Serve Well Blog

Entries tagged 'Education'


A Decade Later: Skills for the Classroom

The Krista Foundation | Colleague Press, Urban America, Education, Intercultural Development, Education, Integrating Service As A Way Of Life

Lisa Villano 2016Sharing life alongside people with and without developmental disabilities at L'Arche Tahoma Hope Home in Tacoma inspired Lisa Villano '06 to embrace a career in special education.

"It can be easy to under-recognize the significance of cultural differences in the classroom," she shared at the recent Krista Foundation conference. To better understand and support her Native Alaskan students in Fairbanks, Alaska- and to avoid misinterpreting their behaviors- Lisa works hard to understand her own culture and perspective.

"For example, I instinctively expect a student to make eye contact. To me, it shows respect. But in many Native Alaskan cultures, to show respect a child should look away. If I don't know my own cultural tendencies and am not open to other perspectives, I disempower my student." By supporting her students' strengths and needs and equipping them with tools they need to navigate the world, she hopes her students will get the high quality of life that they- and all kids- deserve. 


Knowledge is the Only Sustainable Gift

The Krista Foundation | Colleague Press, Advocacy, Global Citizenship, Education, Integrating Service As A Way Of Life

Jaleesa Trapp '14 receives MLK Jr. Legacy Dream AwardJaleesa Trapp ’14 is the Coordinator of the Computer Clubhouse, teacher of computer science at Tacoma’s Science and Math Institute, and works with the Tacoma Action Collective (TAC), which focuses on police and media accountability. In December, Jaleesa was involved in TAC’s “Die-In” at the Tacoma Art Museum in December. The protest highlighted the near-total absence of artists of color in the exhibit “Art AIDS America”—even though 44% of new HIV cases and the majority of AIDS deaths take place in the black community. Thanks to meetings with the exhibit curator and museum staff, the Museum will include more black artists when the show travels to Georgia and New York this year, and invest in staff-wide diversity training. Last fall, she spent three months in Ghana as part of a graduate class at the University of Washington.

I knew that going to Ghana was going to be life changing, but I didn't expect it to be reaffirming. I went with the University of Washington's School of Informatics to conduct research on information and communication technologies (ICTs). My specific project was to see how teachers use games to teach math (with or without ICTs).

The reaffirming moments were spread throughout my research project. Seeing the disparities in education reminded me all too well of the education system in the U.S. Although I'm blessed to work at an awesome school, there are children all over the country who are deprived of an excellent education, because of where they live. In my research, I looked at how rural and urban schools teach mathematics, specifically if they use games and technology as methods. Many rural schools don't have enough books for students, let alone computers to teach math. I also learned that for most people, teaching is a last resort, extremely underpaid, and is not a respected profession. It was evident which teachers were there because they wanted to be, and which were there because they had no other choice. We met a teacher who took pride in his job and the success of his students. All of the students were smiling, and eager to share what they knew on the chalkboard in front of the class.

One teacher told me that students don't go home and practice their reading or math, and that is why they are all behind. But, as I walked through their village I saw fresh chalk on the side of homes with spelling words and math problems written on them. Students did care about their education, but had a teacher who did not believe in them.

Growing up, I could always tell the difference between those two types of teachers at school, and what type of effect they'd have on my education. This is why I agreed to become a teacher; to make a difference. I wanted to be the teacher that wants to be there and has a positive influence on students learning experience.

There was a school I went to in hopes of meeting with the headmaster to collect data, and the first thing he said to me was "What did you bring me?" Initially I was shocked. Why would he think I brought something? Historically, many Americans and Europeans have come to Ghana to "help" schools by donating, and leaving. The people are left to figure out how to maintain their new inheritances, or how to make the school supplies last the whole school year. A student at the university told me it's not fair if I conduct research and just take it home. This reminded me of my work at the Computer Clubhouse. Knowledge is the only gift I can give that is sustainable. Our motto at the Computer Clubhouse is "Each one, teach one; lifting as we climb."  This is important because funding and equipment comes and goes, but the knowledge I'm able to share is forever.


Ruined for life by relationships
by Tamara Caruso ‘11

The Krista Foundation | Colleague Press, Urban America, Children and Youth, Community, Education, Community, Education

Tamara Caruso ’11 first tasted the struggle being present and being productive during her two years of service in Grays Harbor, WA and Honduras. Now in her second year of teaching, she continually draws on what she learned about community and service during two years of service.



