Camp GLOW 2015 Behavior and Development Evaluation

2015
Aara A. Johnson
US Peace Corps
8/20/2015
Camp GLOW Evaluation

Camp GLOW 2015 Evaluation
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Table of Contents
Summary………………………………………………………………………………………………………………..Page 2
Background……………………………………………………………………………………………………………Page 3
Demographics………………………………………………………………………………………………………...Page 4
Purpose of the Evaluation…………………………………………………………………………….…………Page 5
General Approaches and Methodology to the Evaluation………………………………………….Page 6
Results and Discussion: Goal One…………………………….………………………………………………Page 7
Results and Discussion: Goal Two……………………………………………….………….……………...Page 12
Results and Discussion: Goal Three………………………………………………………….………….…Page 21
Results and Discussion: Important Concepts and Opinions……………………………………..Page 26
Recommendations……………………………………………………………………………………….……….Page 28
Conclusion………………………………………………………………………..………………..…………..…….Page 29
Appendix A: Camp GLOW Goals, Objectives, and Indicators……………………...……………..Page 30
Appendix B: Camp GLOW Logic Model……………………………..……………………………….……Page 31
Appendix C: Pre- and Post-Test……………………………………………………………..………………Page 32
Appendix D: Camp Evaluation……………………………………………………………………...………..Page 34
Appendix E: Sample of Situational Judgement Assessment……………………..………………Page 36

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Summary
Camp GLOW (Girls Leading Our World) Colombia aims to: empower young Colombian women;
increase civic engagement; foster self-esteem, leadership and communication skills, and goal
setting; and increase awareness of healthy lifestyle behaviors. The camp takes place over five
days/four nights during the school summer recess. Camp GLOW participants are up to 40 young
girls (aged 15-18) from low socio-economic backgrounds across the Colombian Caribbean coast. At
the end of Camp GLOW, participants demonstrate whether the camp has achieved its goals through
the following measures: interaction with Colombian female professionals, demonstration of
positive self-esteem, outlining clear personal and professional goals, an increased awareness of
positive behaviors for physical, emotional, social, and sexual health, practicing community
development skills, identifying project opportunities in their respective communities, and
developing an activity to address a community need.
Through an objective-oriented evaluation focused on goal attainment, social change, and support,
Camp GLOW has fulfilled its objectives. Based on data received from pre- and post-tests, and a post-
camp evaluation, Camp GLOW improved the knowledge and behaviors of the 35 participants. Girls
are more confident, know more about health, have clearer goals for their future, and have a sense of
community service. They are more aware of what a leader is, what a healthy snack is, what
contraceptives are, the difference between sex and gender, what a community is, and what can be
available to them in the future.

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Background
Camp GLOW (Girls Leading Our World) began as a Peace Corps project in Eastern Europe in the
1990s and has spread to various posts to provide young girls with empowerment and leadership
education. Camp GLOW Colombia began in 2014. Camp GLOW Colombia aims to: empower young
Colombian women; increase civic engagement; foster self-esteem, leadership and communication
skills, and goal setting; and increase awareness of healthy lifestyle behaviors. The camp takes place
over five days/four nights during the school summer recess. Camp GLOW participants are up to 40
young girls (aged 15-18) from low socio-economic backgrounds across the Colombian Caribbean
coast. The camp takes place in Minca, Santa Marta, Colombia with the support of the school—IED
Agroindustrial de Minca—which donates the use of dormitories and school facilities for the
duration of the camp. At the end of Camp GLOW, participants demonstrate whether the camp has
achieved its goals through the following measures: interaction with Colombian female
professionals, demonstration of positive self-esteem, outlining clear personal and professional
goals, an increased awareness of positive behaviors for physical, emotional, social, and sexual
health, practicing community development skills, identifying project opportunities in their
respective communities, and developing an activity to address a community need.
With a successful second year, Camp GLOW continues to create a safe space for young girls to learn
and grow. Building upon last year’s model, the camp expanded this year to invite more participants,
but fewer Peace Corps Volunteer counselors. In order to increase sustainability and impact, this
year two camp 2014 alumni served as junior counselors, providing mentoring and leadership from
a peer perspective.
Over the course of the five-day camp, the girls absorbed new knowledge and practiced new skills in
workshops, and participated in group work and dynamic learning through activities and excursions.
The camp had a principle theme of “Soy Capaz” or “I am capable,” based on a recent campaign to
connect and empower Colombians in a unified post-war society. Each day had an overall theme,
which was revisited in the evening during group reflection and journaling time. To keep the girls
busy and energized, each morning began with yoga and each afternoon featured a heart-pumping
activity, such as a sunset hike or an all-camp Zumba class. In the evenings, they calmed down and
reflected on the day’s highs and lows in teams.
The first day, after arriving at camp in the afternoon, the girls divided into teams and got
acquainted as they created a team identity, complete with a team name and cheer. Many groups
created dance routines and songs to complement the teamwork. Girls also made creative covers to
journals they would carry with them throughout camp for notes and reflection.
On the second day, the workshops focused on leadership, healthy living, and community service.
First, girls learned in the classroom, and then did a community service project in the community of
Minca, picking up trash along the streets and interacting with residents. In the late afternoon,
everyone took a sunset walk through Minca, switching partners every five minutes in order to get
to know more people.

