January 19, 2021

IN THIS ISSUE

• Social Work Students Make a Difference in the Community Through Service-Learning Projects
• Chemistry Students to Serve as Science Fair Coaches of Sixth Graders This Semester
• Deadline for Submission of Community Engagement Award Nominations is January 29
• Federal Work-Study Community Service Placements Available to Eligible Students
• Course Instructors Invited to Apply for Service-Learning Designation
• Faculty and Students Urged to Use New System for Managing Service-Learning, Civic Engagement

Social Work Students Make a Difference in the Community Through Service-Learning Projects

Dean praises presentations at symposium as “exceptional”

Social work students made a difference in the community last semester as they completed various service-learning projects. 

Jasmine Rolle, for example, helped to create a curriculum that would “expose youth to the various areas of social and mental health.” Her service-learning project also provided Rolle with the opportunity to facilitate youth group sessions and to assist with social media matters at a nonprofit organization.

Rolle was one of several students reflecting on their service to the community during the School of Social Work Service-Learning Symposium last month. She supported the work of Collective Sistahood, Inc., the Miami Gardens-based umbrella organization whose purpose is “to serve, educate and promote social welfare in our communities.”

The students—some working in teams, others individually—served in various organizations as part of SW 323, Service-Learning and Social Work Practice, in the fall semester. Each student rendered up to 37 hours of service.

During the end-of-semester event, held virtually, students reflected on their service-learning experiences, noting the challenges and opportunities for growth that they experienced and embraced.   

Anasia M. Thomas indicated that she benefited from her role researching ways to support substance abuse clients, finding healthcare and housing support for homeless people, and building rapport with agency clients. With classmates Lindsey Antoine and Imoni Harrold, Thomas got her service-learning experience with A New Start: Financial and Social Services, Inc.

At its website, A New Start proclaims its “mission to make life better for the disadvantaged through education and programs that empower and uplift.”

Najah Cooper, who served with Catholic Charities at a senior living facility, reported that she conducted visits by calling in to patients’ rooms. She would ask them how they were doing, engage them in conversation, and provide relevant information to nursing staff or other personnel. 

Other community-based organizations that provided service-learning experiences to the social work students included Breakthrough Miami; the Center for Advancement, Restoration, & Empowerment (CARE), Inc.; Housing Opportunities Project for Excellence (HOPE), Inc.; People Acting for Community Together (PACT); and the local Salvation Army.

“My experience at CARE, Inc. proved that everyone has the power to make a difference in their own lives and in the lives of others in the community,” said Serena Forbes. Her regular tasks included sorting items in the food pantry, assisting with social media posts, and connecting clients to resources. 

HOPE, Inc. received assistance from Sharaya Lambert and Jennie Iudice. The agency deals with housing discrimination. 

Dr. Phyllis Scott, dean of the School of Social Work, commended students completing SW 323 for their successful engagement in service-learning activities. She described the students’ presentations during the symposium as “exceptional” and said she especially appreciated the research component of their community-focused experiences, which strengthened their critical-thinking skills.

“Each student seemed to have gained a lot from their experiences and … a greater understanding of the many roles of social work,” Scott said. “A glimpse at the daily challenges of clients elevated their passion for this work and brought to the forefront the vast needs that exist all around us and the importance of social work intervention.”

The course instructor was Preeti Charania, LCSW, an adjunct faculty member. Charania and Ashley Wright, MSW, coordinated the symposium. Wright is the director of the Bachelor of Social Work program.

Dean Scott thanked Charania and Wright for inspiring students: “You inspired these students to not only examine the needs of clients but [also] to examine their own values and to understand the power of resilience.” She added: “Though challenged by the surrounding social and health issues that plague our nation, your work brought forth the best in our students—and this is very inspiring.”

Among community partners attending the Service-Learning Symposium was Andrew Hoo, executive director of A New Start: Financial & Social Services, Inc., who had high praise for the students assigned to his agency. 

In a recorded video message, Collective Sistahood CEO Joquetta Batista, MSW, similarly showered praise on the students for their work with three of her organization’s member agencies. 

In attendance at the symposium were Dr. Glenn Bowen, executive director of the Center for Community Service Initiatives (CCSI), and Dr. Heather Johnson Desiral, project assistant for the Quality Enhancement Plan (QEP).

