Summary of activities and outcomes from United Ways implementing the

Airbus Flying Challenge.

Airbus Flying Challenge Annual Report 2015-16

United Way Worldwide

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Airbus Flying Challenge Annual Report 2015-16

I. Overview United Ways participating in the Airbus Flying Challenge:

United Way of France: Toulouse, Paris United Way of Spain: Getafe (Madrid), Puerto Real (Cadiz) United Way of Southwest Alabama: Mobile United Way of the Plains: Wichita

Shared program aims are to:

Promote the development of marketable skills necessary for success in higher education and the workplace (e.g. research, planning, working in teams)

Provide opportunities for career discovery, including exploration of careers in aviation and other STEM related fields

Increase student engagement in school and persistence to a secondary (high) school diploma Help students identify their potential and develop a positive sense of self (self-esteem)

This reports covers activities that took place between September 2015 and June 2016. Each United Way is in a different of stage of implementation: In the 2015-16 school year, Toulouse (the oldest site) entered its 5th year and Wichita, Kansas entered their 4th year of program implementation, Spain entered its 3rd year, while the United Ways in Mobile, Alabama and Paris both implemented the Flying Challenge for the first time this year. Despite being at different stages of program maturity, common elements across United Ways and program sites include: a focus on continual program improvements to drive better outcomes and sustain volunteer engagement; expanding and, as needed, changing partnerships to ensure the best fit between program needs and individual community-based organizations’ capacity to deliver; and expanding the program to serve more students and to engage more Airbus employees. Collectively United Ways participating in the Flying Challenge in 2015-16 served 584 students, engaged 188 volunteers, and worked with 44 schools and NGO partners (see summary table 1 below).

II. Key Facts & Figures Paris, France

Students and Schools - In 2015-16, the Airbus Flying Challenge launched in Paris; 27 4th grade students (13 years old) from the College Edouard de Villeneuve a Garenne participated.

Airbus Employees Engaged - 29 Airbus employees from Suresnes volunteered a total of 503 hours to support program activities.

NGO Partners and Roles - The United Way of France provided overall program management and oversight, including coordinating partners; fiscal management; recruiting and providing training for mentors; collecting data and reporting results; and marketing the program to build community awareness. Additional core NGO partners included Air Emploi, which delivered a job forum workshop; Citoyennete Possible, which delivered an ice-breaker workshop for participants; AFEV, which provided mentoring support; and Improve, which evaluated the program.

Skills Developed – Workshops focused on career development (i.e. writing resumes and cover letters, identifying internship opportunities, career exploration - STEM) and overall development (increasing self-knowledge, self-esteem, and soft skills).

Toulouse, France Students and Schools - In 2015-16, 60 4th grade students, 56 3rd grade students, and 33 high school

students (ages 13-16 years old) from Bellefontaine, Georges Sand, and Stendhal Middle Schools participated in the Flying Challenge.

Airbus Employees Engaged - 83 Airbus employees volunteered a total of 3,520 hours to support program activities.

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NGO Partners and Roles - The United Way of France provided overall program management and oversight, including coordinating partners; fiscal management; recruiting and providing training for volunteer mentors; collecting data and reporting results; and marketing the program to build community awareness. Additional core NGO partners included: Proxite, which provided individual coaching to support mentor/mentee relationships, provided tools to mentors (“godparents”), and evaluated program effectiveness; Job IRL, which convened workshops to expose students to industry/careers; Passeport Avenir, which convened workshops to provide students information about opportunities in higher education (universities); Citoyennete Possible, which provided workshops to help students develop effective speaking skills; Ecole et Nous, which helped to engage parents; and Improve, which evaluated the program.

Skills Developed - Workshops focused on career development (i.e. writing resumes and cover letters, identifying internship opportunities, career exploration) and overall development (increasing self-knowledge, self-esteem, and soft skills).

Getafe, Spain

Students and Schools - In 2015-16, 74 3rd grade students (ages 14-15 years old) and 67 4th grade students *ages 15-16 years old) from Laguna de Joatzel Secondary School participated in the Flying Challenge

Airbus Employees Engaged - 21 Airbus employees volunteered a total of 51 hours supporting the career fair.

