ANNUAL REPORT  |  EDUCATING SOCIALLY ENGAGED LEADERS

THE STEANS CENTER: EDUCATING SOCIALLY ENGAGED LEADERS

DIRECTOR’S LETTER
It is with great pleasure that we bring to you this annual report of the Irwin W. Steans Center for
Community-based Service Learning and Community Service Studies. The report reflects on the
recent contributions of the center to student learning, faculty teaching and community partnerships.
These contributions are built on an exciting qualitative shift in focus of the Steans Center
during 2008 and 2009. After record growth in service learning course numbers, staff undertook
considerable reflection on the center’s goals and objectives, and produced a new vision for growth
and development aligned with DePaul University’s VISION twenty12 strategic plan. VISION twenty12
calls for the university to “focus its energies on creating nationally recognized, rigorous programs
Howard Rosing of study”; and to prepare “women and men to be at the forefront of their chosen fields as ethical and
Executive Director socially engaged leaders.” In line with this vision, the center refocused its efforts on enriching the
quality and rigor of service learning offered at DePaul University.

Central to the Steans Center’s new vision is the development of departmental initiatives that involve
a combination of service learning course support, disciplinary-focused paid community internships
and encouragement of community-based research and scholarship. Examples of the shift include
the center’s development of a web-based course development and placement program designed by
i.c.stars, one of our nonprofit IT partners. Chad Williams, assistant director for course development,
successfully guided this online tool, which increased our efficiency in supporting community
partners’ interests by linking them to courses and ultimately to student placements and projects. We
brought in new staff, such as Jeffrey Howard, editor of the Michigan Journal of Community Service
Marisol Morales Learning, to work with faculty to enhance use of the service learning pedagogy. In addition, we
Associate Director introduced the Community-based Research Faculty Fellowship program which encourages faculty to
engage in research partnerships and to publish their findings in peer-reviewed publications.

The following pages highlight some of DePaul’s most innovative work in the area of community-
engaged learning. Stories reflect the creative work of students and faculty in early education, human
rights law, Catholic school internships, business ethics, information technology, anthropology,
advanced community internships and the community service studies minor.

We want to personally thank our hardworking and creative staff who infuse a sense of passion and
innovation in their work that is a pure reflection of DePaul’s mission. They remain deeply committed
to creating socially engaged alumni and leaders who leave DePaul with a sense of commitment to
reducing social inequality through education, service and advocacy. As usual, we welcome your
feedback on this report and our work in general.
 S T E A N S. D E PA U L . E D U | 3

CSS DIRECTOR’S LETTER

Excitement, energy, creativity, compassion and action are just a few of the words that come to
my mind as I look around as new director of the community service studies (CSS) program, and
I, in return, am inspired. After the last year of observing and learning from our former director,
Alexandra Murphy, Ph.D., I confidently take on the task of moving forward with the many
accomplishments gained during her years of service to the program. I speak on behalf of the
entire CSS team when I say that I am grateful for her leadership and vision.

It has been my pleasure to meet our team of new and returning students, staff and faculty
Jacqueline Lazú members who are invested in a program that stands out for its commitment to our university
Associate Professor of mission. The study of community service is a discipline that prepares students with skills
Modern Languages and and principles within their areas of specialization that they can apply to help communities
Faculty Director of the function and develop. To this end, the possibilities of what we can explore through community
Community Service encounters, research and collaborations are limitless. I already see this type of engagement in
Studies Program our scholars, minors, instructors and community partners at CSS and am eager to contribute.

I am excited about our new projects after a fulfilling summer teaching in our very first short-
term study abroad service learning trip in Puerto Rico with Marisol Morales, associate director
of the Steans Center. This year, we have introduced a new series of workshops that enrich our
curriculum and welcome the DePaul community and the public. Once per quarter, we will
explore key principles of community service studies, including methods of service learning and
various levels of community engagement. This past fall, we began with “The Nuts and Bolts of
Service Learning” in collaboration with the Steans Center and the Egan Urban Center. For our
breakout sessions, “Community Encounters” and “Asset Based Community Development,” we
welcomed two community partners, Valerie Leonard, a community development consultant
from North Lawndale and Claudio Gaete-Tapia, a teacher from Little Village, to lead us. In the
winter, we explored the concept of “privilege” and how to overcome obstacles that occur as we
work to build coalitions. Finally, in the spring, we explored digital community service profiles
and portfolios—tools now required for our incoming scholars.

I am happy to welcome all of our new and returning instructors to the program. A special
welcome goes to José Lopez, Ph.D., and Eduardo Arocho, community advocates coming to us
from partner organizations to enrich the program with their practical experience and applied
skills. And this is just the beginning! As the program continues to grow, our team and our ideas
will expand with it. I encourage and welcome the DePaul community to see itself within the
goals of CSS and explore how community service expands your discipline and your goals.
 THE STEANS CENTER: EDUCATING SOCIALLY ENGAGED LEADERS

The mission of the Steans Center is to provide educational opportunities grounded

in Vincentian community values to DePaul students. The center seeks to develop
mutually beneficial, reciprocal relationships with community organizations in order to
develop a sense of social agency in our students through enrollment in CbSL courses,
community internships and placements, and community-based student employment.

STRATEGIC COURSE GROWTH AND QUALITY ENHANCEMENT

In 1998, DePaul established the Office for Community-based Service Learning to support
the development of service learning throughout the university’s curriculum. In 2001, the
office was renamed the Irwin W. Steans Center for Community-based Service Learning
following a generous endowment from the Steans family. Since the center’s inception, the
number of service learning courses and students served has expanded yearly reaching 217
in 2007-2008.

During the center’s 2008 summer retreat, the center took inventory of the highest quality
service learning courses and restructured support efforts toward increasing the quality
of service learning implementation rather than on seeking to aggressively expand the
number of courses supported. Staff also refocused new course growth initiatives toward
integration of the pedagogy into courses within colleges and schools that have been
historically underrepresented. Consequently, new courses were offered in the School of
Education, College of Computing and Digital Media, the School of Music and the College of
Communication. Concomitantly, new staff was hired to work with both faculty and students
to better understand the purpose of service learning and how it can enhance teaching,
learning and scholarship in ways that have yet to be fully explored.
 S T E A N S. D E PA U L . E D U | 5

“…the center took inventory DEPAUL COURSE AND

STUDENT SUPPORT AY 08-09

of the highest quality

COURSES # OF
SUPPORTED STUDENTS

Fall Quarter 80 1,448

service learning courses and Winter Quarter

Spring Quarter
57
55
916
929
Summer 2009 4 17
restructured support efforts Total 196 3,310

for 2008-2009 to increase ANNUAL EVALUATION REPORT,

2008-2009
THIS CLASS DEMONSTRATED TO ME THE NEEDS AND

the quality of service CHALLENGES FACED BY COMMUNITIES.

FREQUENCY PERCENTAGE

learning implementation Strongly Agree

Agree
819
425
57.8%
30.0%
Neutral 110 7.8%
rather than to aggressively Disagree 37
Strongly Disagree 27
2.6%
1.9%

expand the number of 2.6%

7.8%
1.9%
57.8%

courses supported.”
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
30.0%
 THE STEANS CENTER: EDUCATING SOCIALLY ENGAGED LEADERS
Steans Center Programs
SERVICE LEARNING COURSES AT D E PAUL
DePaul University is dedicated to teaching, research and public
service. Service learning is a teaching methodology that engages
students in meaningful service to communities as an integral part
of their course curriculum. The service provided must enhance
course content as well as benefit DePaul’s community partners. The
Steans Center provides support to faculty, students and community
organizations in the development, monitoring and evaluation of
service learning courses. This includes one-on-one consulting with
faculty and community partners, quarterly faculty and community
development workshops, logistical support for community
organizations, reflection sessions for service learning students,
and evaluations of student learning and community impact.
COMMUNITY SERVICE STUDIES MINOR
Community service studies is an interdisciplinary academic program
that offers students a context for critically reflecting upon and
engaging in service and volunteerism. It is part of a university-wide
effort to extend opportunities for learning through practice
into multiple curricula at DePaul. The six-course minor combines
three foundations courses with electives from several disciplines
and students can choose to specialize their elective choices in a
specific discipline with pre-grouped concentrations. Two of the three
foundation courses are offered as part of DePaul’s study abroad
program in Merida, Mexico. Students who participate in the Catholic
Schools Initiative internship program fulfill an elective in the minor.
M C CORMICK COMMUNITY INTERNSHIPS
Through the support of the McCormick Foundation, DePaul
undergraduates from all disciplines participate in advanced
internships that apply their knowledge and skills to benefit an
organization while simultaneously gaining valuable work experience.
These paid internships are reserved for the university’s best and
brightest students who have exhibited a commitment to community
service and academic excellence. During the 2008-2009 academic
year, the center supported 14 DePaul students (See McCormick
Interns, Pages 29).
INTERNATIONAL SERVICE LEARNING
International service learning is an exciting opportunity for DePaul
students to broaden their educational experience by learning
from communities outside the United States. The Steans Center
collaborates with DePaul’s International Programs Office and
Study Abroad to offer a variety of international service learning
opportunities for students. Students have the ability to learn
how global issues affect local communities by working in service
partnerships that the Steans Center develops with local
nongovernmental organizations. The center supports short-term
and term-long service learning programs in Latin America, Europe,
Asia and Africa. The goal of service learning abroad is to engage
students in issues that are relevant across borders. Short-term
programs work under the “Bringing it Home” model where students
engage in relevant service projects upon returning from their
study abroad experience, highlighting the transnational quality of
social issues. Service learning programs are supported in: Nogales,
Mexico; Merida, Mexico; Chiapas, Mexico; Puerto Rico; El Salvador;
Rome; Cartagena, Columbia; Manila, Philippines; and Kenya.
CATHOLIC SCHOOLS INITIATIVE (CSI)
The CSI is a mission-driven, paid community service program that
allows DePaul University students who are Federal Work Study
eligible to work in K—12 urban Catholic schools to provide
tutoring, mentoring and supplemental enrichment activities. The
mission of CSI at the Steans Center is to leverage resources at DePaul
to enhance the resources at select Catholic school partners in the
city of Chicago. CSI provides one important and consistent connec-
tion between DePaul University and Chicago’s Catholic schools. CSI
currently funds 29 DePaul students at seven area Catholic schools:
Visitation, San Miguel - Back of the Yards, San Miguel - Gary Comer,
Josephinum Academy, St Pius V, Maternity BVM, and St. Agatha
Catholic Academy. CSI students are enrolled in CSS 101 Catholic
Social Teaching, a yearlong DePaul course that fulfills an elective in
the community service studies minor.

