Tag Archives: CCE

Semester Highlights!

As the year comes to a close and the winter break approaches, the Center for Community Engagement would like to As the year comes to a close and the winter break approaches, the Center for Community Engagement would like to take time to reflect upon and appreciate all the opportunities we had this semester to lead impactful initiatives, build lasting relationships between students and community partners, and connect with one another.

Student Activities Fair

First-year students visited CCE student-led Community Engagement Organizations and local community partners at the Student Involvement Fair to learn how they can get involved in the community! The Center for Community Engagement prepares students for lives of meaning and impact through local, national, and global community connections. By strengthening students’ civic identities, knowledge, and skills, our programs work to strengthen communities and contribute to the public good. Students at this year’s fair had the unique opportunity to meet community partners from local organizations and learn more about how to make connections with the Middlebury community both on- and off-campus. 


The Involvement Fair was just one of the ways the CCE connected with new students this fall. The CCE also hosted over twenty programs during Orientation that reached over 200 students in the incoming class to connect them with the broader Middlebury community and ways to get involved in community-connected programs. For more information visit the CCE website or follow us on IG @MiddCommunityEngagement.

Three students sitting outside the CCE enjoying pizza at sunset at the Privilege & Poverty pizza social.
Privilege & Poverty pizza social.

Students in the Privilege & Poverty (P&P) academic cluster gathered over pizza to discuss what they’re learning in class about systems of oppression and how power and privilege impact social change. The Privilege & Poverty Academic Cluster integrates coursework with experiential learning to critically examine the causes and consequences of economic inequality. 

This fall, students had the opportunity to take a variety of classes like American Consumer Culture, Culturally Responsive Pedagogy, Environmental Justice in the Anthropocene, and more. P&P students apply theory to practice by pairing their classroom experiences with a hands-on internship which can take place either locally or away. Local internship opportunities include working with organizations within Addison County including Helping Overcome Poverty’s Effects (HOPE), WomenSafe, Open Door Clinic, and more. For more information on the P&P Academic Cluster, visit the P&P Website!

Five students participating in Language in Motions mini-MAlt trip.
Language in Motion (LiM) Mini-MAlt Trip!

Aniketan (AK) Pelletier ’25 enjoys a break at the West Rutland Art Park with Rutland High School (RHS) students during the fall Language in Motion (LiM) Mini-MAlt trip. The trip was a culmination of a pilot LiM/RHS collaboration, bringing global perspectives to the study of local history. 


Language in Motion (LiM) is an educational collaboration that connects Middlebury’s international, study abroad, and upper-level language students with Addison County elementary, middle, and high school teachers, students, and classrooms. With support and training, Middlebury College students prepare and deliver lessons that promote global awareness, intercultural competence, and world language acquisition. This semester, 24 new and returning undergraduates and teaching assistants (and two alum) participated in the Language in Motion program. They collaborated with 11 teachers at five different Vermont schools to develop and deliver 17 classroom presentations. For more information about LiM and how to get involved, visit the LiM website!

Middlebury student and their mentee posing with their name necklace at Community Friends match day.
Community Friends Match Day.

New Community Friends mentors met their mentees for the first time as part of Match Day, an annual event that has been held virtually since the start of the pandemic. Community Friends, a one-on-one mentoring program that has been around since 1960, matched 20 new students with youth in mentoring relationships this semester. The program got special permission to hold Match Day in person with COVID precautions. Mentors, mentees, and families spent time talking, making crafts, and playing games with each other. 

Community Friends is a one-on-one mentoring program that matches Middlebury College students with children ages 6-12 in Addison County. The pairs meet regularly, often on campus, to play games, make arts & crafts, visit fun areas around campus, and sometimes attend group events. Throughout this experience, students make long-lasting meaningful relationships with kids in the community.  For more information about how to get involved in Community Friends, go to the Community Friends page.

Three Juntos board members in a meeting at the CCE with a CCE advisor's dog, Flash.
Juntos Board’s Compass Sub-Committe Meeting!

