Published by Center for Service Learning, Internships, and Civic Engagement (SLICE), a Department of Academic Affairs Provost Michael Spagna Vice Provost Ken Oâ€™Donnell Dean of Undergraduate Studies Kimberly Costino Director Cheryl McKnight Coordinator Miami Gelvezon Gatpandan Coordinator Francisco Checkcinco Jumpstart Coordinator Jessica Ramirez Administrative Support Natalie Gomez
ON THE COVER Original artwork by Ria Mae Hernandez, Carson high school student and SLICE & EXP Intern
Service is Our Middle Name
I am so proud of our university’s record of service. We understand our campus is vital to the educational, cultural, and economic health of our communities as reflected in the impressive rankings that put the university among the nation’s top universities for value, diversity, and community engagement: https://www.csudh.edu/recognition/ Our university president, Dr. Thomas A. Parham, values service to our communities and understands the importance of experiential education in providing the best for our students. We have faculty and staff that go above and beyond to ensure our students have the best chances for academic success. Our center, located in WH105, is very student centered as evidenced by the bustling activities of our students as they work on service projects, visit with the staff, work on their assignments in the computer lab, or just hang out. When asked about the philosophy in running our program, we say that we run it by “the Old Woman in the Shoe” method. We like to think we provide a comfortable, safe space for our students where they can enjoy being themselves and realize that we are, indeed, a campus family. This past year, among our many other activities, we are working with our youth in Watts to help prepare them for college success. We are proud to have our first students enrolled here at CSUDH and are encouraging them to participate in the many supportive services provided by you, our caring staff, faculty, and administrators, to help level the playing field and prepare them for an increasingly competitive world. So know that the following pages are about you and the imaginative and colorful ways you find to engage our local and global communities.
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Dominguez Hills is located on the traditional land of the Tongva People. We show honor and respect for the generosity of Jimi Castillo, Tongva Pipe Keeper and Spiritual Leader, for providing blessing ceremonies for the grounds and gardens as we build new facilities to serve the community. Community Connections 2
We are excited to announce that CSUDH will now be offering a minor in Indigenous Peoples of the Americas through the leadership of the Anthropology Department. The interdisciplinary minor in Indigenous Peoples of the Americas focuses on the Indigenous peoples of North, Central, and South America. The minor includes courses from four academic disciplines in three colleges, College of Natural & Behavioral Sciences, College of Arts & Humanities, and College of Health, Human Services & Nursing. The Indigenous Peoples of the Americas minor provides students with an understanding of and respect for historic and contemporary Native Peoples of the Americas, and it serves our students who have a Native American heritage. The minor helps to prepare students for a variety of careers in the public, non-profit, and private sectors, where knowledge of Native American history and culture is important. For further information, contact the Department of Anthropology or scan the QR code below.
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In 2020, CSUDH will be holding its tenth annual Pow Wow, honoring the Indigenous Peoples of the Americas. The Pow Wow committee is excited to share and celebrate this incredible milestone with the campus and our surrounding communities. Planning and coordinating a pow wow is an honor and responsibility that our university takes seriously. It truly takes a community to make the annual event possible. Faculty, administration, staff, students, the Native American Community, and community partners are an integral part in the continuity of the annual celebration. Not many people may know, but the huge undertaking of this event is led by a former CSUDH student
who is well loved and respected in the Native American Community. Steve Rosales, a former Anthropology student, has been the lead coordinator of the CSUDH Pow Wow for the last nine years. As we anticipate the tenth year celebration of the Pow Wow, SLICE wanted to share Steveâ€™s story and what the Pow Wow means to him. Steve Rosales is a member of the Pascua Yaqui Nation from Southern Arizona and the Kora Huichol Nation from Nayarit, Mexico. He was born and raised in the reservations in Tucston, Arizona. â€œPascua Yaqui is known for being trilingual, speaking, English, Spanish, and our native Community Connections 6
language called Yoeme. We are also known for our ceremonies,” Steve shares. Steve talked about two main ceremonies that are important to the Pascua Yaqui people. They are called “Pascua and Cuaresma,” hence the name Pascua Yaqui. This annual ceremony takes place during Easter, and it is a ceremony that infuses their indigenous beliefs with Catholicism. It is a reenactment of Jesus Christ’s crucifixion and resurrection, as well as a portrayal of the war between Good and Evil.
