Memorial Day 2024: Our Duties and Responsibilities

https://www.mercurynews.com/2024/05/25/opinion-memorial-day-the-gettysburg-address-and-the-november-2024-election/

Gettysburg Address offers special significance for Memorial Day

In this fateful election year, Abraham Lincoln’s words of courage and compassion can transcend political divisions

By HASAN ZILLUR RAHIM

May 26, 2024

On Memorial Day, we remember our fallen soldiers.

For several years I have visited California’s oldest secular cemetery, the Oak Hill Memorial Park in San Jose, every Memorial Day to silently express my gratitude to those who sacrificed their lives so we can bask in the sunshine of freedom and democracy.

Veterans and politicians make moving speeches and observe a minute of silence on this hallowed day as the U.S. flag flutters in the breeze, rustling the surrounding sycamore trees. Doves are released as symbols of unity and peace. Small flags line rows and rows of headstones of 14,000 veterans with names that connect the living to the dead: Joseph Milligan of Tennessee (World War I), Charles Harding of Colorado (World War II), Andrew Montello of California (Korea), and on and on.

This year, I will do something different. I will carry a copy of the address President Abraham Lincoln delivered at Gettysburg, Penn., on Nov. 19, 1863, and read it as I walk alongside the graves at Oak Hill. More than 160 years later, Lincoln’s timeless words speak to us with an urgency we must heed.

In particular, two topics demand our attention in this fateful election year. First, as much as we would like our democracy to be strong, it is, in reality, a fragile entity, as the Jan. 6 insurrection showed. Unless we are vigilant about safeguarding it, democracy can succumb to autocracy. Second, the most powerful tool to ensure the flourishing of democracy is to exercise our sacred right to vote. Ignoring or neglecting this right can open the gate to tyranny. Complacency is the enemy of democracy and good governance.

As Lincoln saw it, the Civil War tested the very survival of the nation “conceived in Liberty and dedicated to the proposition that all men are created equal.” Slavery, the antithesis of equality, was the evil of his time, and until it was eliminated, even at the horrific cost of a North-South war, Lincoln knew America would not endure.

We may not have slavery today, but the challenges are as daunting. Despite making modest progress in race relations since Lincoln’s time, the undercurrent of racism in many facets of our lives continues to undermine America. And political division over issues such as reproductive freedom, affordable health care, an unfair tax code, gun violence, volatile borders and climate change also threaten the integrity of the Constitution and the survival of our nation.

I request my fellow Americans on this Memorial Day to conscientiously read the Gettysburg Address. It comprises just 272 words and took Lincoln only two minutes to deliver to the gathering of 15,000, yet it has the power to evoke the noble and the transcendent in each of us, a nation of almost 335 million.

The courage, compassion and vision inherent in the Gettysburg Address should persuade us not to think North or South, Blue or Red, coastal or inland, or working class or elite when we vote in the November election but instead, to think America.

As in Lincoln’s time, “the great task remaining before us” today is keeping our nation whole. We can do it by resolving that those who “gave the last full measure of devotion … shall not have died in vain.”

So while we enjoy the biryani and the barbecue on this Memorial Day, let us set aside some time to reflect on the Gettysburg Address so we can dedicate ourselves to the “unfinished work” that our fallen soldiers and veterans “have thus far so nobly advanced.”

Lincoln concluded his address with the hope that democracy “shall not perish from the earth.” While that remains our goal too, we must first ensure with our votes in November that “government of the people, by the people, for the people, shall not perish” from these United States.

Hasan Zillur Rahim is a mathematics professor at San Jose City College.

 

Summer Bridge Program Leads to Student Success at San Jose City College

Summer is the time to cool off, to read that page-turner or watch that thriller, take a walk in the woods or a stroll at the shore. With the likely easing of the pandemic’s stranglehold on our lives this summer, we hope to celebrate normalcy with backyard barbecues and family get-togethers. For students, after zoom fatigue and myriad online stresses, summer offers the chance to chill.

For some motivated students, however, summer offers the chance to forge ahead. These are mostly high-school students who want to take transferable college-level courses in Math, English and Ethnic Studies at their local community colleges to acclimate to college life and get a head start in their academic and professional goals.

