Service: the art of enriching oneself through enriching others. Read on for reflections on my participation in service initiatives.
SCHOOL PREFECT (2019-2020): Ever since my first day of Grade 1, our school prefects have continually served as a source of inspiration, spirit, and leadership for the entire school community. It is a position that allows for greater student initiative within the school, entailing ambassadorial and organizational roles throughout each academic year. The most gratifying aspect of this opportunity was the ability to view the enjoyment, participation, and enthusiasm of our school community in partaking in prefect-led initiatives. There is something to be said for viewing your work and dedicating to service take shape. From high-fiving a young student at the conclusion of the Terry Fox Run to the lively atmosphere of this year's Winter Formal, I have been able to collaborate with my peers and classmates to leave a meaningful impact on our school that serves to unite the entire student body. From using communication to network with students/teachers and logistically plan school events to thinking and self-management skills in developing creative ideas to foster student voice and remain accountable to specific tasks and responsibilities, serving as a school prefect has equally been as much an example of individual growth as it has an example of collective growth. The position also instilled in me a sense of adaptability. With the onset of COVID-19, avenues to maintain prefect leadership for the remainder of the school year were limited, however, through the weekly release of videos by the prefects recapping the "good news" within the school community, we have been able to become receptive and carry out our responsibilities even in the absence of physical interaction. I conclude my term as a prefect with gratitude and pride not only at the success of the events and initiatives organized, but in devoting my time to ensure that the school year is filled with joy, community spirit, and optimism. In my view, this has been the ultimate example of combining meaningful service with a passion for community involvement and creativity.
DEBATE COACH AND EXECUTIVE, CASE IN POINT DEBATE (2018-2019): Established in 2015 by three University of Calgary students, the nonprofit organization aims to provide debate coaching and resources to schools in the city who do not have the expertise or financial means to do so. The Case in Point executive team has expanded over the years, with over 20 students running the organization. Representatives are sought through a one-day tryouts process and are interviewed, and individuals with at least 2 years of debate experience are eligible to become a senior coordinator of Case in Point. The organization has also formed an official partnership with the Alberta Speech and Debate Association.It was extremely fulfilling to expand accessibility and passion for speech and debate to the wider community as someone who has been privileged enough to compete and gain this invaluable life skill. Case in Point needed volunteers in order to expand it's impact, productivity, and success in the Calgary debate scene. Through communicating my knowledge of debate along with the rest of the team to students across Calgary and demonstrating our care for students to develop the critical thinking skills within debate that are extremely essential later in life, we have been able to spread the passion of debate and all the beneficial outcomes associated with the activity to others who wish to have the opportunity to develop debating skills. Through inquiring about the most engaging ways to spread awareness about our cause, we have worked to create innovative solutions and outlets to make our work known to Calgary debaters and coaches. I enjoyed all aspects of this extended service opportunity and look forward to continuing with it next year. It was particularly interesting to receive an insight into how debate tournaments are conducted behind the scenes. We seldom take the time to appreciate enough the hard work associated with the hosting of tournaments, and the opportunity to tabulate provincial tournaments was a great learning opportunity! I also took on other tasks such as creating research packages, presentations, and sent emails reaching out to schools across Calgary who expressed interest. Ultimately, however, the greatest fulfillment within this activity lay in expanding the passion and importance of debate to the greater community at large. Reminding individuals of all ages and backgrounds that engaging meaningfully with others' opinions and becoming a part of broader global dialogue speaks volumes about our ability to nurture a society of productive and critical thinkers.
YOUTH CONGREGATIONAL LEADER (2018-2019): Appointed by the Aga Khan Council for the Prairies for a 1-year term. Led religious ceremonies within the faith community, coordinated religious service activities and outreach, organized youth and community events/fundraisers. Not only did my tenure as a Youth Congregational Leader allow me to directly lead monthly religious ceremonies and traditions, but also reaffirmed to me the immense strength and unity of our Ismaili community. From organizing and facilitating events for youth to sharing conversations and visiting with elderly members of the congregation, I was able to immerse myself in building relationships with others from a different perspective; not simply as a volunteer, but as a key stakeholder in helping maintain the spirit, involvement, and unity of my faith community. The need for this service (and the role of a Student Congregational Leader as a whole) lies primarily in creating and encouraging active youth participation and integration with regard to religious initiatives. Ismaili youth in Calgary hail from many parts of the world, including Central Asia, Africa, and India, and often face socioeconomic difficulties that can be exacerbated by cultural disparities in the Canadian environment. In the face of these cultural differences, I built a strong rapport with young adults in the community and aimed to foster an atmosphere of trust and openness. I particularly enjoyed collaborating with senior members of the congregation and Ismaili institutional leaders to plan and facilitate numerous events not simply for the congregation, but the broader community, and helped mediate cultural interfaces between multi-faith citizens. Furthermore, I was able to build meaningful relationships with youth and used the ATL skills of communication and leadership to connect with individuals both inside and outside of the congregational walls. It was a privileged to have served in this position and advocate for youth inclusion in an environment that holds service and community engagement sacrosanct.
VOLUNTEER, MAYFAIR CARE CENTER (2018-2019): Volunteered weekly and organized regular afternoon programming and leisure activities/games with residents. This experience reaffirmed to me the value of community involvement and service to others on both a small and large scale, and the appreciative spirit of clients reflected the meaningful impacts that I was able to make. From hearing John crack a joke each time I walked in the door, to seeing Lillian’s face light up when winning a game of Bingo, to Betsy’s hilarious and sharp wit, I made meaningful connections with each of the residents during my time volunteering at Mayfair. The opportunity was also a reminder that the concept of service transcends age and background- though the individuals I worked with are of varying physical and emotional conditions and ages, I felt fulfilled in making a positive difference in their lives- even if that impact was be as simple as a game of Go Fish or singing songs around a fireplace. I’ve learned that it’s not our disabilities or our age that define us, but our ability to reach out to other
