In HSSJ 2170, Professor Linda-Jeanne Mack leads a dynamic Community Engaged course focused on cultivating professional communication skills within the human services field. Through this course, students gain practical experience in engaging professionally with individuals and groups, preparing them for impactful interactions within diverse human service settings. The primary goal of HSSJ 2170 is to help students understand personal and cultural bias and improve their listening skills. Professor Mack emphasizes the importance of effective communication in fostering positive relationships and delivering quality care and support to individuals and communities in need.
Professor Mack's course extends beyond theoretical knowledge, encouraging students to reflect on the ethical dimensions of professional communication within the human services field. This reflective approach fosters a deeper understanding of the responsibilities and ethical considerations inherent in serving vulnerable populations. Moreover, HSSJ 2170 emphasizes the value of cultural competence and sensitivity in communication. Students learn to recognize and appreciate diverse perspectives, which is crucial for building trust and rapport in cross-cultural interactions within human services settings. This course prepares students to navigate the complexities of the field with confidence and empathy, positioning them for success in their future roles as compassionate and effective human service professionals.
For information about Community Engaged Scholarship at GW:https://go.gwu.edu/cesc
Semester Reports
Fall 2024
Students Reporting: 30
Time Reported: 742.09
Community Partners:
Students in HSSJ 2170 engaged with a wide variety of community organizations, allowing them to develop professional relationships while serving diverse populations across DC. These diverse service learning experiences provided students with opportunities to practice professional relationship-building skills while making meaningful contributions to community organizations across DC, demonstrating the course's commitment to connecting academic learning with civic engagement. The students worked with more than 40 community partners, with some of the most significant partnerships including:
Foggy Bottom West End Village is a community-based organization that helps older adults in the Foggy Bottom and West End neighborhoods live independently in their homes. GW students provided companionship and technical assistance to senior residents, helped with grocery shopping and errands, and supported community events such as vaccination clinics.
Thomson Elementary School's after-school program was another major partner, where students assisted teachers with supervising children during activities, helping with homework, facilitating recess, and supporting the DC Scores soccer program. Students observed child development firsthand while providing much-needed support to this local elementary school.
Charlie's Place, a breakfast program for individuals experiencing homelessness, welcomed GW students who helped prepare and serve food, organize donated clothing, and engage in meaningful conversations with guests.
Students also worked with Little Friends for Peace, facilitating peace circles and afterschool programming in elementary and middle schools, helping children develop conflict resolution skills through games, arts, and guided discussions.
Additionally, partnerships with Free Minds Book Club allowed students to correspond with incarcerated youth and adults about their poetry, while others mentored high school students through In the Streets, supporting them with college applications and developing life skills.
Student Comments:
"I learned how to be patient with the service user and let them guide the conversation," shared a student who volunteered with Foggy Bottom West End Village, highlighting the importance of client-centered approaches.
"I gained more information on the overall impact of Planned Parenthood, and the resources they offer to the community."- Student who worked with Charlie's Place
"I learned how to help the kids control their emotions and speak through their feelings. For example, a girl was crying because some of the beads in her hair fell out. After sitting down with her and talking about it, she stopped crying and was able to play again, knowing that her hair could be fixed."- Student who worked with Thomson Elementary
The impact of this course extended beyond service hours. As one student summarized their experience with the Grassroots Project: "I enjoyed meeting the 6th graders and watching them learn and making applications of the education to real-life scenarios and games."
Fall 2023
Professor: Linda-Jeanne Mack
Students Reporting: 20
Time Reported: 485
Community Partners:
| CP | # of students at site |
| 826DC | 1 |
| Capital Area Food Bank | 1 |
| Children's Defense Fund | 1 |
| Foggy Bottom West End Senior Villages | 4 |
| Francis on the Hill | 1 |
| FRESHFARM FoodPrints | 2 |
| GroW Garden | 1 |
| GW Black Student Athlete Alliance (BSAA) | 1 |
| Horton's Kids | 2 |
| Justice Policy Institute | 1 |
| Latino Student Fund | 4 |
| Little Friends for Peace (LFFP) | 1 |
| Martha's Table | 1 |
| Miriam's Kitchen | 3 |
| The Petey Greene Program | 1 |
| Thomson Elementary School | 4 |
Student Comments:
"One of the most relaxing and thoughtful experiences. I Learned to be patient while doing service work. The other volunteers are extremely welcoming and joyful to be around. I am sad that the gardening hours might come to an end when the winter kicks in, but I am excited to volunteer and explore with Freshfarm in different areas." - student working with FreshFarm Foodprints
"I learned to be patient with kids and become aware of how much they take from the world without us knowing. I’ve always been and will continue to be kind to children because they cannot communicate like adults can. My student and I were able to find common interests and from that, continued to talk about them. I always want the people I’m working with to feel comfortable so I try to serve them as much as I can. I would tie my student’s shoes when needed and get up to get any missing supplies. I also like how the classroom was set up and how many resources, like crayons, markers, stickers, and paper, were available to everyone upon entry. We were free to get and grab anything we wanted at any time."-student serving with LFFP
