CCELL Thanks You!

What are you most thankful for this academic year?

Denise: I have a boss who is very responsive and supportive of all the efforts that I make with this service-learning component.  
Alisha: I am most grateful for the supportive colleagues, mentors, and fantastic students who have enriched this academic year. 

What motivated you to offer SW 2000: Introduction to Social Work as service-learning required? 
D: We started a bachelor's program several years ago and we wanted to give folks an idea who took Social Work 2000 because it's an intro class. A lot of students take it before they come into the bachelor's program, and it's a requirement for that. It’s also a tool for other students around campus who may not know what they want to major in, so we wanted to give students an idea by doing the service-learning component. 

What we do in social work and by linking the food bank, we're talking really about food insecurity and a lot of our clients and social work deal with food insecurity. We wanted to kind of blend an introduction and it's a fun class, so it's more hands on learning in, in terms of the service-learning component than just reading it in a textbook. it's much better to go out and do that volunteer work than trying to assume that you know what it's like and assume that some of these agencies around town that are helping with food insecurity actually do. 

A: The service-learning component strongly complements the food insecurity project. Students can directly apply their classroom learning about the Supplemental Nutrition Assistance Program (SNAP) to their service experiences, gaining valuable insights into the lives of individuals and families facing food insecurity. While we can teach students many things in the classroom, I believe, as a former AmeriCorps Corps member, that service to others has the potential to transform lives and perspectives. It has been both exciting and rewarding to witness the profound impact of these experiences on our students. 

What are you most thankful for this academic year? 
Applying to veterinary school and trying to achieve that after graduation. 

As a Kinesiology major, which service-learning contract option course was your favorite and what did you take away from the experience? 

I would say KIN 3513 (Introduction to Motor Learning), which was by far my favorite place to volunteer. GaitWay is a therapeutic horsemanship that is mostly for special needs children, and I would volunteer with them to give lessons depending upon their special needs/disabilities. After the lesson, we would have them get on the horse and run around or do little drills while sitting on the horse.

I remember this one lesson I went to, and it was a little girl who was nonverbal. You can tell based on the little movements she would do to get the horse going. You can even tell once you figured it out, it took her a second, and we would have to make the motions. Then, she would get it, and the horse would start going. It was so cute to see how happy they were to interact with the horses and everything. 

Have you noticed any changes in your attitudes, perspectives, or skills due to your involvement in service-learning courses? 

Yes, the good thing about it is you’re doing service related to what you’re actually learning in class. So, it’s not just about looking at your notes, going through your textbook, and listening to what cases or situations the teacher is telling you. You get to go out and see how people see and live with the things you’re learning about. It’s nice to be able to tie it in and even be a part of it knowing you’re learning it inside and outside of class. 

As an Engaged Citizen, you’ve also completed over 154 hours volunteering in the community, which is well over the required minimum. How do you balance serving the community with your other responsibilities? 

I didn’t have a set schedule when I would volunteer. Anytime I had downtime between studying or extracurriculars, I would try and go to my favorite places to volunteer, which were CAA (Companion Animal Alliance) and GaitWay Therapeutic. 

You chose to volunteer 24 hours with GaitWay Therapeutic Horsemanship. What do you appreciate most about your experience with GaitWay? 

I am a big nature and animal person, and it aligns with my Kinesiology major. I learned about the developments and movements of humans and combined with what I learned in class. 

What is your organization most thankful for this year? 
We’re most thankful for the consistent community support that we have, especially recently with the hurricanes that have been affecting many communities around Baton Rouge. At one point, we put out a big call for volunteers to come at the last minute and help do extra disaster building and many other tasks. People really answered the call for support at the time, and they were flexible. I would say just we’re most thankful for our community and how willing everyone is to answer the call. 

What motivated your organization to partner with Dr. Chiasson and her Intro to Social Work (SW 2000) service-learning course? Describe how the partnership has helped address a critical need for your organization. 

