Graduate Reflection: Willard reflects “Nothing short of an enriching educational and professional journey”

“Nothing short of an enriching educational and professional journey”

 

By Mckinze Willard

 

Four years ago, I was sitting in my senior English class at Bullitt East High School, and my dad walked in with a signature red towel to celebrate my acceptance into Western Kentucky University’s Honors College. There’s no question, I was always meant to move through this campus, institution, and community, and it still feels like a natural home.  After finishing my undergraduate degree in three years, I decided to stay for graduate school because I simply wasn’t ready to leave home.

 

Albert Einstein said this, “The only reason for time is so that not everything happens at once.” My time as a graduate assistant for the WKU ALIVE Center has been nothing short of an enriching educational and professional journey.  I worked with the Center for two years as an intern, one year as a student worker, and now as a graduate assistant. I am wrapping up my first year in the Master of Social Work program here at WKU, I am still finding that after all these years, the ALIVE Center continues to round me out as a person, student, and professional.

 

Working in the Hill House program this year, I’ve had the opportunity to have my hands in the building of the neighborhood association, programming with Project LIFE at the Academy at Eleventh Street, and an asset mapping community research project.  I’m particularly interested in how communities develop and organize to affect positive change in the environment.  As a student, I’m currently researching the effects of service-learning on civic attitudes and skills, as well as effective exercise based interventions for older adults with Alzheimer’s Disease.

 

My defining takeaway from this year was recently, when myself, Keira, and Omega presented our On Top Tuesday talk over Formation: The Self Care Edition.  We presented over the concept of racial battle fatigue and how it affects the multi-cultural experience.  As a Hill House GA, it’s important to me that we start conversations that make an impact and get students and community members thinking about the world they are moving through.

 

Looking forward to my second year, I’ll be moving into a $100 Solution graduate assistant position, working with a program I’ve loved for many years. I’m excited for the opportunity to grow in new directions, learning from students and community partners that are yet to come!”

Graduate Reflection: Martin shares a time to remember

By: Keira Martin

I can still remember getting the news that I had received the graduate assistant position at the ALIVE Center. All of my puzzle pieces were coming together, and I was starting to see the big picture. I was about to begin pursing my Master’s Degree in Student Affairs in Higher Education. I did not really know what to expect, but I was really excited about the new experience. Graduate school was going to be something new (and boy has it been).

I have to say that I am very thankful for the ALIVE Center. They have truly become a part of my family they have helped me grow professionally and personally.  The Center has allowed me the opportunity to be a mentor to students, although the Hill House was created to serve with the community residents. The Center allowed my student affairs background to shine.

With a passion for programming, the ALIVE Center granted me the liberty of creating a program, called Project L.I.F.E. (Leadership, Independence, Freedom and Empowerment). Through Project L.I.F.E., we coordinated a program partnering with the Academy at Eleventh Street, a local alterative school. I have been able to organize sessions, invite speakers, teach lessons, and mentor students each week.

Within the past two years, the ALIVE Center has sponsored and supported multiple professional development opportunities for me that not only allows me to bring new ideas back for the Center, but also to ensure that I will be a better student affairs professional. From “On Top On Tuesday” workshops that helped me with my public speaking to the deadlines that help me with time management. My overall experience at the ALIVE Center has been one to remember, and I truly appreciate the time that I have spent here.

 

Graduate Reflection: Welcomed to the Community

By: Kamla Jones

When I started the Master of Public Administration program at WKU, I didn’t know what to expect.  I was new to the area, new to the campus, and starting a Master’s degree program.  What excited me was the idea of something new and the idea of growth. The Master of Public Administration program at WKU has met and exceeded all of my expectations. I could not be happier.  I enjoy the knowledge and experience my professors incorporate in our coursework and our program.  I also love being able to go to class and my professors know me by name.  Having that recognition with my professors makes the class enjoyable and welcoming.

Since starting in August, I have had the opportunity to learn more about campus and the Bowling Green community through my graduate assistantship with the WKU ALIVE Center for Community Partnerships and my internship with the City of Bowling Green’s Neighborhood and Community Services department.  Being in both of these positions have given me two different experiences. With my graduate assistant position, I get to work with The $100 Solution™ program.  This program promotes making a difference with $100.  What I love about the program is the difference that is being made on both the WKU campus and the Bowling Green community.  Working with the City of Bowling Green, has taught me about the network of resources and services that are offered to the community through the city government.  I am so glad for the experiences I have had at Western thus far.  Western has given me and continues to give me experiences that have allowed me to grow professionally and academically.  Despite coming to WKU with unknown expectations, attending Western Kentucky University has been the best choice for me!