NGO Partners and Roles - The United Way of Spain provided overall program management and oversight, including coordinating partners; fiscal management; recruiting and providing training for volunteer mentors; collecting data and reporting results; and marketing the program to build community awareness. Additional core partners included: the YMCA, which provided overall program implementation support at school sites in Puerto Real; and the Airbus Foundation (local representative in Spain), which provided financial resources and assistance with recruiting volunteer employees. In addition, students from the University of Getafe supported the career fair.

Skills Developed - Similar to Puerto Real, group mentoring sessions focused on students undertaking social entrepreneurship projects to address community issues and develop workplace relevant skills (e.g. project design, planning, resource management, public speaking, teamwork and collaboration).

Puerto Real, Spain

Students and Schools - In 2015-16, 79 3rd grade students (ages 14-15 years old) and 78 4th grade students (ages 15-16 years old) from Antonio Muro Secondary School participated in the Flying Challenge.

Airbus Employees Engaged - 24 Airbus employees volunteered a total of 288 hours mentoring students and supporting the career fair.

NGO Partners and Roles - The United Way of Spain provided overall program management and oversight, including coordinating partners; fiscal management; recruiting and providing training for volunteer mentors; collecting data and reporting results; and marketing the program to build community awareness. Additional core partners included: Catigenia, which provided program implementation support at school sites; and Punto JES, which provided content on social entrepreneurship using Ashoka’s Dream It Do It approach. In addition, students from the University of Cadiz supported the career fair and served as mentors for students. The Airbus Foundation (local representative in Spain) provided financial resources and assistance with recruiting volunteer employees.

Skills Developed – Similar to Getafe, group mentoring sessions focused on students undertaking social entrepreneurship projects to address community issues and develop workplace relevant skills (e.g. project design, planning, resource management, public speaking, teamwork and collaboration).

Mobile, Alabama

Students and Schools - In 2015-16 the Airbus Flying Challenge launched in Mobile; 45 6th and 7th graders from Palmer Pillans Middle School participated in the Flying Challenge

Airbus Employees Engaged - 28 Airbus employees volunteered a total of 395 hours to support program activities.

NGO Partners and Roles - The United Way of Southwest Alabama provided overall program management and oversight, including coordinating partners; fiscal management; recruiting volunteer mentors; collecting data and reporting results; and marketing the program to build community awareness. Additional core partners included: the Gulf Coast Exploreum Science Center, which provided STEM-focused programming, event planning, and memberships to families of participating students and mentors; the Mobile Area Education Foundation, which provided character development programming, served as a school liaison, and led volunteer training; and Airbus Engineering Mobile, which provided financial resources and assistance with recruiting volunteer employees.

Skills Developed - Students participated in 10 structured mentoring sessions focused on three overarching character building themes: goal setting, working collaboratively in teams, and task persistence. STEM activities (e.g. building bridges, glider design) were integrated into the character building sessions.

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Wichita, Kansas

Students and Schools - In 2015-16, 67 7th and 8th (ages 13-14 years old) grade students from Hadley Middle School participated in the Flying Challenge.

Airbus Employees Engaged - 43 Airbus employees volunteered a total of 1,146 hours to mentor students; NGO Partners and Roles - The United Way of the Plains provided overall program development,

management and oversight, including coordinating partners; fiscal management; recruiting and providing training for mentors; collecting data and reporting results; and marketing the program to build community awareness. Additional core NGO partners included the Pando Initiative, which provided onsite coordination of program activities; the Kansas Cosmosphere and Space Center, which provided the agenda and location for the kick-off event; Exploration Place at the Sedgewick County Science and Discover Center, which provided the location for the career event; the National Center for Aviation Training (based at Wichita Technical Area College) which provided the location for the flying event; and the Wichita School District, which provided support for mentors focused on effectively engaging students; conducted background checks for participating mentors; and shared student data related to academic achievement, attendance, and behavior; Kansas State University provided planes and pilots for the year end flying celebration; and Wichita Area Technical College, which provided student mentors. Airbus permitted employees to participate in the program and provided time off to those who served as volunteer mentors.