They decided to reach out to us, but I know we’ve had a lot of [School of] Social Work students here. The partnership with LSU as a whole has been invaluable. A lot of volunteer time that we need is during the week when others aren’t available, so having this consistent stream of college students coming in makes such a big difference. Volunteers are the backbone of our operations, so we need them every single day. With the Social Work students specifically, I find that a lot of them have an impact that seems to go beyond the required hours. A lot of them even come back after they complete their required hours or a lot of them recommend coming to the Food Bank or just sharing about our mission out in the community. The most beneficial [aspect of the partnership] is that they go above their required nine hours here. 

Have you enjoyed your partnership with Dr. Chiasson and her students, and if so, what aspects of this collaboration do you find most rewarding? 

Yes, we enjoy partnerships with everyone in the community. It’s [also] really nice to have a wide range and to be connected specifically to social workers. Depending on where they go in their career, it’s great to know they’re going to have the background of firsthand seeing the impact of food insecurity while working to find solutions to address it in the community. To piggyback off my last answer, it’s a longer impact that’s going to continue with those students in their profession. They have this experience that they can continue sharing our mission with the world. 

From your perspective, how has your organization contributed to the learning experience for LSU students? And what benefits has your organization gained from being an LSU community partner? 

It's a mutually beneficial relationship. Our sponsors are crucial to our operations. We can’t do what we do without volunteers so having people here doing the work makes such a big difference. For the students, I think it is very eye-opening for them to come here and see the Food Bank. I take them on a tour, and it helps them connect the dots of what we do and what our mission is. I think that it just carries on in their life.

Does your organization have any additional volunteer needs this academic year (November 2024-May 2025) that you would like us to share? 

Yes, we need volunteers during the week, so it goes great with a college schedule. There's a little bit more flexibility. We need consistent volunteers who come once a week or once every other week. With the holiday season coming up, we have a lot of mobile distributions out in the community where volunteers are actually loading up cars with food for people in need. Those are some of the upcoming volunteer opportunities. Support is needed all the time.

Visit the Greater Baton Rouge Food Bank Opportunity Calendar to schedule your next volunteer experience.

What are you most thankful for this academic year? 

I am thankful for the wonderful students I have worked with. I started this academic year with good news from my former students who shared updates on their new jobs and academic pursuits. Teaching and mentoring students is rewarding in itself, but when they stay in touch with me and share their updates and achievements, that makes me feel grateful for what I do.

What motivated you to offer MC 4005: PR Campaigns as service-learning required?

I can’t take full credit for the decision to offer PR Campaigns as a service-learning course. This was one of the courses I taught in my first semester at LSU, and it had been offered as service-learning required. However, even if it hadn’t been offered that way, I would have included a service-learning component in the course.

PR Campaigns is the capstone for public relations majors, and they take it in the final semester of their senior year. This means that students in the class have acquired all the foundational knowledge and skills that they would need to join the workforce. What they need most at that point is a hands-on opportunity to apply their knowledge and hone their communication skills and techniques. Service-learning is a perfect match for the course for this reason. It also can benefit both students and community partners, who are mostly nonprofit organizations. I often see that nonprofit organizations have ideas for promoting their cause but lack adequate manpower to put them into action. Through this course, students bring those ideas to life by finding and implementing approaches that will address their community partners’ needs and help them achieve their organizational goals.

Also, I have witnessed many times that students become actively engaged in their learning and motivated to brainstorm ideas and find effective ways for their community partners to better communicate their messages to the audience. Service-learning in this course allows students to see the value of their work and gain experience in the profession that they are about to enter.

How has your partnership with Special Olympics of Louisiana—Baton Rouge enhanced your teaching experience? Describe how your students address the learning objectives through service.

How the PR Campaigns class works is that students work in groups of five or six with nonprofit organizations as if they were working in a real public relations agency. Each student assumes a specific role on their agency team, such as account executive, creative director, or research director. They take on a campaign project from the first week and create a comprehensive public relations campaign for their nonprofit client, which includes traditional media and social media promotions, and event planning and implementation.

This semester, students continue working to increase awareness and recruit volunteers, with a specific focus on the LSU community, particularly undergraduate students. They conducted a survey of LSU students earlier in the semester to find out what would make students interested in volunteer opportunities with Special Olympics and to identify any barriers that might hinder their engagement with those opportunities. There was a lack of awareness among LSU students about Special Olympics and the volunteer opportunities available to them. So, the student agency team for Special Olympics had a table sit on campus, reached out to student organizations, and gave out free Cane’s, along with flyers about Special Olympics. They are also coordinating a giveback night with a local Baton Rouge business to benefit the organization.