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The third day took the girls deeper into self-discovery with workshops on gender, self-esteem, and
sexual health. The workshops encouraged them to reflect and analyze concepts of beauty. At the
end of the workshop, each girl designed a “self-esteem mantra”, choosing words, phrases and
magazine clippings to create a personal reminder of what beauty and value mean. Some of the
mantras included: “I am beautiful because I am capable,” “I am a woman and I will make a
difference,” and “I am not an exposition; I am expression.” Girls learned about different
contraceptives, focusing on how to put on a condom. Later that night, everyone sat around a
bonfire. Girls participated in an “I Can’t Funeral”, by throwing pieces of paper into the fire with
statements regarding things they were told they cannot do.
The fourth day was dedicated to professional development. Girls participated in a workshop on the
topic, then had a chance to listen to and interact with seven female professionals—six Colombian
women and one American—who were invited to camp for a panel discussion, to have lunch with
the girls, and then have small group discussions. The girls were able to learn from the personal and
professional experiences of these women, including a lawyer, international relations specialist,
professor, accountant and computer programmer, among others. They shared their challenges and
successes as career women, mothers, mentors and, ultimately, as powerful, strong women. Many of
the girls exchanged contact information with the women, forging lasting professional connections.
In the afternoons of both the third and fourth days, girls went on excursions to either a coffee farm
or a waterfall to relax.
A highlight of the week was Thursday night’s talent show, which the girls had practiced for all week.
We celebrated the team bonds and the characteristic Colombian creativity with a talent show that
featured team dance routines, musical numbers and a meaningful camper-written skit that
incorporated the week’s topics, including self-esteem, professionalism, and sexual health.
The final day focused on the closing ceremony. The girls played some final camp games, watched a
compilation video of photos and footage. The directors, junior counselors, school principal, and
representatives from each team spoke about what they experienced and/or observed throughout
the week. Girls received specific “animal awards” which described their participation during the
week. They also received their participation certificate. Groups took team photos, shared cake, and
cleaned the school before doing final reflection time and evaluations. Then, groups left the school to
make the journey home and apply what they learned.
Demographics
In 2015, 35 girls in 10th grade participated in Camp GLOW. Most girls were between the ages of 14
and 16, though a few were older. Participants came from small towns in Bolivar, Atlántico, and
Magdalena departments; and from the cities of Barranquilla and Santa Marta. Figures 1 represents
hometown and Figure 2 represents age demographics. Data was gathered from the participants’
applications.

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Purpose of the Evaluation
The evaluation has three purposes: goal attainment, social change, and support. It is important for
future and similar camps to examine how its activities relate to and support its goals and objectives.
Regarding goal attainment, participants spent time learning about ways to improve their lifestyle
through different workshops on the objective statements. Regarding social change, the idea of the
camp is that participants become stronger leaders and young women when they return. It is
necessary to confirm Camp GLOW’s goals are reached once participants return to their lives and
distractions. Finally, regarding support, demonstrating the effectiveness of the camp will be helpful
not only for Peace Corps support, but also potential outside financial, community, and in-kind
contributions.
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2
4
6
8
10
Figure 1: Participants' Hometowns
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5
10
15
20
14 years old 15 years old 16 years old 17 years old 18 years old 19 years old
Figure 2: Participants' Age

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General Approaches and Methodology to the Evaluation
Considering the purpose of goal attainment, an approach to this evaluation should be objective-
oriented. This evaluation refers to a class of evaluation approaches that centers on the specification
of objectives and the measurement of outcomes. Specifically, objectives-based evaluation focuses
on generating information for accountability and decision making by developing and measuring the
appropriate objectives. Because Camp GLOW has three explicit goals and objective statements
(Appendix A), an evaluation would examine the extent to which these purposes are achieved. While
Camp GLOW prides itself on its mission, it is essential to provide actual outcomes information to
Peace Corps, community leaders, and potential contributors. Camp directors and other contributors
may reflect upon and clarify abstract intentions about goals and outcomes to see if it aligns with
reality. Constructing and analyzing Camp GLOW’s logic model (Appendix B) to understand the
evolution of the program and where issues may lie is instrumental in an objective-oriented
approach. Therefore, the intended and actual outcomes can be compared.
Girls participated in seven workshops: leadership, nutrition and fitness, community service, gender,
self-esteem, sexual health, and professional development. These topics were chosen based on needs
identified by Peace Corps Volunteers, and what was listed in similar GLOW camps. Before camp,
Peace Corps Volunteer counselors worked in pairs to develop the 90-minute sessions. They worked
off templates modeled after workshops listed in the Peace Corps Youth Camps manual. Each
workshop included: a motivation activity, the information, an opportunity to practice, and an
opportunity to apply the new knowledge.
When participants arrived to camp, they took a pre-test (Appendix C, in Spanish) of information
that would be covered during camp. Most answers were open-ended, and one section asked them to
rate how they felt about themselves and in certain situations from one to ten. At the end of camp,
participants took the test again, named “post-test” to differentiate answers. Additionally at the end
of camp, participants filled out a camp evaluation (Appendix D, in Spanish) which focused on their
experience of the process and camp itself, but also asked about the most interesting/important
concept they learned and how their opinions/feelings have changed about women’s lives in
Colombia.
The plan for long-term monitoring and evaluation of goal attainment, social change, and support is
to send a situational judgement test three months after camp—October 2015. Situational
judgement tests present participants with a range of different situations that they might experience
in real life. For each situation, a number of possible actions are suggested. There are usually around
4 or 5 actions but this varies. It is the participant’s job to choose between these possible options
and judge which is the most effective course of action to take and therefore which action they
would take if faced with this situation. SJTs are always multiple-choice; no answers other than the
options listed are allowed. The situations (or scenarios as they are sometimes called) are almost
always reflective of a real-life aspect of the objectives measured. An example is listed as Appendix E.