Skills Developed - Workshops focused on student development of soft skills including: communication, problem-solving, working collaboratively with teams, personal accountability, and timeliness.

Table 1 - United Way Flying Challenge - Key Facts & Figures (2016)

Paris Toulouse Puerto

Real

(Cadiz)

Getafe

(Madrid)

Mobile Wichita Total Change from

2015

# of Children

Participating

27 149 155 141 45 67 584 73

# of Employees

Participating

29 83 24 21 28 43 188 6*

# of Employee Hours

Volunteered

503 3,520 288 51 395 1,146 5,903 2,004

Participating

Schools/Universities

2 6 2 2 1 4 24 13

NGO Partners* 4 7 2 1 2 4 20** 5

* Although the number of volunteers declined by six, actual volunteer hours increased; this suggests that those individuals who stay with the program remain committed and that new sites were able to attract sufficient Airbus employees to serve as volunteers. ** Number of partners does not include the local United Way.

III. Events & Activities (academic school year, key events are listed in bold)

September – December 2015 Paris

Kick-off event for students and Airbus employees 4th grade students participate in workshops and lunches

Toulouse

Kick-off event for students and Airbus employees Meeting with families of Airbus Flying Challenge mentees 4th grade students participate in workshops and lunches 3rd grade and high school students participate in mentor/mentee meetings and lunches High school students participate in mentor/mentee meetings, offsite cultural events and lunches

Getafe (Madrid)

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Launch event hosted by Laguna de Joatzel Puerto Real (Cadiz)

Airbus, university students, and teachers receive volunteer training Mobile

Airbus employees recruited 6th & 7th grade family members receive AFC flyers and application forms Students selected for program participation

Wichita

Launch event Mentors recruited and trained Students identified and match assigned; parent permissions received Participant survey administered Mentees and mentors meet weekly for mentoring sessions

_________________________________________________________________________________ January – March 2016 Paris

Trade Forum (Career Fair) Airbus employees share with students their jobs and career experiences 4th grade students participate in workshops and lunches

Toulouse

Trade Forum (Career Fair) Airbus employees share with students their jobs and career experiences 4th grade students participate in workshops and lunches 3rd grade and high school students participate in mentor/mentee and lunches High school students participate in mentor/mentee meetings, offsite cultural events and lunches

Getafe (Madrid)

Volunteer recruitment and training for Airbus employees supporting the Career Fair First workshop offering engagement and training for families of mentees

Puerto Real (Cadiz)

Launch event hosted by the University of Cadiz Mobile

Launch event at the Exploreum Volunteer mentors participate in two 90-minute training sessions Mentors and mentees participate in team-based mentoring

Wichita

Career Day Mentors and mentees meet weekly for mentoring sessions

_________________________________________________________________________________ March – June 2016 Paris

4th grade students participate in workshops and lunches Closing celebration for students and volunteers

Toulouse

4th grade students participate in workshops and lunches 3rd grade and high school students participate in mentor/mentee meetings and lunches High school students participate in mentor/mentee meetings, offsite cultural events, and lunches Closing celebration for students and volunteers

Getafe (Madrid)

Airbus employees receive 3-hour training to prepare for Career Fair United Way and the YMCA host a parenting engagement and training for families in Getafe

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Airbus plant hosts Career Fair Second workshop offering engagement and training for families of mentees Closing flying celebration for participating students Airbus plant hosts community event highlighting the Flying Challenge

Puerto Real (Cadiz)

Students receive social entrepreneurship development and training Airbus hosts Career Fair for participating students Closing celebrations for students and volunteers

Mobile

Mentors and mentees participate in team-based mentoring Closing celebration for students and volunteers

Wichita

Mentors and mentees meet weekly for mentoring sessions Student post-participation surveys administered

