Running Head: MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
Meals on Wheels America and XYZ University:
Service Learning To Benefit Students And The Community
Ray Moldovan
Grantham University
1
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
2
Meals on Wheels America and XYZ University:
Service Learning To Benefit Students And The Community
With the United States population of senior citizens set to outpace young people
below the age of 18 by the year 2030, the issue of independent living, food security, and
general health and welfare for the nation’s elderly is an ever growing concern (US
Census Bureau, 2018). With increased mobility of economic opportunity and families
being spread out over potentially great distances, more and more elderly people are
finding themselves alone in their homes, often without a reliable support network
normally provided by family or friends. Meals on Wheels of America (MOWA) and its
affiliates have a long track record of making a positive impact in the lives of elderly
residents in communities throughout the United States. With over 5,000 grass roots
organizations servicing over 2.4 million senior citizens daily, Meals on Wheels provides
valuable opportunities for students to learn and grow in a service-learning environment.
Because students engaged in service-learning activities are exposed to a wide array of
real-world experiences that relate directly to their academic courses of study, while
making positive contributions to the communities in which they live, Meals on Wheels
organizations are ideal partners in service-learning for XYZ University.
While the name implies delivery of food to those in need, the reality is that
volunteers who deliver to seniors actually provide three distinct services. Volunteers
deliver food, and while doing so; they provide a friendly visit and have the opportunity to
perform a safety check. Some seniors report that their only social interaction may come
from their Meals on Wheels volunteer. Simply taking a few minutes to visit with the
elderly members of the community provides much needed nourishment to their
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
3
psychological well-being, just as the meals provide for their physical well-being.
Because volunteers have ongoing interaction with seniors, they also provide routine
safety checks, ensuring that medical help or family members are called as situations
dictate (Keeping Seniors At Home, n.d.).
By remaining engaged with seniors within the community, the community itself is
made stronger by ensuring the health and well-being of some of its more vulnerable
members. In addition, the reciprocal contact that occurs through service strengthens the
bonds of the generations and creates new opportunities for learning and understanding on
both sides (Butts, 2003). While many students acknowledge being more engaged in the
learning process, and therefore more invested in the subject of their efforts, mandatory
service-learning programs may not always provide the lasting results of continued service
envisioned (Dienhart, Maruyama, Snyder, Furco, McKay, Hirt, & Huesman 2016).
Despite that, the overall value to the student through service-learning, and even more
important, to the receiving organizations remains clear. There are distinct, lasting
advantages to be had by the implementation of these programs, that otherwise may never
be realized (Vizenor, Souza, & Ertmer, 2016).
In addition to the direct work that MOWA engages in with its affiliates and
clients, it also works to develop relationships with other community partners, thereby
increasing its reach and resource base. In the case of Meals on Wheels America
(MOWA) the Japanese automaker, Subaru, is a well-known and notable community
partner. Subaru dedicates a portion of their sales to service organizations during special
events throughout the year, and for the 50th anniversary of MOWA, the company donated
50 of its Outback SUVs to MOWA programs throughout the United States (Subaru, n.d.).
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
4
Students benefit from collaborating with other community partners because of the
diverse opportunity for learning that is available and for the social and business
networking that takes place during the service learning term. Students may continue the
relationships that they develop over time and use them to find employment after they’ve
completed their studies or they may even develop relationships that continue their service
to community after the service-learning opportunity is complete. In addition, students
may be exposed to wide-ranging elements of business operation through collaborations
with community partners during the service-learning process. Project management,
marketing, and other professional products are some examples of real-world experience
that students may gain (Gable, n.d.). Students may also experience various challenges
during their service-learning program. The level of academic rigor may not align with
students’ expectations, scheduling conflicts may arise that cause a sense of ‘lost time’ and
challenges with respect to cultural or socio-economic factors of the target segment of the
community may create conflicts for students to overcome (Bielefeldt, & Canney, 2014),
(Peters, 2011).
In addition to Subaru, Meals on Wheels enjoys a vast array of partnerships; from
the Federal and local governments, to other service organizations like the American Red
Cross and Friends Life, the impact and influence of Meals on Wheels stretches far and
wide, indeed. Taking Friends Life for example, a non-profit organization that focuses on
teens and adults with developmental disabilities; helping them to experience their
communities more fully through personal and social experiences. With MOWA, Friends
Life has the opportunity to bring their focus in line with the seniors that MOWA serves
on a daily basis. The contact between the groups benefits both from a social
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
5
developmental perspective and brings two communities together that otherwise wouldn’t
have the opportunity (Masi, 2017).