Johnson Desiral commended the students for their willingness to engage with their community and congratulated them on their outstanding work. After the symposium, she noted that, throughout their presentations, students consistently said “we” (rather that “I”) while describing their service-learning experiences, “signaling how much they became a part of the community-based organizations.”

Social Work is Barry’s only school/college that has a course dedicated to service-learning. Students usually are required to complete 45 hours of service; however, last semester, the required number of hours was reduced in the wake of the coronavirus pandemic.

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Chemistry Students To Serve As Science Fair Coaches Of Sixth Graders This Semester

Students taking Dr. Tamara Hamilton’s CHE 490, Senior Seminar, will serve as science fair coaches of middle-school students at St. Mary’s Cathedral this semester.

A professor of chemistry, Hamilton and St. Mary’s Cathedral School teacher Felicia Ellington are planning a series of remote, small-group activities for the college mentors and the sixth graders. The experience will be focused on the scientific process, including the interpretation and presentation of data. Mentorship for college preparedness will be provided. 

“We’re obviously not able to do hands-on or in-person activities currently,” Hamilton said. “However, it is important for us to maintain our relationship with St. Mary’s Cathedral School and their science program.” 

During the early part of the spring 2020 semester, the College of Arts and Sciences’ Community Science Academy members engaged middle-school children at St. Mary’s Cathedral in experiential learning activities facilitated by Barry students. The activities were focused on such science-related issues as air quality, nutrition, energy usage and climate change, water quality, and microorganisms.

For information on experiential learning opportunities, contact Liz James, experiential learning coordinator in the CCSI, at ljames@barry.edu.

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Deadline For Submission Of Community Engagement Award Nominations Is January 29

The last Friday of this month is the deadline for the submission of nominations for Barry’s eighth annual Community Engagement Awards. Students, faculty, and staff members, as well as community partners, are invited to submit nominations by the January 29 deadline. 

The seven categories of awards are Community Impact, Community Partnership, Community-Based Research, Community-Engaged Scholarship, Community Engagement Educator, Service-Learning Faculty, and Engaged Department.

The CCSI will host this year’s Community Engagement Awards Ceremony on April 7 beginning at noon.

The nomination forms are available at the CCSI website <barry.edu/service>. For additional information, contact the CCSI at service@barry.edu.

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Federal Work-Study Community Service Placements Available To Eligible Students

Students eligible for Federal Work-Study (FWS) are urged to apply for community service positions. All students participating in FWS Community Service are members of the Barry Service Corps.

The Barry Service Corps is a civic engagement program managed by the CCSI. While gaining valuable work experience, members address issues affecting local communities.

The CCSI coordinates Federal Work-Study Community Service in partnership with the Office of Financial Aid and the Office of Human Resources.

For further information, contact Brittney Morales, program facilitator for FWS Community Service, at BriMorales@barry.edu.

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Course Instructors Invited To Apply For Service-Learning Designation

The CCSI is inviting faculty members whose courses include a service-learning component to apply for the service-learning designation.

Sections of courses, internships, practicum assignments, field education, capstones, community-based research, and similar community-focused or community-based work may be designated as service-learning. 

“Designating courses as service-learning promotes deep integration of thoughtfully organized community service into the curriculum and high standards of service-learning practice,” according to a statement from the CCSI. “Service-learning courses demonstrate the value of applied learning, student engagement with the community, and critical reflection.”

For additional information on the service-learning designation, email the CCSI at service@barry.edu.

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Faculty And Students Urged To Use New System For Managing Service-Learning, Civic Engagement

Faculty and students are urged to use the GivePulse platform for managing service-learning and civic engagement projects. The system is designed to make course/project management processes efficient and effective. 

A self-described “community of volunteers, professionals, civic leaders and service-learning students,” GivePulse provides an online platform with a central database that supports community engagement. It serves as the replacement for the CCSI’s Community Engagement Management System (CEMS). 

Students can use the system to register for service-learning projects and to connect with community partners. Also, students will be able to track their participation and contributions to the community, with information stored in one place.

Community partners have posted community service events and opportunities via the GivePulse platform <barry.givepulse.com>. They will use the system also to verify specific service activities and the number of hours provided by each student.

For additional information, contact the CCSI at service@barry.edu.

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