Running head: SYNTHESIS OF SERVICE LEARNING

Synthesis of Service Learning Through Boy Scouts of America Tamara Putney Ferris State University

SYNTHESIS OF SERVICE LEARNING Abstract Through service learning one can garner an understanding of the roles of various community members and it helps to expand social and personal responsibilities; which is extremely important in todays society. This paper synthesizes a service learning project carried out with the Boy Scouts of America by Tamara Putney in 2012. Assignment introduction, agency description, volunteer role description, critical reflection, and a final overall synthesis of the

project will be explored. The overall synthesis includes the learning experience from this project as related to Bachelor of Science coursework and attainment of expected outcomes as part of the Ferris State University nursing program. A recommendation for future students to work with this agency will also be discussed. keywords: service learning, volunteering, Boy Scouts, BSN outcomes

SYNTHESIS OF SERVICE LEARNING Synthesis of Service Learning Through Boy Scouts of America As Putney (2012) explained in the original service learning proposal paper: Making a positive impact, in some form or fashion, in our community is what every human being should strive for. There are many ways to make a difference, we can be the difference maker, or we can be the difference maker by producing difference makers. Promoting goodness, awareness, and encouraging kindness and respect, is contagious, and can only make our world a better place. Service learning is a great way to become involved and evoke change in ones community, society and world as a whole. As a continuing education nursing student, participation in service learning will provide me with an opportunity to serve and be served by my community. (p. 3) Assignment Introduction Over the last year I volunteered to work with the Boy Scouts of America (BSA) for no less than 20 hours as a service learning project. This project and hours are a requirement as part of my continuing education for a bachelors degree through the Ferris State University nursing program. I selected this agency as a means to promote both personal and professional growth and

serve the community at large as well as my local area. It was very important for me to promote a positive image of both the program I am receiving my degree from, as well as the profession of nursing. This project was specifically selected, designed and carried out in a way that the community will continue to feel the positive impact, as the scouts continue to give back to

SYNTHESIS OF SERVICE LEARNING society. Agency Description

As explained by Putney (2021) in the manuscript, Service Learning Through Boy Scouts of America: The BSA was incorporated over 100 years ago, and although it took more than a year for the organization to adopt its oath and laws to abide by, these ageless fundamentals still exist today, basically unedited as set forth by the original founders (BSA, 2011). This organization has evolved and grown over the years, in fact, the 100-millionth youth member joined in the year 2000 (BSA, 2011). The main mission of the Boy Scouts is to instill ethical and moral values that will last a lifetime; this in turn empowers the boys to make the correct choices for the challenges they face throughout their lives (BSA, 2011). The member organization of the BSA is divided into many groups, or divisions, based on age, as well as interest. For the purposes of my service learning activity, the group that I will be working with is the Cub Scouts. In general, the Cub Scouts consist of boys, age seven through 10 years, or first grade through fifth grade. This group is again broken down by age group and given the names Tiger Cubs (first grade), Wolf Scouts (second grade), Bear Scouts (third grade), and Webelo Scouts (fourth and fifth grades) (BSA, 2011). The scout group involved in this project will consisted of Tiger Cubs, Bear Scouts, and Webelo Scouts. Examining the Scout Mission, Oath and Law (see Appendix A), it

SYNTHESIS OF SERVICE LEARNING becomes clear that the boys in this club already have a foundation for doing good and aiming to achieve high, merely because of membership. My goal was to teach the boys about giving back to the community, always doing their best, and as stated in the Cub Scout Law, being trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent (BSA, 2011). It was my intention to use my service learning opportunity to encourage people to help and respect other people and to promote volunteerism in our communities. This will go further than me simply volunteering at one agency for a brief period of time. (p. 3-4) Volunteer Role Description The volunteer role I took with the scouts was one of tutor or guide. My intentions were to teach an understanding of community support and help expand their thinking to include those around them in the community. It was important for me to impress upon them that volunteering is important and great for everyone involved, including their family members. All the activities included in the service learning lesson plan were meant to engage the boys and stimulate both conversation and thinking. Activities and Objectives All activities and objectives were carried out with only slight modifications to the original service learning proposal. At the completion of this project, outcomes exceeded expectations. Activity Number One- Germ Education and Hand Washing Activity number one was carried out at The Maples Nursing Home recreation room in

