Student

Reflections on
Community Service

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 excerpts
from longer student compositions. Visit http://cbsl.depaul.edu/publications to download a virtual copy of this newsletter

Personal Growth and Challenging Stereotypes

My service at [Centro Sin Fronteras] social activism and personal awareness. I ing a considerable amount of time
definitely linked up with the work I was doing in have learned so much about myself that along these streets, however, I defi-
class. I want to specifically highlight the objec- has really amazed me. I have learned that nitely felt very comfortable and under-
tive of my paper and how my service learning I need to take education about history
experience added to the quality of information more seriously because it answers the
and provided me with valuable resources. My questions that we may have now. I learned
final paper took a glance at women in maqui- that I should not divide myself from others
ladoras. I examined the role of women, the simply because of my race. The human
challenges to advancement, and the demand race should work together to fight injus-
to gain financial independence. While partici- tices of all people…
pating in the citizen workshop, I witnessed a -Charlene Rhinehart, Accounting and Fi-
majority of women who came in to apply for nance
citizenship. This shows that women are taking
a leading role against their oppression and Winter 2007
becoming more independent and less passive. Course: Nogales: Culture and Rights
My most powerful experience was CbO: Centro Sin Fronteras  stood the appeal of living here…
Overall, I am very pleased
with this neighborhood and the ex-
“Service learning is not simply a  When I first moved to Chicago perience I had there. It seems to be a
three years ago, I heard of the neighbor- very wonderful, well preserved
task where you render services to  hood of Pilsen infrequently and from talk. It neighborhood with a close-knit com-
marginalized populations.  It is a  sounded very far from Lincoln Park and munity and many opportunities for its
process where you grow, develop  was too dangerous to be in if you were not residents. I hope that the data I’ve
familiar with the neighborhood or did not collected proves to be helpful to the
and learn about yourself as well  have a native guide. Yet, I was pleased to Pilsen Alliance in that it will help pre-
as the lives of others.  It is a  find that Pilsen is one of the very sweetest serve the rights of the community to
valuable experience that will add  neighborhoods in Chicago, one of the vi- remain in their homes. From my per-
brant ethnic communities that today has sonal perspective, as someone who is
to your knowledge of societal  mostly been consumed by gentrification, very interested in maintaining the
issues, social activism and  but at one time made up the diverse cul- great architecture of Chicago, I think
personal awareness.”  tural puzzle of the city. Nothing in Pilsen it would be a shame if gentrification
was reminiscent of the “blighted” area I of this neighborhood also meant de-
was expecting from previous rumors. In- struction of these amazing buildings.
talking to the people through the citizenship stead, I found the neighborhood to be in- There are not many neighborhoods
workshops. I was so happy to provide service credibly clean with beautiful murals that like Pilsen left in Chicago, and it
that would have a great impact on the lives of covered the eyesore of the viaduct along would be a wonderful way for city
others. One lady was so happy and grateful, 17th street. There were almost always kids residents to share the beauty of Pil-
we had a brief conversation and I was truly in the parks and families chatting along the sen without displacing its current
inspired….Service learning is not simply a task street, well kept homes and an overall com- residents.
where you render services to marginalized fortable atmosphere. I encountered no
-Emily Burns, Public Policy -Urban
populations. It is a process where you grow, hostility from the residents, but did catch
Studies
develop and learn about yourself as well as the several confused looks at my presence
lives of others. It is a valuable experience that there with a pen and giant notebook in Fall 2006
will add to your knowledge of societal issues, hand, staring at the buildings. After spend- Course: GEO 133 Urban Geography

