Annie Vedder2588318355

The Make-A-Wish Youth Leadership CommitteeMyers Park High School

School Code: 06743498 words

Daniel Smith2018-2019

Table of Contents

Investigating: Criterion AStrand 1: Define a clear goal and global context for the project based on personal experienceStrand 2: Identify prior learning and subject-specific knowledge relevant to the projectStrand 3: Demonstrate research skills.

Planning: Criterion BStrand 1: Develop criteria for the product.

Strand 2: Plan and record the development process of the project. Strand 3: Demonstrate self-management skills.

Taking Action: Criterion CStrand 1: Create a product in response to the goal and global context.Strand 2: Demonstrate thinking skillsStrand 3: Demonstrate communication and social skills.

Reflecting: Criterion DStrand 1: Evaluate the quality of the product against the criteria.

Strand 2: Reflect how completing the project has extended knowledge and understanding of the topic and global context.

Strand 3: Reflect on development as IB learners through the project. ATL Skills

BibliographyAppendix

Investigating: Criterion A

Strand 1: Define a clear goal and global context for the project based on personal experiences.The goal of this project was to create a club of dedicated students who will fundraise and spread awareness for the Make-A-Wish foundation and for myself to learn the process of creating a group that can leave a lasting impact on a community. The global context that fell beneath the purpose of my project was an inquiry into identities and relationships, which sought to answer the question of how we can be more aware as a community beyond ourselves. Having this as my driving global context proved to be an incentive in answering the question of how best we can step outside of our own circle, and contribute to positive societal change.

I had previously served as a member on the Make-A-Wish Youth Leadership Committee in Florida. Spending time with a group of my peers that worked to motivate one another, educate the public on a meaningful cause, and act with a goal in mind was an experience that easily altered my perspective on community outreach. Besides the management skills I received, the reciprocated effects of our efforts were even more inspiring to see as a student; I was able to meet the child whose wish we granted, which was the greatest reward.

Uprooting this summer and stepping into an unfamiliar terrain where I was forced to restart my progress was not easy; however, I came to North Carolina knowing that I had to create a Make-A-Wish Youth Committee because of how much it impacted me. Being new to the area meant facing the additional challenge of meeting with the foundation, talking to my principal, approaching teachers, and finding students who would show an interest in the club. It took time and the slow process of building trust with strangers, which comes with attending any new school. There were times where adults or peers wouldn’t respond or return back to me with a clear response, but I learned that the best way to get an answer is to follow up. Overcoming my own difficulties of entering a foreign city ended up being the biggest challenge for me, but I managed to do so by knowing how much the cause meant.

Strand 2: Identify prior learning and subject-specific knowledge relevant to the project.Having my own personal experiences with the organization enabled me to understand the format I wanted to pursue for the club. From serving on the Florida committee, I was able to know where I could improve but also take the benefits from what I learned during my time spent with that specific group. With the help of my peers and mentors, who are active members within the foundation, we were able to compose financial spreadsheets, map out goals, and establish requirements as a member of the club; this includes the responsibility of completing an individual fundraiser and contribute to a group event at the end of the year. Being able to have preconceived relationships enabled me to simplify the process, increase its affectivity, and stay even more true to the message of what we are representing as students.

Strand 3: Demonstrate research skills.

Besides my helpful connections, I had to do my own research, so my cause was more specific to North Carolina. I spoke with the chapter coordinators here in Charlotte to discuss local events and initiatives, so we can be as community involved as possible. They shared wish videos, which I can show as a motivator to the club members, and informed me of what they needed most as an organization.

This caused me to shift my meeting structure to be more simplified, clearly outline what the club will be doing through the use of a schedule, provide an incentive for students to dedicate their time to the cause, and identify a tangible result that will urge members to join again. I also looked into websites like PrepScholar to direct my project in a path of organization and success; it provided a variety of tips for me to not overwhelm members but still ensure they stay up to date with their mandatory work load.