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It will be important to observe how participants apply their new knowledge and behaviors months
later. While participants may rate their self-perceptions highly, it is important to see how they
would act in a situation. An example of a few questions is listed as Appendix E, in Spanish. Similar
questions and a self-evaluation may be sent six months after camp—January 2016 to continue the
longitudinal study.
Results and Discussion: Goal One - Engage in Healthy Lifestyle Behaviors and Strengthen Decision-
Making Skills
Participants experienced goal one through workshops focused on nutrition and fitness, and sexual
health. In both workshops, participants were faced with decisions regarding healthy choices and
sexuality decisions. The objective statement focuses on displaying new healthy behaviors. On the
pre-test, 97% of girls answered the question, “What is an example of a healthy snack?” On the post-
test, 100% of girls of girls responded. Figures 3 and 4 illustrate participants’ understanding of what
a healthy snack is, based on pre- and post-test data combined into main categories. Girls could write
more than one example, explaining more than 35 responses. This information was discussed during
the healthy lifestyle workshop. The nutrition and fitness workshop discussed different forms of
health: mental, physical, and community. Girls discussed the practices to be healthy in different
areas. Then, girls talked about myths surrounding nutrition and fitness by deciding whether
statements were true or false. Finally, girls looked through a variety of snacks to determine how
healthy they were. While fitness was not explicitly discussed, girls practiced fitness throughout
camp with a morning yoga session, a zumba session, and afternoon hikes.
0 5 10 15 20 25 30 35 40
Milk with Cinnamon
Grilled Steak
Fruit Salad with Condensed Milk
Whole Wheat Crackers
Crackers
Sandwich
Oatmeal
Water
Cereal
Yogurt
A Definition*
Vegetables
Natural Juice
Fruit
Figure 3: What is an example of a healthy snack?
Pre-Test

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In the pre-test, girls mentioned more unique items and a few simply provided a definition such as
“having low fat” or “having a lot of protein” and more. One main conclusion is that participants
know fruit is healthy. However, some girls wrote “fruit salad” which often comes with condensed
milk. In the pre-test, one girl explicitly wrote condensed milk but many assume fruit salad to come
with condensed milk. Furthermore, “natural juice” in this context often adds a large amount of
sugar. Participants did learn during the workshops the dangerous levels of sugar. After the healthy
lifestyle workshop, girls recognized the importance of whole grain snacks. It is uncertain whether
cereal is considered whole grain to them, because they only wrote “cereal.” Participants also
focused on fewer types of snacks in the post-test, which are healthier overall.
Regarding healthy behaviors, on the pre-test 86% of girls answered the question, “List a healthy
behavior you have.” On the post-test, 97% of girls responded. Figures 5 and 6 illustrate their ideas
of healthy behaviors they have, combined into main/similar categories. For example, many girls
listed a specific type of exercise like walking or dancing, which was combined into “exercising”
overall.
0 5 10 15 20 25 30 35 40
Oatmeal
Water
Granola
Crackers
A Definition*
Yogurt
Vegetables
Natural Juice
Cereal
Whole Wheat Crackers
Fruit
Figure 4: What is an example of a healthy snack?
Post-Test

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Main conclusions include knowing to exercise, eat healthy, and have proper hygiene. These three
behaviors were the top answers in both the pre- and post-tests. However, in the post-test, more
participants responded with eating healthy. Participants learned in the workshop how nutrition
contributes to better health and helps fitness. A few more girls also recognized the importance of
sexual health. “Caring for myself” involved answers regarding presenting themselves well.
Additionally on the pre-test, girls had two “true or false” statements: “Many common illnesses can
be avoided by eating healthy” and “It is important to do some form of exercise for one hour daily.”
In the pre-test, 97% of girls said eating healthy would prevent common illnesses and 94% said daily
exercise was important. In the post-test, 100% responded “true” to both statements.
0 5 10 15 20 25 30 35 40
Going to the Doctor
Practicing Sexual Health
Feeding my Personality/Mind
Caring for Myself
Bathing
Eating Healthy
Excercising
Figure 5: List a healthy behavior you have.
Pre-Test
0 5 10 15 20 25 30 35 40
Going to the Doctor
Practicing Sexual Health
Caring for Myself
Bathing
Excercising
Eating Healthy
Figure 6: List a healthy behavior you have.
Post-Test

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Regarding sexual health, Figures 7 and 8 illustrate participants’ knowledge of contraceptives. On
the pre-test, 94% of girls listed an example or definition of contraceptives. On the post-test, 97% of
girls responded. The sexual health workshop focused on dispelling myths, providing accurate
information, and leaving girls with the personal decision to engage in the behavior. Girls discussed
what different infections were, pregnancy myths, and different contraceptive options. Finally,
because condoms are most effective at preventing pregnancy and infections, girls practiced putting
on a condom. At the end of the workshop, girls had an open discussion to ask questions.
0 5 10 15 20 25 30 35 40
Diaphragm
Implant
Permanent Operation
The Day-After Pill
Itra-Uterine Device
Injections
The Definition*
The Pill
Condom
Figure 7: What are Contraceptives?
Pre-Test
0 5 10 15 20 25 30 35 40
Rhythm Method
Permanent Operation
Diaphragm
Implant
The Day-After Pill
The Definition*
Itra-Uterine Device
Abstinence
Injections
The Pill
Condom
Figure 8: What are Contraceptives?
Post-Test

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Main conclusions are that girls are already familiar with various contraceptives. Condoms, birth
control pills, and injections are most common answers in both the pre- and post-test. A few girls
wrote the definition of a contraceptive since the question simply asked what they were. One
notable conclusion is that in the post-test, girls still listed the day-after pill as a contraceptive. While
it technically prevents a pregnancy from developing, it should not be used as a main form of birth
control. Additionally, more girls listed abstinence as a contraceptive in the post-test.
Regarding the decision-making skills portion of goal one, Figures 9 through 11 illustrate various
behaviors evaluated in the pre- and post-tests. With respect to these behavior evaluations, Figure 9
explains the statement “I accept responsibility for my actions”, where there was a 3.1% increase in
self-evaluation after camp. Figure 10 explains the statement “I understand the consequences of my
actions”, where there was a 12.2% increase in self-evaluation. Figure 11 explains “I consider all
options before making a decision”, where there was a 1% increase in self-evaluation after camp. A
note for all behavior self-evaluations: girls marked themselves highly on both tests from one to ten,
therefore the averages are high and the percentage change is marginal, however still positive.
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9.50
10.00
Pre-Test Post-Test
Figure 9: I accept responsibility for my actions. I try to
recognize my mistakes and improve the next time.

