As I sit down to reflect on my experience working with Caras in Puerto Rico through the Global Service Learning program, I’m in awe of how different my current mindset is compared to where I started. When I first joined the program, I had this vague, idealistic idea that we were going to “make a difference,” perhaps through some kind of project that would show tangible results. But as the weeks went on—both in Pittsburgh and during our time in Puerto Rico—I came to understand that this experience wasn’t about swooping in and making changes. It was about listening, learning, and showing up in a way that supports, rather than overshadows, the work already being done by people who are deeply rooted in their community.
What made this trip truly educational wasn’t just the hands-on experience—it was how it connected to everything I’ve been studying. In the article we read, “What Should Be Learned Through Service Learning?” by Michael Delli Carpini and Scott Keeter, service learning becomes most effective when it’s deeply integrated with academic content, enhancing both factual political knowledge and civic engagement. They argue that meaningful service work can actually increase students’ political knowledge by making information relevant to real-world challenges and encouraging students to seek out more context. I saw that connection clearly. I found myself thinking about local governance structures, about policy gaps, and about how disaster response plays out differently in U.S. territories compared to states. This kind of learning—where the classroom meets the community—helped me understand not just what the issues are, but why they persist, and what role I could potentially play in addressing them.
Rather than focusing on deficits or needs, Caras focuses on the strengths that already exist within the community. That shift in perspective—seeing people not as recipients of charity but as partners and leaders—challenged a lot of the unconscious assumptions I hadn’t realized I held. And it pushed me to reevaluate what I thought service learning was supposed to look like.
Looking back at my initial goals, I had hoped to strengthen my leadership and communication skills, truly learn about nonprofit work, and contribute meaningfully to a cause. While I did meet those goals, I also walked away with something less tangible but more transformative: a new way of thinking. I’m more reflective now. I’ve gained a better understanding of the nuances that come with working with different cultures. And I’m more comfortable navigating uncertainty—something that came up a few times as we adapted to changes in our agenda in Puerto Rico.
One of the most valuable transferable skills I developed during this course was cross-cultural communication. From collaborating with Caras staff to engaging with community members—many of whom spoke a different primary language—I learned how to be a better communicator. That meant being clear, patient, and intentional with my words, but also being a better listener and more attuned to nonverbal cues. This skill will definitely be useful in my future career, especially as I plan to enter the field of global consulting. Whether I’m working with international clients, negotiating contracts, or simply navigating the nuances of professional interactions in diverse settings, being able to communicate effectively and respectfully across cultures is something I’ll carry with me.
The importance of relationships in this kind of work cannot be overstated. Pitt’s existing relationship with Caras played a huge role in shaping our experience. Because there was already a foundation of trust, we were able to step into an ongoing conversation rather than having to start from scratch. That continuity allowed our team to focus more on deepening that relationship and supporting the goals Caras had already set. At the same time, we also saw the responsibility that comes with maintaining that relationship. There were moments when we had to work through miscommunications or adjust our approach to align more closely with what Caras needed, rather than what we thought they wanted. In that way, I hope we contributed to the continuity of the work we did for Caras.
If I were to explain this project in a professional interview, I would describe it as a real-world consulting and service learning experience that challenged me to adapt quickly, communicate effectively, stay respectful, think outside the box, and work in partnership with a community-based organization that truly makes a difference in the world. I’d emphasize the work we did, the people we met, and the connection between the marketing work we did and environmental impact. This wasn’t just a school trip—it was an immersive, hands-on opportunity to practice the kind of teamwork, critical thinking, and relationship-building that are essential in any professional setting.
For future students participating in this program, I have a few pieces of advice. First, be willing to let go of your expectations. No matter how much you think you know about the community or the type of work you will do, things will surprise you. The people will surprise you. Michael will surprise you. Second, make time to understand the people you’re working with—not just the project. Relationships are everything, and trust is built over shared meals, conversations, jokes, and showing up consistently. Try not to miss class! And third, stay reflective. It’s easy to get caught up in logistics or deadlines, but don’t lose sight of the bigger picture. This experience is about growth—yours, your team’s, and the community’s.
One of the most meaningful parts of this experience was seeing how Caras nurtures young people to become leaders in their own communities. It reminded me that change doesn’t always come from the top down. More often, it starts with young voices being heard, supported, and empowered. Witnessing that kind of leadership was not only inspiring—it was grounding. It reminded me that service, when done thoughtfully, has the power to transform everyone involved.
In the end, this experience taught me to think beyond deliverables. Yes, we produced work. Yes, we contributed. But more than anything, we participated in something bigger. I’m proud of what we accomplished, but I’m even more grateful for what I learned. We planted seedlings, measured trees, and cut down invasive species. Even mixing compost felt like we were doing something that helped. The people I met, the stories I heard, and moments like me and Adrianna dancing will stick with me forever. I am truly sad that this course is coming to an end, but I am even more grateful to have participated in it. It’s a bitter-sweet goodbye—because a part of me is staying behind.