Description
The Final Project
Case Study Scenario:
You were hired by XYZ University as a consultant. They wanted you to research an organization to see if a service learning opportunity would benefit future students and the community. Your final recommendation is based on the research you collected in the first four weeks and feedback you received from your instructor and peers.
WEEK 7 ASSIGNMENT:
- It’s time to put together your final project based on the feedback you received from your instructor and your peers on the rough draft.
- XYZ University has required you to provide a minimum of 8 peer-reviewed articles to support your research and recommendation. EBSCO tutorial.
- You should have chosen to present your project in one of the following three methods:
- Paper: You will turn in a 5-7 pages paper following APA guidelines. Click here for the web version of the APA sample paper. Click here for a downloadable version of the APA sample paper.
- Presentation: You will turn in an 8-10 minutes presentation (such as PowerPoint or Prezi), including visual elements (graphics, pictures, etc.), 150-200 notes per slide, a reference slide, and you should record your voice giving the presentation.
- Speech: You will turn in an 8-10 minutes video speech (well-rehearsed), a written script of your narrative, and a reference page.
Project Requirements:
Complete the following steps.
Step 1: Introduction – Include an attention getting title. Introduce the social issue you have selected. Explain to your audience why this issue is important and why they should be interested. What are the benefits of service learning in effecting positive change for this issue? Conclude your introduction with your thesis statement. Use the thesis statement generator to develop your statement. This statement is your recommendation of why students should or should not conduct service learning at the organization. Use at least one peer-reviewed article to support your claims in this section.
Step 2: Body - Include the following sections from your previous research to include any changes you made due to instructor feedback: Community Organization, Community Partnerships, Cross-Cultural Challenges, Humanitarian Considerations, Volunteers, Roadblocks, Future Vision, Challenges, and Improvements.
Step 3: Conclusion - Restate your thesis. This means that you say about the same thing as you did in your thesis, but you say it differently. After stating your thesis, restate the topics from each of your body sections and emphasize what is important for your audience/readers to remember. End your conclusion with a call to action that illustrates what your audience/readers should do with the information you presented.
Step 4: References – On a separate reference page, list all the references you have cited in your paper to support your claims.
I will add my rough draft with the peer reviews I have recieved to assist in the work.
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Explanation & Answer
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Running head: GENERAL EDUCATION CAPSTONE
Service Learning and the Promotion of after-school Programs
Student’s Name
Affiliate Institution
1
GENERAL EDUCATION CAPSTONE
2
Service Learning and the Promotion of after-school Programs
Service learning is a type of experiential education in which the learning process takes
place through a cycle of actions as well as reflections as learners work with others through a
process of applying the classroom knowledge in the solving of community issues, and in the
same breath, reflecting on their experiences as they attempt to achieve real goals for the
communities and a deeper understanding of themselves (Bandy, 2016). Additionally, service
learning can be described by what it does not constitute; service learning is not community
service, volunteerism, field education or internship. Internships and field education focus on
student learning: whereas leaners may offer valuable services, the main aim is to offer
learners with hands-on experience to better the educational objectives. Community service
and volunteerism center on the service rendered: the intended beneficiaries are the service
recipients. On the other hand, after-school programs are organized programs that the youth
can partake in that is outside the traditional school days or hours (Frazier et al., 2013). The
programs can be conducted in school buildings, parks, community centers, churches or even
libraries. Further, the programs are cornerstones of concerted cultivation-where participants
gain social and leadership skills by partaking in organized activities. This paper seeks to
discuss how service-learning promotes after-school programs, its interrelationship with a
community organization, community partnerships, cross-cultural challenges, humanitarian
considerations, volunteers, roadblocks, future vision, challenges, and improvements as well
as, why students should undertake service learning.
Community Organization
In the higher education domain, service learning has evolved to become an
institutionalized practice. Service learning, in conjunction with community organizations, has
positive effects on both the host communities as well as the learners. Community
organizations’ collaboration with service learning in guarantees effective after-school
GENERAL EDUCATION CAPSTONE
3
programs. This is through the sharing of facilities and creating new opportunities for
afterschool physical activity initiatives. Sharing of facilities by the community organization
to facilitate after-school programs increase participation in after-school programs with no
significant increases in the operating expenses (Kanters et al., 2014). Thus, service learning
connects students to the communities as by acting as mentors to the communities they serve
(Oser, 2013. Application of service learning in after-school programs ensures that also the
poor can access education and be motivated to climb the social mobility ladder (Harpine,
2013).
Community Partnerships
Community partnerships may be community-based, public, international, national,
state, local, academic or private organization. Community partnerships together with
institutions of higher education, through service learning, can ensure the long-term efficiency
and sustainability of after-school programs, given the sharp cuts to youth and education
development initiatives as well as the federal government policy challenges that the threaten
the integrity of the programs. Service learning thus provides the human resource-studentswho through the incorporation of their classroom knowledge, effect change in the community
by tutoring the community’s school going children. Learning is no longer the sole province of
schools. Thus, it is important for institutions of higher education to establish ties of mutual
support for enhancing the experiences of the youth and children through after-school
programs in communities (Peterson, 2013). Service learning can thus promote after-school
programs by providing an opportunity and time to populations that deserve an education. This
is possible through relationships between institutions of higher education and community
partnerships.
GENERAL EDUCATION CAPSTONE
4
Cross-Cultural Challenges
Service learning, through after-school programs, invites and promotes intrinsic
motivation (Gröpel & Kehr, 2013), embracing real-life design thought process emphasizing
on principles that are sustainable. The process is further reinforced through community
partnership, community organizations thus engraining value to the entire experience. The
multicultural, interdisciplinary backgrounds of the learners and communities reinforce the
differences in problem-solving and seeking approaches thus attracting greater understanding
and appreciation of cross-cultural contributions and perspectives (Clevenger & Leigh, 2013).
Further, service learning is adversely impacted by the cross-cultural differences between
communities. Thus, institutions need to inculcate the element of cultural awareness to the
learners so that the objectives of service learning can be realized through after-school
progr...