Dynamics+of+success

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** Dynamics of success in three-way P-16 service learning partnerships ** Julie Dierberger, P-16 Initiative Coordinator, Service Learning Academy, University of Nebraska at Omaha [jdierberger@unomaha.edu]

Pamela Ashley, Program Assessment & Evaluation Associate, Service Learning Academy, University of Nebraska at Omaha [pjashley@unomaha.edu]

Paul Sather, Director, Service Learning Academy, University of Nebraska at Omaha [psather@unomaha.edu]

**Keywords:** K-12 partners, nonprofit partners, three-way partnership, varying priorities, quality standards

**Conference track:** Community partnerships and outcomes

**Format:** Research/Scholarly paper

The P-16 Initiative at the University of Nebraska at Omaha’s (UNO) Service Learning Academy is grounded in a three-way collaboration between higher education, K-12, and nonprofit community partners. One component of the Academy’s work is a 4 ½ -day workshop organized around the National Youth Leadership Council’s eight standards of quality service learning (National Youth Leadership Council, 2008). During the workshop, college and K-12 educators learn about the quality standards framework and explore community nonprofits through a half-day nonprofit fair and a number of service opportunities. The desired outcome of the seminar is the formation of a three-way partnership and the development of a service learning project plan.
 * Summary **

The planning and implementation of four of these service learning projects provided the context for this research paper on partnership success. In each case, the three project partners – higher education, K-12, and community nonprofits – shared information about their collaboration and project. As in Bosma et al. (2010), the data collected confirmed the critical nature of communication, shared decision-making, flexibility, and understanding of each other’s priorities. The three partnership perspectives revealed varying priorities across academic engagement, civic engagement, student life skills, academic achievement, meeting community needs, and student future plans. The input from the college professors, K-12 educators, and community nonprofits also introduced some additional insights into the impact of successful collaboration on service learning projects.

The confirmed and expanded understanding of the dynamics of success in complex collaborations can support the future growth of strong service learning partnerships during their stages of development. Session attendees will gain insights into how they might more strategically develop or support service learning partnerships with varying perspectives and priorities.

Bosma, L. M., Sieving, R. E., Ericson, A., Russ, P., Cavender, L., & Bonine, M. (2010). Elements for successful collaboration between K-8 school, community agency, and university partners: The Lead Peace Partnership. //Journal of School Health, 80//(10), 501–507.
 * References **

Jacoby, B. (Ed.). (2003). //Building partnerships for service-learning.// San Francisco, CA: Jossey-Bass.

Kelshaw, T., Lazarus, F., Minier, J. M., & Associates. (2009). //Partnerships for service–learning: Impacts on communities and students.// San Francisco, CA: Jossey-Bass.

The National Youth Leadership Council. (2008). //K-12 service-learning standards for quality practice.// Saint Paul, MN: Author.


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