Extension Clientele Preferences: Accessing Research-Based Information Online

Research has indicated there are a number of benefits to Extension educators in delivering educational program and content through distance technology methods. However, Extension educators are commonly apprehensive about this transition due to assumptions made about their clientele, because little research has been conducted to examine clients\u27 preference for engaging in Extension educational programs. The research reported in this article examined clientele\u27s preferences in how they access Extension research-based information, particularly when compared to traditional methods of delivering educational programs. The reported results support the movement of using distance technology methods to disseminate educational programs based on client\u27s preferences

ShoWorks, There\u27s an App for That!

The county fair is a large part of the traditional 4-H program. The ShoWorks 2012 update includes an app for iPads that allows staff to use volunteers in new ways, recruit new volunteers, and significantly reduces post-show data entry time. Using technology greatly increases staff efficiency and organizational ability, a requirement during the packed schedule and quick turn-around times of county fair

The Impact of a Campus-Based 4-H Summer Conference Program on Youth Thriving

In 2014 the Oregon 4-H program adopted a new program model to describe and evaluate the impact of 4-H on youths. The model is based on promoting thriving in young people, with an emphasis on high program quality. This article discusses the impact on thriving in 378 youth participants of the 4-H Summer Conference (4-HSC) program. The results of the study conducted provide preliminary support for the validity of the program model as well as the impact of the 4-HSC program on participants. Additionally, the study has implications for the use of program models in translating research into practice across Extension programs

PYD and Professional Development of Youth Organizations

This article shares the results of a study conducted in Oregon which investigates the professional and volunteer development needs of (non 4-H) youth-serving organizations related to positive youth development (PYD). This study elicited feedback from 49 youth-serving organizations through a comprehensive survey. Information gathered included organization demographics (reach, size of staff and use of volunteers), current staff and volunteer development opportunities and requirements and interest in offering staff and volunteer training opportunities related to PYD. The results of this study indicate youth-serving organizations not only recognize the importance of a PYD approach, but also seek staff and volunteer development opportunities to strengthen the PYD capacity within their organizations. The results of this study provide direct implications for 4-H professionals. Due to linkages to the Cooperative Extension System and Land Grant Universities, coupled with 4-H’s intricate understanding of PYD theory and practice, 4-H professionals have the ability to be the resource and voice for PYD in communities served

PYD and Professional Development of Youth Organizations

This article shares the results of a study conducted in Oregon which investigates the professional and volunteer development needs of (non 4-H) youth-serving organizations related to positive youth development (PYD). This study elicited feedback from 49 youth-serving organizations through a comprehensive survey. Information gathered included organization demographics (reach, size of staff and use of volunteers), current staff and volunteer development opportunities and requirements and interest in offering staff and volunteer training opportunities related to PYD. The results of this study indicate youth-serving organizations not only recognize the importance of a PYD approach, but also seek staff and volunteer development opportunities to strengthen the PYD capacity within their organizations. The results of this study provide direct implications for 4-H professionals. Due to linkages to the Cooperative Extension System and Land Grant Universities, coupled with 4-H’s intricate understanding of PYD theory and practice, 4-H professionals have the ability to be the resource and voice for PYD in communities served

Core Outcome Set-STAndards for Development: The COS-STAD recommendations

Background The use of core outcome sets (COS) ensures that researchers measure and report those outcomes that are most likely to be relevant to users of their research. Several hundred COS projects have been systematically identified to date, but there has been no formal quality assessment of these studies. The Core Outcome Set-STAndards for Development (COS-STAD) project aimed to identify minimum standards for the design of a COS study agreed upon by an international group, while other specific guidance exists for the final reporting of COS development studies (Core Outcome Set-STAndards for Reporting [COS-STAR]). Methods and findings An international group of experienced COS developers, methodologists, journal editors, potential users of COS (clinical trialists, systematic reviewers, and clinical guideline developers), and patient representatives produced the COS-STAD recommendations to help improve the quality of COS development and support the assessment of whether a COS had been developed using a reasonable approach. An open survey of experts generated an initial list of items, which was refined by a 2-round Delphi survey involving nearly 250 participants representing key stakeholder groups. Participants assigned importance ratings for each item using a 1–9 scale. Consensus that an item should be included in the set of minimum standards was defined as at least 70% of the voting participants from each stakeholder group providing a score between 7 and 9. The Delphi survey was followed by a consensus discussion with the study management group representing multiple stakeholder groups. COS-STAD contains 11 minimum standards that are the minimum design recommendations for all COS development projects. The recommendations focus on 3 key domains: the scope, the stakeholders, and the consensus process. Conclusions The COS-STAD project has established 11 minimum standards to be followed by COS developers when planning their projects and by users when deciding whether a COS has been developed using reasonable methods

Together for a Better Education Program (Juntos Para Una Mejor Educación)

A new program entitled Together for a Better Education Program or Juntos Para Una Mejor Educación (2011) targets underserved and minority audiences to help build a stronger alliance with families, schools and community based youth serving agencies to help youth reach their goals for a rewarding future. The primary goal of the program is to allow the dream of college to be a reality for youth as well as their families. This six (6) session workshop series is designed so families and youth participate in activities and lessons congruently to develop and reach shared goals focused on graduating from high school and attending post-secondary education

Together for a Better Education Program (Juntos Para Una Mejor Educación)

A new program entitled Together for a Better Education Program or Juntos Para Una Mejor Educación (2011) targets underserved and minority audiences to help build a stronger alliance with families, schools and community based youth serving agencies to help youth reach their goals for a rewarding future. The primary goal of the program is to allow the dream of college to be a reality for youth as well as their families. This six (6) session workshop series is designed so families and youth participate in activities and lessons congruently to develop and reach shared goals focused on graduating from high school and attending post-secondary education