Sara Pasquinelli’s Biographical Service Statement

My name is Sara Pasquinelli and I’ve indirectly majored in service learning during my tenure at Elon.  Service learning encourages students to become responsible citizens by recognizing how our decisions and actions can impact that entire community.  I believe this theory directly translates into my academic majors.  As a history and anthropology double major, I’m active in the classroom and community. With history, I’m constantly researching how humans positively and negatively influence their environment.  Anthropology also studies humans’ relationship with environment, but the knowledge is more applicable to current events.  Furthermore, I’m challenged to question and reflect on my personal influence in the social environment.  I take that knowledge beyond classroom walls so that I take direct actions that will ideally strengthen our community.  Service learning is more than helping others.  It’s the realization that both parties are helping one another learn.

I’ve taken three service learning courses including an internship based in my hometown, Pittsburgh.  All three courses revolved around educating youth and strengthening community relations. I’ve worked with two impoverished communities, Beaumont and East Brooke, which are located in East Burlington.  Although I’ve been involved with various initiatives in these communities, I’m currently mentoring young students in East Brooke’s after-school program.  We work together on homework and build social skills through various activities.  Our class will also help community members renovate the basketball court that will ideally provide a safe environment for all community members.   Moreover, I’ve interned the past two summers with Summerbridge Pittsburgh, an academic enrichment program for at-risk youth. The program resembles Teach for America where students are teaching and motivating younger students.   I taught 7^th grade English courses and created an American History course as shown through baseball.  I technically created lesson plans, but my students largely influenced how those plans were executed.  These opportunities required extensive reflection and research, but this dedication led to more successful results within the community. 

When I travel to South Africa, I would like to continue my trend of working with education initiatives.  I’ve looked into several opportunities where I could work with South African students such as Cape Town Refugee Centre, Shine Centre, and Little Star Educare.  Although I’ve worked mostly with older students, I would like to work with a more diverse age range.  South Africa’s recent history definitely impacts its children.  I wonder how these historical influences play into their education.  Moreover, I’m interested to see if age differences influence how South Africa’s history is perceived and it impacts the individual.  These questions cannot be answered by simply volunteering.  Instead, I will try to immerse myself in their culture and tackle those difficult questions regarding history’s impact on education.  Furthermore, I’m thrilled that previous classes have established Adopt-a-Student program because this ties directly to my interests and past experiences.   We are giving more than just monetary support for these students’ education.  We are investing in their future.  

We have 103 days until we leave for South Africa.  I can mentally prepare by learning more about South African history and culture.  Academic preparation will not only help me understand, but enable me to be effective in our service learning opportunities.  As Christine Cress wrote in her article What is Service Learning, “it is what you do with what you know” (12).    I hope there is enough preparation time within those 103 days!

-Sara Pasquinelli