COMMUNITY SERVICE SCHOLARSHIPS
The Community Service Scholarship program seeks incoming
students who have demonstrated an exceptional record of community
service prior to entering college. The center provides mentoring
for students throughout their college career and connects them to
community service and to academic programming through the minor
in community service studies. In addition to completing the minor,
scholars conduct a minimum of 30 hours of service per quarter.
26 freshmen entered the program during AY 08-09 and received an
annual scholarship of $8,500. Currently, there are 99 Community
Service Scholars.
COMMUNITY-BASED RESEARCH FACULTY FELLOWSHIPS
During the spring of 2008, the Steans Center announced the
Faculty Community-based Research (CbR) Fellowship program
in partnership with the Women’s and Gender Research Initiative
at DePaul. The Steans Center fellowship can be proposed by any
DePaul University faculty member who seeks to conduct research
in partnership with community-based organizations and who
incorporates undergraduate and/or graduate student research.
All projects must in some way aim to improve the quality of life
for residents of Chicago. The Women and Gender Research
Initiative fellowship is specifically focused on CbR research using
feminist frameworks.
COMMUNITY PARTNERS INTERNSHIPS (CPI)
The CPI program provides DePaul students who have high financial
need with the opportunity to gain work experience that combines
professional development and community involvement. Students
eligible for Federal Work Study employment work for 15 hours per
week at a DePaul community partner and, in turn, are compensated
for the full academic year. The CPI program works to deepen the
Steans Center’s relationship with community partners by providing
a more consistent level of assistance to organizations that support
service learning students circulating in and out quarterly as part of
their course work. During academic year 2008-2009, the program
supported 26 interns.
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JUMPSTART
Jumpstart, a national AmeriCorps program, trains and hires DePaul
students to deliver an innovative early education program by
developing one-on-one relationships with preschool children in low-
income communities over the course of a year. Participants work with
children on language, literacy, and social and initiative skills for at
least 300 hours during the academic year. During the 2008-2009
academic year, Jumpstart supported 75 students working at seven
community preschools across Chicago. The partner sites were Erie
Neighborhood House, Christopher House Uptown, Christopher
House Greenview, Christopher House Rogers Park, Gads
Hill Center, Carole Robertson Center and Mary Crane Center.
DePaul’s Jumpstart program is recognized as one of the strongest
in the Midwest and in the country.
IMMIGRATION LAW INTERNSHIPS
The Steans Center partners with DePaul’s Asylum and Immigration
Law Clinic in the College of Law to support summer internships at
community-based organizations that serve refugees and immigrants
in Chicago. Each summer the center funds law students and
undergraduates who are interested in immigration law to interview
and counsel clients, conduct legal research and factual investigation,
and prepare cases for filing with the Department of Homeland
Security or the Executive Office for Immigration Review. Students
work under the supervision of the partner organization and Professor
Sioban Albiol in the College of Law. Professor Albiol conducts
reflective discussions with all participants throughout the internship
period and law students provide mentorship and supervision for
undergraduate interns.
THE RICHARD J. AND JOAN M. MEISTER SCHOLARSHIP
The Meister Scholarship is an award of $1,500 for DePaul University
students. All DePaul students are eligible, with a special consideration
for students age 25 and older. The scholarship supports DePaul
scholars who critically reflect on societal issues and problem solving
methods to achieve societal goals, engage in service within the local
and/or global community, and encourage other students to act in this
manner. Students can only be nominated by DePaul faculty and/or
staff. Seven students were awarded the scholarship for the 2008-2009
school year (See Meister Scholars, Page 30).
 SOCIALLY ENGAGED LEARNING AT DePAUL: REFLECTIONS ON EDUCATIONAL PARTNERSHIPS

Early Education:
Reaching the
Community of Teachers
For Beverly Trezek, assistant professor in DePaul’s
School of Education, two phrases keep re-emerging
when she describes what she wants students to get out
of her classes: “authentic experience” and “service to
the community.”

Graduate students in her Foundations of Literacy class—all of

whom are licensed teachers—learned about the nature of the reading
process and literacy in the classroom while reaching out to teachers
in the broader community. The class focused on the development of
reading skills in emergent and developing readers, and students with
reading and learning disabilities. This course and others offered by
Trezek are examples of how School of Education faculty and students
are engaging with a community—in this case, a community of early
childhood education teachers.
At a “Book Bag Bonanza” last fall, for example, Trezek’s students
developed and demonstrated creative and engaging ways to utilize
well-known children’s literature to teach phonemic awareness and
phonemic skills to young children.
They created book bags containing supplies and directions to use
activities in the classroom. The event was attended by a wide range of
area teachers who had the opportunity to receive professional credit
as a result of their participation. This and other aspects of the class
emphasized the interactive and collaborative aspect of teaching—and
how teachers use their assets to share and learn from other teachers.
“We got to really talk one-on-one to teachers,” says Melissa Payne,
who teaches 6th through 8th grade language arts at North Park
Elementary School in Chicago. “They seemed excited about learning
new activities they could bring into the classroom. This class is
innovative because it requires students who are teachers to think
about how other teachers respond.”
 S T E A N S. D E PA U L . E D U | 9

“The idea is to encourage students to work

directly with the community—and learn
how to do things they will be asked to do
as educators.” — BEVERLY TREZEK

Sarah Lockman, who partnered with Payne for the project, says the
activity built on what students were learning in the classroom. “It really
correlated,” says Lockman, who teaches 4th grade in Berwyn and is
studying to be a reading specialist. “In class, we were talking about reading
fundamentals and the basics of reading, so creating these activities was a
perfect way to use our new knowledge as well as share that knowledge with
teachers in the community.”
Lockman and Payne came up with activities for a book aimed at grade
school children called “Duck on a Bike,” including a board game and a
replica of a bike wheel that reinforced key lessons.
The course, Lockman says, benefits many people. “Because of this
course, I’ve been able to reach other teachers in the community, better
teach my students and also help other teachers at my school. Teachers
really believe in lifelong learning, and this experience encouraged me to
help create more lifelong learners.”
Trezek’s classes have offered more than 10 events through an ongoing
collaboration with the Steans Center. Other events have included a
family literacy event at a Humboldt Park library and a reading research
symposium that she describes as “a professional development event we
offer to the community.” Trezek says that “as our program changes, we’ll
continually look for ways to incorporate service learning.”
“These experiences put students in situations that are more realistic
than a classroom,” she says. “They push the students a little bit out of
their comfort zone. The idea is to encourage students to work directly
with the community—and learn how to do things they will be asked to do
as educators.”
 SOCIALLY ENGAGED LEARNING AT DePAUL: REFLECTIONS ON EDUCATIONAL PARTNERSHIPS

CHIAPAS HUMAN RIGHTS PRACTICUM:

LEARNING FROM THE GROUND-LEVEL

The traditional view of what students encounter in law

school includes long hours studying, competition and a
three-year or more commitment that can lead to a coveted
job with a law firm. For DePaul students Marcos Popovich
and Noelle Engle, the law school experience is nothing close
to conventional. Last spring, Popovich, Engle and 12 other
students took the Chiapas Human Rights Practicum, a class
about the complexity and multi-faceted quality of human
rights issues in Chiapas, Mexico. After learning about
Chiapas, the southernmost state in Mexico, the class, which
was in its 11th iteration, traveled there for a 10-day trip that
with the class with the role of facilitating these discussions.
Popovich characterized as “inspiring.”
“Students had to count on the people they were with,” says
Through the class and trip, students meet and work with
Martinez. “They had to create this sense of unity. When
human rights organizations and visit an indigenous village.
you are not with family or friends, you can’t just escape
Professor Leonard Cavise, who directs the program in the
back to your comfort zone. This trip broke the norm of
College of Law, says “law students generally have a limited
being involved in very rigid, competitive interactions with
background in poverty and conflict.” They surely know more
each other.”
about these themes after taking his class, since both play a
“Seeing Chiapas gave me a deeper understanding of its
pivotal role in the lives of the people who live in Chiapas.
complexity and how everything is interrelated,” says Engle.
Cavise calls Chiapas “a microcosm for the geopolitical
“Rather than learning in isolation, you see how everything
system of the world.” It is a place that is unusually diverse,
interacts.” Engle relates one experience during which she
and cultural penetration of other societies is common.
and other students visited an indigenous community. About
Chiapas, with its abundance of natural gas, wood, water and
ten years ago, a paramilitary group massacred more than
oil, is also the second richest biosphere in the hemisphere,
40 women and children in this community. “We went to a
according to Cavise.
mass with these people, met with their leadership and they
The Chiapas program is reflective of service learning
invited all of us to eat with them. It was extremely moving.”
classes at DePaul in numerous ways. It is essential that
Marcos Popovich says that “going to Chiapas is a very
students develop a solid respect for people in communities,
unique experience—an opportunity to learn about human
while becoming cognizant of the wealth of assets created
rights issues in that part of the world. One of the things you
by indigenous groups and of the cultural richness in their
learn is that the problems people face are directly related to
everyday lives. This includes recognizing the importance
policy decisions made here (in the U.S.).”
of collaboration that makes resistance to oppression and
Popovich was especially impressed by the level of
structural inequality possible.
commitment of the people they visited. “When you see that
The Chiapas class combines classroom experience,
kind of dedication and enthusiasm, you can’t help but come
fieldwork, and an opportunity for students to critically
back to the United States with a new perspective on the
reflect on and integrate what they are learning in both
movement to protect human rights,” he says. “People come
contexts. During the spring 2009 iteration, Rebecca
back here with a renewed sense of purpose and dedication.”
Martinez, academic and community development
coordinator for the Steans Center, traveled to Chiapas

