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Richard C. (Rick) Allen's Files
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FOIA Number: 2013-0661-F (2)
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Clinton Presidential Records
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National Service
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Rick Allen
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66
2
2
3
EARLE PALMER BROWN
2033 M STREET, NW
SUITE 900
WASHINGTON, DC 20036
202-223-0030
All All concement
FAX 202-785-0892
February 26, 1993
F.Y.I. How
is this?
Does
Mr. Eli J. Segal
any do this United ?
Assistant to the President and Director
Office of National Service
CON Union
The White House
145 Old Executive Office Building
afford it? El.
Washington, D.C. 20500
Dear Mr. Segal:
Susan
You will be interested to know that Union College in Schenectady, New York
operates an innovative financial support program that allows its graduates to
Rick
cancel 20% of their student loans for each year they work in community service.
Dia
This program precisely parallels the community service program your office
supports for high school seniors.
The Union College program is an excellent example for President Clinton to cite
in his upcoming major policy address on community service Monday, March 1st
at Rutgers University.
Please read the attached program description and call me (212/463-6914) for more
details. Thank you.
Sincerely,
Program unique
Ed moed
Roger Hall Pres. Union
Edward Moed
Vice President
ATLANTA
BETHESDA
BIRMINGHAM
CHICAGO
FT. LAUDERDALE
KALAMAZOO
NASHVILLE
NEW YORK
NORFOLK
PHILADELPHIA
RICHMOND
TAMPA
WASHINGTON
EARLE PALMER BROWN
345 HUDSON STREET
NEW YORK, NEW YORK 10014
212 463-6900
Fax 212 463-6964
MEDIA ALERT
NATIONAL COMMUNITY SERVICE FOR AID -- A PILOT PROGRAM THAT WORKS
WHAT
One of President Clinton's most important education mandates, which
is now being addressed, is to create a national service program
which will provide financial aid for students in exchange for
public and community service involvement. Colleges throughout the
country have recently started discussing the issue and are now
scrambling to work with the new administration to develop programs
that can work.
WHO
One school, Union College, a top-tier liberal arts and engineering
school based in Schenectady New York, started its own community
service program long before it was fashionable. Known as CAUSE, or
the Chester Arthur Undergraduate Support for Excellence Award, this
innovative financial support program allows graduates of the
college to cancel 20 percent of their student loans for each year
worked in public service.
HOW DOES IT WORK?
CAUSE acts as a supplement to financial assistance programs already
in existence at Union College. Recipients of CAUSE Awards - who are
middle-income students - pay no interest on the loans while
attending Union College or engaging in public service. CAUSE
begins immediately after a graduate enters a public sector job. It
completely cancels a student loan at the end of a five year
period.
Areas of public service which are applicable for CAUSE include; the
Peace Corps, public school teaching and not-for-profit, non-
governmental work on behalf of the environment or at-risk groups
(abused children, battered wives, disadvantaged elderly,
drug/alcohol abuse groups, the homeless, and mental health groups,
among others.)
-more-
ADVERTISING / DATABASEMARKETING / DIRECT MARKETING GRAPHICDESIGN PUBLICRELATIONS SALESPROMOTION
ATLANTA-BETHESDAKALAMAZOONEWYORK-NORFOLKPHILADELPHIA-RICHMOND-TAMPA-WASHINGTON
MEDIA ALERT
NATIONAL COMMUNITY SERVICE FOR AID -- A PILOT PROGRAM THAT WORKS
WHY?
Escalating college prices have resulted in a "middle class melt" on
campuses and a polarization of students. Wealthy students can
afford college fees, and poor students can obtain financial help --
the middle class has been left behind. According to Roger Hull,
President of Union College and an authority on the subject, "CAUSE
is a wonderful incentive for students to pursue public sector
careers. But more importantly, it allows select middle-class
students to attend Union, who otherwise wouldn't have been able to
do so because of financial difficulties." "
*** Union College currently has a number of students enrolled in
CAUSE. For more information about CAUSE, or to speak with Union
College President Roger Hull about the idea of national community
service for financial aid in detail, contact Ed Moed at (212) 463-
6914.
###
get prown
covuell
etc. info
privately funded
EARLE PALMER BROWN
2033 M STREET, NW
SUITE 900
WASHINGTON, DC 20036
202-223-0030
All concerned
FAX 202-785-0892
February 26, 1993
F.Y.I... How
Unlive is His?
Does Rutinescor
Mr. Eli J. Segal
any do this University ? How
Assistant to the President and Director
Office of National Service
CON Union
The White House
145 Old Executive Office Building
affund it? it El. -
Washington, D.C. 20500
Dear Mr. Segal:
You will be interested to know that Union College in Schenectady, New York
Susan
operates an innovative financial support program that allows its graduates to Rick
cancel 20% of their student loans for each year they work in community service. Diana
This program precisely parallels the community service program your office
supports for high school seniors.
The Union College program is an excellent example for President Clinton to cite
in his upcoming major policy address on community service Monday, March 1st
at Rutgers University.
Please read the attached program description and call me (212/463-6914) for more
details. Thank you.
Sincerely,
Ed moed
PART OF COLUESE Broner & SOME ABOUT le PER YEAR
PRIVATE
Edward Moed
Vice President
MOST Goods INTO TOAMING.
ATLANTA
BETHESDA
BIRMINGHAM
T.LAUDERDALE
KALAMAZOO
NASHVILLE
NEW YORK
NORFOLK
PHILADELPHIA
RICHMOND
TAMIA
WASHINGTON
EARLE PALMER BROWN
345 HUDSON STREET
NEW YORK, NEW YORK 10014
212 463-6900
Fax 212 463-6964
MEDIA ALERT
NATIONAL COMMUNITY SERVICE FOR AID -- A PILOT PROGRAM THAT WORKS
WHAT
0-
One of President Clinton's most important education mandates, which
is now being addressed, is to create a national service program
which will provide financial aid for students in exchange for
public and community service involvement. Colleges throughout the
country have recently started discussing the issue and are now
scrambling to work with the new administration to develop programs
that can work.
WHO
One school, Union College, a top-tier liberal arts and engineering
school based in Schenectady New York, started its own community
service program long before it was fashionable. Known as CAUSE, or
the Chester Arthur Undergraduate Support for Excellence Award, this
innovative financial support program allows graduates of the
college to cancel 20 percent of their student loans for each year
worked in public service.
HOW DOES IT WORK?
CAUSE acts as a supplement to financial assistance programs already
in existence at Union College. Recipients of CAUSE Awards - who are
middle-income students - pay no interest on the loans while
attending Union College or engaging in public service. CAUSE
begins immediately after a graduate enters a public sector job. It
completely cancels a student loan at the end of a five year
period.
Areas of public service which are applicable for CAUSE include; the
Peace Corps, public school teaching and not-for-profit, non-
governmental work on behalf of the environment or at-risk groups
(abused children, battered wives, disadvantaged elderly,
drug/alcohol abuse groups, the homeless, and mental health groups,
among others.)
-more-
ADVERTISING DATABASEMARKETING DIRECTMARKETING GRAPHICDISIGN PUBLICRELATIONS SUBSPROMETION
MEDIA ALERT
NATIONAL COMMUNITY SERVICE FOR AID -- A PILOT PROGRAM THAT WORKS
WHY?
Escalating college prices have resulted in a "middle class melt" on
campuses and a polarization of students. Wealthy students can
afford college fees, and poor students can obtain financial help --
the middle class has been left behind. According to Roger Hull,
President of Union College and an authority on the subject, "CAUSE
is a wonderful incentive for students to pursue public sector
careers. But more importantly, it allows select middle-class
students to attend Union, who otherwise wouldn't have been able to
do so because of financial difficulties."
*** Union College currently has a number of students enrolled in
CAUSE. For more information about CAUSE, or to speak with Union
College President Roger Hull about the idea of national community
service for financial aid in detail, contact Ed Moed at (212) 463-
6914.
###
PHOTOCOPY
PRESERVATION
Stride Rite Honors Public Service
Students committed to making a difference are honored for their achievements
Sharing in the development of a hep-
atitis vaccine for children in Thailand,
returning to one's Chinatown neighbor-
hood to educate and guide young chil-
dren, working as an unpaid teacher and
counselor in the short-handed Boston
Public School system-these are how
three of the seven winners of this year's
Stride Rite Public Service prizes and
grants will spend their next year helping
needy people around the world.
Committed to improving the world
around them, the seniors will receive
awards and grants totaling more than
$50,000, enabling them to cultivate their
ideals through jobs in public service. The
winners are selected every year for their
outstanding contributions to public ser-
vice.
Five of this year's recipients will
receive $10,000 Post Graduate Incentive
Grants enabling them to pursue public
service jobs upon graduation. Those win-
ners are Nancy Brune, George Goon,
Jeanne Theoharis, Vincent Trien-Vinh
Ho, and Adam Urato. Two seniors,
Photo by Jane Reed
Joanna Cataldo and Donald Greene,
Gathered this week for the Stride Rite public service awards ceremonies were
each won $3,500 Stride Rite prizes.
(front row, left to right) Arnold Hiatt '48, chairman of the board of Stride Rite,
"There are few investments that we've
Vincent Ho, Jeanne Theoharis, Joanna Cataldo, Adam Urato, and Nancy Brune;
made that have such large returns as the
(back row) George Goon, Don Greene, and President Derek Bok.
Stride Rite Public Service Program," said
Amold Hiatt '48, chairman of the board
At the end of Bok's remarks, he was
tants. The main highway does not pass
of Stride Rite Corp., on Monday at the
presented with a large plaque for his sup-
near the community, so it has remained
awards ceremony at Adams House.
port of public service by Phillips Brooks
isolated and has not received many of the
President Derek Bok said, "Thanks to
House.
services that benefit the impoverished
everyone in this room, public service is
communities surrounding densely popu-
being sustained."
Grant Winners
lated Mexico City, according to Brune.
He noted that in his 20-year tenure,
Grassroots Action
"I haven't had a chance to be more
students' response to public service had
Brune, of San Antonio and Leverett
involved with my culture so this award
nearly doubled.
House, will live in a worker's cooperative
will enable me to do just that," said
"You are an investment that will yield
in Mexico under the auspices of a grass-
Brune.
dividends in the years to come," he said to
roots community development associa-
Brune, an honors student in govern-
the students assembled. In the United
tion, Ecosolar. She will assist with organic
ment, has a long and accomplished record
States one child in five lives in poverty
farming, health and nutritional education,
in both public service and political work.
and one child in eight is malnourished, he
and business management.
She was an assistant to Texas State Rep.
said. "There is terrible neglect in this soci-
Ecosolar is located in the peasant com-
Lena Guerreoro and to San Antonio
ety and it's terribly important to carry on
munity of Santa Maria Huexocxulo,
Mayor Henry Cisneros. In public service,
the nurturing of people less fortunate. I'm
approximately 50 kilometers from Mexico
she was one of four full-time volunteer
deeply grateful to you."
City with approximately 5,000 inhabi-
(Continued on next page)
82 Walnut St. A third drive will be
Smith College, Touborg's alma
Students committed to making a difference are honored for their achievements
is one way to help Merry and
Sharing in the development of a hep-
like her who need bone marrow,"
atitis vaccine for children in Thailand,
rilyn Lyng O'Connell, director of
returning to one's Chinatown neighbor-
nity relations and a co-organizer of
hood to educate and guide young chil-
e. "We're trying to increase the
dren, working as an unpaid teacher and
ool for all people who need a trans-
counselor in the short-handed Boston
Public School system-these are how
onnell emphasized that Touborg is
three of the seven winners of this year's
only member of the Harvard com-
Stride Rite Public Service prizes and
who needs a marrow donor. Others
grants will spend their next year helping
include Patricia Redd Johnson, a
raduate of the Graduate School of
needy people around the world.
Committed to improving the world
on, and Jeffrey DeLoid, the 2-year-
around them, the seniors will receive
hew of Bob Haden, manager of
awards and grants totaling more than
g Operations in the Facilities Mainte-
$50,000, enabling them to cultivate their
Department.
ideals through jobs in public service. The
ording to O'Connell, the typing pro-
winners are selected every year for their
simple and painless, taking 15 to 20
outstanding contributions to public ser-
i. Volunteers will help potential
vice.
complete the required consent and
Five of this year's recipients will
ligibility forms. Medical profession-
receive $10,000 Post Graduate Incentive
be on hand to draw the two table-
Grants enabling them to pursue public
of blood necessary for typing.
service jobs upon graduation. Those win-
e tested, participants will be listed
ners are Nancy Brune, George Goon,
with their marrow types) in the
Jeanne Theoharis, Vincent Trien-Vinh
al Marrow Donor Registry, a rapidly
Photo by Jane Reed
Ho, and Adam Urato. Two seniors,
g network of 280,000 potential
Joanna Cataldo and Donald Greene,
Gathered this week for the Stride Rite public service awards ceremonies were
About 30 percent of all patients who
each won $3,500 Stride Rite prizes.
(front row, left to right) Arnold Hiatt '48, chairman of the board of Stride Rite,
the Registry find a match. Because
"There are few investments that we've
Vincent Ho, Jeanne Theoharis, Joanna Cataldo, Adam Urato, and Nancy Brune;
a factor in matching marrow
made that have such large returns as the
(back row) George Goon, Don Greene, and President Derek Bok.
-and because there is a shortage of
Stride Rite Public Service Program," said
ty donors in the national bank-the
At the end of Bok's remarks, he was
tants. The main highway does not pass
Amold Hiatt '48, chairman of the board
for a match is even more difficult for
presented with a large plaque for his sup-
near the community, so it has remained
of Stride Rite Corp., on Monday at the
ties.
awards ceremony at Adams House.
port of public service by Phillips Brooks
isolated and has not received many of the
obviously quite important to have as
House.
services that benefit the impoverished
President Derek Bok said, "Thanks to
eople in the National Marrow Donor
communities surrounding densely popu-
everyone in this room, public service is
PRESERVATION
PHOTOCOPY
rogram as possible because it will
Grant Winners
lated Mexico City, according to Brune.
being sustained."
e the chances of a patient who does
Grassroots Action
"I haven't had a chance to be more
He noted that in his 20-year tenure,
ve a related [family] donor," said
Brune, of San Antonio and Leverett
involved with my culture so this award
students' response to public service had
Rosenthal, director of University
Services. "Increasing the number in
nearly doubled.
House, will live in a worker's cooperative
will enable me to do just that," said
Brune.
"You are an investment that will yield
in Mexico under the auspices of a grass-
k will find the needle in the
roots community development associa-
Brune, an honors student in govern-
dividends in the years to come," he said to
ck."
the students assembled. In the United
tion, Ecosolar. She will assist with organic
ment, has a long and accomplished record
match is found, the potential donor is
farming, health and nutritional education,
in both public service and political work.
States one child in five lives in poverty
ted and asked to take part in a battery
and one child in eight is malnourished, he
and business management.
She was an assistant to Texas State Rep.
her tests.
said. "There is terrible neglect in this soci-
Ecosolar is located in the peasant com-
Lena Guerreoro and to San Antonio
e removal of marrow requires the
munity of Santa Maria Huexocxulo,
Mayor Henry Cisneros. In public service,
ial donor to stay overnight in the hos-
ety and it's terribly important to carry on
approximately 50 kilometers from Mexico
she was one of four full-time volunteer
the nurturing of people less fortunate. I'm
(Continued on page II)
deeply grateful to you."
City with approximately 5,000 inhabi-
(Continued on next page)
PHOTOCOPY
4
PRESERVATION
Harvard Gazette April 26, 1991
Stride Rite Awards, Grants Recognize Outstanding Public Service
children from low-income families a posi-
(Continued from previous page)
tive summer experience. Cataldo accompa-
directors of the Catholic Worker, a shelter
A summer day-care camp in South Boston and a children's
nied the girls on field trips to Amish
for the homeless in New York City. Also
country and to Washington, D.C. In the
in New York, she was the founder of
hospital in Thailand are but two of the challenging
summer of 1990, Cataldo returned to the
Night-Time Soup Line, a program that
organized group visits to subway stations
destinations for these talented and idealistic undergraduates.
program as its codirector, hiring and train-
ing staff members, assisting in the develop-
and parks to deliver clothes and hot food
ment of a funding proposal, and
during the winter to homeless people. She
coordinating the lunch program.
is currently a program assistant with a
experience is one of the reasons this pro-
Bound for Thailand
Cataldo also helps the girls, ages 8 to
multicultural youth enrichment program
ject appealed to him. "For me the grant
While many of his classmates will use
10, to develop self-confidence and to avoid
in Cambridge that targets at-risk Hispanic
means a lot to allow me to continue to
the coming summer months to make final
the negative influences of their environ-
high school students.
work with refugees."
preparations for graduate studies or to con-
ment. She serves as a role model, teacher,
At Harvard, she co-founded Latinas
Ho's public service experience
firm their choices for employment, Adam
and friend and maintains close associations
Unidas, a group that helps Latin-Ameri-
includes founding, rebuilding, and direct-
Urato '91, of Framingham, will be learn-
with them year-round.
can women at Harvard. She belongs to
ing Refugee Youth Summer Enrichment, a
ing Thai.
"They are just as important to me as any
several organizations including the Under-
program that teaches English as a second
Urato, a government and premedical
of the other friendships I've made at Har-
graduate Council, the Radcliffe Student
language to refugee high schoolers around
studies concentrator and Cabot House resi-
vard," she said. "You can't expect to do
Advisory Council, and the Academic
the Boston area. He also recruited Har-
dent, will use his grant to underwrite the
something like this without forming emo-
Affairs Committee of the Harvard Foun-
vard volunteers to tutor refugee students
cost of a 10-month stay in Thailand begin-
tional bonds."
dation. She is director of Ballet Folklorico
in Chelsea High School. Through the
ning in October. He will initially be based
Cataldo has been involved with PBH
de Atzlan, through which she teaches and
Boston Refugee Youth Enrichment pro-
at the Children's Hospital in Bangkok.
activities throughout her undergraduate
performs dances of Mexico at neighboring
gram he tutored Indochinese refugee chil-
There he will work with Dr. Bruce Innis in
career. As a freshman she helped to recruit
schools and local events.
dren at the Jackson-Mann Elementary
coordinating the world's first vaccine trials
donors for the Harvard University-Red
"Nancy is an idealist of the most valu-
School and the West End Boys Club in
for hepatitis A, an infectious inflammation
Cross Blood Drive. She has also served at
able kind," wrote Anita Goldman, teach-
Brighton. He also volunteered for a Chi-
of the liver, and a vaccine trial for Dengue
the University Lutheran Church Homeless
ing fellow, in Brune's recommendation.
natown Elderly Visitation program.
fever, an extremely debilitating disease
Shelter in Cambridge and with the One-To-
She is self-reliant and self-motivated
He is treasurer of the Harvard Viet-
caused by mosquitoes.
One Big Brother/Big Sister program.
in ways that I have rarely encountered
namese Association, tripling the organiza-
After spending the first three months
Last September, she began work as a
among my students at Harvard."
tion's budget in one year.
working at the hospital and perfecting the
mini-camp counselor for the City of Bel-
"Vincent's story is somewhat that of
language, Urato will go "up country" into
mont Recreation Department. She uses her
Returning to Chinatown
the American dream," wrote Monique
the rural areas and refugee camps, where
extensive energy and patience to teach arts
George Goon, of Boston and Quincy
Dixon, director of programs for Phillips
he will assist the local nurses in working
and crafts to physically and mentally hand-
House, will return to where he grew
Brooks House. "He came to America
directly with children who have been vac-
icapped persons ranging in age from 7 to
up-Chinatown-to teach children at a
from Vietnam, learned English, attended
cinated as part of the trial.
20.
community-based health clinic in
one of the best Boston high schools, and
"This project appeals to me because it
Cataldo's long-term interests include
Boston's Chinatown and serve as a tutor-
then matriculated at Harvard. Truly in
will allow me to experience another coun-
entering law school.
ing coordinator for the English as a Sec-
overcoming these obstacles-being a
try," said Urato. "After my year abroad, I
performs dances of Mexico at neighboring
gram he tutored Indochinese refugee chil-
There he will work with Dr. Bruce mmis III
career. As a freshman she helped to recruit
schools and local events.
dren at the Jackson-Mann Elementary
coordinating the world's first vaccine trials
donors for the Harvard University-Red
"Nancy is an idealist of the most valu-
School and the West End Boys Club in
for hepatitis A, an infectious inflammation
Cross Blood Drive. She has also served at
able kind," wrote Anita Goldman, teach-
Brighton. He also volunteered for a Chi-
of the liver, and a vaccine trial for Dengue
the University Lutheran Church Homeless
ing fellow, in Brune's recommendation.
natown Elderly Visitation program.
fever, an extremely debilitating disease
Shelter in Cambridge and with the One-To-
She is self-reliant and self-motivated
He is treasurer of the Harvard Viet-
caused by mosquitoes.
One Big Brother/Big Sister program.
in ways that I have rarely encountered
namese Association, tripling the organiza-
After spending the first three months
Last September, she began work as a
among my students at Harvard."
tion's budget in one year.
working at the hospital and perfecting the
mini-camp counselor for the City of Bel-
"Vincent's story is somewhat that of
language, Urato will go "up country" into
mont Recreation Department. She uses her
Returning to Chinatown
the American dream," wrote Monique
the rural areas and refugee camps, where
extensive energy and patience to teach arts
George Goon, of Boston and Quincy
Dixon, director of programs for Phillips
he will assist the local nurses in working
and crafts to physically and mentally hand-
House, will return to where he grew
Brooks House. "He came to America
directly with children who have been vac-
icapped persons ranging in age from 7 to
up-Chinatown-to teach children at a
from Vietnam, learned English, attended
cinated as part of the trial.
20.
community-based health clinic in
one of the best Boston high schools, and
"This project appeals to me because it
Cataldo's long-term interests include
Boston's Chinatown and serve as a tutor-
then matriculated at Harvard. Truly in
will allow me to experience another coun-
entering law school.
ing coordinator for the English as a Sec-
overcoming these obstacles-being a
try," said Urato. "After my year abroad, I
ond Language program at the
refugee, learning a new language, accli-
plan to go to medical school, and my main
Outreach to South Boston
Chinese-American Civic Association.
mating to a very different culture, going to
interest in becoming a doctor is to work in
Around Harvard, Donald Greene '91 is
Among the problems facing Chinatown
and achieving in school-he has shown
developing countries or underserved parts
known as a very athletic person. As a
residents are cultural and linguistics barri-
his courage, inner strength, and charac-
of the United States."
member of the College rugby team, his fel-
ing the young children of the community
(PBH), Urhid naBhillins Brooks had House
low Winthrop House residents have
is perhaps the most important way he can
Afro-American Education
experience in helping the disadvantaged. In
occustomed to seeing him return-
help his community.
Jeanne Theoharis, from Fox Point,
1988, he served as director and tutor for the
ing, "muddied and slightly bloodied," from
"The education problem in Chinatown
Wisc., and Adams House, will join the
Prisoner Education Program in Billerica. In
rugby practice. However, they also know
exists on two levels; the adults and the
Jeremiah Burke High School in Dorch-
1989 he took on the added responsibility of
that he has a great passion for children, and
children," said Goon, a psychology con-
ester as a full-time teacher and counselor.
founding and directing the St. James Sum-
he can sometimes be found on Saturday
centrator. "Many adults are uneducated
She will teach Scholastic Aptitude Test
mer Shelter, a transitional facility for
afternoons in the House courtyard, sur-
and thus lack both English and job skills.
(SAT) preparation, offer college counsel-
homeless Boston-area men.
rounded by children.
The only jobs available to them are low-
ing, and teach Afro-American history.
Urato noted proudly that "in our first
Greene plans to use the $3,500 Stride
wage jobs in restaurants and factories.
The Afro-American studies concentra-
year, we were able to find permanent hous-
Rite prize to underwrite part of the admin-
The children have no choice but to matric-
tor has earned many awards, including a
ing for eight of the fifteen we served at the
istrative costs for operating the summer
ulate at the deteriorating public schools.
Time College Achievement Award, given
shelter, and jobs for nine of them."
day-care camp for South Boston Outreach,
After school, they return to empty homes
to 20 juniors in the nation for all-around
In 1989, he also became a tutor in
one of the many programs coordinated by
because their parents must work long
excellence. In addition she presented her
PBH's Boston Refugee Youth Enrichment
Phillips Brooks House. The program offers
hours. There is no one to guide them or
paper, "Rethinking the SAT: Methods of
(BRYE) program, which offers tutoring in
free day care and recreation services to
help them with academic problems. Even
Teaching It" at the third annual Confer-
English and other subjects to refugee chil-
children while their mothers receive tutor-
worse, they are vulnerable to delinquency,
ence of Racial and Ethnic Relations in
dren from Vietnam, Cambodia, and Laos.
ing for the high school equivalency degree.
gang recruitment, and inner-city crime
America. She has also received funds
And in 1990, he helped to found another
Greene founded the outreach program and
and violence."
from the Carol Pforzheimer Thesis Grant
component to BRYE, the 1-On-1 Big Sib-
participated as a counselor during its first
Working with children is not new to
for research on why inner-city children do
ling program, matching over 30 refugee
summer camp in 1990. This summer he
Goon. During his four years at Harvard,
poorly on SATs.
children in one-on-one relationships with
will serve as director of the program,
Goon directed the Chinatown After
She was senior editor of Perspective, a
Harvard students.
administering its budget and organizing
School program, and was a summer
liberal monthly magazine; founder and
"When people ask me about what part
recreational and cultural activities for 32
school teacher in the Boston Catholic Chi-
chair of the Committee for Housing
of my Harvard experience has meant the
children ranging in age from 7 to 13.
nese community. He also worked in big
Rights through the Phillips Brooks House.
most to me, I always say Phillips Brooks
"We take the kids on field trips and
brother programs and tutored in physics.
She also organized the Southern African
House," said Urato. "If you're going to be
arrange activities that give them a chance
"At Harvard, Goon has worked as a
Solidarity Committee, a committee con-
here for several years, you should use your
to interact with other groups of racially and
tutor, teacher, and friend," wrote Mary
cerned with divestment. In addition she
spare time well, and one of your best bets
ethnically diverse kids," said Greene.
Black, public service tutor in Quincy
organized and founded seven other groups
is to apply that time to public service."
Community service has been a big part
House, in her recommendation for Goon.
concerned with equality.
of Greene's life since his childhood in
"George exemplifies the life of high moral
Stride Rite Prizes
"Next year, 500 teachers may be laid
Quincy, where he performed volunteer
and intellectual values that Harvard cher-
off in Boston; these inner-city schools
Summer Camp Plans
work in a nursing home. He became
ishes. We could do no better than to honor
which were severely cut back last year
Joanna Cataldo '91, of Currier House,
involved with PBH during his sophomore
ing coordinator for the English as a Sec-
overcoming these obstacles-being a
try," said Urato. "After my year abroad, 1
ond Language program at the
refugee, learning a new language, accli-
plan to go to medical school, and my main
Outreach to South Boston
Chinese-American Civic Association.
mating to a very different culture, going to
interest in becoming a doctor is to work in
Around Harvard, Donald Greene '91 is
Among the problems facing Chinatown
and achieving in school-he has shown
developing countries or underserved parts
known as a very athletic person. As a
residents are cultural and linguistics barri-
his courage, inner strength, and charac-
of the United States."
member of the College rugby team, his fel-
(PBH), Oraid Brooks House
low Winthrop House residents have
ing the young children of the community
Afro-American Education
experience in helping the disadvantaged. In
ccustomed to seeing him return-
is perhaps the most important way he can
Jeanne Theoharis, from Fox Point,
1988, he served as director and tutor for the
ing, "muddied and slightly bloodied," from
help his community.
"The education problem in Chinatown
Wisc., and Adams House, will join the
Prisoner Education Program in Billerica. In
rugby practice. However, they also know
Jeremiah Burke High School in Dorch-
exists on two levels; the adults and the
1989 he took on the added responsibility of
that he has a great passion for children, and
ester as a full-time teacher and counselor.
children," said Goon, a psychology con-
founding and directing the St. James Sum-
he can sometimes be found on Saturday
centrator. "Many adults are uneducated
She will teach Scholastic Aptitude Test
mer Shelter, a transitional facility for
afternoons in the House courtyard, sur-
and thus lack both English and job skills.
(SAT) preparation, offer college counsel-
homeless Boston-area men.
rounded by children.
ing, and teach Afro-American history.
Urato noted proudly that "in our first
Greene plans to use the $3,500 Stride
The only jobs available to them are low-
wage jobs in restaurants and factories.
The Afro-American studies concentra-
year, we were able to find permanent hous-
Rite prize to underwrite part of the admin-
The children have no choice but to matric-
tor has earned many awards, including a
ing for eight of the fifteen we served at the
istrative costs for operating the summer
ulate at the deteriorating public schools.