“I don’t want to call myself Indian without doing something. This is one thing I can do for our Indian community.” For Steve, the Pow Wow is a place where indigenous people can come together.
“It allows us to show our traditional dances that our ancestors danced before the Europeans came.”
“The Pow Wow is to show that we Native People Steve also described the Deer dance as a dance to still exist. We are still here. Through our songs and show gratitude to the Deer Spirit. Deer was one of dances, we are able to keep our cultures alive and the main staples for the Yaqui people. Historically, educate the world about them,” Steve continued. the Deer Dance was to show gratitude to the deer For our tenth annual Pow Wow, Steve is excited for providing food and nourishment for the about how we will be celebrating this milestone people. However, the Deer Dancers have also become a healing society. The dance is believed to with the Yaqui Deer Dance Society, a Head Boy Dancer and a Head Girl Dancer, and many more. create a connection to the Flower World and the Spirit World where their ancestors dwell. We invite everyone to come and celebrate with us on April 18-19, 2020, our Dominguez Hills 10th Steve takes the enormous responsibility to help Annual Pow Wow! plan the Dominguez Hills and El Camino Pow Wow each year because he feels it is his responsibility as a Native.
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Gasps, giggles, and joy can be heard
Original plans for Community Impact Day and seen in the childrenâ€™s reactions when they included an Art Day at Stevenson Park in first saw their vegetable and fruit garden beds. Carson, revitalizing an urban farm in Long A garden on the playground has been a dream Beach and the Living Laboratories at our of the YWCA in Compton for a few years, but university, and a beautification project at the due to funding restrictions, the garden project YWCA. Unfortunately due to heavy rain and unsafe conditions, the event was postponed to remained on their wish list. Thanks to the a later date. generosity of the Office of the President, that wish was granted earlier this year. The thought of disappointing the children about their garden project being postponed In commemoration of President Parhamâ€™s inspired Jumpstart corps members to get the inauguration, the university planned a large Community Impact Day event, an opportunity garden project started despite the cancellation for the Toro Nation to lend their time, talents, of Community Impact Day. and skills to help various community partners. Community Connections 10
â€œWe wanted to give the children a garden even if it is not the complete project we had initially planned for,â€? shared Team Leader Areli Lopez who served at the YWCA as a Jumpstart corps member. With garden gloves, fresh soil, mulch, and tools at hand, Jumpstart corps members and staff from SLICE planned a mini Community Impact Day at the YWCA. Making sure they surprised the children, corps members rushed to remove weeds and covered the area with mulch, working together to assemble the garden beds and plant fruits and vegetables. Just after lunch, they surprised the children with their new garden!
The children were excited to see, touch, smell, and even taste the plants! The children and the staff at the YWCA expressed their gratitude in helping them start a garden which is a first for the YWCA. SLICE plans to complete the garden and the beautification project at the YWCA on the upcoming Community Impact Day in the Fall semester. Projects will include completing the garden by replenishing the plants, putting up more garden beds, painting the playground fence, sanitizing the classrooms, and developing activities for children to take home.
