Learning Outcomes: Collaboration, Initiative/Planning, Challenges/Skills 

          During the process of planning, creating, and finalizing my CAS project, I was able to understand myself a few things about myself. First of all, regarding the collaboration area of my project, I worked along three other people: Ines Jimenez (my project partner), Ms. Hibon (HS counselor), and Ms. Patiño (OPP teacher). I was, in no shape or form, working by myself, and I always had someone to lean on for help throughout the entire process. Usually, I prefer and always work better on my own. I am unable to trust other people with portions of work that will ultimately affect the overall outcome of a project, and somehow, I always have to be involved in every step of the way. This CAS project forced me to step out of my comfort zone, and work collaboratively with another student. I had to let go of my controlling behavior, and allow team effort to evolve. Just because I was able to work collaboratively with someone else did not mean I allowed my project partner to do most of the work; we split all of our assignments evenly, working together each step of the way. Working alongside teachers also helped me gain experience within a professional work setting--balancing emails, meetings, and formal information. Being able to collaborate, not only with students, but with teachers as well, allowed me to gain a well rounded experience. 

                   The planning stage of my CAS project was the hardest part of the entire process. As I had never truly been a "new kid" at a school, I was not sure what informing the incoming FDR students would necessarily need. Ines and I brainstormed different ideas, without focusing on any structure (that part came after!), and we were able to come up with a variety of different topics. During this specific process, I referred back to my experience as a Peer Buddy. Within the Peer Buddies club, students help new kids settle in at FDR as smoothly as possible, and as a member, I had overheard many small complaints by the new students. For example, they always had a difficulty finding their classes and gaining information on the social life outside of class. I also asked former new students what they wish they had known before coming into FDR, and made sure that information was taken into consideration, and applied into my project. One of the biggest challenges that I faced during the creation of my CAS project was finding accurate information about school programs. Within the Junior and Sophomore pamphlets, Ines and I made sure information on the different academic programs were included, but since this information is extremely crucial, accuracy was expected. At first, we weren't sure who to ask about the IA or OPP programs, but ultimately, we managed to track down our specific information. For example, we garnered the information on the Innovation Academy off of their official website. In the other hand, regarding the OPP program, I was able to ask Ms. Patiño, an OPP teacher, on the different requirements and overall view of the program. The information was checked by the counselors for accuracy.

                   Overall, being part of a project that forced me to step out of my comfort zone, and at the same time working towards a goal that would ultimately benefit someone, was a very rewarding experience. I did not want to choose a CAS project that mirrored my other service projects, but instead, something completely different. I wanted to work with total different group of people, and happily, I was able to manage just the same.