How Bolivia Is Changing My Perspective

Natalia Caprile2

Natalia Caprile, Sociology and Pre-Med ’18 

Before the Privett Global Scholars program, I had never spent more than two weeks outside of the U.S. The thought of changing that through such a challenging program was daunting. However, being in Bolivia and having the opportunity to open myself up to the people here, as well as listen to their experiences, has given me an increased understanding of the world and myself.

One of my most challenging and rewarding experiences thus far has been the work I have done with my organization, Vivo en Positivo. Vivo does work surrounding HIV and AIDS (primary and secondary prevention, direct support for people living with HIV, as well as their family and loved ones, etc.) throughout Bolivia. For my project, I am focusing on primary prevention among youth in Cochabamba. To meet this end, we are going to middle and high schools in five municipalities and performing training sessions on HIV, human rights, and discrimination.

To prepare for these trainings, I conducted research, created PowerPoint presentations, and designed an informative brochure. Even with all this preparation, I felt the nerves as we went to our first training. I did not have complete confidence in my ability to talk in Spanish about such a specific topic for an hour. I sat back and listened to my coworkers lead the presentation while writing down key concepts on the board and passing other materials out to the students.

At the end of the training session, my coworker asked if there were any questions. One student raised her hand, pointed at me, and point-blank asked, “What does she think? Why hasn’t she said anything?” I could feel my heart beating, but I responded, “Sorry that I haven’t been talking a lot–I’m still working towards speaking Spanish fluently. But, for me, the most important thing is that you all know your rights and have correct information. I hope that you can talk about this amongst yourselves and with your other friends and family.” The young woman who asked the question nodded her head at me in response. I survived my first session.

The next day, I was leading training sessions on my own in a different school. Though my coworkers have been helpful and understanding while I have worked on my project, I was pushed out of my comfort zone pretty quickly. Other than learning how to lead an hour-long presentation in Spanish, I have also learned how important transparency and honesty are in doing work with communities in which you are an outsider.

When I go to schools to lead sessions, I own up to where I am from and what I am doing in this community. I touch on what I hope to bring as well as what I have learned from people and experiences here, and I encourage students to ask questions or call me out if they feel it is necessary. After multiple sessions, I have had students (mostly young women) come up to me and thank me for coming, ask me for more information, or ask if we can lead these sessions in other areas of their communities.

At the request of one of the principals from a school in which we held trainings, we have already branched out with our sessions. We held two at an organization that offers food, shelter, and activities to local children with less access to resources. After finishing the trainings there, they asked us to come back and hold more sessions.

I love doing work that allows me to have interactions with people in communities in Cochabamba. This project has given me more than just public speaking skills or technical knowledge about HIV. I have been fortunate enough to have real conversations with students who allowed me to see into parts of their lives. Some of them have told me stories that have changed the way I conceptualize things like health, family, and responsibility. Because of this, I have gained a greater understanding of others and myself on a global scale. The way I see things has shifted. There is no going back from here.

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Beginning a Literacy Partnership with Dr. William L. Cobb Elementary School

Dr. Mary Murray Autry

Dr. Mary Murray Autry, Associate Director
Engage San Francisco Literacy Programs

 

When first visiting Dr. William L. Cobb Elementary School (Cobb) in October 2016, with hopes of beginning a literacy partnership, I vividly remember entering the office area and being pleasantly surprised to see a wall covered with banners. These were not just any banners but banners representing various universities throughout the United States and graduates from this very elementary school. I had no trouble identifying the principal’s office door that had been labeled with the name of his alma mater. The banners clearly sent a message to me about the mission of the school and the value of education. Because I really did not know what to expect from this meeting, I began with, “The University of San Francisco, through its Engage San Francisco initiative within the Leo T. McCarthy Center for Public Service and the Common Good would like to partner with you in creating a literacy program.”

We have made significant strides since our initial meeting. The literacy program began as a pilot with a shared vision to improve reading proficiency and support K-5 students to reach grade-level proficiency. We also agreed to place university students as volunteers in a first-second grade combination class and a third-fourth grade combination classroom to provide relevant literacy experiences for classroom students.