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COMMUNITY ENGAGEMENT SYMPOSIUM
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The 6th Annual Community Engagement Symposium was a perfect venue to celebrate the 20th anniversary of the CSU’s community engagement centers. The community engagement projects displayed in this year’s symposium were a true testament of the impact the community engagement centers have made across the California State University System in helping catapult student success by developing meaningful opportunities for students to serve the various needs of our society. The campus community displayed an array of service related projects including those addressing food insecurity, community health and wellness, sustainability, and early childhood education. Collaboration between students, faculty, staff, and community partners have resulted in creative community engagement activities that opened channels for reciprocal exchange of knowledge and resources. Two students were highlighted in this year’s symposium. Scarlett Zamora, an Earth Science major was this year’s keynote speaker. Scarlett has done a tremendous job in expanding sustainability efforts on campus, especially in waste management. Her research included a waste audit of the campus and her service activities on campus helped her garner 2nd place in Student Research Day and the recipient of the Student Green Hero Award during Earth Day. Joesph Burton, a senior majoring in Psychology, received the Community Hero Award for his work with the vision impaired community. Joseph co-founded the Hearts for Sight Foundation to help provide nutrition counseling and adaptive fitness to those who have a vision impairment or are affected by diabetes. In addition to celebrating students’ service projects, faculty were recognized for their commitment to service learning in their disciplines. Cheyenne Cummings was recognized for the environmental leadership award and as a service learning faculty liaison. Cummings has been a true advocate for sustainability efforts on campus, helping lead the planning of Earth Day and reestablishing the Environmental Sciences Master’s Program. Further, Cummings has integrated service learning into his undergraduate level geology class. Other faculty members recognized for their commitment to service learning include Dr. Paul Fornelli, Dr. Paul Penoliar, Dr. Parveen Chhetri, Dr. Thomas Norman, Dr. Sam Russo, Dr. Dean Ramser, Dr. Jenney Hall, Professor Bill Deluca, and Professor Kelly Herman. Service learning faculty liaisons came from diverse disciplines including Earth Sciences, Interdisciplinary Studies, Theatre, Occupational Therapy, Political Science, Management and Marketing, and Communications. Dominguez Hills continues to prove why service is the heart of this university. Students, faculty, and staff have remained committed in recognizing the value of service in students’ academic journeys. Not only has service learning improved student success, but it has provided valuable resources to meet the needs of some of the most disenfranchised local and global communities.
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Belen Herrera grew up in South Central L.A. She is the first in her family to attend a four year university, and her university of choice was California State University, Dominguez Hills. Belen is one of many high school students at WLCAC Family Source Center College Corner mentored by CSUDH students. The College Corner at WLCAC Family Source Center partnered with CSUDH last year to support students like Belen with college preparation. Belen is thankful for programs like the College Corner. Mayra and Noemi were the first interns of from CSUDH to help build the College Corner Program. As mentors, they developed and led workshops to help students like Belen with college applications, career exploration, resume building, and financial literacy. Belen plans to pursue a degree in Child Development but is exploring other disciplines. She hopes to pursue a career in the healthcare industry working with children.
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Last year, two students from Dominguez Hills completed their internship at the Watts Family Source Centerâ€™s College Corner. In 2018 a collaboration between the College Corner and SLICE was developed to help middle and high school students prepare for college and help support them in their personal and academic goals. For an entire year, Mayra Bravo, Sociology student, led the college corner by organizing workshops and activities for middle school and high school students. In the Spring Semester, Mayra was joined by Noemi Gutierrez, another Dominguez Hills student to help mentor the students in College Corner. Both Mayra and Noemi developed and delivered workshops and team building activities. These workshops included financial literacy, stress management, career exploration, college application, financial aid application, and resume building. In an interview, SLICE got to learn more about Mayra and Noemi including their goals for the future and how their experiences have impacted them. Tell us about yourselves Name: Mayra Cecilia Bravo Major: Sociology Minor: Criminal Justice I am a first-generation college student and I am the oldest of five children. I currently work in the Admissions Office and help evaluate students by entering data and indexing documents. I have one more semester left until I graduate with my degree in Sociology and a minor in Criminal Justice. My inspiration is my mother. I look up to her because my mother is a single parent with a disability called Star Guard Disease. Star Guard is a disorder that affects the retina which is the tissues from the back of the eye. Although she has this disability, she still manages to raise my siblings and me. My mother gives me the perfect example of how to be a strong, hardworking, and
