Change & Innovation, Justice

Offering health and hope to immigrant communities

United States

“If there hadn’t been doctors in Tampa Bay who donated their time when I was young, my life would probably have been very different. Because of that I find my current work fulfilling and ironic”. – Jorge Riopedre (USA ’15)


Jorge Riopedre admits that his life would likely have taken a far different course had it not been for doctors who cared for him when he was a child. “I was born with pretty significant health problems,” he said, and complicating matters was the fact that he was the son of two Cuban immigrants who didn’t speak English.

Riopedre is the president of Casa de Salud, a healthcare center for the foreign born community of metropolitan St. Louis. Casa de Salud offers clinical care, mental health counseling, psychiatry, and a wide range of patient advocacy services for a flat fee of $25. As well, the organization collaborates with over 60 local and regional partners to create healthcare access for marginalized populations, and offers on-site classes on health related topics. Regardless of wealth, insurance, or legal status, Casa de Salud hopes to provide health care for immigrants and refugees from all nationalities.

Since taking over as president in 2011, Riopedre has guided the nonprofit into its current position as health care provider for over 4,000 people annually, delivering over 10,000 patient services in the St. Louis community. As just one example, he told a story about a woman who had endometrial cancer. Casa de Salud completed all the paperwork, found a hospital that would do surgery for free, and four days later she had the surgery. Riopedre finds the work incredibly meaningful, and shares credit for the results with his team of talented individuals.


Helping the poor fight their poverty


For Martin Burt (Paraguay ’94) his work is a team effort with other Eisenhower Fellows. In 1985, he co-founded Fundacion Paraguaya with Guillermo Peroni (Paraguay ’70), to provide entrepreneurial skills to marginalized young people. Today, of eight Paraguayan Eisenhower Fellows, five of them—Burt and Peroni, along with Raul Gauto (Paraguay ’89) , Pascual Rubiani (‘99), and Yan Speranza (‘14)—work at Fundacion Paraguaya. “Eisenhower Fellowships helped us see beyond our own borders” in an effort to alleviate poverty.

Fundacion Paraguaya is an NGO whose mission is to “develop and implement practical, innovative, and sustainable solutions to eliminate poverty in order to create decent conditions for all families.” Fundacion Paraguaya achieves these goals by promoting four inter-related strategies: (1) a microcredit program, (2) an entrepreneurial and financial education program for youth, (3) financially self-sustainable high schools that train the children of farmers to become rural entrepreneurs, and (4) a separate NGO, TeachAManToFish, that spreads the self-sufficient school model around the world.

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Providing access to quality education

United States

Susan Patrick (USA ’16) is the president and chief executive officer of the  International Association for K – 12 Online Learning (iNACOL) based in Washington, D.C. She traveled to New Zealand and France in a quest to examine and compare leading educational systems in economically developed countries with the United States in terms of how education innovation and policy support for future-focused learning. She came away with so much more, including a bolder vision for education transformation in the United States.

While on fellowship, Patrick confirmed her belief that the first order of business is examining how to create equitable, high-quality and effective educational systems. Her notion of innovation expands beyond technology to include contemporary and student-centered learning methodologies. She saw that education systems are redefining what student success looks like, and this deeply involves the community in crafting educational goals to address complex global issues with social, racial and economic disparities.

Immediately after the fellowship, she was inspired to grow the research arm of iNACOL to deepen the understanding of global systems best practices with American policymakers. The research and advocacy work provides access to examples of successful education models from all over the world.

Patrick says that the challenge for change in the U.S. is massive given the scope and scale of the country — 50 states that set policies and local control in 13,600 school districts. The fact that federal policy is limited in its role (due to the omission in the U.S. Constitution) means the states are leading the way, with innovative districts, to drive transformation for the education system. To scale transformation in a just and equitable way is one of our biggest challenges, according to Patrick.

Despite the massive task ahead of her, Patrick has found great success in developing partnerships at the state level. Using her knowledge and experiences from the Eisenhower Fellowship, Patrick and her organization are leading work for education innovation in more than 38 states. Arkansas and New Mexico are two states where she saw the immediate effects of her fellowship journey.

In Arkansas, her presentation to a group of school district leaders, state representatives, and philanthropists led to a sponsored learning trip to New Zealand, a country with a national literacy rate of 99%. Sponsors sent local practitioners, educators, foundation staff and state administrators to learn from site visits with innovative schools in New Zealand, the Ministry of Education in New Zealand and non-profit partners like Core Education. The outcome of the trip was the development of an Office of Innovation at the Arkansas Department of Education, now housed at the University of Arkansas. For many practitioners from Arkansas, it was their first trip experiencing education models outside of the United States.

Her experiences in New Zealand also influenced her work in New Mexico, a state that is committed to addressing opportunity and achievement gaps through youth development and the dismantling of systemic inequity. New Zealand strongly supports and empowers its indigenous populations. Their focus on competency-based learning and initiatives that improve the transition from school to further study, work or training are particularly effective. They also provide a wider range of learning opportunities and make better use of the education network. Notably, New Zealand schools deeply involve community and rely on local wisdom to drive reciprocal accountability, which Patrick believes is an approach that could have significant implications for new education models and solutions to support youth, schools, communities and the future health and prosperity of citizens in the United States.

Patrick has partnered with Eisenhower Fellow Rhonda Broussard (USA ’14), to share knowledge and practices. Their virtual conversation can be found on Broussard’s blog, where the two dialog about current assumptions of the U.S. education system. The pair shares a strong commitment to supporting advancements in our public education system with a focus on equity and student agency. Innovations for equity are sorely needed if the U.S. as a whole wants to improve its overall outcomes in education and equality, which according to Patrick, have a long way to go.


susan patrick