The Compas sub-committee of the Juntos Board met to set goals for their remote and in-person English language tutoring for the semester, with the support of their CCE advisor’s dog, Flash. The mission of Juntos is to build a strong, safe, respectful, and socially just community with the long-term vision of equal social, economic, and human rights. Juntos seeks to uproot discrimination, exploitation, violence, and human rights abuses on Vermont farms. Through education, advocacy, and action for policy, Juntos works to support and be in solidarity with the migrant community. 

This semester, Juntos met weekly with Compas participants, collaborated with Allianza to host a Dia de los Muertos dinner, brought on new Board members, and connected members with advocacy opportunities. For more information, go to Juntos Presence Page!

Four students cooking in the CCE kitchen for the community supper.
Charter House Coalition Student Organization cooking community supper. 

The Charter House Coalition Student Organization works closely with Charter House Coalition, a local social service agency that provides emergency shelter, meals, and essential items for individuals experiencing homelessness. The Charter House team provides many supportive services to help people reach their goals of finding and keeping permanent housing. 

Throughout the semester, student volunteers meet in the Center for Community Engagement’s kitchen to prepare hot meals to take to Charter House. For more information about Charter House Coalition, you can view the Charter House Coalition’s Meal Schedule, or learn more about how to get involved with the Charter House Coalition Student Organization, you can visit their Presence Page!

Middlebury NOM participants posing for a picture while working in the community garden located Mary Hogan Elementary School.
Nutrition Outreach and Mentoring (NOM) working in the community garden at Mary Hogan Elementary School.

Nutrition Outreach and Mentoring (NOM) partners with local schools and organizations to provide education and mentoring focused on access to nutritious foods and building healthy habits. NOM is a student organization at Middlebury College that aims to create community and connect people through food and food education. Our student-run group organizes volunteering events and classes with the purpose of both exposing young people to healthy local foods and food practices, and to acquire the independence and knowledge that comes with this life skill. The aims of our initiatives are to establish healthy eating and cooking habits and to raise awareness about nutrition and current food issues among the youth population. 

This semester, NOM hosted over 20 meal kit prepping events, in-person and virtual cooking classes, and community garden events with Mary Hogan Elementary School, Middlebury Union Middle School, and Addison Central Teens. For more information go to NOM’s Website!

Three Page One students pose for a picture as they work on making craft kits for the Ilsley Public Library.
Page One Literacy Project making craft kits for Ilsley Public Library. 

This semester, Page One Literacy Project made over 50 craft kits that Ilsley Public Library will give out to local youth to encourage a love of literacy.  Page One Literacy Project aims to foster a love of learning in local elementary school students through weekly programming and community events like read-a-thons with Mary Hogan Elementary School and the Halloween Spooktacular. As mentors, organizers, and program leaders, Page One volunteers take an active role in promoting literacy in all of its forms. For more information about how to get involved, visit the Page One Presence page!

Ashley Laux (L) meets with, from L to R,  Lisa Viau and Phil Geier of DUWCSP, and Betsy Vegso and Antonio Baker-Médard the incoming staff for Projects for Peace, now based at CCE.

Projects for Peace, a global program which encourages young adults to develop innovative, community-centered responses to the world’s most pressing issues, is now headquartered at Middlebury’s Center for Community Engagement. Each year, Projects for Peace provides funding for around 100 projects. The program was formerly administered by the Davis United World College Scholars Program. 

Middlebury students who are interested in getting involved with Projects for Peace can reach out to the Projects for Peace Campus Liaison within the Innovation Hub. For more information on Projects for Peace, you can visit their new website

Cross Cultural Community Engagement Grant Funding Available – Deadline 12/1

Applications are open for Center for Community Engagement’s Cross Cultural Community Engagement Grants! Application and more information at go/crosscultural. This grant program supports intercultural service-learning and community-building internships and/or related volunteer service opportunities. This is a great way funding source to help cover project expenses if students are considering a J-Term internship or self-designed project beyond campus. The grant can project expenses for in-person or virtual experiences.