This reflection is part of a series of reflections by WKU graduate students involved in community development work through the WKU ALIVE Center for Community Partnerships. 

 

Professor applies course concepts outside the classroom

 

Faculty Spotlight: Dr. Jennifer Mize Smith

Written by: Lauren Cunningham

The teaching philosophy of Dr. Jennifer Mize Smith is one that was shared with her by one of her Western Kentucky University professors nearly 20 years ago: “prepare the child for the path, not the path for the child.”

“My goal as a teacher is not merely to impart content knowledge, but to construct an engaging learning environment in which students can enhance their critical thinking, problem solving, collaboration, and presentational skills, all while becoming aware of and engaged in the world around them,” said Dr. Jennifer Mize Smith.

Dr. Mize Smith received her doctorate degree in Communication at Purdue University in 2006 and has been an Assistant Professor in the Department of Communication at WKU for seven years.  Dr. Mize Smith is intentional about integrating some form of service-learning into all of her courses since she began teaching; therefore, The $100 Solution™ was a natural fit for her classes.

When asked the about importance of service-learning to classroom, Dr. Mize Smith shared three points: “First, service-learning is a commitment on the part of both professor and student.  In the classroom, I strive to continuously display my belief in and commitment to helping students apply their course concepts outside of our classroom walls.  Student feedback has shown that they learn and better retain the course material that is directly used in their service learning projects.  I think they appreciate having the opportunity to practice what they are learning in ‘real’ contexts, but I also know that I must continually remind them of its importance.  Secondly, service-learning can be challenging, time consuming, and sometimes frustrating.  It’s my job to keep the end goal in front of them and to provide the necessary time, resources, and motivation along the way.  So while I am their teacher who provides informational and instrumental support, I am also their cheerleader and offer emotional support during both the triumphs and challenges of the project.  In both situations, I try to help them make sense of their situation and the meaningful lessons that can be learned in the process.  Finally, service-learning has benefits for the students long after the semester is over, but they may not realize that on their own.  I try to keep them connected by showing them how their experience and skills are transferable to their future jobs and careers.  Through a written assignment, I help them articulate what they have learned from service learning and how they might draw upon their experience during job interviews.  I have no doubt that most potential employers will be interested in concrete examples of teamwork, problem solving, collaboration, critical thinking, budgeting, conflict management, leadership, accountability, and community development.  I believe students will be more connected to the project if they understand the long-term benefits—those that reach beyond the immediate good feelings and a course grade.”

[BR1]


 [BR1]Any closing remarks?

Five reasons to intern or serve as Student Ambassador of Service

By: Aurelia Spaulding

Photo by: Bria Granville

The WKU ALIVE Center offers four internships for interested students. The Center also offers students the opportunity to serve as a Student Ambassador of Service. Hear firsthand from other students why you should apply to intern at the ALIVE Center or join the Student Ambassadors of Service.

1. To Get Educated:

“Interning at ALIVE enables you to not only increase your awareness about all the needs and opportunities in the area but also to learn specific methods for addressing these needs in order to become the most responsible and knowledgeable citizen you can be.  Getting involved in all of the opportunities presented by the ALIVE Center really helps you to get to know yourself better by giving you the chance to get involved with programs you’re really interested and get that hands-on experience that will be so valuable in your future career.” ~Caroline Culbreth, Multicultural Services Intern

2. To Get Experience:

“Working as an intern for the ALIVE center is a great learning opportunity and experience for working in a future career.  You are allowed so many different chances to gain different experience in so many areas. It really allows you an opportunity to connect the resources that are available to you in the Bowling Green community.” ~Henry McCormick, Service Learning Intern

3. For the Challenge:

“My internship at the ALIVE center has challenged and developed me to discover how I can apply my marketing education to the real world.” ~Emily Borgmeier

4. To Be Empowered:

“You have the opportunity to and you are encouraged to maximize the skills you have. It helps develop your skills and provides great hands on experience with your certain major and involvement in the community.” ~Leah Baird

5. To Engage:

“Being a member of the Student Advisory Board (now Student Ambassadors of Service) gives you the opportunity to work with students with different academic backgrounds that all have one common interest—serving others. The SAB challenges you to come up with create ways to engage the student population.”  ~Danielle Adams

Read our student opportunities descriptions and learn how to apply by visiting https://www.wku.edu/alive/internships.php.

