCorps VISTA Missy Frazin, Jumpstart Site Manager Norlin Monzon, Technology Coordinator Raechel Tiffe, Internships and Scholarships Coordinator Summer Nakaishi, Administrative Assistant
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EngAgE PARTnER REFLECT
D E PAuL SERVICE LEARnIng FACuLTy - 2007-2008
Brother Mark Elder [Art] Steve Harp [Art] Jason Greenberg [Art] Howard Rosing [Community Service, Anthropology] Marisol Morales [Community Service] Christine Tardy [Writing, Rhetoric & Discourse] Peter Vandenberg [English] Euan Hague [Geography] Grace Budrys [Sociology] Nancy Grossman [Honors] Amy Tyson [History] Elsa Saeta [Latin American & Latino Studies] Kenneth Butigan [Peace Studies] Maureen Dolan [Peace Studies] Mollie Painter-Morland [Philosophy] Rose Spalding [Political Science] Theresa Luhrs [Psychology] Candice Van Der Eb [Psychology] Kelly Tzoumis [Public Policy] Rosalind Hinton [Religious Studies] Theodoric Manley [Sociology] Susana Martinez [Spanish] Paul Sisul [Computing & Digital Media] Nila Ginger Hofman [Anthropology] Donald Martin [Communication] Pauline Villapando [Catholic Studies] Julie Hwang [Geography] Olya Rabin-Belyaev [Psychology] Dean Eitel [Public Service] Barbara Harris [Nursing] Young-Me Lee [Nursing] Andrea Pope [Accounting] Beverly Trezek [Education] Sheila Fritz [Education] Melissa Ockermann [Education] Karl Nass [School for New Learning] Anne Rapp [School for New Learning] Jennifer Verson [Communication] Daniel Makagon [Communication] Joel Whalen [Communication] Kate Johnson [School for New Learning] Valerie Johnson [Political Science] Shaun Cowman [Psychology]
Sara Malinowski [Psychology] Susan McMahon [Psychology] Thomas O’Brien [Religious Studies] Brian Higgerson [Nursing] Ann Marie Klingenhagen [Finance] Ramon Codina [Finance] Elizabeth Collier [Religious Studies] John Fisher [Computing & Digital Media] Akilah Martin [School for New Learning] Gregory Gilmore [School for New Learning] Michael Edwards [Honors] Maria Beltran-Vocal [Latin American & Latino Studies] Lourdes Torres [Latin American & Latino Studies] Mary McGuinness [School for New Learning] Mark Laboe [Religious Studies] Juan Mora-Torres [Latin American & Latino Studies] Nancy Bothne [Psychology] Katie Brick [Religious Studies] Kay Read [Religious Studies] Neil Vincent [Social Work] Susan Poslusny [Nursing] Patricia Szczerba [School for New Learning] Mary C. Moster [Communication] Erik Mueller [Communication] Laura Washington [Communication] Theresa Steinbach [Computing & Digital Media] Jacqueline Lazú [Spanish] Karen Budd [Psychology] Hanna Kim [Sociology] Beth Catlett [Women’s and Gender Studies] Patricia Werhane [Philosophy] David Reinhart [Religious Studies] Daniel Mittleman [CTI] Craig Mousin [Law] Omar Jamil [Psychology] Horace Hall [Education] Kim Amer [Nursing] Marco Tavanti [Public Service] Raphael Ogom [Public Service]
Joy Whitman [Education] Jose Aleman [Art] Chad Williams [Community Service] James Fairhall [Engilsh] Susan Reed [School of New Learning] Winifred Curran [Geography] Juana Goergen [Latin American & Latino Studies] Stephen Haymes [Education] Mary Jeanne Larrabee [Peace Studies] Donald Tyler [Psychology] Noel Barker [Sociology] Rafael Hernandes-Arias [Sociology] Elizabeth Zeiss [Spanish] Joe Marconi [Communication] Cindy Wozny-Carl [Anthropology] Greg Scott [Sociology] Ronald Fernandez [Public Service] Michael Murray [Management] Julie Donalek [Nursing] Christine Anderson [Psychology] Elisabeth Lindsay-Ryan [School for New Learning] Mary Jane Dix [School for New Learning] Veronica Buckley [School for New Learning] Sondra Simpson [Commerce] Helen Lavan [Management] Raechel Tiffe [Community Service] Lynn Jonen [Psychology] Catherine May [Political Science] Michael Lorr [Sociology] Leonard Cavise [Law] Sylvia Escarcega [Latin American & Latino Studies] Barbara Harris [Nursing] Dean Eitel [Public Services] J. Patrick Murphy [Public Service] Betta LoSardo [School for New Learning] Cynthia Sims [School for New Learning] Arieahn Matamonasa [School for New Learning] Jacqueline Kelly-McHale [Music] Ramon Codina [Finance]
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StEanS HoSt SErvicE SpEaKS confErEncE
