Not sure what program is right for you? Click Here

© 2011. All Rights Reserved.

Study Abroad in

Back to Program Back to Blog Home

CIEE-Service Learning Spring 2016



Newsletter Spring 2017 Issue 1

Portada Newsletter Spring 2017 Issue 1


Newsletter Fall 2016, Issue 2

Newsletter Fall 2016, Issue 2 Cover


Newsletter Service Learning, DR Fall 2016 Issue 1

Newsletter Cover


CIEE Service-Learning Newsletter Fall 2015

Read all about what the CIEE Service Learning students of Fall 2015 have been doing this semester! We hope you enjoy learning and sharing in their experiences.

NL1 Fall 15


CIEE Santiago Service-Learning Newsletter Issue Two

Here is the second newsletter from the students of CIEE Service-Learning. Read on to learn their views on development through a discussion of course-work and co-curricular excursions! 

S15 NL2 title page2




Student Site Placements

The Service-Learning students of Spring 2015 share their impressions of their first week at their internship site!  

Fundación Cuidado Infantil Dominicano

Tanaé Copeland, Wofford College


This semester I will be working with Fundación Cuidado Infantil Dominicano (Dominican Child Care Foundation) or FCID. During my first few weeks of the internship I have learned so much about how children with disabilities are perceived and educated in the DR. My first week was spent making home visits with a health promoter. We visited families enrolled in the program and worked with the families to bring therapies to their children with disabilities. In the futures, I want to work with children but I think it's going to be very difficult. I was able to observe how families with limitied resources have difficulties providing their child with the resources required for them to be successful individuals in their own capacity. It was during these visits and talks with the health promoters that I was able to come to some ideas about my research investigation project.  Initially I didn’t know much about the organization but I know a lot about how child development works and the significance of advocating for children with disabilities. Throughout the first day I went to the community with a community health promoter named Rosana. Rosana is a promatora who has worked with the organization for about seven years. She works with two boys and a girl. That day we worked with a child who was about five years old. He has a physically disability and does not have full use of his legs. Rosana developed a therapy for the family to do with their child every day. She creates thearpys that are developed by FCID and are also conducive to the resources and education levels of the family. For example, the mother of the child puts a ball or weight in front of the child and the child had to crawl by using his legs to put weight. While there, I noticed conditions of the house. The house was very small and affected the child during therapy.


            After my first weeks of observations I have a good idea of the strengths, weaknesses, opportunities, and areas of improvements for FCID. With these observations I can start to develop my research question and overall investigation. Whether it is how the home environment affects the progression of therapy or the inclusion of children with disabilities in a public school I know that I’ll be assisting FCID with their overall goals. . After I could see the conditions of the houses, I think I want to do my capstone on how conditions affect the ability of children to learn to work with their disabilities. Now, I'm going to focus on children with disabilities because there are a large part of the organization. I want to know how children and their families feel about the organization and the help they receive. Children with disabilities are more important than everything and as an advocate for them, I have to make sure that children are can receive the best treatment to live a good life.


Hospital Juan XXIII

Dionne McKenzie, Georgia Institute of Technology

My first week in the community was very revealing of the work I will be doing with Hopital Juan XXIII (a public hospital in Santiago). I learned a lot about the work of my supervisor, Dinora, and her position as a promoter for Juan XXIII. I also learned what my roles and reposibilities will be in the organization and the community durning my semester as a Service-Learning student. On the first day, Dinora asked me if I had any idea what I wanted to focus my research in the community; she made it clear that my Capstone would be totally my idea and one that seemed significant to me and Cristo Rey Abajo. The few ideas I had resulted from my experience in the boarder town of Resturación. There I observed that diabetes, hypertension, diarrhea, certain types of fungus, scabies, and deafness is very common. However, in thinking about what Public Health issue to focus my research on I knew I did not want to design an investigation around diabetes or hypertension. Both of these chronic diseases are highly researched. So I told Dianora that I have an interest in studying deafness because as a bio-engineering major I would hope to investigate this issue further and eventually being able to work in the production of an affordable technology that can be utilized to better deafness. Then, we went to an area below the bridge of a street close to Juan XXIII. During my first few weeks of observations I didn’t mean any deaf individuals.

            The next few days I worked on my first week were equally fulfilling. On Tuesday I spent half my time in the community clinic and ran into other students in the community. The students were from PUCMM (the university where I am studying) who needed to complete their community service and chose to do so by completing health records for Juan XXIII. However, this time Dinora told me that next time I will explain the process of how to fill out these records to the students to students. So, I quickly took copious notes to explain to students the next time they were doing work in the community.  Then we went to Cristo Rey Abajo by first time and I had a tour of the community.

On Thursday, I spent most of my time in the community clinic, and only the end of my shift in the community. In the clinic I watched the nurses and promoters in action in the workplace. It was very interesting to me that the atmosphere was very laid back and slightly informal. I even saw a dog walking around the office. In addition, most patients did not need for identification to be treated. However, I ended my day visiting the community and talking to some families on general subjects, not necessarily your health. Also, we went to a small gathering in respect of a family who had recently lost a limb. This experience was particularly poignant for me because all the people were very welcoming to Dinora and myself.

