Dennis Hughes

Dr. Dennis Hughes serves as the Resident Coordinator of a health clinic for homeless, runaway and at-risk youth. This clinic is part of an agency that provides many services to youth. As a pediatric medical resident with a family of his own, Hughes still finds the time and energy to devote to Spectrum Health Clinic, which he adopted as his volunteer home when the clinic was still in its infancy.

As a result of his involvement, Spectrum Health Clinic is operating at a professional level. His achievements through his voluntary service include marketing the clinic to the community, obtaining important medical supplies to make patients more comfortable and setting up a patient database. He also connects with youth, enabling them to obtain necessary medical treatment, advocates for residents and has helped make the clinic run more smoothly.

Spectrum Health Clinic is meeting an extremely important need in the community. The clinic offers free, confidential medical care to at-risk youth, a population that does not always have access medical care, yet has so many medical needs. These youth often end up in emergency rooms, which could be prevented with early access to medical care, which the clinic provides. Under Hughes’ leadership, doctors at the clinic conduct thorough assessments of patients, knowing that each visit may be their only chance for adequate medical care. Hughes especially spends time with and listens carefully to each patient, which has earned him the respect of his patients.

Hughes has done a superior job of mobilizing both medical residents to staff the clinic and attendees to provide backup help. Hughes’ enthusiasm and dedication to the project enables him to get people excited about the work and get them to volunteer. There have been approximately 20 attendees and more than 20 medical residents who have volunteered at the clinic since Hughes has become a part of the team.

For more than a year, Hughes has been a hands-on, ongoing volunteer with the clinic. Not only does he do the work of examining patients, but he also manages the administrative tasks of mobilizing colleagues and attending development meetings.

“Hughes has been able to offer the health clinic a unique combination of dedication and skill while being able to connect with very challenging youth,” remarked Susan Kelly, Spectrum Youth and Family Clinic Coordinator, “He has helped hundreds of youth through his dedication and enthusiasm for this important program.”

Madison House Migrant Aid Program

Each fall season marks the beginning of the apple harvest in Central Virginia, bringing in large numbers of migrant laborers. For the past 25 years, Migrant Aid, a volunteer community service program, has facilitated and coordinated the weekly volunteer efforts of University of Virginia (UVA) students in the migrant farms of Central VA.

Volunteers travel to schools, work camps and migrant homes to give assistance to migrant workers. UVA student volunteers provide recreational and tutoring services for both migrant adults and children through three different component programs: Youth Enrichment, Tutoring, and Family Literacy. In the past year, 150 volunteers served approximately three hours per week through the Migrant Aid program, contributing more than 3,300 total hours of volunteer community service.

Since its inception, the Migrant Aid program has grown steadily, both in the number of weekly volunteers and in the services offered to meet the real needs of many migrant farm workers and their families. The Youth Enrichment component of Migrant Aid began in 1973 and provides organized recreational activities for migrant children during after-school hours. Sensing the need for academic help as well, these activities expanded to include a tutoring program to supplement what the children learn in school. Volunteers work individually or in small groups, dividing their time between recreational activities and each child’s particular educational needs.

There exists a great need to enhance the English skills of many of the migrant workers so they may excel outside of the migrant camp setting. To meet this need, an Adult Tutoring component was added in the fall of 1981 to the Migrant Aid program. These volunteers use an English as a Second Language (ESL) manual designed specifically for this program to assist workers in learning how to express themselves more effectively in English.

Part of Migrant Aid’s uniqueness is that it seeks to give assistance to the entire family of the migrant worker. In the spring of 1995, a creative and successful Family Literacy component was added for those migrant families that remained in Central Virginia following the fall apple harvest. This program was designed to help migrant parents become more involved in their children’s education. During weekly ‘Family Nights’, volunteers work on activities such as games, arts and crafts, reading, baking, and coloring. While the family practices their English skills together, the parents learn how to teach their children through play time.

Through the dedication and innovative solutions of the student-run program, hundreds of migrant workers and their families receive the assistance that they need each year.

Alan Ofsevit

Alan Ofsevit is the proprietor of his own network-software consulting firm, Lanwise, Inc. His firm is based in the Federal Hill neighborhood of Baltimore City, an adjacent area to South Baltimore. For the past several years, he has donated a large amount of time as a consultant to the South Baltimore Learning Center. His work includes the installation of a computer network system for the creation of the organization’s new 15-station computer lab.

