The Pipeline Project offers undergraduates community experiences that help them discover personal and academic directions; that provide under-serviced kindergarten to students with individualized tutoring and college role models; that support the work of public school teachers; and that bring academic departments at the UW into direct contact with the greater educational community. I personally have worked with the Alternative Spring Break and Inner Pipeline Seminars Pipeline programs. Since 2000, the Pipeline Project has facilitated Alternative Spring Break opportunities for UW undergraduates where teams of students spend their spring break in a rural or tribal community of Washington State working with local elementary and middle schools on literacy arts and environmental science projects. The University of Washington Academic Support Program offers a service-learning seminar titled “EDUC 401: Tutoring and Mentorship in Higher Education.” This seminar introduces junior and senior students to a diverse range of tutoring, mentoring, and teaching methodologies. We had an opportunity to apply what they learn in class through tutoring and mentoring new transfer, freshman, and sophomore students who are transitioning socially, culturally, and academically to the University of Washington. 

 

Learning and Reasoning: Other perspectives

When working with the Pipeline project I was exposed to various different cultures. I came into Alternative Spring Break with an open mind. I tried to be open to experiencing new things. I already have some teaching experience, but working with the students at Paschal Sherman Indian School (PSIS) was a very different. The students I worked with were a lot older, were really shy and didn’t want to open up the first few days. I felt like there was a barrier between myself and the students. To my surprise, after a few days, many of the students decided to open up and tell me about their lives. I felt like they were welcoming me into their community. I was very happy to see how they wanted to show us around, teach us about their culture, and let us into their lives. By working with the students, being with the students, and talking with the students, it was clear that everyone has their own story and that everyone’s story is different. I learned so much from the teachers, dorm staff, and students we worked with. This trip not only allowed me to learn more about other cultures, but reflect on myself as well. My life has always been planned out. I know what I’m doing 2 days from now…2 weeks from now. Stepping away from my busy life and just taking in the atmosphere of quiet town really allowed me to understand that there are different ways to live life. Even though we were busy on the trip, but it was a different type of busy. Every day was uncertain. We could just pick up and do something spur of the moment. If things didn’t go according to plan, it was okay. Every day was an adventure. Every day I was trying something new. Through this experience I feel that the students weren’t the only ones who learned something new. I was able help them develop their skills to express their feelings and share their stories. At the same time, they taught me to try new things and be flexible.  

 

Interpersonal Interaction: Mentoring

Another Pipeline Project program I was able to partake in at the UW was “EDUC 401: Tutoring and Mentorship in Higher Education.” Through this experience I was able to use my expertise and experience to teach, mentor, share resources, and challenge my two mentees who were having a difficult time adjusting to the college experience. My two mentees were both first generation college students, like myself, but each had their own life difficulties. My first mentee was a single mom trying to balance school, family life, and a job. My second mentee was struggling with English as a second language. In the beginning, they hesitated to reach out for help, but towards the end of the quarter we were able to build a trusting relationship.  Even though I wasn’t able to truly understand where they were coming from, I feel as though I was able to take my experiences, see parallels between our lives, and help them reach their potential.

 

Self-Awareness and Development: Personal Values

Both of my experiences with the Pipeline Project helped me reflect on my personal values. Exploring and learning more about my role as an educator, mentor, and team member helped me understand who I am, and identify my future goals were in terms education and fighting the issues involving educational equity. In addition, I was able to reflect on my position on educational equity and their importance of being a relationship between the pipeline project, the team members, the community members, and the students we are helping. Being engaged in a different community helped me to gain first hand understanding of social issues and reflect on the impact of my service and leadership. It is easy to come in with a savior mentality, but service is about reciprocity and serving others because of genuine love for all. Because of all these experiences, I am confident that I can be an educator in a low income community and be a servant leader in the classroom.