CATHOLIC SCHOOLS INITIATIVE: MISSION-DRIVEN PROGRAM
TEACHES ABOUT BUILDING ASSETS IN UNDERSERVED SCHOOLS
DePaul student Beatrice Fairchild plans to graduate with a
degree in sociology and pre-law, but it’s safe to say that she’ll
long remember the days she spent tutoring young children
at Maternity BVM, an elementary school in the Humboldt
Park neighborhood on Chicago’s northwest side.
For the last two years, Fairchild has participated in the
Catholic Schools Initiative, a growing program through
which DePaul students who tutor and mentor grade school
students at targeted low-income Catholic schools gain
experience, earn additional financial resources and have a
chance to impact the lives of young students. Along with
their work in schools, students enroll in CSS 101 Catholic
Social Teaching Reflection, a yearlong course that anchors
their service in a curricular experience.
The CSI program currently funds 29 DePaul students
at seven Catholic schools. Melanie Sillas, coordinator of
the initiative, sees a definite change in students after a year
of working in a school and taking the course. “By the end
of the academic year, this experience is really about how
students can address issues of an underserved community.
Rather than looking at a community’s needs and wondering
how you can help, the real question is “how can we support
communities, schools, students—and the assets they bring
to their world?”
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Karl Nass, who co-teaches CSS 101 with Sillas, says
the class helps provide students with a social context for
their work in low-income neighborhoods. “We hope that
through this class, students will understand some of the
structural injustices and realities of these neighborhoods,”
says Nass, who is project manager for DePaul’s Faith and
Civic Engagement Project. “In addition, students find that
they are not alone—when they share their experiences, they
also hear from others in the program who are eager to share
their experiences.”
Just as the program depends on a strong and growing
partnership between DePaul students and grade school
students, it also depends on a partnership between the
Steans Center and individual schools. Janine Markowicz,
assistant principal and fifth grade teacher at St. Pius
V School in Pilsen, notes that “the tutoring part is so
important, because we have a real need for tutoring
programs after school. Without DePaul students, we might
not have as many kids sign up for tutoring. The students
kind of become part of our family.”
Denise Bunch, a senior who is majoring in communica-
tion and minoring in psychology, has participated in the
program for four years. She attended Visitation Catholic
School on Chicago’s south side while growing up and came
back to the school to mentor students through this program.
“The school is like a haven for the kids,” she says. “A lot
of these kids are going through more than any adults I’ve
ever known.”
Meanwhile, Fairchild says that when she thinks about
her experience in Humboldt Park, she sees how it reflects
larger societal problems as well as the struggles of individual
children, like one first grader she worked with who struggled
with reading. “The program teaches you the social injustices
that are occurring in every neighborhood,” Fairchild says.
“At the same time, so many of the kids reminded me of my
family. When I work with students at this school, I wonder
why the education system in this country is not serving
everyone—and what we can do about that.”
 SOCIALLY ENGAGED LEARNING AT DePAUL: REFLECTIONS ON EDUCATIONAL PARTNERSHIPS

BUSINESS ETHICS: FACING CHALLENGING

ETHICAL QUESTIONS THROUGH SERVICE

Liz Collier, instructor for Business, Ethics and Society, understand why people are marginalized.”
offers insights into how students view service learning for She relates one situation in which she worked with a
this course. “Generally speaking, at the beginning of the student at Taft High School. She asked the student if she had
quarter students groan when they find out the course will ever been educated about financial aid. “The girl said no one
involve service learning,” says Collier, a visiting professor of had really talked about it much with her,” says Hordiychuk.
religious studies.” They are sure they are too busy and don’t “We filled out the forms, and she was so proud and thankful.”
understand how it fits into the larger context of this class.” Megan Ballard, manager of the LIFT program (Life-
In the 10 weeks that follow, students come to understand Improving Financial Tools) for Ladder Up, says that having
ethical issues in commerce through the lens of a wide college students in the program can have a positive impact.
variety of texts and service learning experiences. “It’s great to have students assisting us,” she says. “We always
The study of ethics is weaved into many departments at have events with way too many high school students per
DePaul, including philosophy, finance and religious studies. staff member. It’s also a big plus when college students
“Nearly every academic discipline has some kind of ethical interact with high school students. After all, many college
component,” says Chad Williams, assistant director for students understand a lot about financial aid.”
course placement at the Steans Center. “It really depends on Meanwhile, Professor Collier says that at the end of the
how each discipline wants to look at it.” 10-week course many students have a drastically different
DePaul students Katie Chambers and Olga Hordiychuk outlook on service learning. “They are thrilled that they
were both involved in service learning experiences through participated in service learning. They understand how it fits
the business ethics course with Ladder Up, a Chicago- into the course and what DePaul wants them to get out of
based nonprofit that assists low-income people with tax their education. Many also say they have had a life-changing
preparation and personal finance education. “With the tax experience.”
assistance program, there were a lot of language barriers,”
says Chambers, a junior in finance and management.
“I really had to learn how to communicate with people
and sometimes had to place myself in an uncomfortable
situation. I learned the importance of understanding that
other people may view situations from multiple viewpoints
and perspectives.”
For Hordiychuk, who is a native of Ukraine, working
with people who have a different background helped her
understand them better—while also opening the door for
her to understand how she makes decisions. “I live in a
predominantly white and upper middle-class neighborhood,
and I never had a chance to talk with people of Hispanic
or African-American heritage,” she says. “I had a lot of
prejudices about them. After meeting them, I realized
they are not different than I am—except that they are
marginalized by society. During this course, we talked about Ladder Up’s tax assistance program
various methods of making ethical decisions; that helped me

SUPPORTING TECHNOLOGY TO MAKE TRADE FAIR
It is taken for granted these days that a website is the
most visible form of communication an organization can
have (many would also say it is among the most important).
What, however, can organizations do when they don’t
have the resources to design or maintain a website that
meets their needs? That is the plight of many nonprofit
organizations. Last spring, students in Professor Theresa
Steinbach’s Senior Project Course in the College of
Computing and Digital Media (CDM) designed websites
for nonprofit organizations in Chicago. The focus of
the class was giving students an opportunity to apply
technology while supporting the mission of DePaul and
a nonprofit organization.
“We need to foster a desire in our students to remain
involved, and that is part of what this class is about,” says
Steinbach. “It’s important that we step to the plate and talk
to students about the role these organizations play.”
Students Kate Goury and Jeffrey Halm were part of
a small team that redesigned the website of Chicago Fair
Trade, which works to reduce global poverty by increasing
support for fair trade in the Chicago metro area through
education, advocacy and targeted consumer campaigns
(other organizations students worked with included Chicago
Run, which encourages youth to run, two schools in the
Chicago Public Schools system, La Casa Norte and the South
Street Journal). “We worked on improving a whole bunch
of skills through this class,” says Halm, a senior who majors
in information technology. “Communication, meeting skills,
how to complete a project when people have different
schedules, how to meet a deadline—I learned something in
all of these areas.”
For Goury, a senior majoring in information technology,
the collaborative nature of the class made a difference. “This
was the first class I have ever taken that was completely
group-oriented,” she says. “This experience also reawakened
in me an interest in volunteering. It definitely made me want
to get back to the community again.”
Students learned just how pivotal an effective website
can be for a nonprofit that educates and advocates on a
S T E A N S. D E PA U L . E D U | 1 3
specific issue. The website is an especially important tool for
Chicago Fair Trade, which plans to use it to boost donations,
increase the number of volunteers and reach more potential
members while providing education. Students created
a website for Chicago Fair Trade that featured a new
navigation structure, layout and design.
Meanwhile, Goury says the project has had immediate
benefits for her in her job in the financial services industry.
“Some of the group management techniques and actual
documentation I learned in this class, I have implemented in
my current job,” she says.
Now, through the Steans Center and CDM, a graduate
assistant maintains servers and hosts websites for many of
these organizations. “The point,” says Steinbach, “is that
once students are gone, these nonprofit organizations still
have a resource.”
Nancy Jones, executive director of Chicago Fair Trade,
says the organization’s site “is going to make it easier for
visitors to find information and engage in our activities.
More important, this project came along at a critical time
when we were doing a feasibility study on raising funds from
our website. This class provides nonprofits with important
resources from a university—resources that help nonprofits
complete their mission. At the same time, this class can
influence and engage young adults on an important issue.”
 SOCIALLY ENGAGED LEARNING AT DePAUL: REFLECTIONS ON EDUCATIONAL PARTNERSHIPS

Anthropology: Learning
Ethnography through
Community-based Research
“What we try to do is encourage students to leave their
comfort zone and put themselves at the mercy of a new
community,” says DePaul anthropology professor Bob
Rotenberg. “All the time, they should be reflecting on
what they are learning and be systematic about what they
are describing.” The experience of students who study
anthropology at DePaul, though, does not just happen,
Rotenberg says. It benefits greatly from a long-term
partnership between the Steans Center and the anthropology
department. “Steans provides the infrastructure that helps
make these classes work,” he says. “That is because Steans
knows the communities, has contacts with organizations,
and puts in significant time laying the groundwork. Without
that, students would spend much of their time dealing with
logistics that make these classes possible.”

