A Student Grows

SKI 220: Tch/coach Appl Alp Snowsports-Director of Ski Industries Program, Leigh Breidenbach

The Alpine Snow Kids Program is the UMF Ski Industries' leading community service class.  In its 6th season this program offers all levels of ski instruction to about 60 students grades K-3. This program is offered every year.

"The community stands to gain at the same time our students and faculty gain. Students from SKI 220 run an after school program for kids K-3 at Titcomb Mt. Students fill a need that Titcomb does not have the resources to provide, giving our students a great hands on experience. This has allowed us to connect our students in a local way."
-Leigh Breidenbach, Director of Ski Industries Program

"Having Titcomb Mountain in Farmington, two miles from campus, makes for an excellent opportunity in Service-based Learning, and a unique learning experience, both for the UMF students and the children they teach to ski. Titcomb Mountain is owned and operated by the Farmington Ski Club, a non-profit volunteer-based organization."
-Ron Bonnevie, Instructor of Ski Industries

Student Barbara St. Peter, '08, Community Health Education Major, was nominated for a UMF Above and Beyond Award, for her exceptional work in SKI 295: Practicum in Snowsports Teaching/Coaching.

“Her organizational work, stepping up and filling in the holes day in and day out, has positioned UMF to do for Black Mt. in the next two years what we have done for Titcomb Mt.”
-Leigh Breidenbach, Director of Ski Industries Program

HEA 210: Environmental Health-Assistant Professor of Community Health Education, Kathleen Welch

An eco-theater, the interactive use of theater, and humor to highlight healthy foods was created by Kathleen Welch and the students in her environmental health class. The activity promoted discussion on the value of local farming, cultural diversity, and environmental issues with children and other audience members. The HEA 210 students learned how to collaborate and use existing community resources, such as Western Mountain's Alliance, to raise awareness about the importance of local foods and protecting Western Maine's natural resources.

"It's so much fun. It's fun to just see what the kids can do when you grab them off the floor and get them involved. It's a great way to educate young people to the arts, especially about health."
Kathleen Welch, Assistant Professor of Community Health Education

ENG 401: Seminar in Writing-Professor of English, Patricia O'Donnell

Students conducted two creative writing groups for Gold Leaf members in the Fall semester of 2007. Each week, participants responded to prompts with creative, non-fiction writing which were critiqued by the group. Through this Service-Learning project, students honed their skills in creative writing, gained self-confidence and social skills, and gave significantly to the Gold Leaf community.

"I have really enjoyed the experience and stimulation of this course offering. [The women who taught us had] an obvious passion for writing so the interaction with them has been very pleasant. I have learned to write more spontaneously from their "in class" writing assignments. They have encouraged me in my writing to the point of suggesting that I try to get published and they have celebrated my small successes."
-Nancy Prince, Gold Leaf member

“I enjoyed the creative writing class very much. The students did an excellent job in encouraging the writing and creativity.”
-Nancy Weiner, Gold Leaf member

"This was a great start. It was very helpful for me. I was encouraged to keep writing. [I] liked the small class and am looking forward to continuing."
-Dory Dickinson, Gold Leaf Member

"[The] Creative Writing Class was a joy. I enjoyed it very much. The energy of the two young women conducting the class was infectious. I hope [they] will do this again."
-Bonnie Frick-Gerbadt, Gold Leaf Member

"The Gold Leaf class was one of the many highlights of the Senior Seminar. They encouraged us but also told us what they wanted out of the class, they asked probing and insightful questions and they made us have to think on our feet on many occasions. The best part of this group was that they wanted to help each other become better writers. I came to the realization during this class that I would really love to teach writing. After the first class I was sold."
-Meg Reid, '08, Creative Writing Major

"As a way to use our writing skills in the community, I think this was a useful project. I would recommend the next Seminar students to try it out. The part I liked most was being able to teach people how to write better."
-Amy MacArthur, '08, Creative Writing Major

"The women in the class were wonderful and interesting. Each was interested in learning how to write. I learned a lot from these women. The most important thing I learned though was that I actually knew more about writing than I thought I did."
-Ashley Crosby, '08, Creative Writing Major

"Too often I cannot push myself to write anything besides my novel. For the Gold-Leaf class, though, I forced myself to experience writing in the same way as my students. I forced myself to draw from a different muse and write about a different character- myself. I don't enjoy writing nonfiction. But, for this class, I decided to be as true as my students. Not only did I enjoy trying new types of writing, I loved watching the students develop. Not only did I grow as a writer, I got to help someone else grow, and that was amazing."
-Mary Ellms, '08, Creative Writing & English Major

FYS 100: Manhood in America-Assistant Professor of Psychology, Stephan Desrochers

Six students from FYS 100, Manhood in America opted to partake in a community service project as one of their course requirements in the Fall semester of 2007.The students administered a questionnaire to 15 of the 600 boys being interviewed for a study, which the Maine Boys Network was conducting. The study was their first effort to acquire information to be used to determine their next step in promoting academic well-being of boys from pre-adolescence to college age.