Over the course of the semester, students gain many hands-on opportunities through conducting research and creating deliverables, such as feature stories, press releases, flyers, and social media posts. The research and planning process also helps them improve their critical thinking skills as they are trying to develop informed communication strategies based on their research findings.

Students learn best by doing. As great lessons in life often come from our mistakes and failures, students can learn in the most productive way through making mistakes and addressing problems. For this reason, I use a “drafting-feedback-revising” approach when grading service-learning assignments in this class. I give students multiple opportunities to submit their project drafts to me for review and to make revisions based on my feedback before turning the final project in for a grade. This effort has helped students learn from their mistakes and to improve the quality of their final product. It also has been helpful to me in understanding students’ weaknesses and areas that they can improve on.

Have you noticed any tangible results or changes in your students' attitudes, skills, or behavior from participating in your service-learning course?

Watching students grow professionally and academically over the course of a semester is a privilege of this service-learning course. Campaign planning and implementation reinforce what they have learned and help them practice their skills. Students also become more professional in communicating with their client, addressing teamwork issues amongst themselves, and providing counsel to the client. In addition to academic and professional growths, students come to recognize the importance of civic engagement and the key role that public relations can play in advocating for a cause. A student from this past spring said that this service-learning class had taught her much more about public relations than any other classes because she and her team were able to put their knowledge to use. The service-learning component of this class appears to spark student interest and bring joy in their efforts to help nonprofits.

Would you recommend other faculty members to offer service-learning courses? If so, how would you describe the benefits of providing service-learning courses to them? 

I would definitely recommend that other faculty consider turning their courses into service-learning experiences for their students. By participating in service-learning, students are able to connect what they’ve learned to their professional lives and careers. They can also see the real-world impact of their work, which I think makes them more motivated and enthusiastic about what they are learning. Service-learning provides an opportunity for students to think about what they can contribute to the community and the roles they can fulfill in society through their profession.

What are you most thankful for this academic year?

I'm thankful for my recruitment director position and my sorority. I am thankful to be able to recruit for us and get more people interested in agriculture and animals, especially when raising money for local animal shelters. It has also been great to get more similar-minded girls to join our group and be more cohesive in what we do. 

Through your Environmental Management Sciences (EMS) minor, you’ve taken three service-learning required courses. If you can recall, what was the first S-L course that you took, and how would you describe your learning experience?

The first one I took was EMS 1011 (Environment and Technology: Perspective on Environmental Problems). In my first semester, I added the minor and went to a lake cleanup. We took out invasive species from the lake. The following week, I went to Baton Rouge Magnet High School and was educated on coastal erosion by middle schoolers. It was hands-on, and I really liked it. I've always enjoyed helping the environment. Being able to physically go out and do something to help during my first semester did more than [just] learning about the issues [in class] for me.

Have you noticed any changes in your attitudes, perspectives, or skills due to your involvement in service-learning courses?

I’ve definitely grown in my communication skills. In high school, I hated speaking in front of people. However, through the different service opportunities I've done, I had to learn to communicate with different types of people from different backgrounds, and now I am more confident. 

My community engagement skills have also grown, and my perspectives have changed. I feel like whenever I was growing up, whatever my parents thought, I thought too. But now, I see things in my own way and have a broader perspective and appreciation for things. 

As an Engaged Citizen, you’ve also completed over 200 hours volunteering in the community, which is well over the required minimum. How do you balance serving the community with your other responsibilities?

My classes are mainly in the morning, and I try to work only a little during the semester to focus on my grades. But I know with my minor classes, there's always service-learning involved. So, I branch out on weekends when I can volunteer or during the holidays. So, many of my hours were gained over Christmas or Thanksgiving break, working with kids or at the farm with my boss. I’ve worked with the corn maze mainly, AGMagic, and then with the children at my old school.

What advice would you give to students interested in taking service-learning courses in the future?