Considering everything that happened in my first week, I experienced a lot of important situations I learned a lot about the Dominican culture. First, I learned that a large proportion of patients in the community clinic know the staff very well, which makes me think that the community is very close and comfortable with each other (especially physicians and staff, which is the key a successful patient experience). Another interesting observation is that some schools require their students to complete community service to graduate. Dinora told me it's not very common throughout the year, but sometimes it is beneficial to the community when there are volunteers. So I have yet to fill out a health record form, but I learned a lot about the community in other ways. Another amazing observation that had not occurred to me before my first week of work in the organization is that the little community clinic is the place where all kinds of health concerns are treated to the community. Anything from prenatal care to care to geriatric planning is handled in this small center. This fact alone shows the importance that Juan XXIII has to this community. Poor people in the city do not have access to specialists or expensive care; their welfare depends entirely on the resources that are able to get Juan XXIII and its partner organizations.

            I will largely reflect this experience while I'm trying to decide on three possible research topics. This first week has helped me justify my reasoning for wanting to focus my research on socio-economic factors that affect mental wellbeing because mental health is a area that does not receive much support in developing countries in Latin America. Discrimination and exclusion of this population in addition to the many problems that they face and live in poverty are very evident. In addition, there are always people with less severe mental disorders who struggle to live a quality life without being alienated; however, these conditions may worsen without treatment or appropriate care. I will keep an open mind and consider what is needed is not available when I decide on my other two possible research topics.IMG_0400


Spring 2015: Service-Learning Newsletter Issue 1

Screen Shot 2015-03-06 at 5.33.47 PMCheck out the Service-Learning Newsletter!


CIEE-Service Learning, Newsletter Issue 2, Fall 2014



Fall 2014

Erica Modeste, University of Richmond, F14: A study of the environmental knowledge retained by the third and fourth grade students of the community school Arturo Jimenes in Gurabo, Santiago, Dominican Republic.

Contaminated water has become one of the major environmental problems in the Dominican Republic. Solid waste in the streets and in the rivers have accounted for 25% of the contamination of its water sources. Therefore, there is a need to implement environmental education across the country in order to teach children how to care for their environment. For Oné Respé, more specifically, their biggest preoccupation is the violence within the classrooms. Environmental education has the ability to indirectly teach the students to act kindly towards each other. Before Oné Respé could successful implement an environmental education program into the school, it is important to understand what the students already know about the environment. This investigation sought to unearth the perceptions, opinions, and information the students have retained about the environmental condition of both the country and their community and the role the environment has in their lives. The results found that the students know so much about the need and the role of the environment in their lives, but they have never truly been given the chance to put into action, to exercise the knowledge that they have gained.

Victoria Ware, Stonehill College, F14: The study of the difficulties in reading/writing of the children in first and second grade in Niños con una Esperanza (NCUE), Cienfuegos, Santiago, Dominican Republic. 

This study sougt to identify the issues that the children were having in reading/writing, as well as try to identify some potential causes of the difficulties for these kids. The study utilized two questionnaires, school records, and class observations to find out about their literacy levels.  It was discovered that a large portion of children were not able to read and that their level of literacy and comprehension of the alphabet was quite low.

Hannah Currens, Macalaster College, F14: A diagnostic of the social inclusion of the children with disabilities and their families in the Rehabilitation Program of Fundación Cuidado Infantil Dominicano.

This study was based in the topic of social inclusion for people with disabilities. The population was based in the Rehabilitation Based in the Community program of la Fundación Cuidado Infantil Dominicano. The results revealed obstacles to social inclusion in Santiago in both physical and cultural manifestations. Fifty-five percent of the children do not attend school, and only 14.5% know how to read. There was also a substantial correlation between physical disability and ability to navigate the built environment in the city. There is a 92% probability that children who can walk experience fewer than average difficulties in the communities outside their homes. There was also evidence of significant cultural obstacles, with 31-33% of children experiencing at least one form of discrimination due to their disabilities and with the parents of 46% preferring that their child not leave the home.

Kimiko Kasama, Transylvania University, F14: A study of the knowledge about the envrionment and public health in Cristo Rey, Santiago, Dominican Republic. 

A study over the knowledge possessed by the Cristo Rey community about the environment, public health, and the relationship between the two.  I studied the concept of each variable independently within the context of the people’s realm of understanding and then implemented a tangible project followed by a public dissemination where I presented the findings of my research and the suggestions I had to address the need to further educate the people about the environment, public health, and the relationship one holds with the other. The tools used to gather data were implemented through questionnaires, interviews, observations, and a focus group and the population sample totaled 45 people.






Service-Learning Newsletter, Issue 1, Fall 2014


Cover of NL



You can also copy and paste the link below to view the Service-Learning Newsletter: