REVIEW THE “PREVIEW OF YOUR FINAL PROJECT” CRITERIA SHEET TO HELP YOU FOCUS YOUR WORK THIS WEEK. BEFORE ENGAGING IN YOUR RESEARCH, MAKE SURE YOU HAVE DECIDED ON THE ORGANIZATION YOU WOULD LIKE TO RESEARCH IN THIS CLASS SO YOU CAN APPLY THE WORK YOU DO THIS WEEK TO YOUR FINAL PROJECT.

REVIEW THE “PREVIEW OF YOUR FINAL PROJECT” CRITERIA SHEET TO HELP YOU FOCUS YOUR WORK THIS WEEK. BEFORE ENGAGING IN YOUR RESEARCH, MAKE SURE YOU HAVE DECIDED ON THE ORGANIZATION YOU WOULD LIKE TO RESEARCH IN THIS CLASS SO YOU CAN APPLY THE WORK YOU DO THIS WEEK TO YOUR FINAL PROJECT.

Read chapters 2-3 in Learning Through Serving. Read chapters 4-6 in Pour Your Heart Into It. Researching Community Partnerships

Review the “Preview of Your Final Project” criteria sheet to help you focus your work this week. Before engaging in your research, make sure you have decided on the organization you would like to research in this class so you can apply the work you do this week to your final project.

Note: As you gather your sources, make sure the ones you choose are no more than five (5) years old. This is part of the requirements for your Final Project.
Six-Article Annotated Bibliography

Find and summarize the Grow, Hamm, & Lee’s “The Debate over Doing Good” (in EBSCO). Use your key terms that you generated through searching Grantham Library’s EBSCOhost and/or Google Scholar to find at least five additional, reputable articles to review as background information on community partnerships and community organizations. Review each of the six articles you found and summarize them based on the following criteria: The name of the author and article, The purpose of the article, The problem addressed, The population addressed, and, The results of the article. Your review should include all six articles. You should provide a 100-150 word paragraph for each source addressing the each of the four key ideas in your summary. Each article should also include a reference citation in APA format.

SAMPLE:

Remen, R. N. (1999 Jan.1). Helping, fixing or serving? University of Cincinnati.Retrieved from: https://www.uc.edu/content/dam/uc/honors/docs/communityengagement/HelpingFixingServing.pdf

In the article, “Helping, Fixing, or Serving” (1999), Remen asserts that people see the world in three different ways broken, weak or whole.

These viewpoints results in how a person connect to their world. Remen views serving as a way to moves beyond the expertise and incorporates both their serves strengthens as well as the strengths of others.

Many times people seek to help or fix rather than service. Remen uses examples of an emergency physician sees delivering a baby as a service rather than fixing the problem. She shares how a nurse moved past professional protocols to serve her by removing her ileostomy. In these examples, she explains how experiences shorten the distance between the humans. Remen shows how serving rather than fixing or helping benefits all parties and impacts humanity.

Grading Criteria Assignments Maximum Points Meets or exceeds established assignment criteria 40 Demonstrates an understanding of lesson concepts 20 Clearly presents well-reasoned ideas and concepts 30 Uses proper mechanics, punctuation, sentence structure, spelling and APA structure. 10 Total 100

Read chapters 2-3 in Learning Through Serving.

CHAPTER 2
Building and Maintaining Community Partnerships

VICKI L. REITENAUER, AMY SPRING, KEVIN KECSKES, SEANNA M. KERRIGAN, CHRISTINE M. CRESS, AND PETER J. COLLIER

ON A BEAUTIFUL TUESDAY morning in early July, several student grantwriters and their instructor from a service-learning course gathered during their class time at a huge warehouse in an industrial section of their city. The space they were about to tour—the former administrative and manufacturing headquarters of a local sportswear company—had been donated to their community partner, whose vision was to create an inclusive space for both emerging and established artists to come together outside of the competitive world of commercial galleries and conservative museums. This prospective artistic community center, which was to include spaces for exhibitions and performances and a resource center for working artists, now sat in front of them, behind a massive (and locked) front door. Those assembled waited 5, 10, 15 minutes. A few more students showed up. They all waited a bit longer. Now the community partner was really late. So were about half of the students from the class.

Though perhaps seemingly minor, the apparent breakdown in communication described previously is no trivial matter in a community partnership, but it is quite a common one. In this chapter, we explore the process of creating successful partnerships (those that serve not only the community, but also the students who are working on behalf of community change) and the outcomes that result from such partnerships. We will return to the previous scenario and examine others to investigate how these students might actively approach this opportunity to build their own knowledge and skills through effective collaboration with the world outside their college campus.

Explanation & Answer

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