Andrew Clark's Reflections

As a Program Coordinator for the Adams County Office for Aging, it is my responsibility to provide opportunities for Gettysburg College students to connect and interact with the 65+ community in Adams County. The "generation gap" that exists between these two age groups is one that is progressively becoming more extreme, thus strengthening the societal and cultural schism that already exists between individuals.

My partnership with Linda Thompson and the rest of the Adams County Office for Aging has been nothing but helpful throughout my two years at CPS. Linda and ACOFA has provided me numerous resources in order to develop and promote my campus program. I was initially hesitant about working with a community partner as it was something I had never done before. However, after my first meeting with Linda, I knew that the partnership would anything but stressful.  From the first day, Linda was clear about her expectations but also gave me significant responsibility to take the program in the direction that I felt would be the most beneficial. 

Before coming to CPS, I had worked at various senior centers, but had never worked with an agency like ACOFA and had never had to establish a professional relationship with an individual within an agency. Through my work with Linda and ACOFA, I had learned how two different agencies interact with one another towards a common goal.  One of the biggest learnings that sticks out in my mind has been about communication: Linda has always been clear about what she would likes, and if there has been any miscommunication on either end, neither one of us has hesitated to call or email the other to resolve it immediately.  If the lines of communication between her and I had been more convoluted, I can say that this program would have been much more stressful. Linda has been a model in this regard: I have learned the benefits of being able to clearly articulate expectations to others while maintaining a relaxed atmosphere. That is a skill that can be applied universally and nothing but good can come of it.

Upon joining CPS, there was no doubt in my mind that I wanted to join eRace; I have always been interested in racial justice and dialogue about eRace. To be honest, I probably came into eRace thinking I had heard all there was to hear about the issue. I quickly came back to reality. eRace has allowed me to engage in dialogues about issues I had never even thought about before.  Before eRace, I had engaged in conversations about race, but had never been involved in discussions so intimate and revealing.  Kim and Ruth, as facilitators, have been incredible in laying the groundwork for discussions that force the members into "uncomfortable territory". eRace has also allowed me to build friendships with both white students and students of color that may have not existed otherwise. These friendships still last to this day.

To put it bluntly, eRace has shown me what open and honest dialogue about racial justice looks like. Firstly, Ruth and Kim have acted as role models in group discussion facilitation and have also taught myself (and the other members) the importance of listening, which is something that I think many people forget. As I said, I probably came into eRace thinking I knew everything but over the last two years in eRace, I can honestly say that I have come a far way in thinking about race. I have critically examined issues of white privilege and have also learned what it means to be a white anti-racist: these two issues just scratch the surface.  As I mentioned before, eRace has pushed me into uncomfortable territory on numerous occasions and I can say without a doubt in my mind that this has been the driving force in my learning at Gettysburg College. Outside of eRace, the idea of opening-up to ideas or concepts that are unfamiliar to me has been the biggest catalyst of growth in my four years at college.

One of the aspects of the PC position is taking on a student leadership position. As a Program Coordinator with CPS, I have been expected to assume this role as a student leader. As a student leader, the PC is expected to promote and to live by the qualities and values that CPS strives to instill in the campus. Program coordinators must also be willing to assume the role and to motivate and inspire individuals to participate in programs and reflection sessions.

Being put into a student leadership position has really forced to me into a position that I had been previously uncomfortable. Things I had done with service and social justice had really been independent efforts that I had assumed responsibility of on my own. However, by joining CPS, I was forced into a leadership position that made me accountable and responsible for a variety of things. Being thrust into this student leadership position has forced and allowed me to grow in the fields of social justice and service.

The Center for Public Service has forced to me to think critically about many aspects of my life. Through self and group reflection sessions, I have been forced into previously uncomfortable situations. This pressure to move into the unknown is what has fostered my personal growth and knowledge of social justice and community issues. Working with CPS has also allowed me to develop professional skills such as communication and organization that have strengthened the learning experience at CPS and have also assisted in the accomplishment of my personal social justice goals.

These two questions are essentially focusing on the same topic. The self and group reflection sessions have, as I wrote, allowed me to objectively examine every different aspect of my life, including some aspects I may have previously been uncomfortable with examining or questioning. My experiences with the personal and professional development involved with being a Program Coordinator has stimulated the social and racial justice learning process.