Closing celebration for students and volunteers; Flying Event

IV. Outcomes

Several participating United Ways collected data to measure changes in students’ beliefs, attitudes and behaviors as a result of program participation. However, the evaluation approaches and specific measures used are in development, and were not consistent across all program sites. Four sites reported pre and post data against the specific key performance indicators supplied in the template; Getafe, Puerto Real, Mobile, and Wichita (see Appendix A). Sites in Toulouse and Paris reported end of program data only. In the future, United Ways will be asked to agree and report on shared KPIs so that Airbus has a more consistent “scorecard” to reflect on program results. In the interim, key results are summarized below: Engagement and Performance in School

100% of students in Paris and Toulouse want to pursue their education; 72% in of students in both sites improved their grades.

60% of students in Wichita improved their grades in school; 94.4 percent planned to graduate from high school an 86% indicated they plan to go to college

74% of students in Getafe and Puerto Real thought it was important to regularly attend school; 50% improved their grades

82% of students in Getafe and 86% of students in Puerto Real understood the link between school and their future (an increase of 42% in Getafe and 48% in Puerto Real from the start of the program)

Soft Skills Development

84% of students in Getafe and 81% of students in Puerto Real indicated that they knew how to identify and face challenges (an increase of 33% in Getafe and 16% in Puerto Real)

86% of students in Paris and 68% of students in Toulouse improved their soft skills; 90 percent of students in Paris and 65% in Toulouse improved their self-awareness; 88% of students in Paris and 70% in Toulouse increased their confidence and self-esteem

82.4% of students in Wichita improved their soft skills; 79.6% improved their self-awareness; 81.1 increased their confidence; and 77.8 improved their self-esteem

16% more students indicated they had improved their planning and organizational skills at the end of the program in Mobile

Career Awareness and Exploration

72% of students in Getafe and 75% of students in Puerto Real and indicated that they understand how to manage a project (an increase of 36% in Getafe and 8% in Puerto Real)

76% of students in Paris and 71% of students in Toulouse improved knowledge and networking skills 73% of students in Paris and 80% in Toulouse indicated knowledge and experience of the workplace 90% of students in Paris and 73% of students in Toulouse increased their employability skills 84.9% of students in Wichita improved their employability skills

Testimonials

Students

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“I discovered jobs and careers that I didn’t even know existed” (Paris) “Because of this project I can now face new challenges. I am now determined to follow my dreams.”(Puerto

Real) “I loved meeting new people, passionate about their jobs, I learnt a lot of things I didn’t know, it made me

dream.” (Paris) “Thanks to high school visits, I was able to decide about the orientation I wanted for next year. I’m so happy

because I really had no idea about it before.” (Toulouse) “I wasn’t going to college before but {now} I am cause {sic} I notice that we need it in life.” (Mobile) “I learned that school is very important for the future.” (Wichita)

Airbus Employees, Volunteers and Parents

“I think the most significant impact on the mentees was the chance to have one‐on‐one conversations with real engineers and employees in an engineering company. We were able to share not only our engineering knowledge, but also our experience in what it takes to go into this field and the types of activities and interests that are important in this type of career.” (Airbus employee - Mobile)

“This project makes social sense but it also makes sense for our business. An employee that is committed with his/her social environment is also committed with the company.” (Head of Airbus Plant - Puerto Real)

“He really grew up this year. I think he is more mature and we are able to have more discussion with him.” (parent - Toulouse)

Yes I have tried to share what I know with the students, but I never expected that I was going to learn so much about team management, learnings that I take back with me to the plant every single day.” (Airbus employee – Puerto Real)