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Regarding their belief in the importance of learning about a healthy lifestyle and sexual health,
Figure 32 (pg. 25) ranks healthy lifestyle as one of the lowest among workshop topics, and sexual
health as the most important. It must be noted that out of five, healthy lifestyle still received a 4.75
average, while sexual health had 4.94, concluding a healthy lifestyle was still important overall.
Finally, Figure 33 (pg. 26) indicates the sexual health workshop was highly favored with 19% of
girls listing it as their favorite workshop, while only 6% listed healthy lifestyle as their favorite
workshop.
Results and Discussion: Goal Two - Strengthen Leadership and Goal-Setting Skills
Participants experienced goal two through workshops focused on leadership, self-esteem, and
professional development. The objective statement focuses on demonstrating increased positive
self-esteem and goals. On the pre-test, 89% of girls responded with what characteristics leaders
have. On the post-test, 100% of girls responded. Figures 12 and 13 illustrate the answers girls
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Pre-Test Post-Test
Figure 10: I understand the consequences of my actions
and I take them into consideration when making
decisions.
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9.50
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Pre-Test Post-Test
Figure 11: I consider all options before making a
decision.

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provided, combined into main/similar categories. The leadership workshop discussed famous and
local leaders they have observed, different characteristics of leaders, and whether leadership is
innate or learned. Later, girls created personal visions so they could apply them by continuously
reaching higher.
The professional development workshop focused on imagining the future and what the participants
would potentially be doing. Girls discussed short-term and long-terms goals and the process to
achieve them. Girls talked about consequences, obstacles, support, and what the plan will be to
achieve the goals. Then, girls created “goal trees” where lower leaves were short-term goals and
higher leaves were long-term goals. Finally, girls discussed concrete ways to realize professional
goals such as researching and consulting with mentors.
After the workshop, girls listened to two groups of professionals regarding their background,
history, and answers to various questions. During lunch, one or two professionals sat with the girls
for more conversation. Finally, each professional had a few chairs around them for rotating sessions
so girls would have a small group discussion with each professional.
0 5 10 15 20 25 30 35 40
Collaborates
Patient
Takes Initiative
Thinks About the Community
Responsible
Creates
Disciplined
Gives Their Best
Directs
Listens
Considers Everyone
Helps
Figure 12: What is your idea of being a good leader?
Pre-Test

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In both the pre- and post-tests, answers were varied but the main conclusion is that a leader helps
and listens. A main change is that more girls found leaders to collaborate and think about the
community in the post-test. The post-test also illustrates more collaborative and service-based
leadership characteristics than in the pre-test, which focused on personal traits like discipline and
responsibility.
On the pre-test, 93% of girls responded with short and long term goals. On the post-test, 97% of
girls responded. Figures 14 through 17 illustrate the different short and long term goals girls
described, combined into main categories.
0 5 10 15 20 25 30 35 40
Makes Decisions
Understands
Works
Is an Example
Considers Everyone
Guides
Takes Initiative
Thinks About the Community
Collaborates
Listens
Helps
Figure 13: What is your idea of being a good leader?
Post-Test

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Family
Work
Travel
Personality
Hobby
Professional
Education
Figure 14: List an example of a short-term goal.
Pre-Test
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A Definition*
Work
Hobby
Service
Personality
A Healthy Life
Education
Figure 15: List an example of a short-term goal.
Post-Test

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Regarding short term goals, a main conclusion is that girls have education goals. In the post-test,
more girls listed educational short term goals. These include: doing well this year, graduating, and
going to college. Also in the post-test, girls began to list goals related to a healthy lifestyle: begin
exercising, eating healthy, and more. Goals related to personality involved activities like reading,
being happy, and more.
0 5 10 15 20 25 30 35 40
Travel
Personality
Work
Family
Education
Professional
Figure 16: List an example of a long-term goal.
Pre-Test
0 5 10 15 20 25 30 35 40
Personality
Work
Travel
Family
Education
Professional
Figure 17: List an example of a long-term goal.
Post-Test

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Regarding long term goals, girls focused on educational, professional, and family goals. In the post-
test, more girls listed professional goals. Long term education goals involved getting scholarships
and going to college. Professional goals are different than work goals because girls talked about
careers (professional) or generally getting a job or working for a good company (work). Family
goals involved getting married, having a house, and having children.
Regarding self-esteem, on the pre-test 100% of girls responded to how they have self-confidence,
and 94% responded to how they value their ideas and abilities. On the post-test, 100% still
responded to how they have self-confidence, and 97% responded to valuing their ideas and
abilities. Figures 18 to 21 illustrate ways girls have self-confidence or value. The self-esteem
workshop focused on what beauty means and how girls should believe in their own beauty and
capability. Girls discussed both physical and internal aspects of beauty, and later discussed from
where such feelings and interpretations come. Then, girls discussed reactions to certain comments
from others, both positive and negative. Finally, girls created personal mantras they would post in
their rooms so they would continue to believe in themselves despite outside comments. During the
bonfire, girls wrote “I can’t” statements on a piece of paper and threw them into the fire, signifying
the death of negative comments.
0 5 10 15 20 25 30 35 40
Improving Myself
Loving Myself
Accepting Myself
Being Sure of Myself
Believing in Myself
FIgure 18: What do I do to have self-confidence
physically and emotionally?
Pre-Test

