Digital Media Creates Youth Voices Heard

Oklahoma 4-H clubs and military service centers partnered with the Adobe Youth Voices (AYV) program to give youth opportunities to raise their voices through digital media. This program reached out to underrepresented youth and gave them the tools and technology to effectively express themselves. The intent of this project was for 4-H members to create videos to educate, help and raise awareness in their communities of topics that were important to the youth. These experiences help youth gain knowledge towards helping others solve farm, home, and community problems. Participating youth selected issues that were important to them and created a short video, educating others and sharing their convictions on the topics of horse therapy, citizenship, bullying, and distracted driving

Addressing Scientific Literacy in Oklahoma: The STEMist Program

Scientific literacy is essential for success of youth and adults in the 21st century. In 2017, Oklahoma 4-H Youth Development initiated a fellowship program to address scientific literacy throughout Oklahoma: the STEMist program. Through this program, college students with a background or interest in science are recruited, trained, and sent to teach science workshops to youths at various educational events during the summer months. In its inaugural year, the program reached over 2,000 youths. The program addresses scientific literacy, aids in career readiness, and promotes 4-H to audiences previously unaware of the positive impact it can have on today\u27s young people

Fitting the Framework: The STEM Institute and the 4-H Essential Elements

Extension and 4-H youth development programs are addressing a shortage of scientists, engineers, and other related professionals by promoting science, technology, engineering, and math (STEM). This case study illustrates how the Oklahoma 4-H Youth Development program trained youth-adult teams to design and implement STEM projects. The STEM Institute incorporated the 4-H Eight Essential Elements to structure programming. Using the Essential Elements framework helped ensure quality STEM programming, participant retention, and successful community projects lead by youth leaders. The most successful projects were youth driven and adult facilitated, used local partners, and took time to develop

Digital Media Creates Youth Voices Heard

Oklahoma 4-H clubs and military service centers partnered with the Adobe Youth Voices (AYV) program to give youth opportunities to raise their voices through digital media. This program reached out to underrepresented youth and gave them the tools and technology to effectively express themselves. The intent of this project was for 4-H members to create videos to educate, help and raise awareness in their communities of topics that were important to the youth. These experiences help youth gain knowledge towards helping others solve farm, home, and community problems. Participating youth selected issues that were important to them and created a short video, educating others and sharing their convictions on the topics of horse therapy, citizenship, bullying, and distracted driving

Perceived Effectiveness of Youth-Adult Partnerships on Enhancing Life Skill Development through 4-H

The purpose of this study was to determine if youth and adult participants in the 4-H Environmental Impact program perceive youth?adult partnerships as an effective means to enhance the youths’ development of life skills. The study further sought to discover the perceived obstacles that may keep youth and adults from participating in equal partnerships. The life skills of: Leadership, Cooperation, Service Learning, and Planning and organizing were enhanced through the youths’ participation in the youth-adult partnership. Through this research there was evidence that many of the youth participants did perceive themselves as equal team members when participating in this youth-adult partnership. The research indicated the greatest perceived obstacle that kept youth from engaging was not much time after homework and other activities. It is recommended that all participants in newly formed youth-adult partnerships receive training on how to implement this type of program, and how to participate equally

and my World:” Perceptions of County Educators and Volunteers toward International 4-H Programs

The phrase “…and my world” was added to the 4-H pledge in 1973, forever solidifying 4-H’s commitment to international programming and global citizenship. In 2008, Oklahoma 4-H began to consider revitalizing its international outreach. After researching the barriers to International 4-H projects, Oklahoma 4-H educators and volunteers were surveyed to discover their interests in this area with the intent of beginning a renewed International 4-H program with educator and volunteer support. The survey results indicate that 4-H volunteers and youth educators prefer short term International educational programs that focus on cultural awareness and service-learning for older youth

4-H Membership Recruitment/Retention Problems: A Meta-Analysis of Possible Causes and Solutions

