Grant Narrative Resource Modules
The purpose of the Grant Narrative Resource Series is to provide a practical application for drafting literature-supported introductions when applying for grants, and for discussing or researching best or promising practices related to transition-aged youth and young adults. The intended audience for this series includes school and program personnel, including teachers, mental health specialists, employment specialists, guidance counselors, vocational rehabilitation counselors, and juvenile justice personnel who work with transition-aged youth and young adults.
Additional supportive literature not referenced directly within the discussion sections of these modules are provided as appendices.
Other Modules in the Series
The Grant Narrative Resource Modules series includes:
- Module 1: Mentoring
- Module 2: Service Learning
- Module 3: School-Based Micro-Enterprise
Downloadable Resources
Modules
- MODULE 3: School-Based Micro Enterprise
File Information: NARRATIVE-Module3-Micro_Enterprise.pdf, 745684 bytes
Author(s): Peter Gamache, Jordan Knab, & Hewitt B. 'Rusty' Clark
Description: School-based enterprises provide highly applicable business skills that result in economic productivity. Such experiential, hands-on learning within a natural environment integrated with in-school critical thinking exercises creates the bridge between formal education's criticized applicable divide by enhancing generalization (Cihak, Alberto, Kessler, & Taber, 2004; Patton, Cronin, & Jairrels, 1997).This module will discuss the components, considerations, and targeted outcomes for starting and sustaining a micro-enterprise. Additional resources that monitor the development of micro-enterprise theory, practice, and evaluation, in addition to Web sites containing program examples, toolkits, and curriculum guides for further learning are provided within the appendix.
- MODULE 2: Service Learning
File Information: NARRATIVE-Module2-Service_Learning.pdf, 600642 bytes
Author(s): Peter Gamache, Jordan Knab, & Hewitt B. 'Rusty' Clark
Description: Service learning is differentiated from traditional community service by the emphasis on the learner as well as the community. The needs of both are identified and intentionally addressed through identifying goals and objectives, preparing or practicing activities and reflecting on them within the classroom setting, and evaluating progress. Although these components have been broken into comparable stages identified as "learning, service, reflection, and celebration" (Fertman, 1994), "preparation, action, reflection, and celebration," (Duckenfield & Swanson, 1995), and the inclusion of "evaluation and reconfiguration" to the latter (Muscott, 1999), service learning ultimately remains focused on balance and the reciprocation of needs.
- MODULE 1: Mentoring (Job Coach, Co-Worker, Peer)
File Information: NARRATIVE-Module1-Mentoring.pdf, 762277 bytes
Author(s): Peter Gamache, Jordan Knab, & Hewitt B. 'Rusty' Clark
Description: The importance of a mentor relationship to a youth with emotional, learning, or behavioral disabilities cannot be overstated, as many of the social skills involved in working with co-workers, supervisors, and customers (e.g., cooperating, resolving conflict, negotiating) are not only increasingly being required by employers, but are applicable to their personal and community life functioning as well (Bullis et al., 1993). Through coaching, support, and guidance, a job coach, co-worker, or peer mentor can help the youth to form their own goals and understand how and why working toward them can lead to success.