V. Lessons Learned What Worked? Adjusting program implementation and/or content to reflect local needs – The strength of the Airbus Flying Challenge is the ability to continually expand the program globally while allowing for local flexibility and customization as needed. A global challenge provides a common brand, consistent focus, and increasingly ability to share common results. Local customization has given United Ways the ability to vary the mentor/mentee structures (as needed); to identify, on board, and make changes to community-based NGOs, as necessary, to ensure that the best partners are tapped to support program elements as they evolve; to identify additional community-based resources that can help offset program costs; and to emphasize specific content that is of greatest interest and need relative to the local student population being served. Flexible approaches to structuring mentor/mentee relationships. Most participating United Ways found that taking a flexible and varied approach to pairing mentors with mentees was a successful strategy for meeting the needs of participating students and volunteers. Approaches varied by site: Mobile paired 2 mentors with a group of 3 mentees. This approach helped ensure program continuity when mentees and/or mentors were absent from a particular session. Sites in Toulouse and Paris, France also employed a “collective coaching” approach; in Toulouse the support offered by multiple adults was viewed as critical for students improving their confidence and developing the ability to express themselves effectively in front of adults; in Paris, the approach was seen as an effective way to deliver program content focused on career discovery. In Spain (both sites) pairing mentors was used as a strategy to share the workload. Wichita found that weekly one-to-one mentoring worked best for their participants. Providing training and tools for Airbus and other volunteer mentors. All sites have invested in training mentors as part of the on boarding process. Trainings varied in content and duration across sites, but all were designed to introduce volunteers to the Flying Challenge Program, convey expectations of mentors, to prepare them to meaningfully engage students, and for their participation in career fairs and other key events. One United Way noted, “One more year, the role of volunteers has been key in ensuring the success of the project.” Given the critical role of volunteers in developing meaningful relationships with mentees and delivering core program content, the efforts made by United Ways and their partners to ensure that they have the tools and training needed appears to be an essential component of success. Career exposure and development activities were also viewed as successful across most sites; specifically in terms of providing the opportunity for Airbus employees to share information with mentees and increasing mentee knowledge of career options. This is also reflected in students self-reporting increased awareness of career options, and improved understanding of the connection between their schoolwork and the workplace on end of program surveys in sites that had this as an explicit program goal. What didn’t work?

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Student peer mentoring, introduced in sites in France, was not seen as effective, as the students did not have a firm understanding of their role in the program and did not have sufficient preparation to make a meaningful contribution. Planning activities to sync up with school year calendars was a challenge. Changes to the school year calendar mandated by the state of Kansas forced changes to the timing of the kick-off and career day events. Mobile encountered similar scheduling issues related to school year calendar changes. As the school year calendar is under state and local control in the U.S., this is an issue that can be anticipated and should be addressed at a local level. Internal coordination of volunteers. Coordinating volunteer participation internally at the United Way was considered unsuccessful in Spain. In the future, they are committed to work with local partners who will take on this coordination and management role. What did we learn? Sustaining volunteer interest is critical. United Ways that have been implementing the Flying Challenge for several years will need to devise creative ways to keep long-time volunteers involved. “Mature” sites will have to figure out how to vary program activities, and diversify opportunities for volunteers to continue supporting the Flying Challenge that go beyond mentoring (e.g. informing program curriculum, serving as advocates/champions, recruiting additional volunteers, supporting program management and expansion). Building the capacity of volunteers is essential. Volunteer passion is necessary but not sufficient to deliver positive results for students. To be successful, volunteers need to be “equipped” with the knowledge, tools, and resources necessary to build effective relationships and deliver program content. Relationships matter. Creating strong relationships between mentors and mentees is critical to overall program success. Capacity is an ongoing challenge, especially as the Flying Challenge expands to serve more students and schools, and recruit additional volunteers. What will we do differently next year? Each United Way plans to make changes/adjustments to their programs in 2016-17 building on the lessons learned during 2015-16. These changes include expanding volunteer trainings; incorporating specific new content to reflect evolving student interests and challenges (e.g. STEM activities), and adjusting the structure of mentor/mentee relationships: Proposed Changes to Program Content

Mobile plans to incorporate additional STEM-focused activities in the mentoring sessions, lengthen the timeframe for completing the mentoring session activities, and make more explicit connections between the character development themes that undergird the mentoring sessions and the team interactions focused on STEM projects.

Wichita plans to incorporate content into their mentoring sessions to specifically address chronic absenteeism, an issue that emerged during the 2015-16 school year.

