Select a charity of your choice from the table below and answer question related to it mentioned below.
Format: 4 Pages Essay including APA style references at the last pages
Words: 2000-3000 words
MOU RENEWAL SIGNED AND COMPLETED
Boys & Girls Club of Stanislaus County
422 McHenry Ave
Carrie Bleau, Volunteer Development Coordinator CBleau@bgcstan.org
Jose Lopez, email@example.com
Friends of Turlock Animal Shelter
Jon Pinkerton firstname.lastname@example.org
Habitat for Humanity (The ReStore)
630 Kerney Ave
Volunteer Coordinator, www.stanislaushabitat.org/
Hickman Community Charter District
13306 4th Street
Paul Gardner, Board Secrtary email@example.com
Merced Rescue Mission (provides food and shelter to homeless in Merced)
1921 Canal St.
291-8171 947-1394- TAdam cell
Mr. Abel Guerra, Pastor firstname.lastname@example.org Tim Adam email@example.com
Modesto Gospel Mission
1400 Yosemite Blvd
Rev. Dale Hartman
893 Lander Ave
Second Harvest Food Bank of San Joaquin & Stanislaus Counties
704 E. Industrial Park Drive
Jessica Vaughan firstname.lastname@example.org
SEVA: Selfless Service
4167 Sunny Ln
Tejinder Atwal email@example.com
St. Marys Dining Room
United Samaritans Foundation
220 South Broadway
Esther Mann, Volunteer Coordinator firstname.lastname@example.org
United Way of Merced County
658 W. Main
Tatiana Vizcaíno-Stewart, M.A., Hub Manager Tatiana@unitedwaymerced.org
We Care Program
221 South Broadway
Maris Strertevant, email@example.com
Rubric to assess academic service-learning reflection writing
Dimensions of Quality (Criteria)
[Grade Range F – D]
[Grade Range C]
[Grade Range B]
[Grade Range A]
AWARENESS OF PURPOSE OF SERVICE
Student demonstrates limited awareness of the purpose of service and obtaining AS-L credit.
Student expresses awareness of the purpose of service and a one-on-one connection with the experience, but it is not applied.
Student expresses empathy and/or awareness of personal role in service and applies it to a connection with solutions and the bigger picture.
Student expresses and acts out personal role in service and applies the experience to developing solutions.
Student accepts things at face value, as if all opinions were created equal.
Opinions are stated without argument.
Student accepts most things at face value, as if most opinions were created equal.
Opinions are stated with limited argument.
Student begins to argue for conclusions based on objective evidence that express concrete arguments.
Student expresses an abstract level of responding which requires objective evidence. They demonstrate awareness of different perspectives, and weigh evidence to successfully argue for a conclusion/opinion.
APPLYING S-L EXPERIENCE TO THE ACADEMIC KNOWLEDGE BASE AND OBJECTIVES OF THE COURSE
Student does not apply the academic knowledge base and objectives of the course to the service experience.
Student expresses some connection between the academic knowledge base and objectives of the course and the service experience.
Student develops a perspective built upon the academic knowledge base and objectives of the course that is linked to the service experience.
Student creates their own academic perspective infused with the knowledge base and objectives of the course and applies it to the service experience beyond the curriculum.
RESPONSIBILITY TO COMMUNITY
Student demonstrates a limited awareness of personal responsibility to community.
Student expresses insight into community issues pertinent to the service project and integrates a personal sense of responsibility to participating in a solution but does not apply that knowledge.
Student acknowledges a responsibility to community regarding issues pertinent to the service and expresses a commitment to working towards specific solution(s).
Student acknowledges a responsibility to community regarding issues pertinent to the service and expresses a commitment to working towards specific solutions. In addition, student gets others involved.
IMPACT ON STUDENT’S
Student expresses very limited or no connection between service and self.
Student expresses a connection between service and self.
Student expresses how they could change as a result of the service.
Student expresses change(s) in self because of the service.
ETHICS VALUES AND SERVICE
a limited connectedness of the service experience to the ethics values and charisma
Student expresses some connection between ethics values and service.
Student expresses empathy and awareness of personal role in service to the poor through an ethics lens.
Student fully incorporates the ethics spirit through application of reflection on the service experience and creates their own perspective based on both theory and experience.
Read Reflection in Service Learning: Making Meaning of experience http://tinyurl.com/z5yjtsh, Read Reflection in service-learning classes http://www.servicelearning.umn.edu/info/reflection…. Write on Blackboard Discussion Board your charity selection based on rankings, reviews, reading charity’s annual report, reasons why you selected it, how it compares to others. Select 6 learning objectives from above. Start writing your critical reflection on Blackboard Discussion Board how you will address the 6 learning objectives through your service learning work in the community. Identify community needs and how they link to the 6 course learning objectives. Discuss how your service work meets the 6 learning objectives and fulfills a need in the community. Discuss how you can help and write it in the Blackboard Student Service Learning agreement and post it on Blackboard Discussion Board. Write on Blackboard Discussion Board answers to all questions found at: Read Reflection in Service Learning: Making Meaning of experience http://tinyurl.com/z5yjtsh, Read Reflection in service-learning classes http://www.servicelearning.umn.edu/info/reflection…. Write your critical reflection of your service learning experience on Blackboard Discussion Board.