As in the case of Friends Life, where the program participants volunteer to deliver
meals to less-mobile seniors, Meals on Wheels relies on volunteers on a daily basis to
keep the mission running. But the mission goes further than just delivering meals.
MOWA uses volunteers to help prepare food and in the administration of the
organization as well (Why you should volunteer, n.d.). Volunteering supposes a person
gives of their time, and engages in a one-way transaction, where the object of the
volunteers efforts is the primary beneficiary and no reciprocity takes place. In servicelearning, the servant provides value to the community and the organization, and also
gains benefits from those served through greater understanding development of
enlightened citizenship, and a higher sense of social justice through engagement with
groups that they may not otherwise associate with (Asghar & Rowe, 2017).
During the course of the service-learning project, students involved in with
MOWA may face barriers to providing effective service. More likely than not, barriers
may stem from generational differences. Most of the clients served by MOWA are age
60 and above. This accounts for a significant age-gap between the average MOWA
client and service-learner, which may initially present as being an impediment to the
service-learning process. On the contrary, the topic of intergenerational study becomes
relevant in this context. While most of the research in this subject has to do with
intergenerational collaboration in a formal academic environment, with clearly
established roles and responsibilities, it is reasonable to envision a service-learner
approaching the project with learning in mind. Students may be able to lead the learning
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
6
by exposing clients to new technologies during their visits, in order to better connect
seniors with their loved-ones, other community services, or even their primary care
providers. Elderly clients have a lifetime of experiences to share with others and students
can shape visits that place the client in the role of a teacher. Students may gain new
perspective on their own lives in the process. In the end, there will most certainly be an
exchange of information and ideas that will serve to enrich the lives of both the student
and the client (Whitehouse, 2017). From the perspective of the student, support from the
university would ideally take the form of adopting the Age Friendly University model.
Developed by the Dublin City University in Ireland and endorsed in partnership by
Arizona State University in the United States and Strathclyde University in Scotland, the
concept brings in elderly citizens to act as special instructors, mentors, and active
participants in the university culture of learning and teaching (Pstross, Corrigan, Knopf,
Sung, Talmage, Conroy, & Fowley, 2017). Such a program, while not yet universal,
holds a great deal of promise and works effectively to reduce the generational gap, while
promoting greater unity among participants.
Risks associated with students participating in a service-learning activity with
MOWA are no different than what may be encountered on any other day. There is the
fact that students will be expected to drive their own vehicles, and they will be operating
around new people and in others’ private homes, so from that perspective, there are many
opportunities for risk and exposure to the student as well as the client and service
organization from injury to interpersonal problems and beyond. Setting that all aside
however, from an academic perspective, the risks lie in performance and commitment.
While the service-learner is operating within an academic environment, the service being
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
7
performed exists in the “real” world. That means that there are others who will be
dependent on the service-learner to follow through on commitments and perform at a
competent level (Cyphert, D, 2006). If not, there will be a breakdown in credibility,
which may jeopardize future service-learning opportunities the university can offer to its
student body. There was no indication in the research that cited an issue with servicelearning efforts and MOWA. While the issue of personal liability between the servicelearner and the client groups serviced by MOWA is clear, poor performance of servicelearners in their tasks results in a reduced level of service that MOWA can provide to its
clients.
From a social perspective, the issue at hand is that of senior independence and
aging with health and dignity. Older Americans face increasing challenges as lifespan
increases, and the work that MOWA does promotes greater independence by providing
daily, personal visits to their clients. During visits, MOWA volunteers provide
nutritionally complete meals for their clients, which supports individual health and
increased food security. Volunteers also have the opportunity to observe the clients’
home, noting any hazards that may exist and work to help create safer spaces for their
clients. In addition, volunteers get to know their clients and provide much needed social
interaction with the homebound elderly residents, which contributes to their overall
psychological well-being (Campbell, Godfryd, Buys, & Locher, 2015). A review of the
literature indicates that the future of MOWA is not well defined; however, the
organization’s own vision and mission statement indicate an on-going commitment to
community and serving the elderly population. Of note is the appearance of MOWA’s
work with traditional healthcare organizations, where MOWA claims their efforts serve
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
8
to reduce the burden on higher-cost alternatives to senior care. While this is not a stated
path for the future of MOWA, it is a valid position in that the daily costs of the MOWA
program of a few dollars a day, pales in comparison to that of managed care facilities or
even hospitalization. By focusing on this aspect of MOWA’s benefit to the community,
they maintain relevance and even broaden their appeal to legislators and the general
public, who may not see the longer-term savings by investing in support systems that
keep seniors in their homes (Winterton, Warburton, & Oppenheimer, 2013). Despite the
lack of evidence of a concrete growth plan by MOWA, it may be inferred that as long as
there is an aging population of Americans in need, MOWA appears motivated to answer
the call. Student service-learners can support the future of MOWA by taking on research
projects that seek to enhance the literature and illustrate the long-term benefits of
supporting mobile meal delivery programs to seniors.