Since 2002, anthropology courses at DePaul have been linked to

numerous opportunities for students to gain experience in Chicago
communities. Professor Nila Ginger Hofman has been instrumental in
using course-based action research to teach students how to use research
as a tool to support communities that are the focus of her course ANT 322
Community-based Applied Practice. “Action research calls for action in
the name of social justice,” says Hofman. “Our approach is to work with
communities, figure out what their research needs are and bring students
in to help fulfill those research needs.” This kind of research has been
employed for the study of gentrification, immigration issues and, last year,
food access in the Humboldt Park community in the largely Puerto Rican
business district known as Paseo Boricua. Hofman’s students learned about
food access issues through interviews with staff members of the Puerto
 S T E A N S. D E PA U L . E D U | 1 5

“Our approach is to work with communities,

figure out what their research needs are, and
bring students in to help fulfill those research
needs.” — PROFESSOR NILA GINGER HOFMAN

Rican Cultural Center and its program, CO-OP Humboldt Park

(Community Organizing for Obesity Prevention). The interviews provided
CO-OP with input on how the community viewed diet, physical activity
and related issues. Randall Jenson, an anthropology major who took the
course in the fall says that “for anthropology majors, this class honed skills
as an ethnographer. For any student, though, it lets them see how course
work affects the community in the most direct sense.”
Meanwhile, Marcia Good, a visiting professor of anthropology, taught
ANT 328 International Applied Practice last year. Students in this class
worked with Little Village Environmental Justice Organization, a nonprofit
group that targets various environmental, economic and justice issues. “In
anthropology, you have to be able to conduct interviews and talk to people
in a way that makes connections,” says Tori Duoos, a senior anthropology
major and community service studies minor who took Good’s class. “So
it was really important for us to be out there.” Barbara Guglielminotti,
who also majors in anthropology, speaks about the benefits of learning
in the community—and then going back to the classroom. “By talking to
people and being exposed to the life of the community, you can bring the
experience of the people with you when you go back to the classroom. Then,
by analyzing that, you can better understand the theoretical readings you
do. It’s kind of a circle—everything is brought together.” Good adds that
doing research in the community can be a unique experience for students.
“Students learn that they have to adapt to the processes of social change that
an organization faces—while working to make an impact in their research.”
Jane Baxter, who chairs the anthropology department, sees great
potential in the continuing connection between the department and the
Steans Center. “This is a rich partnership that is growing in possibilities
for our students. It’s not just about how many hours you spend in a
community—it’s about developing relationships.”
 SOCIALLY ENGAGED LEARNING AT DePAUL: REFLECTIONS ON EDUCATIONAL PARTNERSHIPS
M C CORMICK COMMUNITY INTERNSHIP:
ADVANCED PROJECTS FOCUS ON SOCIAL CHANGE
Laura Levy, a senior geography major, conducted a mapping
project for the Pilsen community through the McCormick
Community Internship Program. As part of a long-term
partnership with the organization, Pilsen Alliance, the
project is helping the group get a clearer picture of how
gentrification is impacting the community.
The McCormick internship program is conceived
as the capstone service learning experience for DePaul
undergraduates, and is meant for students like Levy who
have a strong interest in not-for-profit, community and
social justice work.
“I was blown away to see so many passionate people
who are doing their part to change the world and work in
communities,” says Rachel Tiffe, the former internship
and scholarship coordinator at Steans who worked with
McCormick students. “They obviously care about social
change—not just talking about it, but doing something
about it.”
As McCormick interns, students spend up to three
quarters working on a project that they developed in
collaboration with a community partner. Reflection sessions
with Steans Center staff are weaved throughout the
internship period and a faculty advisor provides support and
guidance toward integrating the project with the students’
academic and professional development. During the spring
term, interns present their project at DePaul’s annual
Service Speaks Conference (See page 23).
Levy says her work mapped changes in property taxes
in Pilsen partially through collecting publicly available data.
“Dramatic property tax increases are causing foreclosures
in East Pilsen,” she says. “We are trying to help establish
that link. I have also been seeing a lot more price decreases
and homes that are on the market for longer.” Through her
work, she has helped create data products that are usable for
Pilsen Alliance, as well as a Web page for the organization.
Alejandra Ibanez, executive director of Pilsen Alliance,
called Levy’s work on the project “incredibly useful.” “We
used this information as a visual at our congress, and in a
press conference, as well as at an accountability meeting
with our alderman.”
Three McCormick students have worked directly with
Pilsen Alliance and Ibanez reflected on the McCormick
program in general. “Students who participate in this
internship program are clearly committed to doing
community service work,” she says. “It’s a good opportunity
for organizations looking for committed interns with a
specific skill set as well as an interest in doing community
work. The program really filled some of our gaps.”
Students not only design the internships in partnership
with an organization, they also submit their proposal to
a committee as part of a competitive selection process
Alum Pedro Serrano, who majored in psychology and
Spanish, interned at Project Vida in Chicago’s Little Village
community, where he coordinated discussions and a reading
group among gay and queer Latino youth. Meanwhile,
Melissa Keller, who graduated with a degree in women’s and
gender studies, interned at the Women and Girls Collective
Action Network (WGCAN). Keller conducted interviews and
created a database of feminist and women’s empowerment
grassroots organizations across the country. Her research
will also be part of a senior thesis project. More importantly
for Melissa Spatz, executive director of WGCAN, Keller’s
work has helped the organization document what’s
happening in the field and raise larger questions about what
it means to do anti-violence work.
For students in the program, the internship requires
initiative, motivation and the willingness to make a major
commitment to a not-for-profit organization. “If you are
a student and want to wear a leadership hat, it’s really
worthwhile,” says Serrano. “It’s an intense experience to tackle
a project on your own—and see it through until the end.”

COMMUNITY SERVICE STUDIES (CSS):
SERVICE LEARNING AS CRITICAL PEDAGOGY
“We are at a point in our society where there is a trend
to recognize that service is important,” says Jacqui Lazu,
faculty director of DePaul’s community service studies
program and an associate professor of modern languages
at the university. “It hasn’t been part of our national
conversation in a long time.”
Service has always been an important element of
life at DePaul. Community service studies (CSS) reflects
the growing emphasis on engagement in—and study
of—community service. More than 120 students minor in
CSS, an interdisciplinary degree in the College of Liberal
Arts and Sciences housed at the Steans Center. Through
CSS, faculty model the integration of critical pedagogy
with service learning. Critical pedagogy in CSS courses
challenges students to critique dominant ways of thinking
about and practicing community service. There is an
emphasis on guiding them toward a broader understanding
of the historical forces that have led to systemic social issues
that frame service and volunteerism. The program also
encourages students to be self-reflexive and to interrogate
their own social identities and the varying levels of privilege
they carry into the community service context. The first of
three core courses in the minor, Perspectives on Community
Service, has been taught twice a year for the past eight years
by Howard Rosing, director of the Steans Center. For the
past five years Rosing has taught the spring term section
off campus in the Humboldt Park community on Chicago’s
northwest side. During this time, CSS courses led the
effort to establish deep partnerships with Humboldt Park
organizations, including the Puerto Rican Cultural Center,
La Casa Norte, Providence Family Service, Casa Providencia,
and the Institute for Puerto Rican Arts and Culture.
Rosing notes how his CSS courses shed light on how
communities like those in Humboldt Park are not waiting for
outsiders to come and resolve their problems. Rather, local
residents are taking the lead in defining how they foresee
development and transformation of their neighborhood.
Service learning, in this regard, is about appreciating a
community’s assets and that means, as Rosing notes, “it is
critical that students are in a community to support what
the community is doing—not to solve their problems.”
S T E A N S. D E PA U L . E D U | 1 7
Sophomore Sarah Henke, who is majoring in business
and minoring in CSS, says her experience in the class
“makes me want to learn about other communities and
neighborhoods in Chicago. It also opened my eyes up to the
problem of gentrification in Humboldt Park.” Henke says
that “community groups there welcomed us with open arms.
They expect you to learn about what they are doing and take
something away from it.”
In striving to create a core of service learning leaders
like Henke, CSS continues to thrive from the Community
Service Scholars program. The program awards four-year
scholarships to incoming freshman who have demonstrated
an exceptional record of community service prior to coming
to DePaul. The scholars receive mentoring from the Steans
Center and placement at local organizations where they are
required to conduct at least 30 hours of service per quarter.
Sophomore scholar Trevor Roth worked with community-
based organizations that connected him to seven-year-olds
in a daycare setting, an after-school program, and high
school and adult computer literacy programs. “I have
become a better mentor, tutor and communicator because
of my experience in this program,” he says.
“I learn so much from students in the CSS program,”
says Ashley Stone, program coordinator for both CSS and
the scholars program. Stone supports students in a range
of ways including assisting them in picking classes, placing
them in service sites, setting up orientation, and professional
development and reflection workshops. Most importantly,
Stone notes, “CSS is a rare opportunity to connect
classroom academic experience with experience working
in a community.”
 SOCIALLY ENGAGED LEARNING AT DePAUL: REFLECTIONS ON EDUCATIONAL PARTNERSHIPS

Geography:
GIS a Tool for
Nonprofits
The Little Village neighborhood in Chicago has one of
the largest Mexican-American populations of any urban
community in the nation. The neighborhood’s population
density poses challenges to local community groups seeking
to gather information needed to advocate on behalf of local
residents. Enter DePaul Professor Julie Hwang’s class on
Geographic Information Systems (GIS). Students in Hwang’s
course worked with community groups to integrate hardware,
software and data to produce and display key geographic
information in the form of online and printed maps.

