How Do We Prepare Students for
Today's Global Connectivity?
GIFT PROMOTES GLOBAL HEALTH STUDIES AT UCHC
Students at the UConn Health Center who wish to carry on a long institutional tradition of studying global health issues will now have private financial support to do so, thanks to a scholarship funded by a School of Medicine alumnus.
Edward Hargus, M.D. ’73 and his wife Maria have made a gift to provide assistance for students participating in global health education activity through the Center for International Community Health Studies (CICHS) in the School of Medicine.
To recognize the work done by Judy Lewis, M.Phil, (photo, center, with students (l-r) Jonathan Shupe, Cheryl Bilinski and Christy Garcia) director of the Global Health Education (GHE) program, and professor in the departments of community medicine and pediatrics, the fund is named partly in her honor.
Since 1985, more than 300 medical, dental and public health students have taken part in global health studies, including language study, research, clinical care and community health improvement projects. The programs have allowed UConn students to collaborate with local community research programs in more than sixty countries to improve patient care and public health.
Lewis says that Dr. Hargus’s gift fits perfectly with the increasing awareness of—and interest in—global health issues.
“A majority of incoming students express a desire to participate in global health issues, but many do not because of financial considerations,” she says. “The UConn Health Center has been fortunate to have some funding for summer research projects, but it has sometimes been unpredictable and limited. The gift by Dr. and Mrs. Hargus is an important beginning, enabling students with the means to participate.”
Hargus says that while he never traveled as a student, he sees a clear benefit to doing so.
“It’s a big world. I think exposure to other cultures is very good for students, or anyone who wants to be involved in helping the poor. It’s good for the school. And it’s good for the country,” Hargus says. “Either by sending our students to other countries, or supporting people to come here and get their medical education, I think we’re taking great steps to improve the lives of people everywhere.”
SCHOLARSHIPS PROMOTE GLOBAL CITIZENSHIP
Two new scholarships established with a non-endowed gift of $100,000 are helping undergraduate students gain experience and skills for nonprofit and social entrepreneurial careers. For the fiftieth anniversary of his graduation, Edward Satell ’57 wanted to not only give back to UConn, but also to help students explore what they’re passionate about and become conscientious global citizens.
“Each generation makes its own contribution, building on what was done by the previous generation. The most important of these contributions is the freedom and opportunity we inherited,” says Satell. “Students now have the opportunity to contribute in their own way to make this world a better place.”
The Ed Satell Non-Profit Internship Program supports students in the College of Liberal Arts and Sciences working in unpaid positions with nonprofit organizations, such as museums or government agencies that address poverty.
The Ed Satell International Social Entrepreneurship Fund supports students in any school or college working on economic and social development projects while studying abroad. It is critical to educate and involve students to become the next generation of leaders for programs that create jobs and grow economies in developing and third world countries, explains Satell. Max P. Chanoch ’09 (photo) was among the first group of 10 students to take part in the social entrepreneurship program in Guatemala in summer 2008.
“I wanted to participate in the social entrepreneurship program because it offered something different than every other study abroad,” says Chanoch, who is pursuing a major in management, a concentration in international business and a minor in philosophy. “My favorite part of Guatemala was the people. It was a very rewarding experience to see how delighted people were when we told them we were in Guatemala to help improve their country, rather than exploring it as a tourist.”
The program gets students out of the classroom and into real-world situations. “The program focused more on hands-on activities rather than classes, something that was a huge draw for me,” says Chanoch.
Beyond intensive Spanish classes, Chanoch spent the majority of the trip learning firsthand about Guatemalan and Mayan society, culture and history by interacting with communities, exploring the country, and studying local business and the economy. Among various experiential projects, the students helped expand a business that creates jobs for entrepreneurs to sell eyeglasses to, among others, aging women so they can continue their work as craftswomen.
After returning home, Chanoch started his senior year and began working at the Innovation Accelerator at the School of Business’s Connecticut Center for Entrepreneurship & Innovation in East Hartford.
Personal Narrative by Max Chanoch ’09
September 2008
Max Chanoch ’09
School of Business
Major: Management
Concentration: International business
Minor: Philosophy
Max Chanoch ’09 was among 10 students who participated in a social entrepreneurship study abroad program in Guatemala in summer 2008. Chanoch was supported by the Ed Satell International Social Entrepreneurship Fund, which provides assistance to students in any school or college working on economic and social development projects while studying abroad.
I wanted to participate in the social entrepreneurship program because it offered something different than every other study abroad program. I’m pretty busy during the year, and after talking with my parents we all agreed that studying abroad would be a great opportunity for me. The best step for me was to investigate summer study abroad opportunities, and after looking into the programs offered by the School of Business, Guatemala stood out among the rest. Our study abroad office offers so many great opportunities, but after spending the summer in Guatemala, I think that social entrepreneurship offers the best academic, work-related, and overall experience of any collegiate program abroad.
Guatemala was a great country to visit. Although it’s a third world country, it has an amazing cultural history. Guatemala is on the upswing of trying to create a better nation for itself, but it still manages to hold on to its rich historic background. Guatemala is the home to one of the largest Mayan populations in the world. The indigenous women wear clothing respective to the area they live in, with various colors and symbols representing different territories. Seeing the streets filled with color is truly a remarkable sight.
The program focused more on hands-on activities rather than classes, something that was a huge draw for me. The only formal classes I took were Spanish, with Maestro Manuel, where we would practice Spanish for hours every morning. Although it was a little overwhelming at first, once I realized that I needed Spanish to live, taking lessons never seemed too long.
Community Solutions was the overhead organization to Student Entrepreneurship Corps, and guided us throughout our entire trip. We were lucky enough to have an opportunity for them to show us Guatemala, while still allowing us the chance to see it for ourselves. One of the most memorable parts of the trip was on the third day when Community Solutions dropped me off at my home stay. I remember being excited and nervous, not sure what to expect. After walking into the house and receiving a warm embrace, I knew everything was going to work out. That lasted about 10 seconds until I had to answer a question my host mother had asked me (in Spanish). And then I realized that I was a long way from home. But it was a wonderful culture shock, and it was the driving force behind learning Spanish.
I had some of the most amazing experiences in Guatemala. I climbed two volcanoes, each with its own reward. I walked over the volcanic field of Pacaya where I roasted marshmallows in the slow flowing lava. I escalated miles over the earth on Santa Maria while watching a live volcanic eruption from the peak. I was fortunate enough to see remote villages that were inaccessible by car, and worked with the locals to improve their bakery, Panderia Didi. I toured cooperatives and interviewed many weavers while observing each unique process of weaving. I visited five major cities—Antigua, Solola, Quetzeltenago, Coban, and Nebaj—and their surrounding villages. Each city and village has its own unique style and ambiance, and they were all enjoyable.
Antigua is a colonial city that has a constant stream of tourist activity. It has cobblestone streets and outdoor markets, and was the perfect starting spot. It is famous for its “chicken buses,” which are old school buses painted in bright colors, packed to the very brim (a few times I felt as though at least 100 people were riding on a bus). Quetzeltenago (known as Xela) is the second largest city, and is spread out larger than any city in Guatemala. It has a better feel for local culture, and is located in a valley of the highlands. Solola is a region around Lake Atitlan, which is considered by some to be the most beautiful lake in the world. Encompassed by three surrounding volcanoes, it offers a variety of outdoor activities like zip lining. The common mode of transportation there is by boat.
Related Links:
Nonprofit, Entrepreneurship Careers Promoted
UConn Momentum, fall 2007
Students Spend Summer Working with Entrepreneurs in Guatemala
Advance September 2, 2008