“Socially Engaged Education: Connecting Classroom and Community” The Steans Center hosted the 1st Annual Service Speaks Conference on june 7, 2008. The opening reception on june 6 featured keynote speaker julie Chávez Rodriguez, granddaughter of human rights and labor activist César Chávez, and the director of the César E. Chávez Foundation, as well as musical guest jesus ‘Chuy’ negrete. This day-long conference highlighted the work of students and community partners who felt greatly impacted by their service-learning and social justice experiences. The event featured panels, workshops and presentations that linked academic coursework, service and social justice. Attendees engaged in enriching conversations about service-learning as a means to address critical issues such as immigration, healthcare and education access, affordable housing and literacy. Maggie Block, DePaul ‘08, who presented on her experience on the border of nogales, Mexico, noted, “I really loved that the conference offered an opportunity to delve deeper into the idea of “service.” The panels led to great discussions about how it’s not us helping “the less fortunate,” it’s about us engaging in community building.” Olyvia Phillips of the Egan urban Center commented that she appreciated how the conference “gave voice to so many issues that really need to be attended to.” The great success of the inaugural year has led to much anticipation for the 2009 conference, which will take place on May 9th. The 2nd annual conference will feature keynote speaker, kathy kelly, nobel Peace Prize nominee and co-founder of Voices for Creative nonViolence. For more information, please visit our web site at: www.cbsl.depaul.edu.
EngAgE PARTnER REFLECT
STEAnS CEnTER COMMunITy PARTnERS - 2007-2008
8th Day Center for Justice Albany Park Community Center Alliance for Community Peace (Wayman) Alternatives, Inc. American Friends Service Committee American Indian Center Arts of Life Association House Batey Urbano Beacon Street Gallery Bickerdike Redevelopment Corporation Blessed Sacrament Youth Center Block Club Federation Blocks Together Brit Tzedek Burroughs-BPNC Community School CAAELLI Cambodian Association of Illinois CareNet Pregnancy Services Carole Robertson Center for Learning Programs Casa Juan Diego Catholic Charities Center for Economic Progress Centro de Informacion Centro Infantil Corretjer Centro Romero Centro Sin Fronteras Chicago Academy High School Chicago Christian Industrial League Chicago Coalition for the Homeless Chicago Committe on Fair Trade Chicago Commons Chicago Federation of Labor Chicago Federation of Musicians Chicago Freedom School Chicago Jesuit Academy Chicago Lights Chicago Public Schools- Service Learning Chicago Religious Leadership Network on Latin America Chicago Scores
Chicago Women’s AIDS Project Chicago Women’s Health Center Children of the Heart Christian Peacemaker Teams Christopher House Christopher House -Rogers Park Christopher House-Greenview Connections for the Homeless (Evanston) CO-OP Humboldt Park Council for Jewish Elderly Crib Collective David R. Lee Animal Shelter DePaul Community Service Association Dime Child Foundation Division Street Business Development Association Ebony Energy El Centro Elam Davies Social Service Center Erie Neighborhood House Ethiopian Association of Illinois Family Learning Center Free Street Theater Gads Hill Center Gads Hill Pilsen (Adolescent Youth Program) “Harbour Emergency Shelter, The” Hispanic Housing Howard Area Community Center Howard Brown Humboldt Park Vocational Center I.C. Stars Illinois Migrant Council Imagine Englewood If Interfaith Refugee and Immigrant Ministries Indo-American Center Inner Voice Inner-City Teaching Corps Inspiration Corporation Institute of Puerto Rican Arts and Culture Instituto del Progreso Latino (IPL) Interfaith House Interfaith Refugee and Immigrant Ministries
Interfaith Worker Justice Interfaith Youth Core Jahn School Japanese American Service Committee (JASC) John Spry Community School Josephinum Catholic School Journey from PADS to Hope “Jugganot Edutainment, Inc.” Jumpstart Junior Achievement Kankakee Minimum Security Prison for Women Kelvyn Park High School Social Justice Academy KIPP Kovler Center La Casa Norte Laboure House Lambda Legal Latinos Organizing on the South Side Latinos Progresando Latinos United Lawndale Christian Development Corporation Lawndale Christian Health Center Lifespring Ministry Lincoln Elementary School Lincoln Park Community Shelter Little Black Pearl Workshop Little Village Community Development Corporation Little Village Environmental Justice Organization. Logan Square Neighborhood Association “Lolita Lebron Family Learning Center, The” LUCHA Lumity LVCDC- Castellanos Marillac House Marshall’s Place Community Center Mary Crane Center Mayaworks Mercy Housing Lakefront