18
0 5 10 15 20 25 30 35 40
Being Capable
Caring for Myself
Accepting Myself
Loving Myself
Valuing Myself
Ignoring Others
Believing in Myself
Being Sure of my Beauty
Being Sure of Myself
Figure 19: What do I do to have self-confidence
physically and emotionally?
Post-Test
0 5 10 15 20 25 30 35 40
Expressing Myself
Self-Respect
Ignorning Others
Sharing
Believing in Myself
Confidence
Practicing
Figure 20: What do I do to value my own ideas
and abilities?
Pre-Test

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Regarding self-confidence, girls recognized believing in themselves and being sure of themselves
before arriving to camp. Something notable is that they discussed improving themselves as a means
to have more self-confidence. In the post-test, girls recognized being sure of their beauty—as a
result of the self-esteem workshop—and do not discuss improving themselves. They also discuss
ignoring others as a way to have self-confidence.
Regarding valuing their ideas and abilities before camp, girls focused on practicing their abilities
and having confidence in what they belief or can do. After camp, girls explained that having
confidence in their ideas and abilities is how they can value them. Additionally, sharing their ideas
and abilities creates value, which was not mentioned in the pre-test. Furthermore in the post-test,
girls include more answers such as improvement, feeling capable, and persevering.
Regarding self-esteem, group work, and other professional behaviors in goal two, Figures 22
through 26 illustrate different behaviors. In Figure 22, explains the statement “I feel good”, where
there was a 4% increase in self-evaluation after camp. Figure 23 explains “I feel comfortable in new
situations”, where there was a 10% increase in self-evaluation after camp. Figure 24 explains “I
contribute all I can in group work”, where there was an 8.9% increase in self-evaluation. Figure 25
explains “I see both sides of an argument”, where there was a 2.4% increase in self-evaluation.
0 5 10 15 20 25 30 35 40
Ignorning Others
Perservering
Cabaility
Improving Myself
Expressing Myself
Practicing
Self-Respect
Sharing
Confidence
Figure 21: What do I do to value my own ideas
and abilities?
Post-Test

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8.00
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9.00
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10.00
Pre-Test Post-Test
Figure 22: I feel good, physically and emotionally. I have
a positive attitude. I feel happy and active.
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7.50
8.00
8.50
9.00
9.50
10.00
Pre-Test Post-Test
Figure 23: I feel comfortable in new situations.
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7.50
8.00
8.50
9.00
9.50
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Pre-Test Post-Test
Figure 24: When I work in a group, I contribute
everything I can and make sure others contribute
equally.

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Regarding their belief in the importance of learning about self-esteem, goals, leadership, and
teamwork, Figure 32 (pg. 25) ranks self-esteem as one of the highest (4.94 average out of 5), goals
and leadership highly (4.91 average), and teamwork in the middle (4.84 average). Figure 33 (pg.
26) ranks self-esteem as the most favored workshop with 29% of girls listing it as their favorite
workshop. Professional development was their second favorite, with 24% of girls listing it as their
favorite.
Results and Discussion: Goal Three - Engage in Civic Responsibility and Develop Community
Development Skills
Participants experienced goal three through a workshop on community service, and participating in
a community service project during camp. The objective statement focused on identifying project
opportunities. On the pre-test, 100% of girls defined what a community is. On the post-test, 100%
of girls responded. Figures 26 and 27 illustrate girls’ responses to the definition of a community,
combined into main/similar categories. The community service workshop discussed: examples of
communities, characteristics of communities and what communities do, and what some resources
are in communities. Girls illustrated the degrees of communities by drawing a small circle
representing themselves and bigger circles to encompass larger communities. Girls also discussed
the importance of working for their community and what they could do to realize it. Then, girls
discussed various problems in their communities and potential solutions or projects. Finally, girls
looked at scenarios with different types of community leaders and discussed how effective the
leader could be.
Regarding the community service project, all girls participated in collecting trash around Minca,
working as a team to fill up to two garbage bags. It was important for the girls to say thank you to
the community in which they were staying for the week. The project was also an introduction to a
discussion on the environment, which could not be included in camp due to time constraints.
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Figure 25: I can see both sides of an argument. I can say
what I believe and respect others that do not agree with
me.

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5
10
15
20
25
30
35
40
An Example* Has a Leader United Has an
Objective in
Common
Living
Together
A Group of
People
Figure 26: What is a Community?
Pre-Test
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5
10
15
20
25
30
35
40
Has a Leader United An Example* A Group of
People
Has an
Objective in
Common
Living
Together
Figure 27: What is a community?
Post-Test

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In both the pre- and post-tests, girls responded in the same six categories, but changed their
answers in the post-test after learning about communities in the workshop. They recognized after
camp that a community involved people living together and have an objective in common. It is
interesting to see their focus on living together, since some mention examples such as churches and
schools. However, other community examples included neighborhoods and families. One inference
could be that Colombian coastal culture is centered on the family and neighborhood.
On the pre-test, 63% of girls provided examples of available resources in a community. On the post-
test, 100% responded. Figures 28 and 29 illustrate girls’ responses to available resources in a
community, combined into main/similar categories.
0
5
10
15
20
25
30
35
40
The State Natural Resources Public Resources Human Resources
Figure 28: What are some available resources in a
community?
Pre-Test

24
Most girls responded with specific examples such as electricity, water, foundations, the police, etc.
The main conclusion is that more girls understood what is available in a community since the
response rate increased and focused on human and public resources before and after camp.
Regarding behaviors related to community service, Figures 30 and 31 illustrate such behaviors.
Figure 30 explains the statement “I am capable of resolving my own problems”, where there was a
2.4% increase in self-evaluation after camp. Figure 31 explains “I handle stressful situations well”,
where there was a 10.1% increase in self-evaluation.
0
5
10
15
20
25
30
35
40
Natural Resources The State Human Resourses Public Resources
Figure 29: What are some available resources in a
community?
Post-Test
7.00
7.50
8.00
8.50
9.00
9.50
10.00
Pre-Test Post-Test
Figure 30: I am capable of resolving my own problems.