For January Term 2022 projects, the priority deadline for applications is December 1, 2021.

Optional info session on Zoom: November 10th 4:00 – 5:00 p.m. register here to participate

These community-engaged internships and service initiatives may be student-designed. Preference is given to those opportunities in a culture distinctly different from the applicant’s background, usually outside of the U.S., and projects that are mutually-beneficial for the applicant and the communities who the applicant is engaging with. Funds are available throughout the academic year and for summer experiences. Cross-Cultural Community Engagement grants can also be used to attend conferences or events (e.g., travel, registration fees, etc.) with an intercultural theme in the U.S. 

Funding is available to current, returning undergraduates. Graduating seniors are not eligible to apply for funding for activities that occur after graduation.

Read this blog post to hear from recent students about their funded experiences.

Feel free to reach out with any questions!

Finding Community and Connection: Yellow House

Eight individuals stand in front of a yellow van, smiling at the camera. They have yellow paint splattered on their blue Yellow House t shirts.
Mady and friends painting a van for the demo derby at field days sponsored by G Stone motors.

The following reflection has been thoughtfully composed by Madelyn Lander ‘23 who participated in a 2020 summer internship with the Yellow House Community in Middlebury. Madelyn is working to create the Yellow House Community Club, a community engagement organization focused on connecting Middlebury College students to the residents of Yellow House Community through planned collaborative activities and dialogues about disability inclusion. To find information about joining Yellow House Community Club, you can email Madelyn Lander at mlander@middlebury.edu. Updates about upcoming Yellow House Community Club meetings and events can be found in the Center for Community Engagement’s weekly newsletter. Like Mady, if you have an idea or inspiration for a community engagement project, you can reach out to the Center for Community Engagement for support through advising, grant funding, outreach, or community partner connections. 

When classes ended this past spring I didn’t have to travel very far after campus closed. I packed everything out of my dorm room and into my car before driving about half a mile from my dorm to a small apartment on Weybridge Street, right next to two college owned houses my friends had lived in the year before. My internship at the Yellow House Community (YHC) right here in Midd started in seven days and I had no idea what to expect.

The first few weeks flew by and I suddenly found myself in July with the first few weeks under my belt. Every day was different, and every week I discovered a new part of our community here in Midd that I had never known existed before. With Yellow House I traveled to farms in the area, volunteering with Yellow House residents to give back to the community which supports us, went on more hikes than I could count, and spent hours in the kitchen making lunches and helping to prep dinners with everyone. The essence of my work at YHC was to assist the daily support staff in the fulfilment of the program’s mission: to provide adults with intellectual and developmental disabilities with safe, residential family households, meaningful vocation, and the support to continue developing skills, interests, and relationships, but as I completed my midsummer reflection for the CCE I realized that it didn’t feel as serious as it sounded when I wrote it out. Essentially what I did everyday was wake up, spend seven hours with people whom I was forming strong and deep friendships with, explore the local area, and go home each night feeling fulfilled.

Through this experience this summer with YHC I learned that community connection is founded in the interdependence we all require to survive. None of us exist in isolation, and for the work we are doing to be meaningful it must honor this truth, whether that connection be within your workspace, or a broader network. Through this experience I not only learned about residential care for adults with disabilities, but also discovered what it feels like to work in a space where everyone wants to see everyone else succeed.

Thank you to everyone at CCE, as well as Yellow House, for this experience which has shaped me and will continue to affect the choices I make about my own future and the type of life I want to live. I hope that I can continue to live my life in connection with others, and inspire others to do the same, casting off the isolating idea of individuality that permeates many college campuses.

Community Connected Learning Course Spotlight: Cassie Kearney ’22

In the fall of 2020, Cassie Kearney ‘22 participated in the Center for Community Engagement’s first Community Connected Learning course. Here is the reflection she shares on her learning experience from the semester.