Service-Learning and Applied Research with Health Students

Diane Sprowl

Written by Nadia De Leon, Community Engagement Coordinator

Diane Sprowl
Community Health Improvement Branch Director

Barren River District Health Department

Instructor in the WKU Consumer and Family Sciences Department

Diane Sprowl completed her undergraduate studies at WKU and received a Master’s degree from

Vanderbilt University. She is a registered dietitian and public health practitioner who has worked at the Barren River District Health Department for 24 years. In the past four years, she has held an administrative position in public health services management working with community programs in nutrition, diabetes, chronic diseases, and maternal and child health. “I love it, there is never a dull moment,” she says about her job.

Mrs. Sprowl has also remained connected to her alma mater in many ways. For four years, she has been teaching a human nutrition class at WKU that fulfills general education requirements, but is most attended by students in programs such as dietetics, nursing, dental hygiene,

and exercise science. Additionally, she helps provide experiential learning opportunities to students in the WKU Master’s of Public Health program.

The Barren River District Health Department and the WKU Department of Public Health in the College of

Health and Human Services have developed a good relationship over the years. Last year, Dr. Christine Nagy and Dr. Darlene Shearer approached Mrs. Sprowl wondering if there

were any projects their students could work on with the Health Department. “They wanted [the students] to have some real world experiences. It just makes for better experiences, meets their class requirements, and is useful to us,” Sprowl explains. She presented to the students about her work and possible opportunities for the students, and then initiated a partnership for service-learning class projects. During the spring 2010 semester, Mrs. Sprowl had 11 students working with her on six different projects. This fall 2010 semester, she and two colleagues in dental health and health promotion respectively, have each taken four students to work in pairs on two projects.

The Health Department has had students do class projects with them in the past, but definitely no

t t

o this extent. When asked if she would like to continue this partnership every semester, Mrs. Sprowl answered enthusiastically: “Absolutely, yes!” Master’s of Public Health students are required to complete a capstone project and an internship, and the Health Department has long been a site for internship placement. As part of these internships, students function as health educator, and participate in programs according to their focus area, such as home visits and restaurant inspections. However, applied class projects at the Department are a new development; Mrs. Sprowl likes to get to know the students and their interests before they are ready for their internships, and adds, “it makes the placement go more smoothly.”

Mrs. Sprowl appreciates the importance of service-learning and applied research. “I think it makes the subject come alive. They see the practical application of what they are doing,” she says, and adds “I think it’s very valuable.” Furthermore, students are developing a deeper partnership with the Health Department. She has two students this semester who worked with her during the spring 2010 semester “It’s really exciting to get to continue and evaluate with students what they did last semester,” she explains.

The two students are Shrikant Patil and Pragati Gole. Last semester, Patil worked on a project to educate pregnant women and their families about the seriousness of late pre-term birth. This semester, he is completing his internship at the Health Department and is continuing the project by evaluating the effectiveness of the materials he developed. His work helps the Health Department, Sprawl explains “because late pre-term birth is a high-priority health issue that we are working to improve.” The materials he is developing will most likely be utilized not only at the local but at the state level as well. Pragati Gole has been working to develop materials to educate WIC families about the importance of eating fruits and vegetables. For her class last semester, she conducted a survey of the Health Department clients and developed educational materials based on the survey results. The survey was conducted in four different languages, and Gole is particularly interested in working with the Burmese refugee community. Her class assignment turned into her capstone project, and she is now evaluating the effectiveness of her materials. She will also be doing her internship at the Health Department in the Spring 2011 semester. Her materials will continue to be used by the Health Department, and she has been selected to present her project at a national conference this year.

“At the end of the semester the groups of students present their projects to the entire class.  The community partners are also invited to attend” explains Mrs. Sprowl.  The students reflect on their experience and share the materials they developed, and Mrs. Sprowl confides, “I am amazed with the quality of what the students have done”.

Crossing Cultures With Healthcare

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Juan Gutierrez

Written by: Nadia De Leon, Community Engagement Coordinator

Juan Gutierrez

Health Programs Specialist -South Central Kentucky Area Health Education Center (AHEC)

Coordinator of Language Access – TJ Samson Community Hospital

Part-Time Faculty – WKU Department of Communication Disorders

Originally from Colombia, Juan Gutierrez is a doctor by training. Upon coming to Kentucky, he found WKU to be a good institution to help him redirect his professional life, and in 2005 he decided to pursue a second master’s degree and enrolled in the Public Health program. As is often the case, he had a different idea at the time about what he would end up doing with the degree; however, once in his classes, he quickly discovered the myriad of issues related to the language barrier with cross-cultural communication in health care. Because of this knowledge, he began this entirely different field of study and never even thought about going back to what he had originally thought he wanted to do. “Maybe someday when I retire and want to try something new, I’ll go back to medicine and specialize in neuroscience or something,” he jokes.