As the largest youth organization in the United States, the opportunity for 4-H to be a positive influence on America’s youth has never been greater. 4-H not only has a mandate to serve the needs and interests of young people today, but to provide a life experience that will enrich their lives and enable them to succeed in whatever path they so choose. 4-H has struggled with recruitment and member retention of certain age groups, especially teenage members. Researchers have sought to determine why youth do not join or drop out of 4-H. This article reviews that literature and summarizes the findings and possible solutions to this important issue. 4-H programs have found simple and innovative methods to retain 4-H members

Perception and Conceptualization of the Land-Grant Mission at a Land-Grant Institution

While the three-part mission of the land-grant university has been a pivotal component of agriculture and natural resources in the U.S., the land-grant mission is not always well understood by all audiences, including faculty members who are the key deliverers of the land-grant mission. As such, it is important to understand how faculty members view the land-grant brand identity. A series of focus groups were conducted with tenure and non-tenure track faculty members at [university]. Faculty members’ perceptions of the university’s brand came out in four themes: overall description of the brand identity, connections to [City], university values, and increased emphasis on research. How faculty members conceptualized the land-grant mission presented two themes: aware but uninformed about the land-grant mission (subthemes: concerns about public awareness and stakeholder priorities, and unawareness of Extension) and having varying definitions of the land-grant mission (subthemes: land-grant is about the land, the land-grant mission is for more than agriculture, the land-grant is successful when serving the state, the land-grant mission is intended to improve society, and the land-grant mission is delivering equal opportunity education). Recommendations for universities included providing faculty members with a full understanding of the land-grant missions and ensuring students are taught about the land-grant mission. Future research was recommended to assess perceptions of faculty members at other land-grant universities and perceptions of non-faculty audiences such as students and external stakeholders. A quantitative survey was also recommended to provide a more generalizable view of faculty perceptions of the brand of land-grant universities

TechXcite: Discover Engineering—A New STEM Curriculum

TechXcite is an engineering-focused, discovery-based after-school science, technology, engineering, and math (STEM) program. The free curriculum is downloadable from http://techxcite.pratt.duke.edu/and is comprised of eight Modules, each with four to five 45-minute activities that exercise the science and math learned in school by using engineering principles to build products or learn processes that improve the quality of life. Ninety-eight percent of TechXcite instructors indicated that students learned and demonstrated improved competence in science and engineering. TechXcite Modules include building prosthetic arms, infrared remote controls, solar-powered cars, harvesting rain water, and imaging biological systems

A Phenomenological Study of Individual Strategies for Rebuilding Food Production Ability in Resource Poor Post-Conflict Farming Communities in Myanmar

The impact of armed conflict on small-holder agricultural production recently became a closely studied topic (Verwimp, 2011). In post-conflict, or perpetual low intensity conflict, situations policy makers have identified agricultural rehabilitation of small-holder food production as vital for preventing economic collapse, encouraging internally displaced persons (IDPs) to return totheir rural communities, and to reintegrate former insurgents into viable rural livelihoods (Christoplos, Longley, & Slaymaker, 2004). This issue has been studied at the regional and country level, but few studies have looked at this issue from resource poor small-holder farmers’ perspective (Shinn, 2010; Verwimp, Justino, & Bruck, 2007). This qualitative study documented the experience of resource-poor farmers who experienced armed conflict in northern Shan State, Myanmar. Thirty-four resource-poor farmers and six agricultural advisors were interviewed using semi-structured interview methods. The study was conducted over a three-month period in 2013. The study revealed eight themes, which described the reality of the post-conflict environment and small-holder strategies to cope and recover food production capacity. The themes were, armed conflict is always with the farmers; loss of animals and seed stock; loss of local markets; forest as refuge; fear of government and militias was mitigated by family networks; large agribusiness control land and employment; prolonged conflict causes movement to safe areas and neighboring countries; rebuilding food production. These findings reveal the need for policy makers and agricultural advisory services to modify their assistance strategies and services to better match upland resource-poor farmers realities and adaptation strategies