Try at least one class. And it helps you give back to the community that provides everyone else so much. It also helps build character. I like that you get to go out and experience different things and meet other people in the community with varying backgrounds. So, give it a shot one semester and take one class! See what opportunities are presented to you. Your teachers will even help you find opportunities at times. I think going with a group would also help with someone’s first time. Even just doing a few hours is great!

What is your organization most thankful for this year?

Special Olympics Louisiana Capital Area is most thankful for the return of athletic events. The COVID-19 pandemic had the negative effect of not allowing any athletic competitions or interactions between our athletes. For some of our athletes, Special Olympics is the only source of community interaction and physical exertion. We are so grateful to have finally experienced a "normal year."

What motivated your organization to partner with Dr. Hyojung Park and her PR Campaign (MC 4005) service-learning course? Describe how the partnership has helped address a critical need for your organization.

Special Olympics Louisiana Capital Area has had very positive experiences dealing with the marketing class pre-COVID. We were so happy to hear that Dr. Hyojung Park was looking for non-profits to once again partner with her class and we were thrilled when we were approached as a potential participant. We are an organization that depends heavily on volunteer involvement. After COVID, we lost contact with a lot of our supporters. Dr Park's class has helped spread the word about the need for support from our community. Those needs include donations, coaching, and volunteering at local events. We are a 10-person volunteer management team responsible for staging all sporting events and fundraising for the eight parishes we represent. We could not do all that we do without a support system.

Have you enjoyed your partnership with Dr. Park and her students, and if so, what aspects of this collaboration do you find most rewarding?

Special Olympics Capital Area Louisiana has had a great experience this semester. Our PR team of students is very enthusiastic and has eagerly taken on the task of finding volunteers for several of our events and seeking financial donors to help us continue to provide our athletes the opportunity to experience the thrill of competition. 

From your perspective, how has your organization contributed to the learning experience for LSU students? And what benefits has your organization gained from being an LSU community partner?

We have provided them with the opportunity to gain a first-hand understanding of the workings of a non-profit entity (e.g. marketing, solicitation, organization, execution, etc.) for a fundraising event. Beyond this, they potentially experienced a moment of epiphany when they realized that providing for those in our community who require our additional assistance yields a new perspective and even a re-prioritization of personal values. We have benefited by having some fantastic LSU students come out and volunteer at several of our events and hearing from them how much they enjoyed being with the athletes and how they intend to continue participating in Special Olympics.

Does your organization have any additional volunteer needs this academic year (November 2023-May 2024) that you would like us to share?

YES! Special Olympics Louisiana Capital Area is always in need of volunteers. There are several sports that we are not able to offer because we do not have coaching volunteers. It takes hundreds of volunteers to help run and stage all of our athletic events. The need for volunteers never goes away and partnering with Dr. Park's class allows us to reach a younger demographic. 

Contact Audrey Segura at aasegura@bellsouth.net for more information about volunteer opportunities with Special Olympics Louisiana Capital Area.

What does service-learning mean to you?

Service-learning is an opportunity to give back; [it is] an opportunity to make a lasting impact on the lives of others. Through the integration of community service and course content, my students deepen their understandings of concepts by applying what they learn. For example, in my summer service-learning course, my grad students read about and discuss literacy theories and literacy pedagogy each morning, then they evaluate and apply that knowledge each afternoon by running a free summer reading camp for elementary-age children in the Carver Library [located in the] neighborhood [of] Old South Baton Rouge. Everyone involved in this partnership of the EBR Parish Library system, the university, and the families of Old South Baton Rouge contribute to a common purpose, a shared goal. Service-learning reinforces student learning through thoughtful action while also addressing needs in the community; it’s a win/win.

When did you begin offering your course as service-learning? And how long have you offered them?

After attending a CCELL Faculty Scholars workshop in Summer 2019, I converted the two graduate reading courses I taught at Carver Library to service-learning EDCI 7105: Literacy for Elementary Grades and EDCI 7131: Disciplinary Literacy. Adding the service-learning component to my syllabi broadened the course focus beyond the acquisition and application of theoretical and content knowledge to include students’ abilities to collaborate with others, apply empathy, and critically reflect. 