independent woman. My motherâ€™s journey through domestic violence, disability, and being a low-income single mother helped me to appreciate the social services that help low income families. I want to give back to my community because it has done so much for me and my family. My goal is to become a social worker and eventually open a non-profit to help single mothers with child care, education, and self-confidence rejuvenation. Name: Noemi Gutierrez Major: Psychology I am the first in my family to finish high school and receive a diploma. Two of my main motivators are my younger brother and my mom. I have had first hand experience in raising my brother since the day he was born. My mom has always worked long hours to support us, therefore the responsibility luckily fell on me at the age of 16. I want to show him that any path he dreams of following is possible, no matter what your background is. I always dream big so that he may dream even bigger. My short-term goals include obtaining a bachelorâ€™s degree in Psychology and pursuing a Masters in College Counseling with a Pupil Personnel Services Credential. One of my long-term goals is to become a professor and base my teachings on personal and professional growth. It is critical to always strive in developing a better version of ourselves and to never compare yourself to your neighbor. Instead, be inspired by mentors and role models that you look up to and create a positive change in the world by inspiring others. How did joining College Corner impact your overall college experience? Mayra: Joining College Corner impacted my overall experience because I learned how to interact with students especially on sensitive topics. I work with the students to help them cope and develop solutions to their challenges. The fact that these students opened up to me about their problems regarding poverty and family issues made me feel what I am doing for these students makes a difference in their lives.
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Noemi: Joining College Corner GAVE me a college experience. As a transfer student, it is typically difficult to have the common “college experience.” Transfers’ lives are usually very complex, full of challenges and commitments outside of our educational career. For so long this was only a dream, being accepted to a university, participating in internships I could enjoy, and building a network. My experience with College Corner and everyone involved has been one of the most rewarding experiences of my life. Finding a place that could be flexible with my schedule and adjust to the experience I wanted to have, made me feel like a “real” college student; as opposed to the transfer norm of coming to school just for class and never exploring everything the campus has to offer. What has been the most meaningful part of your experience and why? Mayra: Students come into College Corner thinking that they are not good enough to go to college, or some are forced by their parents and they do not even want to come to College Corner. However, I still persevered to make their College Corner visit productive and meaningful. After a few visits, they wanted to stay, their grades started to improve, they began developing and writing their goals, and they are not as scared of life after high school. That is the most meaningful part of my experience because I feel that I am helping them thrive and helping them realize that anything is possible if you put your mind to it. Some of the graduating seniors came to look for me and were excited to tell me they got accepted to a university, and they thanked me for pushing them in the right direction. They even asked me if they can still come to college corner after they graduate. I am so excited for them. I became like their older sister that they can trust when they need help, and that was my goal! During the summer, most of the students contacted me to help them with their resumes, to tell me exciting news, or ask for some advice.
Noemi: For those who decided to come to DH, I was able to be there and assist them at not only during my time at College Corner, but also when they registered for their first semester at New Student Orientation (NSO). Words cannot describe the joy I felt this summer. I was able to be a part of a milestone in their lives, and walk them through the process from start to finish. Had it not been for my position at College Corner and the University Advisement Center (UAC), this would not have been possible. What advice would you give to students about the importance of giving back and why? Mayra: Will and compassion are key to giving back to your community. Noemi: I would advise for those who can, to do it. Take advantage of something that can be one of the most rewarding experiences of your life. You could make an impact in someone’s life that could potentially start a snowball effect of giving back to our communities. It is important to build and share our experiences with one another to avoid working backwards.