Time College Achievement Award, given
shelter, and jobs for nine of them."
day-care camp for South Boston Outreach,
After school, they return to empty homes
to 20 juniors in the nation for all-around
In 1989, he also became a tutor in
one of the many programs coordinated by
because their parents must work long
excellence. In addition she presented her
PBH's Boston Refugee Youth Enrichment
Phillips Brooks House. The program offers
hours. There is no one to guide them or
paper, "Rethinking the SAT: Methods of
(BRYE) program, which offers tutoring in
free day care and recreation services to
children while their mothers receive tutor-
help them with academic problems. Even
Teaching It" at the third annual Confer-
English and other subjects to refugee chil-
worse, they are vulnerable to delinquency,
ence of Racial and Ethnic Relations in
dren from Vietnam, Cambodia, and Laos.
ing for the high school equivalency degree.
gang recruitment, and inner-city crime
America. She has also received funds
And in 1990, he helped to found another
Greene founded the outreach program and
and violence."
from the Carol Pforzheimer Thesis Grant
component to BRYE, the 1-On-1 Big Sib-
participated as a counselor during its first
Working with children is not new to
for research on why inner-city children do
ling program, matching over 30 refugee
summer camp in 1990. This summer he
Goon. During his four years at Harvard,
poorly on SATs.
children in one-on-one relationships with
will serve as director of the program,
Goon directed the Chinatown After
Harvard students.
administering its budget and organizing
She was senior editor of Perspective, a
recreational and cultural activities for 32
School program, and was a summer
liberal monthly magazine; founder and
"When people ask me about what part
of my Harvard experience has meant the
children ranging in age from 7 to 13.
school teacher in the Boston Catholic Chi-
chair of the Committee for Housing
nese community. He also worked in big
Rights through the Phillips Brooks House.
most to me, I always say Phillips Brooks
"We take the kids on field trips and
House," said Urato. "If you're going to be
arrange activities that give them a chance
brother programs and tutored in physics.
She also organized the Southern African
"At Harvard, Goon has worked as a
Solidarity Committee, a committee con-
here for several years, you should use your
to interact with other groups of racially and
tutor, teacher, and friend," wrote Mary
cerned with divestment. In addition she
spare time well, and one of your best bets
ethnically diverse kids," said Greene.
Black, public service tutor in Quincy
is to apply that time to public service."
Community service has been a big part
organized and founded seven other groups
of Greene's life since his childhood in
House, in her recommendation for Goon.
concerned with equality.
Stride Rite Prizes
Quincy, where he performed volunteer
"George exemplifies the life of high moral
"Next year, 500 teachers may be laid
Summer Camp Plans
work in a nursing home. He became
and intellectual values that Harvard cher-
off in Boston; these inner-city schools
Joanna Cataldo '91, of Currier House,
involved with PBH during his sophomore
ishes. We could do no better than to honor
which were severely cut back last year
knows that if there is a message on her
year, serving as a tutor.
the children of the Chinese community by
cannot stand such attrition," Theoharis
telephone answering machine, then there is
Greene expects to graduate this spring
encouraging such a young man to contin-
writes in her grant proposal. "The Jeremi-
a good chance that it's from one of her
with honors in Celtic studies. He spent his
ue his work."
ah Burke High School will be facing a cri-
"girls."
junior year abroad studying Irish history,
sis year next year and in a small way, with
"Joanna's Girls" is the name that a
language, and culture at the University
Aid for Refugees
the grant, I hope to be able to ease the
group of eight inner-city youths have
College in Dublin. Although the outreach
PHOTOCOPY
Vincent Trien-Vinh Ho, of East
strain."
Boston and Quincy House, will work in a
adopted to recognize the closeness they
program is his immediate interest, he hopes
"Ms. Theoharis has shown, through
share with Cataldo and the impact she has
to return to Ireland in the near future. His
refugee camp in the Philippines to teach
steady, quiet accomplishment, a greater
had on their lives. Her involvement with
long-range plans are to study law and to
English to youths and help prepare them
talent for identifying, formulating, and
the girls began in the summer of 1989,
pursue a career in public service.
for entry into the free world.
pursuing research projects than I have
when she joined the Cambridge Youth
The Stride Rite Public Service Award
A biochemistry concentrator, Ho
seen in an undergraduate and, indeed,
Enrichment Program, a program coordinat-
Program, now in its third year, is believed
expects to volunteer through the Center
already stands equal to highly capable
ed through Phillips Brooks House, as a
to be the first in the country in which a cor-
for Assistance for Displaced Persons.
master's students in these regards," wrote
counselor.
poration and a university have joined
Ho, a refugee who fled from Vietnam
Roderick Harrison, recently an assistant
Cataldo plans to use her prize money to
forces in an initiative designed to encour-
in
1979
to
Southern
we served as director and tutor for the
ing, "muddied and slightly bloodied,
ne education problem in Chinatown
WISC., and Adams House, will join the
Prisoner Education Program in Billerica. In
rugby practice. However, they also k
exists on two levels; the adults and the
Jeremiah Burke High School in Dorch-
1989 he took on the added responsibility of
that he has a great passion for childre
children," said Goon, a psychology con-
ester as a full-time teacher and counselor.
founding and directing the St. James Sum-
he can sometimes be found on Satur
centrator. "Many adults are uneducated
She will teach Scholastic Aptitude Test
mer Shelter, a transitional facility for
afternoons in the House courtyard, SU
and thus lack both English and job skills.
(SAT) preparation, offer college counsel-
homeless Boston-area men.
rounded by children.
The only jobs available to them are low-
ing, and teach Afro-American history.
Urato noted proudly that "in our first
Greene plans to use the $3,500 Str
wage jobs in restaurants and factories.
The Afro-American studies concentra-
year, we were able to find permanent hous-
Rite prize to underwrite part of the ad
The children have no choice but to matric-
tor has earned many awards, including a
ing for eight of the fifteen we served at the
istrative costs for operating the summ
ulate at the deteriorating public schools.
Time College Achievement Award, given
shelter, and jobs for nine of them."
day-care camp for South Boston Outr
After school, they return to empty homes
to 20 juniors in the nation for all-around
In 1989, he also became a tutor in
one of the many programs coordinate
because their parents must work long
excellence. In addition she presented her
PBH's Boston Refugee Youth Enrichment
Phillips Brooks House. The program
free day care and recreation services ti
hours. There is no one to guide them or
paper, "Rethinking the SAT: Methods of
(BRYE) program, which offers tutoring in
help them with academic problems. Even
Teaching It" at the third annual Confer-
English and other subjects to refugee chil-
children while their mothers receive tu
worse, they are vulnerable to delinquency,
ence of Racial and Ethnic Relations in
dren from Vietnam, Cambodia, and Laos.
ing for the high school equivalency de
gang recruitment, and inner-city crime
America. She has also received funds
And in 1990, he helped to found another
Greene founded the outreach program
and violence."
from the Carol Pforzheimer Thesis Grant
component to BRYE, the 1-On-1 Big Sib-
participated as a counselor during its fi
Working with children is not new to
for research on why inner-city children do
ling program, matching over 30 refugee
summer camp in 1990. This summer h
Goon. During his four years at Harvard,
poorly on SATs.
children in one-on-one relationships with
will serve as director of the program,
Goon directed the Chinatown After
She was senior editor of Perspective, a
Harvard students.
administering its budget and organizing
School program, and was a summer
liberal monthly magazine; founder and
"When people ask me about what part
recreational and cultural activities for 3
school teacher in the Boston Catholic Chi-
chair of the Committee for Housing
of my Harvard experience has meant the
children ranging in age from 7 to 13.
nese community. He also worked in big
Rights through the Phillips Brooks House.
most to me, I always say Phillips Brooks
"We take the kids on field trips and
brother programs and tutored in physics.
She also organized the Southern African
House," said Urato. "If you're going to be
arrange activities that give them a chan
"At Harvard, Goon has worked as a
Solidarity Committee, a committee con-
here for several years, you should use your
to interact with other groups of racially
spare time well, and one of your best bets
ethnically diverse kids," said Greene.
tutor, teacher, and friend," wrote Mary
cerned with divestment. In addition she
Black, public service tutor in Quincy
organized and founded seven other groups
is to apply that time to public service."
Community service has been a big pa
of Greene's life since his childhood in
House, in her recommendation for Goon.
concerned with equality.
Stride Rite Prizes
Quincy, where he performed volunteer
"George exemplifies the life of high moral
"Next year, 500 teachers may be laid
and intellectual values that Harvard cher-
Summer Camp Plans
work in a nursing home. He became
off in Boston; these inner-city schools
Joanna Cataldo '91, of Currier House,
involved with PBH during his sophomor
ishes. We could do no better than to honor
which were severely cut back last year
knows that if there is a message on her
year, serving as a tutor.
the children of the Chinese community by
cannot stand such attrition," Theoharis
telephone answering machine, then there is
Greene expects to graduate this spring
encouraging such a young man to contin-
writes in her grant proposal. "The Jeremi-
a good chance that it's from one of her
with honors in Celtic studies. He spent hi
ue his work."
ah Burke High School will be facing a cri-
"girls."
junior year abroad studying Irish history,
sis year next year and in a small way, with
"Joanna's Girls" is the name that a
language, and culture'at the University
Aid for Refugees
the grant, I hope to be able to ease the
group of eight inner-city youths have
College in Dublin. Although the outreach
Vincent Trien-Vinh Ho, of East
strain."
adopted to recognize the closeness they
program is his immediate interest, he hop
Boston and Quincy House, will work in a
"Ms. Theoharis has shown, through
share with Cataldo and the impact she has
to return to Ireland in the near future. His
refugee camp in the Philippines to teach
steady, quiet accomplishment, a greater
had on their lives. Her involvement with
long-range plans are to study law and to
English to youths and help prepare them
talent for identifying, formulating, and
the girls began in the summer of 1989,
pursue a career in public service.
for entry into the free world.
pursuing research projects than I have
when she joined the Cambridge Youth
The Stride Rite Public Service Award
A biochemistry concentrator, Ho
seen in an undergraduate and, indeed,
Enrichment Program, a program coordinat-
Program, now in its third year, is believed
expects to volunteer through the Center
already stands equal to highly capable
ed through Phillips Brooks House, as a
to be the first in the country in which a cor
for Assistance for Displaced Persons.
master's students in these regards," wrote
counselor.
poration and a university have joined
Ho, a refugee who fled from Vietnam
Roderick Harrison, recently an assistant
Cataldo plans to use her prize money to
forces in an initiative designed to encour-
in 1979 to Southern Malaysia, where he
professor of Afro-American Studies and
expand the services provided at the CYEP
age students to consider public service and
stayed for six months, said his personal
sociology, in his recommendation.
summer camp, designed to give inner-city
teaching careers.
Deane W. Lord, Peter Armstrong
PHOTOCOPY
Making Strides in Public Service
Stride Rite grants and prizes support continued community work
By Deane W. Lord
Gazette Staff
Seven seniors with plans ranging
from working in a Washington, D.C.,
low-income public housing project to
a Lebanese family-planning organiza-
tion have won this year's Stride Rite
Public Service Prizes.
Five of this year's winners will
receive $10,000 Post Graduate Incen-
tive Grants: Erica Hashimoto,
Michelle Holdt, Deneta Howland,
Samia Mora, and Joseph Secondine.
Two seniors, Ellie Lee and Shiri
PRESERVATION
Sella, each won $3,500 Stride Rite
PHOTOCOPY
Prizes for their outstanding work
while at Harvard.
The seniors will spend at least the
next year serving the underserved in
the United States and abroad. The
grants, totaling more than $50,000,
Photo by Laura Wulf
ease the financial hardship of working
Community action was honored this week when seven seniors were awarded the
in public service. The winners are
annual Stride Rite Public Service Prizes on April 20. Above: (left to right) Deneta
chosen each year for their dedication
Howland, Erica Hashimoto, Joseph Secondine, Michelle Holdt, former chairman of
to public service and their ability to
the board of the Cambridge-based Stride Rite Corp. Arnold Hiatt, Samia Mora,
carry out their plans.
Shiri Sella, Ellie Lee, and President Neil L. Rudenstine.
(Continued on page 15)
PHOTOCOPY
PRESERVATION
15
Harvard Gazette April 24, 1992
Stride Rite Prizes Honor Undergraduate Public Service
(Continued from page 3)
Through the auspices of Freestreet,
Mora was bom in Lebanon and lived
integrated with social service program-
The Stride Rite Public Service Award
Holdt will work in a school for hearing
there until the war broke out in 1975, when
ming," he said.
Program, now in its fourth year, is consid-
impaired, physically handicapped, and
her family moved to Syria.
red the first joint effort in the United
emotionally disturbed children, and in a
"My experience growing up both in
Stride Rite
States between a corporation and a univer-
mental health agency/high school run by a
Syria and the United States enables me to
Public Service Awards
ity to help students pursue public service
mental health agency, where she will work
identify with different kinds of people com-
Ellie Lee, of Dunster House and New-
with adolescents.
nd teaching careers.
ing from various cultural and economic
ton, plans to use her Stride Rite Award to
"The achievements of the Stride Rite
Holdt, who has studied sign language,
backgrounds," said Mora. "I am personally
support the St. James summer shelter in
cholars are dazzling," said Arnold Hiatt,
has worked and studied with several the-
committed to the lives of those people who
Cambridge, which she founded and direct-
ormer chairman of the board of the Cam-
aters, including the Professional Theatre
helped nurture me as I was growing up but
ed for two years. There she interviewed and
ridge-based Stride Rite Corp., at the
School of the National Theatre of the
who have not been as fortunate as I have
screened clients, helped 19 clients find
wards ceremony on April 20 in Adams
Deaf; the Living Stage Theatre Company,
been to escape from the harsh blows of
affordable housing and 24 find jobs or
louse. "I sometimes wonder if there are
Washington, D.C.; Harvard-Radcliffe
repeated warfare. I would like to give
receive welfare. She also supervised 70
ore lessons to be learned in the larger
Drama; and the Experimental Theatre,
something back."
shelter volunteers and worked on food sal-
assroom of the inner city than within the
Berkeley, Calif. She also performed for
At Harvard, Mora was president of the
vage, collecting leftover food from the Har-
y walls of the University."
four years at Cambridge Rindge and Latin
Society of Arab Students, a counselor in the
vard dining halls and delivering it to five
President Neil L. Rudenstine said he
School, and graduated from the school
Prejudice Reduction Peer Education Pro-
homeless shelters.
und the students' "personal sense of
with honors.
gram, and a director and teacher in the
As a member of the PBH Committee on
volvement impressive and genuinely
At Harvard she also has created a special
Refugee Youth Summer Enrichment pro-
the Homeless, she was the founder and
oving."
concentration in drama and human devel-
gram (RYSE). As a teacher of English as a
director of the transitional program at the
"Community service," he said, "is a
opment. Holdt believes "in the power of the
Second Language with RYSE, Mora used
University Lutheran Shelter, an emergency
isnomer because in serving, we also
arts and their positive influence over any
peer teaching methods to work on pronun-
shelter for the homeless in Harvard Square.
rve ourselves. The most exciting mes-
community." In particular she thinks theater
ciation, brought in music tapes, took her
As case manager for 23 guests, she assisted
ge of service is how we can learn from
"contributes to the self-esteem and creativi-
students on field trips, and taught them
15 find employment or welfare assistance,
hers and part of this learning is to watch
ty" of every individual. In the future she
practical survival skills. She taught her
and she placed 17 into permanent, afford-
d listen to see how others learn."
hopes to create her own outreach theater
class how to use word processors and
able housing. She also coordinated the
company.
required each of her students to write his or
work of 25 volunteers in case management.
Post Graduate
Her public service work with children
her life story.
She is a cabinet member of PBH and has
Incentive Grants
includes serving as a drama instructor for
Mora hopes to become a doctor and
the Cambridge Performance Project, a
also worked in the Big Sibling Program,
A government concentrator from Curri-
work in public health administration and
House and Cincinnati, Erica Hashimo-
drama instructor for special-needs students
and the HAND program. She was the assis-
international health care.
at Martin Luther King Jr. School, drama
tant student coordinator of the "Housing
will work next year for Gang Peace, a
Joseph Secondine, of Eliot House and
teacher and counselor with hearing-
Now March" on Kennebunkport, Maine.
uth advocacy agency based in Roxbury.
Louisville, Ky., will develop a multifaceted
Gang Peace offers a variety of services,
impaired children at Camp Joy at the
A visual and environmental studies con-
adult learning program at the North Ameri-
Horace Mann School, tutoring a learning-
centrator, Lee has merged her academics
luding substance-abuse prevention and
can Indian Center of Boston (NAICOB).
disabled child, and a weekend counselor for
with her public service. She is currently fin-
atment, AIDS prevention, remedial edu-
The programs will include
PHOTOCOPY
PRESERVATION
15
Harvard Gazette April 24, 1992
tride Rite Prizes Honor Undergraduate Public Service
ntinued from page 3)
Through the auspices of Freestreet,
Mora was born in Lebanon and lived
integrated with social service program-
The Stride Rite Public Service Award
Holdt will work in a school for hearing
there until the war broke out in 1975, when
ming," he said.
gram, now in its fourth year, is consid-
impaired, physically handicapped, and
her family moved to Syria.
d the first joint effort in the United
emotionally disturbed children, and in a
"My experience growing up both in
Stride Rite
tes between a corporation and a univer-
mental health agency/high school run by a
Syria and the United States enables me to
Public Service Awards
to help students pursue public service
mental health agency, where she will work
identify with different kinds of people com-
Ellie Lee, of Dunster House and New-
with adolescents.
teaching careers.
ing from various cultural and economic
ton, plans to use her Stride Rite Award to
"The achievements of the Stride Rite
Holdt, who has studied sign language,
backgrounds," said Mora. "I am personally
support the St. James summer shelter in
has worked and studied with several the-
olars are dazzling," said Arnold Hiatt,
committed to the lives of those people who
Cambridge, which she founded and direct-
ner chairman of the board of the Cam-
aters, including the Professional Theatre
helped nurture me as I was growing up but
ed for two years. There she interviewed and
School of the National Theatre of the
who have not been as fortunate as I have
ige-based Stride Rite Corp., at the
screened clients, helped 19 clients find
rds ceremony on April 20 in Adams
Deaf: the Living Stage Theatre Company,
been to escape from the harsh blows of
affordable housing and 24 find jobs or
use. "I sometimes wonder if there are
Washington, D.C.; Harvard-Radcliffe
repeated warfare. I would like to give
receive welfare. She also supervised 70
re lessons to be learned in the larger
Drama; and the Experimental Theatre,
something back."
shelter volunteers and worked on food sal-
sroom of the inner city than within the
Berkeley, Calif. She also performed for
At Harvard, Mora was president of the
vage, collecting leftover food from the Har-
walls of the University."
four years at Cambridge Rindge and Latin
Society of Arab Students, a counselor in the
vard dining halls and delivering it to five
President Neil L. Rudenstine said he
School, and graduated from the school
Prejudice Reduction Peer Education Pro-
homeless shelters.
with honors.
nd the students' "personal sense of
gram, and a director and teacher in the
As a member of the PBH Committee on
olvement impressive and genuinely
At Harvard she also has created a special
Refugee Youth Summer Enrichment pro-
the Homeless, she was the founder and
concentration in drama and human devel-
ving."
gram (RYSE). As a teacher of English as a
director of the transitional program at the
'Community service," he said, "is a
opment. Holdt believes "in the power of the
Second Language with RYSE, Mora used
University Lutheran Shelter, an emergency
nomer because in serving, we also
arts and their positive influence over any
peer teaching methods to work on pronun-
shelter for the homeless in Harvard Square.
e ourselves. The most exciting mes-
community." In particular she thinks theater
ciation, brought in music tapes, took her
As case manager for 23 guests, she assisted
"contributes to the self-esteem and creativi-
e of service is how we can learn from
students on field trips, and taught them
15 find employment or welfare assistance,
ers and part of this learning is to watch
ty" of every individual. In the future she
practical survival skills. She taught her
and she placed 17 into permanent, afford-
listen to see how others learn."
hopes to create her own outreach theater
class how to use word processors and
able housing. She also coordinated the
company.
required each of her students to write his or
work of 25 volunteers in case management.
Post Graduate
Her public service work with children
her life story.
She is a cabinet member of PBH and has
Incentive Grants
includes serving as a drama instructor for
Mora hopes to become a doctor and
also worked in the Big Sibling Program,
A government concentrator from Curri-
the Cambridge Performance Project, a
work in public health administration and
and the HAND program. She was the assis-
louse and Cincinnati, Erica Hashimo-
drama instructor for special-needs students
international health care.
tant student coordinator of the "Housing
ill work next year for Gang Peace, a
at Martin Luther King Jr. School, drama
Joseph Secondine, of Eliot House and
Now March" on Kennebunkport, Maine.
th advocacy agency based in Roxbury.
teacher and counselor with hearing-
Louisville, Ky., will develop a multifaceted
A visual and environmental studies con-
Gang Peace offers a variety of services,
impaired children at Camp Joy at the
adult learning program at the North Ameri-
centrator, Lee has merged her academics
uding substance-abuse prevention and
Horace Mann School, tutoring a learning-
can Indian Center of Boston (NAICOB).
with her public service. She is currently fin-
tment, AIDS prevention, remedial edu-
disabled child, and a weekend counselor for
The programs will include literacy for
ishing a film on "the endless cycle of men-
on, conflict mediation, and violence
the Beverly School for the Deaf.
working parents, GED and SAT prepara-
tal and physical abuse homeless men and
chairman of the board of the Cam-
aters, including the Professional neatre
nelped numure me as 1 was growing up UUL
School of the National Theatre of the
who have not been as fortunate as I have
screened clients, helped 19 clients find
-based Stride Rite Corp., at the
Deaf; the Living Stage Theatre Company,
been to escape from the harsh blows of
affordable housing and 24 find jobs or
ceremony on April 20 in Adams
"I sometimes wonder if there are
Washington, D.C.; Harvard-Radcliffe
repeated warfare. I would like to give
receive welfare. She also supervised 70
Drama; and the Experimental Theatre,
something back."
shelter volunteers and worked on food sal-
essons to be learned in the larger
Berkeley, Calif. She also performed for
At Harvard, Mora was president of the
vage, collecting leftover food from the Har-
om of the inner city than within the
alls of the University."
four years at Cambridge Rindge and Latin
Society of Arab Students, a counselor in the
vard dining halls and delivering it to five
sident Neil L. Rudenstine said he
School, and graduated from the school
Prejudice Reduction Peer Education Pro-
homeless shelters.
with honors.
gram, and a director and teacher in the
As a member of the PBH Committee on
the students' "personal sense of
At Harvard she also has created a special
Refugee Youth Summer Enrichment pro-
the Homeless, she was the founder and
ement impressive and genuinely
concentration in drama and human devel-
g."
gram (RYSE). As a teacher of English as a
director of the transitional program at the
opment. Holdt believes "in the power of the
Second Language with RYSE, Mora used
University Lutheran Shelter, an emergency
mmunity service," he said, "is a
arts and their positive influence over any
peer teaching methods to work on pronun-
shelter for the homeless in Harvard Square.
mer because in serving, we also
community." In particular she thinks theater
ciation, brought in music tapes, took her
As case manager for 23 guests, she assisted
ourselves. The most exciting mes-
"contributes to the self-esteem and creativi-
f service is how we can learn from
students on field trips, and taught them
15 find employment or welfare assistance,
and part of this learning is to watch
ty" of every individual. In the future she
practical survival skills. She taught her
and she placed 17 into permanent, afford-
ten to see how others learn."
hopes to create her own outreach theater
class how to use word processors and
able housing. She also coordinated the
company.
required each of her students to write his or
work of 25 volunteers in case management.
Post Graduate
Her public service work with children
her life story.
She is a cabinet member of PBH and has
Incentive Grants
includes serving as a drama instructor for
Mora hopes to become a doctor and
also worked in the Big Sibling Program,
overnment concentrator from Curri-
the Cambridge Performance Project, a
work in public health administration and
and the HAND program. She was the assis-
drama instructor for special-needs students
international health care.
ise and Cincinnati, Erica Hashimo-
tant student coordinator of the "Housing
work next year for Gang Peace, a
at Martin Luther King Jr. School, drama
Joseph Secondine, of Eliot House and
Now March" on Kennebunkport, Maine.
advocacy agency based in Roxbury.
teacher and counselor with hearing-
Louisville, Ky., will develop a multifaceted
A visual and environmental studies con-
ng Peace offers a variety of services,
impaired children at Camp Joy at the
adult learning program at the North Ameri-
centrator, Lee has merged her academics
ing substance-abuse prevention and
Horace Mann School, tutoring a learning-
can Indian Center of Boston (NAICOB).
with her public service. She is currently fin-
disabled child, and a weekend counselor for
ent, AIDS prevention, remedial edu-
The programs will include literacy for
ishing a film on "the endless cycle of men-
conflict mediation, and violence
the Beverly School for the Deaf.
working parents, GED and SAT prepara-
tal and physical abuse homeless men and
tion. "The idea is to provide youth
Deneta Howland, a sociology concen-
tion, and classes for continued support,
women suffer." Often the homeless turn
trator from Currier House and Takoma
support system as they struggle to
including resume building and job applica-
violent against themselves because "when
emselves from gang membership,"
Park, Md., will work with teenagers from
tions.
you've been disempowered, the weakest
ashimoto.
low-income public housing developments
The Stride Rite grant, said Secondine,
often get victimized," she said.
shimoto learned about the organiza-
in Washington, D.C. Specifically, she will
"will allow NAICOB to hit the ground
Lee's parents were immigrants from
rough her research for her honors
be placed with the Anacostia/Congress
running and will give the education
Hong Kong so "I am no stranger to prob-
on why boys join gangs. The topic
Heights Partnership in Washington, D.C.,
department time to apply for funding
lems," she said. "I want to give back some
an organization that helps families in the
from other sources."
ompted after she befriended a 12-
of my education to the community."
Id boy two years ago when she was
Southeast area of the city, an underserved
Secondine has been involved in many
She has also designed t-shirts and
selor for the Inner-City Outreach
population, said Howland.
volunteer activities run by Phillips
posters, and has done costume tailoring
er Program. But after the summer
"Teenagers, particularly black male
Brooks House. Most recently he was
for CityStep.
program was over, the boy was
teens, have little, if any, choices for after-
director of the Native American Youth
Besides doing design, animation, and
school and weekend activities," said How-
ed for the gang in his neighborhood.
Enrichment Program. Under his leader-
photography, Lee speaks Cantonese and
uld ignore Hashimoto when he saw
land. "My project will target this
ship, he doubled the number of children
reads Spanish and Latin.
the neighborhood, and later was
population."
served, added junior counselors, and
Lee came to public service because
d for car theft and for drug dealing.
Her enthusiasm for public service has
moved the organization closer to the
she attended the PBH open house and
shimoto continued to work with
kept her active in Phillips Brooks House,
community by finding classroom space
was "overwhelmed with its opportuni-
City Outreach, and from October
where she was a Big Sister, cofounder and
at the Boston Indian Council. With
ties." She also finds herself amazed to be
0 September 1991, was its director.
codirector of the Cambridge After-School
Access Boston, he volunteered with Win-
a prize winner. "I'm really happy and
as responsible for all facets of a
Center, and a member of the steering com-
drush Farms, making weekly trips to
shocked to be chosen among so many
er educational and recreational pro-
mittees for the general vice president and
help children with disabilities do horse-
public service powerhouses," she said.
events coordinator.
or 64 children from inner-city
back riding. He also volunteered and
Eventually Lee wants to teach high-
She is also a member of the Association
1. She supervised a staff of 15, pre-
directed the Massachusetts Hospital
school students using her art as therapy
of Black Radcliffe Women, the Black Stu-
funding proposals, managed a bud-
School program, serving as a Big Broth-
and using play therapy toward education.
$52,000, and worked with
dents' Association, the Harvard-Radcliffe
er to children with physical and mental
Shiri Sella, a psychology concentrator
Yearbook and the Foundation
disabilities
New
Vork
City
year-old boy two years ago when she was
Southeast area of the city, an underserved
Secondine has been involved in many
She has also designed t-shirts and
population, said Howland.
a counselor for the Inner-City Outreach
volunteer activities run by Phillips
posters, and has done costume tailoring
"Teenagers, particularly black male
Summer Program. But after the summer
Brooks House. Most recently he was
for CityStep.
teens, have little, if any, choices for after-
director of the Native American Youth
camp program was over, the boy was
Besides doing design, animation, and
school and weekend activities," said How-
recruited for the gang in his neighborhood.
Enrichment Program. Under his leader-
photography, Lee speaks Cantonese and
He would ignore Hashimoto when he saw
land. "My project will target this
ship, he doubled the number of children
reads Spanish and Latin.
her in the neighborhood, and later was
population."
served, added junior counselors, and
Lee came to public service because
arrested for car theft and for drug dealing.