An obvious challenge that MOWA faces in realizing their future is defining
exactly what that is. Their vision statement defines “An America in which all seniors live
nourished lives with independence and dignity.” As previously mentioned, it follows that
as long as there are senior citizens living in America, MOWA is committed to serving
their needs. While this may be a noble aim, the organization reveals little in the way of
planning for growth or expansion of its mission. It may be that the vision and mission of
MOWA is so well defined and the focus so clear that they have achieved their optimum
position in their operating space, but there is no obvious indication to support that claim.
Where student service-learners could help would be in the formation and interviewing of
focus groups to determine MOWA’s perceived efficacy among its clients and
stakeholders.
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
9
A very real challenge that the organization faces is growing and maintaining its
volunteer ranks to serve ever-increasing numbers of older Americans. Service-learners
would be especially helpful in developing a marketing plan aimed toward their peer
generation to promote long-term volunteerism among a younger demographic.
According to O’Dwyer and Timonen (2009), a research team in Ireland, the average age
of the volunteers studied was approaching that of the clients they served. The challenge
to motivate, attract, and retain volunteers is understood and categorized as intrinsically or
externally motivated; self-serving or altruistic (MacNeela, 2008). Student learners can
help MOWA by conducting additional research as to the motivations of volunteers and
develop programs that leverage those motivations to be used by the service organization
in its efforts to attract and retain a broad base of support at the point of execution.
Finding room for improvement for an organization such as Meals on Wheels
America and its affiliates is no small task. In the first place, the national organization has
been in existence in its current form since the 1970s, with its founding dating to the
1950s. The organization is clearly successful. The opportunities for improvement lie
with the local organizations themselves. It is up to the sponsoring university and the
student service-learners to collaborate with these local branches to determine areas most
in need of support. Recalling the work of O’Dwyer and Timonen, volunteer attraction
and retention stand out as high return on investment when viewed through the lens of
students’ time and effort. By ensuring healthy numbers in the volunteer corps, the Meals
on Wheels partner organizations are best situated to touch the greatest number of lives on
a regular basis. That, in essence, is the mission of MOWA.
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
10
This analysis has discussed the primary mission of Meals on Wheels of America
and its affiliate organizations in relative detail. The work these groups do offer numerous
opportunities for positive engagement of college students as they near completion of their
undergraduate studies, providing a venue where the student may bring the totality of his
or her studies to bear on a meaningful project that benefits both the student, as well as the
community in which they live. America’s elderly population is growing and as they enter
into their advanced years, support systems to maintain their independence, safety, and
dignity are sure to become more and more important. As the number of elderly grow, so
to do the opportunities for intergenerational learning and development among both
students and clients alike. Through service-learning, students will be exposed to a
number of different community partners, furthering the learning experience and giving a
great deal of real-world knowledge to tie together the students’ academics and service
project. Despite any risks associated with service to MOWA, students are supporting its
mission to improve the quality of life for seniors and may even have the opportunity to
shape the future of the organization during their service. For these reasons and many
others, Meals on Wheels organizations are ideal partners in service-learning for XYZ
University
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
11
References
Asghar, M., & Rowe, N. (2017). Reciprocity and critical reflection as the key to social
justice in service learning: A case study. Innovations in Education & Teaching
International, 54(2), 117–125. https://doi.org/10.1080/14703297.2016.1273788
Bielefeldt, A. R., & Canney, N. (2014). Impacts of Service-Learning on the Professional
Social Responsibility Attitudes of Engineering Students. International Journal for
Service Learning in Engineering, 9(2), 47–63. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=118175709&si
te=ehost-live&authtype=uid&user=grantham&password=research
Butts, D. M. (2003). Intergenerational service learning and volunteering. New Directions
for Philanthropic Fundraising, 2003(42), 59–69. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12406357&site
=ehost-live&authtype=uid&user=grantham&password=research
Campbell, A. D., Godfryd, A., Buys, D. R., & Locher, J. L. (2015). Does Participation in
Home-Delivered Meals Programs Improve Outcomes for Older Adults? Results
of a Systematic Review. Journal of nutrition in gerontology and geriatrics, 34(2),
124-67. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4480596/
Cyphert, D. (2006). Real Clients, Real Management, Real Failure: The Risks and
Rewards of Service Learning. Business Communication Quarterly, 69(2), 185–
189. https://doi.org/10.1177/108056990606900207
Dienhart, C., Maruyama, G., Snyder, M., Furco, A., McKay, M. S., Hirt, L., & Huesman,
R. (2016). The impacts of mandatory service on students in service-learning
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
12
classes. Journal of Social Psychology, 156(3), 305–309.