Last fall, Cameron Weiner (2020.5) and I engaged in service-learning through a partnership with the Center for an Agricultural Economy (CAE) to complete a final deliverable/product for the Community Connected Learning course. Founded in 2004, CAE is a 501(c)3 non-profit organization that strengthens the Hardwick and greater Vermont food system by implementing programs that increase farm and community viability. Our interests and aspirations to diminish food insecurity while forming intimate connections with Vermont communities aligned well with CAE’s mission. For our final project, we constructed a COVID-19 impact assessment, which we titled, “Voices of the Pandemic: Perseverance, Hope, and Community.” We wove together personal narratives and published research to identify successes of CAE’s impacts on Northeast Kingdom (NEK) communities, specifically Hardwick, and to recognize needs and gaps where individuals were lacking/slip between the cracks. Our deliverable only contains one small glimpse of CAE’s COVID-19 response and impact, featuring the voices of farmers who have received resources and support from CAE, participants in the Hardwick Community Meals program, garden bed recipients, Grow Your Own workshop leaders, and community organizers involved in the Hardwick Area Food Pantry (HAFP) and the Hardwick Area Neighbor to Neighbor (HANN) group. By discussing personal narratives and pandemic data, we hoped that it would become evident how relief programs had been fruitful thus far and how these initiatives could be more diverse and effective as the COVID-19 crisis continues.

I loved my experience in this class because of how service was naturally intertwined within an academic curriculum. Understanding why communities are in need of resources, specific assistance, or care is the first step in deconstructing dominating power structures and dismantling the inequalities that sustain them in the first place. The overall success of the partnership made me so grateful for the opportunities provided by Middlebury, and working with CAE has been one of the most enriching, rewarding experiences of my college career so far. I was able to have an unparalleled, immersive semester in collaboration with CAE and community members despite never physically being present in Hardwick. I believe that this success speaks to the significance of the two-way street and reciprocity inherent in service-learning. Accountability and a shared knowledge of each side’s capacities, limitations, strengths, and weaknesses are critical in forming partnerships. If students are not wholly committed and focused on how they can best contribute to a specific community’s needs and strengths, then the organization can suffer detrimental effects – ultimately, the partnership could develop into a time and energy sink. Fortunately, that was not the case at all in my work with CAE.

My favorite part of the course/my project would definitely be forming relationships with the CAE staff and Hardwick community members. The enthusiasm, generosity, and mission of the CAE staff, along with the passions and excitements of my course instructors, made this service-learning experience so fun and fulfilling. The workload for the class never really felt like actual homework – I enjoyed what I was doing and realized I could actually help others in a virtual manner. In general, community engagement is so important to me because I love helping other individuals. Also, all of the community members that I interviewed or spoke with were so welcoming and receptive even though I was the outsider. I was very careful when navigating this line between learning about the community for my project and intruding on the good of the community/studying the community for academic obligations. Published literature shows many issues with short-term service-learning and the goals of higher institutions of learning. My supervisor, Lylee, once mentioned: “The best partnerships are the ones when both sides feel like they got the better deal.” I always tried to maintain reciprocity in my collaborative work with CAE, and I think that our partnership turned out the most fruitful that it could have been in COVID-19 times.

Seeing what I was learning in class being put into action or experiential learning was so valuable for my future goals to do nonprofit work in the Public Health field. I could witness how academic principles played out in my own experiences with community members and the CAE staff. Throughout the course and my partnership, I learned how to best identify and describe self-reflective practices, active listening, social location, privilege, and positionality. Fully comprehending how these personal factors impacted my perspectives and evaluations of a community separate from my own challenged me and pushed me to analyze common judgements and stereotypes. I learned to never take anything at face value; assumptions often automatically create barriers and further exclude members of society who are discriminated against or disadvantaged. Lastly, I have become mindful of the dangers of shaping communities as entities in deficit and shifting my frames of references to understand the situations of individuals divergent from my own situation here on campus and in the broader Middlebury community.