One freshman and four juniors comprise the pilot of cohorts and began as interns working with elementary students and our community partners in spring 2017. These interns are undergraduate candidates in the Dual Degree in Teacher Preparation Program at the University of San Francisco. Under the guidance of Engage San Francisco staff, the school’s literacy coach, and classroom teachers, interns work six to twelve hours a week to improve K-5 literacy proficiency while fostering competent communication while speaking, reading, writing, and listening. Interns, required to complete the entire semester must consistently demonstrate the same professional and ethical behaviors expected of teachers, and are enrolled in a 1-unit Directed Study course. The course, Literacy, Environments, and Assessments, emphasizes the basic history of the community, literacy instruction, social emotional development, trauma informed approaches, and effective use of the learning environment.

Several questions guide the development of the literacy program. These include: What would this literacy program look like? How do we define literacy? What are the literacy goals of the school? What is best practice for TK-5 students? What are worthy and reasonable goals for university interns? How do we involve teachers? How do we build a relationship of trust with the school in light of the fact that a previous partnership folded? From these inquiries, these key questions emerged:

  1. How do we create a literacy program for traditionally disenfranchised K-5 students who consistently perform lower than their white counterparts in spite of laws and policies designed to support their academic achievement?
  2. How do we create a literacy program for teacher candidates, that models effective teaching, embraces diversity, addresses biases, and focuses on community?
  3. How do we move the conversation from “volunteers” in the classroom to members of the school community?

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The initial launch of the pilot has been far from perfect, but we have learned as we face challenges, and we make changes and restate our commitment to moving from the pilot stage to executing the literacy program in the fall of the 2017-2018 academic year. Feedback from school administrators has led to discussions on expanding the program and including two prekindergarten classrooms. Initial findings thus far suggest that although only 20 percent of interns had any involvement with the school community prior to placement, 100 percent see themselves committed to continuing the internship during the 2017-2018 academic year. We have also learned that the school’s literacy needs were broader than the original plan. Instead of teaching in only two classrooms, interns work in classes across the grade span and have begun the process of seeing themselves as more than volunteers in the school but actually members of a community.

Learn more about Engage San Francisco’s literacy programs and other community partnerships by contacting Karin Cotterman, Director of Engage San Francisco <kmcotterman@usfca.edu>

Introducing our Fall 2016-17 USF in Washington, D.C. Fellows

USF in DC participants are undergraduate students selected for a semester-long program in Washington, DC that integrates a full-time internship with relevant coursework taught by USF faculty and University of California Washington Program (UC DC) faculty. Students choose from a range of elective courses and internship opportunities that meet their interests and skill sets and spend their semester engaging with peers from across the country in the heart of the capital, where they will live, learn, and explore all that DC has to offer. Meet our current cohort of USF in DC students and learn about their hopes and expectations for the coming semester.

 

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Ali DeFazio ’18

Internship: Brookings Institution

Ali DeFazio is a junior at the University of San Francisco. While in D.C., she will be interning for the Brookings Institution, voted “Best Think Tank in the World” for the last nine years by the Global Go To Think Tanks Report. Ali says that getting to the front of the bagel line before the 8 AM crowd is the “Best Feeling in the World” voted by USF students. In addition to her internship in D.C., Ali plans to make it on the background of NPR’s “Live in Concert” and go to every Smithsonian.

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Sydney Abel ’17

Internship: Department of Homeland Security – Immigration and Customs Enforcement

Sydney Abel is a senior this year at USF, majoring in Politics, minoring in Legal studies. When she isn’t playing rugby for USF’s champion woman’s team, you can find her slack lining at Golden Gate Park or walking along one of San Francisco’s many beaches. An avid traveler, Sydney transferred to USF from San Diego but not before she studied abroad for a year in Maastricht, Netherlands. Someday she would love to be voted into a public office, or just travel the world. Never one to miss a traveling opportunity, once she heard about USF in D.C., she knew that this program was just right for her. Eager to change the world for the better, she wants to learn everything there is to know about Washington and the political process.

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Guadalupe (Lupita) Garcia ’18

Internship: Revolution Messaging

Lupita Garcia is a Sociology Major and triple minor in Criminal Justice, Public Service and Community Engagement, and Chican@-Latin@ Studies. While in D.C. she will be interning with Revolution Messaging as a Digital Strategy/Client-Service intern where she will be working on advertising projects for campaigns using mobile messaging and social media. Through her participation in USF in D.C., she hopes to gain the skills that will prepare her to gain a career in public policy advocacy and continue to cross borders and discover home.