Planning: Criterion BStrand 1: Develop criteria for the product.I knew from the start I wanted to form a Make-A-Wish club, but finding a means of measuring it was a challenge. My original goal was to create a committee of students that would fundraise and spread awareness for the Make-A-Wish organization, and in turn learn the importance of acknowledging their voice. This was a lofty task to have both created a club and have students be able to identify their own personal reflections by the deadline. I realized that I needed to alter my end result to fit a more short-term goal. While keeping the original intent for when the club is more developed, I reworked my documented goal to be more centered on students fundraising and spreading awareness for the Make-A-Wish organization and learning the process of starting a non-profit committee.

Again, I consulted both the local foundational members and Florida coordinators to guide me through establishing the means of carrying out this goal, which still proved demanding in terms of sparking interest, formatting to fit the organization, and spreading the word. Finding a measurable goal was hard to define at first, but I just needed to think more in steps than in leaps.

Strand 2: Plan and record the development process of the project. I first emailed an associate from Charlotte's Make-A-Wish with my plans for the club. I sent her two forms I made that all participants would have to complete; one individual fundraiser form and an awareness project form. In each of these, the student reflects on what they learned while trying to raise money and how they can improve.I received a response from Laura Blaha with North Carolina Make-A-Wish, and she was completely on board with me starting a club. We discussed via email what the beginning steps would be toward the ultimate goal of having a student-lead organization up and running. This included watching informational videos about the Make-A-Wish chapter specific to North Carolina and bouncing ideas back and forth about fundraiser proposals. I scheduled a meeting with her in person the next week.Prior to our meeting, I began crafting a powerpoint presentation to show to her. I included a wish video (a quick biographical retelling of a child's wish being granted), a list of requirements for members, examples of completed individual projects, and applications for the board. I did a lot of self-educating on how to format a club and still keep it true to the cause. In early October, I was lucky enough to meet with Ms. Blaha at her office nearby, and we discussed the future of the club. I showed her my powerpoint, and she gave me pointers as to how to keep students engaged. She forwarded me many resources that I could use to keep the club on schedule; for example, she provided me with handouts that gave all the basic information about Make-A-Wish. Additionally, we discussed a fundraising goal that would be fitting for the club since we're getting started later in the school year. I also spoke with quite a few of my peers who expressed interest. We gathered a board of students who were willing to dedicate their time to raising money for the cause. I wrote each of them a

basic outline for what they would need to do in leadership roles and the dates we would have meetings.

I then emailed the ICC to see if we could use school as our meeting place. They responded quickly and let me know I could use campus. I sent emails with detailed information about what we're doing and trying to achieve to a few teachers who might want to be advisors.Ms. Dunn was kind enough to be advisor for the year. I made sure to provide her with all the necessary dates and a calendar for how the year will play out. We also worked out a time, and I double-checked with the board members to ensure that they can make it. All I had left was to send an announcement on the news and finalize some handouts. Ultimately, I realized throughout the process that starting something like this is not done with the intent of solely fulfilling my personal project checklist but to have it be a lasting part of the community. With the help of my supervisor, new friends, and guiding adults, I was able to take the steps to be even closer to that goal. Strand 3: Demonstrate self-management skills.My self-management skills were completely altered as I worked through this project. Coming up with the idea was the easy part, but actually initiating the action to achieve that goal proved to be most challenging. Procrastination was an immediate barrier that I needed to cut out from my schedule, which meant unplugging from technology and really taking time to focus. At the start, I kept my efforts fairly minimal by branching out via email; however, I realized that what I'm trying to achieve through this project could be truly eye opening for my community and school. I started mapping out schedules for myself every week and devoting time to Make-A-Wish everyday, whether that meant something as simple as reading on the website or watching a wish video to coordinating meetings with the head of the North Carolina chapter. When I realized how much of an impact I could make even at my age, my self-management became more centered on what I believed was most important. Balancing this project with school taught me how to prioritize and categorize time, so a second isn't wasted. Especially since my project will continue on after the deadline, the skill set I familiarized myself with will help me with scheduling for the rest of the year.