For several years now, for six weeks (from the second week of June to the third week of July), San Jose City College has been offering a rigorous Summer Bridge program to help full-time (mostly high school) students complete an associate’s degree in two years. The degree translates to the first two-years of a bachelor’s degree in the California State University or the University of California systems (freshman and sophomore years).

The Bridge Program is the first step in the “San Jose Promise” launched by Mayor Sam Liccardo in March 2017 for the San Jose-Evergreen Community College District to ensure that community college was affordable and accessible to local high school students. Students continue their experience with a team of counselors, instructors, and peers to guide them beyond the first year of college to transfer and graduation.

With funding from “San Jose Promise,” students in the Bridge Program enjoy tuition and fee waivers, free textbooks, calculators and online access to coursework. They also receive personalized academic and personal counseling through a cohort of teachers, counselors, supplemental instructors, and administrative staff. The statistics tell the story. The overall passing rate for summer bridge program in math and English is about 88%, almost 38% higher than the usual passing rate.

I can attest to the success of the Bridge Program with an example. I was teaching a course on statistics in summer 2018. At the beginning of the third week, a student was absent. When he did not show the following day, I informed a counselor who immediately contacted the student. Because of a disruption in the family, he was depressed and had resigned himself to dropping out. The counselor visited him at home and spent time persuading him to continue. He did, and instead of becoming a dropout statistic, graduated from City College and successfully transferred to UC Santa Cruz. Early alert, combined with just-in-time empathic nudges via texts or visits, can do wonders for community college students about to fall off the grid.

The real issue is one of scale. Instead of offering personalized services to only a few hundred students because of limited grant money, how can such services be extended to all students numbering in the thousands at any given community college?

This is where President Biden’s $1.8 trillion “American Families Plan” comes in. A part of the President’s plan, to the tune of $109 billion, is to make community college free for all Americans. Currently there are over 5 million students, many from low-income families, in the nation’s 1,000 community colleges. California has the largest community college system with 116 colleges serving over 2 million students.

If the “American Families Plan” comes to pass, it may be possible to scale and replicate effective personalized services to help most, if not all, community college students stay on track, graduate on time and infuse their careers with purpose.

Meanwhile, I am looking forward to teaching an Online Precalculus Algebra class as part of the 2021 Summer Bridge Program at San Jose City College. Founded in 1921, San Jose City College is the oldest community college in Santa Clara County, celebrating its centennial anniversary this year. I am eager to interact with curious and creative students and share with them how to use exponential functions to model the growth and decay of the coronavirus and how to explain “whispering galleries” by using the properties of a conic section.

Raising Student Success Rate in California's Community Colleges

You can also read the article in the San Jose Mercury News. 

The dropout and failure-to-graduate rates in California’s 72-district, 114 community colleges serving over 2.1 million students are unacceptable. A study by the Institute for Higher Education Leadership at Cal State Sacramento found that 70 percent of community college students fail to graduate or transfer to a four-year institution. These students typically drop out without any degree but with considerable debt.

One strategy used to redress this grim reality was to pour resources into remedial math and English courses, populated disproportionately by African-American and Latino students. It failed abysmally. Only 18 percent of elementary algebra students completed transfer-level math to CSU and UC systems in three years, and only 6 percent of pre-algebra students.

Something radical had to be done. Enter Assembly Bill 705. Introduced by Jacqui Irwin, D-Thousand Oaks, it was signed into law by Gov. Jerry Brown on Jan. 1, giving community colleges a deadline for full implementation by the fall of 2019.

The two revolutionary aspects of the bill are: a) colleges must maximize the probability that a student enter and complete transfer-level coursework in math and English within one year and b) colleges must use high school coursework, high school grades or high school GPAs to place incoming students into transfer-level courses, providing concurrent support as needed.

To appreciate the radical nature of AB 705, consider what I have witnessed with heartbreaking regularity in my years of teaching math. Joe, a high-school graduate with a 3.0 GPA, enrolls in his local college as a springboard for admission to UC Davis to major in sustainable agriculture. He expects to spend at most 3 years to accumulate enough units to transfer. Without delving into his aspirations, however, the college gives him an impersonal placement test where he falters with fractions. He gets trapped into a three-semester sequence of non-transferable basic skills classes of pre-algebra, algebra 1 and 2. He manages to pass the first two but algebra 2, with complex conjugates, quadratic equations and such, proves insurmountable. Overcome by emotional and psychological problems, Joe drops out and accepts a low-wage job below his potential.