Steans Center for Community-

Community-based
based Service Learning and Community Service Studies at DePaul University
2233 N. Kenmore Ave. Chicago, IL 60614-
60614-3594
3594 773-
773-325
325--7457
7457 http://cbsl.depaul.edu
P ag e 2 [Se rvi c e Spe ak s 2 0 0 7 ]
Experiences Abroad: Merida, Mexico
The following students were part of a study abroad course in Merida, Mexico during the summer of 2006. This course is intended to
take 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.
En lo que mí tiempo de servicio en México termina, me
lleno de emociones. Durante este tiempo, pude trabajar en cuatro
sitios distintos los cuales tuvieron buenos y malos puntos. Pude
trabajar por más tiempo en algunos lugares que otros, y eso me
afectó de muchas maneras. Por ejemplo, cada sitio me enseñó
algo distinto. Pude ver los problemas que influyen los derechos de
las 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 cosas
que puedo hacer. Aprendí bastante de esta asociación como
aprendí de mi trabajo.
La segunda parte del programa fue una experiencia interesante.
Hubieron momentos positivos y negativos y muchos retos, pero los
eventos me ayudaron a crecer de la manera que nunca imagine.
Cuando comenzamos nuestros trabajos estaba muy emocional, y
una parte del programa estaba muy difícil. Extrañe mucho a mi
familia y estaba un poco envidiosa de los otros estudiantes que
estaban regresando a sus casas. Aunque extrañaba mi país tenía
confianza en mi decisión de quedarme en México durante el tri-
mestre de la primavera aunque estaba ansiosa por saber que trae-
ría el futuro.
Las últimas semanas en Emiliano Zapata Sur II han sido
las 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 de
mis niños. Estoy muy agradecida por esta experiencia. Ojala que
los niños hayan aprendido tanto como he aprendido yo. Pero, co-
mo le dije a Arturo, “quisiera que tuviéramos mas tiempo aquí; diez
semanas es poco tiempo si intentas tener un efecto profundo en la
comunidad.” Si quieres hacerlo no es imposible, pero el desafió
para mi era que no tenia una base de donde empezar el proyecto
de 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 actitud
de superioridad; como si pudieras ayudar solo porque tienes más
que otros. Siempre parece que los de “arriba,” los que tienen las
facilidades económicas “bajan” para ayudar a los pobres. Por lo
general, los que están económicamente estables tienen buenas
intenciones. 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 tiempo
estoy 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.
As my time of service ends in Mexico, I am filled with
emotion. During this time I was able to work in four different
places, which had good and bad points. I was able to work
longer 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
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 very
much and I was a little jealous of the other students who were
returning 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
The last weeks in Emiliano Zapata Sur II have been the
best of all my service time—really! It’s a shame that I have to
leave so soon because I’m just learning how to develop organiza-
tion ideas in the minds of my children. I am so grateful for this
experience. 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 weeks
is not enough time if you intend to have a profound effect on the
community.” 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 had
an idea of the difference between charity and community develop-
ment, I now see that having an attitude of superiority, helping only
because one has more resources than the other, is not helpful. It
always seems that those at “the top,” (those with financial re-
sources) “descend” to help the poor. Generally, people who are
financially 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 always
in 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

Jumpstart: Creating Vital Relationships
Jumpstart may seem like any ordi-
nary program at DePaul University, but in
fact it is a prime example of the University’s
mission. 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 to
work with preschool children to prepare
them for school success. Children have the
opportunity to read one-on-one and are also
exposed to different cultures. While I was
working with my partner child last year, he
asked me why my skin color was different.
At the age of three, children begin to realize
the differences of race. I asked him what
was different, but he was unable to grasp
the words. I explained to him that I have
brown 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 part
of the “trouble-makers.” As I continued to
work in his classroom, I began to under-
stand why he was having difficulties. Even
though he was three years old, he struggled
with dealing with his emotions. He was
quick to become angry, because he did not
understand, but he was very smart. Jump-
start introduced different methods for
Nicholas to deal with his problems including
how to play with other kids. I began to build
a strong relationship with his mother, who
was overwhelmingly concerned. She would
tell me that Nicholas would come home
smiling 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 was
how to be a leader. Even though he was
young, I wanted him to know the differ-
ences of being a leader and a follower. I
wanted him to do the things he knew were
right. I worked with his mother and teach-
ers to push giving him positive responses,
instead of giving him attention only when he
was “bad.” I know that I have affected this
child’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, Jumpstart
has taught me different teaching methods...
[ Servi c e S pea ks 2 0 0 7 ] P ag e 3
I know that I will become a better seemed tired and struggled to focus on
teacher, a mother, and a friend by the anything for a long period of time. He also
skills I have learned in Jumpstart. had problems expressing himself to his
-Susan Chun peers, making friends, and interacting with
other children…
Senior, Elementary Education/
Biology & General Science There was a day when Tobe
showed interest in an activity that another
Jumpstart Corps Member, Christopher Corps Member and partner child were doing
House-Uptown 05-06 together. He walked near them so I fol-
Jumpstart Team Leader, Christopher lowed closely. He asked, “What are you
House-Uptown 06-07 doing?” and after he got a response he
said, “Can I help?” He was finally showing
a willingness to work peacefully with others
and share a relationship both with another
“Even though I take plenty of  partner child and Corps Member. I started
classes on how to be a  to understand the pride parents feel when
their child does something new for the first
teacher, Jumpstart has taught  time. I was able to develop a strong rela-
me different teaching methods.  tionship with Tobe’s mother despite her
I would have never realized the  very busy schedule as a working mother...
One day in the spring, she told me how
difference between empty  much progress she and the teachers were
praise and encouraging  seeing in Tobe’s classroom attitude and
children to want to learn.”  learning. Tobe’s mother couldn’t thank me
enough.
...I could not imagine my life with-
­Susan Chun  out it because serving in Jumpstart had
become an integral part of my college ex-
perience. I started to think seriously about
My mother always asked me to applying to serve as a Team Leader, be-
become a doctor because mothers al- cause I wanted to be able to lead a team
ways know what is right for you. I was and share my appreciation for Jumpstart
never completely sure that I actually with them... [In my job] I would be able put
wanted to become a doctor until a few all of the knowledge I have gained about
months into my first year of service with children into action every day with my cli-
Jumpstart. ents….
My long-term goal is to eventually
When I first applied to serve in
Jumpstart, I had no idea what I was get- be able to start a pediatric clinic specifically
targeting low-income families. It is a goal
ting myself into. “A job? Working with
children? Sign me up!” I walked into my that may take many years and a lot of sup-
port to achieve, however Jumpstart has
first day of Classroom Assistance Time
and made a lot of new friends. There taught me that it is worth the challenge. I
have learned that if there is no challenge
was Victoria, who could not take her eyes
off me and Elijah, who showed me how then there is no progress. In the end, my
mom was right; I wanted to be a doctor
to dance. Then, on a long walk outside
with the class, I met Tobe who became after all and serving in Jumpstart has given
me the tools to be a great one.
my new best friend.
Four-year-old Tobe had more -Nikesh Bajaj
impact on me than I ever could have Junior, Biological Sciences/Biotechnology
imagined. As my partner child, Tobe was Jumpstart — Team Leader
a challenge that I was more than happy
Personal Statement 
to take on. In the classroom, he always