Micah Smith and other GIS students produced a database for the
partner organization ENLACE in Little Village, a community-based
organization that emphasizes educational advancement and economic
development. Smith, an anthropology major and senior, used the
database with her peers to produce a map that pinpointed members
of ENLACE’s contact list. The map was just part of what students
accomplished. ENLACE established a relationship with DePaul students
that will ideally continue into the indefinite future, continually providing
them with more and more useful information to benefit the community.
Because of this experience, Smith says he “looks at the world in a
different way, looking more for relationships than simply occurrences.”
Edgar Ramirez, an organizer for ENLACE and a former program
coordinator at the Steans Center, speaks about the impact of having the
kind of information students produced. “We wanted a more accurate
picture of where leaders live,” says Ramirez. “That can help us in so
many ways—like if we want to set up a meeting, find out which people
want to get involved in a community garden or organize another
 S T E A N S. D E PA U L . E D U | 1 9

“This class is about having a real-

world experience. Yes, students are
learning GIS, but they are also learning
communication skills and how you
manage an organization’s needs.”
— JULIE HWANG, P H .D.

program.” As for students, Ramirez says, he hopes “they got a view of the
socioeconomic problems facing the community. More important, though,
I hope they saw the community’s assets.” In essence, GIS can become a
valuable tool for organizers who want to analyze concrete information
about the neighborhood and act on it. Ultimately, the system can be used
to map information that captures the world of local churches and schools—
as well as issues facing the community like foreclosures, transportation,
and health care access. Madison Stolzer, a geography major and senior,
worked with the Andersonville Development Corporation, which wanted
a tool to monitor the environmental status of its neighborhood, which
supports more than 150 businesses. “Working with a group, client or person
that has specific needs makes GIS come to life,” says Stolzer. “You start
understanding why this skill is useful when you are helping someone. That’s
a lot better than just learning theories or reading books. The challenge is
to combine images and data in a way that works for an organization,” adds
Stolzer. “When we were done, we ended up separating different variables
into different maps.”
Julie Hwang says that “this class is about having a real-world experience.
Yes, students are learning GIS, but they are also learning communication
skills and how you manage an organization’s needs.”
The GIS project leads to the question of whether such projects can be
replicated as circumstances change in the community. For Smith, the answer
to that question is a resounding yes. “My group’s project could absolutely
be replicated,” he says. “All that is needed for replication of this project is a
handful of dedicated students and a group with a goal.”
 ENGAGE PARTNER REFLECT

STEANS CENTER FINANCIAL SUPPORTERS STEANS CENTER ADVISORY BOARD

Harrison Steans and the Steans Family Robin M. Steans, Steans Family Foundation
Steans Family Foundation John M. Sirek, McCormick Foundation
McCormick Foundation Kathy Engelken, Illinois Campus Compact
Morrison Family Foundation Laura Garza, CNA Insurance, DePaul Alum
Jumpstart, Inc. Sarah Gelsomino, DePaul Alum
Dr. Richard J. and Joan M. Meister John Davis, Tolton Family Services
Dr. Charles Strain, Academic Affairs, DePaul University
Dr. Alexandra Murphy, Faculty Director, Community Service Studies
Dr. Troy Harden, Assistant Professor, Chicago State University
Daniel Brown, DePaul Student, Service Learning Coordinator

STEANS CENTER STAFF - 2008-2009

Ashley Stone, Community Service Studies (CSS) Program Coordinator

Barbara Smith, M.A., Business Manager
Chad Williams, M.A., Assistant Director of Course Development
Charlotte Phillips, Student Development Program Coordinator
DeAnna Carpenter, Community Partners Internship Coordinator
Eduardo Arocho, M.A., Adjunct Faculty CSS Minor
Heather Little, M.A., Jumpstart Assistant Site Manager
Howard Rosing, Ph.D., Executive Director
STEANS CENTER SERVICE LEARNING
Jacqueline Lazú, Ph.D., Faculty Director, Community Service Studies
COORDINATORS AND MENTORS - 2008-2009
Jacob Adams, Conference Coordinator
Alex Kuehr Dina Shalesh Patricia Vocal Jean Vipond, Program Coordinator
Amy Delorenzo Elisa Grant-Holler Pedro Serrano Jeffrey Howard, M.A., Assistant Director for Faculty
Andrew Stigall Gabrielle Brodsky Robin Whitney Johnny LaSalle, Receptionist
Anna Burnham Jessica Fong Sam Mohar Justin Klusas, CSI Program Assistant
Barbara Obregon Lamarr Scruggs Sana Ali Liezl Alcantara, M.A., Evaluator
Benjamin Cox Mark Smith Sandra Rodela Manar Jamal, Web Developer
Corece Smith Micaela Krol Sarah Hughes Marisol Morales, M.A., Associate Director
Cynthia Torres Natosha Briscoe Tom Callahan Melanie Sillas, M.A., Catholic Schools Initaitive Program Coordinator
Daisy Camacho Octavia Thomas Micaela Maynard, AmeriCorps VISTA
Daisy Perez Missy Frazin, M.A., Jumpstart Site Manager
Norlin Monzon, Technology-Transition Consultant
STEANS CENTER GRADUATE STUDENT FELLOWS
Rebecca Martinez, Community and Academic Program Director
DeAnna Carpenter Asfand Hashwani Alice Rollins Robert Gutierrez, Internship and Scholarship Coordinator
Uchita Dave Harsha Reddy Karen Zhao Russell Malcolm, Accounting Intern
 S T E A N S. D E PA U L . E D U | 2 1

Steans Center Staff

 ENGAGE PARTNER REFLECT
STEANS CENTER FACULTY AFFILIATES – 2008-2009
Kenneth Butigan, Peace Studies
Kelly Tzoumis, Public Policy
Melanie Sillas, Community Service
Chris Keys, Community Service
Mark Elder, Art
Liz Collier, Management/Catholic Studies
Sungsoon Hwang, Geography
Rafael Hernandez-Arias, Sociology
Nancy Bothne, Peace Studies
Alexandra Murphy, Community Service
Jeffrey Kowalkowski, Music
Molly Andolina, Political Science
Marcia Good, Anthropology
Neil Vincent, Social Work
Darsie Bowden, Writing, Rhetoric, and
Discourse
Karl Nass, Community Service
Shana Wills, School for New Learning
Theresa Luhrs, Psychology
Grace Budrys, Honors
Thomas O’Brien, Catholic Studies
Stephen Haymes, Peace Studies
Euan Hague, Geography
Laura Washington, Journalism
Kim Amer, Nursing
Daniel Makagon, Communication
Betta LoSardo, School for New Learning
Amy Tyson, History
Noel Barker, Sociology
Juanita Irizarry, Community Service
Naomi Steinberg, Religious Studies
Marisol Morales, Community Service
Marco Tavanti, Public Service
Billy Johnson Gonzalez, English
Subhadra Ghosh Johnson, Spanish
Juan Mora-Torres, History
Jessica Hudson, Psychology
Dominica Moe, Philosophy
Bernardo Navia, Spanish
Kasey Windels, Public Relations and
Advertising
Howard Rosing, Community Service
Sarah Anderson, Nursing
Julie Donalek, Nursing
Juana Goergen, Latin American and
Latino Studies
Christine Tardy, Writing, Rhetoric, and
Discourse
Nancy Grossman, Honors
Felix Masud-Piloto, Latin American and
Latino Studies
Ola Adeoye, Political Science
Zachary Cook, Political Science
Charles Strain, Religious Studies
Jaqueline Lazú, African and Black
Diaspora
Sylvia Escarcega, Peace Studies
Heather Flett, Women’s and Gender
Studies
Barbara Harris, Nursing
Dean Eitel, Public Administration
Cynthia Sims, School for New Learning
Arieahn Matamonasa, School for
New Learning
Melissa Ockerman, Human Services and
Counseling
Siobhan O’Donoghue, Religious Studies
Jason Greenberg, Art
Maureen Dolan, Peace Studies
Michelle Morgan, Psychology
John Rogers, Computer Science
Mary Jeanne Larrabee, Peace Studies
Theresa Mastin, Public Relations and
Advertising
Elisabeth Lindsay-Ryan, School for
New Learning
Anne Rapp, School for New Learning
Donna Jones-Isley, School for
New Learning
Theresa Steinbach, Computer Science
Jason Goulah, Bilingual Bicultural
Education
Linda Graf, Nursing
Michael Lorr, Sociology
Gary Cestaro, LGBTQ Studies
Raechel Tiffe, Communication
Lauren Heidbrink, Latin American and
Latino Studies
Valerie Johnson, Political Science
Maria Beltran-Vocal, Spanish
Steven Harp, Art
Chad Williams, Community Service
Howard Lindsey, History
James Halstead, Religious Studies
Salli Berg Seeley, English
Randall Honold, Philosophy
Wendy Mathewson, First Year Program
Katie Brick, Religious Studies
Bayo Ojikutu, English
Alejandro Maya, Modern Languages
Patricia Szczerba, School for
New Learning
Patricia Monaghan, School for
New Learning
Olya Belyaev-Glantsman, Psychology
Ellen Benjamin, School for New Learning
Lourdes Torres, Latin American and
Latino Studies
Harold Streeter, Computer Science
Michael Edwards, Philosophy
Ronald Fernandes, Public Administration
Susana Martinez, Spanish
Robert Kallen, Economics
Paul Sisul, Computer Science
Young-Me Lee, Nursing
Antonio Ceraso, English
Joyce Lofstrom, Public Relations and
Advertising
Helen Lavan, Management
Susan Reed, School for New Learning
 S T E A N S. D E PA U L . E D U | 2 3

Kathy Kelly, an American peace activist, pacifist, three-

time Nobel Peace Prize nominee, and co-founder of
Voices in the Wilderness

STEANS HOSTS SECOND ANNUAL SERVICE SPEAKS CONFERENCE

“Socially Engaged Education: Connecting Classroom and Community”

The Steans Center and Illinois Campus Compact hosted the second annual Service Speaks
Conference on May 9, 2009. The day-long event highlighted the work of students and community
partners greatly impacted by their service-learning and social justice experiences both in Chicago
and abroad. The event linked academic course work, service and social justice through panel
discussion, papers and workshops, addressing important critical issues such as homelessness,
healthcare, and education access, affordable housing and literacy. The 2009 conference featured
keynote speaker Kathy Kelly, an American peace activist, pacifist, three-time Nobel Peace Prize
nominee, and co-founder of Voices in the Wilderness. Kelly, currently the coordinator of Voices for
Creative Nonviolence, closed the conference as well as facilitating a workshop called “The Further
Invention of Nonviolence: at Home and Abroad.”