25
Regarding their belief in the importance of learning about community service, Figure 32 ranks
community service relatively lower (4.81 average out of 5). Figure 33 ranks community service as
the least favorite workshop, with only 3% listing it as their favorite. This should not indicate it was
boring or not useful, but that other topics such as self-esteem and professional development were
more interesting. However, this may indicate their lack of appreciation for community service as it
is required by some to most schools and therefore it is more of an obligation. Or, potentially girls
were more interested in learning about how they can improve themselves and focus on their own
futures before thinking about the community at large.
7.00
7.50
8.00
8.50
9.00
9.50
10.00
Pre-Test Post-Test
Figure 31: I handle stressful situations well.
4.00 4.20 4.40 4.60 4.80 5.00
Gender and Misogyny
Healthy Lifestyle
Community Service
Teamwork
Female Leadership
Goals
Self-Esteem
Sexual Health
Figure 32: How Important is Each Topic to Teach at
Camp GLOW?

26
Results and Discussion: Important Concepts and Opinions
Participants filled out an evaluation of the camp on the final day. They evaluated the process to
apply and arrive to camp, the facilities and food, and offered answers to open-ended questions.
Figure 34 illustrates girls’ responses to “What is the most important or interesting concept you
learned?”, combined into main/general themes.
13%
6%
6%
19%
24%
29%
3%
Figure 33: What Were Your Favorite Workshops?
Leadership
Healthy Lifestyle
Gender
Sexual Health
Professional Development
Self-Esteem
Community Service

27
Girls discussed now feeling more like a leader and that women can be leaders. Additionally, because
the theme was “I am Capable”, they found that idea to be particularly important to them. Finally, the
third most important concept was sexual health, which may be inferred because it might not be
taught in school, or in the same setting as at camp with just girls and female mentors.
Regarding their ideas about women’s lives in Colombia, Figure 35 illustrates girls’ answers to “How
have your opinions and/or feelings changed about women’s lives in Colombia?”, combined into
general/similar themes.
0 1 2 3 4 5 6 7 8 9 10
Gender
Healthy Life
Beauty
Valued Women
Professional Development
Self-Esteem
Sexual Health
Being Capable
Leadership
Figure 34: What is the most important/interesting
concept you learned?

28
Most girls discussed self-esteem and self-acceptance. Despite what is seen in the media, particularly
that “Colombian women are the most beautiful in the world”, girls recognize the diversity in beauty
and knowing they are beautiful. Again, because of the “I Am Capable” theme, girls mentioned this as
their opinion of women in Colombia. Their ideas of women were also positive by discussing
perseverance, and being strong and confident.
Recommendations
To improve Camp GLOW and similar youth camps with respect to evaluation, the following are
recommendations:
 Strengthen the pre- and post-test: to better capture what is achieved, the test should have
fewer open-ended questions and more situational judgement questions. This makes it
easier to analyze as well, since open answers must be categorized.
 Compare with peers: while the pre-test data is considered similar to peers since the
participants have not experienced camp, it is important to determine whether participants
have certain qualities that make the results higher. Participants may self-select to join a
leadership camp because they want to improve the skills they already have. During the
workshops, many participants already knew the answers to questions posed. It will also be
useful to know by how much the participants change over time compared to their peers.
0 1 2 3 4 5 6 7 8 9 10
Beautiful
Important
Leader/Server
A Different Perspective
Confident
Strong
Do Not Give Up
Capable
Love/Respect/Value Yourself
Figure 35: How have your opinions/feelings
changed about women's lives in Colombia?

29
 Add focus to objectives and indicators and/or workshops: To best evaluate whether a goal,
objective, and indicator is met, such statements must be clear and measurable. If the
workshop cannot apply the statements, either the workshop or the
goals/objectives/indicators must be re-written.
 Strengthen community service workshop: Because Goal Three focused on community
analysis and implementing a project after camp, the workshop must include preparation.
While the workshop discussed problems in the community and a brief way to implement a
project, it is important to develop this process for success without Camp GLOW support.
 Set up post-camp support: Because participants may find their normal lives to be less
supportive and more challenging than the environment they experienced during camp, it is
important to provide emotional support to keep the new knowledge and behaviors in place.
If participants feel supported, they may be more likely to implement and practice their
knowledge and behaviors instead of forgetting or succumbing to temptations.
 Recruit more higher-risk participants: Because many of the results from the pre- and post-
tests increased marginally, it may call for a need to recruit more high-risk participants. Girls
who may know nothing about the topics, and could benefit more significantly from the
experience should receive priority to make a bigger impact.
Conclusion
When asked, Camp GLOW participants will say this was a wonderful and rewarding experience. For
many girls, they have never left their small town. Furthermore, in many communities girls are not
as free to leave the house for a significant period of time. Beyond the friendships and unique
experience they had, these 35 girls improved their knowledge on a variety of topics.
Through an objective-oriented evaluation focused on goal attainment, social change, and support,
Camp GLOW has mostly fulfilled its goals and objectives. The pre-tests demonstrate knowledge
similar to their peers who would otherwise not attend Camp GLOW. Based on post-tests, all
participants have demonstrated an increase and depth in knowledge from attending the
workshops. Because Goal Three discusses conducting a community analysis and implementing a
community project, the post-test and evaluation do not measure this aspect. It is possible that in the
three-month survey, participants have an opportunity to share whether they implemented a project
since camp. Such increases prove Camp GLOW has mostly achieved goal attainment. Participants
also gained confidence in a variety of behaviors as a result of attending Camp GLOW. Such increases
prove Camp GLOW has achieved social change. Because of positive increases in both goal
attainment and social change, Camp GLOW proves to deserve support from a variety of sources.
The follow-up survey in October 2015 will determine whether participants have continued new
behaviors and knowledge. Participants created a safe space of support during camp, so it will be
important to observe whether they applied it in the context of their normal lives. Distractions and
temptations could negate what they learned during the week, but if they remain strong and
supported by counselors and other participants and maintain the high self-esteem they gained, the
girls will hopefully have different and more successful futures as a result of Camp GLOW.