Her enthusiasm for public service has
moved the organization closer to the
she attended the PBH open house and
Hashimoto continued to work with
kept her active in Phillips Brooks House,
community by finding classroom space
was "overwhelmed with its opportuni-
where she was a Big Sister, cofounder and
at the Boston Indian Council. With
ties." She also finds herself amazed to be
Inner-City Outreach, and from October
1990 to September 1991, was its director.
codirector of the Cambridge After-School
Access Boston, he volunteered with Win-
a prize winner. "I'm really happy and
She was responsible for all facets of a
Center, and a member of the steering com-
drush Farms, making weekly trips to
shocked to be chosen among so many
summer educational and recreational pro-
mittees for the general vice president and
help children with disabilities do horse-
public service powerhouses," she said.
events coordinator.
gram for 64 children from inner-city
back riding. He also volunteered and
Eventually Lee wants to teach high-
She is also a member of the Association
Boston. She supervised a staff of 15, pre-
directed the Massachusetts Hospital
school students using her art as therapy
of Black Radcliffe Women, the Black Stu-
pared funding proposals, managed a bud-
School program, serving as a Big Broth-
and using play therapy toward education.
dents' Association, the Harvard-Radcliffe
get of $52,000, and worked with
er to children with physical and mental
Shiri Sella, a psychology concentrator
Yearbook, and the Harvard Foundation for
disabilities.
community groups to improve the neigh-
from Leverett House and New York City,
Intercultural and Race Relations.
borhood.
Secondine was also a member of the
was born in Israel, escaped with her fami-
Through Phillips Brooks House (PBH)
Howland has spent the past three sum-
Committee on the Homeless, helping
ly from Iran during the revolution, went
mer vacations working with the Cambridge
collect unserved food from Harvard din-
she was a Big Sister for two years, and
to high school in Puerto Rico, and now
served on the cabinet and on the Program-
Youth Enrichment Program (CYEP). She
ing halls to give to shelters in Cam-
lives in New York City. These disloca-
ming Committee. She also cofounded the
was codirector of the program from
bridge. As a senior counselor with the
tions, say her classmates, have made her
Migrant Farm Worker Committee, a sup-
September 1989 to August 1990, and direc-
Boston Refugee Youth Enrichment Pro-
sensitive to the needs of others, particu-
port group to educate consumers about the
tor from September 1990 to September
gram, he worked full-time with South-
larly of immigrant groups, and have
safety and politics of their food supply.
1991. Under her leadership, CYEP expand-
east Asian refugee children, teaching
given her an extraordinary ability to com-
Through the Harvard Program for
ed its funding and outreach efforts to
English as a Second Language. As a Big
municate with others.
International Education, she taught a
become a yearlong program. She also
Brother, he worked closely with a 14-
Sella has worked with the PBH pro-
weekly course in current events to high-
expanded the program to include 36 more
year-old Khmer refugee.
grams as codirector and volunteer for the
school seniors, and as coordinator of the
children, in response to community need
On the administrative level, Secon-
Mission Hill After-School Program since
House and Neighborhood Development
and a request from the Vice Mayor of Cam-
dine has served as treasurer of PBH, a
her freshman year; she has taught
Program (HAND) in Currier House, she
bridge.
cabinet member, and as a member of the
English to Southeast Asian refugee chil-
developed and implemented a program for
After working in Washington, D.C., for
steering committee, through which he
dren through the Boston Refugee Youth
the elderly, coordinated clothing drives,
two years, she plans to go to law school and
was responsible for the day-to-day oper-
Enrichment Program (BRYE), and
and organized volunteer activities.
wants to work on political advocacy issues
ation of PBH, including helping more
worked as a Big Sister with a Khmer
As for the future, Hashimoto envisions
to assist low-income populations, particu-
than 75 programs manage their budgets.
refugee and her five siblings. When in a
"law school in two or three years, but I
larly children.
He was also on the steering committee
foiled robbery attempt the parents of her
Samia Mora, a physics concentrator
of Native Americans at Harvard-Rad-
would go into public service law," she
Little Sister were shot to death in their
said.
from North House and Exeter, N.H., will
cliffe, working toward multicultural
Boston apartment, Sella raised money
find her fluency in Arabic, English, and
awareness and education.
Michelle Holdt of Cambridge will
and found clothing, books, and blankets
work in Chicago teaching theater in spe-
French of great use next year when she vol-
Secondine, a folklore and mythology
for the children.
cial education classrooms through an out-
unteers with the Lebanese Family Planning
concentrator, plans eventually to go to
As a volunteer with BRYE, Sella
reach theater company called Freestreet,
Association. She will work in villages that
graduate school to study public adminis-
taught a coed class of 10- to 12-year-
which works with people living in the
have been most affected by the 15 years of
tration or get a degree in social work. "I
olds. She planned an English as a Second
Cabrini housing project, as well as with
civil war, providing clients with health edu-
would like to spend my life working on
Language curriculum, coordinated after-
pregnant teens and terminally ill children.
cation concerning contraceptives, safe
reservations toward economic develop-
noon activities, and visited children's
births, and infant health care.
ment and cultural development as it is
families.
PHOTOCOP
PRESERVATION
poslicity
Photo by Laura Wulf
The winners of Stride Rite Public Service grants and prizes, with President Derek Bok (left) and Arnold Hiatt, chair-
man of the board of Stride Rite (right), are (left to right): Thomas Connolly, Maria Salas, Thuy-Lam Tran, Stephan
Klasen, Mark Joseph, Nhan Truong, Suzanne Panico, and Karen Gustafson (seated).
Stride Rite Honors Students in Public Service
Five seniors have won $10,000 each consider public service careers.
ports a summer day camp for economi-
as Stride Rite Post Graduate Incentive
The winners were selected by a
cally disadvantaged children in three
Grants winners, awards that will allow
seven-member committee, administered
public housing developments.
them to pursue community service pro-
by the Office of Career Services. Stu-
Truong, of Lowell House and Gole-
jects after they graduate.
dents must apply for the $10,000 Post
ta, Calif., an honors candidate in sociol-
They join five other students who
Graduate grants and then their applica-
ogy, came to the United States from
have won grants of up to $3,500 for
tions are judged by the committee.
Vietnam when she was 7 years old. She
outstanding public service work at Har-
Each Harvard House nominates candi-
will spend next year in Southeast Asia
vard.
dates for the public service awards,
and work with children in refugee
The winners of the Post Graduate
from which the committee selects five
camps in Indonesia, Malaysia, Hong
Incentive Grants are Mercedes Soto,
winners.
Kong, and the Philippines. While at
Nhan Truong, Becki Berner, Suzanne
"We were overwhelmed by the qual-
Harvard she personally raised $15,000
Panico, and Maria Salas.
ity of the candidates this year," said
in cash and $30,000 in in-kind dona-
The winners of the Public Service
Greg Johnson, director of the Stride
tions to start the Boston Refugee Youth
Prizes of $3,500 are Thomas Connolly
Rite Program. "One is always afraid
Enrichment Program to help children
'90, Kaaryn Gustafson '90, Mark
one will have to stretch to find excel-
from refugee families in Allston and
Joseph '90, Stephan Klasen '91, and
lent winners. We were awed by the ded-
Brighton.
Thuy-Lam Tran '90.
ication and caliber of these students'
Berner, of Winthrop House and
The program, begun last year, is
projects and accomplishments. It was
Sandy, Utah, will work in the State of
believed to be the first in the country in
difficult to choose winners from so
Jalisco, Mexico, with the youth pro-
which a major corporation and a uni-
many worthy students."
grams of SEDEPAC, a nonprofit grass-
versity have joined forces in an effort to
roots Mexican organization.
encourage students to consider public
Postgraduate Grants
Panico, of Quincy House and South
service and teaching careers.
Soto, of Winthrop House, and Lake
Boston, will work for the South Boston
President Derek Bok praised the pro-
Station, Ind., will spend next year
Outreach Program as a summer camp
gram as an "important and innovative"
working with disadvantaged children in
teacher for children and as a tutor in the
contribution to the College, designed
the impoverished barrio of Juan Domin-
Boys and Girls Club's college prepara-
"to encourage students to participate in
go in Guaynabo, Puerto Rico. The
tory program.
community service activities, to
daughter of Puerto Rican immigrants,
Salas, of Lowell House and El Paso,
enhance student understanding of com-
she served as director of the Cambridge
Texas, will work with the Juvenile
munity problems, and, ultimately, to
Youth Enrichment Program that sup-
(Continued on page 10)
Stride Rite
(Continued from page 2)
Court Conference Committees in El Paso to provide
counseling for parents and juveniles.
Public Service Prizes
Connolly, of Currier House and Needham, has direct-
ed an academic tutoring program for elementary
schoolchildren in an inner-city housing project in Rox-
bury, and was an innovative staff member of a multicul-
tural day camp there.
Gustafson, of Adams House and Muskegon, Mich.,
chaired the Advocating a Better Learning Environment
program. which supports people with disabilities. She
also heads a Harvard volunteer program in the AIDS
ward of the Lemuel Shattuck Hospital in Cambridge.
Joseph, of Winthrop House and Atlanta, Ga.,
cofounded a volunteer tutoring/mentor program for stu-
dents at Cambridge Rindge and Latin High School. He
also has served as a Big Brother and tutor through the
Phillips Brooks House Association.
Klasen, of Adams House and Trier, West Germany, is
director of the University-Lutheran Homeless Shelter.
:
The program provides meals for 70 homeless people and
overnight facilities for 25 individuals.
Tran, of Claverly Hall and West Hills, Calif., has
:
directed a nonprofit camp for underprivileged children
in Boston's Chinatown, and has served as a Vietnamese
interpreter at Boston's Brigham and Women's Hospital.
GRANTS
Tbbl
1661
0661
6861
32 women scientists to the Institute. Each science
issgiven research funds and a stipend, a private
and the opportunity to affiliate with an appropriate
or research group at Harvard, or another major
carchuniversity in the Boston area.
The Women scientists' record of achievement includes
publications, new jobs in science, and promotions.
We very much appreciate the support of the Office
of Naval Research for the Bunting Institute's Science
Scholars Program," said Radcliffe President Matina
PRESIDENTIAL
lornér. 'This program is an integral component of
PARTYING. Out-
going Radcliffe Pres-
Radeliffe's ongoing efforts to encourage women to enter
ident Matina Horner
the pipeline and to develop their talents and interests in
dances with Don
scientific and technical careers, and to remove irrelevant
Ridings '90, of the
barriers. The award comes at a time when the pool of
Callbacks singing
Americans pursuing careers in science and technology has
group, during a fare.
well party given
been dwindling, and it has become critically important
Monday in Horner's
to attract significant numbers from pools previously
office.
untapped, such as women and minorities, to sustain and
strengthen America's scientific enterprise. and to assure
our international competitiveness during the 21st century."
According to a recent report from the National Science
16 Awarded Stride Rite Grants and Prizes
Foundation, women comprised only 15 percent of scientists
and engineers employed in the United States in 1986.
Students are commended for dedication to a variety of public service projects
(Continued on page 9)
Sixteen seniors working on public service activities
the illnesses associated with poverty, I think; much to our
Laiou Named Head
ranging from teaching in a vocational school in San
shame, the United States ranks close to the bottom of
Francisco's Mission District to working in the Bronx with
industrialized nations" in valuing public service work.
children who have AIDS have received the first Stride Rite
Of Dumbarton Oaks
grants and awards for public service.
Postgraduate Public Service Grants
"We want to put piety back into public service," said
Ten seniors shared a total of $65,000 in Postgraduate
Gregory Johnson, director of the Stride Rite Program at
Public Service Grants, which will help them spend next
Angeliki Laiou, a historian who specializes in Byzantine
Harvard and executive director of the Phillips Brooks
year working full time in public service posts that usually
history and civilization, has been named director of the
House under whose auspices the program operates, on
are low-paid.
University's Dumbarton Oaks Research Library and
Monday night in Adams House at the First Annual Awards
"The selection committee this year was tremendously
Collection in Washington, D.C. She will succeed Robert
Dinner.
moved and impressed with the dedication and quality of
W. Thomson, Mashtots Professor of Armenian Studies, who
the projects and plans," Johnson said.
has directed the center for the past five years.
See page 8 for other public service awards
The winners of the Postgraduate Public Service Grants
Laiou, who recently
are:
completed a three-year
James Edison '89 of Mather House and Redlands, Calif.,
Wrinn
term as chairman of the
Calling it "one of the happiest evenings I will spend
has been the co-chair of the Chinatown Committee and
Department of History.
this year," President Derek Bok said Harvard is very proud
the Phillips Brooks House Association Steering Committee
has taught a Core Cur-
of the public service activities of the students assembled
"where he set policy for our large and austere group."
riculum course on the
"If you look at the extent of homelessness. of crime,
Crusades in addition to
(Continued on page 12)
departmental courses in
medieval and Byzantine
studies. At Brandeis
University, where she
Laura Wulf
was an associate profes-
sor from 1972-75, she
was the first chairman
of the steering commit-
time State
He will spend next year teaching conversational English
in a Chinese University in the People's Republic of China
under the PBHA-created program, WorldTeach When he
returns. he plans 0 career in public service. perhaps with
the United Way.
Alexandra "Lexa" Edsall '89 of Adams House and
Washington, D.C., is a social studies concentrator and has
been a member of the Radcliffe Union of Students'
Senior Stride Rite grant
Women's Center. She has also done support work for the
and prizewinners are:
Union of Clerical and Technical Workers. Next year she
Anne-Marie Palacios
plans to work as an organizer for the Local 100 Branch
Guerra: Teresa Finn; David
of Service Employees International Union in Baton Rouge,
Rosen; James Edison; Mary
Ellen Ronayne; Arriold Hi-
La. The drive involves unionization of the support staff
all, chairman and CEO of
of school systems such as the janitors and kitchen
Stride Rite; Adam Alfert;
employees and also the staffs of nursing homes. Many
President Derek Bok; (back
of these workers are women who earn $6,000 a year and
row) Dan Stolar, Henry
Fernandez. Rudy Ruiz,
have no health or insurance benefits.
Jose Sanchez, Silchen Ng:
Henry Fernandez '89 of Leverett House and Pough-
(right, front) Van Linh
keepsie, N.Y., has concentrated in government and directed
Truong, Laura Abel. (Not
shown are Marchell
PBH's Mission Hill After-School Program for two years.
Wesaw, Alexandra Edsall,
He has also worked as an investigator for the Massachusetts
and Kevin Joyce.)
Commission Against Discrimination in housing. He has
been admitted to Harvard Law School and plans to work
David Rosen '89 of Cabot House and Miami, Fla., has
ment to public service.
in civil rights enforcement-related law.
concentrated in philosophy and has spent time working
Adam Alfert '89 of Mather House and Atlanta, Ga,
Teresa Finn '89 of Adams House and South Boston is
with the homeless through the shelter at the University
who concentrates in social studies, created a program for
Lutheran Church in Harvard Square. He also studied in
a concentrator in history and literature and was the founder
PBH students to be trained to work with AIDS patients
Israel last summer at the Yeshivat HaMivtar where he
and director of the South Boston Outreach program at
at the Shattock Hospital AIDS Ward. He also worked with
PBH. The program concentrates on tutoring low-income
helped Ethiopian immigrants find housing and employ-
the PBH's Food Salvage program and One-to-One
women who want to earn their GED and go on to college.
ment He edited Mosaic magazine, participated in the
program. His work with Family House in Dorchester led
She also has worked with Catholic high school students
Harvard students' Arab-Jewish dialogue. and joined an
him to live there one summer to help its residents manage
through the archdiocese on weekend retreats. and with
Institute of Politics study group on affordable housing for
the house. He has deferred admission to Harvard Law
the homeless. Next year he will work in Israel for the
the Elderly Committee and the Literacy Project through
School next year in order to work for the Overseas
PBH. She also founded the Irish Cultural Society. Next
New Israel Fund which supports projects such as the
Development Network in India
Association for Civil Rights in Isract: the Committee on
year she will be the Education Coordinator of the Adult
Silchen Ng '89 of Mather House and Brooklyn, N.Y,
Learning Program at the Boys and Girls Club in South
Education in Oriental Neighborhoods and Development
and a history concentrator was a groundbreaker in the
Boston, which she established. She hopes to eventually
Towns, the Dai Movement for housing rights and a number
Chinatown Youth Partnership program, where she
earn her master's degree in public policy, a law degree.
of rape crisis centers. He will assist with funding. and
consolidated PBH's big-brother and big-sister effort. She
and become an elected official in South Boston
legal and professional assistance to community groups.
was the chair of the Chinatown Committee and an excellent
He hopes to continue in public policy. particularly as it
fundraiser for PBH serving as a member of its Steering
Anne-Marie Palacios Guerra '89 of Leverett House and
concerns homelessness and low-cost housing.
Committee. She has also served as a member of the
Fullerton, Calif., is a psychology concentrator who began
Rudy Ruiz '89 from Lowell House and Fresno, Texas,
Harvard/Radcliffe Asian-American Steering Committee.
public service work through the Freshman Urban Program
has concentrated in government and spent time working
She hopes to work next year for her master's in public
She worked for the Inner-City Outreach Program tutoring
with the Harvard/Radcliffe Foundation He has been a
management to prepare for human service work in state
at Franklin Field in Dorchester and participated in reading
leader in Harvard/Radeliffe Raza, a Mexican-American
or local government.
for the blind. Committed to bilingualism. Guerra will
organization, and a summer counsellor at Keylatch in the
Jose Sanchez '89 of Lowell House and Montebello,
volunteer full time to teach English at the Mission
South End. He plans to work in the Southwest Voter
Calif, concentrated in social studies and Latin American
Language and Vocational School in the Mission District
Registration Project in San Antonio, helping to collect data
studies He put much of his undergraduate effort into the
of San Francisco. The school serves an economically and
in the current court battle concerning reapportionment
Inner City Outreach after-school program, a tutoring effort
educationally disadvantaged Hispanic population. primar-
He also hopes to carn a law degree and eventually work
for children age 7-13. Johnson called the program. "one
ily of women between the ages of 18 and 65. She plans
for progressive change for minority groups and the poor
of the show pieces of PBH. largely due to Jose's
to become a specialist in bilingual education
in America
dedication." He has served as the treasurer of PBH for
Kevin Joyce '89 of Lowell House and Roslindale, Mass.,
two years and as a member of its Steering Committee
Marchell Wesaw '89 of Cabot House and South Bend,
a Stride Rite scholar for four years, has concentrated in
During his summers, be has worked for the Migrant
Ind., concentrates in German studies and directed the
psychology. As an undergraduate he participated in
Education Program in Santa Clara He will enter à joint
Cambridge Youth Enrichment Program where she also
CityStep. a dance company, worked for Massachusetts
program at Stanford Law School and at the Kennedy School
worked as a counselor. She served as a counselor in the
Mental Health Center, McLean Hospital, Children's
of Government next fall, where he will study both law
Clarendon Hills program in Somerville and this summer
Hospital and is an assistant teacher in the Longfellow
and public administration. After graduate school. he plans
she plans to establish a Native American Youth Enrichment
School in Cambridge. He also worked at Boston City
to work for the Mexican-American Legal Defense Fund,
Program using the many awards given her to begin its
Hospital helping seven children with AIDS. Next year he
doing advocacy work.
funding. She won the 1989 Student Humanitarian Award
will be an assistant teacher at the Bronx Municipal Hospital
Dan Stolar '89 of Lowell House and St. Louis; Mo.
given by the Campus Compact and the Phillips Brooks
Center Pediatric AIDS Day Care Center. As an assistant
has concentrated in psychology. He has worked through
Award given by Memorial Church. She will go to the
teacher, he will work in a classroom with a head teacher
the HAND program at the Harrington School in Cambridge
Potawatami Indian Nation to work with Native American
helping prepare the curriculum. He will also work with
as a big brother, counselor. and teacher of English. He
peoples in southern Michigan and northern Indiana where
parents and spend time with the children on the weekends
learned Spanish to improve his ability to communicate
she will help them find adequate housing. and financial
His goal is to earn a master's degree in special education
with the children. He also worked with children in Theatre
resources for education and job training. She wants a career
and to continue to work in pediatric AIDS.
for Children He plans to become a doctor because he
in public service law helping minorities.
believes medicine has "a potential continuation of the
Mary Ellen Ronayne '89 of Winthrop House and
Stride Rite Prizewinner
hands-on interactional community service which has been
Arlington, Mass., has concentrated in history and literature
This year's Stride Rite $3,500 public service prize-
a constant in my life since the beginning of high school."
She was the founder of PBH's Project Literacy. which
winners are as follows:
Van Linh Truong '89 of Adams House and Brighton,
teaches undergraduates how to teach literacy to adults at
Mass., is a Stride Rite Scholar. He came to PBH as a
literacy centers and in correctional institutions. She was
Laura Abel '89 from Leverett House and Santa Monica.
counselor in the Cambridge Youth Enrichment Program
a member of the PBH Steering Committee and of the
Calif., is concentrating in American history. As an
before he was a freshman. He lived in Jefferson Park with
Harvard/Radcliffe Catholic Students' Association Next
undergraduate, she codirected the UniLu Homeless Shelter,
a family during the summer and was elected president
year she will work with Sedgley Family Services in
was active in the Food Salvage program and worked for
of PBH in his junior year. He won the Joseph Smith Prize
Materson, New Zealand, where she will teach and counsel
the Union of Clerical and Technical Workers. She collected
for community service for his work with refugee children
families with problems of alcoholism and child abuse. The
blood for the Red Cross and served in the PBH Cabinet
in Brighton. particularly Vietnamese and Cambodian
center serves the Maori people as well as other clientele.
She has been accepted into the New York Urban Fellows
children who spoke little if any English. He has won à
Ronayne wants to become a secondary school teacher of
program for next fall and will work in the Department
Rockefeller Traveling Fellowship and will visit refugee
social studies and languages in the public schools.
of Human Resources as further evidence of her commit-
camps in Southeast Asia next year.
News & Notes
The museums will make special arran-
Only one radiologist in the nation receives
The Summer School is accepting regis-
gements for evening classes that require
this distinction each year. During his year
trations for its 114th session, which will offer
access to the public galleries. All evening
at the Walter Reed Army Medical Center
undergraduate and graduate courses in more
(Continued from page 2)
events scheduled at the museums will
in Washington, Pugatch will study cases sent
than 40 liberal-arts fields from June 26
10
a.m.
to
5
p.m.
Tuesdays
through
continue as planned. but galleries may not
to the Institute from around the world.
through August 18. The school will again:
Sundays. (The art museums are closed on
be open at those times
Pugatch compared the Institute to a
offer its special program for academically
Mondays
Robert Pugatch. associate professor of
museum where one can see many more
eifted high school students
Reaching Out To Youths in Troubled Neighborhoods
By Marguerite Rigoglioso
Maria Elena Alvarado '94, director of
Brown says he served as a role model for
She adds that the opportunities PBH offers
the Keylatch program, which serves the
the younger children. "I told them I had
Special to the Gazette
undergraduates to do fundraising and pro-
heart of Boston's Puerto Rican community,
been a camper, and they all just said, 'I can't
gram planning have also been extremely
took her children to places they rarely get to
believe it!' They all wanted to be junior
wo weeks ago, a teenage boy
valuable to her career development.
see-beaches, museums, historical parks,
counselors too."
was killed in a random,
Deneta Howland, who will be creating
I
zoos, and aquariums up and down the East
By teaching the children academic skills
drive-by shooting at the play-
mentorship programs for inner-city youth in
Coast. Campers even got a tour of sewage
and helping them to believe in themselves,
ground of the Villa Victoria
Washington, D.C., this year as a Stride Rite
and recycling plants, and learned lessons
Brown says his confidence also rose. "It
Fellow, has found that her work with
housing project in Boston. It
about pollution in Boston Harbor.
started going well, and I realized it wasn't
was the same playground
Phillips Brooks House has complemented
Children in other programs created and
going to be hard at all. I realized that I know
where Harvard students living and working
and enhanced her academic studies. "My
performed in their own videos about "life in
more than I think."
in the project as camp counselors for the
courses helped me to intellectualize what
the projects"-complete with drug dealers,
Anne Peretz, president of the Family
Phillips Brooks House (PBH) Keylatch Pro-
Center of Cambridge and Somerville and
was going on during the summer, and
gangsters, and police.
gram were taking their youngsters every
"The PBH Summer Urban Program ben-
chairperson of the PBH Association Com-
helped me think about how things could be
day.
efits these kids in so many ways," said
mittee, stresses the importance of the sum-
done better the next year."
Such a backdrop of violence was not
Robert Coles, professor of psychiatry and
mer PBH programs to inner-city
The Summer Urban Program, with roots
uncommon for the approximately 80 Har-
medical humanities, and a longtime support-
communities. "If these children weren't in
dating back 14 years, is only one component
vard and Radcliffe undergraduates who
er of Phillips Brooks House and member of
these programs, they'd be hanging out on
of Phillips Brooks House's community ser-
served in 11 PBH programs this past sum-
the PBH committee. "It pulls them out of
the streets, with all that implies-getting
vice activity. During the school year, under
mer, providing recreation and jobs for disad-
potentially destructive orbits and gives them
bored, getting into trouble. The Harvard stu-
the direction of Greg Johnson, Phillips
vantaged inner-city children.
their own community with its own dignity
dents really stimulate these kids and show
Brooks operates 75 programs that involve
During the eight weeks of the PBH Sum-
and its own resources-no small matter in
them what life can hold way beyond the
some 1,500 Harvard undergraduates.
mer Urban Program, students took up resi-
some of these neighborhoods."
invisible walls of the public housing devel-
dence in one of nine Boston-area housing
opment."
projects, where they organized unusual aca-
"Our primary goal is to help them devel-
Deborah King, a resident of Franklin Hill
demic, cultural, and athletic activities, and
op their self-esteem," said Howland. "All of
in Dorchester whose sons Chris and
served as mentors and friends to nearly 600
them are so smart and bright-it's just a
William have been attending Inner City
children ages 5 to 14.
matter of getting them to know that and feel
Outreach for four years, has noticed that her
Deneta Howland '92, a counselor for the
that way. Because our groups are so small,
boys' tempers have "slowed down a whole
Cambridge Youth Enrichment Program,
we're able to give them all the attention they
lot" since they've been involved in the pro-
helped develop children's interest in lan-
need."
gram.
guage through journal writing and the cre-
In addition to helping expand the hori-
Indeed, says Maria Elena Alvarado,
ation of "group stories," in which each
zons of the young campers, the PBH Urban
"Because of the environment, there's a
participant would contribute a sentence in
Summer Program employs former campers
potential for fights every day. We help them
sequence. She taught astronomy by having
as junior counselors. This past summer,
learn how to solve their problems without
Harvard Gazette September 4, 1992
each child "become" a planet ("I'm Pluto; I
there were nearly as many junior counselors
fighting."
may look small, but I'm really just far
as there were Harvard students.
For the Harvard students themselves,
away," announced a camper proudly during
Oberon "Orb" Brown, a high school
serving as counselors for PBH's summer
her presentation).
senior who was first a camper and then
programs is rich with rewards. "The kids are
junior counselor at Inner City Outreach pro-
so beautiful, honest, and loving," says
gram in Dorchester, this year was hired as a
Alvarado. "Living in the development, you
full-fledged counselor. "They thought I'd be
really get to know them and become a part
fit to do it. I was really happy," he said.
of their families. My own family is in Puer-
to Rico, so that's really important to me."
Inner-city Youth Thrive in Summer PBH Program Activities
One group, for example, has been learn-
admissions about requirements for geiting
By Ken Gewertz
Harvard Gazette September 4, 1992
ing about the American political system by
into college.
Gazette Staff
acting out the presidential election process
"These kids remind me a lot of myself
and taking on the roles of Bush, Quayle,
when I was their age," said Worthington,
Jamal Goforth, 12, has been playing chess for all of five weeks
ty," said Gail Burton '86, director of pro-
Clinton, and Gore. Another has been focus-
an Afro-American studies concentrator. "I
and has already developed self-confidence worthy of Bobby Fisher.
grams at Phillips Brooks House, which
ing on the lives of American black leaders,
want them to learn about things I didn't
"I'm the best," he said, trying to corner his opponent's lone king
sponsors the Dorchester camp as well as
while a third has concentrated on math and
know when I was a kid. There's not a lot
into checkmate. "I bet I could beat King Ralph." King Ralph is a
the Mission Hill and Academy Homes
science.
of support in the schools they go to, and
chess hustler who plays for $100 a game on the streets of Dorch-
summer programs.
Clinton Dye '93 has been having his
sometimes you just don't know where to
ester.
"Everyone in the community is aware
group of 6- and 7-year-old boys memorize
go to get help."
Jamal's sister Jennifer, 10, has been practicing a dance number
that the students are there, and they have
a short poem. One by one, they walk to the
Another activity that has been popular
respect for them because they realize
front of the classroom and recite the
with the other girls in her group. Taking a break, she recalls the
with many of the kids has been participat-
they're there to help the kids."
words:
high points of her summer. There was roller skating, a carnival, and
ing in Magic Me, a program that brings
a trip to New York City where she saw amateur night at the Apollo
Innercity Outreach began 10 years ago
inner-city youngsters together with nurs-
and shopped for clothes in Queens.
as an attempt to ease tensions between rival
We're not here to play, to dream, to
ing home residents.
"If I wasn't at camp, I'd just be staying home with my mother,"
gangs from two Dorchester projects,
drift;
Melissa Debose '93 has been taking
Franklin Hill and Franklin Field. The camp
We have hard work to do and loads
she said.
her group of 12- and 13-year-old girls to a
serves as a neutral meeting ground where
to lift.