After Middlebury, I plan to get a higher degree in Public Health with a concentration in community or behavioral health. I would love to engage in nonprofit collaboration, so this course and partnership definitely prepared me for my future endeavors. This summer, I will also be working in a similar partnership program through the Forest Foundation. I will be making my own project by working with a nonprofit in the Boston area (organization is TBD). In addition, this course taught me how to concretely explain my goals and intentions (even when they aren’t fully formed!), to have confidence when facing obstacles or uncomfortable interactions, to utilize my creativity without fear, and to research and examine issues independently with a great deal of freedom.

Community Connected Project-Based Learning Teaching Assistant Program

“It has also been a vulnerable learning experience for the students, who have the satisfaction of knowing that they are doing work with real-world impact” Pam Berenbaum, Director of the Global Health Program and Professor of the Practice of Global Health, shared when asked about her thoughts on the Community Connected Project-Based Learning Teaching Assistant Program.

The Community Connected Project-Based Learning (CCPBL) Teaching Assistant Program, a pilot program within the Center of Community Engagement, aims to foster a rich learning environment where a trained group of Teaching Assistants (TA) collaborate with and support faculty, community partners, and fellow students with meaningful community connected projects embedded in courses. This past J-Term 2021 marked the program’s kick-off, with six student TAs paired up to work with faculty members and their class for the Spring semester. Prior to starting the program, Center for Community Engagement staff members trained the TA cohort via an independent study course which deepened their knowledge and skills for use in their support of real-world projects. 

Across the TA-supported classes, each had a unique focus. Projects varied widely, with topics as diverse as sustainability, health, artistic representations of enslavement, and environmental communications. TA Kathlyn Gehl ’21.5 worked with Professor Ellery Foutch and the AMST 314: Vermont Collaboration Public Humanity Lab class, in partnership with the Henry Sheldon Museum of Vermont History, to transcribe and organize documents. By helping review past records, Kathlyn saw the benefit of this relationship for both the museum and the community since the digitization of these records allowed easy search for others.

The benefit of the program to the community is also visible in the project managed by Daniela Morales ’21, TA for Pam Berenbaum’s project with Porter Medical Center. Daniela, Pam, and the cohort of students worked together to analyze and write up Porter Medical Center’s Community Health Needs Assessment (CHNA) survey data, a federal requirement for non-profit healthcare providers. This collaboration relieved the stress of the team of health care and social service providers who usually carry out this work during the pandemic. Pam also remarked on the satisfaction this project brought for students — as they saw how their effort in creating the CHNA will be used to set local health care program priorities for the next three years.

Additionally, Kathlyn shared how she saw the value of such a program by mentioning how project-based learning has the ability to increase student engagement and student learning. The role of the TAs is to encourage a smooth relationship between professors, students, community partners and the notion of project-based learning in order to easily expand this pedagogy. 

Through one’s engagement, the TAs can not only benefit the project but also themselves as individuals. Kathlyn reflected on how the program has been extremely valuable and rewarding, allowing them to learn about the groundwork of project-based learning and the history of Middlebury. TA Daniela Morales ’21 also stated how the program has equipped them to manage tasks and think of problems in a solvable way. 

As the academic year wraps up, the Center for Community Engagement is preparing for the next round of the program and getting the ball rolling. Training for Fall 2021 course TAs will kick off in late August. Kristen Bright, Assistant Professor of Anthropology, who will partner with a TA in the Fall, expressed: “We’re excited to participate in the CCPBL TA program… The program will help us to expand our Ethnographic Research course as students engage with theories and methods of organizational culture.” Through this first spring cohort and beyond, the program is able to incorporate community-connected project-based learning more seamlessly into experiential, educational experiences at the college.

Highlight: Community Connected Learning (CCL) Course

As a member of the larger Experiential Learning Center (ELC) ecosystem with the Center for Careers and Internships and the Innovation Hub, the Center for Community Engagement (CCE) is the primary site for students and local partners wishing to involve themselves in roles with activities that strengthen communities and contribute to the public good. 