Taking Action: Criterion CStrand 1: Create a product in response to the goal and global context.The global context of an inquiry into identities and relationships was achieved by the end result of my project, which is now an up and running non-profit club in my school. When I set out to complete this project, I knew that the most important part would be to help my peers realize how necessary service and our impact is. While this is still the long-term purpose, I also reflected on how my own dedication can lead to something worthwhile. I sought out creating connections with fellow students and adults who shared one common interest in supporting those in need while also realizing what I am capable of if I put in the work. My goal of fundraising and spreading awareness for the Make-A-Wish organization, and in turn learning the process of starting a non-profit committee was met within the confines of this project; however, I don’t want to stop for deadlines or due dates. I will continue to work hard with this group of people to exceed my goal and use what I gained in the process of this project to shape my future decisions. Strand 2: Demonstrate thinking skills. At the start of this project, I was doing what seemed to be the bare minimum. I was spending more time focusing on my schoolwork and staying in contact with friends rather than putting my focus on the committee I wanted to start. I did a little research and turned in assignments for the project, but I still didn’t feel fulfilled with my progress. Within the second week, I had to consider three options: change my project entirely, continue with the mindset of the goal being a chore, or really dedicate myself towards an organization that will prove valuable to my

community. I knew that my own thinking process had to change immediately. I reached out to the local chapter, created my own presentation with wish videos and flyers, planned potential fundraiser ideas that I could throw to the board, and put the project onto the path it was intended for all along. I took what I learned from previous mentors, local Make-A-Wish coordinators, and fellow students to shape the ultimate outcome. Strand 3: Demonstrate communication and social skills. Moving to a different school made the communication and social skills even more challenging than I anticipated; however, I had to acknowledge the time restriction of this project. While I worked on finding friends like any new student, I focused on emailing Dana Nobles and Laura Blaha from the North Carolina Make-A-Wish chapter here in Charlotte. This was the turning point in the success of my project; they helped me hone in on the most important components of my club like the fundraising goals, size, and best ways to accurately represent the foundation. After I formed these key connections, I also established friendships with my peers, who expressed interest in joining the club. So while it was not easy, I realized that following up with people and giving time for bonds to grow was the greatest factor in enabling this project to flourish.

Reflecting: Criterion D

Strand 1: Evaluate the quality of the product against the criteria.

My initial goal for this project changed from the long term of creating a committee of students that will fundraise, spread awareness for the Make-A-Wish organization, and, in turn, learn their impact and the importance of acknowledging their voice. I reassessed the time frame given for this project and altered my goal to be more centered around the process of establishing something that could achieve what I wanted to see in the future; I realized that this project became more than a requirement, and instead became a personal desire to be the change I’ve wanted to see. Ultimately, by acknowledging the means of reaching the product, I changed my goal to creating a committee of students that will fundraise and spread awareness for the Make-A-Wish organization, and in turn learn the process of starting a non-profit club. My end result fulfilled this, and it exceeded my expectations.

The students that attended the first interest meeting were dedicated and as excited about the cause as I was; it really opened my eyes about how much my hard work and reaching out to peers or mentors can pay off. I was able to effectively communicate my ideas through a pre-constructed powerpoint and research, provide materials for all members, and give a tangible incentive to everyone involved. It obviously took time and dedication to get to this point, and I am most definitely excited for the upcoming meetings and opportunities waiting ahead for the club. In terms of where I could’ve done better, I think my most prominent need for improvement is advertising. While the turnout was a fairly large amount of students, I intend to contact the school news sooner and make more eye-catching flyers for the hallways. Also, since this is going to be a club I continue throughout the year, I hope I can have guest speakers to motivate students even more. I’m beyond satisfied with how the club has turned out, and I look forward to furthering its growth as I learn from these experiences. Strand 2: Reflect how completing the project has extended knowledge and understanding of the topic and global context.Since I came into this project with prior experience in regards to the Make-A-Wish foundation, the knowledge I gained was mostly through my own interactions.

