Full story: Teachers are transformed through their service-learning in Mexico
Nine Fresno State students, led by Dr. Denise Blum, spent two weeks this past July in Playa del Carmen, in the state of Quintana Roo, Mexico, teaching English classes to more than 250 students from ages 7-16 who are children of service industry families and normally do not receive English instruction in their public schools.

Once the Fresno State students and their teacher arrived at their modest lodging quarters, a convent on the school premises, and met the students the first day, many felt that they had made the wrong decision. One wrote in her journal, “What did you get yourself into?” They found difficulty engaging students with the curriculum they were given. Most of them did not know sufficient Spanish to communicate to the students and the class sizes were about double the orignally planned 15-20.

For Dr. Blum this was a return to a formative experience in her life. In her twenties she had lived for a year with a family in the area and taught English for a Priest in the area, Fr. Bernard Quinn. Twenty years later, recalling how this experience influenced her as a teacher, she thought, “Why not share my resources with others to improve their teacher preparation for diverse cultures?” The idea was spontaneously conceived in February and came to fruition in July. “ People were doubtful that I could get a group and a trip organized this fast, but I had a very strong feeling from the beginning that this was suppose to happen,” Dr. Blum said, “besides, the context was known and I had a contact on whom I could rely.”

Grisel Ruiz, a student involved in the project whose parents were born in Mexico and had visited Mexico several times, remarked, “I was convinced that I knew all that needed to be known about the Mexican culture ... boy was I wrong. When I asked the children why they wanted to learn English, most of their responses were ‘porque quiero servirles a los gringos (because I want to serve the gringos).’ I was astonished, but it was my first insight on what life was all about ... their culture. This [trip] gave me a passion that I had never had: to learn more about my students’ traditions and cultures.”

The teachers congregated around the kitchen table each night and set out to maximize their time and provide the students with the greatest benefit. As Corina Lucero summed up and others echoed, “We are the ones who drive the classroom. The only two things that matter are the teacher and the students.”

“For many,” Blum said, “this was the highlight of the trip: by relying on each other they came to know each other. They also recognized that new teachers and veteran teachers equally have a lot of valuable ideas to share... That you don’t have to know Spanish to teach English effectively... That their age variance, from early twenties to late forties, does not effect teaching or friendship. These divisions became quickly blurred.”

Kristi Nagao, a P.E. teacher, found the experience challenging because she had never taught in a classroom. She initiated teaching in the school courtyard and bringing groups down to learn a hip-hop song “Cha-Cha.” They learned “left,” “right” and other vocabulary. The teachers became more fluid in their teaching, as they would team teach classes outside in the courtyard and teach the hokey pokey and other childhood songs. For Ms. Nagao and the rest of the group one of the most memorable experiences with the students was her orchestration of more than 250 students doing organized dancing while speaking and singing the words. “This has to be one of the best feelings I had. Then to see fellow teachers and myself get involved with their students and have fun as well is rewarding in itself,” Nagao said.

The teachers felt that the course readings on NAFTA, globalization, and tourism prior to the trip were helpful for setting the stage for what they experienced. Guests from the area who the group shared meals confirmed that although the state of Quintana Roo is one of the wealthiest states in Mexico, it has some of the country’s poorest and most malnourished residents. They also learned that the area also has the highest suicide rate of any state in Mexico; that Mayan people are asked to commodify their identity for tourism, and are dismissed from their employment by the time they reach thirty-five because the industry wants “fresh” faces. Maryanne Duttarer reflected, “I felt a conflict between building a road for a successful life for my students in tourism, and not wanting them and their culture to be corrupted by it.”

“The most amazing aspect for me,” said Blum, “was to see the growth of everyone, including myself. There were complaints and blaming for what should have been, but by the end, there was an unspoken understanding of our struggles.”

Fresno State student Maryanne Duttarer summed up her growth in her reflection essay saying, “I learned the most about myself and my dealing with others in a group. I got to watch myself grow through a process of something that was difficult at the beginning and turn it into a magical experience for me and also my students. I had the experience of meeting a group of teachers whom I highly respect and got to learn so much from.  I got to spend two weeks working with a group of students so different from myself and who have made marks on my heart that will last a lifetime. Last, but not least, this trip reminded me that spontaneity is the spice of life, and to jump on every opportunity when you get a chance.”

Continued: Student Voter Campaign

Project Detail:
Through out the campaign, the campus will encourage students and student groups to bring their completed registration forms to either of the ASI offices (USU 316, 317) and ASI will turn them in.

Sept. 15-Oct.: "Why 1509?" Buildup: consist of building and educating the street team, building excitement about "Why 1509?" through advertisements, posters and T-shirt giveaways. There will also be coalition building between different entities on campus that want to help out as well.

Oct. 4: "Why 1509?" Blitz Week Training: All Blitz Week volunteers will receive training from Erick from Student Empowerment Training.

Oct. 6-Oct. 9: "Why 1509?" Blitz Week: A week of voter registration at its full capacity. There will be 5 tables at prime locations on campus with Voter Registration forms and Easy Voter Guides. The week will also have food at some locations, music in the center of campus on some days, and hopefully some political figures/activists

Oct. 13-Oct. 17: Blitz Cooldown: A cooldown week of lighter voter registration, while making the shift towards voter education, possible open mic.

Oct. 20: Last day to Register. Tabling in two or three locations.

Oct. 21-Nov. 3: I'M GOING TO VOTE!  The campaign continues with 5009 Bulldog Voters pledge sheet, while still educating voters. Towards end, send reminders.

Nov. 4: ELECTION DAY. Possible Watch Party.

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