Ofsevit’s work with the organization has allowed the student computer lab to be an effective instructional tool. GED preparatory programs have been installed on the computers and programs designed for beginning readers are now available to the Center’s students. Computer-based education is an emphasis at the South Baltimore Learning Center (SBLC), but more importantly, in the present-day workforce. A great need exists for their adult learners to become familiar and comfortable with technology. By improving learners’ computer skills, SBLC is contributing to their marketable skills.

Instructors have now incorporated computer work into their weekly curriculum and numerous tutor pairs meet regularly in the computer lab for one-to-one instruction. In addition, a computer class on Friday morning has been established to teach the basics of Microsoft Office.

One of the greater contributions given by Ofsevit is his ongoing help in educating the staff on the new programs and the equipment. He has trained SBLC employees in using the software, and has equipped them with his pager number so they can reach him at any time. Ofsevit has also made possible the introduction of computer-based learning to the low-income students. An overwhelming majority of the student population had no exposure to computers before entering the program at the South Baltimore Learning Center. He has helped to advance SBLC students in academia and in the workplace.

Kathryn Murdock

Kathryn Murdock is without sight but not without motivation. She took a program that started as part of a church homework club, with three computers, and developed it into a rotating six-week course at an inner-city community center that trains children to use computers and gives each child one to take home on successful completion of the course. To date, more than 400 students have completed the course, which is now given at three levels of complexity. Older students receive computers with Internet capacity.

In Stamford, CT, school presents a stark contrast between affluent families and those with a single parent and few resources. The ability to use a computer is a basic necessity both for success in school and in the workforce. Occasional, low-level computer use in the classroom cannot compare with daily use of one’s own set-up at home. Not only is students’ facility with computer immeasurably greater, pride and self-worth are increased. There is a reported transformation from the first training session, when not one child actually believes s/he would receive a real computer.

The program brings inner-city children, from fourth grade on, into contact with corporate donors who provide computers. It also makes them acquainted with volunteer instructors who locate, transport, repair and set up the machines in addition to providing instruction. These are caring adults with whom the students might otherwise never meet. Many students return regularly to maintain contact with their mentors.

Murdock has been the driving force of this program for four years, the first two as a volunteer. Since writing a grant request that brought in much-needed funds, she receives a small stipend for administering the program. Her numerous jobs include doing intake on all computers, supervising teen volunteers in testing and set-up, designing curriculum, processing paperwork, writing grants and teaching the introductory Yerwood Center Earn a Computer Course.

Surveys indicate that 70% of course graduates, of whom 50% live in public housing, use their computers and have also taught their families computer skills. A single mother was able to return to college as a result of having a good computer at home. The combination of the educational component and the donation of computers make the course highly effective, in terms of skills acquired and human interactions.

Tobacco Prevention Peer Educator Trainers

The Coconino County Department of Health Services Tobacco Use Prevention Project has been providing both tobacco education and prevention services to its community over the past two and a half years, with the goal of reducing tobacco use among youth and pregnant women and their partners.

The focus of the county’s tobacco prevention efforts is a successful High School Anti-Tobacco Peer Education Program. The goal of this program is to provide information to young students about the dangers associated with tobacco and to reinforce the Peer Educator’s choice to be tobacco-free.

When the program began, adult staff trained both middle school and high school student volunteer to be peer educators and to give presentations about the negative effects of tobacco to third, fifth and sixth grade students in 12 elementary schools throughout the Flagstaff community. At the trainings, peer educators receive background information on tobacco and current tobacco issues, guidelines on how to be a good leader, how to maintain class control and tips on public speaking. They spend a majority of time familiarizing themselves with the tobacco lesson. The lessons include information on short and long term effects of tobacco use, the different types and forms of tobacco, issues surrounding second hand smoke, knowledge of the chemicals in cigarettes, refusal skills and how the tobacco industry targets youth through advertising.

In 1997, the program was so successful that a change in the program was made to include those students who were interested in taking the program one step further. A Peer Education Trainer program was established where staff would train selected students to train their peers to be the peer educators. To be considered as a Peer Education trainer, students were required to submit an application form, a written essay on why they wanted to be a Peer Education Trainer and three letters of reference.

