Vol. 1, No. 1 | Spring 2002
Miranda Cheang, Brianna Guillermo-Newton, and Robyn Rachac meet weekly to discuss the article they are writing about their experiences in UC Links programs in YMCA community centers in Richmond and Oakland.
UNDERGRADUATE VOICES
Putting Theory into Practice
Service-Learning and Active Learners
BY MIRANDA CHEANG, BRIANNA GUILLERMO-NEWTON, AND ROBYN RACHAC
None of us had ever heard of UC Links until Fall semester, 2000. We all somehow stumbled into this education class called Literacy: Individual and Societal Development, and even though each of us wanted to run for the door at first, now it's Spring 2002 and we're still involved with UC Links.
That first semester we participated in after-school programs located at YMCAs in Richmond and west Oakland. Working with the children at the YMCAs made us think more critically about education; we realized that learning is a reciprocal experience. During class meetings, we talked about how we were learning as much, if not more, from the kids as they were learning from us. These discussions were valuable in helping us connect what we learn inside the classroom to work we do in the outside world.
After the semester ended, our instructor, Mara Welsh, invited us to continue working at the YMCAs and meeting with her and our fellow classmates. Six of us continued. In addition to getting together regularly to discuss site issues and educational theories, we decided to prepare a presentation for a service-learning conference. During our presentation, which focused on the role that undergraduates play in service-learning, we discussed issues such as theory and practice, conflict resolution, being an outsider, and culture.
Fast forward to Fall 2001. Now only three students remain, but we are tackling our most difficult task yet: writing an article about our experiences as undergraduates in service-learning. We hope to publish the article in a scholarly journal. We began by transcribing our conference presentation and discussing our ideas with other people interested in service-learning. This semester we continue to meet weekly with Mara to discuss outlines and drafts of our article.
Although our focus has changed at different stages throughout the experience, we feel this is reflective of the nature of service-learning, which provides the flexibility to explore different aspects of education. Service-learning has meant something important for each of us—seeing theories in action, learning from the kids we worked with, breaking out of comfort zones. All of these opportunities have served to make our education a richer experience.
Miranda Cheang, Brianna Guillermo-Newton, and Robyn Rachac are undergraduates at UC Berkeley. In 2000-2001, Brianna worked at the Coronado UC Links site in Richmond, California. Miranda and Robyn worked at the M. Robinson Baker UC Links site in Oakland, California.
La Clase Mágica: New Communities of Learners
HumaniFest Online: Linking Humanities Out There and the Whittier Fifth Dimension
The Magical Web Fifth Dimension
Digital Storytelling in West Oakland
Undergraduate Voices
Brianna Guillermo-Newton, Miranda Cheang, and Robyn Rachac
Links for Kids
How to Make Links: Social Capital and Community-University Collaboration
Growing up with UC Links: An Interview with Jesse Paulos