SYNTHESIS OF SERVICE LEARNING Frankfort, Michigan and included education on germs and hand washing. The activity included supplemental experiments to reinforce learning. Both parents and scouts were in attendance. Objectives and activities were as follows: Objective. By the end of the education session, students will verbalize an understanding of what germs are, how germs spread, how germs make people sick, and demonstrate good hand washing technique as evidenced by repeat demonstration at the end of the lesson. In addition post education questions will be asked to assess learning. The goal is for everyone to understand germs and know how to properly wash their hands. Activity. Students will learn by utilizing hands on demonstration, stuffed toy germ identification, hand washing with a sink and a black light box with Glow Germ gel experiments, with culture plates, pictures on a paper hand out, and a quiz to assess post education understanding. Details as followed: a. b. c. d. e. f. g. h. i. j. Baseline knowledge assessment questions Understand the definition of germs Understand why germs need to be controlled Understand how germs spread Understand how the spread of germs can be stopped Participate in culture plate experiments Baseline hand washing technique assessment Watch proper hand washing technique Participate in black light hand washing experiment Hand washing demonstration

SYNTHESIS OF SERVICE LEARNING k. l. Post hand washing assessment of effective technique Post education assessment questions

Measurable outcomes. Prior to the activity general baseline knowledge assessment was conducted in the form of a question and answer session. Post general knowledge assessment was carried out in the form of a written and verbal quiz. Pre assessment hand washing skills consisted of washing hands without instruction and inspecting for Glow Germ gel product remaining on hands. Post activity assessment was the exact same experiment executed after education was complete. All students, as well as parents, showed marked improvement in understanding of germs and were able to demonstrate proper hand washing technique. Overall assessment. Everyone present participated and everyone was very engaged. Children and parents both asked and answered many questions. Objectives were met and positive feedback was obtained. The boys were in agreement that they felt the information was very important and they intended to share everything they learned with their family. Activity Number Two: Nursing Home Visit and Volunteer Time Activity number two was carried out at The Maples Nursing Home dining facility in Frankfort, Michigan and included helping with a Mothers Day Tea for the residents. The activity ended with a question and answer session to review and assess objective. Both parents and scouts were in attendance and all participated. Objective. The objective in visiting the nursing home was to expose the boys to the aging or less fortunate population, to learn respect for the elderly and carry out a volunteer activity. A goal of this project is to make as many people smile as possible,

SYNTHESIS OF SERVICE LEARNING and have meaningful discussion about the objectives afterwards (Putney, 2012, p. 6). Activity. Students will interact with residents and help conduct a Mothers Day Tea. a. Answer baseline knowledge assessment questions about the elderly

population b. c. Wash hands Assist staff in setting all tables with dishes and distribute flower

centerpieces d. e. f. g. h. i. j. k. l. m. n. o. p. m. Distribute fruit to all tables Help push all the residents in wheelchairs to the dining room area Follow direction and place residents at assigned seats Distribute a flower and a smile to each resident Help distribute beverages and cookies to residents Introduce themselves to residents using a microphone Help set up for fashion show put on by local community members Interact with residents as fashion show proceeds Participate in fashion show as desired Thank the residents for allowing the group to visit Help return residents to their rooms as directed Assist with clean up Wash hands Participate in post activity reflection

Measurable outcomes. The displayed comfort level around the elderly will

SYNTHESIS OF SERVICE LEARNING increase by the end of the day. The comfort level of children while interacting was observed before, during, and after the activity. All but one child demonstrated increased relaxation as evidenced by actions and mood. The scouts stated they did not know what to expect and felt embarrassed and shy before the activity. The children also stated they felt more comfort around the elderly residents as the afternoon went on. Each child was able to make at least one resident smile. Overall assessment. Everyone present participated and all children were very engaged, except one. The youngest male child was very shy during the activity and hesitant to get too close to the residents. He did however participate fully with assistance and encouragement. All children were able to participate in meaningful discussion after the activity and expressed feelings of excitement. The scouts stated they felt proud of themselves and gained an understanding of respect for the elderly and helping others. The original proposal called for the scouts to hand out photos of flowers. In lieu of photos, the scouts handed out real flowers. Children and parents both asked and answered many questions. Objectives were met and positive feedback was obtained. Activity Number Three: Involvement with Habitat for Humanity Activity number three was carried out at the corner of Sir Lance a Lot Drive and King Arthurs Court in Kingsley, Michigan. This was the Habitat for Humanitys107th ground breaking ceremony for new construction on the Wazney family home. Habitat for Humanity is non-profit organization and conducts various activities around the world. In the Grand Traverse area, Habitat for Humanity is involved in building homes in cooperation with families in need (Habitat for Humanity, 2011). A ground breaking ceremony was selected due to the

organizations liability insurance policy that would not allow minors to be on a construction site.