Students complete a pre-survey prior to seeing the presentations given by the Peer Educators and a post-survey is given at the end of the year to determine if the program is effective and to measure the amount of impact.

Students teach in teams of two and go into each classroom and make a total of three interventions per year. They offer themselves as resources to the youth during the presentations and several of them have become peer mediators at their respective schools as a result of their involvement with this program.

Donna DePamphilis

For more than 10 years, Donna DePamphilis has served as a volunteer coach and committee member for Special Olympics of Charles County. Special Olympics is the only program in the county to offer year-round sports training and competition to children and adults with mental retardation and closely-related developmental disabilities. Athletes training in polyhockey, skiing, basketball, bowling, soccer, swimming, volleyball and track and field have all benefited from DePamphilis’ sports and medical expertise, good humor, energy and commitment to their well-being. As director of both the Individual Skills Program and the Motor Activities Training Program (MATP), DePamphilis serves the most severely handicapped individuals.

Regularly she travels to the homes of these athletes and provides individualized training programs, thus allowing them to strive for their personal best without the hindrance of comparison to others. She encourages 100% inclusion regardless of the athletes’ limitations. On overnight events, DePamphilis, who is certified in CPR and First Aid, always volunteers to chaperone the neediest athletes, which may involve tending to their personal needs of bathing, medicating and feeding.

“Without Donna, many of our multi-handicapped athletes would not have the opportunity to attend such events,” remarked Pam Little, Area Director, Special Olympics, Charles County, “Donna knows so many of our counties’ special needs individuals that even the local hospital calls her on occasion to help communicate with and calm a frantic patient.”

DePamphilis has been a leader in the MATP program since its beginnings in 1989, not only in Charles County, but also across the state. She has attended annual Special Olympics Maryland Leadership Conferences to speak on behalf of MATP and the athletes that participate. She advocates for these athletes in her school where she teaches a special education class as well as at teachers’ meetings and in the community. She is constantly recruiting volunteers and athletes, which has enabled the program to grow considerably over the years.

Ralph Kuehner

Monsignor Ralph Kuehner has worked tirelessly for decades to address critical human needs in the Washington, DC metropolitan area. He has worked with many at-risk and underserved populations, including the homeless, low-income senior citizens, renters and first-time homebuyers and prison inmates. His beliefs in opportunity, fairness, equality, dignity and respect for each individual has been the hallmark of his charitable endeavors and inspired many to follow his lead.

In addition to 16 years as a parish priest and a variety of service and training duties with the Archdiocese of Washington, Msgr. Kuehner found time to form and nurture several successful and well-regarded regional nonprofit organizations. This includes Victory Housing, Inc. in 1979 and So Others Might Eat (SOME) in 1970.

In two decades, Victory Housing which seeks to develop and operate affordable housing has grown substantially. The organization has eight facilities either open or under construction valued in excess of $20 million providing affordable rental housing and services to 300 persons annually, supported by a staff of 80 persons and more than 100 volunteers.

SOME began modestly in 1970 with the goal of providing food, emergency shelter and services for homeless and very low-income persons in Washington, DC. SOME now serves 1,200 meals daily and provides comprehensive outreach services to the poor, utilizing more than 7,000 volunteers. SOME also developed the first single-room-occupancy facility for formerly homeless men in the District of Columbia.

In addition to the aforementioned work, Msgr. Kuehner has been a long-time board member of the Fair Housing Council of Greater Washington and the Interfaith Conference of Metropolitan Washington.

Dartmouth Partners in Community Service Internship Program

The Dartmouth Partners in Community Service (DPCS) Program places Dartmouth College students as full-time semester-long volunteers in America’s schools, environmental protection agencies, homeless shelters, multi-service agencies and child welfare agencies. The organizations with which volunteers are placed are usually extremely understaffed. Participating organizations utilize the students’ individual skills in areas including Internet technology, camp counseling/coaching, languages or environmental sciences. The students are provided with opportunities which foster an appreciation of public service involvement that inform their career and civic life choices after they graduate from college. A number of DPCS volunteers have gone on to take jobs in the nonprofit or education field after graduation.

DPCS was established in 1995 with the mission to inspire Dartmouth students to join with Dartmouth alums and their families in addressing problems facing the society. The program model matches the student volunteers with Dartmouth alum mentors who are active in the communities where the volunteers are serving. The alum recommends the community service organizations, schools and hospitals in their hometowns that offer volunteer opportunities to students. In this way, volunteers of different generations, skills and connections are mobilized on multiple levels. The alum fundraises to cover all program expenses.