My global context of identities and relationships was the key component in making this club possible; without it, I wouldn’t have been able to form the connections I have now and establish the impact I wanted to make on my school community. I learned more about Charlotte and the Make-A-Wish chapter here in North Carolina because of my need to reach out if I wanted to achieve a measurable product. Moving to a completely new state and having to build from the ground up proved to be the most challenging part of this entire process so having a global context that relates entirely to forming bonds with strangers proved to be an obstacle I had to overcome. I had to take the initiative in sparking conversation and following up, which was intimidating at first. However, by doing so, I met some truly inspiring adults who guided me in honing in on what the foundation is and how I can best motivate my peers to join. I also befriended fellow students who are beyond supportive, which helps when you’re the new kid in town. I learned the importance of forming these relationships with other people, who were able to teach me not only about Make-A-Wish but what it takes to create something that will last. The means of reaching that product took my own ability to reach out to others and ensure I have an understanding as well as a variety of opinions to direct my decision-making.

Strand 3: Reflect on development as IB learners through the project. On a personal level, I learned to prioritize and gained a better understanding of what really matters to me. There were moments where I didn’t take the initiative or procrastinated sending an email because of school work, a want to keep up with friends still living in Florida, or the onslaught of extracurricular. I didn’t know how to combat a desire to push the personal project off to the side until I received a response back from the North Carolina Make-A-Wish coordinators. When they gave me the go to start a committee, I knew instantly that if I wanted to genuinely do this then I would need to learn self-management skills. Scheduling became the means for fighting procrastination, and it has continually helped me balance all of my responsibilities. Calendars, scheduling meeting dates to negotiate ideas, stepping out of my shell to ask for phone numbers of students I thought to be dedicated, and being the one to take the first step are the reasons why the club exists today. I had to leave behind the idea of slow adjustment in a different city and full heartedly give myself to the future of this club, which meant being the one to approach people first. While not always easy, I gained connections with Make-A-Wish staff members, teachers, and students who are now close friends. Communication was key in forming a club with organization, requirements, and members.

Ultimately, I gained a respect for the process and hard work it takes to create something worthwhile. I now know what it takes to get to the baseline of a cause that matters to me and can cause a positively geared change in a community. I grew as a student in terms of how I managed myself, but I also grew to understand what I value most as a person.

ATL Skills used:Communication: Communication was a fundamental necessity in the creation of the Make-A-Wish Youth Leadership Committee. I had to take the initiative in emailing the chapter coordinators in Charlotte and negotiate ideas with them about how I can best represent the foundation in a group of students. They really helped me hone in on the mathematical logistics of fundraising and importance of showing students how great their impact can be if they dedicate themselves to a cause they care for. I also had to scout out peers who would want to partake in the club, which proved to be easier than I anticipated. Communication was how I conveyed my ideas

throughout the process and in the product at the first interest meeting; it helped me achieve connections, friendships, and an end result I’m proud of, which can be attributed to the help I received. Self-management: Self-management was just as, if not more, important in completing the personal project. I realized that juggling so many responsibilities could swallow me if I let them, but self-management helped me avoid losing sight of the goal I set for this project. By mapping out schedules, calendars, time frames to be spent on specific tasks for this project, I was able to avoid procrastination and neglect for a cause that is calling on me to represent it. Without these methods, I wouldn’t be nearly as motivated or have an end result I’m proud of if I knew I could’ve done better.

Research: The research I did throughout this project was fairly limited, but it was substantial in ways I did not expect. I have never gone through the process of starting a club alone, so I immediately looked into reliable websites for tips as to how best to go about forming one. I also made sure to keep my searches more local and sought out potential venues for future fundraisers the club might host. My research was genuinely more geared toward my understanding of the geography of where I live, what makes the Charlotte chapter different from the Florida one, and how best to create a successful club.