AB 705 recognizes that it is the structural problem of under-placement and long sequence of classes that prevent students like Joe from graduating. Under AB 705, Joe is placed in transferable statistics in his very first semester, with help in math provided as just-in-time or co-requisite remediation. Excited by the relevance of the predictive power of statistics to his major, Joe aces the course. In a year, he completes transfer-level math and English requirements for a four-year institution.

Pipe dream? No. Pilot projects at San Diego’s Cuyamaca College and San Bruno’s Skyline College among others have shown that placing students in transferable math and English courses based on high school GPA quadruples the completion rate.

AB 705 has its challenges and detractors. Some claim it is too draconian. Others, that it was forced down from above without adequate faculty consultation. These are legitimate concerns, but the overriding factor for embracing AB 705 is that through proper placement and emphasizing acceleration over remediation, it can lift students from failure to success.

The Golden State has the fifth largest economy in the world, after the United States, China, Japan, and Germany. Its demand for a skilled, innovative workforce is skyrocketing. California’s community colleges must play a significant role in nurturing and educating this workforce. Faculty, counselors and administrators must work together to help students reach the high bar set by AB 705. Knowingly or unknowingly, we have been guilty of the soft bigotry of low expectations, with minority students bearing the brunt of our casually cruel mindset. We wrongly focus on what our students don’t know rather than what they know. The pilot projects have shown that students rise to the challenge of higher expectations. By demanding more, we can not only help our students succeed academically but also guide them toward a life of meaning and purpose.

America, Protect DACA

President Trump’s decision to repeal DACA (Deferred Action for Childhood Arrivals), a program started by ex-President Obama to protect undocumented youth from deportation, has sent a shockwave of fear, despair and uncertainty though the 800,000-strong community of DACA – the Dreamers - and their families in the United States.

In the college where I teach, there are about 100 DACA students, a few of whom I know. They crystallize for me the enormity of the crime the Trump administration has committed in threatening to destroy the dreams of so many young Americans poised to make their mark in life.

Lopez was brought to the U.S. in 2007 when he was 15 years old. His parents from Mexico had no immigration papers but somehow managed to find their way to Santa Barbara. “They worked as hired laborers but we still had a fairly good life,” said Lopez, who hopes to graduate within a year and transfer to UCLA. “But now everything is up in the air. I cannot walk down the street without looking back to see if ICE agents are about to grab me. They know where I live, where I work.”

ICE agents know where he lives because he had to recently renew his registration, a requirement for DACA students every 2 years. His parents returned to Mexico several years ago. He thought of going back himself but they told him not to because life had become unbearably violent in their village in Southern Mexico. “I wouldn’t last a day,” they said.

“The stress is killing me,” said Maria, who will be graduating in a year and nurtures the hope of becoming a dentist. “I come from a mixed family. My parents are undocumented. I am undocumented. I don’t know what will happen if DACA is discontinued. What will I do? Where will I go? This is the only country I know, the country I call home.”

Valdez will graduate next summer and has already applied to several medical schools. He knew all along that Trump would do something like this. Valdez is fed up being fearful, though. “I don’t believe in hiding. Why should I hide or act afraid? I work hard. I contribute to America like other Americans. I am a good person. The way Trump talks, it’s as if Mexicans - and Muslims - are criminals.”

Valdez is disappointed with Americans who cling to Trump despite his un-American acts. “They complain about jobs that Mexicans and others are taking away but they don’t want the dirty jobs we and our parents do. They don’t want to work in restaurants, in the fields, as cleaners, as laborers. What are we supposed to do? Every myth with DACA – that we take away jobs from real Americans, that DACA increases illegal immigration, that repealing DACA will benefit taxpayers and protect communities from criminals – has been proven wrong with solid data.”