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Service & Learning in Action Community Connections 18
As we celebrate the 20th anniversary of CSUâ€™s Community Engagement Centers, here are a few ways CSUDH is continuing the legacy of student success through community engagement. Through short-term volunteering, service learning classes, and academic bearing internships, students are integrating course curriculum in meeting the various needs of these communities. Through experiential learning, students gain a deeper understanding of their disciplines and engage in social justice and equity work through their service in their communities. Faculty from across disciplines have developed creative and meaningful ways to combine service and academics. Through international collaborations, students are learning to combine best practices with cultural relevance, and learning becomes a first-hand experience. Students are also utilizing the power of technology for marketing and information outreach. Community engaged learning is continuing to expand on campus, opening more doors for students to approach learning in transformative and meaningful ways. 18
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Service In Action Kinesiology
3 WINS Fitness Program is a free exercise program that is offered to the community by Kinesiology students. 3 WINS stands for empowering: 1. Participants 2. Students 3. Community Health. Since 2009, the program has spread to over six parks across Los Angeles County. In the Spring of 2019, a 3 WINS program started at Helen Keller Park in Los Angeles led by Kinesiology students from California State University, Dominguez Hills . The participants have expressed improvements in their physical abilities, emotional well-being, and the park environment. Additionally, the CSUDH student instructors have expressed their growth in professionalism, instruction/training skills, communication, and leadership abilities.
â€œThis program has helped me be able to garden and to reach further. I feel better now.â€? MJ
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Service In Action Anthropology
Dr. Gasco’s ANT330 North American Indians class provides students with the opportunity to help organize the university’s annual pow wow and work with the Native American Community. Students enrolled in this class learn about the indigenous community through their active participation in planning and coordinating the pow wow. Students lead various aspects of the pow wow including the operations of the children’s booth, hospitality, marketing and outreach, and volunteer coordination. Each year the pow wow attracts hundreds of people across the country to take part in this cultural event. The success of the pow wow has been largely contributed to this class who work all semester long to plan and make the pow wow happen.
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Service In Action Earth Science
For his Physical Geology class, Cheyenne Cummings had his students develop Youtube videos as â€œamateur guidesâ€? to geologic locations in and around Los Angeles. Students conduct research and integrate course materials to help them develop digital field trips to inspire the community to explore these sites around Los Angeles County. Despite having more than 60 students in the class, Cummings creatively integrated service learning pedagogy in his Physical Geology Class. Students fulfilled approximately 900 hours of service related work.
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Service In Action Digital Media
Dr. Fornelliâ€™s Introduction to Digital Media class provides students the opportunity to use the technical skills they learn in the classroom to help non-profit organizations develop public service announcements and other marketing materials. Students from this class not only gain hands-on experience in the field, but they also provide essential services to small non-profit organizations and departments on campus. Dr. Fornelli has partnered with organizations including GoodWill, Jumpstart, Peer Health Exchange, SLICE, Office of Sustainability, and WLCAC.
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Learning and Serving Abroad
In partnership with Push International, students from the Occupational Therapy program make an annual trip to Mazatlan, Mexico each winter to work with individuals with cerebral palsy or mobility issues. This unique experience provides students and faculty with the opportunity to expand their therapeutic skills and learn culturally relevant methods when working with diverse clients. Students also fabricate wheel chairs and other mobility devices to distribute to community members who cannot afford them.
services to children with disabilities. In addition to the services the students render, students learn and observe how cultural beliefs and values impact healthcare in other countries. They reflect on their own biases and challenge their own beliefs to better understand and serve their clientsâ€™ needs. Students attend reflection meetings to discuss their experiences and observations and are required to develop a journal portfolio that includes challenges they face, highlights, and occupational and cultural insights.
Led by Dr. Paul Penoliar, students work with staff at the rehabilitation center in Mazatlan to share and exchange cross cultural techniques. This exchange allows staff at the rehabilitation center to learn new therapeutic methods that can enhance their care and
After the winter course is completed, students completed a post service survey and reflection. All of the students agreed that the service component of the course helped them understand the curriculum and make meaningful connections. All of the students
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also believed that they made a difference in the community and that other students would benefit from similar experiential learning opportunities.