Nowadays, Dr. Gutierrez is in involved with a number of programs at WKU and in our community. One of them is the Language Access program at TJ Samson Community Hospital in Glasgow. Back in 2005, he was originally brought on by TJ Samson for a consultation while he was working for AHEC. He explains this consultation: “They wanted to implement a language access program according to federal guidelines as part of ongoing organizational changes and I gladly accepted the challenge,” he continues, “… we put this together along with the patient advocate office at the hospital.” It has been growing and evolving ever since. “Today we have the only 24/7 365 days-a-year medical interpreter program in the state,” he adds proudly. Dr. Gutierrez supervises a number of contract interpreters and has an office at TJ Samson. As part of long-term partnership that developed out of this program, TJ Samson pays for part of his salary but he remains a full-time WKU employee at AHEC with other responsibilities.

Coordinating and teaching Bridging the Gap, a 40 hour medical interpreter training program, is one of his AHEC duties. Bridging the Gap was developed in the 1990s by a nonprofit organization, the Cross-Cultural Health Care Program, based in Seattle, Washington. In Dr. Gutierrez’s opinion, it is the oldest and the best training program for medical interpreters in the country. He explains why, “Because of AHEC’s federal funding we are able to offer the training at no cost for people who live within the over twenty counties in our service region – including tuition and books!” He continues: “The average cost for this program in the market at agencies that charge tuition is $600 per person. We are trying to deliver value but offer it for free, because we are very mindful that there is a huge need in this region of Kentucky — particularly with Bowling Green being a refugee resettlement center and such a diverse city.  We need to start changing the providers’ culture to acknowledge that there is this kind of diversity and they need to respond to it effectively.” People come for this training not just from Warren County, but also Barren, Hart, and Christian Counties. For the upcoming session, which will be hosted at the ALIVE Center in January, they are even having people from counties outside of the service region that are paying for their own tuition. In the past five years that Dr .Gutierrez has been teaching this program, he has trained around 100 people. “It is the best class I have ever taught” he states with excitement. However, no matter how good, it is only a very basic training. Because of this, Dr. Gutierrez has now gotten involved with a new certificate program at WKU created as an advanced degree for people who would want to pursue medical interpreting as a career.

This summer, a new WKU certificate program in Cross-Cultural Communication in Health Care was approved and will be taught out of the Department of Communication Disorders in the College of Health and Human Services. “God willing,” he confides, “we will start teaching this Fall.” There are a lot of expectations for this new interdisciplinary program. “I hope it will foster the sometimes very fuzzy connection between programs related to communication, health administration, people who do not speak English, and the public health consequences of such issues” he explains. He would like for the program to promote deeper understanding and help people communicate across cultures, but to also create deeper change by impacting the results of the interactions between non-English speaking patients and the health care system, to the benefit of both sides. He adds, “only that would make the program truly effective and sustainable”. This program will be the only one nationwide that has an administration track for language access planning, the Implementing and Managing Language Access track. Students in the track will learn about legislation, how it works, and how to create programs that are compliant, cost effective, and safe for the patients. The other track, Medical Interpreting, requires that students be bilingual. It is open, however, to students who are fluent in any language. In fact, he states that “by working with DELO we will be able to work with over 120 languages, including sign language. Classes are taught in English with a few structured exercises that are language specific,” he explains, and adds: “The important thing about interpreting, especially for health care, is that this is not a language class … I could not train anybody who was not already absolutely bilingual, and I would also say bicultural.”