Jamal, Jennifer, and 62 other youngsters between 6 and 13 years
nursing home in Mattapan where they've
of age are members of Innercity Outreach, a summer camp pro-
64 youngsters from the two projects get to
Shun not the struggle; face it; 'tis
given the residents manicures and listened
gram in Dorchester run entirely by Harvard students.
know one another as individuals. So popu-
God's gift.
to their stories. Afterward, the girls record
"Innercity Outreach is a very valued resource in the communi-
lar has the camp been with neighborhood
Be strong, oh youth, be strong.
their impressions in a journal.
families that there are always more appli-
Fundraising has been a struggle for the
cants than can be accommodated.
After each recitation, the other boys
camp. Worthington, who raised most of
"I always hate registration," said camp
applaud.
the $50,000 budget during the school year,
director Ayanna Worthington '92. "The
"Learning the poem is important
said that it is particularly hard because
waiting list is huge, and little kids are
because it shows they've gotten to the
there are no large sponsoring institutions
always coming up to us and saying, 'Can I
point where they can help one another
in the neighborhood, so contributions tend
be in the camp?' and we have to say no
rather than laugh at each other," Dye said.
to be modest. Significant grants have
because there just isn't enough room."
Dye has been using other exercises to
come from the Stride Rite Corp., the
Gmbrida
The camp has had such a positive
develop a spirit of cooperation in his group
Boston Parks and Recreation Department,
impact on the community, however, that
as well. He divides the group into two
and Associated Grantmakers of Mas-
even those who are not formally enrolled in
teams and has them compete against one
sachusetts.
the program benefit from its presence. This
another to solve math problems. But the
"We've done well, though, because the
is due in part to the fact that the counselors,
teams are fluid, with members shifting
counselors are amazingly creative, so the
most of whom are Harvard students, live in
from one to the other every few minutes.
lack of money hasn't hurt the program,"
the neighborhood for the summer.
"That way, instead of feeling you beat
she said.
Occupying two apartments, one in
the other team, you feel you did the best
But to hear the counselors tell it, they
Franklin Hill and one in Franklin Field, the
you could do. They did really well with
seem to be getting as much or more from
students serve not only as counselors, but
this exercise. I was proud of them for
their participation in Innercity Outreach as
as teachers, role models, and friends.
that."
they are putting in.
"It's a 24-hour job," Worthington said.
Afternoons are taken up with field
"I love it because of the relationships
"The kids come home with you just to hang
trips. These might be simple physical
I've developed with the kids. This is the
out. Even kids who aren't in the program
activities like a visit to a local swimming
first summer I haven't gone home to
come to the apartment. In the morning
pool or basketball court, or they might
Atlanta, and working here has really kept
Twelve-year-old
Phillips Brooks
Innercity Out-
they'll knock on the door at 6:30 and say,
involve something more intellectually
my spirits up," said Dye.
Jamal Goforth
House. The
reach program
'Wake up, it's time for camp.'
challenging, like a trip to the New Eng-
"It's very tough, demanding work,"
(left) plays a
game is one of
run by PBH.
This summer, the camp's headquarters
land Aquarium or the Computer Museum.
Burton said. "It's a 24-hour job, and there
the many activi-
are at Grover Cleveland Middle School in
game of chess
One day this summer, a group of 14- to
are no perks. But the counselors are often
with Chinua
ties inner-city
Photo by Laura Wulf
Dorchester. Campers spend mornings here
17-year-old junior counselors went to
changed by the experience. There are very
Sanyika '93 one
youths take part
engaged in educational activities that are
Bentley College where they explored the
few who don't continue some form of
afternoon at
in through the
both practical and innovative.
campus and talked to the director of
public service work in later life."
Laura Rutland
'93 tutors a stu-
dent in a class
at the Harvard
Refugee Youth
Summer
Harvard Gazette September 4, 1992
Enrichment
program for
Southeast Asian
high school
students.
Photo by Laura Wulf
Refugee Youths: Leaping Barriers
of Language in Pursuit of Success
RYSE teachers participate in two
weeks of teacher-training before the
"the program provides wonderful
program begins. Teaching techniques
By Shirley Levine
positive role modeling. This helps the
include not only lectures and home-
Special to the Gazette
students set higher goals for them-
work, but also practice in leaving
selves and hold a more positive out-
messages on telephone answering
A
fter My Le Doan '93, her parents,
look on their future."
machines, singing jazz chants (to
and nine siblings escaped Viet-
Started in 1985 by a group of Har-
sharpen pronunciation and intona-
nam by boat in 1979 and ended
vard undergraduates, RYSE now pro-
tion), writing essays on computers,
up in Hawaii, she was struck by the diffi-
vides 10 English classes-with six
viewing videotaped lessons, and
culties of learning a new language.
levels ranging from beginning to
going to the grocery store with a
"I had wished there were a special
advanced-to 100 local Southeast
shopping list.
program to get me up to speed in the lan-
Asian refugee students, ages 15 to
Regularly scheduled weekend
guage and facilitate my progress through
23. Classes are taught by Harvard
events range from hiking at Mt.
high school," Doan remembers.
students four nights a week during
Monadnock in New Hampshire to
Today, she is the administrator of just
July and August at the Kennedy
visiting the New England Aquarium
such a program: Harvard Refugee Youth
School of Government-in class-
to picnicking at Singing Beach.
Summer Enrichment (RYSE) program
rooms, or on the lawn on nice
These and other social aspects of the
for Southeast Asian high school students
evenings. University vans escort stu-
program help the students make new
who have recently fled their homelands
dents home. (During the school year,
friends within a safe and supportive
for political and/or economic reasons.
RYSE's sister program, Refugee
social alternative to the streets of
The benefits of the program are mani-
Youth Term Enrichment, or RYTE,
Greater Boston.
fold. In providing a bridge between aca-
provides one-on-one tutoring to
"The satisfying thing about RYSE
demic school years, RYSE helps these
Southeast Asian students.)
is that the students really want to be
young refugees get a leg up on English,
Comments from one gregarious
here as a stepping stone to college,"
and talkative class of advanced stu-
make friends with peers, learn more
says Doan. "In fact, we have to turn
dents included: "We learn a lot here,
about the American culture, increase
half of our applicants away, since
and it's fun too"; "Our teacher is
their self-confidence, and ultimately get
space and money limitations keep us
into college.
great, like a friend, not boring'; "We
from expanding beyond our 100-stu-
"Participants need the RYSE program
do things on weekend-that's the
dent capacity.
best"; and "Now, tell us where you're
not only to advance their English skills,
"One recurring frustration for both
from."
but also to maintain what they've already
the students and their teachers," says
"There are other summer English
learned in their regular schooling," notes
Doan, "is that many of the most
program codirector Toby Romer '94.
programs in Boston," says codirector
capable students end up not going to
Minh Phan '93, "but they're held
"During the summer, these students are
college because they must get full-
not necessarily otherwise exposed to
during the day, when most of our stu-
time jobs to support their families.
English and the American culture. We
dents are working to support their
But we have a lot of success stories
provide the important element of consis-
families in America and Southeast,
too. Like Jon, who came to us three
Asia. RYSE allows students to fulfill
tency.
years ago with no English and no
"Since many of our teachers and vol-
their family commitments, as well as
parents. This month, he will enter
unteers are themselves refugees who
their academic aspirations. We have
Boston University with a full, four-
made it to Harvard," continues Romer,
the added plus of providing several
year academic scholarship to study
teachers who are Vietnamese/English
medical engineering."
bilingual, a commodity that's hard to
find around here."
Harvard Gazette September 4, 1992
Students Help Homeless Find Houses, Jobs
candidates to determine their
Shelter
By Shirley Levine
motivation and abilities."
(Continued from previous page)
Special to the Gazette
Typically, half of the
guests already have jobs but
At 25, John can look back on a recent-
Harvard Dorm Crew. Money to cover
need help opening bank
ly completed prison term, an ongoing
other needs is raised by the students
accounts, saving money, and
struggle with drug addiction, and a dis-
through dances, telethons, and other activ-
ultimately finding an apart-
ities.
heartening stay at an emergency home-
ment. For those seeking jobs,
less shelter in Boston.
"One of the most important things I've
the shelter provides a tele-
learned this summer," said one volunteer,
But John is one of the lucky ones:
phone and an answering
thanks to the St. James Shelter in Cam-
"is that the difference between being a
machine with a generic,
bridge, he has a steady job at a local
Harvard student and being one of the St.
"homestyle" message. At the
pizzeria and several months of sobriety
James guests is sheer chance. Many of the
end of the program, guests
under his belt.
homeless are not stereotypical-drunks or
may be eligible for Phillips
The shelter, operated by Harvard stu-
mentally ill people-but rather those who
Brooks House-sponsored
dents during July and August, offers up
have experienced bad economic times and
interest-free loans to pay rent
to 15 homeless men a place to sleep (St.
have no support network of family and
for up to two years.
friends."
James Episcopal Church in Porter
"The keys to our success
Square), three meals a day, and daily
Ellie Lee '92, Adam Urato '91, and
are the individualized atten-
Charlie Reece '92 decided to start the St.
counseling about job and housing issues.
tion that a small number of
Unlike emergency shelters—some of
James Shelter in 1990 because PBH's
guests receive from a large
which allow guests to stay only a few
number of volunteers, and
University Lutheran Shelter in Harvard
nights, provide little if any counseling
our low cost of operations,"
Square does not operate during the sum-
services, and can be home to violence
said a codirector Christopher
mer.
and drug trafficking-St. James offers a
Davidson '95. "Our cost of
"More homeless people die from the
stable, safe environment that allows eligi-
$12 per guest per night
Photo by Laura Wulf
street crime in the summer, when some
ble guests to search more effectively for
makes us the lowest-cost
Fleur Weinstock, Summer School student, talks
shelters close, than from the cold in the
full-time employment and permanent
shelter in Boston."
with a guest at the transitional shelter while
winter," said Lee, a 1992 winner of the
housing.
Costs are kept to a mini-
Ellie Lee '92 cleans up following a barbecue
Ames Prize for public service. "This pro-
"Our goal is for all participants to be
mum through the donations
marking the last day of the St. James program.
gram was established to provide continu-
employed and housed by the end of the
of space by the church, time
ity.
We're not giving handouts here.
summer, so we look for candidates whom
and energy by 80 to 100 Harvard Sum-
University dining halls and bring it to the
Our guests are working very hard to help
we can realistically help in a seven-week
mer School volunteers, food by Harvard,
church and other local shelters.
themselves; we're providing some stabili-
period," said David Sandberg '93, one of
and supplies by many contributors. As
Arik Grier '93, another codirector,
ty and a means for self-empowerment. Of
the program's five codirectors. "We get
part of PBH's Food Salvage Program, St.
secures donations of beds and bedding
the 30 people who completed the program
referrals from local shelters and other
James codirector Maria Rogahn '95 and
from Harvard Student Agencies and the
in '90 and '91, 24 had jobs and 19 had
social service centers and then screen
her volunteers collect leftover food from
(Continued on next page)
housing by the end of the summer.
"We're also providing a substantial
group of volunteers with a positive expe-
rience in assisting the homeless. With
more than 5,000 homeless people in
Boston-and three million in the coun-
try-we hope these students will get
excited enough to start similar programs."
Harvard Gazette July 24, 1992
Peabody Museum Offers Summer Programs
On Native American Childhood
Partnership formed with
Phillips Brooks House
group
The Peabody Museum of Archaeol-
ogy and Ethnology this summer is
collaborating on a cultural enrichment
program with directors and adminis-
trators from the Phillips Brooks
House who run the Native American
Youth Enrichment Program (NAYEP)
in conjunction with the North Ameri-
can Indian Center (NAIC).
Fortned in 1988 by Native Ameri-
can undergraduates at Harvard,
NAYEP is an intensive, eight-week
summer program that combines the
efforts of the Native American com-
munity, parents, and Harvard under-
graduates.
In NAYEP's own words, "NAYEP
tries to foster a better understanding
of the world in which the children's
ancestors lived by providing the chil-
dren with experiences relating to their
rich cultural heritage. Folktales and
stories, games and crafts, social and
Photo by Joe Wrinn
recreational activities will be part of
Nahemah Foreman of Roxbury tries on jewelry from the collection of the
the regular curriculum during the
Peabody Museum during a craft session on Native American jewelry.
summer."
This summer, for the first time, the
The program is coordinated by
artisans, on silver jewelry, comhusk
Peabody Museum will be taking an
Marion Wingfield from the Peabody
dolls, beadwork, and pottery.
active role in providing cultural
Museum, and Joe Secondine '92 (of
Curriculum for the Peabody/
enrichment for the NAYEP partici-
the Lenape tribe) and current director
NAYEP classes revolves around a
pants.
of NAYEP. Running through Aug. 25,
central theme: Native American
The core of the museum's contribu-
the program serves groups of 8 to 10
childhood.
tion and involvement will be to make
children, ages 7 to 13.
Activities will include viewing
available carefully selected objects
related to the diverse tribal affiliations
Children visit the Peabody Muse-
Native American objects (such as
um seven times for Native American
baskets, dolls, clothing) from both the
of the 30-plus young Native American
study activities. Class time at the
collections and the exhibits in an
participants.
museum will be supplemented by a
Over the summer. four groups of
intensive, focused way, learning
four-session series of crafts work-
about and drawing these objects, dis-
children work in the classrooms pro-
shops, led by local Native American
vided by NAIC.
cussion and storytelling.
2
Harvard Gazette July 10, 1992
Summer coun-
selors and staff
of Phillips
Brooks House,
the public ser-
vice organiza-
tion, line up for
grilled chicken
during a July 1
picnic hosted by
Anne and Marty
Peretz of Cam-
bridge. Anne
Peretz, chair of
Phillips Brooks
House Associa-
tion committee,
invited all the
members of the
committee and
staff.
Photo by Joe Wrinn
Former Stride Rite Chairman Wants to Help
Children, Encourage Corporate Good Works
di racial
eir work
en they
Leader-
000. is
la group
rganiza-
e U.S.
way to
est was
o is the
ey had
memo-
as a let-
aiser in
private
at such
or non-
ly non-
ble dis-
nteritis
Id mor-
es than
en who
ortion-
eve the
SCOTT GOODWIN
nore of
Stride Rite's Arnold S. Hiatt, at the company's day-care facility: He stresses grant making to help children
rusade
because "If you're going to do something, that's the time to do it, in the first couple of years of life."
Africa,
nd 125
BOSTON
vides to its employees. "I think in the beginning,
Kaisers
RNOLD S. HIATT. who helped build the
other people thought I was distracted. I was some-
h Afri-
A
country's most successful children's-
what different, and that I would stumble," he says.
ody for
shoe company, thinks charity is best in-
"I think over a period of 19 years consisting of
vested in efforts to help kids.
growth-except for one down year-people
1-white
While it clearly makes good business sense for
thought, You know, one commitment doesn't di-
Kaisers
the Stride Rite Corporation to donate money to
lute another commitment."
key to
children's causes, that's not Mr. Hiatt's only moti-
Stride Rite's new chief executive officer, Ervin
vation.
R. Shames, was selected because of his own in-
es will
"If you're going to do something, that's the time
volvement in non-profit affairs. He has served on
S pres-
to do it, in the first couple of years of life," says the
the boards of the American Health Foundation and
tribute
man who has chaired the Stride Rite Foundation
the Alvin Ailey American Dance Theatre and is
at all
for the last 10 years.
now a member of the board of the New England
In June Mr. Hiatt relinquished the chairmanship
Medical Center and the Committee for Economic
sers-
the Stride Rite Corporation, which he had run
Development.
rces to
since 1968, to devote himself full time to the work
"We wanted someone to continue the tradi-
rsuade
of the foundation and the needs of the country.
tion." says Mr. Hiatt.
ates to
An untiring spokesman for kids, the 65-year-old
The Stride Rite Corporation contributes over 5
rica to
Mr. Hiatt says his interest in solving community
per cent of its annual pre-tax earnings to the foun-
ybody
problems helped get him to work each day. "Quite
dation. That's far more than most company foun-
unda-
honestly," he says, "it's the foundation and it's
dations receive, according to the Council for Aid to
says.
Stride Rite's involvement in community and in
Education, which estimates that corporations on
programs for its employees that provided me, in a
average give less than 2 per cent of their pre-tax
way, with a greater sense of fulfillment than I
income to charity. In its 1991 fiscal year. the foun-
would have had just running a company."
dation got $4.3-million from Stride Rite.
rs. As
Running a company was something he did very
e opti-
successfully. When Mr. Hiatt became president in
Challenges for Policy Makers
iterat-
1968. after Stride Rite acquired the children's s-shoe
Never one to be comfortable with business as
ey will
company he had founded in 1952, Stride Rite made
usual, the former maker of Stride Rite, Keds, and
about $43.5-million in net sales; last year, that
Sperry Top-Sider shoes is taking advantage of his
m the
number was up to $574-million.
retirement time to expand his involvement in chil-
stmas-
Mr. Hiatt acknowledges that many of his peers
dren's issues and challenge some of the most influ-
$ than
have often been skeptical of his generous business
ential players in U.S. policy making. As a founding
practices-especially the amount the company has
board member of Businesses for Social Responsi-
ing an
given to non-profits and the fringe benefits it pro-
Continued on Page 10
ige 12
10
THE CHRONICLE OF PHILANTHROPY
GIVING
October 20, 1992
Former Stride Rite Chairman Helps Children, Encourages Corporate Giving
Continued from Page 7
ing proponent of improved serv-
for volunteerism and five graduat-
Cambridge Partnership for Public
the energy and good will of Ameri-
bility, a new organization of more
ices for children and their families
ing seniors are awarded fellow-
Education.
cans.
than 60 companies that was formed
in the Boston area.
ships of $10,000 each for a year's
Mr. Hiatt says he did not antici-
He dismisses President Bush's
at the beginning of the year. Mr.
"Anybody who understands
work in public service.
pate the effect the program would
Points of Light Initiative, which
Hiatt is becoming an outspoken
corporate giving and is a member in
Una Okonkwo, a Harvard junior
have on the Stride Rite employees
aims to increase volunteerism
critic of what he considers to be
good standing of the non-profit
who was born in New York but
who are participating. "You know
by recognizing public-service pro-
corporate greed-such as giving
community in Boston knows that
grew up in Nigeria, is now one of
who's coming back from their
grams. as mostly "rhetoric." The
too little to help the communities in
Arnold Hiatt has been committed
the coordinators of a summer pro-
weekly visit because they go out
Stride Rite Foundation's next big
which companies operate. He also
for a very, very long time to chil-
gram for 64 kids in Mission Hill,
and they feel good about what
effort, Mr. Hiatt says, will have a
worries that the federal govern-
dren's issues," says Victoria M.
one of the city's poorest housing
they're doing and they tell their
similar goal but will go about
ment is doing too little to turn
Devlin, vice-president for develop-
projects. A Stride Rite grant recipi-
peers." he says. "And so we now
achieving it in a very different way.
things around.
ment and marketing at WGBH. a
ent, Ms. Okonkwo has temporarily
have a waiting list.'
although he has yet to design any
In June, he caught the attention
public-television and public-radio
moved into the development so
Ms. Sahl, Mr. Hiatt's assistant
concrete plans.
of the press when he lambasted
station here that produces a weekly
that she can get closer to the chil-
and a volunteer in the program.
A proponent of government stu-
Vice-President Quayle's anti-regu-
program for kids financed in part
dren with whom she is working.
says the employees who have
dent-loan-forgiveness programs
latory Council on Competitive-
with $400,000 from Stride Rite.
The ground is strewn with broken
signed up are forming friendships
for college graduates who want to
ness, saying it was a short-sighted
Stephen Bing, executive director
glass and garbage. and the distinct
within the company with people
take public-service jobs, Mr. Hiatt
effort led by a Vice-President who
of the Massachusetts Advocacy
smell of urine permeates the air. A
they ordinarily wouldn't have got-
says: "We're going to make good
"has spent too much time on the
Center, says Mr. Hiatt's interest in
stretch limousine parked on the
ten to know. She says she hadn't
citizenship fashionable again."
golf course."
young people is infectious. "He's
street is the only sign of business in
expected "that it would really help
As a founding board member of
very committed to children and
the area.
our workers communicate with
Businesses for Social Responsibil-
Day Care Is Primary Concern
very committed to the notion that
"It just helps you put things in
each other in different depart-
ity. he also plans to encourage cor-
Day care has long been one of
it's crazy not to invest in kids." he
perspective," says Ms. Okonkwo.
ments."
porations to be more concerned
Mr. Hiatt's foremost concerns.
says. Mr. Hiatt's zeal, he adds. has
"Here I am, worrying about what
with conditions in inner cities and
In 1971 Stride Ride opened one
translated into contributions from
test is coming up next and what my
'There's Always a Reason'
to push for policies that will give
of the first corporate child-care
other donors.
grade on this paper was when there
Mr. Hiatt hopes to get other
companies more incentives to
centers, at what was then its head-
Mr. Hiatt has made telephone
are larger issues in life to be con-
companies interested in duplicat-
care. The millions of people liv-
quarters in Roxbury, Mass. In 1983
calls and written letters to get more
fronted."
ing the program, but he says he has
ing in poverty, he says, "can't
the company started an additional
support for the center, and, says
She hopes, she says, that by tak-
sensed some resistance already.
buy products-Keds, Stride Rite,
center for the children of employ-
Mr. Bing. has "gathered people to-
ing the kids to the Harvard
"A lot of people say, 'Oh, we've
Chryslers," so it makes good busi-
ees and community members in
gether to listen to our spiel."
campus, museums, and cultural
got work to do-we can't afford to
ness sense to find solutions for the
Cambridge, Mass., where it had
In the case of WGBH, Stride Rite
events, she can help motivate them
lose the two hours a week.' he
poor.
moved.
is trying out a marketing ploy that
to develop higher aspirations for
says. "There's always a reason.
Businesses for Social Responsi-
In 1990. that facility was expand-
could bring more viewers to the
themselves. "It really raises the
You know the biggest reason I
bility-whose members include
ed to include elderly people who
television station and more shoe
kids' expectations," she says. "I
heard for years as to why they
Ben & Jerry's Homemade, the ice-
needed daytime supervision. Lo-
shoppers to its own stores. To go
mean, it raises what they expect
couldn't adopt our child-care mod-
cream company; Lotus Develop-
cated on the fourth floor of the
along with its support for the sta-
from themselves and what they
el? 'It would increase our insur-
ment Corporation. the computer-
company's headquarters building,
tion's show, "Long Ago and Far
want their world to be like."
ance rates.' That's never even
software manufacturer; and Ree-
it brings together 55 children and 30
Away," the company has devel-
To encourage employees at the
been an issue here." The compa-
bok International, the athletic-shoe
elderly people.
oped display units that sit on the
Stride Rite Corporation to volun-
ny's programs, he says, have not
company-educates business lead-
The Stride Rite Foundation,
counters of 900 Stride Rite stores
teer at non-profits, Mr. Hiatt start-
increased its premiums.
ers and lobbies Congress, the
which gave out grants totaling al-
across the country. The materials
ed a program last September that
Now that Mr. Hiatt doesn't
White House, and state govern-
most $1.8-million in its 1991 fiscal
advertise the program, which ren-
gives staff members two hours of
"have to wake up at four in the
ments. Among its interests are pro-
year, including $775,000 to those
ders classic children's stories and
paid leave every week to tutor
morning to think about things, to
moting manufacturing techniques
two day-care centers, is dedicated
folk tales through animation, live
schoolchildren and serve as men-
get Stride Rite to work." he says
that don't harm the environment,
to programs that help improve the
action, and puppetry, and encour-
tors to them.
he has had more time to reflect on
policies that make sure companies
lives of poor kids.
age children to make regular visits
The foundation provides grants
the problems plaguing the United
and other work sites are safe and
The foundation restricts its giv-
to libraries.
to the groups that administer the
States and feels more strongly now
protect workers' health, and ways
ing to efforts in Boston and Cam-
Pamela S. Herman, director of
program for the company, Cam-
than ever that what is desperately
to step up corporate giving and em-
bridge-with the exception of gifts
client services at WGBH, says that
bridge School Volunteers and the
needed are programs that tap into
ployee volunteer programs.
to United Ways in other parts of
while the free publicity for the
Massachusetts and in Missouri,
show certainly brings in more
Serves as Role Model
At a Glance: The Stride Rite Foundation
where the company has some oper-
viewers. Stride Rite has much to
Michael Levett, executive direc-
ations-and is most interested in
gain from its association with the
tor of BSR. says that the presence of
start up projects that are "not
highly lauded program.
History: Established in 1953 as the J. A. and Bessie Slos-
Stride Rite's Mr. Hiatt on his
popularly supported," Mr. Hiatt
"They are known for their com-
berg Charitable Foundation in honor of the original owners
group's board is an important re-
mitment to children and families,"
of the company that operated it. The foundation, whose
says.
minder to other companies that so-
The Massachusetts Advocacy
she says. "Here's a way to attract
name has changed several times since then, serves as
cially responsive corporate behav-
Center, for example, which lobbies
some attention for themselves in a
the charitable arm of the Stride Rite Corporation, the maker of Stride
ior does not translate into weaker
on behalf of children's rights and
really good way.' With the teach-
Rite, Keds, and Sperry Top-Sider shoes. It is now headed by Arnold S.
earnings. "As well as anybody"
studies the effectiveness of institu-
ing materials and posters WGBH
Hiatt, the company's former chairman, but a committee made up of
Mr. Hiatt has shown that "if the
tions that serve kids, hardly ever
distributes to elementary and jun-
Stride Rite employees makes recommendations about grants.
program of the business can have a
gets money from corporate founda-
ior-high schools, "the Stride Rite
Purpose and areas of support: To serve needy children. The foundation
positive impact on the workers of
tions other than Stride Rite.
name is all over it," she says.
supports groups that help disadvantaged kids in Boston and Cam-
the community, it not only goes to
the benefit of society, it goes to the
Small Staff
Giving to Harvard
bridge, Mass., near the company's headquarters. Through contribu-
tions to local United Ways in Massachusetts and Missouri, it provides
bottom line of the company," says
The foundation's Review Com-
Mr. Hiatt, who got his bache-
money to programs in additional areas where the company has distri-
Mr. Levett, who owns several
mittee, which is made up of seven
lor's degree in history and litera-
bution centers and other operations.
companies involved in trade with
Stride Rite executives, makes site
ture from Harvard University in
the former Soviet Union.
visits to prospective grant recipi-
1948, has made that institution the
Assets: $8.9-million for the fiscal year ending September 30, 1991.
"He has built a successful busi-
ents and meets every six to eight
focus of much of the company's
Grants: $1.8-million in its last fiscal year.
ness, he has used innovative pro-
weeks to make awards.
grant making. In its 1991 fiscal
grams, he is a decent guy," Mr.
Besides Mr. Hiatt, Ellen T. Sahl,
year, the foundation put $295,134
Key officials: Mr. Hiatt, chairman; Ellen T. Sahl, chair of the founda-
Levett says. "Those things all
his assistant and chair of the com-
into its Stride Rite Public Service
tion's Review Committee.
compute."
mittee, is the only person working
Program at the university.
But what if Stride Rite stumbled
Application procedures: Initial request should be made with a letter
full time at the fund. They inhabit
Under the program, Stride Rite
that includes a description of the organization's programs, the people
and its profits declined? Would the
two rooms rent free in the offices of
gives $1,500 stipends to up to 40
who are served by them, and specific plans for the money requested.
company's commitment to the
Goulston & Storrs, a law firm here
Harvard students who are eligible
The proposal should also describe the organization's goals and accom-
community and its employees fall
that offered them the space as a
for the federal College Work-Study
plishments, the salaries of top executives, the number of volunteers,
that year? Mr. Hiatt answers that
way to help inner-city youths. Mr.
program and who want to work at
he has been careful to build an en-
and sources of income and the amount received from foundations,
Hiatt's office, previously occupied
non-profit organizations.
dowment for the foundation that
corporations and other major donors. A copy of the group's letter from
by a managing partner, overlooks
The stipends pay the parts of
the Internal Revenue Service approving its 501(c)(3) non-profit status,
could sustain its programs for four
the Boston Harbor.
their salaries that are not covered
a detailed budget, and its most recent audited financial statement are
or five off years.
"Everyone expects to see some
by the government-thereby giv-
also required. The foundation suggests sending a list of the names of
"That year will come." Mr.
great Ford Foundation office, with
ing their employers free labor. Dur-
board members as well as the names and qualifications of the people
Hiatt says. "and we can't just tell
a garden court and a lot of staff and
ing the summer, those students can
directors and a board room," says
make up to $2,500 each in their
who will be carrying out the project for which the group is seeking
children to go home, and you can't
tell elders that we don't care any
Mr. Hiatt. "Ellen and I are pretty
work-study jobs.
support.
more.
much the foundation now."
In addition, two graduating se-
Address: 400 Atlantic Avenue, Boston 02110-3333; (617) 574-4169.
"We can't."
Stride Rite is considered a lead-
niors are each given a $3,500 award
-ELIZABETH GREENE
Harvard College
publicity
Phillips Brooks Douse
From Roots in Vietnam Grows a
Commitment to Helping Others
Nhan Truong '90 knows
been tutored by church volun-
thumb." said Truong. "We defi-
rejection. She also knows what it
teers and student volunteers. and
nitely knew we were different."
means to feel different, lonely,
I wanted to contribute back."
