University of South Florida - Aegean Yearbook (Tampa, FL)

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University Volunteer ServiceslUVSl University Volunteer Sewices is an unstructured service organization consisting of 500-600 volunteers lUSF students and staffl dedicated to improving their community and world through the unselfish giving of their time to worthwhile pro- grams and projects. The program affords volunteers a realistic evaluation of their maior and the opportunity to receive actual experience outside the classroom, in expressing skills learned in the class- room. By involving themselves with the community, they not only help the receivers of their effort, but also themselves. Sixty programs are now in operation, however, UVS will gladly create and develop programs designed to fit any potential volunteer's specific maior or special interest. UVS's belief is that everyone has a desire to participate in a particu- lar area of interest and they can satisfy that desire by provid- ing a working environment for the volunteer to practice his skills and knowledge in. Just a few of the programs volun- teers are now involved in are: Adopt-a-Grandparent e volunteers provide companionship lpersonal visits, letters or phone callsl to elderly people in three area nursing homes. Special Education e a tutorial service with the emotionally disturbed, physically handicapped, blind, mentally retarded, slow learners, and the deaf. Pollution e under the guidance of U. 5. District Attorney, Dr. Blasingame, volunteers compile evidence of pollution around the Tampa area for possible court use. Juvenile Homes - tutorial and recreational guidance given to young delinquents at the Lake Magdaline and Seffner iuve- nile homes. Migrant Program e allows students the opportunity to work with the United Farmworkers in speaking, mailing, and making contracts for the main office. Social Programs e participants in the Proiect Aware program take a lower socio-economic child out of his home environment and befriend him. Intensive Tutorial 00 USF students help others as well as themselves as they volunteer their time each week to young people who have academic difficulty, in the Intensive Tuto- rial llTl program. The 500 tutors in the program meet at least two hours per week with youngsters 3-18 years of age on a one-toeone basis, in an effort to instill upon the pupils a positive self-image; a feeling of success; an increase in learning achievement and an ability to read and comprehend materials. To IT, the key to tutoring is the establishment of rapport. They stress the devel- opment of a relationship between tutor and pupil as well as academic content and skills. Tutors are assigned a child for a quarter at a time. They work with the student trying to build hislher academic capabilities through the use of games and sto- ries ttutors have taught math by shooting basketball and reading by spelling with M Ex M'sl, and develop the student's own personality and sense of worth by paying particular attention to the child's culture, interests, special problems, and achievements. Teachers at individual schools are available as consultants as are trained IT staff members. Educational Resources on campus and the IT library offer the tutors special materials and information should they desire it. l'l' sums it up better than anyone could in their guidance booklet to tutors: What is more to the point is what he thinks of himself and his world, what he thinks of you and your world, and what he thinks you feel about him. Your student may not think much of himself. His blackness, his poverty, his inability to succeed in the classroom may fill him with shame and deep sense of chronic, personal failure. He may think that you think of him in those terms and he may be suspicious and defensive, resentful of you, your motives, and your attempts to get close to him. like all children, he desperately needs to feel accepted and to respect himself e but he might not see much about himself to love. You may be warm, sensitive, and sincere - you should be e but he may not believe you at first. Be patient. Don't push. But keep trying.

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OPPOSITE: English guitarist, Julian Bream. ABOVE: Polish Mime Ballet Theaire: Labyrinth. BELOW, LEFT: Janus: Piec- zuro in Polish Mime Ballet Theatre's Departure of Faust. BELOW, RIGHT: Irish actress, Siobhan McKenna in her one woman show, Here Are Ladies.

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Off-Compus Term iOCTi Bring relevance to the college campus! is, and always has been a com- mon cry of interested students. USF's unique Off-Compus Term iOCTi Program is attempting to do so with its unusual approach to education. Students who are sick and tired of the same old routine of going to classes, seeing professors, and doing homework every day can now turn to OCT tor a break. And the world, at least a great part of the world, is open to students with plans, or desires, or questions. Israel, Brazil, California, Frostproof, Flo., Ybor City . . . all provide the same opportunity tor students to get away from the sometimes confining University walls and see what the real world is like. The discovery that the real world of Brazil can be as similar as the Hreal world at Tampa in many respects, as well as different in many others, might be enlightening to many day-dreamers. All students are eligible to ioin the program which offers between 1-18 hours credit per quarter. The only restriction to the program is that the experience, in some way, be of an educational nature. Programs are bus- ically studenteoriented and student-designed with the help of an OCT Pro- gram Adviser. The opportunities available to students fall into four major categories: Social Action Projects: An option enabling students to participate as volunteers in a social or community activity, much like VISTA volun- teers, where agencies pay living expenses during the term in exchange for tuIl-time commitment. Independent Study: Special investigation in a student's maior field of study or field of interest with the freedom and flexibility not available in a quarter of scheduled classes; International Programs: A grand opportunity to acquire credit iust by living, traveling or studying abroad. A special environmental studies pro- iect is conducted twice annually in Jamaica during quarter breaks. Special Proiects: Really special projects which are individually designed relevant to a student's own educational goals. These have run the gamut from living in communes in Canada, to participating in street evangelism in St. Louis, to studying youth subcultures in Boston, to experiencing what Russia is like by living in a Russian convent in New York. In addition, OCT coordinates the National Student Exchange Program , through which students can become better acquainted with different social and educational patterns in other areas of the United States by attending one of 20 state universities from Maine to Hawaii, with all credits trans- : ferring back. in OCT . . . l the world is our campus ' reality is our obiective ' experience is our teacher OCT is for those students who t'don't let schooling interfere with their education. Cooperative Education iCo-opi A major change in the Cooperative Education Program at USF this year was its consolidation with the Placement Center in an effort to alleviate expansion needs and better serve USF students. Simultaneous relocation of services to the Andros Classroom Building came with the consolida- tion. Adding realistic subsistence to the aphorism, Experi- ence is the best teacher, the Co-op program, open to majors in all disciplines, allows a student to relate his aca- demic learning to practical experience through participat- ing in alternate quarters of employment and study in his major field. The advantages of the program to students are endless: through alternating patterns of combining work-training experience with the theory of the classroom, the student finds greater meaning in his studies; motivation is increased by close coordination of training assignments and study; most students accrue more than a year of professional experience when they receive their degrees, thereby allow- ing them to command a better salary at graduation; stu- dents earn partial, and in some cases, total funds to sup- port their education; and perhaps most importantly, the training experience contributes to a greater sense of responsibility, maturity and confidence in their own judge- ments. The Co-op personnel invite all students interested in bet- tering themselves professionally and increasing their poten- tial as a productive work-force, to ioin Co-op and reap its benefits.