Another student wrote, “The entire trip from start to finish was incredibly rewarding. I can honestly say that every day entailed a rewarding and eye-opening experience. I think that of all the The desire to continue serving the community and experiences we had throughout the week the most a feeling of gratitude resonated in the students’ rewarding was getting to work with client reflections. Samuel. Seeing him light up during treatment melted my heart. Also, wheelchair distribution day was a rewarding experience in itself. Getting “This experience was honestly life changing. to know the community and assessing their needs Seeing the impact that a disability has on a was an unforgettable opportunity.”
child’s life in another country is eye opening. I plan to take everything I learned and implement it in my practice. Also, I could see myself opening up a clinic in a rural part of Mexico some day in the future where the community is in need of my services.”
Dr. Paul Penoliar and the team that compromises the Occupational Therapy program continue to expand experiential learning opportunities for their students. In addition to Mazatlan Mexico, Occupational Therapy Program has partnered with Stone and Compass in Bulgaria.
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â€œThis experiential learning is something every occupational therapy graduate student should participate in if possible because we are granted a unique opportunity to hone in our clinical skills during our learning process while making a difference in the community. It is truly empowering and humbling to be able to be a part of something that continues to provide such great work for the people in Mazatlan. We are able to apply our knowledge of what we learned throughout the semester and challenge ourselves to take the next step to becoming a well-rounded and culturally sensitive clinician. To be able to get hands on experience is something that is invaluable and something we will carry with us throughout our career. It also gives students a new perspective on how different things are in other parts of the world and to be culturally aware of the differences and to learn how to navigate around those differences.â€? -Occupational Therapy student
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Service that Empowers & Transforms
Each year, our students continue to demonstrate their passion for serving the community. It is no surprise that students who engage in community service are more likely to stay in school and graduate. SLICE houses two AmeriCorps programs, Jumpstart and JusticeCorps, where students from different disciplines commit to a full year of service working in Compton preschools or the courts’ self help centers across Los Angeles County.
proven the power of service in enriching our students’ collegiate experience and helping build a strong foundation for them to excel in their professional careers.
For more than a decade, JusticeCorps has given students an opportunity to expand their knowledge in the justice system while helping self-represented litigants with their family cases. This reciprocal exchange of resources between our students and the community through JusticeCorps have
Can you tell us a little bit about yourself? My name is Cathleen Torres Vasquez and I am 23 years old. I received my Bachelor’s of Science in Criminal Justice with a Sociology Minor from CSUDH in 2018. I am a United States Probation and Pretrial Services Officer. I have been with the agency for about
In an interview with Cathleen Torres Vasquez, a former JusticeCorps member and university representative, Cathleen shares how her experience in JusticeCorps has prepared her for her profession.
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two years now. I started as an intern and was hired after graduation. I am also working on obtaining my Masters in Public Administration with a concentration in Leadership from California State University San Bernardino. What was your involvement with JusticeCorps? I was a JusticeCorps member in 2016-2017 and completed the 300 hours of service. I completed my hours at the Norwalk self-help center. I was also the University Representative for CSUDH from 2017-2018. I supervised the JusticeCorps members and fellows from the Torrance and Compton self-help centers. How did JusticeCorps impact your perception of the community and social issues that exist? As cliche as it may sound, JusticeCorps helped open my eyes to many social issues such as poverty and lack of education. The people I was helping as a JusticeCorps member were the same people in my community, people who did not have the resources to afford to hire an attorney. Some of the people were basically at the lowest point of their lives because of lack of resources. As a member, I helped many people who could not read or write. Most of them did not understand the court language and this made them afraid. Being able to assist them and give them reassurance made my experience so much more valuable. How did JusticeCorps prepare you for your current position? JusticeCorps helped me enhance and improve many skills including my communication skills, being detail-oriented, and being patient and knowledgeable about the court system. For most of the people who came to the self-help centers, the JusticeCorps members were either their first point of contact, or we were the first to actually offer them the help they needed. Just as most of the people I work with today, the people 28
