| WHICH OF THE FOLLOWING AMENDMENTS TO THE CONSTITUTION DOES NOT ADDRESS VOTING RIGHTS: 19TH, 24TH, 15TH, 7TH? IMAGINE CONDUCTING AN INTERVIEW WHERE YOU HAVE TO ANSWER 10 OR 15 QUESTIONS LIKE THIS, IN A LANGUAGE THAT IS NOT YOUR FIRST, IN A FORMAT YOU MAY HAVE NEVER HEARD, WITH AN INTERVIEWER WHO MAY NOT WANT YOU TO SUCCEED. IMAGINE THAT YOU ARE ELDERLY, YOUR CONFIDENCE IS LAGGING, YOU ARE AFRAID, AND THAT MORE THAN ANYTHING YOU WANT TO BECOME A UNITED STATES CITIZEN.
Helping In the Naturalization of Elders--created at the Center
for Intergenerational Learning at Temple University in Philadelphia,
trains students to assist elderly immigrants and refugees in their
struggle to become United States citizens. Started at Temple University,
Project SHINE has expanded across the United States to eighteen
higher education institutions in nine different cities with large
immigrant communities. SHINE programs are conducted in Philadelphia,
Miami, Minneapolis, Milwaukee, El Paso, Orange County, San Jose,
San Francisco, and Hawaii.
A service learning/community
service initiative, SHINE pairs college students with older immigrants
and refugees who seek to become naturalized citizens. Students often
tutor in established civics, citizenship, or English as a Second
Language classes at community colleges, community centers, religious
centers, or senior centers. Each site has some flexibility to tailor
project SHINE to fit its communitys specific need. While coaching
adult learners to citizenship, college students gain chances to
practice burgeoning teaching skills and to learn firsthand about
immigrant or refugee experiences.
coordinators play a crucial role by promoting the activity as a
service learning option to professors, organizing participants,
and providing training to students throughout the semester. At the
end of the semester, the campus coordinator generally hosts a reflection
and celebration for students. Most students participate in SHINE
through political science, history, education, or English classes.
Students typically write a reflective paper about their experiences
as part of the course requirement.
for Intergenerational Learning at Temple aims to establish opportunities
for older adults and younger adults to work together, to strengthen
community ties. Older learners are the focus of project SHINE because
of special challenges they may face in their quest for U.S. citizenship.
In addition to vision, hearing, and memory problems sometimes associated
with older learners, some older learners may also have less opportunity
to speak English if they live in an immigrant community.
and El Paso SHINE
In many cities, institutions collaborate on participation with project
SHINE. In San Francisco, City College of San Francisco and San Francisco
State University work together to assist immigrants in their community.
Students from both schools provide tutoring to San Franciscos
diverse immigrant population in existing English as a Second Language
classes offered by City College. In the spring of 2002, the collaboration
had more than100 students serve as tutors. Nearly all of these students
participated in SHINE through a service learning course.
In El Paso,
the University of Texas at El Paso and El Paso Community College
launched the citys SHINE program during the 2001-2002 academic
year. In the spring of 2002, approximately sixty-five students participated
as project SHINE coaches for a mostly Spanish-speaking immigrant
population. This fall, ninety-five students will participate in
project SHINE. One student coach stationed in the Army in El Paso
spoke no Spanish but helped two learners who spoke no English to
pass their citizenship tests. During the 2001-2002 academic year,
students in El Paso helped twenty-two older learners become naturalized
United States citizens. In El Paso, students mostly work with Spanish-speaking
immigrants and refugees, but project SHINE coordinator Richard Gutierrez
is devising ways to reach El Pasos small but growing Korean
Gail Weinstein, coordinator of the SHINE program at San Francisco
State, believes that participating in such projects spurs students
to civic engagement: Once students learn about these issues,
they see things in a new way. They know human faces go with policy
issues and news stories. Once students participate in a project
like SHINE, they want to do it again. The El Paso SHINE program--only
in its second year--already has students on a waiting list for
available coaching positions. Students learn about cultural and
generational differences and often gain a newfound respect for seniors
in their community. They also learn things about their own culture
and history that they did not know before.
seems to be an overwhelming success in the nine cities where it
currently exists and offers a win-win proposition for all participants.
While older learners receive much-needed assistance along the road
to citizenship, students often also learn new things about basic
American civil liberties. To take an example from our quiz in the
first paragraph: a student might not know that the 7th amendment
guarantees the right to trial by jury and has nothing to do with
in a service learning project encourages students to remain actively
involved in the community and increases student appreciation of
opinion research has shown that many Americans think learning
on campuses is largely unrelated to life in the real world in
general and the business world in particular. Promoting stories
on service learning--especially course-based service learning--can
help dispel the myth and bring public impressions into sync with
realities of campus life today.
learning also provides an opportunity to amplify the voices of
students, whose views are often absent from public debate about
higher education. Recent graduates whose service learning experiences
helped shape their career choices and prepare them for employment
can be particularly effective spokespersons on these issues, on
talk shows, and through letters to the editor and other editorial
Project SHINE at Temple University
SHINE campus coordinators play a crucial role by promoting the
activity as a service learning option to professors, organizing
participants, and providing training to students throughout