https://doi.org/10.1080/00224545.2015.1111856
Gerstenblatt, P., & Gilbert, D. J. (2014). Framing Service Learning in Social Work: An
Interdisciplinary Elective Course Embedded within a University–Community
Partnership. Social Work Education, 33(8), 1037–1053.
https://doi.org/10.1080/02615479.2014.935731
Gable, M. (n.d.). What are the benefits of service-learning? Retrieved from
http://mclean.olemiss.edu/service-learning-best-practices/
Keeping Seniors At Home, Where They Want To Be. (n.d.). Retrieved from
https://www.mealsonwheelsamerica.org/signup/aboutmealsonwheels/
MacNeela, P. (2008). The Give and Take of Volunteering: Motives, Benefits, and
Personal Connections among Irish Volunteers. Voluntas: International Journal of
Voluntary & Nonprofit Organizations, 19(2), 125–139.
https://doi.org/10.1007/s11266-008-9058-8
Masi, A. (2017, November 07). Service learning spotlight: Meals on wheels. Retrieved
from https://friendslife.org/service-learning-spotlight-meals-wheels/
O’Dwyer, C., & Timonen, V. (2009). Doomed to Extinction? The Nature and Future of
Volunteering for Meals-on-Wheels Services. Voluntas: International Journal of
Voluntary & Nonprofit Organizations, 20(1), 35–49.
https://doi.org/10.1007/s11266-008-9074-8
Peters, K. A. (2011). Including Service Learning in the Undergraduate Communication
Sciences and Disorders Curriculum: Benefits, Challenges, and Strategies for
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
13
Success. American Journal of Audiology, 20(2), S181–S196.
https://doi.org/10.1044/1059-0889(2011/10-0031)
Pstross, M., Corrigan, T., Knopf, R., Sung, H., Talmage, C., Conroy, C., & Fowley, C.
(2017). The Benefits of Intergenerational Learning in Higher Education: Lessons
Learned from Two Age Friendly University Programs. Innovative Higher
Education, 42(2), 157–171. https://doi.org/10.1007/s10755-016-9371-x
Subaru. (n.d.). Meals on wheels america | Partners and sponsorships | Subaru. Retrieved
from https://www.subaru.com/why-subaru/partnerships/meals-on-wheelsamerica.html
US Census Bureau. (2018, October 10). Older people projected to outnumber children.
Retrieved from https://www.census.gov/newsroom/press-releases/2018/cb18-41population-projections.html
Vizenor, N., Souza, T. J., & Ertmer, J. J. (2016). Benefits of Participating in ServiceLearning, Business-Related Classes: Assessing the Impact on the Community
Partners. Journal of Research in Business Education, 58(1), 1–15. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=122574903&sit
e=ehost-live&authtype=uid&user=grantham&password=research
Whitehouse, P. J. (2017). Learning Among Generations--from Intergenerational to
Intergenerative. Generations, 41(3), 68–71. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=125985346&si
te=ehost-live&authtype=uid&user=grantham&password=research
Why You Should Volunteer. (n.d.). Retrieved from https://www.mowsac.org/whyvolunteer/
MEALS ON WHEELS AMERICA AND XYZ UNIVERSITY
Winterton, R., Warburton, J., & Oppenheimer, M. (2013). The future for Meals on
Wheels? Reviewing innovative approaches to meal provision for ageing
populations. International Journal of Social Welfare, 22(2), 141–151.
https://doi.org/10.1111/j.1468-2397.2012.00889.x
14
Running head: GENERAL CAPSTONE EDUCATION ROUGH DRAFT
Porsha Lang
G00154594
GU299
November 12, 2018
1
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
2
General Education Capstone Rough Draft
Introduction
In recent years, school violence has been on the rise in schools. Violence cases range
from simple to sophisticated ones. Simple ones can be in the form of school bullying while
complicated ones include students attacking others by deadly weapons (Blosnich & Bossarte,
2011). A good number of students face violence at school and the vice is on the increase. Some
of the consequences of such cases have been severe harms and even death. There is a need to
address such vices in schools and eliminate them completely. That will help to level the learning
environment so that all students will have an equal opportunity to succeed.