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Mexico Solidarity Network Midwest Immigrant Human Rights Center Mujeres Latinas en Accion Muslim Women Resource Center NAACP-Southside Chapter National Immigrant Justice Center Near Northwest Neighborhood Networking Neighborhood Technology Resource Center New Moms Inc. “Night Ministry, The” North Lawndale Adult Transition Center North Lawndale College Prep North Lawndale Community News North Lawndale Employment Network Northwest Neighborhood Federation Nueva Esperanza Urban Youth Mission Open Lands Pan African Association of Illinois PCC Community Wellness Center Pedro Albizu Campos High School People’s Resource Center Pilsen Alliance Pilsen Neighbors Providence Family Services Puerto Rican Chamber of Commerce of Illinois Puerto Rican Cultural Center Rainbow Push The Resource Center REST Resurrection Project Safer Foundation Youth Empowerment San Miguel School “Sit, Stay, Read” South Side Community Art Center Southeast Asia Center Southwest Youth Collaborative St. Joseph Services St. Leonard’s House St. Vincent’s DePaul Center
Sunlight African Community Center TAB House Tax Assistance Program Telpochcalli School The Resurection Project Theresa House Volunteers Tolton Family Center Trilogy Tutors on Wheels UCAN Umoja Student Development Corporation
Universidad Popular Urban League Vida/SIDA Vietnamese Association of Illinois Vital Bridges/Open Hands-Chicago Voices for Creative Nonviolence Winfield Moody Drop-in Center WINGS (Woman in Need Growing Stronger) World Relief Young Life
EngAgE PARTnER REFLECT
MCCORMICk COMMunITy InTERnS- 2007-2008
Ashley Cureton Major: Anthropology Site: Bronzeville Community Visitor Center Project: Research Intern/Public Art Tour with Bronzeville Visitor Information Center and community Ashley developed a tour that highlighted the artistic assets in the Bronzeville community by researching the art and artists, creating a map of where the art was located, and then expanding the walking tour into a cell phone and bicycle tour. This aided the BVIC in getting recognition from the City of Chicago’s Department of Cultural Affairs which now wants to include this tour as part of their Artist’s Month in October. Kristin Warman Major: International Studies and Islamic World Studies Site: World Relief Project: Job Placement Assistant with refugees/Translation Project Kristen developed a Translation Project that enabled refugees to first read job materials given by World Relief in their native language, as opposed to only receiving the English version. Kristen was instrumental in getting jobs for her clients at the organization and is now hired as a full-time staff member. Ahlam Said Major: Communications Site: IMAN (Inner-city Muslim Action Network) Project: Communications Intern Ahlam used her communication skills to help create a formal communication and PR section of IMAN, which did not exist prior to her internship. Ahlam’s efforts led to a significant increase in publicity and youth interest, since much of her campaigning took place around college campuses. Ahlam is now hired as a full-time staff member.
Amanda Dutczak Major: Communications-Public Relations Site: WGN Bozo Ball (fundraiser for Off the Street Club) Project: Fundraiser and event planner Amanda helped fundraise and plan for the WGN Bozo Ball, which supported Off the Street Club, a gang-prevention organization. Amanda was pivotal in getting gift donations from high-profile organizations to raffle at the event. She also created a binder to help the next intern that plans the fundraiser. Azalea Parilla Major: Psychology Site: Centro Romero Project: Youth Program marketing Azalea assisted Centro Romero by creating a new web site, creating a Volunteer Brochure, marketing the Youth and Teen Program, and planning a fundraiser. Azalea is now a paid staff member at the organization.