Spain plans to implement a new methodology to better meet local needs in Puerto Real. Proposed Changes to Volunteer Engagement and Recruitment

Mobile and Spain (both sites) intend to expand the trainings available to volunteers. Mobile will add lunch-and-learn sessions wherein guest speakers will share with program volunteers effective strategies for mentoring and engaging youth; in Spain (both Getafe and Puerto Real) local partners will coordinate the work of volunteers. In addition, Spain will engage corporate volunteers as mentors in Getafe.

Wichita intends to identify strategies to keep long-term volunteers engaged, based on the “volunteer fatigue” that became evident this year.

Proposed Changes to Mentor/Mentee Structure

Paris plans to eliminate student peer mentoring from their program, based on current year findings; in Toulouse, the student mentoring component will continue, but will be strengthened by providing more structure while maintaining some amount of student autonomy.

VI. Communications – Please see Appendix B

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APPENDIX A – KEY PERFORMANCE INDICATORS (TO DATE)*

Please note that the results below are not currently comparable across sites. Evaluation approaches and specific measures used are in development, and are not consistent across all program sites. In addition, two of the sites, Mobile and Paris, initiated programming this current academic year, as a result, their programs will take longer to generate baseline data and develop consistent indicators. Four sites reported pre and post program data: Getafe, Puerto Real, Mobile, and Wichita. Their data reflects changes in participants from the start to the end of the program. Sites in Toulouse and Paris reported end of program data only; their data represents participants’ attitudes and skills at the end of the program. Only Toulouse and Paris reported data against most of the KPIs included in the template; other sites used indicators that are similar to the KPIs but not identical, so some translation was necessary to align them to the KPIs below. In the future, United Ways will be asked to agree and report on a core set of shared KPIs so that Airbus has a more consistent “scorecard” to reflect on program results.

Toulouse1 Paris2 Mobile Wichita3 Puerto

Real

(Cadiz)4

Getafe

(Madrid)5

Year Program Started 2011-12 2015-16 2016 (Jan.) 2012-13 2013-14 2013-14

Number of Responses 124 27 33 54

Engagement and Performance in School

Percentage of students who

want to pursue their

education

100% 100% 86.8%

Percentage of students who

improved their grades

72% 72% 60% (overall) 50%

(avg. both

sites)

50%

(avg. both

sites)

Increased attendance at

school

N/A N/A -25%

Increased engagement in

learning

30% N/A 94.4% 48% 42%

Soft Skills Development

Percentage of students

improve soft-skills

68% 86% 16% 82.4% 16% 33%

Percentage of students who

improved self-awareness

65% 90%

79.6%

Increased confidence and

self-esteem

70% 88% 81.1%

(confidence);

77.8% (self-

esteem)

Career Awareness and Exploration

Knowledge and experience

of skills linked to networking

71% 76% N/A

Knowledge and experience

of the world of work

80% 73% 69.8%

1 Percentages represent end of program data for program sites in Paris and Toulouse. This academic year (2016-17) pre/post

data will be collected from program sites to create a baseline. 2 See note above. 3 Percentage reflects the change in students answering affirmatively from the start to the end of the program (pre/post data). 4 Percentage reflects the change in students answering affirmatively from the start to the end of the program (pre/post data). 5 See note above.

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Increased employability

skills

73% 90% 84.9% 8% 36%

* Note – KPIs have been grouped into 3 broad categories for ease of reporting.