Due to the positive impact of the service-learning component in my graduate reading classes, I began offering an undergraduate reading course EDCI 3137: Assessing & Guiding Classroom Reading Instruction as service-learning in Spring 2021; and in Fall 2021, I added EDCI 3200: Reading, Writing & Oral Communication in the Elementary School as service-learning. In both of these courses, the students provided service to EBR public school teachers, parents, and children. All four of these courses are now continually taught as service-learning.

Why did you choose to implement S-L practices in your class?

Service-learning practices add value by providing students with opportunities to take action, collaborate with others, and understand their own and others’ talents and strengths. Through service-learning pedagogy, students learn to listen, communicate, reflect, and develop productive relationships. I added S-L practices because I wanted my university students to act on the problems that young people in under-resourced communities have and to empathize with those who have them. 

What do you think you, your students and community partner(s) have gained by participating in your service-learning course?

Well, one way I benefitted is through a more nuanced understanding of some of the day-to-day difficulties experienced by people in under-resourced schools and communities. What I personally observed or read in my service-learning students’ critical reflections persuaded me to address these challenges in my own teaching. I also teach my students to see beyond the traditional roles so everyone is involved, so everyone feels powerful.

My students examine their experiences with service-learning through reflection throughout each course. Several students expressed how, over time, they became sensitive to the feelings and experiences of others, and they realized how much they never knew.  A few described what they learned as transformational to their future teaching careers.

Our library community partner expressed an increase in their daily count of patrons and checked out materials when we run the summer reading camp, and the bump in attendance and resources lasts to some degree for the rest of each summer. Many of the neighborhood children return year after year, and a few have asked to continue even after they “age out.” Particularly valued by me, at the end of each reading camp, the children’s self-reported motivation to read is positively impacted every single summer.

What would you like service learning on LSU’s campus to look like in 10 years?

Wouldn’t it be wonderful if all LSU students could experience at least one service-learning course each year they were on campus? Just imagine…the LSU campus would be a place where every young person had the chance to further practice community engagement, innovation, perseverance, and empathy.

Why is it important to engage in community service while in college?

In our current world where the rate of change continues to accelerate, awareness of the shifting needs of members of our communities is critical. While course-related service learning projects necessarily have start and end dates, the change within individuals as a result of providing community service continues long after the service has ended. Community service positively affects how one thinks about the world and interacts with members of the community.

What has been your favorite service memory so far?

My favorite service-learning memories stem from watching my former students return to our community partners as volunteers long after their course has ended. For example, two of my grad students came back weekly as after-school homework mentors at Carver Library the following school year. Another graduate student became a volunteer at Front Yard Bikes, a community bike shop across the street from Carver Library (many of our summer reading camp children also frequent Front Yard Bikes). One former Carver Library partnership student curated additional social justice readings and returned to the reading camp courses the following summer to collect data for her dissertation. Four of my undergraduate reading students volunteered on their days off at La Belle Aire Elementary School (our partnership site for EDCI 3200) to assist with the Halloween carnival, deliver coats, read with small groups of children, and tutor English Language Learners (children who have a home language other than English). These are just a few examples of how former service-learning students continue to make a positive difference in schools and communities. 

What advice would you give to faculty and students on campus who are looking to become more involved with their community?

For faculty, I recommend attending the CCELL Service-Learning Faculty Scholars workshop. This five-week seminar walks you through topics such as finding community partners, funding sources, sample syllabi, and sample reflection assignments. I highly recommend it!

For students, I recommend exploring the criteria for the Engaged Citizen distinction. The primary criteria for distinction are taking 7 credit hours of service-learning designated courses, 100 hours of community service beyond course requirements, and the completion of a reflective paper. Several of my undergraduate students are currently working on this distinction, which is added to your transcript and acknowledged at graduation. I highly recommend it!

What does service-learning mean to you?

Service learning to me is beyond what you would learn in a classroom at your desk. [With service-learning,] you actually get to apply what it is that you learn in the classroom in a public setting, and the things that you can do to help your community.

What was the first service-learning class that you took, and what was the experience like?

