Issue link: http://educator.cta.org/i/2866
communities to meet the service learning requirement. And they are not always initially enthusiastic a bout t he time- consuming assignment. “But after they get involved, they un- derstand why it is so important and tell me they appreciate the fact that they got in- volved,” says Fisher. “They in- spire each other and learn from one another. I give them a requirement of 20 hours, but it usually goes beyond that and just serves as a starting point.” “I wa sn’t s uper-excited about it at first,” admits senior Amy Lei, who has spent time volunteering in a food bank. “I didn’t realize how many San Franciscans are hungry for three square meals a day and that a lot of people live on food that’s been donated to the food bank. But I’m volunteering there four hours a week now and feel I’m really making a difference.” Classmate Aaron Whitlatch thought it might be “fun” to volunteer at the same food bank, but says the experience turned out to be something much more than fun. “Waking up on a Sunday and going to the food bank is the best way to start a Sunday in- stead of waking up and watch- ing TV,” he says. “Why not go out and do something to make the world a better place?” College courses CSU Monterey Bay has its of hours to local schools, agencies and nonprofit organizations. The school is the only one in the country where students can receive a minor in service learning. “You can see service learning as a ped- Jim Bentley Elk Grove EA agogy, but it also involves students in a way that is really focused on outcomes and getting them to be citi- zens in society,” says Jennifer Colby, Ph.D., a professor and California Faculty Associa- tion member. “As a professor, I can see them draw on what I teach, learn from their expe- riences, participate in com- munity partnerships where they serve as co-teachers, and also take time for personal re- flection.” One of her students, Jen- Jennifer Colby own Service Learning Insti- tute, whose mission is to promote social justice by cultivating partnerships among students, faculty and the surrounding communities. Each year, 50 percent of CSUMB students are enrolled in service learning courses, contributing thousands CSU Monterey Bay nifer Armenta, has a “pay it forward” attitude. While enrolled in a s ervice learning course, the Student CTA mem- ber (and former president of the CSU Monterey Bay chapter) prepared study units for community schoolchildren on Cesar Chavez and migrant workers to help i nst i ll et hnic p ride, a nd t hen helped t hose same f if th- graders de velop s er vice learning projects of t heir own. Under her guidance, students researched Cesar Chavez, created art projects and then collected food bas- kets and school necessities for children living in mi - grant worker camps in near- by Hollister. “You can sit in a classroom and take in so much informa- tion,” says Armenta, who teaches special edu- cation for students in grades 6-8 and is also enrolled in a master’s program. “But it isn’t un- til you take it out for a test drive in the com- munity and share it with others that it really comes full circle.” From top: Students at King Drew Magnet High School in Los Angeles proudly display the quilt they created, which represents diverse backgrounds. United Teachers Association of Los Angeles member Helen Huynh works with Leeann Sanchez. december 2008 • january 2009 | www.cta.org 13