Senior assignments
Speech Communication majors disscuss their senior project, learning experiences, hardships
Matthew Schroyer
Issue date: 4/24/08 Section: News
Washington said some of the initial resistance with the students came because so many other groups had come in on the pretense of helping, only to leave shortly after. Gaining trust meant the group had to communicate to students that the group was genuinely concerned about the lives of the students. However, the project was not something she was sure she could undertake until she actually came to the end of the assignment.
"At first I was uncertain about becoming a teacher. I asked if I was cut out to do it," Washington said. "But to influence and make an impact made me realize this is what I want to be doing."
Dyer also said he had a moment of realization himself, when he quizzed students about how to find solutions in life.
"I asked them if they could change one thing in their lives, what it would be, and (a student) said 'my environment,'" Dyer said. "I asked him why, and he said 'In my environment, I have to fight every day I live.'"
Dyer was moved by those words, and at that moment, his perspective changed.
"When you're sitting there and looking at a 15- or 16-year-old saying that, this isn't a joke," he said, "you're taken back, and you don't take anything for granted."
As it came time for the students and the group to part ways, the teens did not want the group to leave. Many made invitations to return to school functions, which made the experience all the more sentimental.
"If there ever was a time for us to give back to our young people, I think the time is now," Washington said. "This project made me realize that these aren't just skills that are required, these are growth skills that employers look for."
"At first I was uncertain about becoming a teacher. I asked if I was cut out to do it," Washington said. "But to influence and make an impact made me realize this is what I want to be doing."
Dyer also said he had a moment of realization himself, when he quizzed students about how to find solutions in life.
"I asked them if they could change one thing in their lives, what it would be, and (a student) said 'my environment,'" Dyer said. "I asked him why, and he said 'In my environment, I have to fight every day I live.'"
Dyer was moved by those words, and at that moment, his perspective changed.
"When you're sitting there and looking at a 15- or 16-year-old saying that, this isn't a joke," he said, "you're taken back, and you don't take anything for granted."
As it came time for the students and the group to part ways, the teens did not want the group to leave. Many made invitations to return to school functions, which made the experience all the more sentimental.
"If there ever was a time for us to give back to our young people, I think the time is now," Washington said. "This project made me realize that these aren't just skills that are required, these are growth skills that employers look for."
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