Recently, however, the Center for Community Engagement has been able to branch itself out and expand its purpose into the academically-credited arena through its Community Connected Learning (CCL) course. For years, the CCE has been collaborating with faculty in stimulating community-connected experiential learning opportunities for students. To continue this aspect as well as to make the opportunities more versatile and with a project-focused format, the CCL class was developed. The creation of the course also stems from the cravings students expressed for experiential learning opportunities in and out of the classroom. Thus, the CCE launched its first CCL course in the fall of 2020 as a way to support students in their community-connected learning ventures. The course instructors were CCE Director, Ashley Laux, Assistant Director, Jason Duquette-Hoffman, and Assistant Director,  Kristen Mullins. 

To give students another chance to pair community engagement services with academic credit, the CCL course was offered again to students this Spring 2021. This semester, the class is led by CCE Assistant Directors Jason Duquette-Hoffman and Kristen Mullins, and Program Director, Kailee Brickner-McDonald. For both Fall and Spring, the class had 47 students altogether who participated and developed various projects topics with community partners. 

By offering the Community Connected Learning course, the CCE is able to broaden its work and mission goal. When asked how this class connects to the center’s objective and the College’s mission, the instructors collectively responded, “CCE’s work and mission carries some assumptions. A core assumption is that the liberal arts has a responsibility to the public good. We also believe that students’ civic development – their sense of themselves as active and contributing members in their communities; and the skills and knowledge to be successful in that work – are important elements of their liberal arts education. And that we – staff, faculty, students – are members of the communities in which we are learning; and as such have an ethical responsibility to do no harm. And, ideally, that we are contributing to the public good of these communities.” 

The CCE also hopes the class will prove beneficial to both students and community partners. Instructors of the class expressed their hope to “deepen students’ civic knowledge, skills, and identities through work that matters in the current moment, with partners in our communities who have so much to teach us.” Additionally, the instructors shared the collaborative nature of the relationships between students and community partners that make their involvement full of transferable lessons and meaning with each other. 

Instructors encourage students to take this course not only for its cross collaboration with local partners but also because of the empathy, perspective grasping, awareness of self and others one may gain from it.

Two students share their experiences towards the course’s positive influence for engaging in community projects. 

Emily Carfi 

Class Year: 2021

Major: Psychology Major, GSFS minor

For my project, I continued my work with Charter House Coalition, a homeless shelter located here in Middlebury. My project focused on homelessness and food insecurity during the pandemic and I worked to coordinate a safe, off-campus cooking group to provide a weekly meal for the shelter with other students, while following Covid safety guidelines. In addition to this, I created a “crowd” recipes list with dishes that can serve roughly 100 individuals. These recipes also include vegan and vegetarian alternatives to serve all guests at Charter House and to create a more inclusive meal experience.

This course was a great way for me to pursue community work with great guidance during such a difficult time of year. I learned about fellow Midd students’ involvement in the community, and I also learned about different organizations that are located in Addition County, which I hadn’t heard of before. It was so inspiring to see how all these students contributed to different organizations meant to serve different groups of people in need. I also learned a lot about what it means to engage in service learning, which is separate from volunteerism, and this is a crucial aspect to community involvement. I additionally gained a lot of communication skills, while expanding upon some existing organizational and work-related skills. This course was so beneficial and couldn’t have been introduced at a better time. In the end, we provided likely 500+ meals in the Fall semester, which was an exceptional accomplishment that I am proud to have been a part of facilitating.

I still am continuing my community work during my last semester here at Middlebury, working closely with Charter House to provide a weekly meal and to get students involved in community engagement. I have always had a passion for helping the community, but this course has helped me to progress this passion and utilize skills to the best of my ability.

Emily Hyer

Class Year: 2023

Major: Neuroscience major, Spanish and Global Health double minor

I worked with an organization called the Early Care and Learning Partnership. We researched early child care in Addison County and its relationship to health outcomes and COVID-19. My work involved interviewing child care experts, sending out a survey, and setting up social media like mail chimp and Facebook. I really enjoyed the course and how you could make it into an experience that best suits your interests.  I learned a lot about what community engagement means and how it is best used in a specific community. It also taught me the necessary skills to work in a community mindfully and ethically. I also learned a lot of personal skills from my project work–communication, active listening, and how to be organized and professional.