SYNTHESIS OF SERVICE LEARNING The day of activity ended a local pizzeria with a question and answer session to review and assess the objective. Both parents and scouts were in attendance and all participated. Since

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Habitat for Humanity is a faith based type organization, all participants were informed ahead of time and acknowledgement was given that the dedication ceremony would likely include prayer. It is important to note that no objections were received and all participants present consented. Objective. The scouts attended a ground breaking ceremony for the Wazney family. The main objective was for the scouts to verbalize their feelings about the experience and gain a sense of pride in understanding how to help others. The main idea was to help the boys understand that even the small actions of others can make a difference. Activity. Students attended the ground breaking ceremony and participated in conversation and photo opportunities for the Habitat for Humanity project. Activity was as follows: a. Gather in Interlochen, Michigan and drive to Kingsley, Michigan at

predetermined destination b. Meet Habitat for Humanity personnel and listen to explanation of mission

statement c. d. e. f. g. h. Participate in meet and greet with the Wazney family and pose for photos Listen respectfully to dedication speech and ceremony Introduce themselves and state why they are in attendance Use alcohol antiseptic hand rub Interact with others during cookies and beverages Thank Habitat for Humanity for the opportunity

SYNTHESIS OF SERVICE LEARNING i. Attend post ceremony pizza party and participate in post activity reflection

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and discussion Measurable outcomes. Pre and post activity was assessed and compared. Pre activity knowledge revealed all but one of the boys had not ever heard of Habitat for Humanity. Those who did know of the agency were not able to verbalize what the agency actually did for the community. Post activity assessment revealed the boys obtained a great deal of understanding about the agency and each scout was able to verbalize at least one unique way the Habitat for Humanity helps serve the county. Overall assessment. Everyone present participated and all children were very engaged. Collectively, the scouts stated they felt sad for the children of the family. It is my opinion they may have even felt a small amount of guilt for their fortunate living situations. Many of the children expressed a satisfying feeling watching the happy family as they shoveled the first scoop of dirt on the vacant lot. Two of the parents in attendance also expressed gratitude for allowing them the opportunity to attend and experience the kindness of others. The post activity pizza party was a success and everyone participated. The original proposal called for the scouts to build wooden banks for the agency for collection of donations. This was not accomplished during this service learning project because of competing priorities with the scout group activities schedule. The project will be carried out in the spring and will be possible with donations from committed community members. Activity Number Four: Food Drive with Donation Activity number four was carried out in the Benzonia, Michigan community. The original proposal was for an independent food drive, but at the request of the den leader this activity was combined with a food drive the scouts do every year, I volunteered to help. On December 8th

SYNTHESIS OF SERVICE LEARNING food collection sacks were distributed to residents of the local community then, one week later the sacks were collected and delivered to the food bank. Objective. The objective of this activity was for the boys to be able to verbalize why they were gathering food and donating that food to the local food bank. Another goal of this activity was to teach the boys about the importance of community support, and working together for a cause. Activity. Food collection sacks were delivered to predetermined homes, then after one week, the bags were collected and delivered to a local food pantry. a. b. c. d. e. f. g. h. Gather in Benzonia, Michigan at preselected destination Receive collection sacks. Label collection sacks Distribute collection sacks to predetermined community members In one week meet in Benzonia, Michigan at preselected destination Collect previously distributed sacks full of canned goods Thank community members for donations while collecting Meet back at preselected destination to drop food for delivery.

