University of Texas Austin - Cactus Yearbook (Austin, TX)

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HOME COOKING: Vinita Sidhartha, journalism junior, pre- pares an authentic Indian dish in one of the many cooking classes of- fered through Informal Classes. photo by Ari Pettigrew. MIDDLE EAST MYSTIQUE: Lillian Blanton, Middle Eastern studies se- nior, practices arm motions and the use of finger cymbals in the Union ' s bellydancing class. photo by George Bridges. UP AND OVER: Stacy Young deftly manuevers her horse at the Bear Creek Stables in South Austin. photo by Charles Murray 32 Informal Classes

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The clinical white walls, along with the usual impersonal doctor-patient dialogue, were absent here. The atmosphere in this part of the Student Health Center was friendly and informal. Students were able to talk to counselors about health matters with- out fear of disapproval, because the coun- selors were students themselves. The Student Health Center founded the peer instruction program in 1983. By 1988 it had greatly expanded in both participant levels and subject areas covered. The program allowed students interested in teaching to register for a Health Edu- cation class for which they received two hours of credit. These courses involved ex- tensive training to prepare the students for teaching their own classes. The classes covered three major areas: Sexual Health, Alcohol and Drug Education and Nutrition. They were all offered on an outreach basis, where classes were taught in dorms, fraternities, sororities or any other organization seeking knowledge. The peer instructor program was origi- nally created to teach Methods of Contra- ception classes. Because many students were nervous about coming to the Health Center for birth control information, doctors thought participants would benefit from a more personal, informal session with a trained counselor. Unable to spare actual staff members to conduct the seminars, the Health Center de- cided to recruit and train student volunteers. PLAYING IT SAFE Later, the program was expanded and used lectures, films, and discussions to teach gen- eral sexual health education. They later add- ed programs on substance abuse and nutri- tion. Peer instructor programs are the most effective way to reach students, Sherry Bell, Director of Health Education, said. While gaining valuable experience, the students are also increasing the staff a great deal. A second branch of peer instuction was the Campus Alcohol and Drug Education Pro- gram (CADEP). Volunteers in this area held workshops to teach the dangers and warning signs of substance abuse. The most recent addition to the program was the Student Nutrition Advisor Program (SNAP), which focused on weight manage- ment, eating disorders, and nutrition and stress. These peers are here for anyone who sees the need because students can relate to other students so much better than a 40-year- old person in front of a classroom, Lisa Kessler, nutrition specialist, said. The Fall 1988 students were the first to teach classes in this area. It takes a very special person to be a peer instructor, Cynthia Lanier, coordinator of substance abuse prevention, said. It takes a lot to go out and talk to your peers about such sensitive topics. These students are try- ing to be role models for other students to hopefully result in, not abstinence, but re- sponsible choices. Arpana Sathe At the Student Health Center, the best advice doesn ' t always come from the doctors Peer instructor Merillee Goodwin photo by Robert Kirkham Peer Instructors 31

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u N N ...add a little class to your life! The clinking of finger cymbals mixed with the sound of exotic music in a dimly lit room in the Texas Union. A group of barefooted women dressed in authentic costumes danced sensually with snake-like arms. Their waists moved in figure eights as their bodies waved forward and backward. Was this a harem in the Union? No it was a bellydance class offered through Informal Classes. The Texas Union initiated the Informal Classes program in the summer of 1971 with eight courses and has expanded it to include 165 different classes in such categories as painting, computers, sports, music, and writ- ing. Yearly enrollments reached 12,000. Ann Phipps, assistant coordinator of In- formal Classes, said, The program was ini- tiated to be a diversion for the students at a time when yoga and tie dyeing were popular, and the Union ' s commitment to multicul- turalism made the program highly successful and it continues to grow. Most of the classes were held in the eve- nings on campus and were available to any- one in Austin as well as the University com- munity. The only requirement was a willingness to learn. The average cost for each class was $35, with all profits being used to support the Union ' s student services. The program strives to maintain classes in which the atmosphere is one that is com- fortable to learn in. They are also an ex- cellent place to build friendships, Phipps said. The program attempted to cover a wide range of activities in order to reach as many people as possible. I enjoy going out into the community to find new teachers, Phipps said. I am always trying to add new classes to reach a greater number of people. I usually find the person that is best in a field whether it ' s coffee, kites, or opera. The instructors were people who had a talent that they could effectively share with the students. Many had full-time jobs or oth- er responsibilities to fulfill in addition to their classes. However, all were energetic and eager to teach. Kathrynn Reese taught dance and archae- ology classes. She also worked at the Bal- cones Research Institute while concurrently pursuing both a master ' s degree in anthro- pology from Texas A M, and a bachelor ' s degree in dance from the University of Tex- as. As hectic as her schedule was, she said, I love teaching for Informal Classes. I enjoy helping people learn to keep in shape with an artform like dance. Judy Belkacem taught women ' s bellydance for two years and was a professional dancer. It ' s really pleasing to teach others to do the dances and to be comfortable with their bo- dies. A beautiful body is not necessary. I want to teach them to work with what they have, she said. Belkacem ' s students enjoyed the class; many took it more than once. Lillian Blanton, Middle Eastern studies senior, said, I ' ve been taking the bellydancing classes for two years, and it ' s something that I hope to continue doing for a long time. The Informal classes provided students with a welcome relief from the daily grind of studies and exams. In painting, sailing, cook- ing and even bellydancing students found an opportunity to shape themselves into well- rounded individuals. Keith Praesel No exams, no term papers, no homework . . . the Union offers the perfect class Informal Classes 33