GU299 Grantham Wk 3 Wallace Foundation Cultural Challenges Research Paper Researching Cultural Challenges Case Study Scenario: You have been hired by XYZ

GU299 Grantham Wk 3 Wallace Foundation Cultural Challenges Research Paper Researching Cultural Challenges

Case Study Scenario:

You have been hired by XYZ University as a consultant. They want you to evaluate an organization to see if a service learning opportunity would benefit future students and the community. Your initial recommendation is due in week 5 and will be based on the research you collect in your first four assignments.

WEEK 3 ASSIGNMENT:

Last week you described community partnerships and volunteers within your organization. You also discussed the benefits of service learning for students and communities.
Your task this week is to expand your research to cultural challenges, humanitarian considers, and roadblocks faced by the organization.
XYZ University has required you to find at least three peer-reviewed articles in the EBSCO library to support your research this week. EBSCO tutorial.
You will turn in a 2-3 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.

PAPER REQUIREMENTS:

Complete the following steps.

Step 1: Introduction – Provide a quick introduction to the organization you have chosen. Briefly describe the population that the organization seeks to serve. Describe briefly how the organization’s mission connects to what the organization does to help these populations. Briefly describe what the organization does to serve these populations. Provide at least one citation from a peer-reviewed article to support your claims in this section. Citation tutorial

Step 2: Humanitarian Considerations – Describe the challenges the populations served by the organization face in our current society. Based on research and specific evidence, does the organization engages in “charity” work or “solidarity” work? What specifically could the organization do differently to engage more fully in “solidarity” work? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 3: Cultural Challenges – What challenges might students have in engaging with the unique and diverse populations served by the organization? Based on your research, how might students overcome these issues? How might the university support students in overcoming these challenges? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 4: Roadblocks – What potential liabilities could exist by having students of the XYZ University participate with service learning and the organization? Has the organization had any issues in the past that might reflect poorly on the University? What risks might the student face by participating in service learning with the organization? How are these liabilities and issues related to the diverse cultural populations served by the organization? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 5: Conclusion – What cultural conflicts are likely to occur if a student participates in service learning at this organization? How might cultural issues or disagreements between the student, the organization, and the diverse populations the organization serves be resolved? How can the University support these resolutions? What are the potential risks to the university? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 6: References – On a separate reference page, list all the references you have cited in your paper to support your claims.

Documents from the last 2 weeks will be uploaded to assist in the work Lack of After School Programs
After school programs are activities which the youth can take part in beyond the
traditional school going hours. The after-school programs categorized in those undertaken by
either secondary or primary schools and those undertaken by external commercial or not-forprofit organizations. The programs meet the needs of youth and children of all ages and
encompasses a wide range of focus activities such as mentoring, academic support, youth
development, recreation and sports. The social issue is important as it improves the academic
performance of attendees, enhances the class behavior of the learners. Additionally, afterschool programs minimize the likelihood of dropping out of school. Further, participation in
after-school programs has been linked to a reduction in criminal behavior and drug use.
Service learning is important in causing positive change to after-school programs as
community partners are able to use some or a lot of the strategies, insights, and information
that the students suggest (Vizenor, Souza & Ertmer, 2016). Additionally, service learning is
important in causing a positive change to lack of after-school programs as it nurtures the
children and the youth to become better members of the society.
Community Organization
The Wallace Foundation is a philanthropy organization that is based in New York
City and operates at a national level in answering essential queries which, if remedied can
help in the reinforcement of policies as well as practices in a particular field. The foundation
traces its origin back to more than 50 years to the philanthropic instances of Lila Acheson and
DeWitt who also founded the Reader’s Digest Association. The generosity was directed to a
wide range of educational, cultural and artistic causes in the course of their lifetime. The
Wallace’s’ contributions have touched many organizations and their legacy lives on Wallace
Foundation, n.d.). The primary objective of The Wallace Foundation is to provide high
quality after-school initiatives which can equip the youth and children with rich opportunities
for learning, having fun and also growth. The foundation meets the communities’ needs by
coordinating efforts that ensure more and more youths and teens participate in high quality
after-school programs. Therefore, The Wallace Foundation stepped in by launching the
Financial Management program nine years ago to assist providers in sharpening the required
skills in the getting of their financial houses in order. Additionally, the foundation makes
funder policies and procedures efficient and fairer. In other words, The Wallace Foundation
puts in place policies and strategies that coordinate and boost the presence of after-school
programs in the country (Wallace Foundation, n.d.).
Conclusion
Historically, the after-school programs have been differentiated with diverse
initiatives -as well as the government institutions which finance them-thus resulting to a
scenario where the programs operate in isolation from each other. The Wallace Foundation
seeks to coordinate strategies which promote an increase in a number of enrolments in afterschool programs and also promote the quality of the programs. Additionally, the foundation
focus on disadvantaged youths and children. Further, service learning at The Wallace
Foundation is beneficial to both the community and the students. For instance, service
learning at the foundation helps the students to increase the understanding of the importance
of after-school programs in the community; exploring and nurturing talents, improvement of
one’s ability to handle ambiguity as well as increasing flexibility among other things. For the
community, service learning at Amnesty International helps in the gaining of extra human
resources required to attain the organization’s objectives, grow Amnesty International’s
volunteer pool, increase of public awareness to the benefits of after-school programs in the
country among other things (“Benefits of Service-Learning”, 2018).
References
Benefits of Service-Learning. (2018). Retrieved from
http://www.servicelearning.umn.edu/info/benefits.html
Vizenor, N., Souza, T., & Ertmer, J. (2016). Benefits of participating in service-learning,
business-related classes: Assessing the impact on community partners. Journal for
Research in Business Education, 58(1), 1-15.
Wallace Foundation. A Brief History. Retrieved from
https://www.wallacefoundation.org/about-wallace/pages/history.aspx
Wallace Foundation. Afterschool. Retrieved from https://www.wallacefoundation.org/howwe-work/our-work/pages/afterschool.aspx
Week 2 Assignment
Introduction
Service-learning is an innovative teaching approach that incorporates community service
approach with academic study to teach students of the positivity of living as community.
University service-learning programs are mutually beneficial for both community-based
organizations (CBOs) and student volunteers. Students get a chance to engage in the community
while gaining practical skills relevant to their skills. Likewise, CBOs are supplied with additional
volunteers for their programs. The experiences some students gain with service-learning
represents exposure to a new social mission, tackling community needs they might never have
known existed earlier. When the community builds relationships with local students, they gain an
entirely new audience for their organization’s message. As students establish relationships with
members of the communities, CBOs, correspondingly, can also build their bonds with local
universities.
However, there are some challenges that students might face as service-learners in the
community. One of them is time constraints since students can be spread thin with commitment
to home, work, and school. As such, many students find it challenging to participate in a servicelearning program. Another challenge is dissatisfaction with the work. The community partners
may direct students to carry out tasks which are not in line with the service-learning experience.
Often the hardest part is getting students to recognize and report that a problem exists. As a
result, students may opt for intern roles instead of after-school learning projects.
Since hundreds and even thousands of students lack access to afterschool programs which
offer rich opportunities for learning, Wallace Foundation partners with neighboring communities
to coordinate the work of programs to build effective after school services. Main components of
after school projects include initiatives to enhance quality of programs as well as data collection
to inform decision-making. Taking these factors into account, Wallace Foundation then creates a
robust after school system which encompasses a wide range of focus activities such as
mentoring, academic support, youth development, recreation and sports.

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