Students receive orientation on campus before departing and upon their return they are debriefed in groups and individual counseling sessions. The students actively participate in the education of their fellow students after they return to campus. Former DPCS volunteers conduct presentations on campus and at alum events on their experiences and learning and they recruit other students into the program.

The lessons students learn through these volunteer experiences are intense and life changing. At placements such as East Harlem School at Exodus House, the teachings are about urban schools, life and communities as well as the volunteers’ own personal strengths and skills. A former intern wrote upon her return from her East Harlem placement about the playground across the street from the school with a sign reading, “No adults unless accompanied by a child.” She shared, “I thought it was endearing until I realized it was posted in order to deter drug dealers.” On discussing the school custom of students walking through the East Harlem neighborhood each morning before beginning school each day, she observed, “The gleam in the student’s eyes was reflected in the eyes of the community as it proudly watched the children pass by.”

U.S. Strategic Command Personal Excellence Partnership Program

The United States Strategic Command (USSTRATCOM) Personal Excellence Partnership (PEP) program is dedicated to promoting self-worth among students in the Bellevue, NE Public School System and reinforcing the knowledge, traits, attitudes and skills essential for responsible citizenship and effective participation in the American workforce. In order to achieve these goals, PEP volunteers tutor students in academics, act as guest lecturers, assist teachers in the classroom, offer opportunities for job shadowing and career exploration, help at Health and Science Fairs and assist with Sports Day activities and health screenings.

However, the PEP program strives to instill more than just reading and math skills. They recognize that children are the nation’s future. PEP exemplifies honor, courage and commitment—core values to every military member. The same values, they believe, are the key to ensuring that children grow into productive members of American society and are able to build a strong future. PEP volunteers are more than just additional manpower for the schools—they are positive role models. Most PEP volunteer spend several hours each month working individually with students, allowing volunteers to forge personal relationships with the students and providing opportunities for mentoring. As a result, students improve more than just academically.

The program’s growth since 1993 can best describe the positive impact and lasting impressions made by PEP volunteers. Originally, a handful of USSTRATCOM volunteers, with the approval of the Bellevue School District, established a partnership with an elementary school located in the base housing area. In five years, the program has expanded to include five schools. In the last year alone, PEP volunteers spent over 1,000 hours at these 5 schools. What began as a small group of individuals trying to help an overburdened school has grown into a strong program boasting members from every Service—Army, Navy, Air Force and Marines—as well as civilian employees.

Volunteer recruitment remains the key to implementing PEP’s vision. Much of the growth can be attributed directly to the commitment of not only the volunteers, but also the innovations and mobilization efforts supported by senior USSTRATCOM leaders. They encourage supervisors to allow volunteers the time during duty hours to participate in PEP. Senior leaders also set the example. PEP volunteers include people from all ranks – the junior enlisted to the general officer. Additionally, the PEP coordinator works closely with other organizations stationed at Offutt Air Force Base and through other Nebraska agencies. As a result, at least one more school will be added to the list shortly.

Robert Nickels

Robert Nickels organized the Bibb County Chapter of Rolling Reader, a national organization designed to encourage the love of reading and to improve the reading skills of students. Under his direction, the chapter has grown from “no” readers in April of 1997 to 185+ readers currently.

There is a critical need for the improvement of reading skills in Bibb County’s elementary-aged children. Twenty of the 30 Bibb County elementary schools are below the national median in 3rd grade reading scores; 17 of the 30 Bibb County elementary schools are below national median in 5th grade reading scores.

In his leadership role, Nickels single-handedly recruited the 22 local Rolling Reader sites, organized speaking engagements with various local clubs in search of readers and funds, organized and played the major role in each book give-away, organized the paperwork flow for the local chapter and developed program materials used in recruiting and fundraising tasks.

Nickels reads weekly to three classrooms of children at Bruce Elementary School in Bibb County. He personally welcomes and processes each new volunteer reader as well as develops new reading sites and assists with fund raising. He has contributed more than $1,400 of his funds to underwrite the cost of postage and supplies to keep the program moving. As results, this program has touched 5,143 students and a total of 10,106 books have been distributed at a value exceeding $130,000.