coming into the self-help centers were either scared, confused or angry. As a JusticeCorps member I was trained to help them understand the court system better. I needed to have the patience to work with every person on an individual basis. Just like my job now, every case was different. JusticeCorps also helped me develop my communication skills, especially in the court system. My career today entitles me to speak with judges, attorneys and different court and law enforcement personnel. I strongly believe if it weren’t for the JusticeCorps program, I would not have the communication skills needed for my current position. It also helped me network and helped me get out of my comfort zone. Tell us about your position and what your responsibilities entail. I am a United States Probation and Pretrial Service Officer. When a person is charged or arrested on a Federal Crime, we interview the defendant, gather and verify their background information and report it to the court; along with a recommendation on bail. If a defendant is released on bond (pending the outcome of the case), we also supervise the person to ensure their appearance in future court proceedings and the safety of the community. I am currently assigned to the investigating unit which means 90% of the time, I am the first contact the defendant has with anyone after they are arrested. Most of them are confused, angry or scared. What is your favorite memory serving in JusticeCorps? Most of the people who walk into the self-help centers are angry or even afraid of the court and the court process in general. The JusticeCorps isn’t a “thank you” kind of job. Not everyone you will assist will say thank you but serving as a member, you know that you have made a difference. Community Connections 29
A Legacy of Service The Jumpstart program is one of the
most intensive internship programs offered at CSUDH. It requires each corps member to fulfill at least 300 hours of service in a span of an academic year. This requires a lot of sacrifices, time management, commitment, and a passion for service. Andrea Cardenas and Nancy Cardenas exceeded what we might expect from an intern. Each sister completed four years as Jumpstart corps members. The sisters spent each year of their undergraduate studies being a part of the Jumpstart program, serving in our local Compton preschools. Andrea and Nancy gave more than two thousand five hundred hours of service before the Spring 2019 semester ended. In an interview with the sisters, we got a chance to learn more about them and their experience serving the community. Andrea originally majored in Biology but her Jumpstart experience helped her discover that her passion was in teaching.
She changed her major to Liberal Studies and will be graduating with her degree in Spring 2020. She plans on getting her teaching credentials to be an elementary teacher. Nancy recently graduated with a degree in Child Development. She is now pursuing a graduate degree in Marriage and Family Therapy. When asked how Jumpstart impacted their overall college experience, both sisters echoed finding a sense of belonging on campus.
“Jumpstart opened doors for us to meet so many people. It made school easier and meaningful because we were a part of something.” The sisters’ four years of Jumpstart gave them many unforgettable memories especially when working with the children. However, not all of them were always happy memories. For Nancy, this experience provided a different perspective. Community Connections 30
Years of Jumsptart in CSUDH
108,000 total service hours in the last 9 years
Child Development Liberal Studies Human Services Theatre Biology Criminal Justice English Psychology Sociology Corps members in Jumpstart come from diverse disciplines
â€œGiving back gave me meaning and purpose.â€? 30
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“This was such an eye opening experience especially to see the living situations of the children. You come to realize that they don’t have the same opportunities as other children.” “This year, we had children from different backgrounds, and we were struggling with so many things. I realized that there needs to be more of us to help these children receive what they are not getting at home,” recalls Andrea.
Andrea and Nancy hope to pursue careers that will allow them to continue working with children and their families. They hope that Jumpstart continues to grow and gain more support from the university especially in reaching out to more students.
This year was especially challenging for Andrea. “I noticed one of the students I had been working with was detached and was crying a lot. He was more aggressive and did not want to socialize with other children or with the teachers. Shortly after, I learned that his older brother was killed,” Andrea shares. “He was already in foster care, and he was already having a hard time,” Andrea added. When Andrea learned about the tragedy, she and her team purchased a Teddy Bear and placed a photo of the boy’s older brother on the frame. With support and constant guidance, the young boy improved and began to do better in school. Andrea found out that he sleeps with the Teddy Bear at night and takes good care of it too. “This experience taught me that through giving, I receive more back. I gave to the children my time and service, but they gave me so much more in return,” Andrea shares as she concludes her experience with Jumpstart.
