CUA Student Participation in Tutoring Surges

By Warren Duffie

In what might be its largest membership surge ever, Campus Ministry’s DC Reads program has seen a 38 percent increase in tutors this academic year. One hundred and eight students (80 work-study, 28 volunteers) have registered to teach reading to D.C. children during the 2003-2004 academic year, up from 67 tutors (51 work-study, 16 volunteers) last year.

Meanwhile, most other Washington, D.C., universities haven’t seen an upswing in student participation in DC Reads.

“This is definitely the biggest increase in the last few years,” says Emmjolee Mendoza, coordinator of Catholic University’s DC Reads program. “It’s really satisfying because this is a program where our students truly give back to the community and invest in its children.”

Freshman Maggie McClain, right, and a girl she is tutoring.

Mendoza’s position as program coordinator originally was funded by a federal grant, which ended in 2003. But because DC Reads is so popular on campus, CUA decided to pay the salary for the full-time position and keep the program intact.

DC Reads began in the fall of 1997 as part of former President Bill Clinton’s “America Reads Challenge,” an initiative aimed at increasing literacy among elementary school children. Cities throughout the nation implemented their own versions of the program. When the District of Columbia started its program, government officials encouraged local universities to collaborate with community groups and nonprofit organizations in organizing tutorial programs. CUA came on board right away.

CUA tutors commit to a year with DC Reads and work up to three days a week, up to three hours a day, helping more than 200 children at nearby schools. The students usually work in individual or small-group settings during the children’s classes, after school or on Saturdays. Mendoza says the program’s flexibility appeals to CUA students because they can work between 9 a.m. and 8 p.m., Monday through Friday, allowing them to tailor their efforts to their class schedules. Most undergraduates either take Metrorail to the tutoring locations or are driven by Campus Ministry.

Although students might like the flexible schedule, DC Reads’ growth can perhaps be attributed to the extra recruiting effort that Mendoza put in. A 2001 CUA graduate with a bachelor’s degree in politics and philosophy, she spent two years in Belize as a teacher and librarian at a Catholic elementary school. Last year, she wanted to come back to the United States and soon heard of the open position of coordinator of the university’s DC Reads program (she tutored in the program as a CUA student). After her August hiring, the Southern California native looked over past program figures and figured she could increase the number of tutors.

“In the last few years, we had always capped at about 70 or 80 people,” Mendoza says. “I thought that with a little extra work that number could grow. I wanted to draw from all kinds of students, especially freshmen.”

She hit the recruiting trail, attending numerous freshman orientation sessions, work-study meetings and education and social work classes. The work paid off: Of the total number of tutors, 48 are freshmen.

“Emjolee has brought a lot of energy to the program,” says Jenn Bamberger, a senior education major.

A crucial goal for Mendoza is retaining the current freshmen for next year. Historically, she says, many freshmen leave the program after only a year, often because of more hectic class schedules. Of the 23 freshmen enrolled in DC Reads for the 2002-2003 academic year, only 14 stayed in the program this year.

To prevent such turnover, Mendoza plans to keep in touch with freshmen about what they like about the program, what concerns them about their work and how she can help accommodate their class schedules.

“Those of us who have been here awhile also try to motivate the freshmen,” says Bamberger, who joined DC Reads when she was a sophomore. “Even when class loads are heavy, you can still be involved. This program can have such an impact on the kids and on us. Soon after I joined, I changed my major from politics to education studies because I loved working with kids.”

Maggie McClain, a freshman media studies major from Basking Ridge, N.J., says that she plans to spend all of her college years in the program. “I’ve always had a love of children,” she says. “I look forward to seeing them each week, and if I miss a session, I really feel like I’m missing out. A lot of the kids have become like my little brothers and sisters.”

The most rewarding part of her work is reading to a 9-year-old girl she befriended. The youngster suffers from attention deficit hyperactivity disorder, which makes it difficult for people to sit still or pay attention. Despite these difficulties, McClain says, the girl works diligently and her reading ability has improved drastically.

“Working with this girl has been an eye-opener for me, someone from a small town in New Jersey,” McClain says. We’ve become very close. Giving back to these kids is so important and it makes you feel like a million bucks.”