When Trump announced the end of the DACA program on September 5, the chancellor of the San Jose-Evergreen Community College District issued a strong statement that “those impacted by this callous and thoughtless decision were brought to the United States as children and have been upstanding members of our communities ever since. They are pursuing an education, working, serving in our armed forces, and contributing to their communities in countless other ways.” This followed an earlier statement by Eloy Oakley, chancellor of California’s 114-campus, 2.1-million-student-strong community college system that “ending DACA is a heartless and senseless decision that goes against American ideals and basic human decency … In California, we don’t put dreams – or Dreamers – on hold. The California Community Colleges remain committed to serving all students, regardless of immigration status and to providing safe and welcoming environments in which to learn.”

As of today, the Trump administration has been sued for its anti-DACA policy by the University of California and the State of California, along with 15 other states led by New York and Washington. The City of San Jose is the first city to sue the Trump administration over DACA beyond the District of Columbia. Mayor Sam Liccardo said: “DACA recipients include public servants in our own City Hall, providing public safety and other critical services to our community. They all deserve our support and they deserve our nation’s welcome.”

California will be particularly hard hit if DACA is repealed because it is home more than a quarter of all DACA recipients who contribute significantly not just economically and in community services, but more importantly, as symbols of justice, equality and fair play.

President Trump is determined to dismantle every single policy of his predecessor, domestic and foreign. That’s his definition of success - to be the anti-Obama, damn the consequences. Repealing DACA is only the latest manifestation of this man’s reckless behavior. As Valdez puts it, Trump’s delay to repeal DACA for six months to give Congress a chance to address the issue is a smokescreen that reeks of cruelty and hypocrisy. It is also a way to shift the blame to Congress if, for any reason, the repeal falls through.

Protecting and defending DACA is a moral imperative for fair-minded Americans. It must transcend any consideration framed in economic or productivity terms. More than anything else, we need to protect DACA simply because it is the right thing to do.

During the unjust and immoral Vietnam War, protesters chanted: “Hell, No. We won’t go.” Let our slogan now be: “America, Protect DACA.”

Tom Hanks and Community Colleges, Part 2

Actor Tom Hanks wrote an op-ed piece in the New York Times titled, “I Owe It All to Community Colleges.” It caused a stir among community college students. They compared their experiences to that of the actor’s and reflected on areas where their colleges fell short and ways to overcome those deficiencies. This is the final part 2 of the article. You can read part 1 here.

Much like Tom Hanks, Tyrone couldn't afford to pay tuition at a 4-year university. “In high school I missed out on an opportunity to earn a full scholarship to continue playing sports and further my education. Community college was the best option for me for a variety of reasons. I was accepted into CSULA and CSUNY, but wasn't ready to stop playing basketball, a game I loved. I carefully weighed all of my options and decided to attend San Jose City College (SJCC). Along with a good education, SJCC also offered an excellent basketball program, funneling athletes to big-time programs for sports. I was determined to accomplish my goals, although frustration set in during the freshman year. I didn't think I was going to accomplish my goals. But I stayed humble and refused to let doubt set in. I finished my freshman year with a high GPA. I will be receiving my AA-T in communications, graduating, and transferring to a 4-year university as a student-athlete. My experience at SJCC has been amazing! I haven't had a single teacher who didn’t want the best for me and for my fellow classmates. All my teachers not only taught me subjects but also how to live a meaningful life.”

Lisette believes that by attending a community college, she has fared better than her school mates who moved to 4-year institutions right after high school. “They constantly complain of noise and round-the-clock parties in their dorms. On average, freshman change their majors four times, wasting time and money. I have faced no such distractions at my community college. There is no time to waste. I am taking classes that will help me transfer to a 4-year institution. As Tom Hanks said, taking general ed classes give students an idea of courses they may like or dislike. After my first semester at SJCC, I realized I enjoy business and a bit of law. Taking these classes has given me insight into my purpose in life.” One area in which SJCC is lacking is in counseling. “To begin with, it is almost impossible to make an appointment with a counselor at a time that is convenient for the student, let alone a specific counselor the student desires to see. And when an appointment is scheduled, they are doled out in 30-minute slots. Every time I see a counselor, the appointment is rushed. At times it feels as though the counselors do not take the student seriously. I would like all the counselors to be evaluated on their performances, based on student feedback.  Those who score highly should continue; the rest should be terminated.”

This Fall 2015 semester is the last at SJCC for Naomi. “I am sad to be leaving, but also excited to be moving on to a state university. I loved attending City College, the same college my sister attended!” She is grateful that her parents encouraged her to attend SJCC. She started at SJCC as a junior in high school in the Fall of 2012. She took an American Sign Language class for two consecutive semesters. The following year, her senior year, she was able to attend SJCC full time because she had taken the California High School Proficiency Exam. That meant she was able to complete her senior year of high school and her freshman year of college at the same time. “This allowed me to jump a year ahead of most people my age, which thrilled me. This could not have happened had I not gone to a community college. Community college is also where I met my boyfriend in a history class! Additionally, I have had the opportunity to take some really interesting classes as well as some fun PE classes. I met some awesome people, and connected with some really great teachers. Tom Hanks says of the community college that he attended: ‘That place made me what I am today.’ I completely agree. I have learned valuable lessons and life skills from my psychology classes. I am also sure I will see more benefits, although it may be later in my life.”

Regarding improving SJCC, Naomi thinks that adding more sections of interesting and elective classes, as well as a wider selection of classes, would be a start. “That will give students a more well-rounded education, beyond just the required GE classes. When I register for classes each semester, I see a lot of classes that look very interesting, but often there is only one or two sections of that class and they are at a time that does not work into my schedule. This is true for many students. If there were more sections of these classes, and if they were promoted better, classes would fill up and more students could get a broader education. This can become a reality if full-time teachers at SJCC consider teaching some new classes. If there is a wider selection of classes, then there is more opportunity for students to try new subjects, have more job opportunities, and make SJCC a more appealing school.”

Tom Hanks and Community Colleges, Part 1

Actor Tom Hanks wrote an op-ed piece in the New York Times titled, “I Owe It All to Community Colleges.” It caused a stir among community college students. They compared their experiences to that of the actor’s and reflected on areas where their colleges fell short and ways to overcome those deficiencies.

Ly returned to civilian life after serving over five years in the U.S. Marine Corps. He dreamed of opening a business while attending college part-time and helping his aging parents. The problem was that he did not have any money. Everyone was struggling in the weak economy. He took a job as a security guard but left because it was unsatisfying. That’s when it dawned on him that without a college education, the possibility of a good life will be elusive. The solution: enroll in a community college full-time and get an associate’s degree as soon as possible. It was the only affordable solution and it turned out to be all that he needed. 

“College has helped me realize how much my family supports me and my educational decisions. My parents, who have no formal education, always encouraged me to go to school and pursue higher education. In the past, I ignored them, saying it was a waste of time. Now I am a full-time student. Although I cannot help them financially, they don’t mind. They just want me to get a proper education because they know that is the only way I can get ahead in this society.”

Ly’s experience at the community college he attends has exceeded his expectations. “I'm lucky to have great professors as my teachers and instructors. Also, our school has many resources to help students, for example, free tutoring center. However, there isn't enough support for military veterans. There are counselors for veterans but that is not enough. The college can offer veterans discount on textbooks and lower tuition fees.”

Jessica was burdened with a huge loan when she attended the National Hispanic University (NHU). When NHU shut its doors, she decided that her best option was to attend San Jose City College (SJCC). “At SJCC I have come to appreciate many things - the interaction among students and teachers, the importance of keeping books and class materials at a reasonable price, sometimes even at zero costs, along with the determination of professors to challenge students to develop their mind. Also helpful is having access to a bookstore and centers like the Transfer Center and METAS center.” What Jessica has problems with is the counseling department. “It is extremely hard to get an appointment. The counselors rarely call back. They also give wrong advice because they don’t know. They misled me about transferable courses that caused me to waste a semester of taking classes I did not need to. If the counseling department is staffed with knowledgeable counselors, SJCC would become an ideal place for anyone to purse excellent education after high school.”

Jazmin is clear about the role of the community college in her life. “I returned to college almost ten year after graduating from high school. The first semester at SJCC was the scariest because I had forgotten many of the things I learned in high school. But once I finished the first semester, I felt confident. Even though I am not good at it, math has become my favorite subject. It now feels like I can do anything if I work and study hard. I am able to help my middle-school daughter with her homework. I am also able to help my third and fourth-graders with their math and English homework. Community college has changed the way I think. I don’t want to attend college only to get a better job. I now want to attend college to become more educated. I want to be a role model for my kids.”