Students involved in Steans Center programs were also showcased in the event; McCormick interns,
Intercambio mentors and Jumpstart members presented their experiences, strategies and reflections
working with community-based organizations. Community partners presented highlights of past and
current projects, and DePaul service-learning faculty facilitated discussions on ways service-learning
coursework can enrich the academic process and stimulate classroom dialogue. Service Speaks was
included in the Third Annual Cesar Chávez Service and Values Series, a 12-week event highlighting
values of social justice, service learning and community.

The third annual Service Speaks Conference took place in May 2010. For more information, please
visit our website at steans.depaul.edu.
 ENGAGE PARTNER REFLECT
STEANS CENTER COMMUNITY PARTNERS - 2008-2009
8th Day Center for Justice
AIDS Care
Albany Park Community Center
Alternatives
American Friends Service Committee
American Indian Center
Amnesty International - DePaul Chapter
Angelic Organics Learning Center
Arts of Life
Association House
Baretto Union Boys and Girls Club
Batey Urbano
Blessed Sacrament Youth Center
Block Club Federation
Blocks Together
Boys and Girls Club of Lake County
(Waukegan)
Brit Tzedek
Bronzeville Visitor Information Center
Call to Action
Cambodian Assoc. of Illinois
Casa Juan Diego
Casa Provedencia
Catalyst Charter School
Center for New Horizons
Centro Communitario Juan Diego
Centro Romero
Chicago Cares
Chicago Coalition for the Homeless
Chicago Fair Trade
Chicago Freedom School
Chicago Lights
Chicago Public Schools - Service Learning
Chicago Public Schools Office of Academic
Enhancement
Chicago Religious Leadership Network on
Latin America
Chicago Run
Chicago Women’s AIDS Project
Chicago Women’s Health Center
Children of the Heart
Christian Peacemaker Teams
Christopher House John Spry Community School
Church of Our Savior Josephimum Catholic School
Community of Wellness - Humboldt Park Journey from PADS to Hope
Connections for the Homeless Junior Achievement
Cook County Board of Elections La Casa Norte
CO-OP Humboldt Park Program Ladder Up (Formerly TAP)
Council for Jewish Elderly - SeniorLife Lakeview Action Coalition
Cristo Rey Latinos Policy Forum
David R. Lee Animal Shelter Latinos Progressando
Dime Child Foundation Lawndale Christian Development Corp.
Division Street Business Development Assoc. Lawndale Christian Health Center
DuPage PADS League of Women Voters of Illinois
East Village Youth Programs LEARN Charter School
Erie Elementary Charter School LEED Council
Erie Neighborhood House Lesbian Community Care Project
Erie Neighborhood House - Supplemental Lifespring Ministry
Education Services Lincoln Park Community Shelter
Exodus World Service Little Black Pearl Workshop
Farragut Career Academy High School Little Village Community Development Corp.
Fellowship of Reconcilliation (ENLACE)
Gads Hill Center Little Village Environmental Justice
Grace House Organization
Grand Boulevard Federation Little Village Lawndale High School
Health Connect One Little Village Lawndale High School - GEAR
Heartland Alliance Workforce Development UP PROGRAM
and Investment Lolita Lebron Family Learning Center
Hispanic Housing LUCHA
Holy Angels Elementary Lugenia Burns Hope Center
Honor Flight Chicago Maria High School
Howard Area Community Center Marillac House
Humboldt Park Participatory Democracy Marilyn G. Rabb Foundation
Project Marjorie Kovler Center
Illinois Coalition for Immigrant and Refugee Maryville Academy - Madden Teen Parenting
Rights Center
Indo-American Center Maternity BVM School
Inspiration Corporation Mayaworks
Instituto del Progresso Latino Mercy for Animals
Interfaith Refugee and Immigration Ministries Mercy Housing Lakefront
Interfaith Worker Justice Metropolitan Sanctuary Alliance
Jamal Place Mexico Solidarity Network
James Jordan Foundation Mikva Challenge
Jobs for Youth
 S T E A N S. D E PA U L . E D U | 2 5

Moos School St. Dorothy Transcendence Global Media, NRP

Mujeres Latinas en Accion St. Paul’s House Tutors on Wheels
NAACP - Westside Branch St. Priscilla Umoja Student Development Corp.
Near North Development Corp. St. Sylvester Universidad Popular
Nobel Neighbors Streetwise Urban League
North Lawndale Juvenile Justice Su Casa Catholic Worker Urban Theatre Company
Collaborative Sunlight African Community Center Vida/SIDA
Notre Dame School Tamms Year Ten Visitation Catholic School
Operation Hope Telpochcalli Voices for Creative Non Violence
Orr High School The Campaign to End the Death Penalty Wayman Alliance for Community Peace
Passages Alternative Living Programs, Inc. The Harbour (Park Ridge) West Town Bikes
PCC Community of Wellness (Oak Park) The Miracle Center World Relief (DuPage)
Perspectives Charter School (Joslin The Peace Corner Youth Center Young Life
Campus) The Resurrection Project Young People’s Project
Perspectives Math and Science Academy Tolton Family Center Youth Voter Collective
Pilsen Alliance
PARTNERS/ COMMUNITIES SERVED
Pilsen Neighbors
Power House High School
Prescott Magnet Elementary School
Providence Family Services
Puerto Rican Cultural Center
Rainbow Push
Ravenswood Community Services
Refugee and Immigrant Community
Services
REST
Restaurant Opportunities Centers -
Chicago
Rice Child and Family Center
Rumble Arts Center
Sabin Magnet School
Safer Foundation
Saint Agatha Catholic Academy
Saint Pius V School
San Miguel - Back of the Yards
San Miguel - Gary Comer Campus
San Miguel School
Sarah’s Circle
South Street Journal
South Suburban PADS
Southsiders Organizing for Unity and
Liberation
 ENGAGE PARTNER REFLECT
MCCORMICK COMMUNITY INTERNS - 2008-2009
Jacob Adams
Site: Illinois Medical District (IMD) Guest House Foundation
Project: Creation of Evaluation System
Jacob worked with the executive director of the Guest House,
a program that accommodates patient’s families and friends in
need of temporary housing, to create an evaluation system. Jacob
incorporated qualitative and quantitative elements in the evaluation
and ultimately converted the protocol into an online version through
SurveyMonkey.com. Jacob also assisted with the development of an
implementation system, ensuring that all guests had access to either
written or electronic versions of the surveys. Finally, he worked on an
assessment and analysis project using the data they’ve received. Jacob
received internship funding for two quarters.
Jontay Darko
Site: Emiliano Zapata Sur Neighborhood
(Universidad Marista), Merida, Mexico
Jontay developed a fitness and wellness program for the women in
a community on the outskirts of Merida, Mexico. The internship
extended her study abroad program into summer 2009. She applied
her studies in education to develop a fitness and wellness program
that encompassed dancing, aerobics and yoga. The program promoted
health and wellness for the mothers and the community in general. The
women of the community and Jontay developed strong interpersonal
relationships that led to high attendance in her classes. She worked
with women to create sustainable leadership of the program.
Christina DeArment
Site: Chicago Academy for the Arts (CAA)
Project: Social Networking and Marketing Development
Christina conducted research on the implementation of social net-
working websites as a marketing tool for admissions and develop-
ment at CAA. She designed accounts on social networking sites such
as Facebook and Twitter, in order to advertise the school and to
cultivate an online community of alumni and current and prospective
students. Christina also facilitated brainstorming meetings and admin-
istered surveys to faculty and staff to determine which features of each
website account will prove to be useful and efficient for each depart-
ment. After launching the website accounts, she also trained staff on
the use of accounts and developed a process and procedure for updat-
ing accounts in the future. Christina received internship funding for
two quarters and completed this project in conjunction with her com-
munity service studies minor internship capstone course.
Amy DeLorenzo
Site: American Friends Service Committee
Project: Events Coordinator and Outreach Specialist
Amy’s work at the American Friends Service Committee involved
planning events, coordinating volunteers and doing outreach at
DePaul University. Her main focus was on preparing the War in
Focus series, which seeks to educate the public about the wars in Iraq
and Afghanistan. Amy also worked on the Eyes Wide Open exhibit.
She traveled to several different colleges and sites in Illinois to
display the boots representing soldiers killed in combat and sat in on
strategy sessions to determine the future of the exhibit. Amy received
internship funding for one quarter and completed this project in
conjunction with her minor in peace, conflict resolution and social
justice studies capstone course.
 S T E A N S. D E PA U L . E D U | 2 7

Melissa Foushee Keller Susanna McKibben, Kathleen McNamara

Site: Women and Girls Collective Action Network (WGCAN)
Project: Documentation and database project: Documenting
grass roots anti-violence work
Melissa created a comprehensive database of information about
national grassroots anti-violence projects, including project name,
contact information, mission, theory and strategies, structure, and
programs. Over 120 national projects and organizations are currently
in the database. In addition, her work involved developing a typology
and analysis of organizations, which included conceptualizing
analytical tools for understanding how anti-violence relates to a group’s
work. After applying for and receiving a Vincentian Endowment
Discretionary Fund grant, Melissa and her fellow WGCAN staff were
able to attend a national LGBTQ anti-violence training institute in
Seattle. Using this experience, Melissa planned an anti-violence teach-
in with WGCAN and the Chicago-based Queer Transformative Justice
working group. Finally, Melissa conducted a series of interviews with
community-based organizers. She received internship funding for
three quarters.
Site: Centro Romero, World Relief
Through a collaborative project between the Steans Center and
DePaul’s Asylum/Immigration Legal Clinic, Susanna worked at Centro
Romero. The collaboration seeks to place undergraduate students
with demonstrated interest in immigration or public interest in
internships that give them the opportunity to assist immigrants and
refugees in a legal environment. The work involves such activities as
contacting clients, observing and participating in client interviews,
drafting letters, client interview summaries and other documents,
conducting factual research into conditions in the home countries of
clients, assisting clients in obtaining legal records from local, state and
federal agencies, providing translation and interpretation, gathering
other supporting documents, assisting with application forms, and
participating in naturalization workshops.