"If you have come to help me, you are wasting your time, but if your liberation is bound up in mine, then let us work together."


This quote by Australian Aboriginal elder Lila Watson has become the driving force of my approach to service and working for change.  It echoes as I look back over my service years as a Jesuit Volunteer in Grays Harbor, WA and as a teacher in Honduras.


Did I go to help? My original motivation for these years of service was to, as the JVC motto goes, “be ruined for life” and to find answers to my questions about how to work for positive change in our world.  But in both experiences, I was at first hindered by my desire to be productive and make an impact.   


My placement in Grays Harbor, one of the poorest counties in Washington, had a very vague job description, and besides coordinating an after school tutoring program, I found myself often bored and frustrated as I searched for meaningful work.  I understood but had trouble accepting the value in commuting by public transit through the rain and snow for an hour and a half just to spend a half hour lunch with my middle school mentee.  I went to numerous meetings at nonprofits and community organizations where I was never sure of my place but wished I had a purpose.  


Feed the Hungry, a free lunch program my placement offered, taught me to embrace the work of just being present—of the Krista service ethic of “staying for tea.”  There, I was able to cross the barrier between the volunteers in the kitchen and guests in the dining room.  Instead of staying at my assigned volunteer post, I sat and ate lunch with guests, listening to their stories and building relationships. There, I learned how my liberation was bound up in theirs, and how we could serve each other.  It came down to acknowledging the dignity in each other and to exposing my own poverty and isolation.   The privilege of driving my own car from point A to point B and making or buying my own food and eating it wherever I choose keeps me confined in my own world.  But in Grays Harbor, I was part of the community. I experienced and participated in the relationships among bus riders and drivers and I witnessed the family that was created through this communal free lunch.   I also gained a deeper understanding of the history and complexity of this struggling town’s economic issues. All from just being present. 


Although I learned a lot as a Jesuit Volunteer, I was left with even more questions about the injustices I experienced and felt overwhelmed about how one person could work for change within such a complex system.  To continue exploring these questions, I served another year as a teacher at a Catholic bilingual school in Honduras.  I thought I was bringing fewer expectations to my service, but this question of what I was doing met me square in the face when I finished grading the final exams for my first quarter.  That night, I sat on the floor crying, feeling like I had failed my students because many did not pass my exams.  Thankfully, an experienced friend helped me realize that the reason for not passing was less about my teaching and more about the broken education system and the challenges many students and families faced.  My students were operating in their second language and lacked a solid educational foundation due to the instability of relying on mostly young, inexperienced volunteers as their teachers.   At home they dealt with challenges ranging from family substance abuse to living with distant relatives because their parents were working in the states to help make ends meet.


Again, I found that by focusing on building and learning from relationships rather than productivity, I could grow in my understanding of the complex issues in Honduras, and be liberated by the people of Honduras from some of my own personal weaknesses and ways that my culture and upbringing held me back.


So now what?


I know that I have been ruined for life by encountering a multitude of complex issues and connecting with beautiful people who suffer as a result of these flawed systems.  I often feel very overwhelmed when I reflect on these issues and cry out for mercy for these people whom I have grown to love, but don’t know exactly what I can do.  


For the last year, I have been completely consumed by my first year of teaching. When I am in the classroom with my students, I am 100% present to them.  While some teachers give assignments and let the kids work while they grade papers or answer emails, I am usually so wrapped up in my students and the learning that is happening that I totally lose track of time and end up rushing to wrap up class and get them out the door.  


I have a wonderful opportunity to affect change by being present to my middle school students’ development and working to broaden their worldview.  I hope to help them grow to become more compassionate, understanding, and able to bridge cultural and socioeconomic differences between people in our world. Not only do my volunteer experiences enter into my class discussions and interactions with students and staff, but they motivate me to evaluate my school's service program and figure out how to make it much more intentional. I would like to grow this program so we are not just raising money and goods, but are building relationships, learning about issues, and growing as individuals so our liberation may be bound up with those we are serving. I also want to incorporate reflection, discussions, and maybe research into these issues and communities we are donating to. I must make these service experiences matter, as an educator, by applying what I learned and sharing my understanding, in order to help lead my students to the same growth in awareness so that we are not just helping others, but walking alongside them.  