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In the last nine years, CSUDH Jumpstart corps members have completed more than108,000 hours of service. Corps members have contributed to more than two million dollars worth of service.
One of the best decisions I ever made was joining Jumpstart. I learned the true meaning of community service and the importance of team building. I miss my Jumpstart family, the community, and students I served
-Jennifer De Leon
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It is well known that study abroad is a high impact practice that helps students explore other cultures, and histories, and expands their world view in ways that the traditional classroom setting cannot.
restaurants, and shops, immersing ourselves in the Bulgarian lifestyle. The rest of our trip was spent at the Stone & Compass Field School in the quite farm town of Stolat. Stone & Compass provided accommodations to schedule class time in a traditional classroom setting while abroad; During my undergraduate studies at California however, Stone & Compass also made sure to State University Dominguez Hills (CSUDH), sprinkle educational excursions across studying abroad seemed out of reach. My priority Bulgaria. The best part of the excursions was how was to finish my degree, complete my internthe experiences connected and integrated what ships, and work my two jobs. With our Study the students were learning in the classroom! We Abroad programs growing, I often wondered explored caves, tombs, castles, and walked across what it would be like if I had been provided the ancient Roman roads. We met different people opportunity to study in another country and including farmers, potters, realtors, professors, learn about my Human Services Major from a deans, mayors, and other community members. different world lens. CSUDH, in partnership with Stone & Compass, Now I work as the Internship and Community helped provide an educational and touristic Partner Coordinator for the Center for Service experience that truly enriched my life and Learning, Internship, and Civic Engagement deepened my insight on people living in other (SLICE). As the Internship Coordinator, I was parts of the world. New found friendships, food, assigned to accompany students and faculty for cultures, and languages were at the heart of the this yearâ€™s study abroad program to Bulgaria to trip. I feel my world view has broadened in a way ensure internship activities and sites were suitthat no other experience could provide. Thanks able. to the leadership of Rob Goodwin, Jan Gasco, and Thomas Norman, my Bulgarian adventure Upon our arrival in Bulgaria, we were greeted by has inspired me and my colleagues at SLICE to three men who were our interpreters and guides. advocate for more students to be given this Our trip began with exploring the capital city of opportunity. Sofia, visiting historic churches, authentic 36
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Ria Mae’s positive can-do attitude paired with her artistic talent made her a valuable part of the SLICE team this summer. For the fourth consecutive year, SLICE partnered with EXP (formerly known as ITEP) and gave a high school student a chance to intern at the center. EXP is a program that works with high schools across Southern California to help provide students with mentorship and internship opportunities. Ria Mae Hernandez, a student from Carson High School’s Environmental Science, Engineerings, and Techology (ESET)program spent six weeks this
summer interning for Center for Service Learning. Ria Mae’s passion for arts, the environment, and community engagement made her the perfect intern for SLICE. This summer, Ria helped with New and Transfer Student Orientations, providing campus tours to middle school students, and assisted SLICE with summer projects. With her artistic talents, Ria’s original work was chosen as this year’s Community Connections’ front and back cover. Her work represents the spirit and diversity of our Toro Nation! SLICE also welcomed another high Community Connections 38
school student volunteer from Carson High School. Curtis Simmons is also from the EXP and ESET programs. Since his official internship falls during the weekend, Curtis volunteered at SLICE along with Ria Mae, helping with SLICEâ€™s daily operations and Student Orientations.
Both students will be starting their senior year in high school Fall 2019. Ria Mae hopes to pursue a degree in Psychology and combine her talents in the arts to work as a mental health counselor. Curtis hopes to pursue a degree in automotive engineering.
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