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Measurable outcomes. Pre and post activity self-assessments of feelings and purpose were done and compared. Post activity revealed the boys were more able to verbalize how the donation made them feel. All scouts stated they felt a sense of pride helping the community and all were excited and more than willing to participate. Overall assessment. This activity went well. Overall, the scouts seemed to have a great time serving the community and meeting new people. This is a yearly activity for the scouts, but it was the first time I helped with a food drive. It made me feel great to

SYNTHESIS OF SERVICE LEARNING serve the community and the scouts. Critical Reflection Initial Thoughts

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In reflecting on this volunteer opportunity my initial thoughts were that it would be easy. But it was not easy. Children in this age range are very smart and intuitive, more so in many ways than adults. Children at this age are very impressionable and trusting. They looked up to me and believed everything I said. Not being a parent, that initially frightened and bewildered me. After about the first twenty minutes with them I realized part of the reason they were listening so intently was that I was a nurse. During the germ education they continually made reference to me as being able to heal people. It was at that point I knew this project would be challenging in the sense that I needed to find a way to connect with the scouts and infuse them with critical thinking, application of knowledge, and the drive to promote goodness. Assumptions I assumed the scouts participating in this project would think it was just a few fun field trips and would act silly like little boys act at times. While the culture plate experiment did elicit some very creative samples, the boys did an excellent job justifying the need for the samples. Another assumption I made was that the Boy Scouts of America was made up of only a few troops in my immediate area. In addition, I assumed the parents in attendance would be bored, criticize me and I mistakenly assumed all parents knew how to wash their hands. I assumed the family receiving the house would be poor and have no resources. I also assumed Habitat for Humanity donated the houses they built. Last, I assumed the nursing home residents would love the boys visiting.

SYNTHESIS OF SERVICE LEARNING Information Attained The information I attained was that boys this age have an amazing amount of drive and understanding of what is going on in the world. Not only do they want to know the why of

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everyday things and situations, they innately want to help those around them. The experiments were so telling. The boys actually turned the act of hand washing in to a competition, each boy wanting to prove they could wash their hands better than the next. Interestingly, each time they washed their hands and checked them, they sought my approval. I felt a sense of empowerment by giving them positive feedback. I felt I was making an impact with their daily living skills and not only promoting the health of the one child I was interacting with, I felt my actions would impact their entire family. I also attained information that there are a lot of hungry people in the county and food pantry stores are very low. I learned that the Boy Scouts is a very large organization with many local troops. They do an amazing amount of community service, as evidenced by comments by the boys and by a showing of the many badges they are often awarded. Surprisingly, all parents in attendance were very interested in the project and participated fully. All the information and reflective discussion I presented to the group was well received. I learned a lot of information about Habitat for Humanity. I had falsely assumed the family receiving the house was poor. When, in fact they are required to have an income and they are required to have respectable credit, assist in the building of the house, and participate in community service. Last, working with the nursing home residents gave me insight to the fact that not all resident want visitors and not all residents like cub scouts. But, all residents who had the physical ability did smile at some point during our volunteer time in the nursing home. This

SYNTHESIS OF SERVICE LEARNING opportunity did give me insight as to the daily struggles many people face. I am a better nurse and a better person for witnessing this outside of my professional job in the intensive care unit. Changes to Thought Processes Regarding the Agency I was very impressed with the Boy Scouts of America in terms of the moral conviction

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the den leader infused into the boys. They take the scouting oath very seriously and strive to live up to it in their daily lives. I had no idea what the BSA was all about until completion of this project, I never really thought about it. The BSA is inspiring young boys to truly be kind, honest, hardworking, caring, helpful, serving individuals. Insight on Service Learning in General My experiences with this agency and this service learning project made me realize that every child requires guidance and most times children will seek guidance. Children will learn what we teach them, if we do it correctly. We must however, be mindful that children are impressionable and will absorb what is in front of them. I believe this to be true of the community at large. As nurses and as human beings, when we serve our community we must always keep the why and desired outcome in our sights. When we serve our communities, promote the nursing profession and empower and inspire others we must remember to allow ourselves to also grow. We must think about all our actions and consequences every step of the way. Synthesis Implications and Consequences The consequence of this service learning project is personal and professional growth. Giving back to the community is promoting the profession of nursing and promoting good and

SYNTHESIS OF SERVICE LEARNING positive change in communities and families. There is no negative consequence from volunteering to help and learn about others in our society. Inference and Interpretation In conclusion it is apparent that all we have learned in context of the nursing process