30
Appendix A: Camp GLOW Goals, Objectives, and Indicators
GOAL 1: Participants will engage in healthy lifestyle behaviors and strengthen decision-making skills
Objective: By the end of the camp, 90% of participants will display at least two new positive behaviors for
physical, emotional, social, and sexual health. After 3-6 months, participants will continue to demonstrate
positive lifestyle behaviors.
INDICATORS
· Number of participants that demonstrate a stronger understanding of healthy living by the end of
camp, reflected in post-test and self-reflection assessment tools (during camp)
· Number of participants that reflect new positive behaviors in their actions in follow-up survey
(administered 3-6 months after camp)
WHEN
During camp, at the end of camp, and 3-6 months after camp
GOAL 2: Participants will strengthen their leadership and goal-setting skills
Objective: After participating in camp activities, 90% of participants will demonstrate an increased positive
self-esteem, and will list clear personal and professional goals. After 3-6 months, participants will
demonstrate sustained awareness of positive self-esteem behaviors and continue to follow goal-setting
principles.
INDICATORS
· Number of participants that can outline enhanced personal and professional development plans
during camp
· Number of participants that display positive interactions with others when in group work
· Number of participants that demonstrate knowledge of positive self-esteem behaviors during
camp and after 3-6 months on the follow-up survey.
WHEN
GOAL 3: Participants will engage in civic responsibility and development community development skills
Objective: By the end of camp, 90% of participants will have practiced community development skills by
identifying project opportunities in their respective communities, and developing an activity to address such
community needs. After 3-6 months, participants will successfully implement a development activity in their
community and provide documentation thereof, as reflected on the follow-up survey.
INDICATORS
· Number of participants that run a simple community analysis and list actions to address needs,
demonstrated in post-test.
· Number of participants that actively participate in a project during camp, serving the Minca
community.
· Number of participants that effectively implement a community service activity after the camp, as
reflected on a survey 3-6 months post-camp.
WHEN

31
Appendix B: Logic Model
Situation
•Young women
have limited
opportunities
to expand
their personal
and
professional
growth
outside of the
home or
classroom
•Traditional
gender roles
are clear and
established
•Girls lack
empowermen
t and strong
female role
models
•Themes such
as abortion
and women’s
sexuality are
considered
taboo
•High
incidence of
teen
pregnancy,
low
educational
attainment,
and few job
opportunities
•“Machismo” is
the term for
the lifestyle
that explains
the guidelines
for men and
women
Inputs
•Camp designed
exclusively for
girls ages 15-
18
•Five days/four
nights during
the school
summer recess
•Team time to
reflect and
connect in
smaller groups
•Notebooks for
journaling and
reflection
•Dynamic talks
on: leadership,
self-esteem,
nutrition/exce
rcise, gender,
sexual health,
community
service, and
professionalis
m
•Community
service
opportunity by
picking up
garbage in host
town
•Community
outings--town
walk, trips to
waterfall and
coffee farm--to
encourage
discovery and
exploration
•Physical
activities to
encourage
exercise and
teamwork
•Individual
awards to
encourage self-
esteem and
individualism
Outputs
•Experience with
community
service and a
challenge to
create an event
at their school
or community
•Forged new
friendships
across the
Colombian
caribbean coast
•Understanding
of women’s
health and
sexuality issues
•A deepened
enhanced
leadership skills
•A sense of civic
responsibility
•A clearer idea of
educational and
career
opportunities
Outcomes
s
•New,
stronger
attitudes on:
leadership,
self-esteem,
nutrition/exc
ercise,
gender,
sexual health,
community
service, and
professionalis
m
•Healthier,
more positive
behaviors
and practices
in:
leadership,
self-esteem,
nutrition/exc
ercise,
gender,
sexual health,
community
service, and
professionalis
m
•Experience
leading a
community
service event
in their
community
Impact
•More
empowered
teenage girls
from lower
socio-
economic
levels
•Fewer teen
pregnancy
rates among
this population
•Teenage girls
are more
comofortable
and confident
in discussing
topics
presented at
camp
•discover
personal
identity,
initiate
independence,
develop
creativity,
comfort with
self and
confidence in
education

32
Appendix C: Pre- and Post-Test
Contesta las preguntas según los temas del campamento.
Servicio Comunitario:
¿Qué es una comunidad? __________________________________________________________
¿Cuáles son unos tipos de líderes? ________________________________________________________
¿Cuáles son algunos recursos disponibles en la comunidad? ____________________________________
____________________________________________________________________________________
Género:
¿Cuál es la diferencia entre sexo y género? __________________________________________________
¿Cuáles son los estereotipos femeninos? ____________________________________________________
¿Cuáles son los estereotipos masculinos? ___________________________________________________
Liderazgo:
¿Para ti, qué es un buen líder? ¿Crees que eres un buen líder? ______________________________
_____________________________________________________________________________________
Autoestima:
¿Qué haces para tener confianza en tí misma físicamente y emocionalmente? ______________________
_____________________________________________________________________________________
¿Qué haces para valorar tus propias ideas y habilidades? _______________________________________
_____________________________________________________________________________________
Salud Sexual
¿Qué significa ITS? ____________________________________________________________________
¿Cuáles son los anticonceptivos? __________________________________________________________
Salud:
¿Qué es un ejemplo de una merienda saludable? ______________________________________________
Muchas enfermedades comunes pueden ser evitadas con mejor alimentación. Cierto o Falso
Es importante hacer algún tipo de ejercicio por una hora diariamente. Cierto o Falso
Lista un comportamiento saludable que tienes: autocuidado, actividad física, salud sexual, higiene, o
nutrición. ____________________________________________________________________________