Nominate a Krista Colleague

The Krista Foundation | Krista Foundation Press, Developing Nations, Environmental Projects, Urban America, Law, Microenterprise, Poverty: Urban US & International, Preparing To Serve, Arts & Culture, Business, Community, Economic Justice, Education, Environment, Faith/Theological Exploration, Global Citizenship, Healthcare, Homelessness, Intercultural Development, Peace & Reconciliation, Poverty: Urban US & International, Preparing To Serve

The Krista Colleague Cohort Program is the heart of the Krista Foundation. Nominated by community leaders, 17 young adult Krista Colleagues are selected each year. Colleagues are committed to a sustained period of voluntary or vocational service of at least nine months and motivated to serve by their Christian faith. The Foundation community journeys alongside Colleagues before, during and after service, empowering them to transform service experience into lives of service leadership.

Acceptance as a Colleague includes a $1,000 Service & Leadership Grant to be used at the intersection of vocational interests and commitment to serve. The Foundation pays for four years of the Krista Foundation annual Service Leadership conference and debriefing retreat. Additionally, each Colleague commits to serving as a peer mentor with future Krista Colleagues, developing global citizenship through leadership in retreats and conferences. 

Nominations are due by March 20th, so nominate today!

Click here for nomination criteria or to complete the online nomination forms!

Questions? Please contact Program Director, Stacy Kitahata

Please LIKE, POST, and SHARE this link with any potential nominators.

-The Krista Foundation


Transition and More Transition

The Krista Foundation | Colleague Press, Developing Nations, Education, Law, Integrating Service As A Way Of Life, Post-Service Term Reflections, Transitions Home & Beyond

Brittany Harwell is passionate about justice.

She spent 2011-12 with International Justice Mission Kenya helping to free illegally detained clients. Observing how justice works-and doesn't work-in a developing country, she came home filled with "righteous rage" but tongue-tied: "I couldn't articulate why I was passionate, or who I wanted to help and why."

Next, as a teacher in Texas, Brittany found herself asking hard questions on how race and class affect both education and the U.S. justice system. Her special educations students, who were mostly Mexican-American, floundered in regular classes instead of receiving promised support-and then one of her 8th graders vanished into the juvenile justice system. "This is not fair!" she told herself. "I can't lose another Nick!"

In the Krista Foundation's structured debriefing and peer-mentoring process, Brittany started the difficult process of reconciling her ideals and her service experiences. Bringing the pieces together, she used her Service Leadership Grant to participate in the National summit for Courageous Conversations, exploring effective ways to bridge racial disparities and equip students for success.

Now a first-year student at Georgetown University Law Center, Brittany is excited to see "how the law interacts with diversity and race and what the patterns look like, what you can do, and what you can't." For Brittany, "what you can't do" will not be the end of the story.



Between Opportunity and Risk (It’s still all Good)
by 2014 Krista Colleague Janjay Innis

The Krista Foundation | Colleague Press, Urban America, Social Work, Community, Education, Peace & Reconciliation

Today's ServeWell post is by 2014 Krista Colleague, Janjay Innis. As a child in Liberia, West Africa, Janjay lived in a community that even in its imperfections, she says, "mirrored the kingdom of God as I envision it." In this post she reflects on the June 22nd "Service in Perspective" event which explored the recent conference theme "Going Public: Complex Faith within a Complex World." Her insights are richly informed by years of bridging cultures, working in conflict transformation, a MA in Divinity from Boston University and most recently as a Social Justice Advocate at her volunteer service placement with Tacoma Community House. Thank you for sharing Janjay!

Between Opportunity and Risk (It's still all Good)

Values ground us. They orient us into the world in ways that are uniquely ours and when they are rooted equally in the love of self and neighbor, they help us embody and become love. At this intersection, where our love of self ( the realization that we are exceptionally and wonderfully made in the image of God) begins to inform our love of neighbor ( the realization that everyone else is also exceptionally and wonderfully made in the image of God) is where the Krista Colleague Program has intentionally positioned itself as a resource to assist young adults as they maneuver through the tensions that arise on their journey to authentically accepting and living the truth that we all have a common humanity and that irrespective of the things that stratify us, all people want to be loved, respected and have their personhood affirmed. I am grateful that the Krista Foundation not only states its intention to help its Colleagues process the happenings along this journey, but creates spaces for that processing to take place.

