Infographic Template Galleries

Created with Fabric.js 1.4.5 Both qualitative and quantitative data reflects the positive impact of buildon program has on student connection to school. This connection to school was also measured in the pre and post surveys where 84% Personal And Social Development "buildOn has transformed me from being that quiet, anit-social kid to a very outgoing kid. Participating in buildOn has taught me to stand up for myself, be time conscious, and be persistent Surveyed parents believe that buildOn encourages their childto have good behaviour Students believe that coming to buildOn make them feel better aboutthemselves 94% Many students report that buildOn had a positive impact on their personal and social development. The motivation to participate in buildOn was influenced by students feelings of civic engagement, and the satisfaction gained during service projects. This motivation inspiredthe development of a sense of personal responsibility. Students reported feeling more personally responsible fortheir actions, an increased sense of motivation to take action and an obligation to help others. Personal responsibility was described as a self-reported change. Students reported taking more pride in their work, both academically and in their personal lives. Social skills learned as a result of experiential learning opportunities, and peer-peer mentorship included improved communication skills, public speaking, and leadership skills. Students reported having learned the valuable skill of patience while working with others. Students expressed a greater sense of tolerance as a result of buildOn experiences as well as a greater appreciation of differences for their peers and other populations.After returning from Trek for Knowledge students reported feeling a sense of pride and accomplishment There is growing evidence that young peoples personal and social development is strongly related to positive life outcomes. The process of positive personal and social development includes developing social, communication, and team working skills; the ability to learn from experience, control behaviours, and make good choices; and the self-esteem, resilience, and motivation to persist towards goals and overcome setbacks. The key focus of buildOn that service enables young people to develop holistically, to develop their voice, influence and place in society, and to reach their full potential. 92% Students felt that they were given opportunities thatwere usually available to adults or people with money to give. Students felt empowered that, even as teenagers, they were able to participate in international service. Self-confidence was boosted through opportunities for recognition of their Trek experience upon students return to their schools. Traveling abroad taught students a greater understanding of their perceived roles in the global community. The impact of their cultural observations allowed participants to make comparisons with American socioeconomic standards and quality of life standards. Students described establishing new goals for themselves on the basis of what they thought they were capable of as a result of their perceived academic privileges. Students reflections during focus groups exhibited a mature outlook such as taking pride in physical and educational work and higher self-expectations. Students demonstrated that they had gained more respect for themselves, gained leadership skills, and have learned to take more responsibility for their actions. Using t-testanalysis, even just spending 10-25 hours on service projects showed a significant change in the confidence for the students to try to new things for the first time. Consistent engagement with buildOn significantly improved the students ability to better handle things when they go wrong.
Create Your Free Infographic!