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holds true in life. As professional nurses we assess, we develop objects and goals, we create and carry out interventions and evaluate the effectiveness. This is part of any plan, whether is in professional nursing practice or in our personal lives. Understanding that the impact a nurse can make in anothers life is critical, and should not be taken lightly. However, it is our duty as nurses to utilize this powerful tool whenever possible. Bachelor of Science in Nursing Outcome Evaluation In summarization of Bachelor of Science in Nursing (BSN) program outcomes, this service learning project improved my critical thinking abilities, I was able to promote the nursing profession and empower others through the use of evidence based health practice and it gave me an opportunity to use my leadership and planning abilities to make a positive impact in society. This project served many people and agencies and promoted positive health outcomes in a wide range of settings. In addition, I had the opportunity to consider and apply many nursing theories and concepts when developing, executing and assessing this service learning project. By exposing the scouts involved in this project to the health care environment, the personal environment of others, and teaching them how to impact all of society with community action demonstrates an understanding of the wide scope of service to society. Last, this project has allowed me to gain insight on the many ways professional and personal values can impact those in our society.

SYNTHESIS OF SERVICE LEARNING Recommendations This agency is highly recommended to all nursing students. The insight gained from

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experience with this agency and its philosophy, as well as working with the boys, was extremely rewarding. The service possibilities are endless for a project like this. The parents are engaged and receptive, and the scouts are always up for a challenge and are eager to serve and learn. Conclusion I have successfully increased my level of maturity, awareness, appreciation, and understanding about community support and the importance of involvement (Putney, 2012). I learned a lot about myself and served my community by teaching others how to serve. As Putney (2012) describes, Our community is really all we have, our children are the future of our community, we must grow them and teach them to care and give back whenever possible (p.7). My civic duty will not stop here, I will continue to work hard to promote the profession and image of nursing and do my part to make our world as healthy as possible.

SYNTHESIS OF SERVICE LEARNING References Boy Scouts of America. (2011). Overview of the BSA. Retrieved from http://www.scouting.org/About/FactSheets/OverviewofBSA.aspx Habitat For Humanity. (2011). About us. Retrieved from http://www.habitatgtr.org/about/ Putney, T. (2012). Service learning through Boy Scouts of America. Unpublished manuscript, School of Nursing, Ferris State University, Grand Rapids, Michigan, United States.

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SYNTHESIS OF SERVICE LEARNING Appendix A Mission

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The mission of the Boy Scouts of America is to prepare young people to make ethical and moral choices over their lifetimes by instilling in them the values of the Scout Oath and Scout Law. Scout Oath On my honor I will do my best to do my duty to God and my country and to obey the Scout Law; to help other people at all times; to keep myself physically strong, mentally awake, and morally straight. Scout Law A Scout is trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean, and reverent.

SYNTHESIS OF SERVICE LEARNING Appendix B Complete electronic germ education lesson plan available upon request.

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SYNTHESIS OF SERVICE LEARNING Appendix C Agency Contact Information Cubs Scouts of America Shane Iverson Den Leader Phone (231) 383-2131 Scenic Trails Council River Trails District Pack 0141 - Benzonia Habitat For Humanity Carrie Ullery-Smith Outreach Manager Habitat for Humanity-Grand Traverse Region 1129 Woodmere Ave. Suite F Traverse City, MI 49686 www.habitatgtr.org (231) 941-4663 The Maples Medical Care Facility Donna Stier, RN, BSN Director of Nursing Maples Medical Care Facility Contact 210 Maple Avenue Frankfort, MI 49635 (231)-645-2351

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SYNTHESIS OF SERVICE LEARNING Appendix D

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SYNTHESIS OF SERVICE LEARNING Appendix E

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SYNTHESIS OF SERVICE LEARNING Appendix F