I would have to say it was Introduction to African American Studies [AAAS 2000], and it was an eye-opening experience because the assignment was to look up an unsung hero in the Civil Rights Movement. I did my project on Dr. Dorothy Boulding Ferebee, and there's so many things that she did in regard to public health for minorities and things like that. She just didn't get the recognition that she should have for all the work that she did do. So, being able to learn about her, and then to share all of her accomplishments with the class and with my professor, was an amazing experience.

Why did you choose to take service-learning classes?

The first time I took the service-learning class it kind of happened by chance, but I had such a positive experience with it, and I wanted to be able to apply to do more service learning courses. I felt like, if you could expand knowledge on to people within the community, or to just share what you do know in the community to improve the conditions, then do it.

What have you gained by participating in your service-learning courses?

Honestly, I feel like I've been able to connect more with the Baton Rouge community as well as the LSU community because there's so many different disparities and needs [such as food insecurity] and among college students. Being able to address those issues and helping out [gives me] a good feeling.

Have you become more civically engaged as a result of participating in service-learning?

I feel like I take issues more seriously within the community, and I want to make more of an effort to improve the conditions. Service-learning has made me more aware of issues. I'm now in a human sexuality course [KIN 2600] and I'm doing an assignment regarding victim blaming in sexual violence. And you know [this topic is one] that I would normally, I'm not going to say overlook, but things that I normally wouldn't have an opinion about before. I realized that you can't just let certain things fall by the wayside. If you want change, you do have to speak up, and you do have to take action.

What would you like service-learning on LSU’s campus to look like in 10 years?

I hope to see more courses actually involved with service-learning. I feel like this is program is almost a hidden gem, and not that many people know about it. When you do find out about it, you almost become engulfed in it like, "how could I not help the community and really better myself?" Also, this program actually equips you for the real world because the issue that you're tackling in the program like sexual assault, food disparities, racial discrepancies and others are what you're going to see in the real world. So, being able to address it now as an undergrad is excellent practice as you transition into graduate school or go into the workforce.

How did you start doing community service?

I started high school. Service was required for certain organizations that I had, but as I transitioned into college, and I started to volunteer at the LSU Food Pantry to boost my resume, I started to see that there was even more community service out there.  So, I got involved in more activities [around campus and the community]. I’m in this organization called Minority Science Pre-Professional Society (MSPPS), and we had a chance to volunteer at a race as medical volunteers. [It was interesting because] we had a hands-on experience as to what first aid professionals do in times like that.

Why is it important to engage in community service while in college?

I feel like it  goes hand in hand with your education. Being in college is way more than just filling out assignments or meeting deadlines; it's about really being a part of your community, understanding what it is, and knowing what people around you go through each and every day. Your [future] job in your career is to understand how the people around you cope and work with certain things and what certain issues are surrounding you. [Community service] is becoming more aware of all of these issues. [Service] equips you to be a better college student and more involved in the community.

Tell me about your organization. What critical need does it address in the Baton Rouge community?

VIPS is an independent local nonprofit that strives to foster student success by enlisting volunteers and establishing school/community partnerships within East Baton Rouge Parish school district. Following the pandemic, students need dedicated volunteers more than ever, who can improve students’ reading and math skills. It is our goal to pair every underperforming student recommended to our Everybody Reads and Everyone Counts programs with a VIPS Reading or Math Friend. 

What LSU courses and professors has your organization partnered with?

VIPS has a long history of partnering with LSU. These opportunities allow LSU students to give back to their communities as well as to improve the academic journeys of underserved public-school students. Following is a list of our LSU partners: Engineering professor Nicholas Totaro, LSU School of Social Work, [LSU Mathematics Instructor] Mr. Michael Muffuletto, Dr. Sassy Wheeler, Dr. Eugene Geist, and Dr. Elecia Lathon in the School of Education.

Each spring semester, the LSU LSAL Honors College and Dr. Marybeth Lima’s classes serve as Reading and Math Friends. Reading and Math Friends individually tutor pre-k – 2nd grade students throughout the semester to strengthen reading or math skills. The professors may add their own requirements such as the number of tutoring sessions they must complete, creating games or activities, or writing weekly reflections describing their visits. 

Why is being a community partner important for your organization and the population that you serve?