In part. Truong's year in East
laughed at, and unable to com-
said Truong, who concentrated in
Asia will be a chance to recon-
municate. She knows, in short,
sociology. "I've always been
nect with her Vietnamese roots.
what it means to be a refugee.
grateful."
Because her father was affiliated
"Growing up was just horri-
Truong, of Lowell House, will
with the previous government,
ble," said Truong, whose family
"contribute back" even more at
she can never go back to Viet-
fled Vietnam for America "in the
the end of the month. when she
nam-if she did, "there would
nick of time" 15 years ago. "I
heads for East Asian refugee
definitely be trouble for me."
really wished I was blonde. I
camps on a $10,000 Stride Rite
Vietnamese refugee camps offer
really wished I was American.
public service grant. For a year,
the only real opportunity to visit
Kids were calling [me] derogato-
she will work as a teacher and
her homeland.
ry names, and it hurt. Kids mim-
volunteer health aide at Viet-
Visiting the camps "is like
icked me trying to speak English.
namese camps in the Philippines,
going back to Vietnam," she
It seemed like everyone
Malaysia. and Hong Kong.
said. "The next best thing is
hated Asians."
"I want to take that year as a
going back to the refugee camps,
Such experiences, as painful
learning experience and see what
because you really know what
as they were. were useful in at
I'm good at-it could be teach-
it's like to be Vietnamese. Every-
least one respect: They inspired
ing, it could be working in the
one around you looks like you,
AVARD
in Truong a desire to help other
health professions," she said. "I
and there are all the customs and
Irefugees adjust to their newly
just want to leave it open and
the holidays. I left that at a
adopted country. As a child,
then what happens, happens."
young age, and I want to retrace
Truong was aided by college and
Truong and her family first
my heritage. I love my heritage.
church volunteers who taught her
arrived at an Arkansas refugee
"When I left Vietnam in 1975
English. took her bowling, and
camp in 1975. Soon they moved
I left part of me behind.
My
did their best to combat the influ-
to tiny Bemidji, Minn., where
identity is not complete. I feel
ences of notoriously cruel
they were sponsored by a
like something is missing inside
schoolchildren.
Lutheran church. They later
of me."
As J Harvard undergraduate.
moved to Santa Barbara. Calif.,
Asked whether she now con-
she has done the same for others.
where Truong's family remains.
siders herself American or Viet-
In her freshman year she found-
The move to Minnesota caused
namese, Truong said, "I feel
ed the Boston Refugee Youth
a particularly jolting culture
both. I feel like I'm a Viet-
Enrichment program, a Phillips
shock. Not only did they find
namese American, because I
Brooks House year-round project
themselves in one of the coldest
appreciate both aspects of Viet-
that provides tutoring and other
areas of the country ("and I'd
namese culture and American
Photo by Laura Wulf
support for East Asian refugee
never seen snow") but they were
culture.
{han Truong '90 will work for a year, on a Stride Rite public ser-
schoolchildren in the Boston
one of only two Vietnamese fami-
"I cherish freedom, and you
ice grant as a teacher and volunteer health aid at Vietnamese
area.
lies in a town of mainly whites
don't really cherish that," she
amps in the Philippines, Malaysia, and Hong Kong.
"Part of the reason I wanted
and Native Americans.
said, "until you've lost it."
to work with kids is because I'd
"We stuck out like a sore
- Amy Biancolli
publicity file
17
Harvard Gazette June 7, 1990
Harvard College
'I'd Like to Teach the
World
Suzanne Panico '90 wants a
Hays, of Lowell House, never
career that will allow her to care
envisioned teaching when they
for people, help them meet their
came to Harvard. Now they can-
potential, and feel good about
not see doing anything else.
themselves. She thought, when
Panico, for one, is watching
she arrived at Harvard, that she
peers go on to law and medical
might find it in medicine.
school. But she is not tempted to
Now she wants to teach.
join them. Though she once
"To me it's important to do
thought of being a doctor-influ-
something I'll be happy to do
enced by an older sister who is a
every year." said Panico, who is
physician-and searching for a
concentrating in science and histo-
profession that really cared about
ry. "[In medicine], I'm not going
people, she no longer holds the
to have daily contact with people
field of medicine in such high
or continuity with kids that I
esteem.
would in the classroom. In educa-
Working with children await-
tion, at this point, I can do all the
ing surgery at Children's Hospital
things I saw medicine letting me
over the past several years made
do."
her shy away from medicine. But
Photo by Joe Wrinn
David Hays '90, whose con-
it also opened her mind to teach-
Suzanne Panico '90 (left) and David Hays '90 both plan to pursue careers in education
centration in fine arts and
ing.
Romance languages and litera-
"It seems like no matter what I
tures has focused on art history,
do I end up coming back to the lit-
'It seems like no matter what I do / end
landscape architecture and, partic-
tle kids," said Panico, a South
up coming back to the little kids
ularly 18th-century French gar-
Boston native who exudes bound-
They never cease to amaze me, surprise
dens, is also planning a career in
less energy when discussing her
education, but in a different way.
young charges.
me [with] their questions, their
He feels that advanced study,
"They never cease to amaze
enthusiasm, their creativity.'
'You end up trying to create images of the
research, and university teaching
me, surprise me [with] their ques-
- Suzanne Panico '90
spaces for yourself. In a way, by teaching,
is the logical, if not necessary,
tions, their enthusiasm, their cre-
way for him to approach the high-
ativity. [At the hospital], unless
that's what you're helping people to do:
ly specialized field.
people tell them, they don't know
imagine the space in a historical context so
"Being a designer, in a way it's
they are sick. They want to do
they can understand the space for
difficult to justify things the way
everything. At that age they're
I'm seeking to justify what's been
very accepting of people. They
themselves.'
done [in this field]," he said.
don't have set notions. Unless
-David Hays '90
Panico, of Quincy House, and
(Continued on page 18)
Teachers
with, maybe that WIII neip them in
assistant professor THE
the long run."
of landscape architecture at the
Panico, who has been active
Graduate School of Design, with
(Continued from page 17)
forging a link between South
sparking his interest in landscape
their parents have drilled some-
Boston and the Phillips Brooks
architecture. His role models for
thing into them, they're pretty
House and has also worked with
teaching are Benes, Fine Arts
open to anything and anybody."
the Environmental Action Com-
Department Chairman Neil
Despite her obvious zeal for
mittee and the House and Neigh-
Levine ("he has an incredible
her chosen field, Panico has
borhood Development program,
amount of energy and is really
already experienced some frustra-
will be on fellowship next year.
good at bringing things together"),
tions. During classroom observa-
Starting this summer, she will
and Professor of Fine Arts Henri
tions as part of the Undergraduate
work on various programs at the
Zerner, who inspires "the impor-
Teacher Education Program, Pani-
Boys and Girls Club in South
tance of knowing as much as one
CO has witnessed teachers receiv-
Boston on a postgraduate incen-
can."
ing pink slips and now
tive grant from Stride Rite; in the
"I find [that] with this field,
understands the degree to which
fall, she will also be a freshman
most people, when you say you've
the public's regard for teachers is
proctor at Harvard. Next year she
studied garden history, they can't
not commensurate-financially
plans to complete the require-
believe it," said Hays, of Fairport,
and otherwise-with its expecta-
ments for teacher certification or
N.Y. "It's an exciting thing to
tions of them.
eam a master's degree in educa-
share the subject. It's something
"Something has to happen
tion, then teach at least one year in
people are interested in but
[because] people aren't respecting
the Boston schools.
haven't thought about from an
teaching as a profession, and
Hays, who entered Harvard's
academic perspective."
they're starting to care less and
Department of Government with
Hays, who was managing edi-
less." she said emphatically.
sophomore standing, chuckles as
tor of the Harvard Art Journal,
"Everybody claims education is
he remembers crossing out fine
will spend a year in England as a
so important, but people don't
arts as "one major I'd never try."
Rotary scholar studying views of
want to put the money in it or to
He went on to declare himself in
Anglo-Chinese gardens of the late
support them in any other way.
economics, biochemistry, and
18th century. He finds his work
"It's frustrating in that
French and Italian studies until
like that of a detective, searching
sense-your friends ask, 'Oh,
halfway through sophomore year.
for hidden clues and meanings in
you're going to teach?' What are
Then he took the advice of some
the creations of the green spaces.
you supposed to do, hide in the
friends and enrolled in fine arts,
"You end up trying to create
closet? And they are the ones that
despite never having taken such a
images of the spaces for yourself.
expect good teaching for their
class. But he quickly found art his-
In a way, by teaching, that's what
kids."
tory to be an amalgam of all else
you're helping people to do: imag-
But she is determined.
he had studied, involving subjects
ine the space in a historical con-
"It's something that I want to
from history and literature to eco-
text so they can understand the
do. I know that I'm not going to
nomics and politics.
He was
space for themselves. It's about
change the world or cause a big
hooked.
creation, the struggle against iner-
revolution in education, but there
"The subject of the garden in
tia-somebody acted, somebody
are kids out there who are very
and of itself touches on so many
created this.
bright, but they're not given the
other fields. You have things you
"It's such a rich subject, there's
chance to make something of
can work with laid out, and
so much there that is interesting
themselves. They do care. The
objects, and at the same time it's
with the creative process," he said.
people we work with in South
so rich—I find it richer than archi-
"There's so much there to look
Boston all care. If there are a cou-
tecture."
into, it may take a lifetime."
ple of kids and I can just give
Hays credits Miroslava Benes,
them a few more tools to work
then a guest lecturer and now
Anne McCrory
From Ivy
PUBLICITY file
League to
isle's poor
Valedictorian
from Page B1
Harvard student shows
commitment to service
sue public service and teaching
When her year on the island is
careers.
concluded, Soto says she will
LAKE STATION Mercedes Soto
While a student at Harvard,
continue to teach but is not sure
is off to find her own little slice of
Soto worked as director of the
where.
paradise.
Cambridge Youth Enrichment
"I'm not sure if I will come
For 22-year-old Soto, that means a
Program, which sponsors an
back to the mainland to teach or
yearlong commitment to the economi-
eight-week summer camp for
whether I will stay in Puerto
cally disadvantaged youth of Guayna-
economically disadvantaged chil-
Rico," she said. "I only know that
bo, Puerto Rico.
dren living in Cambridge public
I want to work with large His-
housing units.
panic populations in urban areas
The opportunity to teach in a coun-
She will graduate from Har-
because they need role models of
try where it is hard to determine
vard June 7 and leave immediate-
color. There are not enough mi-
which region is
ly for Puerto Rico.
nority people going into edu-
more economically
Soto says her job in Purto Rico
cation.'
depressed is a far
will be to help re-create a school
cry from the presti-
that was closed there due to the
Soto is the first-born of four
gious, ivy-covered
children of Delia and Gonzalo
poverty of the area. As the only
walls of Harvard
American, she said part of her
Soto of Lake Station and was the
University where
job will be to help educate the
1986 valedictorian of Edison High
Soto has spent the
people there to continue the pro-
School in Lake Station.
past four years ma-
Both of Mercedes' parents
grams after she is gone.
joring in psycholo-
The prototype could be ex-
came to the Northwest Indiana
gy with an interest
panded to other communities if
from Puerto Rico in the 1950s.
in the social as-
the first one is successful, she
Gonzalo Soto is employed at
pects of child de-
Inland Steel in East Chicago.
said.
velopment.
But, she says the
change will be a Soto
welcome one.
"My parents are originally from the
island and it is going to be nice to be
able to learn more about the culture
and heritage of my parents that I lost
growing up on the mainland," she
said. "And, my grandfather still lives
on the island."
The program is being financed
through the Stride Right Public Serv-
ice Award Program at Harvard and
sponsored by Stride Right, the Cam-
bridge, Mass.,- based shoe manufac-
turer.
Soto was one of five Harvard stu-
dents chosen to receive the $10,000
grant to enter the program that is de-
signed to encourage students to pur-
See Valedictorian, Page B4
Stride Rite scholar brings his knowledge to Cambodia
dam Urato graduated from Harvard
A
University last spring. While at
Harvard, Adam was a Stride Rite
Scholar, and fulfilled his scholarship
obligation by working for such public
service agencies as a homeless shelter for men
and as a tutor for Boston Refugee Youth
Enrichment.
Now, as a Stride Rite Fellow, Adam can
continue his work through a grant from Stride
Rite which allows him to continue to work in
public service for one full year. Adam has chosen
to do his year's work as a teacher in a refugee
camp in Cambodia.
Adam's story has been told in previous issues
of The Stride Riter. And now, with his
undergraduate years behind him, Adam is still
working to help others, as his letter to Amold
Hiatt, reprinted below, illustrates.
Dear Mr. Hiatt,
Before I say anything else, I'd like to say
"thank-you." Thank you so very much for
making this year possible for me. I can't begin to
STRIDE RITER NEWSPARER FOR EMPLOYEES APRIL/MAY 1992
tell you how wonderful my experience as a
Stride Rite Fellow has been and how much I
have grown and developed so far.
I am teaching English, Chemistry and Organic
Chemistry to refugees from Cambodia along the
Thai-Cambodia border. Throughout my
undergraduate years as a Stride Rite Scholar at
Stride Rite Fellow, Adam Urato, and one of his many friends in the refugee camp where he teaches in Cambodia.
see Urato, page 9
Adam is able to work in the camp for one year as part of Stride Rite's Fellowship Program.
Stride Rite Fellow continues public service
URATO, from page 1
Rouge. Almost everybody in the camp has had
are in Cambodia. Everywhere I go in the camp,
Harvard, I worked for B.R.Y.E. (Boston Refugee
family members killed and been traumatized by
the little children wave to me and they love to
Youth Enrichment). With that program, I worked
the horrors of the war and the Khmer Rouge
come up to me and ride on my shoulders (look at
with children and families who were from
regime. It's such 2 tragedy. And, to make things
the cute little guy on my shoulders in the picture)
Southeast Asia. Many of the families with whom
worse, their life in the camp is often horrible. At
or let me swing them around in a circle.
I worked were Cambodian families who came
night, bandits sometimes raid the camp; and rape
I don't mean to switch subjects too quickly, but
from the very same camp in which I am working
and murder occur frequently. The people try to
there is something that I'd really like to tell you,
today. I have gained so much more understanding
stay busy in the camp - programs like the
Mr. Hiatt. Since I've been over here, one of the
about the families I used to work with, and I have
Catholic Office for Emergency Relief and
things I've realized is how lucky I was to have
learned so much over here.
Refugees's are quite helpful - but there is a lot of
worked with Huyen Pham - a fellow Stride Rite
The refugee camp is an amazing place in a lot
boredom and despair and depression here. Many
Scholar at Phillips Brooks House - and how
of ways - it's like a bamboo city. There are
of the people would like to forget the past, are not
lucky P.B.H. has been to have had someone as
200,000 people here - 200,000! And the camp
so happy with the present, and are uncertain or
special as she is. So many of the things that she
has many of the things you'd expect a city to
worried about the future. It's not a very good
and I had discussed and which she had
have: hospitals, police stations, schools, jails,
situation for many of them.
emphasized in running B.R.Y.E. have really hit
markets. etc. I have never seen anything like this,
However, while I do see sadness and despair
home for me over here. I worked with her for
Mr. Hiatt, anywhere in my life. The people live in
and depression here, I do also see love and
years on B.R.Y.E. while we were both Stride Rite
these tiny bamboo shacks with no electricity, no
warmth and tremendous hope. The people here
Scholars at P.B.H., and while we have many good
running water, and sometimes, not enough rood.
are still having children, trying to raise them as
programs and many good program directors at
And, there are children everywhere: 50% of the
well as they can, and trying to make the best life
PBH, I really don't think anyone compares to
camp is less than 15 years old. The piece of land
they can for themselves. People really want to
Huyen Pham. I figured you might like to know
that the camp is on has been described as one of
study and learn here and they often talk of how
how much Stride Rite Scholars learn from each
the worst pieces of land on which a person could
what they are learning now will be so important
other as well as their service work.
live. The soil isn't fertile, and it's so dry and dusty.
to the rebuilding of Cambodia. The foreigners
I would like to tell you something else, Mr.
As I said before, I'm teaching English,
who come here to work seem to be honestly
Hiatt. As you may know, my father has been
Chemistry and Organic Chemistry here. I teach at
committed to helping the Khmers in the camp and
unemployed for the past few years after having
the Faculty of Advanced Education (F.A.E.)
helping the Khmer nation itself to rebuild. Many
been laid off from General Motors. Recently my
which is the place where the high school teachers
of the people in the camp ask me for my address
family was forced to sell our home and move into
get trained. So, I'm teaching the teachers," (I
and tell me that I can come visit them when they
an apartment because we were not able to afford
guess that makes me a professor!) By
the house payment. There would have been
"teaching the teachers," I feel as if I am part
absolutely no way that I could have made
of something long-term here. My students
ACAM
URATO
this trip and be having such a wonderful and
are so good, Mr. Hiatt. They want to learn so
enriching experience if it weren't for your
badly. They have so many other things to
generosity and kindness. When I tell people
deal with in their lives (post-traumatic stress
what I am doing here, they all assume that I
disorder from the Khmer Rouge brutality,
come from a very rich family (most of the
their own families, making sure they have
other volunteers here do). They figure,
enough to eat and drink, teaching their own
"How else could a 21-year-old take a year
students, worrying about the future, etc.)
off after graduating to come and work with
But, still, they come to class and work hard
the poor if he doesn't have a rich family?"
and struggle with the subjects.
Well, I'm able to do this because of you.
The camp is also a very sad place.
And, I can't even begin to express how
Almost every single person has his/her own
grateful I feel for all that you have done for
story to tell about the brutality of the war, or
me. Thank you so very, very much.
more specifically, the brutality of the Khmer
Adam Urato in his classroom at a camp for Cambodian refugees.
Sincerely, Adam Urato
JUNE 3, 1992
HARVARD CRIMSON
Michelle D. Holdt 92.
and colleges. She taught them how
Holdt says she became interest-
to use a wordprocessor and re-
ed in pursuing a career in public
quired each to write their life story.
service after she participated in a
By the end of the summer, she
workshop with the Living Stage
says she was hooked on communi-
Theater Company. The Washing-
ty service.
ton, D.C.-based group includes less
"There is a lot of work to be
fortunate individuals in special
done," Mora says, "and public ser-
drama productions.
vice gives you the opportunity to
Holdt, who is a special concen-
create something useful, not just
trator in "drama and human devel-
something to appease your own
opment," has taught acting to
conscience."
young children from troubled fam-
Mora describes her experiences
ilies at a special needs classroom.
that summer as a volunteer and the
Seniors to Pursue
Her thesis reported the affects of
following summer as RYSE direc-
her program on the students.
tor as "the best learning experience
Public Service Jobs
"People here are pretty dedicat-
[she has] had at Harvard."
ed [to public service], but I wish
Next year, she will work on a
there were more of them," Holdt
public health program in Lebanon,
Receive Grants to Follow Interests
says. She says she wants to "bring
with the Lebanese Family Planning
arts to people who are ordinarily
Association. The Stride-Rite win-
denied them."
ner says she will talk about proper
By RAJATH SHOURIE
Stride-Rite winner Joseph W.
The Cambridge-based Stride-
health care with people in the
Crimson Staff Writer
Secondine '92 agrees with John-
Rite Corporation has given Holdt
worst affected areas of the country,
Right or wrong, most people
son's observation. "Like a lot of
the opportunity to spend this com-
and that she will volunteer in
think of a Harvard degree as the ul-
other people involved with PBH, I
ing year following her interest. She
health clinics in the villages.
timate passport to big bucks. De-
got drawn into it slowly," says Sec-
is one of five seniors who recently
The public service careers of
spite the Admissions Office's claims
ondine, who chaired the Commit-
received one of the company's
Mora, Secondine and Holdt are in-
to the contrary, many students
tee on the Homeless and directed
$10,000 "Post-Graduate Incentive
dicative of recent trends among
come to the College because of its
the Native American Youth Enrich-
Grants" to help pursue careers in
Harvard students, according to
reputation for producing genera-
ment Program.
teaching and public service.
Gail L. Epstein, director of public
tions of successful lawyers and
Public service went from being
Greg A. Johnson '72, director of
service programs for Harvard Col-
businesspeople.
"a part of what I do to what I want
the Stride-Rite program, says Har-
lege. She says that current under-
But not all students leave the
to do for the rest of my life," he
vard undergraduates interested in
graduates are more committed and
Yard with visions of dollar signs
says.
public service benefit from a recent
involved in the programs than their
dancing in their dreams. Many un-
With his grant, Secondine will
surge of corporate support for
predecessors.
dergraduates have devoted their
spend next year working with the
community work. The Stride-Rite
"There has been a slight in-
college career to helping the less
North American Indian Center of
program is in its fourth year. The
crease in numbers," Epstein says,
fortunate members of the commu-
Boston to create an adult education
Echoing Green program, which
"but more importantly, students
nity. Over one-quarter of the stu-
program, which will include SAT
gives up to nine grants of $15,000
take the quality of what they do
dent body is involved with the
and GED preparation, reading
to students from seven colleges, is
more seriously, thinking about the
public service programs of Phillips
classes for working parents, and
in its second.
community implications of their
Brooks House (PBH), Harvard and
drop-in hours for assistance with
These sources of funding pro-
programs."
Neighborhood
Development
resumes and job applications.
vide an opportunity and a struc-
LeHuyen T. Pham '92, an Echo-
(HAND) and CityStep.
Although Secondine became in-
ture for students who want to con-
ing Green grant recipient, says that
Now that they are seniors, sev-
volved with public service early
tinue working in public service, ac-
for most, Harvard students in-
eral students have decided to stick
during his time at Harvard, North
cording to Johnson, who is also
volved in public service are inter-
with community work, unswayed
House resident Samia Mora '92
PBH's executive secretary.
ested not in padding their resumes
by the lure of six-figure Wall Street
waited until the summer after her
Johnson says that students de-
but in making significant contribu-
salaries. They say they lament the
sophomore summer before be-
velop a long-term commitment to
tions to the lives of their fellow hu-
lack of funds available for public
coming actively involved..
community work after they have
man beings. She says they consider
service, but are pursuing their call-
As a counselor for the Refugee
had a positive experience helping
public service to be their lives
ing nonetheless.
Youth Summer Enrichment:
someone requiring assistance.
rather than just a part of them dur-
"It is very depressing to see how
(RYSE) program, Mora taught En-
The key is having "direct inti-
ing their undergraduate years.
many people have no direction at
glish to Vietnamese refugees living
mate contact with people in need,"
"It's not just three or four hours
all, and go into investment banking
in Dorchester, Chelsea and
according to Johnson. "This pro-
that you spend with kids, it's not a
and law firms without knowing
Brighton. She took students on
vides a cathartic relationship with
separate part of your life, but a way
what
they
want
to
do."
savs
field trips to libraries, museums
mutual gain."
to lead your life," Pham says.
THE BOSTON SUNDAY GLOBE
DECEMBER 6. 1992
NIGHT & DAY
GLOBE STAFF PHOTO / JOANNE RAT
Loc Tran (front, center), president of New Faces, with members of the group.
Vietnamese bridging the culture cap
New Faces program helps recent arrivals acclimate to life in US
was in a totally differen
By Sandy Coleman
world.
You don't recognize any
GLOBE STAFF
thing," said the 17-year-old Bosto
OUTH BOSTON - Four
'At the time when we came over, there
Latin student. "At the time when
were like no Vietnamese."
came over. there were like no Vie
years ago, Loc Tran's moth-
er sent him and his sister out
namese. We were walking aroun
THY-NGUYEN TRAN
Park Street looking for people wh
of Vietnam to join their fa-
ther and older brother in the United
New Faces' secretary
were like us."
States. After getting separated from
his sister - who later died in Viet-
Gap between students, parents
nam - and spending two years in a
One or the struggles the grow
ment with seven of his "teammates."
refugee camp, he arrived in this
of his dedicated hours of study. But.
hopes to address is a lack of commu
The idea. said Tran. is to offer
country with no knowledge of Eng-
he added. he also had the support of
nication between some parents an
lish. Today. the 17-year-old is a
caring and understanding to refu-
Adam Urato of the Harvard refugee
teen-agers. When they come to th
sophomore at Boston Latin School.
gees, who must overcome a slew of
assistance program. "Sometimes
United States. the children begin't
having graduated from the John W.
barriers when they arrive here.
your motivation is down." said Tran.
adopt new ideas and drift from thei
McCormack School as valedictorian.
Many refugees. said Tran and his
That's when New Faces is needed
uporinging. As they learn to spea.
Tran is now reaching out to those
friends. are left vulnerable to gangs
most.
English and parents don't. a gap de
following his path to a new world
and drugs when coping with their
velops. said Thy-Nguyen Tran.
and a new life. He and some friends
new lives becomes too hard.
Peer counseling unique
New Faces wants to help new ar
recently started a group called New
So far. 15 members of the group
Agents who work with Vietnam-
rivals find a balance - to rit in am
Faces to help newly arrived Viet-
are tutoring refugees one on one
ese refugees praise the new group.
grow without losing roots: to find
namese refugees by providing peer
once a week after school in a
which they said is unique because it
comfortable place between pleasin.
counseling. tutoring and friendship.
program called Boston Refugee
consists of Vietnamese teen-agers
themselves and pleasing parent
Tran uses a game analogy to de-
Youth Enrichment which is run by
helping their peers.
who cling to the safety of traditions
scribe how he and his fledgling
Harvard University students.
"I think it's a wonderful idea."
cultural values.
group view their role in helping new
By offering themselves as tutors,
said Van Lan Truong, Vietnamese li-
"It's hard enough just trying to
Vietnamese refugees. But. he knows
group members build ties with Viet-
aison in the mayor's Office of Neigh-
be a teen-ager. trying to find a place
the stakes - a chance at success and
namese students and trust among
borhood Services. She is one of sev-
to fit in." said Thy-Nguyen Tran.
happiness vs. a slow road to nowhere
the students' parents. some of whom
eral advisers to the group.
The fast-talking teen-ager said she
- are higher than those in any game.
might be suspicious of people they
"Sometimes some of us. Vietnam-
has a lot of American friends now
"It's like a ball in the field. and
don't know. And. since the education
ese in our community, are working
and is involved in many school activi-
we are trying to get to the ball as
system is the tirst place teen-agers
so hard and get caught in our every-
ties. However. she added. "Somehow
soon as we can. We're trying to get
likely will begin to encounter frus-
day life and forget the needs of the
there's always something about me
the ball to the goal before the other
tration. tutoring is the perfect place
young people." Truong said.
that's not the same. I share a lot 01
team can kick it back." said Loc. 17.
to start. group members said.
Regina Lee. director of the
sitting in his South Boston apart-
Tran said he succeeded because
similarities. but I'm not the typica
Massachusetts Office for Refugees
teen-age giri."
and Immigrants. estimates that half
In addition to helping the new ar
of the 4.000-5.000 refugees who ar-
rivals. New Faces is a vehicle for
rive in the Boston area every year
members to cultivate friendships. so-
are Vietnamese.
cialize and discuss their own con-
New Faces. a group of 28. has
cerns. Dai Ha of Brookline sees the
one black member. one white mem-
group as a place for him to reconnect
her and some Chinese members. But
to his culture. which he feels slipping
most are Vietnamese refugees who
away since he has become so ac-
have gone through the struggle of
quainted with American culture.
adjusting and emerged triumphant.
"I've lost many years of speaking
When New Faces' secretary
Vietnamese. so [ need to refocus just
Thy-Nguyen Tran (no relation to
to share how it feels to be Vietnam-
Loc Tran) arrived in this country
ese again." said Ha. 14.
with her family after escapingViet-
The group has high hopes. But
nam by boat and surviving a violent
members are realistic. "We're not
storm at sea, she was 7 years old.She
saying we can : stop gangs," said
recalled how difficult it was at the
Hung Nguyen, 17, the group's vice
beginning, and can identifywith her
president. "But. if we can get one kid
counterparts coming over now.
not to join a gang or use drugs, we
have been successful."
(lubse stall photo/Darry Chin
Troung: Community work "challenges me in every
to public speaking to being able to relate 10 chil-
possible way - from writing skills to negotialing.
dren."
Stride Rite funds helping
students make a difference
By Mary SII
Clobe Staff
When Kevin Joyce graduates from Harvard Uni
versily next month, he hopes to land his dream job: a
$21,000 -year post leaching children with AIDS
Ask why Joyce is choosing such work while many
of his classmates kook for Wall Street joby paying
$50,000 a year to start. and he says: "I wanted to do
something I could be proud of
something where I
coukt make a difference"
The Harvard senior plans to do public service
work thanks In part to " corporate program that re:
wards students for making that choice The Stride
Rite Public Service Program gives grants. prizes Ixxok
allowances and work study lunds to students who
participate in public service activities. and Incentive
grants to those who g" Into public service after gradu-
alton
This year Stride Rile. of Cambridge. Is expanding
the program. donating between $300.000 and
$350,000 to Harvard and toa new program for gradu-
ating students at Northeastern University School of
Law.