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Chris Jaffe Major: Sociology Site: ManKind Project Project: Program Development Chris created a program for the ManKind Project called “Mission of Service Grant” which would enable young men in underserved communities to create a volunteer project in their community that is funded and mentored by ManKind Project alumni. In addition, Chris became very involved with administrative tasks and has now been hired as Executive Director of the organization. Anne Rooney Major: Women’s and Gender Studies Site: Open Books Project: Organizer Anne’s work at Open Books involved helping the organization relocate as well as reading stories written by underserved CPS students that she then retyped and published. The goal of her work was to raise student’s self-worth through publication of their writings.
Lam S. Lin Major: Economics and Finance Site: South East Asian Center Project: After school program organizer and teacher Lam dedicated her time to designing and teaching in an after-school program where she taught young children lessons about US currency, the pre-market economy, the present-day economic system and economic development. LaTesha Washington Major: Psychology Site: Imani Project: Outreach and volunteer coordinator for Imani Ambassador mission trips LaTesha reached out to the DePaul community and other Chicagoarea universities to educate students about Imani’s goals in Africa and New Orleans by promoting the service trips coordinated by the organization. Prior to LaTesha’s internship, Imani did not have an outreach specialist in this area. Jocelyn Varghese Major: History Site: World Relief Project: Immigrant and Refugee Legal Assistance Jocelyn assists immigrants and refugees through contacting clients, observing and participating in client interviews, drafting letters or client interview summaries, gathering documents, conducting factual research into conditions in clients’ home countries, providing translation and interpretation, assisting with application forms, and participating in naturalization workshops.
EngAgE PARTnER REFLECT
D E PAuL COMMunITy SERVICE SChOLARS 2007–2008
Job Acosta—Finance Ron Brooks—Philosophy Courtney Cotter—Communication Gary Deleonardis—Communication Malia Gilbert—English Nick Hawes—Unknown Trisha Schroeder—Elementary Education Rachel Tarnoff—Early Childhood Education Rebekah Trachsel—International Studies and Spanish Krissy Valdez—Psychology Lauren Vinopal—English, Communication Mary Vucekovich—Art, Art History Colin Woodrow—Political Science Angie Worth—Communication Fahaad Ansari—Psychology Robert Brown—Finance Leslie Castromayor—Business Matthew Cavanaugh—English Herjeet Chadha—Undeclared Inez De La Fuente—Undeclared Jennifer Dohm—Political Science Amanda Dutczak—Undeclared Christina Feliciano—Undeclared Melissa Furlette—Sociology Ashley Jostes—Marketing Catherine Knigge—Sociology Elizabeth Nussbaumer—Undeclared Azalea Parrilla—Psychology Nichole Rofus—Psychology Amanda Rubner—Marketing Ellen Schneider—African and Black Diaspora Amarbir Singh—Business
Taryn Tomasula—Undeclared Laura Uhlir—Communication Kate Willems—Secondary Education, English Sarah Andrie—Communication Melissa Baer—Gender Studies Alexandra Beaupre—Business Payten Carroll—Political Science, History Ann Colombo—Art Benjamin Cox—Computer Game Development Daniel De los Rios—International Business Christina DeArment—Marketing, Sociology Tori Duoos—Anthropology, Spanish Ashley George—Computer Information Systems Jon Gogolak—Economics Melanie Gonzalez—Communication Anne Janasz—Secondary Education, English Katherine LaBeef—Psychology Stefania Markovska—Business Kevin Meagher—Undeclared Anthony Repp—Political Science Kyle Ripp—Computer Game Development Rachel Ross—Undeclared Matthew Roth—Public Communications Jocelyn Seager—Psychology Kate Stanley—Secondary Education, English Christopher Strong—Film Chelsea Trotter—International Studies Hilary Vander Weele—Business Robin Whitney—Latin American Studies Drakia Wilkins—Real Estate Andrew Witt—Pre-Pharmacy Alexandria Yoder-Fox—Art, Art History
Michael Almodovar—Psychology Marisol Becerra—Public Policy Christina Betz—Elementary Education Daniel Brown—Undeclared Anna Burnham—Communication Jamil Chammas—International Business Bridget Fanta—Undeclared Kristin Frost—Communication Patrick Gill—English Elisa Grant-Holler—Art, Art History Charles Gurion—Psychology Christine Hatcher—History Jamie Lynn Huberty—Psychology Leah Jeedas—Biological Sciences Helen Jeno—Secondary Education, Math Haileselassie Keleta—Marketing Ellen Kinner—Psychology Steven Lance—Biological Sciences Cora Marquez—Undeclared Rebecca Martinson—International Studies Samantha Mastroberti—Marketing Joelle Mbatchou—Biology Daniel Nelson—Secondary Education, Visual Arts Kathleen O’Leary—Religious Studies Erthel Oruma—Marketing Robert Pabalan—Marketing Grace Posey—Digital Cinema Carl Powers—Finance Samantha Steim—Sociology Michelle Viveney—Accounting Jeremy Wakefield—Pre-Law Nicholas Zlotek—Business
MEISTER SChOLARS - 2007-2008
Angela Rogensues, MA in Educating Adults Jennifer Howe, BA in International Affairs Melissa Furlette, BA in Women’s and Gender Studies Charlene Rhinehart, BS in Accounting and Finance Holly McDaniel, MA in International Public Service Melissa Foushee Keller, BA/MA in Women’s and Gender Studies Cynthia Torres, BA in Communications.