CHECKLIST FOR SUBMITTING PAPERS CHECK DATE, TIME, & INITIAL

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PROOFREAD FOR: APA ISSUES 1. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40)] 2. Running head: Does the Running head: have a small h? Is it on every page? Is it less than 50 spaces total? Is the title of the Running head in all caps? Is it 1/2 from the top of your title page? (Should be a few words from the title of your paper). [p. 229 and example on p. 40] 3. Abstract: Make sure your abstract begins on a new page. Is there a label of Abstract and it is centered at the top of the page? Is it a single paragraph? Is the paragraph flush with the margin without an indentation? Is your abstract a summary of your entire paper? Remember it is not an introduction to your paper. Someone should be able to read the abstract and know what to find in your paper. [p. 25 and example on p. 41] 4. Introduction: Did you repeat the title of your paper on your first page of content? Do not use Introduction as a heading following the title. The first paragraph clearly implies the introduction and no heading is needed. [p. 27 and example on p. 42] 5. Margins: Did you leave 1 on all sides? [p. 229] 6. Double-spacing: Did you double-space throughout? No triple or extra spaces between sections or paragraphs except in special circumstances. This includes the reference page. [p. 229 and example on p. 40-59] 7. Line Length and Alignment: Did you use the flush-left style, and leave the right margin uneven, or ragged? [p. 229] 8. Paragraphs and Indentation: Did you indent the first line of every paragraph? See P. 229 for exceptions. 9. Spacing After Punctuation Marks: Did you space once at the end of separate parts of a reference and initials in a persons name? Do not space after periods in abbreviations. Space twice after punctuation marks at the end of a sentence. [p. 87-88] 10. Typeface: Did you use Times Roman 12-point font? [p. 228] 11. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106111] 12. Plagiarism: Cite all sources! If you say something that is not your original idea, it must be cited. You may be citing many timesthis is what you are supposed to be doing! [p. 170] 13. Direct Quote: A direct quote is exact words taken from another. An example with citation would look like this: The variables that impact the etiology and the human response to various disease states will be explored (Bell-Scriber, 2007, p. 1). Please note where the quotation marks are placed, where the final period is placed, no first name of author, and inclusion of page number, etc. Do all direct quotes look like this? [p. 170-172] 14. Quotes Over 40 Words: Did you make block quotes out of any direct quotes that are 40 words or longer? [p. 170-172] 15. Paraphrase: A paraphrase citation would look like this: Patients respond to illnesses in various ways depending on a number of factors that will be

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explored (Bell-Scriber, 2007). It may also look like this: Bell-Scriber (2007) found that [p. 171 and multiple examples in text on p. 40-59] For multiple references within the same paragraph see page 174. 16. Headings: Did you check your headings for proper levels? [p. 62-63]. 17. General Guidelines for References: A. Did you start the References on a new page? [p. 37] B. Did you cut and paste references on your reference page? If so, check to make sure they are in correct APA format. Often they are not and must be adapted. Make sure all fonts are the same. C. Is your reference list double spaced with hanging indents? [p. 37] PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTURE 18. Did you follow the assignment rubric? Did you make headings that address each major section? (Required to point out where you addressed each section.) 19. Watch for run-on or long, cumbersome sentences. Read it out loud without pausing unless punctuation is present. If you become breathless or it doesnt make sense, you need to rephrase or break the sentence into 2 or more smaller sentences. Did you do this? 20. Wordiness: check for the words that, and the. If not necessary, did you omit? 21. Conversational tone: Dont write as if you are talking to someone in a casual way. For example, Well so I couldnt believe nurses did such things! or I was in total shock over that. Did you stay in a formal/professional tone? 22. Avoid contractions. i.e. dont, cant, wont, etc. Did you spell these out? 23. Did you check to make sure there are no hyphens and broken words in the right margin? 24. Do not use etc. or "i.e." in formal writing unless in parenthesis. Did you check for improper use of etc. & i.e.? 25. Stay in subject agreement. When referring to 1 nurse, dont refer to the nurse as they or them. Also, in referring to a human, dont refer to the person as that, but rather who. For example: The nurse that gave the injection. Should be The nurse who gave the injection Did you check for subject agreement? 26. Dont refer to us, we, our, within the paperthis is not about you and me. Be clear in identifying. For example dont say Our profession uses empirical data to support . . Instead say The nursing profession uses empirical data.. 27. Did you check your sentences to make sure you did not end them with a preposition? For example, I witnessed activities that I was not happy with. Instead, I witnessed activities with which I was not happy. 28. Did you run a Spellcheck? Did you proofread in addition to running the Spellcheck? 29. Did you have other people read your paper? Did they find any areas confusing? 30. Did you include a summary or conclusion heading and section to wrap up your paper? 31. Does your paper have sentence fragments? Do you have complete sentences? 32. Did you check apostrophes for correct possessive use. Dont use apostrophes unless it is showing possession and then be sure it is in the correct location. The exception is with the word it. Its = it is. Its is possessive.

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SYNTHESIS OF SERVICE LEARNING Appendix G

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