Based on the Krista Foundation value of "mentoring community," defined as "investing in future leaders by recognizing and leveraging peer and intergenerational wisdom and experience," colleagues gathered on June 22nd to discuss what about the 2014 Krista Conference theme, " Going Public: A Complex Faith in a Complex World," excited us and what about the theme challenged us. As Colleagues old and new and Krista Foundation staff shared their thoughts, the resounding conclusion I gathered from this conversation was that we all desired two things: to be our authentic selves when talking about our faith whether we were unwavering, questioning or uncertain about our faith and to actively make room for and be in conversation with those who think and believe differently than we do.

In my own reflection, I expressed to the group that I saw the theme as an opportunity to reclaim and redefine my faith tradition (Christianity) which for valid reasons has been pushed to the sidelines as it has been interpreted in a plurality of ways that have done more damage than good. I believe the dominant voices who have spoken on behalf of Christianity have distorted its true value and I want to be part of a new cohort of leaders who will reintroduce Christianity as a tradition rooted in love. This age-old tradition, which has its foundation in Judaism, is the story of a people who attributed all of their triumphs to an invisible, but omnipresent God and made a bold declaration that this God was also with them, accompanied them and held them in their most trying times. For me, what makes the story of Jesus (a particular interpretation of the Hebrew people's story) so compelling is that Christians believe Jesus was God incarnate (in the flesh) and walked on the earth just to be in solidarity with us in joy and in pain. That is love and it will give my life the utmost meaning to be part of telling this story in the face of injustice and oppression that God is present and because of this divine presence, we can join in loving the world into a new reality where we aren't merely tolerating difference, but building and crossing bridges amidst difference.

My challenge is to live into and audaciously act on this value, especially in spaces where my opinion may not be popular and might even be scrutinized as overly sensational. I believe my opinions about the relevancy of faith in our world to be as much intellectual as they are emotional, but I admit that there have been many times that I have been silent, unable to find the words or speak in the midst of my peers. Perhaps I've made a premature assumption that my peers don't want to hear about faith (especially as it's expressed in mainline traditions) because of the judgment, exclusion and stifling ways its attempted and sometimes succeeded in policing people's lives, but I'll never know if they are truly disengaged until I engage. I'm at the juncture of opportunity and risk and I am certain that it is the right place to be. For this reason, I vow to bring faith into the conversation whenever I see fit -- faith that offers models of hope, peace, reconciliation and community. I'm sure there will be times I'll fall flat on my face, but I even more certain that there will be times that my opinions will be a refreshing approach that will illuminate conversations and real life situations. In all of it, I trust that God will give me lots of grace to stay in the conversation.


Little Things Console Us Because Little Things Afflict Us
by Nikkita Oliver - Krista Colleague

The Krista Foundation | Colleague Press, Urban America, Intercultural Development, Law, Arts & Culture, Community, Education, Global Citizenship, Integrating Service As A Way Of Life, Intercultural Development, Post-Service Term Reflections, Sustaining Service

Little things console us because little things afflict us.
- Pascal


I recently attended the "RACE: Are We So Different?" exhibit at the Seattle Center as part of a Krista Foundation outing with the Krista Colleague community. Once inside, I found myself at a unique display including a binder full of notecards where many visitors expressed both contempt and reverence for sports mascots.

A number of the commenters self-identified as Native, illuminating the trauma and harm that sports mascots inflict on them, their tribes, and communities. Juxtaposed to these heartfelt truths were the thoughts of those who see no problem with the manner in which sports teams have co-opted Native cultural images and in many instances commercialized the most stereotypical Native images. As if the dialogue were not complex enough, there were those who self-identified as Native who took no issue with the mascots and maybe even saw other issues as more concerning.

One comment stood out vividly. A member of the Tlingit tribe described what they believed to be the gravest issues facing Native communities. They discussed the life expectancy of Native males and the drop-out rate of Native teens, stating, "These issues are far more important than sports team mascots." To many, Native mascots do not seem like a big issue, but often it is the things that seem the smallest that have the greatest impact.

As a brown person in the white institution of law I constantly deal with small nuanced forms of racism that exist because of larger ones. The larger ones will continue to exist because we are afraid and/or unwilling to deal with the smaller forms of racism.