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Julie chavez rodriguez, granddaughter of Cesar Chavez and Director of the Cesar E. Chavez Foundation
SEcond annual cESar cHavEz SErvicE SEaSon
The Second Annual Cesar Chavez Service Season was launched in Ay 2007-2008 through the leadership of the Steans Center and in collaboration with the Office of Mission and Values, the Center for Latino Research, Office of Multicultural Student Affairs, the DePaul Cultural Center, Office of Institutional Diversity and Equity, Academic Affairs, university Ministry, and the Office of the Lieutenant governor of the State of Illinois. The Season seeks to connect the values of Cesar Chavez to DePaul’s Vincentian values through guest speakers, lectures, presentations, films and service events. The kickoff mass and reception was held on March 6, 2007 with julie Chavez Rodriguez, granddaughter of Cesar Chavez and Director of the Cesar E. Chavez Foundation (www.chavezfoundation.org), as the keynote speaker. Dr. Elizabeth Ortiz, Vice President for the Office of Institutional Diversity and Equity served as the Mistress of Ceremony and Dr. Charles Strain, AVP for Academic Affairs spoke on behalf of the university. Other events for the season included a Community Organizing teach-in with a workshop conducted by julie Chavez, the theatrical performance “Crime Against humanity” depiciting the experiences of the Puerto Rican Political Prisoners while under incarceration, Vincentian Service Day, and screening of the film “Crossing Arizona.” The Season closed with the First Annual Service Speaks conference sponsored by the Steans Center. The program was made possible through a Vincentian Endowment Fund grant as well contributions from the sponsors.
EngAgE PARTnER REFLECT
confErEncE papErS, SEMinarS and WorKSHopS
Marisol Morales, (Steans), xavier Burgos from the humboldt Park Participatory Democracy Project of the Puerto Rican Cultural Center, and DePaul sophomore yesenia Perez presented a 90 minute workshop titled “Participatory Democracy: An Exercise in Service Learning and Student Empowerment” at the 19th annual national youth Leadership Council’s national Service Learning Conference held in Minneapolis, Minnesota April 9-12, 2008. Dr. howard Rosing (Steans) presented a paper titled, “The Privilege of Public Anthropology: Critical Pedagogy in the Training of Ethnographers.” Session Title: Public Anthropology in a Borderless World. Annual Meeting of the American Anthropological Association, Washington D.C., november 28-December 2, 2007. Dr. howard Rosing presented the paper “Eating in an urban Desert: Community Responses to Food Inaccessibility in Chicago” Session Title: Community Responses to Urban Change, Society for Applied Anthropology, Memphis Tennessee, March 21, 2008. Dr. howard Rosing presented the paper “Learning the Political Aesthetics of Food in Puerto Rican Chicago” at Community as an Intellectual Space 4th Annual Symposium on the Aesthetics as Resistance: The Act of Community Building, june 14, 2006, humboldt Park, Chicago. Billie Drakeford (Steans) presented on Asset-based Community Development at the Student Civic Learning Institute sponsored by the Illinois Campus Compact at the university of Illinois-Chicago, november 3, 2007. Dr. howard Rosing and Dr. Anne Rapp (Steans) facilitated workshops at the Annual Meeting of the national Communication Association as part of the session Service-Learning: Exemplars of Faith, Intellect, and Ethics in Action, Chicago Illinois, november 14, 2007.