In service learning, students are given a chance to practice what they learned in class in a
real-world environment. Students from XYZ University can use this opportunity to help the
organization to solve cases of violence at schools and volunteer as data collectors so as to
enhance and develop research that shall offer solutions to the menace of school violence. Service
learning can also be utilized by students in the classroom through the analysis of various
community problems and the possible solutions. Therefore, the availability of service learning
and the efforts of The Education Trust Organization can help to reduce cases of school violence
and support students from poor backgrounds.
Community Organization
The community organization that I chose is The Education Trust Organization. This
organization was established in the year 1980 with a duty to promote the education standards for
all students' right from the kindergarten level to colleges and universities. The organization's
foremost goal is to seal the gaps in educational accomplishments and more specifically, the
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
3
young people. The organization is mandated to make policies and advocate for better learning
standards. They mostly focus on learners from poor or low income and marginalized groups.
They focus on such students because they have a high likelihood of experiencing challenges
during their learning time. The organization advances proposals after carrying out thorough
research o establish the major challenges facing the students. They then come up with policies
that can help to improve the education standards of students and then create public awareness so
as to get the support of the government. According to the organization's research, school
violence is a vice that is caused by a myriad of issues including, personality problems, drug
abuse, violence as portrayed in the media and challenging upbringing (The Education Trust,
2013). Making of new policies is also an effective way of reducing cases of school violence
(Shaughnessy, 2017).
Community Partnerships
The Education Trust Organization collaborates with a variety of community partners with
a view of improving the country's education policies. The partners are spread out from the local
areas of operation to the national level. With the help of such organizations, it is able to come up
with policies that can help solve the problems affecting learning and the learning environment.
Local organizations offer tremendous support because they understand the problems that are
unique to a given area. For instance, the organization has set out to improve the quality of
teachers by partnering with Illinois local partners (Peske& Haycock, 2006). Some partners
finance the activities of the organization enabling it to reach more areas and institutions of
learning. Most of the organizational partners are in the private sector as well as nongovernmental
organizations.
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
4
Volunteers
The main projects of The Education Trust Organization are in schools and thus the major
players are the school management and teachers. They volunteer to be part of the organization's
projects so as to improve the standards of learning in their schools through skill enhancement.
The organization is a nonprofit organization, therefore, it has no mandate to implement any of
the policies but they are implemented by teachers by way of volunteering. While carrying out
research, the organization also relies on volunteers to gather information that is pertinent to the
research (The Education Trust Fund, 2014).
Humanitarian Considerations
The organization serves mostly students from poor backgrounds and minority groups.
Education is a tough journey which takes more than a decade or even two. During such periods,
students experience a lot of challenges and difficulties including violence at school and
economic hardships. Children from poor families fail to raise school fees, which puts their
education in jeopardy. Most students drop out because of such challenges (Haberland and
Rogow, 2015). According to Wolf (2015), students who fail to know how to learn when they are
at grade three do drop out of schools. Therefore, providing the necessary resources will be a key
tool to reduce the chances of school dropouts. For instance, offering free secondary education
helps students from humble backgrounds to remain in schools.
Cross-Cultural Challenges
The Education Trust Organization works I many countries around the world and therefore
faces a lot of cultural challenges. For instance, in some countries, there is an increased rate of
teenage pregnancies and early marriages which affects the learning of female students. Such
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
5
students will drop out of school and thus will not engage in any education programs (Haberland
and Rogow 2015). There should be a way of avoiding such challenges and students should be at
the forefront of fighting such vices. Students should know that education is a pillar of life and
that there is no substitute. They should value education and let their parents support their vision.
They can be organized in groups where they encourage and support one another to value
academics and strive to reach the highest level possible.
Roadblocks
In academics, there exist numerous roadblocks that may hinder the success of a student.