However, for Jazmin, San Jose City College falls short in a few areas like security. “There is hardly any police patrol. Cars are often vandalized, scaring students. The college should hire more policemen and install more surveillance cameras on campus.”

Natasha finds community college the ideal educational institution “because it allows me to try different things. I have taken classes I never would have even thought of. They broadened my perspective. The college has made clear many strengths and weaknesses I hadn't seen in me before. It has shown me how to stay goal-oriented and manage time better. It has helped me find subjects I enjoy, as well as subjects I am not interested in. This helps me decide which career is right for me. I have discovered new passions and reignited old ones. One area where my college falls short is in its website. It is hard to navigate. Registering and paying for classes online sometimes doesn't work. It also looks outdated. One way to fix this will be to clearly identify all the wonderful services and workshops the college offers and display it on the website in a friendly and easy-to-navigate style.”

Chris, who is from Texas and who has moved to California to attend SJCC on a football scholarship, has found that the college has helped him grow up faster. “I was forced to take responsibility and create closer bonds not only with my professors, but also with students from different cultures and backgrounds. This has broadened my perspective on life. The college has also helped me learn how to better manage my finances and work harder in my classes. The only negative I can think of is that the college does not provide dormitories and food plans like a four-year college does. However, the classes are cheaper and smaller than a four-year college. This allows students to create better relationships with their professors. Most importantly, people who attend a junior college are able to figure out what they want to do in their lives faster.”

Jared went to work right after high school, working at low-paying jobs and thinking that with hard work, he will be able to rise to a management position. “As I continued the degrading job as a janitor or as a low sales associate, working as hard as I could, I expected higher pay and promotions to come my way. I was wrong, because for any promotion, I needed an AA or a BA. That’s when I realized I would have to attend a college. College is necessary because the opportunities with an associate degree are endless. That’s why I am at SJCC. I have promised to myself that I will complete my degree in two years and move on with my life.”

Jared echoes Jessica’s sentiment about the counseling department needing a major overhaul. “Counselors don’t take the time to sit down and talk to students in depth. They are always in a rush, finishing a meeting in ten minutes or less. I remember meeting with my counselor and she listed all these classes that weren’t even necessary for my major and career path. I think with more orderly scheduled appointments and services, students, especially new students, will stress less and will not end up taking unnecessary classes, wasting valuable time.”

Community college has helped Jose in multiple ways. “When I had just graduated from high school, I wasn't sure what I wanted to do. One of my options was joining the Marines but I couldn’t make it. So I signed up with the Evergreen Valley College. The college has helped me because with every completed semester I am moving toward my goal of graduating with a bachelor’s degree in business. I see some of my friends wasting their time and dropping classes but staying in school keeps me focused and on the right track. One of the areas where community college falls short is not having enough required classes for students who need them. For students working full time, it is difficult to attend classes that start in the mid-afternoon. A huge improvement would be to offer more evening classes. Cost is another negative factor. Per unit cost of classes keep going up. Unless this stops, only wealthy kids can attend colleges. That’s why making tuition free for community colleges is such an attractive and democratic idea. Another problem is that teachers keep changing textbooks from semester to semester. This is an unbearable burden for students. Keeping the same textbook for several semesters will help. Even better would be to pick high-quality but free textbooks available on the Internet.”

Community College has opened up a world of possibilities for Jamie. He always had a love for learning but after high school, his family did not have the resources to send him to school, especially during the recession. Still Jamie persisted and enrolled in a community college. “The college has helped me grow as an adult and, between work and financial aid, I am able to afford life as a college student. It took me ten years to finally get the courage to go back to school. The community college environment has made getting an education less intimidating. Each semester I become more confident in my ability to do well in classes that initially seemed intimidating before. I am now confident enough to get my associate degree at my college and soon apply to a California State College to receive a four year degree in communication.” 

One challenge for Jamie, as with Jose, is the outrageous cost of textbooks. “The cost to rent is almost as expensive as to buy. The system for selling text is also ridiculous. A book that may cost $100 may sell for $20 at most at the end of the semester, and that also if the edition is still useful. If a new edition is required, the old edition immediately becomes obsolete and you get nothing for it.” Another flaw in the system is that high school students are not made aware of the advantages of studying at a community college. With good results, it becomes easier to transfer to a 4-year university. “This was one of the main reasons why I felt I couldn’t get my degree along with my friends who transferred to a university right out of high school. Community college representatives should be more aggressive in informing high schools students the benefits that await them if they enroll in their colleges.”