At Harvard. the program Includes $1,000 scholar-
ships and $500 book allowances for 10 students who
do summer public service jobs. five public service
prizes of $3.500 each to Harvard seniors who have
made outstanding contributions during school: incen-
live grants of up to $10.000 each to graduating
seniors enterling public service programs. such as
Chic staff photosophick Wilson
leaching: and the salaries ($5 25 an hour} of 40 un-
Stride Rite's illatt: "I do this as a businessman.
dergraduates Involved In public service Jobs.
It's part of corporate responsibility."
AI Northeastern, $100,000 a year for three years
from Stride Rile will go In 10 students In a loan defer-
and the brightest people to areas often overshadowed
nent and loan forgiveness program.
in students' minds by more attractive. paying
Arnold Hall. Stride Rile's chatrman and chief ex-
kibs
certive officer. says the athletic and children's fuel-
wear company Is donating all this money for one rea-
"We have to challenge the kind of people that go
sen
Into public service Public service is not really held In
do this as a bustnessman, It's part of corporate
high esteem anymore." thatt says
responsibility." sald the soft-spoken. 60-year-old ex-
Van Troung. Hyear-old Harvard senior na formg
certive. "I think many of us have to broaden our dell-
In East Astah studies. is the type of person Stride Rile
nition of corporate responsibility. II's honoring our
wants to groom for public service. Troung and his
obligations to our customers. Our customers are ohvi-
family ned their intive Victuam the week the country
onsly part of our success"
Icll to the Communists. Troung's father, a multimit-
The Stride Rite granty are specifically targeted to
Honnire who owned a sugar tactory and lumber mills.
students who enter public service because, Hall says.
lost everything
Industry should try to help attract some of the best
STRIDE Parezo
Stride Rite lending a hand to students
STRIDE
tention on campus already." He Is
Hlatt, who has never worked In
Continued from Page 17
the recipient of The Joseph Smith,
public service jobs himself, Is well
Troung's grandmother ralsed
Public Service Award of $2,000
known In the community for his
the eight children in the United
and a Rockefeller grant.
philanthropy. He has worked with
States after Troung's mother died
But Troung says without
political candidates - all losers, he
In 1973 and his father separated
Stride Rite's help in funding his
notes laughingly - and served as
from the family In 1978.
summer volunteer work the last
national treasurer for Eugene
"I feel I have some connection
four years, he would not have
McCarthy's presidential cam-
with those less fortunate." says
been able to afford to do volunteer
palgn.
Troung, who has volunteered un-
work.
When asked how much Stride
der the Stride Rite program for
"It used to be only wealthy kids
Rite contributes to charities, Hlatt
four years. "I didn't Intend to do
could afford to head up programs
replied, "Not enough. I finally got
any community work. I Just stum-
because they don't have to work
our board up to 4 percent of our
bled into" It.
to get money to buy toothpaste
pretax earnings last year. I wasn't
In the last four years Troung
and shampoo," Troung says. "But
very happy. I had asked for 5
has worked as a counselor to In-
now people recognize that in order
percent.'
ner-city youngsters, living in a
for working-class students to do
housing project during the sum-
volunteer work, It's OK to receive
Hlatt says he expects the board
mers. He has directed the Cam-
funding."
to approve giving 5 percent of the
bridge Youth Enrichment
expected $60 million In pretax,
Program with a $40,000 budget.
Hiatt says universities depend
earnings this year. On average,
He has supervised 50 programs
on corporate giving. but It's up to
companies contribute 1.4 percent
and 1,000 volunteers as president
companies to challenge the way
of pretax earnings to charities.
of Harvard's Phillips Brooks
colleges spend that money. "We're
Hiatt says.
House, a social service organiza-
going to have to use our clout to
Daniel J. Givelber. dean of
tion.
make people more Issue-oriented,"
Northeastern's law school. said
he said.
"It challenges me In every pos-
Stride Rite's gift of $300,000 made
sible way - from writing skills to
That's why Hiatt and North-
up 60 percent of the school's Fund
negotiating. to public speaking to
eastern have launched the loan
for the Public Interest, which will
being able to relate to children."
deferment program for graduates
also supplement salaries of stu-
Troung says. "I use all those as-
entering public service jobs that
dents who take public service co-
pects of my personality in commu-
pay under $28,000 a year, as
operative jobs.
nity work. You do get SO much out
Joyce plans to.
"We have considered It our
of it."
"Lawyers are desperately need-
mission to try to graduate people.
Troung was nominated for
ed in the areas of homelessness.
who still have the Idealism they
Stride Rite's public service award
housing. the rights of young peo-
bring to law school. What Stride
of $3,500, but turned It down "be-
ple and old people, people with
Rite has made possible is for us to
cause I had received too much at-
AIDS," said Hiatt.
save our soul," Givelber sald.
Southie 'sellout'
buys back in
T
HOMAS WOLFE
told. me if I went to Har-
crafted a literary
vard I'd lose my faith, be-
masterpiece a.
cause Harvard hated
round the idea that one
Catholics." For the last
can never truly go home
two years, Theresa Finn
again.
has served as the head
Eight years ago, edu-
Sunday School teacher at
cation carried Theresa
Harvard's Memorial
Finn away from the
Church.
cloistered streets of
While she has tried to
The Boston Herald, Thursday, May 1989
South Boston, over the
convince Southie that
Broadway Bridge and
Harvard was a, little
into a kind of cultural
more than pampered
smorgasbord, where peo-
preppies, or genius nerds,
ple of different hues
she also had to convince
shared different ideas in
her Harvard classmates
different languages.
that Southie was not the
1
Her first stop after St.
Northeast's version of a
Peter's Grammar School
redneck hothouse.
was Boston Latin Acad-
"I was called on to de-
emy. Her second was
fend Southie," she said,
Harvard University.
"and to defend it, I found
In a couple of weeks,
myself delving into its
Theresa Finn will file
history. It was ironic in a
into Harvard Yard and
way, but by leaving
pick up a ticket that con-
Southie, I guess I grew
ceivably could take her
even closer to it."
anywhere she wants to
It is not easy, as I can
go. There is no career
attest, to come from
door she couldn't open, no
South Boston and try to
fast track she couldn't
probe the world beyond
run on.
Andrew Square or the
She has chosen to take
Broadway Bridge. You
her honors degree, along
run the risk of coming
with a $10,000 public ser-
down with a case of what
vice incentive grant from
Theresa Finn quite suc-
the Stride Rite Shoe
cinctly called "the Ray
Corp., and go back home,
back over the Broadway
Bridge. Theresa Finn
will continue to work in
the educational outreach
program she designed
and implemented during
her senior year.
She will live in her par-
ents' home on East Fifth
Street and work in South-
le's Boys and Girls Club,
tutoring women who
grew up on the same
streets, but never moved
PETER GELZINIS
much farther than a
corner or a housing pro-
ject courtyard.
Flynn syndrome." Or, In
other words, to be in-
"At times it's become,
well, kind of sensitive,"
fluenced by anything or
anyone outside of Southie
Theresa was saying yes-
is, in effect, to sell out or
terday. "One of the girls I
break rank.
hooked school with when
I was 12 is a student in
In the proposal that
the program now." In a
won a $10,000 grant,
Theresa Finn wrote:
very real sense, she has
come to live the poet's
"When I was 12, I thought
words about those roads
life began and ended in
not taken. And it has not
my South Boston com-
been without a certain
munity. Ten years later, I
know this is not true."
cost to this "traveler."
Yet, she has brought
"Being at Harvard and
her larger view of the
coming from Southie has
world back home, in the
been, and still is, a source
hope of sharing it with
of confusion for me. I've
her neighbors. "It is hard
learned to live in two
in a way to go back,
worlds, almost by neces-
knowing that life hasn't
sity. I mean, I can lose
dealt many of these wom-
my accent whenever I
en a great deck of cards."
want now, become a Har-
And yet she believes it is
vard person, with all my
harder not to go back.
'r's perfectly intact and
Theresa Finn has
function with the best of
grown wise enough to re-
them.
alize that her salvation
"Then, when I'm back
was not Harvard, but
home I can slip back into
rather growing up in a
my Southie voice, almost
Southie home where a
as if I never left."
family provided the love
She has wrestled over
and the nurturing that al-
the course of her Ivy
lowed her to see all the
League existence to dis-
roads in front of her.
pel the myths Southle
One of them took her to
kinfolk harbor about the
Harvard. Fortunately for
Cambridge "snob planta-
the friends and neighbors
tion.
who could benefit from
"They believe it's ell-
her journey, the road
tist," she said, "full of
Theresa Finn chose was
hippies and drugs. People
not a one-way street.
PHILLIPS
Juna-
BROOKS
HOUSE
quother example
ASSOCIATION
INC.
of fin. aid/
HARVARD UNIVERSITY
service COUNCE
Cambridge, Mass. 02138/(617) 495-5526/Fa (617) 496-5798
program
Association Committee
Local Members
Anne Peretz, Chair
Robert P. Bentley '38
Paul Buttenwieser '60
Robert Coles, '50
T.J. Coolidge, Jr. '54
Frank Duehay '55
Henry L. Gates
March 16th
Arnold Hiatt '48
L. Fred Jewett '57
Kenneth E. Reeves '72
Margret Rey
David E. Rogers '88
John Shattuck
Daniel Steiner '54
National Members
Kenneth C. Aldrich '60
Mary Jo Bane
Susan,
Christopher T. Bayley '60
William C. Graustein '68
Walter B. Hewlett '66
Raymond P. Lavietes '36
Telford Walker '63
Denie S. Weil '54
Frank A. Weil '53
Ginger Young '84
Let me Know if you need
Board of Directors
President
Jennifer Goldberg '94
Vice President
Toby N. Romer '94
More,
Secretary
Reshma Jagsi '95
Treasurer
Daniell G. Stevens '94
Program Committee
Maria-Elena Alvarado '94
Scott M. Finn '94
Fundraisers
Christina Ho '95
Anita J. Price '95
Events Coordinator
Derek J. Stanley '94
gug
Cabinet Coordinators
Melissa A. Chang '94
Christopher J. Davidson '95
General Board Members
Mario F. Delci '94
Alex M. Johnston '94
John B. King, Jr. '96
Martin A. Pascual '95
Todd P. Shaiman '94
Staff
Executive Director
58501
Greg A. Johnson '72
495-8501
Directors of Programs
Gail A. Burton '86
496-8710
Monique E. Dixon '86
496-8620
Shahrayne M. Litchfield
495-3684
Director of Grants
Edith P. Fletcher
496-8622
Administrative Assistant
Lee H. Smith
495-2116
Comptroller
Thomas E. Canel '83
496-8621
Building Manager
Robert S. Kelly
495-5526
EXAMPLES OF PAST RECIPIENTS
OF STRIDE RITE COMMUNITY
The
SERVICE AWARDS
Fellowships:
A graduate who lived in a workers'
Stride Rite
cooperative and worked for a
grassroots community development
organization in Mexico helping to
provide health and nutritional
education and community
Community
business management.
A graduate who worked in a refugee
camp in the Philippines to teach
Service
youths English and help prepare
them for entry into the free world.
A graduate who served full-time as
an unpaid teacher and counselor in
Program
an urban school system.
Prizes:
A senior who has worked for three
years with girls at an inner-city
summer camp and as a youth
counselor at the after-school pro-
gram providing tutoring, counseling,
and interpersonal skills.
A senior who founded and runs a
program for student volunteers in the
AIDS ward of a local hospital.
A senior who founded a shelter to
provide assistance to the homeless
in securing employment, housing,
health care, and education.
THE
StrideRite
CORPORATION
FIVE CAMBRIDGE CENTER
CAMBRIDGE MASSACHUSETTS 02142
(617)491-8800
The Stride Rite Community Service Program
The Stride Rite Community
Service Program is believed to
be the first in the country in
ELIGIBILITY AND CRITERIA
Projects are expected to involve ten months to
one year of involvement and are developed
which a corporation and a
The Stride Rite Community Service Program
individually by each graduate. Projects that
university have joined forces
has three components: scholarships for
emphasize person-to-person contact are given
undergraduates involved in public service;
preference and should involve populations of
in an initiative designed to
fellowships awarded to graduating seniors
extreme and serious need.
encourage students to
planning post-graduate service, and prizes
recognizing undergraduate contributions to
Recognition Prizes
consider public service and
public service.
Prizes of $3,500 are awarded to graduating
teaching careers.
All public service requires direct involvement
seniors who have demonstrated outstanding
in work that helps people meet their needs
contributions to public service during their
for food, shelter and health, or improves
undergraduate years.
Established in 1983 by The
educational or employment opportunities.
Work involving civil or legal rights is also
PROGRAM ADMINISTRATION
Stride Rite Foundation and
recognized.
Harvard University, the
The Stride Rite Community Service Program
Scholarships for Undergraduates
has a director on campus who is responsible
program encourages students
Undergraduates who are eligible for fed-
for gathering applications and nominations,
to build experience in public
eral work study can apply for a Stride
disbursement of funds, and assisting under-
Rite Community Service scholarship. The
graduates with public service employment
service while in school,
scholarship includes a $1,000 grant, $500
placement.
book allowance, and a salary subsidy of
honors students' outstanding
approximately $1,000 (which is matched by
The director reviews all applications for scholar-
contributions, and seeks to
the federal work study program with $4,000)
ships and makes final selections along with a
representative of the Stride Rite Foundation.
for work provided to a community service
enable students to continue
organization. Scholarships are awarded to
Recipients of Stride Rite Community Service
their public service work
approximately 40 undergraduates annually.
fellowships and prizes are chosen by selection
upon graduation.
Scholarship recipients are selected based on
committees including the Dean of Harvard
financial need and the merits of their plans
College, the Director of the Stride Rite Com-
for hands-on community service during the
munity Service Program, a representative of
The Stride Rite Foundation and Harvard
The goal of the program is to
summer and school year. Community service
projects can be within a program already on-
University faculty members.
provide a continuum of
going or a project developed by the student.
NOMINATIONS AND APPLICATIONS
public service experience
Fellowships for Post-Graduate Work
that can begin in a student's
Fellowship grants of $15,000 are awarded to
Each component of the Stride Rite Community
graduating seniors planning post-graduate
Service Program has individual nomination
first year of college and
work in public service.
and application requirements.
extend up to a year after
Recipients are selected based on demonstrated
For more information on applying for a specific
graduation.
abilities and past commitment to public service,
award, please call the Stride Rite Community
the merits of their proposed post-graduate
Service Program Director at 617-495-8501.
project, and personal and professional criteria.
Listed below is information about the loan forgiveness program at Union
TWO OTHER
& NORWIGH
College and three similar programs. Need based programs are excluded from the
descriptions below but included in the attached chart.
UNION COLLEGE
Union College in Schenectedy, New York has a loan forgiveness program that
operates similarly to our National Service proposal. If a student agrees to go to
work after graduation in a public service job, Union will cancel 20% of the loan
for each year of service up to five years. Public sector jobs that qualify for the
award include the "Peace Corps, public school teaching and not-for-profit, non-
governmental work on behalf of the environment or at-risk groups." The award
is not need based and is funded mostly through Union College's budget,
additional funds are acquired through private donations. The program began in
1991 and has enrolled about six students each year.
MICHIGAN STATE UNIVERSITY
At Michigan State University the Timnick Scholarship pays for 1/2 tuition, room
and board for one year to students who qualify. Requirements include 10-30
hours a week working in a service project of their choice, a 3.0 or higher GPA,
and cannot be used with other financial assistance whether need or merit based.
This scholarship funds from eight to ten students per year.
BROWN UNIVERSITY
Brown has two A programs that provideçaid to students.
The second approach is a loan forgiveness program called the public service
repayment fund. Like Union College, the fund repays loans for students over a 5
year period, but on a graduating formula base starting at 15% for the first two
years, 20% for years three and four and 30% for the fifth year. The fund was
established by an anonymous donor and is expected to help 38 graduates.
NORWICH UNIVERSITY
At Norwich University in Vermont the Peace Corps Program provides loan
forgiveness of $5,000 for two years of service in the Peace Corps, VISTA, or an
equivalent program.
CORNELL UNIVERSITY
THROUGH
The Cornell traditions program at Cornell University received an anonymous gift
of $7 million in 1982 to fund a $2,500 need based fellowship to 600 students
per year. Students must work 250 hours per year, engage in service for 75 hours
per year and keep a 2.3 GPA.
MSJ
The Starr Fellowship provides a small number of $1,000 stipends to freshmen who have
demonstrated a commitment to service preceding their entrance to college.
There are thirteen components to the youthbuild program that include worksite training,
cognitive skills development to prepare students for the GED, leadership development,
counseling, job placement, and even drivers education training.
Dorothy Stoneman
Executive Director
58 Day Street, 3rd Floor
West Somerville, MA 02144-2800
617-623-9900
617-623-4331 fax
CITY YEAR
CITY YEAR is probably the best known example of youth corps. It was created in 1988 and
has been the model for several other spin off programs including the DC Service Corps in
Washington DC and Civic Works in Baltimore. City Year is known for its diverse racial,
gender and socioeconomic members who range in age from 16 to 23. Like other youth corps
members receive educational benefits, stipends and a post-service benefit of $5,000 which is
used for educational or job pursuits. Until 1992, City Year was funded solely by corporate
and private donations.
Sixty five percent of the projects City Year is involved with are related to human services.
The remaining effort is divided between housing renovation, and conservation and natural
resource management.
Recently the program "Older Kids Helping Younger Kids" served 2,500 school children
between the ages of 6 and 12 in spring camps and after school programs. Areas of
concentration are violence prevention, community service curriculums, and a hunger
education/food drive.
Michael Brown & Alan Khazei
Co-Directors
11 Stillings Street
Boston, MA 02210
617-451-0699
617-695-0562 fax
Umu
PROGRAM
TYPE
YR
NB
AMT
FUND
AVE PAR
UNION
CAUSE
LF
9,
NO
con
6
BROWN
PSRF
LF
?
NO
158-3890
com AMON.GIFT
6
MORWICH
PC PROG
LF
87
NO
Ason
n
2,500
UNIV.
MICHSU
TIMNICK
Sector
?
No
1/27/17
H.Tim
8-10
CF
82
$2,500
Aron
CORNER
CTRAD.
YES
Girls
600
HARVARD
SR
Sext
8RF
40
23
YES
FE2
NO
(
"
NO
RECPR
)
"
CALVIN Cor
FRESHMAN STEWARDSHIP
SCHOLASHIP
$500
get
ALUMNI
ws
$300
METRO ST U
INTERN ANARDS
FOUNDATION
DONATIONS
TRINIM
E
Comm-Son -NOWTRAD STUDENTS 'ger
$12,000
18
YES
Rav. FOUND
Sentor presiven
FIPSE
W.M.J
CONTEST
UNIV. MINNESOTA
INTERNSHIP
GRANT
NSH
ANARD
$25
FIPSE
Ave. # of
Amt/yr
Funded
Part. per yr
20%
College
6
15%-30%
Anon. Gift
6
$2,500-2yrs
University
1/2 Tuition
Henry Timnick
8 to 10
$2,500
Anon. Gift
600
$1,000
Stride Rite Found.
40
$15,000
Stride Rite Found. N/A
$3,500
Stride Rite Found.
N/A
Alumni
Foundation Donations
Start
Need
University
Program
Type
Year
Based
Union College
CAUSE
Loan Forgiveness
1991
no
Brown University
Public Service
Loan Forgiveness
no
Repayment Fund
Norwich University
Peace Corps Program Loan Forgiveness 1987
no
Michigan State University
Timnick Scholarship
Scholarship
no
Cornell University
Cornell Traditions
Loan Forgiveness
1982
yes
Harvard
Stride Rite Program
Scholarship
1983
yes
Stride Rite Program
Fellowship
1983
no
Stride Rite Program
Recognition Prize
1983
no
Calvin College
Scholarship
Work Study
Metropolitan State University
Intern Awards
Trinity College
Community Service
Scholars Program
Ave. # of
Amt/yr
Funded
Part. per yr
20%
College
6
15%-30%
Anon. Gift
6
$2,500-2yrs
University
1/2 Tuition
Henry Timnick
8 to 10
$2,500
Anon. Gift
600
$1,000
Stride Rite Found.
40
$15,000
Stride Rite Found.
N/A
$3,500
Stride Rite Found. N/A
Alumni
Foundation Donations
Start
Need
University
Program
Type
Year
Based
Union College
CAUSE
Loan Forgiveness
1991
no
Brown University
Public Service
Loan Forgiveness
no
Repayment Fund
Norwich University
Peace Corps Program Loan Forgiveness 1987
no
Michigan State University
Timnick Scholarship
Scholarship
no
Cornell University
Cornell Traditions
Loan Forgiveness
1982
yes
Harvard
Stride Rite Program
Scholarship
1983
yes
Stride Rite Program
Fellowship
1983
no
Stride Rite Program
Recognition Prize
1983
no
Calvin College
Scholarship
Work Study
Metropolitan State University
Intern Awards
Trinity College
Community Service
Scholars Program
Start
Need
University
Program
Type
Year
Based
Union College
CAUSE
Loan Forgiveness 1991
no
Brown University
Public Service
Loan Forgiveness
no
Repayment Fund
Norwich University
Peace Corps Program Loan Forgiveness 1987
no
Michigan State University
Timnick Scholarship
Scholarship
no
Cornell University
Cornell Traditions
Loan Forgiveness
1982
yes
Harvard
Stride Rite Program
Scholarship
1983
yes
Stride Rite Program
Fellowship
1983
no
Stride Rite Program
Recognition Prize
1983
no
Calvin College
Scholarship
Work Study
Metropolitan State University
Intern Awards
Trinity College
Community Service
Scholars Program
1992-93
THE COMMUNITY SERVICE PROGRAM
AUGSBURG COLLEGE
Community Service-Learning Program and Faculty/Curriculum Partnership
The Augsburg Community Service-Learning and
Faculty/Curriculum Partnership (CSLP), in its second year
of funding from FIPSE is an interdisciplinary program
Gary Hesser
whose goals are to 1) develop, coordinate, and oversee
Augsburg College
service-learning programs and activities at Augsburg
731 21st Avenue
College 2) institutionalize community service-learning by
Minneapolis, MN 55454
integrating in into the curriculum of the College 3) find
scholarships and salary/stipends for students with financial
Tel: (612) 330-1000
need who would otherwise be unable to get involved with
service opportunities 4) train education majors, faculty, and
K-12 teachers in service-learning as a viable educational
tool.
The outcome of the program is to increase community
service opportunities and participation at the College while
decreasing student indebtedness. The Faculty/Curriculum
Partnership will result in the integration of community
service into the academic life of the College by developing
a minimum of fourteen new courses with community
service components within the next two years.
The CLSP consists of five core programs:
Tutoring/Literacy Program
Augsburg students tutor a variety of age groups at seven
sites in the community including a public elementary
school, an alternative high school for Native American
youth, two inner city parochial schools, three neighborhood
community centers. A full credit course entitled
"Contemporary Issues in Literacy and Tutoring" is taught
in conjunction with the CSLP. Students in the course are
required to provide six hours of tutoring to the community
each week.
Homeless Program
Students work as volunteer staff at a shelter for homeless
men and women.
Freshmen Class-City Service Projects
The Community Service-Learning Program along with the
Freshmen Orientation staff coordinates service projects for
three hundred first year students and twenty-one faculty
leaders each year as part of orientation.
200
BARNARD COLLEGE OF COLUMBIA UNIVERSITY
Evaluating Community Service Internships
"Evaluating Community Service Internships" at Barnard
Barnard students to receive financial support for their work
College is a two-year research project which began in
in community service organizations. The survey samples
August 1990 with funding from FIPSE. The purpose of
also include students and alumnae who participated in
the project is to measure the effects that community service
community service through sources other then the Dana
experiences have on students, as well as to establish a
and Ford programs.
system for longitudinal evaluation that can be used both at
Barnard and in other community service programs. The
In the second year of the project, these same students and
effects being measured are: students' academic
alumnae will be surveyed again to obtain longitudinal data
performance; debt obligations; attitudes toward community
on their attitudes and behavior regarding community
service (e.g. how highly they value service; levels of self-
service. In addition, new groups of students will be
efficacy related to ameliorating social problems, etc); level
surveyed through a joint effort with the Bonner Scholars
of interest in service-oriented careers; and extent of
FIPSE project at Mars Hill College. Data collected from
participation in community service after graduation.
students participating in service-learning at the twelve
Through written surveys distributed to current students and
colleges with Bonner Scholars will be added to the pool of
recent alumnae, we are exploring these factors and
data from Barnard.
attempting to answer the following questions:
On-going statistical analysis of this data is examining the
Is it student characteristics (e.g. family/personal history of
effects that these internship experiences have on the
volunteerism and basic demographics) or the internship
participants. It is hoped that this evaluation will benefit not
experience itself which has more of an influence on
only Barnard but other institutions of higher education and
students' attitudes and choices concerning community
community service organizations as well.
The
service? (i.e. Are students predisposed to be "volunteer
establishment of an on-going system of evaluation may help
types" or can a positive experience encourage one to
us better understand the factors that encourage students to
become such a "type"?)
develop positive attitudes toward, and commitment to,
community service. Brief summaries of survey results are
Does participation in paid, versus unpaid, internships
available to our FIPSE colleagues upon request.
inculcate a willingness to contribute to the public good, or
do negative experience outweigh the positive ones,
WANTED: Questions other project directors would like
resulting in no increase in positive regard for, or
our data analysis to address.
commitment to, community service? (i.e. If they get paid,
is it a better experience?)
How important is debt relief for allowing students to
Michelle Tullier
engage in community service during school and after
graduation? (i.e. Would they have done it anyway - paid
Barnard College, Office of Career Services
or unpaid?)
3009 Broadway
New York, NY 10027-6598
In the first year of the study, data were collected by written
questionnaire from approximately 800 Barnard students and
Tel: (212) 854-2033
alumnae who have held various types of internships,
Fax: (212) 854-7491
including volunteer and paid work. Respondents include
those who participated in two internship programs funded
by grants from the Charles A. Dana and Ford Foundations
and administered through Barnard's Office of Career
Services from 1988 to 1991. These programs enabled
201
BENTLEY COLLEGE
Enhancing the Effectiveness of the Bentley Service-Learning Project: A New Dimension in
Business Education
The Bentley Service-Learning Project (BSLP) was
established to pioneer a special kind of business education -
Edward Zlotkowski
one that combines traditional excellence and expertise with
The Bentley Service-Learning Project
a new level of compassion and social understanding.
Incorporating community service into business education,
Bentley College
the BSLP has, in the last two years, succeeded in linking
Waltham, MA 02154
over 400 students and 25 faculty members in 10 business,
and arts and sciences disciplines with dozens of human
Tel: (617) 891-2170
service agencies throughout the greater Boston area.
Fax: (617) 891-2819
However, despite overwhelming student and community
interest, student involvement and sustained community
assistance have been constrained by the need of many
students to earn money to defray educational expenses.
This project seeks to create, implement, and evaluate
student service positions supported by scholarship and
work-study funds. It also seeks to solicit corporate
sponsorship of service internships. Through an expanding
group of scholarship recipients, the college hopes to
develop a core of student leaders with sufficient service
experience and commitment to help extend a service ethos
throughout the entire campus. Through the community
work-study program, it will make possible more longterm
student-community collaborations. Corporate-sponsored
internships will open the service internship experience to
students who must defray educational expenses through
paid internships.
Bentley is extremely committed to the success of its
service-learning program. It has, in fact, offered more
service scholarships than originally planned, and service
scholarship recipients are presently moving into key service
programs as student coordinators and recruiters.
Furthermore, interest in anticipated work-study positions in
the community is already surfacing - despite the fact that
the application process has not yet officially begun.
The college anticipates, that as a result of this project,
more of its graduates will incorporate service into their
corporate consciousness than has generally been true of
business school graduates in the past. Keeping track of
participants' interests and activities will eventually allow
the BSLP to compare the nature and extent of their
community involvement with those of other students. The
BSLP will also seek to measure the former's impact on the
campus as a whole. If this project is successful, it could
influence the design of pre-professional programs around
the country.
202
BROWARD COMMUNITY COLLEGE
Volunteers in Action: A Student Community Service Program
The Volunteers in Action program, in its second year of
WANTED: Information on successful methods for program
funding from FIPSE, is a student service project in which
evaluation and outcomes assessment.
the ultimate goal is the development of a corps of student
leaders and volunteers who will serve as community service
aides, mentors, and tutors in local agencies, and who will
continue to be active community volunteers after their VIA
Judith Berson
experience has ended.
Broward Community College
In the aftermath of Hurricane Andrew's destruction in
225 East Las Olas Boulevard Room 618
South Dade, VIA staff is coordinating a year-long relief
Ft. Lauderdale, FL 33301
effort. The college has "adopted" Florida City, one of the
worst-hit and least-helped areas. Each Saturday and
Tel: (305) 761-7495
Sunday, groups of students, faculty and staff drive to
Fax: (305) 524-0329
Florida City in college vehicles to help citizens rebuild
TDD: (305) 475-6527
their community.