Perspectives on Community Service
The current state of community
service in the United states, particularly
in new social movements and their im-
provements, is slowly moving in the right
direction, but the system is still some-
what flawed. This is my personal idea of
community service within the United
States, but it is in align with the views of
Robert Fisher, author of “Mobilizing the
Community: Local Politics in the Area of
the Global City.”...
I firmly believe that the current
state of community service is showing
some signs of revival, but there is room
for improvement. These new social
movements are centered around an em-
phasis on democracy, but Fisher says
they contribute to a detachment from the
material needs of the poor. For example,
Fisher wrote, “the new social movement
efforts are too fragmented and too exclu-
sive to be effective social change
agents,” (17). Fisher believes the new
social improvements are better than the
old, but they still have some flaws that
hinder their intended efforts. Through my
service in the North Lawndale neighbor-
hood, I have seen some of the character-
“...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. “
istics of the new social movements in
action at my site, Chalmers Elementary
School. For instance, Junior Achievement
fits the criteria of the first characteristic,
which is community-based. I believe this
element 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 narrowed
area, there is a more profound impact on
that certain constituency.
I also saw the third characteris-
tic of the new social movements in action
at my site. This element emphasizes the
use of a community’s knowledge and
resources. Junior Achievement tries to
use the knowledge and resources already
in place in North Lawndale to better
serve the needs of their programs. I
think community service is moving in a
positive direction, but more improvements
are 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 own
views clearly are aligned with Fisher’s as
we both believe that community service is
headed in the right direction, but there are
still some flaws that need to be corrected
in 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, conflict
resolution and social justice seemed like
an extremely broad topic to me when first
registering for the course. It is indeed a
very powerful and important topic that in its
title entails three basic components of a
society’s infrastructure. After this class I
will take with me an increased knowledge
of values such as: becoming directly in-
volved in a community through volunteered
service, being aware of the daily issues
that affect my school, city and country, and
finally, 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-violence
can never be reached if the individual
doesn’t have sufficient awareness and
knowledge of the methods that can be
used to reach these goals. Throughout
time, war and inequality have caused much
suffering and segregation throughout the
world….Most conflicts are a result of a per-
son not being able to contain his or her
emotions and taking instinctive action with-
out considering potential outcomes. Unfor-
tunately, most of these actions taken are
made of violence or selfishness towards
the “opponent”. People then grow a bias
according to their side and it seems that
conflict will never see an end. This is the
case in our current society, with most inter-
national disputes formed by countries who
use 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
[Service Speaks 2007] Page 4
for all able countries as well.
...When Darlene Gramigna and
Sister Kathleen from the 8th Day center for
Justice came to our PAX 200 class to pro-
vide a non-violence training, every student
in the class received a first hand account
of 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 personal
situations and contacts and make our-
selves more aware of what is happening in
the world, because the time may come
when we will have to put into practice the
methods to resolve conflict and prevent
future oppression.
-Vicki Moreno
Course: Intro to Peace, Conflict Resolution
and Social Justice
Fall 2006
CbO: American Friends Service Committee
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 mutually
beneficial, reciprocal relationships with
community 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.
Faculty from all disciplines are encouraged
to submit student reflections on community
projects to the Steans Center. Questions
about “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, Anne
Rapp, Allison Tyndall Locke, Marisol
Morales, Cynthia Sims, Katie McNamara,
Melanie Sillas, Shannon McNair, Christina
Salgado, Meghan O’Shaughnessy.
Note: CBO stands for Community-based
Organization.