Laura Levy
Site: Pilsen Alliance (PA)
Project: GIS Mapping Project: Mapping Gentrification

Laura collected and mapped data on foreclosed property in the Pilsen

neighborhood in an effort to track what areas are being targeted
for “redevelopment” projects and the potential displacement of
community residents. Laura’s database includes foreclosed properties
from 1998 to 2007. As a geography major, Laura has knowledge and
access to GIS mapping technology, which allows for an organized
and systematized assessment of gentrification. Laura’s maps have
been used in the community by Pilsen Alliance in a variety of ways:
they provide intellectual material to present to city officials; and they
are used creatively (e.g., as a puzzle) as educational tools for school
children to learn about their community. In an effort to ensure that
her work was sustainable for Pilsen Alliance, Laura created a “wiki,”
which serves as a forum for communication between PA workers and
student interns, as well as for past and present interns to share advice
and ideas. The wiki will also be a place to post data and finished maps
and will eventually be open for public use by residents of Pilsen. Laura
received internship funding for three quarters.
 ENGAGE PARTNER REFLECT
MCCORMICK COMMUNITY INTERNS - 2008-2009
(CONTINUED)
Matthew Sebastian
Site: Invisible Children (www.invisiblechildren.com)
Project: Events Coordinator and Fundraiser
Matthew organized, fundraised and executed the Preview event, the
Rescue National event in Grant Park, and the Multimedia Showcase
event at DePaul. He maintained communication lines between the
local DePaul group members/volunteers and the national office to
effectively complete each event. In addition, he created a marketing
plan to adequately reach the local community in order to raise
awareness about the crisis involving child soldiers in Uganda, the
mission of the Invisible Children project, and also the upcoming
events. Matthew received internship funding for two quarters.
Pedro Serrano
Site: Project Vida
Project: Community Development and Queer
Latino Reading Group
Pedro’s work at Project Vida involved the development of a reading
group focused on queer Latino literature. Project Vida exists as part
of an effort to encourage healthier lifestyles for the minority gay
and HIV/AIDS community. The reading group added directly to the
organization’s mission. Pedro worked with DePaul faculty and Project
Vida staff to create a reading list that aimed to empower a young
men’s group that he expanded to include both the reading group and
social events. Pedro also worked with the “CRU,” an HIV prevention/
intervention support group for young men of color of alternative
sexualities. Pedro received internship funding for two quarters.
Mark “Corece” Smith
Site: Participatory Democracy Project
Corece’s project seeks to use visual media (documentary film)
to capture images and commentary related to the work of the
Participatory Democracy Project (PD). PD is a grassroots community
movement in the Humboldt Park neighborhood that seeks to recruit
local residents to participate in resolving neighborhood issues through
activism and policy advocacy work. Corece’s project continued into
the fall 2009 term.
Emily Thenhaus
Site: Centro Romero
Through a collaborative project between the Steans Center and
DePaul’s Asylum/Immigration Legal Clinic, Emily worked at Centro
Romero in the Edgewater neighborhood. The collaboration seeks
to place undergraduate students with demonstrated interest in
immigration or public interest in internships that give them the
opportunity to assist immigrants and refugees in a legal environment.
The work involves such activities as contacting clients, observing and
participating in client interviews, drafting letters, client interview
summaries and other documents, conducting factual research
into conditions in the home countries of clients, assisting clients in
obtaining legal records from local, state and federal agencies, providing
translation and interpretation, gathering other supporting documents,
assisting with application forms, and participating in naturalization
workshops. In addition to the above, Emily was able to get involved in
policy and advocacy work with Centro Romero staff.

Jocelyn Varghese
Site: World Relief
Jocelyn assisted immigrants and refugees through contacting clients,
observing and participating in client interviews, drafting letters
or client interview summaries, gathering documents, conducting
factual research into conditions in clients’ home countries, providing
translation and interpretation, assisting with application forms, and
participating in naturalization workshops.
S T E A N S. D E PA U L . E D U | 2 9
Ashley Weger
Site: AREA Chicago
Project: Editor and Events Coordinator
Ashley’s work with the progressive publication AREA (Art/Research/
Education/Activism) Chicago included extensive copy editing,
researching and writing articles, as well as planning events that
reflected the issue’s theme, “Everyone’s Got Money Issues.” The issue
and the events that surrounded the publication release focused on ways
in which individuals and community groups dealt with the economic
crisis, re-conceptualized means of exchange within our economy, and
demonstrated artistic responses to “money issues.” Ashley’s efforts
allowed for the timely and successful release of the issue on May 1
in conjunction with the May Day holiday. Ashley received internship
funding for two quarters.
 ENGAGE PARTNER REFLECT
D E PAUL COMMUNITY SERVICE SCHOLARS 2008–2009
Fahaad Ansari—Psychology
Robert Brown—Finance
Leslie Castromayor—Sociology
Matthew Cavanaugh—English
Herjeet Chadha—Accounting/HR Management
Inez De La Fuente—English
Amanda Dutczak—Undecided
Christina Feliciano—Biology
Melissa Furlette—Women’s and Gender Studies
Ashley Jostes—Marketing
Catherine Knigge—English
Elizabeth Nussbaumer—Political Science
Amanda Rubner—Marketing
Ellen Schneider—African and Black Diaspora
Amarbir Singh—Management
Taryn Tomasula—Undecided
Laura Uhlir—Communication
Sarah Andrie—Communication
Melissa Baer—Women’s Studies
Alexandra Beaupre—Finance
Payten Carroll—Political Science/PR &
Advertising
Ann Colombo—Computer Animation
Benjamin Cox—Computer Science
Daniel De Los Rios—Finance
Christina DeArment—Marketing
Tori Duoos—Anthropology/Spanish
Ashley George—Computer Info Systems
Jon Gogolak—Economics
Melanie Gonzalez—Communication
Stefania Markovska—Human Resource
Management
Anthony Repp—Political Science
MEISTER SCHOLARS - 2008-2009
Angela Rogensues, M.A. in Educating Adults
Jennifer Howe, B.A. in International Affairs
Melissa Furlette, B.A. in Women’s and Gender Studies
Charlene Rhinehart, B.S. in Accounting and Finance
Holly McDaniel, M.A. in International Public Service
Melissa Foushee Keller, B.A./M.A. in Women’s and Gender Studies
Cynthia Torres, B.A. in Communication
Kyle Ripp—Computer Science
Rachel Ross—Undecided
Matthew Roth—Public Communication/PRAD
Jocelyn Seager—Psychology
Kate Stanley—Secondary Education-English
Christopher Strong—Digital Cinema
Chelsea Trotter—Spanish
Hilary Vander Weele—Public Relations
Robin Whitney—Latin American Studies
Drakia Wilkins—Real Estate
Andrew Witt—Biology
Michael Almodovar—Psychology
Marisol Becerra—Public Policy
Christina Betz—Education
Daniel Brown—Undecided
Anna Burnham—Communication
Jamil Chammas—International Business
Bridget Fanta—Marketing
Kristin Frost—Communication
Patrick Gill—English
Elisa Grant-Holler—Psychology
Charles Gurion—PR & Advertising
Christine Hatcher—History
Jamie Lynn Huberty—Communication
Leah Jeedas—Sociology/Spanish
Helen Jeno—Secondary Education-Math
Haileselassie Keleta—English
Ellen Kinner—Psychology
Steven Lance—Biology
Cora Marquez—Anthropology
Rebecca Martinson—Undecided
Samantha Mastroberti—Marketing
Joelle Mbatchou—Biology/Statistics
Daniel Nelson—Secondary Education-
Visual Arts
Kathleen O’Leary—Public Policy
Erthel Oruma—Marketing
Robert Pabalan—Marketing
Grace Posey—Film
Carl Powers—Finance
Samantha Steim—Sociology
Nicholas Zlotek—Business
Caitlin Brady—Undecided
Areli Bustamante—Accounting
Homer Denson—Computer Game
Development
Jocelyn Eisenstaedt—Art & Art History
Thomas Farrell—Intended Marketing
Michael Fowler—Management
Kyara Garza—Finance
Alexa Gianaris—Undecided
Stephanie Grathwohl—Communication
Navraj Hundal—Business Management
Sophia Levinsky—Elementary Education
Joe Mayer—Computer Game Development
Joseph Mellor—Digital Cinema
Stephanie Mikel—Communication
Nick Parrott—Undecided
Kaleigh Robbins—Psychology
Samantha Rodocker—Biology
Trevor Roth—Undecided
Pedro Sarsama—Undecided
Daniel Schlesinger—Undecided
Kiran Singh—Undecided
Joshua Smyser—Psychology
Alexandra Stalionis—Art History
 S T E A N S. D E PA U L . E D U | 3 1

THIRD ANNUAL CESAR CHAVEZ SERVICE SEASON

The Third Annual César Chávez Service and Values Series was held from March 4 through May 16,
sponsored by the Steans Center, University Ministry Office of Mission and Values, DePaul Cultural
Center, Office of Multicultural Student Affairs, the Center for Latino Research, Student Affairs, the
Women’s Center, the Egan Urban Center, Office of Institutional Diversity and Equity, Peace, Conflict
Resolution, and Social Justice Studies Program, and the Vincentian Endowment Fund. The series
promoted the legacy and stewardship of César Chávez by advocating values of service, social justice,
and community through lectures, service projects, reflection, films, and recognition of workers and
immigrants. The kick-off event, “Platicas de Resistencia/Voicing Resistance,” featured a dialogue
between keynote speakers Julie Chávez Rodriguez, granddaughter of César Chávez and director of
the César E. Chávez Foundation (chavezfoundation.org) and Jacobita Alonso, immigration reform
advocate and cofounder of Adalberto United Methodist Church in Chicago. Lourdes Torres, DePaul
professor for Latin American and Latino studies facilitated the discussion.