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Dr. Anne Rapp facilitated the workshop “Asset-based Community Development: A Frame for Service Learning” at the Illinois State-Wide k-16 Service Learning Conference, October 15, 2007 in Tinley Park, IL. Dr. howard Rosing presented a 90-minute workshop titled “Teaching Communitybased Research to undergraduates” at the annual meeting of the national Society for Experiential Learning, October 31 – november 2, 2007 in Seattle, Washington. Dr. howard Rosing presented on “Community-based Participatory Research: A Transformative Approach” at the Community-based Participatory Research Basics Workshop for northwestern university Medical School faculty, northwestern university, Chicago, IL, june 5, 2008. Allison Tyndall Locke, (Steans), Melanie Sillas (Steans), and Elizabeth gonzalez (student) presented “The Catholic Schools Initiative at DePaul university” at the 2007 Illinois State-Wide k-16 Service-Learning Conference: Service-Learning and the Civic Mission of Schools in Algonquin, IL on October 19 2007. Dr. Charles R. Strain (Academic Affairs), Dr. Sylvia Escarcega, and Billie Drakeford presented the paper “Borders and Boundaries: human Rights and Social justice in a Transnational Context” at the conference Civic Learning at the Intersections: u.S. Diversity, global Education, and Democracy’s unfinished Work, October 18-20, 2007, Denver, Colorado.
EngAgE PARTnER REFLECT
SpEcial EvEntS and proJEctS SupportEd by tHE StEanS cEntEr
civic Engagement forum: In partnership with Illinois Campus Compact and DePaulStudent Affairs, the Steans Center sponsored the forum Building Student and Academic Affairs Partnerships for Civic Engagement, DePaul university – naperville Campus, november 12, 2007. presidential forum: In partnership with Pilsen neighbors Community Council, The Steans Center supported seven DePaul students to participate in the International Leadership Assembly and Presidential Forum in Davenport and Des Moines, Iowa, november 29-December 1, 2007. poetry Slam: In collaboration with African and Black Diaspora Studies, Center for Latino Research, Latin American and Latino Studies, Modern Languages, Women and gender Studies, the College of Liberal Arts and Sciences, the neighborhood Writing Alliance and the Afro-Latino Institute of Chicago, the Steans Center sponsored the Strictly Flow Poetry Slam and Expo at DePaul university, March 8, 2008. latino/a graduation banquet: The Steans Center supported the 12th Annual Latino/a graduation Banquet at DePaul university, june 7, 2008. guest lecturer: In collaboration with Professor Marco Tavanti (Public Service), the Steans Center sponsored a lecture by Dr. ulrich Duchrow entitled “how to Overcome Imperial and neoliberal Capitalism.” Dr. Duchrow is a Professor of Systematic Theology at the university of heidelberg who specializes in theological-economic issues. he spoke to DePaul faculty, staff and students on October 12, 2007.
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rEcEnt publicationS on dEpaul SErvicE lEarning
Dr. Ted Manley (Sociology) published the book The Way They Saw It: The Changing Face of Bronzeville (2008, Dorrance Publishing). Dr. Clara Orban (Modern Languages) and Martha Thompson (northeastern Illinois university) published “Building Bridges against Violence: Service Learning for Second Language Students” in Feminist Teacher, Volume 17, number 2, 2007. Bille Drakeford (Steans Center), Sylvia Escarcega (Latin American and Latino Studies) and Dr. Charles Strain (Academic Affairs) published “Borders and Boundaries: human Rights and Social justice in a Transnational Context” in Diversity & Democracy: Civic Learning and Shared Futures, Volume 11, number 2, Spring 2008 (Association of American Colleges and universities). Dr. Laurie Worrall (Defiance College) published “Asking the Community: A Case Study of Community Partner Perspectives” in Michigan journal of Community Service Learning, Volume 14, number 1, Fall 2007.
EngAgE PARTnER REFLECT
acKnoWlEdgEMEnt: bluefusion, depaul’s creative agency (design) and dan baron (writer)
d E pau l un i vE rS i t y | ThE IRWIn W. StEa nS cEntEr for Com mUn iTy-BASE D S Ervi CE L E Ar n i n g & Com mUn iTy SErviCE STUDiES
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