There is an overall acceptance of the co-optation of cultural assets in the United States with disregard for the impact on communities and people. Additionally, rarely do the owners and creators of those cultural assets receive any sort of recognition or payment for the use of their image even when the image is being used for profit. This process further contributes to the damage done to a community or cultural groups psyche and continues to propel a negative and oppressive relationship between the "minority" and the "majority"1.

While some non-Native people may not see the problem, and may even point to to those Native people who take no issue with it to legitimate their own point of view, the reality is there are Native peoples who are offended by the use of their cultural assets as mascots. When considering racial and ethnic concerns that may seem minute, it is important to remember that big things are often made of smaller things. A small cut can very easily become an infection and a small change can be the catalyst needed to spark a big change.

Dr. John M. Perkins speaks of these little things in his work. When I was in college I sat in a room of young leaders at Seattle Pacific University eager to make change in the world. He told us the key to community development is understanding that the most obvious problems are often symptoms of a larger underlying illness. He told us, "rarely is the solution to the most obvious struggle the root cause of the problem". He encouraged us to consider the small and often times overlooked concerns, especially if those are the concerns the community is point us towards.

He then shared with us this story:

A team of community developers arrived in a neighborhood. They interviewed the people, did research and prepared a list of things they believed the community needed to solve. This list had hundreds of items ranked from the most important to the least. The community members' response to the community developers was that the rat problem was the most important issue to address. The rat problem was ranked in the lowest portion of the list the developers created. Despite their own ideas, the community developers listened to the neighborhood and addressed the rat problem first. As the rats disappeared so did most of the list.

Dr. Perkins shared this story to remind us of two key principles in community development: The small things matter and a community knows itself better than an outside community developer.

At the University of Washington Law School, I listen to people daily discuss our systems and struggles - rarely reflecting on their own role in a problematic system. They hardly ever consider the importance and value of community voice and in particular those communities that are marginalized and disenfranchised. In these spaces there are few people of color, and like those who shared their opinions in the binder at the race exhibit, we do not always agree on the solution. This often becomes a tool of division, co-optation, and/or further marginalization of those voices who speak in opposition to the majority opinion.

Listening is of the utmost importance in addressing any and every situation. If we do not first listen, we will not know how to act in ways that promote wholeness and reconciliation. Too often in U.S. culture do we rely on our formal education (and our privilege) as clout for why we should lead or be in charge. We are not very good at following those who have less formal education, though the community members have far more experience and knowledge regarding their community.

Mascots may seem like a small issue, but when we consider our generational memories of historic racial violence and present afflictions we can see that the psyches of people of color (and white people) have been damaged by big things sustained by small consistent actions and inactions. This small act is the continued poking and prodding on a large wound and emblematic of how we often devalue other people and their cultures. Mascots may not seem like a big deal in light of drop-out rates and mass incarceration, but they are small piece of the puzzle in addressing the root causes of both individual and institutional racism. Our willingness and humility to eliminate the "small" things are a way we show our love and respect for humanity and lead us towards addressing the "larger" struggles.

I believe that we would better serve each other and society if we learned to see multiple solutions, no matter how big or small, as viable and equally necessary; to address the mascots, drop-out rates and mass incarceration all at once.

The work of reconciliation is not easy and often happens in the least obvious places. Reconciliation, like a journey, happens one step at time; sometimes in small steps and sometimes in large strides. We often do not know the value of our small steps, but without them we would not have made it through the journey. Listening and acting on the small things makes the big changes possible.


1 The use of quotations around "majority" and "minority" is to signify an important nuance in the use of these terms. It is not to say one group is more major and the other more minor, but in this instance referring to specifically numbers or the size of the population of people. The majority being the larger quantitative group and minority being a smaller quantitative group. In the United States the use of these terms in this manner is appropriate, but in a place like South Africa, where the minority (Dutch/white South Africans) were in power and the majority (Native/black South Africans) were not, these terms must be used differently. 


Climate Change Evangelist
by Zachary Pullin, Communications Coordinator

The Krista Foundation | Krista Foundation Press, Education, Environment, Faith/Theological Exploration

Click here for more information about the 2013 Krista Foundation Conference 



My morning rush to catch the #10 bus was familiar choreography in my daily journey to get to the Krista Foundation for Global Citizenship headquarters. It was on the bus that I was inspired to think about the 2013 Krista Foundation Conference keynote speaker, Dr. Katharine Hayhoe, professor at Texas Tech. I consider myself a nerd. Neil Degrasse Tyson is my Michael Jordan, and Carl Sagan is my Ricky Martin. So having Dr. Katharine Hayhoe be a part of our conference is welcome news!