My favorite part was getting to work alongside my two project leads Cheryl Mitchel and Dr. Brakeley. They are both such strong and inspiring women who have had such a huge impact on the community in the years they have dedicated themselves to working here. I was so inspired and motivated by their stories and felt privileged to get to meet them. Getting to work on such a hands-on project has made me feel much more connected to Addison County. The course made me realize how much cool and impactful work could be done right here in Addison County, and pushed me to get more involved with the clubs I am a member of.

CCE Signature Program: Middlebury Alternative Break (MAlt)

Middlebury’s Alternative Break Program (MAlt) functions as a service-oriented alternative to traditional February break activities. By engaging with communities across the nation and the globe, students share an experience, provide service where service is needed, and learn about the systems that shape community realities around the world.

This year, three student-designed, student-led virtual projects took place over J-Term and spring semester. 

Topics revolved around US immigration education and advocacy, environmental conservation amid the pandemic, and the experiences of women of color in predominantly white spaces. While the pandemic introduced a set of challenges for organizing and carrying out the trips, the MAlt leaders were just as determined and dedicated to fostering engaging and welcoming environments for participants. MAlt trip leaders Olivia O’Brien (’21.5) and Alex Burns (’21.5) highlighted their excitement for hosting the guest speaker Lina Maria Murillo, a professor of Gender, Women’s, and Sexuality studies and a Borderlands Historian at University of Iowa, who elaborated upon immigrant detention as a reproductive justice issue. Tina Cai (’23) and Huiming Liang (’22) coordinated with different environmental conservation groups to host a speaker series of varying perspectives on and changes to environmental advocacy, while Destini Armstrong (’21) and Megan Job (’21) collaborated with the Center for Community Engagement to send personalized care packages and activities to students. 

When asked about what inspired their MAlt Trip, leaders illustrated their desire to explore issues and share a space for students to develop the tools to make a difference. Tina noted that she saw the “potential to help organizations through community service virtually and learn from leaders from different nonprofits”, which fueled her and her trip-partners’ drive to host a speaker series along with a workshop. Some of the leaders were also eager to explore their topics as a result of their previous involvement in MAlt trips, such as Alex and Olivia, who collaborated with San Antonio–based RAICES (Refugee and Immigrant Center for Education and Legal Services through a MAlt trip in 2019 and came away “feeling as through other Middlebury students should get involved”. Oliva shared, “we both realized this was work we wanted to continue in a more meaningful and long-term format, and by leading a trip year on the topic of immigration, we could get more Middlebury students involved in work that we both view as incredibly important”. 

Olivia advises that students apply to become MAlt leaders because the trip “allows you to introduce fellow Midd students to an issue or topic that you are passionate about. In my experience as both a participant and a leader, MAlt consistently creates a positive community of students that are eager to learn more about a particular topic (and from one another), and motivated to put in work towards often complex/difficult goals” Tina further communicates that through the MAlt trips, students are able to “enhance their leadership skills…while gaining personal growth through collaborating with different individuals” as well as “meet people who share the same passions and make connections”.

MAlt attendees responded happily to the leaders’ efforts. A participant of the US immigration education and advocacy trip imparts, “My experience with my MAlt trip was illuminating, inspiring, and intense. Although we did not physically travel, we did navigate the intellectual and legal landscapes that surround the immigration system in the United States to further our understanding of this reality. Engaging in the process of learning alongside other members allowed me to feel part of a community that also is dedicated in changing systems in place to control and oppress individuals”. Participant Zeke Hodkin also notes, “MAlt trips are such impactful ways to spend one’s free time from college because they introduce and seek to counter the injustices that pervade our society. The premise of MAlt is not just to enter a community, allow it to impact the voyeur, and have the individual leave; instead, MAlt really does focus on the intersection of growth through education and action against societal wrongs”. By learning more in depth about and engaging in reflections over complex issues, participants emphasized the necessity to move from a sense of understanding towards (often political) action. 

Thank you to all the MAlt leaders and participants for your eagerness to develop your knowledge and act for change!