Such roadblocks include a lack of or insignificant willingness to be successful in education, and
lack of interest from students and their parents. Other challenges are increased fees to an extent
that parents cannot afford it. There are also other expensive materials or resources that are
needed by students.
Future Vision
The major vision of the organization is to breach the education gap between the rich and
the poor students. According to Ladson-Billings (2006), students from low-income families have
poor academic achievements and minimal opportunities compared to those from rich and well to
do families. Therefore, the organization s a blessing to students from poor families because they
have a chance to get a better education and thus increase their chances of succeeding in society.
The organization also influences the making of policies in the education sector so that such
policies can be favorable to children from poor families. Service learning is also a great tool
where students can act as volunteers in collecting data meant for research to support such
students and in decision making.
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
6
Challenges
Despite the fact that the organization has achieved a lot since its inceptions, it has also
experienced a variety of challenges including, the existence of a conflict of interest leading to
disagreements among members making it incapable of meeting all its objectives and goals
(Burki, 2014). Another problem is that there are many students who need help and resources are
always not enough to meet the demand. Lastly, manipulating legislators to make encouraging
policies is a hard task and the organization has no choice but to abide by the set laws and
regulations which may be unfavorable for its activities.
Improvements
To meet the goals of the organizations and feel any improvements, the organization will
have to involve the major stakeholders who are students. Decision making should be solely
focused on helping and promoting the welfare of students from poor backgrounds. The ambitions
and desires of learners should be given top priority. The organization should also have
stakeholders closer so that in case a problem arises, it can solve it in good time. The Education
Trust Organization should as well focus on the major goals before the minor ones.
Conclusion
It is important that The Education Trust Organization, together with students from service
learning, work together to address the social vice of school violence and other problems affecting
students from poor backgrounds. The paper had various sections starting with community
partnerships. In this section, the most important part is to remember the functions of ET
including helping children from low-income families. In community partnerships, local partners
provide solutions to local problems while other organizations offer the needed resources.
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
7
Volunteers consist of main teachers who implement the policies of ET and thus help to reduce
cases of school violence and improve their quality. Working in different countries has brought
about challenges from different places with the main emphasis on the education of the girl child.
Students face roadblocks while trying to acquire education such as fees while the organization
facing challenges like the inadequacy of resources to meet the needs of the many students.
Lastly, the organization should e focused on reducing challenges and increasing its reach so that
many students can benefit. To do so, it can also partner with the government to get the needed
resources easily.
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
References
The Education Trust. (2013). Fast Fact. Violnce continues to claim toomany innocent childrens
lifes. TRetrieved from https://edtrust.org/resource/fast-fact-violence-continues-to-claimtoo-many-innocent-childrens-lives/
Shaughnessy, S. (2017). Violence in Schools. 42(1). Retrieved from The Catholic Lawyer.
Retrieved from
https://scholarship.law.stjohns.edu/cgi/viewcontent.cgi?referer=https://scholar.google.co
m/&httpsredir=1&article=2490&context=tcl
Blosnich, J., & Bossarte, R. (2011). Low‐Level Violence in Schools: Is There an Association
Between School Safety Measures and Peer Victimization? Journal of School Health,
81(2). Retrieved from
https://pdfs.semanticscholar.org/1649/315343d7c99d219cd484a13fb9a17ef08551.pdf
Burki, T. (2014). 25 years of the Tropical Health and Education Trust. The Lancet 384(7), 2147.
Huang, J., Brink, H., & Groot, W. (2011). College Education and Social Trust: An EvidenceBased Study on the Causal Mechanisms. Social Indicators Research 104(2), 289-317.
Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding
Achievement in U.S. Schools. Educational Researcher 35(7), 3-11.
Haberland, N., & Rogow, D. (2015). Sexuality education: emerging trends in evidence and
practice. Journal of adolescent health, 56(1), S15-S21.
8
GENERAL EDUCATION CAPSTONE ROUGH DRAFT
Wolf, L. (2015). The STEM Teacher Drought: Cracks and Disparities in California's Math and
Science Teacher Pipeline. Education Trust-West.
Peske, H. G., & Haycock, K. (2006). Teaching Inequality. A Report and Recommendations by
the Education Trust. Retrieved from https://files.eric.ed.gov/fulltext/ED494820.pdf
The Education Trust. (2014). Partners. Retrieved from The Education Trust:
https://west.edtrust.org/who-we-are/partners/
9
Purchase answer to see full
attachment