33
Desarrollo Profesional:
Lista un ejemplo de una meta de largo plazo. ________________________________________________
_____________________________________________________________________________________
Lista un ejemplo de una meta de corto plazo. ________________________________________________
_____________________________________________________________________________________
Lista de 1 (No mucho) a 10 (Si mucho) sobre cómo te sientes en cada situación.
Acepto la responsabilidad por mis acciones. Trato de reconocer mis errores y mejorar la próxima vez.
1 2 3 4 5 6 7 8 9 10
Entiendo las consecuencias de mis acciones y las tomo en consideración al tomar decisiones.
1 2 3 4 5 6 7 8 9 10
Puedo ver ambos lados de un argumento. Puedo decir lo que creo y respetar a los demás que no están de
acuerdo conmigo.
1 2 3 4 5 6 7 8 9 10
Estoy bien, tanto físicamente como emocionalmente. Tengo una actitud positiva. Me siento feliz y activa.
1 2 3 4 5 6 7 8 9 10
Yo manejo bien las situaciones estresantes o de presión.
1 2 3 4 5 6 7 8 9 10
Cuando trabajo en grupo, contribuyo todo lo que puedo y me aseguro que otros contribuyen igualmente.
1 2 3 4 5 6 7 8 9 10
Me gusta participar en actividades creativas cada vez que están disponibles como música, teatro u otras
artes.
1 2 3 4 5 6 7 8 9 10
Me siento cómoda en situaciones nuevas.
1 2 3 4 5 6 7 8 9 10
Pienso en las opciones antes de tomar una decisión.
1 2 3 4 5 6 7 8 9 10
Soy capaz de resolver problemas por mi cuenta.
1 2 3 4 5 6 7 8 9 10

34
Appendix D: Camp Evaluation
Muchas gracias por participar en Camp GLOW 2015! Nos ayuda mejorar la experiencia del Camp GLOW
para mejor servir a los jóvenes de Colombia.
1. La solicitud: Cómo te fue el proceso de solicitación del campamento? 1 es muy largo/difícil, 5 es
muy corto/fácil 1 2 3 4 5
2. La cobra de participación: Cómo te fue la cantidad de dinero para participar en el campamento?
1 es tan costoso, 5 es tan económico 1 2 3 4 5
3. La transportación: Cómo te fue llegar al punto de encuentro (centro comercial/McDonalds)? 1
es lo peor, 5 es lo mejor. 1 2 3 4 5
4. La transportación: Cómo te fue llegar al colegio en el van? 1 2 3 4 5
5. Los equipos: Cómo te pareció tu equipo? Tus consejeras, tus compañeras, el proceso, la
dinámica, etc? 1 es lo peor, 5 es lo maximo 1 2 3 4 5
6. El hospedaje: Cómo te pareció los dormitorios/baños del colegio para quedarse? 1 es lo peor, 5
es lo mejor 1 2 3 4 5
7. La comida: Cómo te pareció la comida durante el campamento? 1 es lo peor, 5 es lo mejor
1 2 3 4 5
8. La longitud del campamento: Cómo te pareció la longitud del campamento? 1 es tan largo, 5 es
tan corto 1 2 3 4 5
Subraye tus 2 sesiones charlas favoritas:
Liderazgo Salud: ejercicio y nutrición Género Salud Sexual
Desarrollo Profesional Servicio Comunitario Autoestima
Cuál fue tu sesión o actividad favorita del Camp GLOW? Por qué?

35
Como tan importante es cada concepto para enseñar en Camp GLOW? Califique con una “X” entre 1 y 5.
1=no es importante 5=muy importante
1 2 3 4 5
Género y
Machismo
Autoestima
Vida
Saludable
Liderazgo de
Mujeres
Salud Sexual
Metas par a el
Futuro
Trabajar en
Grupos
Servicio
Comunitario
1. Si podrías cambiar un aspecto del Camp GLOW, que cambiarias? Por qué?
2. Cuál es el concepto más importante o más interesante que aprendiste? Lo menos interesante?
3. Después del Camp GLOW, cómo han cambiado tus opiniones/sentimientos sobre la vida de
mujeres en Colombia?
4. Qué recomendaciones tienes para el Camp GLOW 2016?

36
Appendix E: Sample of Situational Judgement Assessment
You work in a large audit firm as a consultant. There are five additional members in the team. Your
co-worker, George, has been working on a report due to be presented in this week's team meeting,
led by your team manager.
”I am so nervous! The department manager will also attend the team meeting this week. I think
that overall the report is great; just need some help with the marketing section. Will you review it
for me?”
Although the marketing section seems fine, you notice that the analysis of the sales section is
missing some important data. You can tell that this section of the report does not adhere to the
standards of your department's supervisors. George seems to be confident about this part of the
report and you get the impression that he is not interested in your opinion about it.
What would you do in this situation?
Rank order the options below, with 1 being what you are most likely to do and 4 being what you are
least likely to do.
Response #1: If he is not interested in your opinion there is not much you
can do about it, so you let it go and leave him to deal with the
consequences of a poor presentation.
Response #2: If he does not want to listen to you, notify management
about it. Talk to your manager and ask him to explain to George the
importance of the necessary changes.
Response #3: You do your best to get him to listen. It may involve some
discomfort but you try to explain the logic behind your criticism in the
hope that he will understand.
Response #4: It's best to stay out of it. If George does not want to hear
your thoughts, that is his right and there is always the possibility that you
are mistaken.

Camp GLOW 2015 Behavior and Development Evaluation

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