“I gave students the option of doing a Service-Learning project in place of their research project in my Manhood in America First Year Seminar. Six students chose to do this. They seemed to enjoy the experience. I feel that they gained direct experience, through running focus groups, with understanding issues of masculinity in pubic school children.”
-Stephan Desrochers, Associate Professor of Psychology

 “Doing this project allowed me to understand some of the concepts that I was learning in class. The themes taught in Manhood in America were demonstrated in these little boys through their responses to the questions we asked. I would definitely do something like this again if I was given the opportunity.” 
-Kristin Klaiber, '11, Elementary Education Major

MAT 267: Intermediate Statistics-Associate Professor of Mathematics, Sarah Hardy, Brad Dearden

Dr. Brad Dearden spent a month during summer 2007 with two students in Guatemala. While there, they designed a research project and questionnaire, and trained staff to collect family planning data (along with ethnic and socio-demographic data for cross-reference) in a Mayan town. During the next several weeks, the staff at the NGO that they collaborated with conducted the interviews and collected data. After the completed surveys were sent from the NGO, a group of students from Dr. Sarah Hardy’s MAT 267 Intermediate Statistics course created a spreadsheet with the data, exported the data to the open source statistical software package R, and performed appropriate statistical analysis. An oral presentation was made to the class and will also be presented on Symposium Day, April 16th, 2008.

"Service-Learning has taught me a valuable lesson in how to interpret information mathematically.”
-Ted Neil, '10, Interdisciplinary Major

“[This course provided me with a] clear understanding about Mayan culture and [the] family planning needs of the community.”
-Alexandra Martin, '08, Environmental Science Major

"Learning about birth control in Guatemala not only helped me in my courses, but helped me to gain a better understanding of global issues.”
-Erin Gonyea, '08, Elementary Education Major

EDU 304: Teaching Science K-8-Assistant Professor of Science Education, Andrea Freed

Pre-service teachers were trained during a workshop with DEP Air Quality Bureau and DEEP and then shared information and activities with local elementary and middle school students concerning No Vehicle Idling and Carbon Footprint in efforts to raise awareness and support environmental sustainability in Farmington. Students also shared information and activities about Recycling and Water Quality and the students collected water quality data from the Sandy River, which they entered into an international data base). Finally, pre-service teachers facilitated Family Science Night at the Maine Science Teachers Conference in Gardiner, ME on October 5^th for area families and children.

“I feel that Family Science Night helped me obtain a deeper learning for my future classroom through hands-on involvement. It was amazing to be able to engage students by creating a project that they can do themselves. It was great to see the faces of students when they tried the experiment. The whole experience was extremely rewarding!”
-Shannon Clukey, ‘09, Elementary Education Major

“Family Science Night was an eye-opening experience to me. I was insecure with teaching science, but soon realized that science is everywhere. Having the students explore with me was amazing. As they learned, I also learned and was able to practice being with students in a science atmosphere.”
-Michaela O'Malley, ‘08, Elementary Education Major

“Service-Learning is a great way to get your feet wet and (in some cases) to see different family dynamics close-up. I think that this better prepares future teachers to handle all aspects of teaching.”
-Monica Williams, ‘09, Elementary Education Major

“Service-Learning at Family Science Night was a great learning experience not only for the parents and children that came, but for the teachers as well. It helped ensure me as a prospective teacher that students can teach too.”
-Kayla Russell, '09, Elementary Education Major

“In my science methods class I learned about the impact of idling on the environment. I was able to take this knowledge and go into a seventh grade class to have a discussion on idling. This was a great experience which allowed me to apply my knowledge to the community.”
-Kimberly Martin, ‘09, Elementary Education Major

“’Cool Communities’ was a tremendous learning experience for both students and pre-service teachers. We were challenging our daily habits as we gathered data about our impact on the environment.”
-Katie Adams, ‘09

HEA 411: Health Education Planning-Associate Professor Health Education, Graciela Bryant

“Now You’re Cookin'!" Alyce Cavinaugh, '07, Community Health Major. Through her HEA 411 Service-Learning project, she encouraged local middle school students to prepare healthy, local foods.  The highlight of the project was a “Cooking Challenge” in which the students demonstrated their skills and knowledge about healthy cooking.

DAN 350: University of Maine at Farmington Dancers-Assistant Professor Physical Education, Margaret Gould Wescott

This course is offered every semester.