Because our volunteer services office was well-established,
BCC was in an excellent position to respond effectively to
the needs of our community during a crisis.
Some of the VIA students are matched with "at risk"
elementary, middle, and high school youth that are referred
by school drop-out prevention projects, tutoring programs,
the justice system's juvenile diversionary programs, and
Health & Rehabilitative Services agencies (e.g. foster care,
shelters etc). By pairing these children with positive role
models from BCC, often with similar backgrounds, we
hope to provide the youngsters with some of the emotional
support and encouragement they need to stay in school and
out of trouble. Exposure to college students, college
activities, and career information will also help to inspire
these youngsters to pursue postsecondary education.
Volunteer activities provide our BCC students with real life
experiences to enhance their growth as socially responsible
citizens. Volunteerism allows students to learn new skills
and feel a sense of pride in the knowledge that they are
giving back to society. Our hurricane relief project is a
vivid example. VIA students receive service scholarships
of $600 per year for participation in the program. In this
way we are able to help students reduce potential loan
indebtedness while addressing the need to provide
assistance to social service organizations.
Referral agencies will assist in the tracking process to
follow the results of the volunteer efforts, and we will
compile information on agency and student satisfaction with
the programs. The degree to which the BCC students
continue their volunteer activities will also be monitored.
203
CHIPPEWA VALLEY TECHNICAL COLLEGE
Promoting the Ethic of Service Through the Establishment of a Student Community-Service
Program
This proposal addresses the dire need for volunteers in the
The project director will work at the College with the
Chippewa Valley Vocational District. At the same time, a
student financial aid counselor and other staff within the
large pool of students with a myriad of useful skills at
Student Services Office to identify students who are eligible
Chippewa Valley Technical College are not involved in
for participating in this project. In view of the agencies
community-service activities. Through this project,
being focused in this project, the College's Career Planning
Chippewa Valley Technical College staff will work through
Center, Student Skills Center, Placement Office, Adult
the College to identify and match community agencies and
Education Program, and various Women's Projects and the
student volunteers. The student participants will reduce
Wisconsin job Service will be heavily involved.
educational indebtedness as a result of this community-
service work. Outcomes resulting from this effort are: the
establishment of a student community-service program,
increased volunteer efforts by students, enhanced provision
Carol Gienapp
of services by community agencies, and reduced
Chippewa Valley Technical College
indebtedness for students.
620 West Clairemont Avenue
The purpose of this project will be: (a) to provide planning
Eau Claire, WI 54701-6162
and administrative support toward the establishment of a
student community-service program through which student
Tel: (715) 833-6244
volunteers/participants will be recruited, trained, placed,
and supported in selected community agencies and
institutions; (b) to coordinate between these community
work sites and the College, that will serve as the locus of
control over such factors as student promptness, quality of
work, training, and safety, and (c) to develop funding
support from the private/business sector to subsidize
financial incentives which will provide debt relief for the
student.
This project will place students in new roles in which they
are transformed from service recipients to service providers
and become directly engaged in applying their academic
learning and developing personal skills in significant tasks
that improve the lives of those who are in need. Integrated
into the delivery of service to those in need will be
strategies to meet the developmental needs of students for
self-esteem, education, basic skills, employability, and a
sense of caring for others.
The project director will work closely with the project
advisory committee, students, and representative from the
participating community agencies/institutions throughout the
entire project. Assisting the project director in this process
will be three part-time project field assistants and a part-
time student technician.
204
COLUMBIA UNIVERSITY
Community Impact: Student Volunteer Initiative Providing Social Services to the Local
Community
Community Impact is an umbrella organization
In the fall, we will expand orientation training for all
coordinating 25 programs in which 650 Columbia
programs so that volunteers begin their work with a better
University graduate and undergraduate students volunteer,
understanding of client problems and improved community
along with 50 homeless and low-income community
organizing skills. Over the year, we will hold training
residents. Our programs are based on the expressed needs
workshops which bring together volunteers with common
of the community. We serve a city-wide clientele with a
interests and problems. We are now planning a fall
soup kitchen, an emergency food pantry, a clothes closet,
newsletter and are also discussing attendance at volunteer
an adult education program, and various children's
service conferences in the North East as a way of
programs.
disseminating information about Community Impact.
Our FIPSE grant focused on developing a strong interest in
The challenge that Community Impact faces after the first
public service among workstudy students and encouraging
year of the FIPSE grant is formalizing a structure that
student leadership in the emergency services component of
utilizes everyone's contribution while providing the best
our volunteer/service program. In addition, we sought to
possible service to our low-income and homeless clients.
improve the services we offer to low-income and homeless
individuals and families.
WANTED: Models of responsibility and power sharing in
a multi-faceted setting comprised of student volunteers,
Of the advancements that we have seen in our students, two
work study students, clients from all walks of life, and
stand out in particular: their assumption of leadership roles
professional staff members.
in many of our programs, and their heightened awareness
of and sensitivity to the problems facing our clients and the
community. We were able to develop leadership potential
Sonia Reese
in our volunteers and workstudy students by encouraging
them to share in decision-making processes. Through
Community Impact
204 Earl Hall
monthly written evaluations and frequent meetings, students
have had the opportunity to share their ideas for program
Columbia University
improvements based on their experience in our emergency
New York, NY 10027
services: General Education Development (GED) and
Project Rights and Opportunities (PRO).
Tel: (212) 854-2617
The purpose of our GED program is to prepare adults to
pass the New York State High School exam as well as to
teach them the skills that will help them succeed in higher
education and employment. Through the PRO program, we
encourage homeless and low-income people to enroll in our
GED classes and provide counseling to help them achieve
their goals. We also refer clients to job training and
employment services.
The evaluation process has matured rapidly. Community
Impact created several new evaluation forms including a
GED student questionnaire, a goals evaluation form, and a
client questionnaire. Packets of evaluations were distributed
to each program coordinator in order to elicit more input
and to formalize the feedback process. Community Impact
has benefitted from increased feedback regarding each of
our 25 programs.
205
CONNECTICUT COLLEGE
The Third Step - Urban Internship Program
New London is a small urban center with big urban
their knowledge and understanding of socio-economic
problems tied to poverty. The public school system is
conditions and consequences. They have strengthened their
overcrowded and underfunded. Poverty, crime, substance
commitment and social responsibility. Two Urban Interns
abuse and high risk of school failures surround the children
have changed their career goals from Doctor of Surgery to
and youth. With FIPSE support, Connecticut College
Doctor of Family Medicine for community clinics. A
Office of Volunteers for Community Service developed The
student volunteer changed his career goal from Corporate
Third Step Urban Intern Program to address those
Banker to City Comptroller. The Interns have acquired
challenges.
skills and abilities for program development, organization
and implementation within a community setting, while
Through the Urban Internship Program 25 Connecticut
earning real wages and reducing their college loan debt.
College students, who met financial guidelines, became
Urban Interns during the first project year. An additional
Feedback from the New London Public School indicates the
25 students will become Urban Interns in the second
volunteer tutors and mentors have positive impact on the
project year. Interns earn up to $1,000 per year in wages
students' school performance. The human service agencies
(7 to 10 hours/week) and receive reductions, ranging from
state that Connecticut College Interns and volunteers play
$500 to $1,000, in their college loan debt. This facilitates
a key role in program operations, especially now when
the involvement of students in community service who may
confronted with budget cuts and staff reductions. Public
not have been previously involved because of financial
school personnel and agency personnel, staff, Interns, and
barriers.
volunteers, complete evaluation forms at the end of each
year. A computerized statistical system has been developed
The Interns completed training in leadership development,
and will tabulate statistics regarding demographics of
volunteer recruitment and retention strategies, diversity and
volunteers and community people served as well as
racial awareness, and the social history of New London.
programmatic transactions and results.
The Interns became liaisons between Connecticut College
and the urban New London community. They worked
The project is exposing the need and opportunity for
directly with professionals and service recipients in the
community service and fostering institutional commitment.
Public School System, the New London Housing Authority,
The administration of the College is discussing the
and numerous social and human service agencies. The
integration of the loan reduction/student wages component
Interns recruited, matched, trained and supervised
of the project. OVCS will prepare a "nuts and bolts"
approximately 320 Connecticut College student volunteers
"how-to" document for dissemination regarding the Urban
who provided services in identified areas of critical need.
Internship Program and will continue to participate actively
The Interns and project staff held weekly sessions to
in networking and dissemination through Campus Compact,
provide an opportunity to reflect and analyze.
C.O.O.L., and Youth Service America.
Programmatic and management issues were addressed and
strategies developed to meet the project challenges.
Tracee Reiser
The results for the current year include a closer
Director, Office of Volunteers for
relationship between Connecticut College and the New
London community. Structures and communication
Community Service
systems have been strengthened. Along with this, the
Connecticut College
concept of higher education is brought a little closer into
270 Mohegan Avenue
the lives of those community residents who have never had
New London, CT 06320
traditions of higher education.
Tel: (203) 439-2458
The project activities fostered the interaction of diverse
Fax: (203) 439-2700
groups of people. The college students and the community
members established relationships instead of stereotypes.
The Urban Interns and the student volunteers increased
206
CUNY, LEHMAN COLLEGE
Student Community Service and the Revitalization of the Bronx: Entrepreneurship in an Urban
College
Lehman College of The City University of New York has
Lehman proposes to build on the already established base
developed an innovative community service internship
of staff and student entrepreneurship and knowledge of
program that involves an unusual degree of cooperation
desktop publishing technology to solicit contracts from
between higher education and the private sector. The heart
other Bronx non-profit organizations to design, typeset, and
of the program consists of Lehman student interns
produce their brochures, flyers, annual reports, etc. All
publishing community newspapers in Bronx neighborhoods
revenue will be used to provide stipends for more students
which previously had none. Advertising revenue pays for
placed in community service internships in the same
student stipends and printing costs. Any additional revenue
neighborhoods served by the community newspapers.
supports other Lehman internships in the same
neighborhoods. At the College, the program is known as
The program received a 1990 national award for innovation
the Observer Project, after the generic name of the
from the Chevron Corporation and the National College
neighborhood newspapers. In addition to publishing these
Placement Council, was recognized in 1991 for outstanding
newspapers, students have recently begun utilizing their
achievement by the New York City Council, and received
desktop publishing skills to inaugurate Observer
the Citizen's Committee for New York City's Project One
Productions, providing Bronx not-for-profit organizations
City Award in 1991. It has received support from the
with low cost, high quality printing services.
Aaron Diamond Foundation, The New York Times
Company Foundation, the U.S. Office of Education, the
These projects have energized local merchant associations
IBM Faculty Loan Program, the Apple Computer
and development groups. They provide a vehicle of
Corporation, and hundreds of local Bronx businesses.
communication for the community plus an outstanding
learning experience for the students. Students can earn up
WANTED: Creative ideas regarding fund-raising and
to 12 undergraduate credits through courses that relate their
survival within a shrinking academic institution.
community and academic experiences. The Lehman College
initiative-particularly in this time of local and national
austerity-could become a model for replication throughout
the country. It features the College's institutionalized
involvement in revitalizating the surrounding urban
Joseph Enright
community. And, importantly, it takes advantage of an
Henry Crawford
underutilized resource: the energies and talents of local
Lehman College/CUNY
college and high school students.
Bronx, NY 10468
The Lehman College initiative also contributes to the
Tel: (212) 960-8366
beautiful mosaic of the Bronx; the project builds on cultural
Fax: (212) 960-8935
pluralism and ethnic diversity. In each newspaper, selected
articles are translated into Korean and Spanish. The use of
Korean promotes greater involvement among neighborhood
merchants. The use of Spanish gives greater access to the
newspapers to the large number of local residents who read
only Spanish. In addition, student interns in the program,
from at least 14 ethnic or national backgrounds, work
together harmoniously, linked by a common purpose: to
re-vitalize the Bronx.
207
UNIVERSITY OF DUBUQUE
Students Helping Older People: A Service-Learning Program for the Dubuque Community
The Student Community Service Program, now in its
The ethnic diversity of student populations at the University
second year of funding from FIPSE, addresses the
of Dubuque (10 percent African-Americans, 15 percent
problems faced by people 65 years and older in Dubuque
international students from 25 countries, and 42 percent
by focusing on the needs and concerns of those who live in
out-of-state students) will add a positive and unique
poverty. With the full support and commitment of four
dimension to the program.
community agencies and two nursing home facilities that
serve old people, each semester the University of Dubuque
Following a performance evaluation for the first year of the
selects, trains, and supervises 20 students to help improve
program, there have been a few modifications for the 1992-
the overall quality of life for older residents. Student
93 year. We have added two nursing home facilities to our
responsibilities include home visits, daily home-delivered
agencies, to respond to a sometimes forgotten segment of
hot meals, household chores, service information,
the elderly population. A credit option has also been
congregate meals, and friendly visiting. In return for their
added, whereby students may contract to earn credit for
community service, participating students will receive a
their service experience. The internship option includes a
$1,500 grant. This will considerably ease the debt burden
structured, research component, as well as student
of the needy students, and will eliminate financial
volunteers critical reflection on their assignment.
disincentives to serve in the community.
The program outcomes and student volunteers'
In this highly advanced and rapidly changing society, old
performances will continue to be regularly monitored and
people are considered to be socially unnecessary and
evaluated throughout the year by the project director,
economically unproductive. This cultural evaluation of the
program coordinator, and representatives from agencies.
old is in sharp contrast with traditional societies where the
elders are respected and highly revered because of their life
WANTED: Discussion of the Pubic Domain, community
experience and accumulation of collective wisdom. The
service, and the right of individuals/clients for privacy.
situation is even worse for old people who are facing
economic hardships, poverty, inadequate housing, and
geographic immobility. Based on the conviction that
helping older people is a social responsibility and civic
Mohammad Chaichian
duty, the program focuses on the needs and concerns of
Student Community Service Program
people 65 years and older who live in poverty and hence
are in urgent need of basic social services in the
Department of Sociology
community.
University of Dubuque
Dubuque, IA 52001-5099
The dominance of the free enterprise culture in this country
forces the young to be competitive to survive, which in
Tel: (319) 589-3183
turn reinforces individual selfishness and diminishes
collective effort for the common good. The program aims
to achieve the ideal of team work and collective
responsibility while promoting the value of community
service among students.
It is hoped that the implementation of this program will
have the following outcomes:
1) to improve the overall quality of life in Dubuque by
contributing to the well-being of the older people in our
community; and
2) to promote community service and cross-cultural
cooperation.
208
FOUNDATION FOR LONG TERM CARE
Learning and Serving Elders
"Learning and Serving Elders" addresses both immediate
and long-range needs. In the short term, an increasing
Rosemary Linsider
number of elders need extra support and assistance because
Foundation for Long Term Care
of physical and/or mental frailty. In the long term, the
disproportionately large cohort of "baby boomers" will be
194 Washington Avenue
elderly when today's college students are society's decision
Albany, NY 12210
makers. This cohort will need services at an
unprecedented level and will have a disproportionately
Tel: (518) 449-7873
younger cohort in the work force to support care through
Fax: (518) 455-8908
taxes. Service-learning focused on developing leadership
skills in elder care may be a societal imperative if we are
to meet the demographic challenges of the next century.
To address these concerns, we established two parallel
service-learning experiences for students. In both, a
companion seminar highlights the policy and practice issues
of elder care. In the service-learning experience funded by
FIPSE and located at Mercy College, Dobbs Ferry, New
York, students from Mercy and other area colleges reduce
their educational indebtedness and/or offset living expenses
by earning a salary or stipend from participating eldercare
agencies for their services to elders. In the parallel
non-FIPSE funded project, students perform similar
services on a volunteer basis.
The project has five separate goals: (1) to improve care for
the frail elderly today; (2) to help students understand the
needs and issues of an aging society so that they can
contribute to those needs as adult citizens; (3) to reduce
student debt; (4) to compare the differences between a paid
and voluntary learning service experience in elder care for
college students; and (5) to disseminate findings.
209
HAMPSHIRE COLLEGE
The Holyoke Community Education Project
With a grant from FIPSE, Hampshire College, a private,
The Holyoke Community Education Project offers Latino
independent, four-year, coeducational college of 1,250
adults in Holyoke an intensive but practical means for
students, encourages students at Hampshire and at Holyoke
gaining adequate English language skills, which will
Community College, a public, two-year institution, to do
prepare them for further education and/or increased
meaningful community-service work in exchange for
employment opportunities. At the same time, Hampshire
financial assistance and/or academic credit. The "Holyoke
and Holyoke Community College students have an
Community Education Project" is in its second year of
opportunity to receive valuable training and to earn
training undergraduates in methods of teaching English as
academic credit and/or funds to apply against the cost of
a Second Language (ESL) and placing them as assistant
their undergraduate education through participation in
teachers, under the direction of professional teachers,
educationally meaningful community service.
providing much-needed ESL instruction to
Spanish-speaking families in the city of Holyoke,
Massachusetts.
Ada Sanchez
Puerto Ricans and other Latin Americans constitute almost
20 percent of the population of Holyoke; Latino children
Hampshire College
make up over two-thirds of public school enrollment. The
Public Service and Social Change Program
language barriers facing the adults often result in
Amherst, MA 01002
unemployment or underemployment, insufficient access to
health care, inadequate housing, and a limited involvement
Tel: (413) 549-4600 ext. 395
in the schooling of their children. The initiative for this
project came about when Holyoke community leaders,
impressed with Hampshire College's innovative approach
to community service, asked the College to address the
need for English as a Second Language instruction in their
city.
The Holyoke Community Education Project offers ESL
instruction to Latino adults, with day and late afternoon
classes held in the neighborhoods where the majority of
these families live. Each course cycle runs for three
months, with classes meeting three days per week, two
hours per day. The classes are offered in a
parish-sponsored community center as well as in the
building housing an after-school arts center. Two
professional ESL teachers provide principal instruction to
the adult learners, and college work-study students serve as
assistant teachers.
As of April 1992, we have enrolled 90 adult learners in our
classes. Seven work-study students have taught with the
Holyoke Community Education Project, four more have
worked with the children of the adult learners in the
after-school arts center program, and two with a "sister
program" of ours, also in the area of community-based
education, in the nearby city of Springfield. In addition, at
least five students not eligible for financial aid have become
involved in these projects as volunteers.
210
HARCUM JUNIOR COLLEGE
Parents and Children Together in Learning (PACT)
Parents and Children Together in Learning (PACT), an
PACT empowers parents with skills and confidence to
intergenerational literacy program, serves at-risk, inner-city
mobilize their own and their children's potential for growth
children by training parents/guardians to be volunteer tutors
and development. It fosters a new spirit of volunteerism
in their neighborhood elementary schools. Parents
within inner-city neighborhoods. PACT brings parents into
represent a virtually untapped national resource for
the classroom and literacy into their homes.
neighborhoods and schools. While many parents are
willing to volunteer in the schools, they often lack the skills
and/or self-confidence to do so effectively.
Marjorie Klein
PACT builds on the premise that parents are the first and
Karen Littlefield
primary teachers of children. PACT helps these parents
become the role models their schools and neighborhoods so
Judy Barclay
desperately need. It provides the parents with the personal
Janet Way
skills and self-esteem of being college students. As parents
Harcum Junior College
develop self-confidence, they become good tutors and learn
Bryn Mawr, PA 19010
how to create an environment that fosters success for the
children and for themselves. The volunteer experience
Tel: (215) 526-6070
reinforces their new found sense of self-esteem, and parents
Fax: (215) 526-6086
learn that they can make a difference in their schools and
neighborhoods.
In order to train parents to become effective tutors, the
unique services and activities offered by PACT are: (1)
teaching parents literacy skills by training them to use
cognitive instructional techniques developed by DSI
(Developmental Skills Institute) to tutor children; (2)
providing counseling which focuses on both parenting skills
and the adult's career needs; (3) enrolling parents as
college matriculants in Metacognitive Literacy Skills (12
credits) at no cost to them; (4) providing the neighborhood
schools with volunteers who work six hours per week as
reading tutors; and (5) bringing together the
teaching/learning team of parents, children and teachers.
The first PACT Program was established in 1990 in a
Philadelphia elementary school which serves a primarily
Latino population (75%). Bilingual PACT parents have the
unique ability to assist bilingual children in the mastery of
reading skills in both English and Spanish.
PACT has expanded to ten additional schools serving multi-
cultural populations. These parents showed increases in
their reading levels averaging 4.8 years with some
individuals gaining as much as 8.0 years. Over 750
children received tutoring totaling in excess of 5,700
sessions. Teachers indicated that PACT tutors were
significant in increasing the reading levels of 82% of the
children who were tutored. This year, PACT will serve
over 100 parents and 1,000 children in Philadelphia.
211
HARVARD UNIVERSITY
Community Service Program
The Community Service Program is beginning its second
The project's intended outcomes include enhanced training
year. The goal of the project is to enhance the education
for future leaders in community service and social policy,
of professional students at the school by integrating projects
and improvements in the effectiveness of community
in community service improvement with classroom
service programs at the Kennedy School. During the
education, and to enhance the quality of volunteer activities
second year of the project, we will continue to evaluate
at the Kennedy School of Government. To the extent
these efforts. To the extent possible, we will also increase
possible, we will attempt to relieve the financial burden of
the financial incentives for prospective students interested
professional education for students committed to careers in
in community service to attend professional school and to
the not-for-profit sector.
pursue careers in public service.
The project has two major components. The first is a
workshop seminar introducing students to general concepts
and good practices for program design and management in
Dr. Julie Wilson
social services organizations that rely on volunteer help.
All workshop participants will be required to volunteer on
Malcolm Wiener Center for Social Policy
a weekly basis at a local not-for-profit organization and
Harvard University
complete a consulting project through which they address
John F. Kennedy School of Government
a problem faced by that organization. We found in the
79 John F. Kennedy Street
first year that students obtain more from, and contribute
Cambridge, MA 02138
more to, the class when they are actively involved in a
volunteer activity. A side benefit is that the organizations
Tel: (617) 495-8302
for which the students volunteer receive free, high quality,
Fax: (617) 496-9053
thoughtful consultation that would not otherwise be
available.
The second component is enhancement of volunteer
activities for all students at the Kennedy School. During
the first year we established a collaborative relationship
with the School's Public Service Interest Group (PSIG), an
organization run by volunteers to find and publicize
volunteer opportunities in the community. During the first
year, workshop participants helped PSIG to analyze and
segment its market for volunteers and develop methods for
tracking volunteer participation. In addition, we initiated
a partnership with a K through 8 public school in
Cambridge serving a large number of poor, minority and
immigrant children. Volunteer opportunities, both during
the school day and after school, were made available to
Kennedy School students, faculty, and staff throughout the
year. Approximately 40 people volunteered there on a
regular basis.
212
KANSAS STATE UNIVERSITY
International Community Service Exchange Program
Even as demand for opportunities for student involvement
3) an increase in international literacy and understanding by
in community service increases, students and communities
a minimum of 9 KSU students, 3 LA students and hundreds
in rural Kansas and in developing countries face major
of citizens of the communities served in Kansas and LA;
challenges. As students work more and borrow more to
support their education, they shy away from public service
4) an expansion of commitment to community development
careers and opportunities. At the same time, the social and
through service in at least 6 communities in 4 countries.
economic conditions of rural areas in the United States and
in developing countries need the talents, the leadership and
The ISCEP is designed to build a capacity within KSU and
the energy that all citizens, including students, provide
the LA countries to provide a broad range of community
through community and public service. Finally, there is a
service opportunities for the students, the university and the
growing demand from all quarters that educational
communities served. It will empower these entities to use
institution expand the international understanding and
their talents to address and resolve local community issues
literacy of students.
through service.
The Kansas State University International Community
Service Exchange Program (ICSEP) organizes students in
service to address the needs of rural communities in both
Marvin Kaiser
Kansas and selected developing countries, while reducing
Associate Dean
student indebtedness and expanding international literacy in
both the students and communities involved. The ICSEP,
College of Arts and Sciences
working with community leaders and agencies in rural
Eisenhower Hall
Kansas and in 3 Latin American (LA) countries (Costa
Kansas State University
Rica, Dominican Republic and Mexico), will plan and pilot
Manhattan, KS 66056
a community service program to team Kansas State
University (KSU) students with LA students for 3 summer
Tel: (913) 532-6900
months in both rural Kansas and in the LA countries to
develop and implement community development projects.
For participating in the ICSEP, KSU will provide $500
scholarships for KSU students serving in LA countries.
Working with community agencies and universities in the
LA countries, $400 scholarships will be provided for the
LA students serving in Kansas communities.
The KSU ICSEP, in this planning and piloting year, is
designed to produce a model international community
service program that will provide the basis for the
University to carry out a large scale integrated international
community service activity. In addition to the planning
efforts, the ISCEP will produce in the project year:
1) an ethic of commitment to community service and an
expansion of community development skills by a minimum
of 9 KSU students and 3 LA students;
2) a reduction of student indebtedness by providing a total
of $4,500 in scholarships for KSU students and $1,200 for
LA students;
213
MARS HILL COLLEGE
Bonner Scholars Program
In 1991, The Corolla and Bortam F. Bonner Foundation
established the Bonner Scholars program in which 12
Richard L. Hoffman
colleges were awarded grants totalling over 1 million
dollars. The purpose of the program was to provide
Mars Hill College
students having financial need with an opportunity to attend
P. O. Box 490
college and, at the same time, to be involved in public
Mars Hill, NC 28754
service. At least 25 students were admitted to each college
as Bonner Scholars.
Tel: (704) 689-1142
In 1992-93 the Foundation is committed to doubling the
number of Bonner Scholars and the additional support it
provides to these schools. If the schools are able to meet
this challenge, then the Foundation is in a position to triple
the number of Bonner Scholars funded in 1993-1994.
Each of the 12 participating colleges, given the necessary
financial assistance, intends to expand the Bonner Scholars
program staff to include an associate director, a 1/2 time
secretary and 2 student-interns. Currently the programs are
administered by a part-time staff. Additionally, each
college will utilize a portion of the college work-study
monies saved through the Bonner Foundation grant to
support community service activities by other students.
The FIPSE supported project will develop the
administrative structures needed to support the programs.
An associate director will be recruited. This will be a
recent student graduate who has experience with and
commitment to student involvement in public service. With
an appropriate staff, each participating college will be able
to carry out the following activities: (1) assist in recruiting
25 new Bonner Scholars each of the next 2 years; (2) orient
all new Scholars to the role of community service; (3)
identify, coordinate, monitor, and assess all community
service placements; and (4) expand involvement of other
students in public service through leadership provided by
Bonner Scholars.
214
UNIVERSITY OF MASSACHUSETTS, BOSTON
The University/Community Literacy Project
Undergraduates need not only encouragement but structure
The tutor training consists of two courses:
if they are truly to develop a concern for others and a
commitment to community service. At the same time, their
1) Literacy and Community addresses theories of adult
community service must receive recognition through debt
education, second language acquisition, adult literacy, and
relief and the awarding of academic credit for their work.
ESL pedagogy. Students reflect on their own education
The University of Massachusetts/Boston University
histories, learning processes, and language strategies.
Community Literacy Project (UCLP) is designed to provide
an academic structure through which undergraduates are
2) Literacy Fieldwork includes a minimum of four hours of
able to combine formal study in areas of adult education,
tutoring per week at a Boston area community learning
first and second language literacy, and cross-cultural and
center and a weekly discussion seminar.
community issues with practical field work as literacy
tutors in Boston area community learning agencies. To
Both academic and field experiences enable these students
meet the specific needs of the local community learning
to improve the reading, writing, and critical thinking skills
centers in serving adults from linguistic minority
essential to a successful college career.
communities, the Project places special emphasis on the
recruitment, placement and training of undergraduates from
these communities.
Donaldo P. Macedo
The Project also provides a structure through which
incentives in the form of academic coursework and credit,
Bilingual/ESL Studies
scholarships, tuition waivers and work/study opportunities
University of Massachusetts, Boston
can be offered to university undergraduates who wish to
100 Morrissey Boulevard
provide community service as part of their academic and
Boston, MA 02125-3393
personal development, and who may wish to pursue future
careers in community services or education.
Tel: (617) 287-5760
The UCLP is a university-community collaborative which
links existing adult literacy programs with higher education
structures and community resources. More than two-thirds
of the literacy students are enrolled from linguistic minority
communities, specifically, Hispanic, Asian, and Haitian
populations. The University of Massachusetts, Boston has
an undergraduate population largely representative of these
communities. Therefore, the UCLP specifically targets its
multicultural recruitment efforts, and designs its tutor
training to emphasize representation of these communities
in all aspects of the Project.
Perhaps the most innovative aspect of the UCLP model is
that it involves tutors for the university student body who
are ESL students themselves, while serving as literacy
tutors from their own linguistic communities. The UCLP
model provides a training model designed to encourage
undergraduates from other linguistic backgrounds to
investigate their own language and socio-linguistic
experience through theoretical research and practical on-site
tutoring.