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Gabbi McDaniel ’17

Internship: UN Population Fund

As a senior International Studies major, Gabbi McDaniel will be applying her USF education in the field as an intern for the UN Population Fund. USF in D.C. will allow her to pursue her ideal internship, take classes on politics and advocacy, and develop a network within our Nation’s capital. She is looking forward to experiencing everything Washington D.C. has to offer especially during a Presidential election.

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Diana Conteras Chavez ’17

Internship: Mexican-American Legal Defense and Education Fund

This fall Diana will be interning with the Mexican-American Legal Defense and Education Fund. She is excited to learn more about immigration policy and advocacy in D.C. Since it is her first time in D.C., Diana is thrilled to see the monuments and museums, and try out all the new brunch spots!

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 Tara Kahn Sac ’17

Internship:  Minority Leader Nancy Pelosi

Tara Khan is currently pursuing a degree in International Studies with a minor in Middle Eastern Studies and focus in Global Politics & Societies. Following graduation, she hopes to relocate to Washington D.C. and work for the U.S. government while also studying for the Foreign Services test. She is spending her semester in D.C. working on Capitol Hill, interning for Minority Leader Nancy Pelosi. Working in the House of Representatives has been an extremely rewarding and eye-opening experience, none of which would have been possible without the Newmark Scholarship. Being a Newmark Scholar has convinced her that she made the right choice in her decision to pursue a career in politics.

 

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Assala Mami ’18

Internship: Center of American Progress

Assala is a Politics major with a double minor in Legal Studies and French Studies. She has an interest in foreign affairs and public policy and is excited to get to know the political scene in D.C. While in the  nation’s capitol, Assala plans to visit all the monuments and museums, of course and take trips to neighboring states.

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Meet our 2016-17 Advocates for Community Engagement (ACEs)

Advocates for Community Engagement are socially responsible, civically engaged student leaders who facilitate meaningful service-learning experiences for USF students, faculty, and their host organizations. Primarily, ACEs act as liaisons to ensure the needs and expectations of all stakeholders are accounted for and prioritized. Each ACE makes a one-year commitment to work onsite at Bay Area nonprofit organizations. Meet our current cohort of ACEs  and learn about their hopes and expectations for the coming academic year.

 

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 Nell Bayliss

Major: Critical Diversity Studies

Minor: Public Service and Community Engagement

Year: Junior

Living Learning Community: Martin-Baró Scholars 

Nell Bayliss was born and raised in Washington D.C. and that fact ignites her passion for studying Critical Diversity Studies. She is was a part of both the Martin-Baró Scholars and Esther-Madríz Diversity Scholars living learning communities. She is excited to bring her experience from  both living learning communities into her ACE position this year.

 

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Alejandro Cuevas

Major: Latin American Studies

Minor: Dual Degree in Teaching Program

Year: Senior

Living Learning Community: Erasmus  

Alejandro’s experiences both on campus and off campus have prepared him for his role as an Advocate for Community Engagement in multiple ways. His involvement as a student in Erasmus this last year has impacted his view on service learning and issues globally. Experiences doing community organizing have helped him develop skills that will support his involvement as an advocate for community engagement. He is excited to grow as a student and supporting students through their service learning experience.

 

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Amanda Geraldo

Major: Communication Studies

Minor: Theater

Year: Senior

Community Partner Site: Upward Bound

After studying abroad in London last semester, Amanda is very excited to be back as an ACE. In addition to this role, she is actively involved on campus with Dance Generators, Magis Emerging Leadership Program, Lambda Pi Eta, and the Arrupe Immersion program. She has always had a passion for working with youth and is excited to continue exploring this passion through her ACE partnership this year.

 

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Alexa Gonzalez

Major: Politics // International Studies // Latin American Studies

Year: Senior

Community Partner Site: Viviendas Leon

Alexa grew up in Nogales, Sonora—a border town where you can travel from Mexico to the United States in less than 10 minutes. One of her most rewarding college experiences has been working with environmental groups to complete an independent research project focusing on analyzing social resistances emerging in response to the extractivist agribusiness model in the Industrial Belt in Rosario, Argentina. She is very excited to work with Vivendas Leon and support service learners in their projects.

 

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Greta Karisny

Major: Sociology

Minor: Public Service and Community Engagement

Year: Senior

Community Partner Site: 826 Valencia-Tenderloin Center

Greta’s second year as an ACE  is spent working in partnership with 826 Valencia for the 2016/17 school year.She loves being a part of the ACE community and the space it creates for positive discussions towards social justice, community-building, and personal growth. Last year she partnered with Upward Bound USF and had an incredible experience working with the organization, service learning students, and the students that they serve. She had the opportunity to do her direct service with their after-school program at Mission High School and fell in love with the students and the school.Her time at Mission was one of the most positive experiences she’s had at the ACE program and throughout her college career. She is so excited to begin to build relationships with students at 826 this year and to be able to see their growth as the school year continues.