Other Service Series events included panel discussions on gun violence, white privilege, and nonviolent
approaches to peace, “Bridging Humanity: Human Rights Issues and Community in Chicago” film
series, Vincentian Service Day, Pilgramage of Our Lady Guadalupe, and a dialogue between Latina
artists celebrating the 25th anniversary of Sandra Cisernos’ book “The House on Mango Street.” Two
theatrical performances were also featured: “Crime Against Humanity,” a play about incarcerated
Puerto Rican political priosoners, and “Gracias Rafael,” a Primer Acto production based
on the life of Puerto Rican and Latin American musical composer Rafael Hernandez.
The Service Series closed with the second annual Service Speaks Conference, a
daylong event discussing academic work and service learning.

The fourth annual César Chávez Service and Values Series began in March 2010.
For more information, please visit our website at: steans.depaul.edu.
 ENGAGE PARTNER REFLECT
RECOGNITION AND AWARDS
Jimmy and Rosalynn Carter Partnership Foundation Award, 1st Prize
$15,000 (split with the Puerto Rican Cultural Center of Chicago) from
Illinois Campus Compact, November 2008 (pcitured above).
President’s Higher Education Community Service Honor Roll with
Distinction 2008 (awarded to DePaul University for the 3rd consecutive
year. Proposal constructed in partnership with DePaul University Ministry
and Office of Student Life).
CONFERENCE PAPERS, SEMINARS AND WORKSHOPS ON
SERVICE LEARNING AND COMMUNITY ENGAGEMENT
Marisol Morales and Howard Rosing presented on “Service Learning as
Critical Pedagogy” at the 5th annual Community as an Intellectual Space
Conference, Chicago, IL, June 2009.
Howard Rosing gave an invited lecture titled “Community-based
Research as Pedagogy” at the symposium Addressing Community Needs
in Volatile Times: Opportunities for Teaching and Research at Marquette
University, Milwaukee, WI, May 2009.
Liezl Alcantara, Diana Alfaro, James Riturban, and Kendra Jackson
presented as panalists on “Pagkakaisa: Solidarity through participatory
action research and community engagement in the Philippines” at the
2nd annual Service Speaks Conference, Chicago, IL, May 2009.
Howard Rosing presented a workshop on “Research and Publishing on
Community Engaged Teaching” at the 4th annual Service Learning
Spring Symposium: Civically Engaged Scholarship and Service Learning
at National Louis University, Chicago, IL, April 2009.
Howard Rosing was a panelist presenting on “Vincent in Chicago:
New Urban Imperialism and Service Learning at DePaul University” at
the Daniel H. Burnham Meets Vincent de Paul Conference, DePaul
University, Chicago, IL, April 2009.
Marco Tavanti (School of Public Service), Liezl Alcantara, James
Riturban (School of Public Service) and Lola Campos presented as
panalists on “Socially Responsible Personalism: Collaborative Pedagogies
for Vincentian social engagement of the DePaul-Adamson program
for urban poverty reduction” at the Engaging Minds: Pedagogy and
Personalism, DePaul Faculty Teaching & Learning Conference, Chicago,
IL, April 2009.
 S T E A N S. D E PA U L . E D U | 3 3

Raechel Tiffe presented the paper “Food Not Bombs: A Critical Analysis
of a Radical Decentralized ‘Re-claimed’ Food Sharing Movement” at the
National Communication Association, San Diego, CA, November 2008.

Helen Rosenberg (U. of Wisconsin), Susan Reed (DePaul University

- School for New Learning), Anne Statham (U. of Southern Indiana)
and Howard Rosing presented the paper “An Analysis of Adult Student
Service Learning Experience Across Three Institutions” at the Eighth
Liezl Alcantara (pictured above) presented as a panelist on “Vincent in
International Research Conference on Service-Learning and Community
Manila” at the Urban Poverty Reduction: Burnham Meets St. Vincent de
Engagement, New Orleans, LA, October 2008.
Paul Conference, Chicago, IL, April 2009.
Marisol Morales presented on “Two Sides of the Same Mirror:
Howard Rosing and Nila Ginger Hofman (anthropology department)
Contextualizing Globalization through International Service Learning
presented the paper “Local Food Access in a Time of Global Food Crisis”
Partnerships” at the Utah Valley University International Service Learning
in the session: Experimenting with Education at the Society for Applied
Conference: Engaging Your Campus and the World through International
Anthropology, Santa Fe, NM, March 2009.
Service-Learning, Orem, UT, October 2008.
Marisol Morales, Howard Rosing and Marvin Garcia (Alternative Schools
Liezl Alcantara & Marisol Becerra (Community Service Scholar)
Network) presented on “Service Learning as Critical Pedagogy” at
presented on “Environmental justice in Chicago’s Little Village: Linking
Educación Popular en las Américas en el Siglo XXI: Culturas, Tradiciones
community psychology with community development” at the Midwest
y Sabidurías Indígenas, Universidad de Oriente,Valladolid, Yucatán,
ECO Conference, Battle Creek, MI, October 2008.
February 2009.
Howard Rosing presented the workshop “Teaching Community-based
Howard Rosing gave an invited lecture titled “Service Learning and
Research to Undergraduates” at the National Society for Experiential
Community-based Research in the Social Sciences” at the Service
Education. Orlando, FL, September 2008.
Learning Teaching Workshop, Departments of Anthropology and
Sociology, University of Kentucky, February 2009. Melanie Sillis presented a roundtable on “A Catholic School Initiative:
Implementing a University/Community Partnership with a Curricular
Howard Rosing and Marisol Morales presented a workshop on
Element” at the National Faith, Justice, & Civic Learning Conference,
“Developing an Asset-based Community Development Model for
DePaul University, Chicago, IL, June 2009.
University-Community Engagement, Introduction to Service Learning
and Syllabus Construction; Reflective Practice in the Service Learning
Pedagogy; and Assessment and Evaluation for Service Learning Course”
at the Seminar on Academic Service Learning, Adamson University,
Manila, Philippines, December 2008.
 ENGAGE PARTNER REFLECT

SPECIAL EVENTS SUPPORTED BY THE STEANS CENTER
Community as an Intellectual Space 5th Annual Conference: sponsor with
the Puerto Rican Cultural Center of Chicago and the University of Illinois,
Urbana-Champaign Graduate School of Library and Information Science,
June 2009.
Chicago Freedom School (CFS) Summer Institute for Youth: hosted CFS
summer institute for youth, July 2009.
Casa Providencia Youth Tour of DePaul’s New McGowan Environmental
Science: in partnership with environmental sciences, organized tour for
Steans Center community partner summer camp program, June 17, 2009.

Collective Memory and Collective Resistance in Guatemala: sponsor of Chicago Public Schools Tech Expo 2009: developed local tech expo for
guest speaker and Guatemalan community and political activist Domingo 5 CPS tech academy schools in the North Lawndale, Austin, Englewood,
Tum Mejía in partnership with DePaul University Office of Study Abroad, Roseland, and Hyde Park schools (completed June 2009).
May 2009.

Primer Acto Theatre Company at DePaul University: sponsor of theatrical
and musical celebration of Puerto Rican musical legend and composer
Rafael Hernández Marín, May 2009.
4th Annual Non-Violence and Social Justice Teach-In: co-sponsored in
partnership with DePaul University Ministry and Peace Conflict Resolution
and Social Justice Studies, February 2009.
Martin Luther King Jr. Prayer Breakfast: sponsor with the DePaul Cultural
Center, January 2009.
COMMUNITY PARTNER SUPPORT BEYOND COURSES
Little Village Town Hall Meeting: in partnership with the Egan Urban
Center, convened community meeting in the Little Village neighborhood
to discuss the implications of Chicago’s 2016 Olympic bid, July 30, 2009.
Telpochcalli Community Education Project: hosted Steans Center’s
community partner annual retreat.
Enlace/Farragut High School Community Schools Evaluation of 2008-09
Community Schools Program: in partnership with the Egan Urban Center
Facilitate evaluation, discussion, planning with Steans Center community
partner.
PUBLICATIONS FROM DEPAUL SERVICE LEARNING
FACULTY AND STAFF
Susan Reed (DePaul-School for New Learning), Catherine Marienau
(School for New learning) published “Linking Adults with Community:
Promoting Civic Engagement through Community-based Learning”
New Directions for Adult and Continuing Education, No. 118, Jossey-
Bass, 2008.
Nila Ginger Hofman (DePaul-Anthropology) and Howard Rosing
published “Course-based Action Research and Anthropology” In:
Anthropology News, 49(6): 11-12.
Jeffrey Howard and Timothy Stanton (Stanford University) published
the Research University Engaged Scholarship Toolkit at compact.org/
initiatives/civic-engagement-at-research-universities/trucen-intr/
Howard Rosing published “Untangling the Ivy: Discovering Vincentian
Service-Learning at DePaul University,” In: Journal of Vincentian Heritage;
Special Edition: Vincentian Higher Education and Poverty Reduction.
28(2): 221-239.

Freshmen Connection College Tour: Campus tour for students from the
Gage Park neighborhood, July 17, 2009.

Refugee & Immigrant Community Services (RICS) Youth Film Screening:

hosted RICS youth film screening event, June 3, 2009.
 C B S L . D E PA U L . E D U | 3 4

ACKNOWLEDGEMENT: Dan Baron (writer), Summer Nakaishi (writer) and Tori Duoos (editor)
THE IRWIN W. S T E A N S C E N T E R F O R CO M M U N I T Y- B A S E D S E RV I C E L E A R N I N G & CO M M U N I T Y S E RV I C E STUDIES
2 2 3 3 N O RT H K E N M O R E AV E N U E | C H I C AG O, I L 6 0 6 1 4 - 3 5 4 7