Katharine Hayhoe is considered an emerging beacon of knowledge, grace, and moxie for her ability to engage in meaningful dialogue around climate change and her faith. She grew up surrounded by the ideals and values of Evangelical Christian missionary parents in South America. Many have been surprised at her ability to possess two unique identities. Katharine is an atmospheric scientist whom also studies climate change, is part of a Nobel Prize winning Intergovernmental Panel on Climate Change, and has authored books and articles communicating the beautiful connection between faith and science. 

As the bus wove its way down 45th, we passed a sign that read, "You watch the road, we'll watch your home!" At first, I was nonplussed by the advertisement. But, I got to thinking about the idea that sometimes it's easier to just forget things and focus on what's right in front of us. Dr. Katharine Hayhoe talks a lot about the nature in which we analyze climate change - about how it's important to consider climate change in a more accessible way. More personal. More right here.

In the PBS documentary series, The Secret Life of Scientists, Katharine said, "When we think about climate change, usually the first thing we think about are the Polar Bears up in the Arctic losing their ice. But, it doesn't really matter to most of us at the personal level. So, what I study is what climate changes means to us - right here, where we live!" 

I look forward to exploring the implications of our local actions in how it effects climate change overall. Most importantly, I look forward to examining how my faith is intricately woven into the science of climate change. There is a poetic way to bridge the differences between faith and science and Katharine Hayhoe is adequately knowledgable about how to do that! 





Zachary Pullin is the Communications Coordinator at the Krista Foundation for Global Citizenship. He was a Peace Corps volunteer from 2010 to 2012 in Belize, Central America teaching organization development, and was also a literacy educator, braille tutor, creative writing teacher, and founded Belize's first LGBTQ support group. His most recent role was as the Logistics Coordinator on the 2012 Soulforce Equality Ride. Prior to that he worked as the Communications Director of the NATIVE Project and a development intern with TOMS Shoes. Zachary loves going on jogs around Green Lake, eating apples and bananas, singing apples and bananas, and baking apple pie and banana bread.




2012 Keynote Video: Krista Foundation Conference

The Krista Foundation | Krista Foundation Press, Developing Nations, Environmental Projects, Urban America, Community, Education, Environment, Faith/Theological Exploration, Global Citizenship, Sustaining Service

conference logoThis Keynote Address: Roots of Hope, was given Saturday, May 26th, 2012, at The Krista Foundation for Global Citizenship's Annual Conference.

Dr. Cynthia Moe-Lobeda is Associate Professor of Theological and Social Ethics for Seattle University's Department of Theology and Religious Studies, Environmental Studies Program, and School of Theology and Ministry. Her current book project concerns faith-based response to systemic evils such as racism, economic exploitation, and ecological devastation.

The Krista Foundation 2012 Conference theme was Growing Service Leadership: Rooted for Life. Over the weekend, young adults in our program and intergenerational mentors spent time learning together how to develop and maintain healthy roots amidst the challenges of service and transition.


Service Leadership Update- A Voice for Justice

The Krista Foundation | Colleague Press, Urban America, Arts & Culture, Community, Education, Faith/Theological Exploration, Poverty: Urban US & International, Sustaining Service

nikkita oliver, photo by Contina Kemp"Justice, like people, has living impact" writes Nikkita Oliver ('08), who currently teaches poetry, debate and biblical leadership, and runs the chapel program at the Seattle Urban Academy (SUA). Serving for two years as a chaplain and service provider at the King County Youth Detention Center, Nikkita accompanied youth struggling in the system, and listened to their stories. "...The law should work to the benefit of the people,"writes Nikkita, "In my experience, I have not seen the law work as such." These troubling encounters have strengthened her resolve to bring legal literacy and empowerment to her south Seattle community.


Colleagues Nikkita Oliver '08 and Laura Wright '11She has a track record of developing community youth. An active musician and spoken word artist, Nikkita facilitates community spaces for youth to give voice to their world. A member of the 2011 KF Conference planning team, also she used her artistic gifts to lead the worship service. This month, Nikkita received the exciting news that she earned a full scholarship to attend the University of Washington Law School. The KF community celebrates Nikkita as she takes the next step on her journey of service leadership.