Being a community partner is important for VIPS because it gives our organization the opportunity to serve as change agents for underperforming students. VIPS believes that the entire community is responsible for providing a quality education for all students. When our students succeed, our communities can thrive. Data indicates that VIPS programs positively impact participating students. 

What are some projects or tasks that students have worked on for your organization?

Students have served as Reading and Math Friend volunteers, where they tutor their assigned student on a weekly basis throughout the semester. They meet with their students consistently, working on key reading and math skills. Some have also helped to develop tutoring resources or create activities for our volunteers to utilize during their Reading or Math Friend sessions. Several of our partners prefer mentoring students such as our program, “Lunch with a Tiger” in which students visit students during their lunch period to discuss listed topics on achieving academic success and managing life in college. This allows many of our students to begin to think about their futures and to consider college as an option.

 

What has been the most memorable thing you have seen a student do while serving at your organization?

The most memorable things we have witnessed are the friendships created through the Reading and Math Friend pairings. Our students love it when their LSU Reading or Math Friend comes to visit them at school. It makes them feel special and important. Many view their Reading or Math Friend as a best friend or big brother or sister. Volunteers help their students gain confidence and thoroughly enjoy witnessing those light bulb moments!

Emily Demps [ECP Spring 2025 candidate] is in her second year as a Reading Friend. Over those two years, she has helped students feel special. Her current student is learning to love to read through their time spent reading fun books together. He also loves showing off that he can run fast like Sonic the Hedgehog!

Sanaa Alam was a dedicated Reading Friend for years before she graduated! In addition, she helped develop a program at Park Medical Academy that provided a free copy of Highlights Magazine subscription for every student in the school!

One of our Reading Friends began participating as an Education major as part of the late [LSU School of Education professor & service-learning faculty member] Dr. Sassy Wheeler’s class. Throughout the semester she spent individually tutoring her student, she learned that she loved helping students in that type of environment and she was inspired to change her major to social work so she could make an impact in a different way!

One of our Reading Friends discovered that her student didn’t have many books at home, so she gifted him books during some of their visits together. Once when she came to visit her Reading Friend, he was excited to share that his dad, a carpenter, had built him a bookshelf to store all his new books from his Reading Friend!

Our Reading Friends help their students feel special, develop confidence and develop a lifelong love of learning!

What would you want the future of service work at your organization to look like in 10 years?

In 10 years, we envision the future of service work for our organization to include the entire community coming together to ensure that every student who is struggling receives the assistance to excel in school. We envision collaborative efforts coming from our two major universities in Baton Rouge to create volunteer opportunities to encourage every college student into engaging in community service. One community working together for one common cause: the wellbeing of our students.

Why should more students participate in service-learning?

More students should participate in service-learning because students gain a sense of purpose and progress. It gives them an opportunity to work hands-on in the community to be a changemaker. It also is an amazing networking opportunity. College students can meet many like-minded individuals who they can possibly work to connect with in the future. 

 

What are some future events or programs that volunteers can look forward to in your organization?

VIPS always has opportunities to serve our community. Students could simply reach out to me at shendon@ebrschools.org to inquire about opportunities in the area or visit our website at www.vipsbr.org. One major event we have on the horizon is Dr. Seuss Day on March 2, 2023.

The state of Louisiana is in a literacy crisis. Last year, only 40% of kindergarten students were identified as reading at or above grade level. Literacy can help change a student’s life! Our students need your help. The time commitment of being a Reading or Math Friend is just 30 minutes a week. We have over 400 recommended students on our waiting list who need a Reading or Math Friend. Join us this Spring! You can get started after Winter Break in January.

To become a Reading Friend or Math Friend, you must:

• Be at least 18 years old
• Complete a 1 and a half hour volunteer training session
• Be able to commit to 10 visits with your student in the spring semester
• Have transportation
• Pass a background check and complete a volunteer application
• Volunteer hours vary but our programming is during regular school hours (8:30 am to 2:30 pm)
• Spring programming will run January to April

We host weekly volunteer training sessions and offer virtual options. We can schedule a time to meet if you don’t see a time that works for your trainings. You can view our upcoming training sessions here: vipsbr.org/vips-trainings or contact Tara Schoonover at EveryBodyReads@ebrschools.org with any questions.