Another community partnership program that Dr. Gutierrez has long been involved with is the Horse Cave Health Fair. The fair was initiated many years ago by Pastor Kevin Denton and members of Horse Cave Baptist Church who served the migrant workers who came to the area during tobacco season by giving them free food and fellowship. In the process, they discovered a dire need for medical care among the workers, some of whom had never seen a doctor in their entire life. Pastor Denton decided to call some doctors and dentists who were friends of his and hosted the first fair in the church basement on a Saturday evening. In 2006, after a lapse in the program, the church contacted Dr. Gutierrez because they needed more effective ways to communicate with the workers who were coming to get free medical care. That year, Dr. Gutierrez volunteered to interpret and brought with him some of his friends and volunteers from the community. Slightly concerned about not being able to test these volunteers for proficiency, the following year he started bringing hospital interpreters to the fair, and partnered with Sonia Lenk of the WKU Modern Languages Department to bring her advanced Spanish students. The students benefit from interacting with the community, practicing their language skills, and talking to the workers, while providing a very much needed humanitarian service to the community. “For the students, it is an eye-opener about what you can do with your language skills other than just teach,” he explains. These partnerships have allowed the health fair to provide interpreting services on a continuous basis. Students continue to volunteer at the fair today, and a lot of them have gone through the Bridging the Gap training. “Some of them are even going to go into the certificate program, and I’m very proud of that,” adds Dr. Gutierrez. “It’s all about building community,” he continues, and explains that the church and the community are very grateful to WKU for putting together this effort. “This is a very remarkable event in many respects,” Dr. Gutierrez concludes, “most importantly, because it is all volunteer-based, not a penny of funding goes towards this program. People just come together and do it spontaneously, with no monetary retribution, just a thank you certificate we put in the mail … not just the volunteers, but a lot of the doctors and dentists that give their time are very passionate about it and come very early to see patients for free. It’s an amazing and beautiful example of how you can really turn the tide around when you develop that community consciousness in a group and they start caring about each other as people”

For more information about Bridging the Gap, the Certificate in Cross-Cultural Communication in Health Care, and volunteer opportunities, email juan.gutierrez@wku.edu

 

WKU Students Discuss Mosque Controversy at ICSR

T3 in September

T3 in September

By: Kwabena Boateng

T3 or Third Tuesday Tea is a program of Western Kentucky University’s Institute for Citizenship & Social Responsibility. T3 is a gathering of students, staff, and faculty to discuss a contemporary issue. The program takes place in Garret 109 at 4:00pm on the third Tuesday of each month during the academic year. The topic discussed in this article pertains to “The Mosques Controversies Across the County.”

The last Tea 3 event I attended centered on the Islamic learning center controversy (the one near WTC ground-zero). There were plenty in attendance (more so than I think was anticipated) for the discussion led by a couple of WKU professors and Dr. Nagy Morsi of Bowling Green’s Islamic Center. A diversity of groups (differing ethnicities, academic concentrations, religions, etc.) made for a productive dialogue. From the central issue regarding the permissibility of the Islamic center’s placement, the speakers presented three overarching questions and examinations.

First, Dr. Morsi asked if there were objections to building a mosque near ground-zero (on American land under constitutional jurisdiction), then where could one be placed? To answer this question, one would have to bestow special status to the zone, which raises the problem of deciding the extent of this zone and building limitations (would McDonald’s or Starbucks be prevented from branching there?). Mainly silence responded to the question. This was followed by an examination of other anti-mosque/Muslim incidents within the same period. Vandals targeted a mosque in Murfreesboro. Protestors in Florence, KY decried the relocation of a mosque to more visible area (near traffic0heavy Mall Road). Then in the over-reported saga in Gainesville, Pastor Terry Jones planned Koran Burning Day (which happens to coincide with the WTC attack anniversary). These episodes revealed the generalized fear of terrorism and Islam; a fear that discounts the overwhelming presence of peaceful Muslims in America and fails to recognize terrorism perpetrated by non-Muslims. Many in the room blamed this fact on the media (a view I do not share) and the general “us” or “we” versus “them” narrative, in which the former two exclude Muslims.

Finally, the solution question was posed: what needs to be done to change this? The most common response was increased education to counter general ignorance, which the T3 event served as a good example of possible solutions. However the “education” was never specified, and in the case of conflicting ideologies, even those thoroughly educated on the subject can be prone to holding incorrect views. Though, the presence of such a diverse crowd was a good starter, which leads to the biggest disappoint I had with the event: the lack of opposition. The singularity of views (at least the voiced ones), while comforting, troubled me. Where were those passionately against the center in NYC? I think the format may have had something to do with the lack of dissenting voices but it did not detract too much from the lively and beneficial conversation at T3.

Planning the Mane Event

By: Alyssa Stephens, Communications & Marketing Intern

New Beginnings Mane Event

New Beginnings Mane Event

Many students have experienced being an event volunteer with a nonprofit organization, but very few have been given the opportunity to take their involvement one step further.  The students in Recreation 306, however, have been given this chance.