Daisy has been a student at a community college for only two semesters but it has already been a life-changing experience for her. “San Jose City College has helped me meet professors who have taken the time and the care to steer me in the right direction. When I am done with my General Ed, I am confident I will find a job. The writing and tutoring centers offer help to struggling students. The clinic is staffed with friendly nurses and physicians. What I would change is the parking. I would try to make the parking lots bigger so that all students could get park their cars faster. The college should also promote more student government and create more clubs for students.”

Finding Purpose in Life

Nichole is a student at San Jose City College. She is also on-call in the OBGYN department at a Kaiser hospital. She hopes to transfer to UCLA in the Fall of 2014 to major as a family nurse practitioner.

All the classes she has been taking at City College have helped her in specific ways. “My psychology courses have enabled me to better understand the mind, rather just putting a label on someone with a problem. My math courses have broadened my knowledge and have allowed me to feel more confident with my calculations with medications. But more than the classes, it is the discipline of time management I have acquired as a student that has helped me the most. Students often complain that they don’t have time to do anything extra, like volunteering at a hospital, but developing a routine can help you do that. This is what has helped me continue with my studies and still find time to volunteer.”

But Nichole has gone further than volunteering at a local hospital. Between semesters at City College, she has been traveling to Peru as a medical volunteer. Currently she is part of two organizations – “International Volunteer Headquarters” and “Go Abroad.” She works in clinics and small hospitals, focused mostly on low-income families. Compared to hospitals in America, hospitals in Peru are run-down and their level of infection control is very poor. “I have been able to demonstrate to hospital staff better ways of controlling infection. I have also participated in an outreach program to provide healthcare to poor pregnant women. They face tremendous challenges, so offering them emotional support has also been a significant part of what I do.”

Nichole first began volunteering in Peru in December of 2013. She travels to Peru every 2-3 months and spends about 3-5 weeks at a time there. (She leaves for Peru at the end of the month after completing a summer statistics class at City College.) She uses her volunteer time to hone her expertise and prepare for state exams, while helping those who most desperately need medical help.

Peru is a poor country. 75% of the population would be labeled low-income or poor by U.S. standards. She mainly volunteers her time around Lima. Nichole is fluent in Spanish. In one of her first encounters, she worked with a pregnant woman who had been abused. At the time of her admittance, the clinic was very busy and she had to wait for an hour. “Just by listening to her, I was able to bring a smile to her face. I will never forget that. Being the medical field, we rush so much we fail to see the humanity of patients. Volunteering in Peru has definitely helped me see patients as people, not as checkmarks. Another experience I will never forget was waiting with a 4-year-old girl while her mother was delivering a boy. In the time I waited with this little girl, I was able to teach her to count from 1-10 and write her name!”

“But overall, the most life-changing experience for me has been in assisting children with cancer. These children would come to the clinic about 3 to 5 times a week to receive their treatments. You wouldn’t know by looking at them that they were facing death. They were filled with such joy at the most simple pleasures of life! If children so young could have such positive attitudes in what was often end-stage diagnoses, how could I, or for that matter, anyone, complain about the trivial stuffs of life? I learned perspective from these children that I would never have learned had I stayed in my own comfortable cocoon!”

As to why she does what she does in Peru, Nichole says a better question would be “why not?” “Like many 22-year-old college students, I rarely used to think about how our experiences shape us. We are busy with fun and friends and thinking beyond the following week is not a priority. So when I volunteered my time in Peru, I couldn’t imagine how the experience would shape my life. I would not be the person I am today had I not traveled to Peru to help poor women and kids with my medical know-how that I acquired here in California. I have learned how to be childlike by witnessing the resilience of street children in Lima. I have seen the joy and gratitude of people who have nothing in life. Being in Peru has made me realize how much impact I can have just by giving a few minutes of my time. I have become a better listener. I have found time for soul-searching. I have learned that when you truly give of yourself, you get infinitely more in return.”