 

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Kiana Rai Martinez

Major: Double major in Sociology and Critical Diversity Studies with a Minor in Public Service and Community Engagement

Year: Junior

Living Learning Community: Esther Madriz Diversity Scholars Living Learning Community

Kiana was a member of cohort ten of the Esther Madriz Diversity Scholars prompting her to pursue a role that gave her the chance to continue working with the program. She enjoys surrounding herself with people who challenge her to think critically and flourish — just two of the traits she sees in the Esther Madriz Scholars, year after year.

 

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Sonia Hurtado Ureño

Major: Sociology and Latin American Studies

Year: Senior

Community Partner Site: Mission Graduates

Sonia Hurtado Ureno was born in Fremont, California to Mexican immigrants. Her experiences as a low income, first generation Chicana has led her to participate in activist efforts during her time at USF. As an ACE, she looks forward to working with first generation college bound students and current students.

 

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Chiweta Uzoka

Major: Politics

Minor: Legal Studies

Year: Junior

Community Partner Site: Bayview Hunter’s Point Community Legal

Chiweta Rozaline Uzoka is Secretary of Delta Sigma Theta Sorority, Incorporated – Tau Tau Chapter, President of Sister Connection, and a member of the Black Student Union here at USF. She was also a member of Esther Madriz Diversity Scholars living-learning community and is currently a peer mentor in this community as well. She is excited to be working with Bayview Legal and moving towards universal access to legal services and representation.

 

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Miriam Uribe

Major: Politics, Latin American Studies, and International Studies

Year: Junior

Community Partner Site: Generation Citizen

During her time here at USF, Miriam has been a strong advocate for more resources for undocumented students in our community. It has been an experience that has allowed her to reflect on the power of story telling to create change. She is excited to work with Generation Citizen this year and redefine what “citizenship” means.

 

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Vivienne Pismarov

Major: Psychology/Legal Studies

Year: Sophomore

Community Partner Site: Faithful Fools

Vivienne Pismarov is a first-year ACE who is excited to explore social justice issues with the McCarthy Center. She was part of the Martín-Baró Scholars Living-Learning Community here at USF last year where she first became interested in engaging issues of diversity and homelessness in San Francisco’s Tenderloin neighborhood. Additionally, Vivienne is interested in how legal policies in San Francisco can be modified or created to help better address homelessness, women’s rights issues, and environmental problems.

 

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Nichole Vasquez

Major: Kinesiology

Year: Senior

Community Partner Site:Family House

On campus, Nichole has had different experiences that have prepared her for the ACE role. Her first service experience in college was as a democracy coach with Generation Citizen, where she facilitated a class of seventh graders leading them through a service project. Her experience with Generation Citizen sparked a passion for service that she is excited to continue this year with Family House!

 

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Esther Madriz Diversity Scholars Research the Western Addition’s Inspirations Murals

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This academic year the Esther Madriz Diversity Scholars (EMDS) are gathering the stories of African American leaders depicted on the Inspirations mural outside of Ella Hill Hutch Community Center. In fall students drew names out of a hat and were tasked with researching individuals and writing biographies that they shared in their fall final presentations. This spring student teams are linked with living Inspirations so that all students have the opportunity to interview an African American leader. Bios and photos of individuals on the mural will be compiled into a book that will be shared with community members.

This project is a continuation of work started by community members Ms. Altheda Carrie and Mrs. Lynette White. Ms. Carrie and Mrs. White began collecting stories from the Inspirations mural years ago, when the City of San Francisco provided funding and District Supervisor Wendy Nelder was involved. That project was temporarily set aside during shifts in City leadership and funding sources, but it was eagerly picked up again when Ms. Carrie and Mrs. White brought it to USF as a possible collaboration. It is a natural outgrowth of the blossoming collaboration between EMDS, the Leo T. McCarthy Center and Engage San Francisco. Sociology Professor Stephanie Sears is the faculty director for the program and Leo T. McCarthy Center Associate Director for Community Engaged Learning, Andrea Wise is collaborating with Professor Sears on the partnership by facilitating class discussions on community assets and campus community partnerships.

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