Bibliography

http://nc.wish.orgAuthority: Main website for the Make-A-Wish chapter in Central and Western North Carolina. Provides all schedule, volunteer, and event details for the organization in this region. Accuracy: A legitimate website provided to me by the North Carolina Make-A-Wish special event coordinator. Currency: Website is updated weekly with new events and is a currently used resource.Bias: Website is solely informative and explains the mission of Make-A-Wish for anyone interested in being involved. *Based on the evaluation, this source is a credible, authentic source for me to use in my research. https://blog.prepscholar.com/h...Authority: Website, or blog, run by SAT mentors and students from a variety of backgrounds with great experience in making the most of the high school experience. The article was written on July 11th, 2018 by Christine Sarikas, who graduated from Duke University with a Master's degree in English. Accuracy: A legitimate website with great reviews, genuine results, and hard-working mentors. Currency: Article published on July 11th, 2018, so it was very recently made. Bias: Is strictly an informative guide and encouragement to students with little to no bias. *Based on the evaluation, this source is a credible, authentic source for me to use in my research. https://www.youtube.com/watch?time_continue=3&v=FbWPZCByTNoAuthority: Video created by Kids for Wish Kids showing local students and teachers hosting fundraisers to grant the wishes of children with debilitating illnesses. Posted on July 27 th, 2018 by the Make-A-Wish America Foundation. Accuracy: A video created by the official Make-A-Wish representatives and directly from their website. Currency: Video posted on July 27th, 2018, so it was quite recently released.Bias: It is not inflicting ideas so much as it is urging for the general public to be involved in their community. *Based on the evaluation, this source is a credible, authentic source for me to use in my research. https://www.youtube.com/watch?time_continue=6&v=VPZodzYvulgAuthority: Video created by Kids for Wish Kids giving a story about Aniya, who was diagnosed with cancer, being able to meet one of her celebrity idols. Posted on September 10th, 2018 by the Make-A-Wish America Foundation

Accuracy: A video created by the official Make-A-Wish representatives and directly from their website. Currency: Video posted on September 10th, 2018, so it was only a little over a month ago that it was released. Bias: Used strictly to inspire and provoke emotion among viewers and not to sway them a specific way. *Based on the evaluation, this source is a credible, authentic source for me to use in my research. www.pitchinforwishes.comAuthority: Website used for volunteer opportunity sign ups, which is frequently updated by the Charlotte Make-A-Wish chapter coordinators. Accuracy: A website made specifically by the local foundation and run by their head representatives. Currency: Constantly updated with new volunteer opportunities and chances for students to sign up for events. Bias: Allowing visitors to choose whether or not they would like to devote their time to the cause, so it is not inflicting bias upon those who look at the site. *Based on the evaluation, this source is a credible, authentic source for me to use in my research. https://mail.google.com/mail/u/0/#search/dnobles%40nc.wish.org/QgrcJHrnvDLHsssfJLNShvVlhQdXTZfDwtl?projector=1&messagePartId=0.1Authority: A pamphlet entitled the Make-A-Wish Program Toolkit providing all of the necessary information about the Make-A-Wish foundation and what they do as a group, including their encouragement of student involvement.  Accuracy: A packet of information provided to me by Dana Nobles, one of the head coordinators at the Charlotte Make-A-Wish chapter headquartersCurrency: Published in 2013, but it remains applicable to anyone seeking out starting a club or committee, like myself.Bias: Strictly informational and specific to anyone looking to be involved. *Based on the evaluation, this source is a credible, authentic source for me to use in my research.

Appendix

Photographs:

Powerpoint presentation:

https://docs.google.com/presentation/d/1k4uplzr8KCHDLUpgnVWeVTCgi2LblJYevc9hSaz3RCw/edit#slide=id.p

Forms for members:https://docs.google.com/document/d/1QOAncP0aEjG6tjCBGNwKG8b_te_RRlFYWMLitJB3s4/edit

*Feel free to request access!