LEGACY Youth Project Analysis

Not every school. Also, a lot of those comments or statement were just opinions. Not valid facts.

Kanawha County Teen Leaders: Over 4,000 hours of service to community since 2010. The service mainly falls into three categories: staffing educational kiosks at Health Fairs and Science Events; counseling and teaching at afterschool sites, day camps, overnight, and younger residential camp; and improving camp facilities during camp clean-up events. Recent survey regarding teen leader overnight event indicated that they were part of the decision-making, felt safe with other campers and staff, felt accepted by other and felt they could freely express their opinion. A survey sent to all who were county teen leaders during 2010-2015. The results indicate that they increased leadership and life skills and that elements of positive youth developments were evident within the program.

One of the Eagles’ most notable community programs is their “Eagles Youth Partnership” (EYP). The program was found in 1995 and now includes over fifty-thousand low-income children in Philadelphia annually. The organization’s mission statement is “To enhance opportunities and improve the quality of life for children and youth in the Greater Philadelphia region through health and education partnerships” (Community: About EYP, n.d.). To do this, EYP focuses on the health and education of its participants. The program uses the excitement of the Philadelphia Eagles team to gain the attention of kids who are the hardest to reach. They strive to improve the attitudes of young children when thinking about their own lifestyles in regards to their health

Stakeholders believe that teens who participate in the program will have the knowledge and skills to go on and live a productive life as a responsible adult, family member, citizen, and member of the community.

I am writing from the Youth and Teen Unit of the City of Daly City Department of Library and Recreation Services. Every summer, there is an opportunity for teens in 8th - 12th grade (ages 13-18) to join our Volunteen Leadership Program (VLP). This program runs in conjunction with our Summer Youth Recreation Program (SYRP), which caters to children (ages 6-12), giving positive and exciting social diversions through recreation. Volunteens work side by side with our Recreators at a SYRP site, giving them opportunities to give back to their community and earn service credits for their school (if applicable). Furthermore, Volunteens learn life skills such as: team building, effective communication, leadership roles, and how to be a positive role model to the youth. Our aim is to prepare youth in our community to become future Recreators in our programs.

Engage current and past participants in surveys and process evaluations to assess program’s efficacy and

Large portions of the minority youth in the Midwest grow up in low-income communities where risk factors reduce their chances to attend college and excel academically. Project IMPACT is a multicultural academic program created by former Associate Provost of Diversity, Dr. Myra Gordon, to help minority recruitment and retention. Over 4,000 minority students have participated in special campus visits during high school, and a lot of them have decided to attend the university. Each academic school year, the Office of Diversity at Kansas State University hosts “College for a Day”, sponsored by Cargill and ConocoPhillips. There are about 700 students that are influenced by our ten “College for a Day” events throughout an academic school year. The

The Indian Schools claimed their purpose is to “civilize” Native Americans in a way that resembled white culture. However, these schools, in effect, acted as total institutions that didn’t promote individualism. Instead, they forced Native American students to oblige to various rules that stripped away their identity and labeled them as working class people. The after product of this process didn’t help students smoothly transition to “American” way of life; instead, they were left in a society that neither helped them to flourish in the dominant culture at the time nor to practice their own culture. Generally, I see this project as a big failure to the current values of the American culture and I hope these and other minority groups will be

A new group of WVU researchers focused on understanding members’ completion rates of 4-H projects. The research keys on another of the three primary West Virginia 4-H service delivery components: experiential learning projects. As a companion to the “4-H Club Members’ Self Report of Meeting Attendance,” study, the current research being conducted by Byars, Hicks, Ingram, Post, and Swint will assess why West Virginia 4-H members do/not complete annual experiential projects. Limited current research has been conducted in the important area of youth development programming. (See Literature Review uploaded.) Therefore, this study which incorporates not only youth voice but volunteer and WVUES faculty/staff responses as well. This research has major implications to add to the body of knowledge including, but not limited to, the development of training curricula for volunteers and faculty, and project development.

The first objective that my service learning project can relate to is objective five. This is to analyze the historically and morally necessary forces of change that brought an end to slavery and segregation, as well as second-class citizenship for women and people of color (Course Objectives, 2015). Bringing the history of slavery and segregation to the forefront may be difficult at times, but it is important to know just how far America has come. Understanding and analyzing the events that abolished segregation also allows individuals to consider racial tensions that still arise in current society.

During my Peace Corps service I volunteered at a lower secondary school where I attempted to implement a project to build a sports court and incorporate a sports education curriculum. The school director was not in favor of this project because he wanted new bathrooms and hand washing stations. From my perspective I viewed the schools as having plenty of both of these but the director was adamant about additional bathrooms. Later I discovered that the director was in the process of converting the lower secondary school into an upper and lower school that would educate grades 7-12 rather than just 7-9. This would prevent students from commuting long distances to attend upper secondary school.

If we can execute on the mission of Aurum Prep, we will be a proof point for schools that help students gain a deep understanding of themselves, their communities, and how to create a better society. To build the foundation for this, we have already worked intently with families and community members to understand what it is they want for their children upon graduation. After hundreds of conversations, we know that the Oakland community seeks an interdisciplinary, identity-based curriculum to help students define who they are for themselves. In response, we have crafted each year of our middle school to help our students to address fundamental questions like – who am I? Who are we (as a community)? Who am I becoming? We have developed the initial framework and scope for the projects our students would complete, including engaging in a genealogy/ancestry project and ultimately writing their own self-determined autobiographies. I believe it would be incredibly powerful to learn from High Tech High’s project-based learning approach to we continue to design these learning experiences. Engaging in the Graduate School of Education would help us to more fully flesh out critical aspects of our model like these.

Throughout my high school career I have tried to impact the lives of those around me while also learning from those around me as well. Over the four years I have attended my high school,I have grown into a person who is now more attentive of the different people, opinions, and cultures that surround me and this in turn has allowed me become more open-minded. This would be the legacy I hope that I leave behind. When I graduate from school and consequently leave my community, I hope that I have left a legacy of growth. That my experience can be an example of someone else because it is my firm belief that the greatest legacy one can leave behind can be a legacy others can learn from.

In the United States, there is a continuing debate about how success should be measured. Many parameters can be used to evaluate program effectiveness. Since this program is based on how and if the youth applies the skills that were taught, if the youth enters post-secondary education and whether the youth is gainfully employed these parameters are very concrete. This will be measured by 90 day, 180 day and 365 day follow-up. Follow-up will consist of office visits, home visits, mailings and phone calls.

In the first phase of the project, we targeted lower socio-economic background youth by utilizing social