215
MESSIAH COLLEGE
Service As Learning: An Integrated Approach
Messiah College is in its second year of funding from
Expansion of Service Learning Course to the Philadelphia
FIPSE. The goal of the project is to develop a
Campus. At least one variation of the service learning
comprehensive service learning program which integrates
course will be offered in Philadelphia with coursework and
cocurricular service activities with formal classroom
placements made available to students attending the
learning. The program fosters the goals of promoting
Philadelphia Campus.
service and reconciliation as a hallmark of a Messiah
education, giving students opportunity to wed theory and
Implementation of a Service Learning Practicum. A 1-3
practice develops in students a broader world perspective,
credit elective practicum course will be offered to students
and prepares students for service in cultures different from
and jointly supervised by the Director of Service Learning
their own. The project addresses the questions: (1) How
and the Director of Campus Ministries.
can the quality of service provided by student volunteers be
enhanced? and (2) How can the learning value of service
Increased Coordination of Community Service Efforts.
activities be increased? The project is based upon the
Coordination will be provided through a campus-wide
assumption that both questions can be addressed by linking
Community Involvement Council. A Community
service and learning in a formal classroom setting.
Development Team was initiated to build relationships
within the urban community, assess needs, and develop
The goals of the project plan include increasing the number
college programming in response to identified needs.
of non-credit and for-credit service opportunities available
to students; encouraging greater integration of volunteer
service and formal learning; and backing-up the
institution's service rhetoric with financial aid dollars.
Dr. Donna J. Dentler
Implementation of the program during the first year
Associate Dean of Community Educational
included (1) hiring a Director of Service Learning, (2)
developing and implementing a 6-hour service learning
Services and Career Development
course sequence, and (3) committing of financial aid for
Messiah College
students involved in specified service projects.
Grantham, PA 17027
The expanded goals of the project during the second year
Tel: (717) 691-6016
include (1) infusion of service learning into the curriculum,
(2) development of alternative formats for the service
learning course, (3) expansion of the service learning
course to Messiah's Philadelphia Campus, (4)
implementation of a service learning practicum, and (5)
increased coordination of community service efforts.
Infusion of Service Learning into the Curriculum. Service
learning will be infused into the three major areas of the
college curriculum by developing a plan for infusion which
includes general education, academic major core
curriculum, and electives.
Development of Alternative Formats for the Service
Learning Course. The goal is to make the course more
available and more attractive to increased numbers of
students.
216
MOTT COMMUNITY COLLEGE
Volunteer Voices: Magazines by Telephone for the Visually Impaired
This project addresses the need for visually impaired
residents to have consistent access to daily newspapers and
weekly magazines and encourages college students to
Gail Knapp, Ph.D.
commit themselves to community service.
Honors Program
Mott Community College
It builds upon a volunteer reading service started by
1401 E. Court Street
MCC's Phi Theta Kappa Honor Society who have
Flint, MI 48503
established a studio for a Flint organization, Newspapers
for the Blind (NFTB). Each semester, fifteen honor
Tel: (313) 762-0350
students are selected based on need, interest, and leadership
Tel: (313) 762-0360
potential to serve as volunteer studio staff for ten hours a
week. Five of the students serve as editors, and ten of the
students serve as mentors for twenty at-risk students from
Mott Middle College, an alternative high school located on
campus. The mentors are responsible for rehearsing
reading with the middle college students so that the final
product is of recordable quality.
Five magazines are recorded on the NFTB computer
system. They provide Time, Prevention, People, Sports
Illustrated, and McCall's to 600 blind people in
southeastern Michigan at the same time these publications
are available on newsstands.
This year, we will expand this service to other locations
using a computer networking system. The students will also
gain leadership skills by doing presentations for regional
and national conventions about this project.
Intended outcomes include:
- six hundred visually impaired residents having timely
access to five weekly magazines by telephone;
- twenty at-risk middle college students each semester
gaining poise in reading aloud, additional reading skills,
and a greater awareness of world events;
- fifteen college students each semester gaining self-esteem
and leadership skills, as well as tuition waivers for 12
credit hours;
- all program participants gaining an appreciation of the
value of community service; and,
- expansion of Newspaper for the Blind services to other
community colleges in the state and nation.
217
NAZARETH COLLEGE OF ROCHESTER
Partners for Learning Project
The Partners for Learning Project is a new interdisciplinary
- Children who had been performing poorly in the
program established in September, 1991. It created a
classroom were able to make notable progress in their
partnership between Nazareth College and an urban
academic performance.
elementary school in the Rochester City School District.
Project goals include: a) to engage Nazareth students in
- Children received more individual attention.
community service for which they receive either tuition
debt reduction or academic credit; and b) to raise the
- Enrichment opportunities were offered.
academic performance and educational aspirations of
economically disadvantaged children, while sharpening the
⑉ Nazareth students came to appreciate the needs and
professional skills of the Nazareth students.
challenges of economically disadvantaged students.
Accomplishments to date include:
- Nazareth students experienced cultural diversity.
1) During the 1991-1992 academic year, 55 Nazareth
- Nazareth students have gained valuable professional
students contributed 6,000 hours of service at School #4 as
experience and have clarified their career goals.
teacher assistants, tutors, lunchroom monitors, and office
assistants. Nazareth College granted tuition credit to these
- Some of the children have expressed a desire to attend
students at the rate of $5.00 per hour for a total
college.
contribution of nearly $30,000.
We have been happy to share information about this project
2) Several academic departments at Nazareth have
through presentations at two national conferences: the
identified courses which include a community service
National Society for Internships and Experiential
component at School #4. Each of these courses requires
Education, and the Campus Compact Institute on
that some or all of the students enrolled do some work in
Integrating Community Service into the Academic
response to previously identified needs at School #4. Such
Curriculum.
service is related directly to course content and is required
in order to receive academic credit. Participating
departments include: Education, Special Education, Music,
Art, Theater Arts, Biology, Social Work, Math and
Kathleen Weider, S.S.J.
Computer Science.
Barbara J. Kuempel
3) Students and faculty from School #4 have come to
Nazareth College of Rochester
Nazareth College for special events. In April, 1992, about
4245 East Avenue
100 children had an opportunity to try out "learning
Rochester, NY 14618
centers" created by Nazareth students from our Education
Department. They also enjoyed programs in Biology and
Tel: (716) 586-2525 ext. 331/344
Theater Arts, as well as lunch on campus. In June, a group
Fax: (716) 586-2452
of 45 children from Special Education classes also visited
Nazareth for a program designed just for them.
Evaluation thus far indicates that the program has been
very successful in the following ways:
- Given severe budget cuts in the Rochester City School
District, Nazareth students were able to provide much
needed services.
218
OHIO WESLEYAN UNIVERSITY
The Columbus Initiative
This is a collaborative community service project in which
Ohio Wesleyan students make a one-year commitment to
Ohio Wesleyan's students work intensively with at-risk
the program and receive a partial tuition refund or
students in an inner-city elementary school, then follow
adjustment in financial aid, and in some cases academic
these students through their middle school years (with a
credit as well. Rigorous pre-service training, seminars, on-
program already established through an earlier FIPSE grant
going reflection and evaluation, and close supervision both
and now in its fourth successful year) and on through their
at Ohio Wesleyan and at the Columbus schools are basic to
high school years with individual and group support for
this project.
graduation, employment, and college preparation. The
project addresses two issues: (1) how to get more college
OUTCOMES: A. For college students: a sense of
students involved in substantial community service activities
satisfaction and personal growth from helping others; an
and interested in careers in community and public service
understanding of needs of youth whose life situation is
and (2) how to raise the academic performance and
likely very different from their own; a better understanding
educational aspirations of at-risk students in an inner-city
of community and public service; a clearer grasp of the
setting.
systemic relationships between poverty, learning, resource
allocation and personal involvement; and a reduction in the
The cooperative project includes three inter-related and
cost of their college education.
simultaneous forms of involvement between Ohio Wesleyan
faculty, staff, students, administration and alumni and
B. For Columbus students: improved academic and
Columbus School teachers, staff, administration, students
interpersonal skills and performance; expanded expectations
and parents:
of self and consequent academic accomplishments; an
enhanced self-esteem as students and as individuals.
(1) Elementary level. Fourteen trained Ohio Wesleyan
students spend time with forty-seven Linden Elementary
C. For faculty, staff and administration of both Ohio
School students two mornings a week, serving in individual
Wesleyan and Columbus Schools: a clearer sense of their
tutorial and cooperative learning pod sessions as "Reading
respective needs and resources and a closer working
Partners" and "Math Buddies." Substantial training for the
relationship to meet those needs with available resources.
college students is provided by Ohio Wesleyan Education
Department faculty, and they are closely monitored and
D. For Ohio Wesleyan, FIPSE, NSIEE and Campus
provided substantial reflective opportunities by Ohio
Compact: a concrete and meaningful implementation of
Wesleyan's Columbus Initiative project staff.
their commitments to promote quality student involvement
in service-learning community activity; a tangible
(2) Middle School level. Through distinctly separate Ohio
intervention/advocacy model for at-risk youth; and useful
Wesleyan funding, the prior FIPSE Crestview program
information for replication and expansion efforts in college-
continues full force: over one hundred Ohio Wesleyan
school partnerships.
students are involved in providing over one hundred
Crestview Middle School students with substantial tutoring,
mentoring and college readiness programs.
Chaplain Jon Powers
Susan Pasters
(3) High School level. All Crestview Middle School
Miles Wilson
students involved in the prior FIPSE program become
"Crestview Project Alumni" in a "Pen Pals" program
Ohio Wesleyan University
which enables them to continue their personal relationships
Delaware, Ohio 43015
with Ohio Wesleyan students through their high school
years. Activities include personal letter writing, an
Tel: (614) 368-3084
OWU/Crestview Alumni newsletter prepared and edited by
Fax: (614) 369-0816
eight Ohio Wesleyan students, and a once-a-semester
retreat/week-end workshop at Ohio Wesleyan to learn job
and college readiness skills.
219
OREGON HOUSING AND COMMUNITY SERVICES DEPT.
Comprehensive Community Design and Neighborhood Improvement Program
Student indebtedness and its impact on postsecondary
component will provide pre-development design assistance
students has been a subject of concern and research in
to eighteen free-standing projects in the Portland
Oregon during the 1980's. The Oregon Office of
metropolitan area. Under this component, a single,
Educational Policy and Planning (OOEPP) recently
specific activity (a housing development project, for
determined that the Guaranteed Student Loan Program was
example) will be the project focus, rather than a cluster of
the largest source of financial aid in the State; that loans
activities intended to generally improve a neighborhood
had increased 72% over a five year period; and that the
area.
average loan had increased 105% during that same time
span. The study also found that students entering lower
By the end of FIPSE's support for the Program, a reserve
income professions experienced problems handling debts
fund will have been established that will continue Program
resulting from these loans. Another study conducted by
activities on an unsubsidized basis. That reserve will
OOEPP found that financially dependent students may be
accrue from client fees, matched dollar-for-dollar by funds
discouraged from pursuing careers in the helping and
provided by the Oregon Housing and Community Services
public service professions which, as a rule, involve lower-
Department.
paying positions.
In an effort to reduce student over-dependence on loans and
to increase student interest in and awareness of public
Dan Van Otten
service activities, the Oregon Services Division of the
Oregon Housing and Community Services Department
Oregon Department of Housing and
proposes to establish a Comprehensive Community Design
Community Services
and Neighborhood Improvement Program. The Program
1600 State Street
initially will focus on projects located in Portland, Oregon.
Salem, OR 97310
It will be based on a partnership between the Department,
Portland Community Design, the University of Oregon's
Tel: (503) 378-4729
School of Architecture, and Portland State University.
During the two years of FIPSE support for the Program,
fifty upper-division undergraduate and graduate students
from the University of Oregon and from Portland State
University will provide pre-development planning
assistance to public and private non-profit community-based
organizations involved in revitalization projects that benefit
low and moderate-income populations. Students will work
under the supervision of registered architects in developing
those projects. Participating students will receive stipends
averaging $1500 for their community service involvement,
maintain journals on their project experience, and share
those experiences with fellow participants.
In the Program's first two years, at least seven
Comprehensive Community Design projects, which focus
on upgrading of a neighborhood area, will be completed.
Urban renewal and housing development project design and
design work for refurbishing such public facilities as parks,
playgrounds and community centers are activities that could
be included within a Comprehensive Community Design
project. The Program's Neighborhood Improvement
220
OREGON HOUSING AND COMMUNITY SERVICES DEPT.
Volunteers in Services to Oregon
Student indebtedness and its impact on postsecondary
students has been a subject of concern and research in
Ann Sukalac
Oregon during the 1980's. The Oregon Office of
Educational Policy and Planning (OOEPP) recently
Oregon Department of Housing and
determined that the Guaranteed Student Loan Program was
Community Services
the largest source of financial aid in the State; that loans
1600 State Street
had increased 72% over a five year period; and that the
Salem, OR 97310
average loan had increased 105% during that same time
span. The study also found that students entering lower
Tel: (503) 378-4729
income professions experienced problems handling debts
resulting from these loans. Another study conducted by
OOEPP found that financially dependent students may be
discouraged from pursuing careers in the helping and
public service professions which, as a rule, involve lower-
paying positions.
In an effort to reduce student over-dependence on loans and
to increase student interest in and awareness of public
service activities, the Oregon Housing and Community
Services Department is developing the Volunteers in
Service to Oregon (VISTO) Program. Through that
program, high school students preparing for college and
college students at risk of over-dependence on student
loans, receive tuition vouchers for volunteer work at local
human service agencies. Students receive a twenty-five
dollar tuition voucher for each eight hours volunteered.
During the project's first year, the emphasis was on
coordinating the efforts of the Oregon State Scholarship
Commission, local county VISTO coordinators, and social
service agencies to recruit and place student volunteers.
1900 students participated in the program during the first
year. An additional 1300 students will be recruited and
placed during the second year of the project. Students earn
vouchers averaging $130-150, and ranging to $1500.
Other program objectives include developing volunteer
placements that improve the operation of human service
agencies and provide students with volunteer experiences
that complement their academic work and increase their
social awareness. The Coordinator also will be responsible
for establishing a recruitment and placement system that
will continue the program after the end of FIPSE support.
221
UNIVERSITY OF REDLANDS
Community Service Learning
The mission statement of the University of Redlands calls
for the development of "responsible citizenship as part of
Charlotte G. Burgess
a complete education." One way in which the University
has worked to achieve this goal has been to encourage and
University of Redlands
to coordinate student service and volunteer efforts in the
1200 E. Colton Avenue
surrounding community, albeit with very limited
Redlands, CA 92374
administrative support. Local research indicates, however,
that students, increasingly dependent on work study awards
Tel: (714) 335-4053
to cover expenses while in school, are hindered in their
efforts to help others due to financial pressures which
require part-time paid employment. Many of the on-
campus work positions created for students lack the
challenge and responsibility found in jobs that meet actual
needs.
This grant establishes a new Office of Community Service
Learning on the University of Redlands campus. The
Office will serve three current needs in an integrated
fashion: to assist students in finding meaningful jobs; to
help students reduce debt; and to support students who
have the desire to help others. A cornerstone of the new
Office will be the Community Service Internship Program,
which will coordinate the placement and supervision of
students in paid positions of responsibility in various
community service organizations. Many of the positions
will also provide academic credit for the student
participants. These internships will be funded in large part
by a transfer of student work-study funds from on-campus
jobs.
The Office of Community Service Learning will provide
the necessary administrative support to initiate, monitor,
and evaluate community service internships, as well as
other aspects of student service and volunteerism. A
director, administrative assistant, and two student interns,
working with input and cooperation from other key
University of Redlands personnel, will be involved in the
ongoing task of matching community needs to student skills
and interests, while working to raise the profile of
community service on campus. It is assumed that persons
immediately served by community service efforts will
benefit significantly upon creation of the Office of
Community Service Learning, but so too will students, who
will receive valuable lessons about themselves and their
society.
Community service will take its appropriate place as a
fundamental tool within the University of Redlands
collegiate experience.
222
CITY COLLEGE OF SAN FRANCISCO
Project SAVE
Project SAVE, a newly-funded FIPSE Program, addresses
desire to institutionalize is growing. The Project SAVE
the need for AIDS prevention education among ethnic
instructors are already talking about getting AIDS education
minorities through the training and use of minority students
and peer education training into the regular curriculum.
as peer educators.
Department chairs have proved willing and cooperative in
handling faculty reassignments to enable their participation
1. Students on college work assignments train as peer
in the program.
educators with a City College Health Sciences instructor
team and continue training with community-based AIDS
WANTED: Discussion of institutionalization in times of
organizations working with ethnic communities.
decreasing funding for public postsecondary institutions.
2. The Project SAVE students have their own counselor,
whose assignment is to provide support through academic
and personal counseling in relation to the peer education
Jaime Borrazas
activities.
Robin Roth
3. Members of the community organizations which
City College of San Francisco
participate in student training also engage in biweekly
33 Gough Street, Room 59
support groups to help the students perform their peer
San Francisco, CA 94103
education tasks at optimum commitment levels.
Tel: (415) 241-2350
4. Students then provide AIDS prevention education in
City College classrooms and with student groups on
campus.
5. Students also undertake to recruit volunteers via their
campus presentations to provide community service with
the community-based organizations that trained them.
It is our hope in Project SAVE will provide a working
model for peer health education projects to address
minority students. Our local community needs AIDS
prevention education among minorities, among whom the
bulk of the new HIV cases are appearing. If our Project
achieves success in this area, it could serve as a model for
postsecondary institutions nation-wide.
Institutionalization of the Project is proceeding slowly.
Among the factors retarding institutionalization are the
newness of the program; the coincidence of late funding
decisions and an early (August) Fall semester start; funding
difficulties affecting public postsecondary institutions in
California, resulting from a state budget shortfall; and
difficulties recruiting staff and students committed to
Project goals. Nevertheless, obstacles are yielding and the
223
UNIVERSITY OF SOUTH CAROLINA
Community Service Programs
The University of South Carolina is a nine-campus system
5) measure beliefs, attitudes, and volunteer activity of
with the main campus located in Columbia. Building in the
students participating; 6) evaluate all program components
foundation of Carolina Cares, a student philanthropic group
and utilize data for revision and development of program
that has thrived at the University for over twenty-five
areas; 7) provide special project opportunities and
years, the University in 1989 created the Office of
recognition; 8) disseminate resource information regarding
Community Service Programs to institutionalize community
community service to other colleges and universities.
service at USC. Development of this office was based upon
the office's first FIPSE grant period of 1989-91.
We are confident that our students and this initiative will
improve the quality of life for South Carolinians while
Two central components are addressed in this grant: 1)
providing projects that instill in our students the value of
student involvement in literacy issues and 2) consultation
lifelong service.
regarding community service programs and resource needs
in the state of South Carolina and within the Southeast
WANTED: Internet information
region (Georgia, North Carolina, South Carolina). Through
the literacy program's efforts, hundreds of clients will
improve their reading and communication skills-opening
doors for themselves and hopefully breaking the cycle of
Gail McGrail
illiteracy. In addition, this project is designed to provide a
Novella Fortner
centralized location for information, educational
programming, training, and referral regarding illiteracy and
Department of Student Life
general student initiated service needs in the communities
Russell House University Union
of our nine campuses, region, and state. This resource
The University of South Carolina
sharing will be crucial since many of these campuses are
Columbia, SC 29208
located in the more rural areas of South Carolina which are
often hardest hit by illiteracy and human service needs.
Tel: (803) 777-5780
Fax: (803) 777-7396
The concept of educational debt reduction while becoming
or remaining involved in community service (literacy
training and/or consultation with other schools) is a key
component of the program. The close working relationships
and continued interface between the OCSP, University
community, and Columbia community agencies is essential
to the program's success.
Keeping in mind the importance of service and academics,
and in order to address the needs of our community and
our students, this innovative project is designed to address
the following goals: 1) maintain an Office of Community
Service Programs; 2) develop a Literacy Peer Educator
Program including educational debt reduction components;
3) advise Campus Coalition for Literacy and other
traditional campus community service student organizations
while serving as a liaison between USC students,
organizations and the area community service agencies; 4)
research community service and specific literacy needs;
224
SPRING HILL COLLEGE
Innovative Projects for Student Community Service
As a part of its new community service program, the
Albert S. Foley Human Relations Center, Spring Hill
Kathleen Orange
College will offer local (Mobile and Baldwin County)
students tuition grants in the amount of $3,000 per year in
Spring Hill College
return for six hours per week service in the Mobile County
4000 Dauphin Street
School System's after-school programs at target middle
Mobile, AL 36608
schools. Spring Hill students will provide homework
assistance to lower-income students at the middle schools.
Tel: (205) 460-2016
The programs also provide a snack, physical education and
drug prevention lectures for the middle school students.
The goal of the project is to benefit Spring Hill students
through the provision of financial aid, reducing not only
their college debt burden but more importantly the number
of hours many students are required to work in order to
finance their education. Additionally, the project seeks to
develop an awareness of the needs of others, and attitudes
of service, in our students at Spring Hill. The project will
further provide a greatly needed service to the public
school system, which is financially strapped and unable to
fund or properly staff after-school programs at middle
schools. These program play an important role in the
school system's Drug Free School program, and contribute
to the academic success of its students, particularly those
from low-income families.
225
TEXAS A& M UNIVERSITY
Community Service to At-Risk Schools
Overview
WANTED: Opportunities for our Ed. Psych. doctoral
students to visit model public school programs for
Two minority groups, African-Americans and Hispanics,
minority, poor, and low achieving youth, especially male
rapidly are becoming the majority in the Texas public
junior high school students.
schools. High school graduation rates for Hispanic
students, however, are less than half of white students;
black students graduate at a rate of fewer than one fourth
that of white students. In Texas, 18% of all adults have
Dr. Richard Parker
not completed the 8th grade, and 36% have not completed
high school. Low academic performance is such a
704 Harrington
pervasive phenomenon that, rather than speak of "at-risk"
Texas A&M University
students, we speak of at-risk schools. These schools are
College Station, TX 77843-4225
typified by low student and teacher morale, poverty in the
community, and poor school-community relations.
Tel: (409) 845-7505
Fax: (409) 845-2209
Strategy
A&M Universities will supervise multi-ethnic School
Service Teams of 5-6 university students in providing
intensive support to individual at-risk schools. School
Service Teams will assist with the implementation of
interventions planned by the school in consultation with the
project directors, and two university professors
knowledgeable about effective instruction and effective
schools. Team members will help define school needs,
establish baseline performance standards, and implement
and monitor interventions. They will be trained at the
A&M Universities to conduct parent and student
interviews; to evaluate student homework and planning
notebooks; and to administer and score monthly
curriculum-based skill probes.
Goals
1. To improve: (a) students' learner-concepts, involvement
in school, and achievement; (b) teacher work-satisfaction
and morale; and (c) school climate, and the quality of
schooling.
2. To improve parental involvement in and support for the
public schools, including improved skills in monitoring and
assisting with homework assignments.
3. To disseminate the at-risk school model.
4. To increase voluntary involvement of university students
in the field of school improvement.
226
TEXAS SOUTHERN UNIVERSITY
Patient Counseling Program for Low Income Patients
Texas Southern University College of Pharmacy and Health
Sciences has developed a model Patient Counseling
Dorothy J. Brown
Program to teach fourth and fifth year pharmacy students
to counsel low-income Black and Hispanic patients in the
College of Pharmacy
Harris County Hospital District Community Health Center
Texas Southern University
Programs, who are noncompliant with their medications
3100 Cleburne Street
due to lack of knowledge. The program has developed an
Houston, TX 77004
elective course addressing the need for training of and
sensitivity to elderly patients. Recent studies by the Harris
Tel: (713) 527-7569
County Hospital District have shown that elderly Black and
Hispanic patients seek less information about their
medications and other health related problems, and
comprise a majority of their non-compliant patients. The
counseling efforts of the program are designed to improve
patient awareness, increase medication compliance,
decrease drug misuse, decrease health center visits,
decrease hospital admissions and emergency room visits.
This will ultimately improve the overall well-being of the
patient through better health care delivery, and,
concomitantly, increase cost effectiveness in the hospital
district.
The students receive financial assistance that aids them with
their educational costs and therefore enables them to be
more sensitive to the needs of the elderly Black and
Hispanic patients. The training they receive will also
provide them with the level of expertise necessary to better
serve this patient population. It will yield better patient
compliance, and improve the overall health of the patients.
227
UNIVERSITY OF WASHINGTON
The Seattle Tutoring Center
The Seattle Tutoring Center (STC) establishes a city-wide
which student tutors can integrate their field experience,
structure for the training and placement of undergraduate
and encourage the development of a moral perspective on
students who are interested in serving their community by
community service. 3) At a time of funding shortages and
providing much-needed tutorial assistance to elementary
program dissolution, STC is a major cooperative effort to
school-aged children. In so doing, it seeks to develop
build on existing structures and to tap largely unused
partnerships among public and private institutions, in order
resources for the provision of teacher support. The needs
to address the urgent need for teacher support in the Seattle
it has identified are mirrored throughout the U.S., and the
School System, thereby improving services to at-risk
partnerships it will develop to address these needs are
students. Intended project outcomes include A) improving
applicable to local educational systems in other parts of the
the academic performance, attachment to school, and self-
country.
esteem of both tutors and tutees, and B) facilitating in
tutors a commitment to public service and an interest in
The long-range vision for the Seattle Tutoring Center
education as a career.
involves a curriculum offering at a number of local
colleges, based on the UW class model. A central office,
During STC's first year, work-study eligible
housed separate from any of these colleges, will develop
undergraduates from three local colleges will participate:
tutor placement sites and coordinate student involvement
the University of Washington, (UW), seattle Central
therein. This office will be the point of contact both for
Community College, and North Seattle Community
individuals and agencies in the community who need tutors
College. Upon entering the Program, students will enroll
and for those who can provide tutors. It will also act as a
in an 8-credit interdisciplinary writing course taught at the
resource center, coordinating tutor training. As an
UW. The class emphasizes the kind of reading, thinking,
important step toward accomplishing this, three additional
and writing skills needed to succeed at the university level.
local colleges have been invited to participate in STC
In addition, by focusing on theories of education, it will
beginning it second year: Seattle University, and Bellevue
engage students in a critical reflection on the American
and South Seattle Community Colleges.
educational system and their experience in it as students.
Concurrently with this class, and as part of its
requirements, students will provide sixty hours of tutorial
services to at-risk elementary school children. This
Louis Fox
practical, hands-on experience will be integrated into
students' academic study through class discussions,
Undergraduate Academic Services
presentations, academic readings, and written assignments.
Internship and Community Service Office
Students will be paid $12/hour for tutoring; they will
University of Washington, DS-60
continue in their tutoring positions at this rate of pay
Seattle, WA 98195
throughout the academic year.
Tel: (206) 685-4745
Another integral feature of this class is its examination of
the role of public service and citizen participation in the
democratic process. Students will be encouraged to reflect
on the moral dimensions of education in general, and of
their tutorial experience in particular.
STC has several distinguishing features: 1) STC tutors will
receive systematic and extensive training, occurring at three
levels: a 10-week training course for first-time participants,
site specific methodological training provided on-site, and
monthly continuing education workshops. 2) In addition to
this training, STC classes will engage students in a
discussion of the personal and social implications of
education. They will also provide the context through
228
WHEATON COLLEGE
To Serve, To Learn, To Lead
The aim of Wheaton's FIPSE FELLOWS program is to
WANTED:
reinforce the institutional ethos of service as learning and
Further ideas on training and motivating peer tutors.
to inaugurate in the work of students chosen as FIPSE
FELLOWS an innovative approach to peer advising in
service contexts. In 1992, 20 student Fellows will be
selected for Wheaton-stipended summer placements in local
Daniel Golden
agencies and will return to campus for a year of structured
activities as service team-leaders, disseminators on social
Filene Center for Work and Learning
issues related to their placements and, most significantly,
Wheaton College
as peer advisors to other students interested in learning
Norton, MA 02766
from their volunteerism.
Tel: (508) 285-7722
In 1987, Wheaton initiated an omnibus approach to helping
Fax: (508) 285-2908
students recognize and record their learning outside the
classroom. Through the unique Wheaton Work and Public
Service Record, students can set learning goals for work,
service and internship experiences, assess their learning
afterwards, and document the activity in an official second
transcript.
Our goal for the Fellows is to make them a pioneering
cadre of peer educators on service-learning, conducting
outreach to other Wheaton students in the techniques and
value of the Wheaton Work & Public Service Record.
Upon return from their summer postings, the Fellows
would not only educate the community at large about the
issues tied to their particular placements, but they would
also work in collaboration with the Filene Center for Work
& Learning to counsel and advise the many other Wheaton
students interested in or currently performing public
service.
Each Fellow will conduct both workshops and individual
sessions with students to help them capture the learning
potential from volunteer activity. Like tutors in academic
disciplines, the Fellows would mentor their cohort; in this
case guiding them through the Work and Public Service
stages of goal-setting and self-assessment.
Wheaton hopes to wed its institutional focus on student-
centered service with its dedication to documenting learning
outside the classroom in the FIPSE FELLOWS project.
Volunteer action, leading to thoughtful reflection,
culminating in official documentation-this is the College
approach, and the FELLOWS will be more than role
models in this regard. They will catalyze service and
service-learning in their peers, further eradicating the
artificial notion that true learning occurs primarily in the
classroom.
229