Each semester, Dr. Tammie Stenger-Ramsey teaches Recreation Program Planning at Western Kentucky University, a course where students are responsible for tackling an entire project in the recreation field.  Rather than reading articles or taking notes, students dive into the project, handling everything from planning details and fundraising to gaining sponsorships and recruiting participants.  This semester, their project is the New Beginnings Bicycle Ride.

The New Beginnings Bicycle Ride, a fun ride which offers four different courses from 8 miles to 67 miles, is being held to raise money for New Beginnings Therapeutic Riding, a nonprofit organization that uses horseback riding to enhance the quality of life of people with disabilities ranging from autism to Downs Syndrome.  Though the project was chosen by the professor and is under the supervision of Jimmy Cottrell, a recreation graduate student, everything is being left up to the students.  “They’re taking care of it all,” Jimmy said, “They’re doing everything from creating a press release, contacting all the media outlets, trying to get TV spots… setting up all the logistics.  They have to contact all the departments…they’ve created all the materials.  It’s 100% in their hands.”

Parker Curry, a senior Recreation Administration major and student in the class, sees this huge responsibility as both practice for future event planning and as a challenge.  He is part of the recruitment committee, which is responsible for recruiting participants, volunteers, and sponsors within the community.  “It’s a challenge to myself to see how good I can do,” he said, “ to see how many people I can recruit.”  He sees it as more than an opportunity for professional growth, however.  He also realizes that it is an opportunity for personal growth and giving back to the community.   “I love helping out kids,” he said.  “I’ve been blessed with everything and I like giving back.”

The New Beginnings Bicycle Ride will begin at Chaney’s Dairy Barn on October 16th at 8 AM, with registration opening at 7:30.    Riders are required to wear a helmet to participate.  The entry fee is $25 and includes a raffle ticket to win door prizes and a T-shirt while supplies last.  The students are hoping that this event will include at least 40 riders and raise $7500 for New Beginnings.  If you would be interesting in participating, contact Jimmy Cottrell at (575) 635-7461 or visit the New Beginnings website at http://www.nbtrbg.org to register.

Hill House Starts New Year with New Students

hillhouse_soe

Written by: Leah Ashwill

The fall semester at WKU is steadily underway on the hill, as students settle in to their classes and residences. One such group of students at WKU’s Hill House, an ALIVE Center community development program, have begun the new semester charting out their plans for utilizing their graduate coursework to address local issues. Students in this graduate program live at 741 East 11th Street and combine their areas of study to address issues together and alongside community partners.

The benefits of this experiential living and learning environment are the reciprocal opportunities to teach and learn in a community setting. Such opportunities exist not only for the current individuals and organizations that make up the 11th Street neighborhood, but also for the incoming students who will also benefit from a democratic, community-building experience in growing their own community. Ideally, this is something that all parties will continue as a lifelong practice in the many communities in which they exist. It’s a domino effect.

Upon arrival to campus and their new home on the corner of 11th and High Streets, Hill House students attended a Community Organizing workshop hosted by WKU’s Institute for Citizenship & Social Responsibility, as well as participated in a team-building retreat to Foster Falls, Tennessee. During their initial time together, students have moved in and began getting to know each other through both structured activities and down time in their new residence. Planning meetings for the residents are also underway, as they plot their courses of action in working with neighbors to develop specific projects.

Neighborhood individuals and organizations are connected through an online “Neighborhood Network” developed by last year’s Hill House students. Students will administer this email exchange as one method of communicating with the public. Students will also continue to have one-to-one exchanges with neighbors and interested parties, as they work towards common goals.
Sunday Dinners will continue this semester, as students will host a weekly potluck gathering for the sole purpose of bringing people together to share a meal. It’s opportunities like this that much of the exchange of ideas and neighborhood networking occurs.

Stop by and get to know the students. Find out how you can get plugged in, if this particular neighborhood development effort is of interest to you, or just come see and hear what the Hill House students are doing. As the semester unfolds and projects are underway, visit cehouse.blogspot.com to find out more. Welcome Hill House students of 2010-11!

Hilda Owusu
B.A. Psychology and Sociology, University of Ghana
Seeking Masters of Public Health at WKU

Christy Serafini
B.S. Social Work, Western Kentucky University
Seeking Masters in Social Work at WKU

Phuong Vu
B.A. Business English, Foreign Trade University, Hanoi, Vietnam
Seeking M.A. Communications at WKU

Mo Zhang
B.A. Management, Beijing Normal University/Zhuhai
Seeking M.A. Communications at WKU

For more information on Hill House graduate assistantship opportunities, call 270-782-0812.