Implementing a 4-H Aquatic Resources Education Program in New York City Through Collaborations

The New York State 4-H Sportfishing and Aquatic Resources Education Program (SAREP) has enjoyed relatively high participation rates in upstate New York, but until 1998, had experienced little success in New York City. This was due to the Cornell staff\u27s inexperience in working with the Extension program in NYC, which does not use the traditional rural volunteer-led 4-H club model. Rather than create a traditional club system in NYC, it was decided to build collaborations with existing youth-serving organizations. The approach resulted in 17 different youth-serving organizations conducting SAREP programming reaching approximately 40,000 youth annually

Examining Volunteer Motivations and Recruitment Strategies For Engagement in Urban Forestry

Few studies in urban forestry have examined the motivations of urban forestry volunteers. In this research, two social psychological theories (Volunteer Functions Inventory and Volunteer Process Model) are utilized to examine motivations for participating in tree planting activities. The Volunteer Functions Inventory can be used to examine the needs, goals and motivations that individuals seek to fulfill through volunteerism. The Volunteer Process Model sheds light on the antecedents, experiences and consequences of volunteerism at multiple levels (individual, interpersonal, organizational, societal). An understanding of volunteer motivations can aid practitioners in the development and implementation of participatory urban forestry programs that are attractive to stakeholders. We conducted a survey of volunteers who participated in a MillionTreesNYC volunteer planting event and a focus group of urban forestry practitioners. Survey results reveal that volunteers have varied motivations and a limited knowledge of the community level impacts of trees. Results from the focus group reveal that providing education about the benefits of trees and maintaining long-term communication with volunteers are frequently used strategies for engagement. However, the public’s lack of knowledge about urban forestry and an inability to connect to audiences are practitioner-identified challenges for recruiting stakeholders to participate in their programs

Examining motivations and strategies for engagement in urban forestry

Few studies in urban forestry have examined the motivations of urban forestry volunteers. In this research, two social psychological theories (Volunteer Functions Inventory and Volunteer Process Model) are utilized to examine motivations for participating in tree planting activities. The Volunteer Functions Inventory can be used to examine the needs, goals and motivations that individuals seek to fulfill through volunteerism. The Volunteer Process Model sheds light on the antecedents, experiences and consequences of volunteerism at multiple levels (individual, interpersonal, organizational, and societal). An understanding of volunteer motivations can aid practitioners in the development and implementation of participatory urban forestry programs that are attractive to stakeholders. We conducted a survey of volunteers who participated in a MillionTreesNYC volunteer planting event and a focus group of urban forestry practitioners. Survey results reveal that volunteers have varied motivations and a limited knowledge of the community level impacts of trees. Results from the focus group reveal that providing education about the benefits of trees and maintaining long-term communication with volunteers are frequently used strategies for engagement. However, the public‘s lack of knowledge about urban forestry and an inability to connect to audiences are practitioner-identified challenges for recruiting stakeholders to participate in their programs

Community Views of Urban Forests in the South Bronx, New York

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Use of Computer Technologies by Educators in Urban Community Science Education Programs

This article examines the factors that influence computer use by youth educators working in community-based organizations in urban, low-income communities. Although access to computers technologies is not a limiting factor and educator computer skills are generally adequate, attitudes about the importance of computer use in youth programs and awareness of the content of computer tools and types of applications do appear to limit the use of computers. Extension programs should provide training opportunities for community educators to develop their computer skills and raise their awareness of the diversity of computer and related learning technologies

Concentrations of lead, cadmium and barium in urban garden-grown vegetables: The impact of soil variables

Paired vegetable/soil samples from New York City and Buffalo, NY, gardens were analyzed for lead (Pb), cadmium (Cd) and barium (Ba). Vegetable aluminum (Al) was measured to assess soil adherence. Soil and vegetable metal concentrations did not correlate; vegetable concentrations varied by crop type. Pb was below health-based guidance values (EU standards) in virtually all fruits. 47% of root crops and 9% of leafy greens exceeded guidance values; over half the vegetables exceeded the 95th percentile of market-basket concentrations for Pb. Vegetable Pb correlated with Al; soil particle adherence/incorporation was more important than Pb uptake via roots. Cd was similar to market-basket concentrations and below guidance values in nearly all samples. Vegetable Ba was much higher than Pb or Cd, although soil Ba was lower than soil Pb. The poor relationship between vegetable and soil metal concentrations is attributable to particulate contamination of vegetables and soil characteristics that influence phytoavailability.Funding for this research was provided by the National Institute of Environmental Health Science

The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools

This group-randomized controlled trial examines the effects of a school garden intervention on availability of fruits and vegetables (FV) in elementary school children's homes. Within each region, low income U.S. schools in Arkansas, Iowa, New York, and Washington State were randomly assigned to intervention group (n = 24) or waitlist control group (n = 22). Children were in grades 2, 4, and 5 at baseline (n = 2768). The garden intervention consisted of both raised-bed garden kits and a series of grade-appropriate lessons. FV availability at home was measured with a modified version of the GEMS FJV Availability Questionnaire. The instrument was administered at baseline (Fall 2011) and throughout the intervention (Spring 2012, Fall 2012, Spring 2013). Analyses were completed using general linear mixed models. The garden intervention led to an overall increase in availability of low-fat vegetables at home. Among younger children (2nd grade at baseline), the garden intervention led to greater home availability of vegetables, especially, low-fat vegetables. Moreover, for the younger group, garden intervention fidelity (GIF) or robustness predicted home availability of fruit, vegetables, and low-fat vegetables. School gardens have potential to affect FV availability in the home environment.This accepted article is published as Wells, N.M., Meyers, B.M., Todd, L.E., Henderson Jr., C.R., Barale, K., Gaolach, B., Ferenz, G., Aitken, M., Tse, C.C., Pattison, K.O., Hendrix, L., Carson, J.B., Taylor, C., Franz, N.K., The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools. Preventive Medicine, 112(July 2018);152-159. https://doi.org/10.1016/j.ypmed.2018.03.022 . Posted with permission. © 2018 published by Elsevier. This manuscript is made available under the Elsevier user license https://www.elsevier.com/open-access/userlicense/1.0/<br