"In the past four years I have been in a Service-Learning class that involved my visiting and volunteering at local churches, nursing homes, and public schools. Dance provides people with opportunities for creativity and community involvement. The more one interacts with the community, the more one gains insight into oneself!"
-Katie O'Neil, '08, Special Education Major

"I'd have to say Service-Learning was different because I set up my curriculum, wrote the proposal for the class and had it approved by the Registrar's Office and the Dean. It left me with a lot of independence. I really got to make connections that I think in any other learning environment wouldn't have been made."
-Addie Qualey, '05. Addie completed this independent study for 1.5 credits in dance during her sophomore year. She taught dance lessons to second graders and assisted them in connecting dance to concepts they were learning in their math class.

"The dancers from UMF, along with their teacher Margaret Gould Wescott, were the graceful and thought-provoking centerpiece to a Thanksgiving Contemporary Worship service at First Congregational Church this year and we gave thanks for them!"
-Cathie Wallace, Minister, First Congregational Church, Community Site

"Before I became a dancer, I never would have imagined that I would fall in love with this movement. I want to expose people to show them that even in Maine, there are opportunities in dance and art."
-Rebecca Stevens, '07, Art Major

"It was a great honor, as a male dancer, to have the opportunity to expose other males to the art of dance."
-Ryan Ellis, '08, Rehabilitation Services Major

"I found the way the dancers portrayed feelings quite amazing and it gave us a clear picture of improvisation."
-Anonymous Mount Abram High School Student, Community Recipient and Site

"I welcomed the opportunity to have 'experts' come into the classroom to work with the children in small groups in an area that wasn't a strength of mine.  It heightened my knowledge and awareness. It was a great project, lots of active learning, and a highlight of the year."
-Rick Hardy, Cascade Brook School teacher

"I have witnessed compassion, self-direction, motivation, professionalism and keen sense of humor. The UMF students have enhanced the quality of our lives in a profound way."
-Darlene B. Mooar, The Pierce House Administrator, PSY 396 Community site

FYS 100: The Party's Over: Climate Change and the End of Fossil Fuel- Professor of Biology, Drew Barton

Professor Drew Barton led his class through a Service-Learning project that allowed them to connect the academic learning in class to the practicality of everyday life. He organized a community campus awareness and enlightenment presentation by bringing in four or five people to speak on alternate energy and alternate lifestyles.

"For my First-year Seminar ('The Party's Over'), covering less and doing more community projects (e.g., Home Energy Forum) really helped me achieve the objectives of the course... It helps the students connect the big issues about energy that we discuss in class with the practicality of what happens in one's own home. It shows the students how to turn what they learn into action and helps the students realize that they can make a difference..."I always say this is as new to me as it is to my student."
-Drew Barton, Associate Professor of Biology

"No one person can prevent the nation’s energy problems. The Home Energy Forum is a step toward our greater goal of energy preservation.”
-Jessica Symes, '09, Early Childhood, Four-Year Major

PSY 396: Gerontology-Associate Professor of Psychology, Steve Quackenbush

"Although their work began with an academic interest in the aging process, the field experience quickly evolved into the most sustained commitment to community service that I have yet to witness among undergraduates."
-Steve Quackenbush, Associate Professor of Psychology

ANT 250: Ethnography-Assistant Professor of Anthropology, Julianna Acheson

In this class, the students learned how to conduct ethnographic interviews, analyze ethnographic data, and produce a short, group-composed ethnography. The final project of this Fall 2007 course culminated in a class ethnography in which all of the students observed, mapped, interviewed, analyzed, and wrote a report on "Who UMF Students Are."

"This has been an incredibly elucidating project for me and my students. It has allowed us a chance to work on a student-centered project on a topic about which my students are passionate-Who are UMF Students? We were also able to partner with an institution that I deem very much worthy of our service-UMF. My students were able to employ many ethnographic methods in this project to help administrators, staff, and faculty better understand themselves. The best part of the project was watching them discuss which methods make the most sense to comprehend the phenomena around them: mapping, interviewing, observation, participant observation, diagramming activity, tallying behavior, even weighing commuter backpacks! The ability to think creatively about one's methods is at the heart and soul of good ethnography."
-Julianna Acheson, Assistant Professor of Anthropology

WST: Women's Studies Course-Previous Director of Women's Studies, Lee Sharkey

 

 

 

 

 

 

 

This is an example of the types of programs that are available. This was a one-time course offering during the Fall of 2006.

"Oral History Projects are a means of preserving histories that would otherwise be lost. Thus they have value for the interviewer, who gains a deeper sense of a subject of personal and cultural significance; for the interview subject, who learns that her story is a source of insight for others and her storytelling a source of personal power; and for the readers/receivers, who gain a new perspective on the history of their community or society."
-Lee Sharkey, Previous Director of Women's Studies