APPENDIX B – SAMPLE COMMUNICATIONS

Press releases Toulouse, France

Airbus Flight Experience, May 31, 2016: http://www.ladepeche.fr/article/2016/05/31/2355642-fondation-airbus-le-reve-pour-46-collegiens-toulousains-a-muret.html

Published on 05/31/2016 at 07:49 AIRBUS FOUNDATION: A DREAM FOR 46 COLLEGE TOULOUSE MURET

On track for a first flight with the command the vice president of the flying club Jean Mermoz Relying on the logistics of the flying club of Jean-Mermoz Muret, the foundation Airbus (Airbus Foundation) had chosen airfield Muret-Lherm to organize one of the stages of its Airbus Flying Challenge program "takeoff for a successful life "; the foundation's flagship program for the development of youth. “Created in 2012, it aims to inspire young people and take them to pursue their studies and achieve their dreams through volunteer mentoring employees Airbus group" explained Andrea Debbane general delegate of the foundation this yesterday morning with Bernard Ruyannais representing the academy Rector. Beyond Toulouse this challenge has expanded internationally since it arises in France, Spain and the United States ... This challenge whose objective is also to promote the group's values encourage employee engagement on the basis of sharing their passions and skills in a form of tutoring, "continues the representative of Airbus that greeted yesterday morning on the aerodrome of Muret-Lherm 46 students from 3 colleges of Toulouse Georges Sand, Stendhal and Bellefontaine. In addition to various workshops relating in particular as Aeronautics visit the control tower, college students experienced their first emotions in flight by a first flight of twenty minutes above the muretain. A wonderful adventure trusted Daripha and Melissa Georges Sand College.

Jean-Pierre Rolland Wichita, Kansas

Flying Challenge Kick-Off, September 25, 2015: http://www.unitedwayplains.org/tomorrow-united-way-and-airbus-to-launch-fourth-year-of-flying-challenge-a-year-long-mentoring-program-to-inspire-middle-school-students-to-pursue-a-career-in-aviation

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Flying Challenge Finale, May 6, 2016: http://www.unitedwayplains.org/tomorrow-60-middle-school-students-to-fly-over-wichita-to-celebrate-conclusion-of-this-year-s-flying-challenge-mentoring-program-sponsored-by-airbus-foundation

Media coverage Toulouse, France

Airbus Flight Experience, May 31, 2016: http://www.aeronewstv.com/fr/metiers/ecoles-formations-aeronautiques/3361-airbus-aide-les-jeunes-a-trouver-leur-voie.html

Social Media Mobile, Alabama

UWSWA Twitter January 26, 2016

Together, we're working to improve grades & inspire students to finish HS. Together, we're helping children soar!

UWSWA Facebook February 5, 2016

The Airbus Flying Challenge is soaring to new heights at Palmer Pillans Middle School! At the latest mentoring session, the students and mentors talked about short‐ and long‐term goals. They then played a game called Goal Ball where they had to try to make baskets with balled up paper, overcoming different obstacles like distance or a fan positioned to blow the paper away from their basket.

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UWSWA Twitter March 4, 2016

Together, we're working to improve grades & inspire students to finish HS. Together, we're helping children soar!

UWSWA Facebook

March 10, 2016

Youth with mentors set higher education goals and are more likely to attend college than those who did not have mentors. #MentoringWorks #AirbusFlyingChallengeMobile

UWSWA Facebook March 30, 2016

Research shows that nearly 90% of mentees want to become mentors, indicating both an endorsement of mentoring and proof that mentees are empowered to contribute to the world around them. #MentoringWorks #AirbusFlyingChallengeMobile

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Wichita, Kansas

Facebook Post, Flying Experience, May, 6 2016: https://www.facebook.com/unitedwayplains/posts/10154105121940420

Other (Online Videos and Photos)

Getafe Flying Challenge, Google Photos Online: https://goo.gl/photos/E2WsPHmEbcWWhB7G9

Project Closing, Google Photos Online: https://goo.gl/photos/9UfcUhDimM52WRVX9

Puerto Real

Flying Challenge, Google Photos Online: https://goo.gl/photos/3ju8LNzimfUGkKYE9

Career Fairs, Google Photos Online: https://goo.gl/photos/LjgxGmWXp16yXu1X6

Student Thank You Video to Volunteers, Google Drive: https://goo.gl/photos/c98Mhdru32TfKwxz9 Mobile

Flying Challenge, https://vimeo.com/169553919 Wichita

Flying Challenge, http://www.unitedwayplains.org/cat_view/404-transfers/405-flying-challenge