New initiatives centered on science, engineering, and technology (SET) in 4-H may be moving away from the long-established adult volunteer delivery model. This shift in delivery may be due to a lack of availability of adult volunteers who possess the necessary SET competencies to effectively lead 4-H clubs. One way to offset this trend may be to blend traditional face-to-face training with continuous training efforts that include asynchronous on-line training modules, synchronous Web-based meetings, and self-directed learning. This new 4-H SET Volunteer Competencies Training Model is being tested in the Nebraska 4-H Robotics and GPS/GIS program

Barker, Bradley S

Grandgenett, Neal

Nugent, Gwen

English

Clemson University: TigerPrints

The Journal of Extension Volume 47 Number 2 Article 14 4-2009 A New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs Bradley S. Barker University of Nebraska-Lincoln, bbarker@unl.edu Neal Grandgenett University of Nebraska at Omaha, ngrandgenett@mail.unomaha.edu Gwen Nugent University of Nebraska–Lincoln, gnugent@unl.edu This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Barker, B. S., Grandgenett, N., & Nugent, G. (2009). A New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs. The Journal of Extension, 47(2), Article 14. https://tigerprints.clemson.edu/joe/vol47/iss2/14 This Ideas at Work is brought to you for free and open access by the Conferences at TigerPrints. It has been accepted for inclusion in The Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. [an error occurred while processing this directive]April 2009Volume 47 Number 2Article Number 2IAW4Return to Current IssueA New Model of 4-H Volunteer Development inScience, Engineering, and Technology ProgramsBradley S. BarkerUniversity of Nebraska-LincolnLincoln, Nebraskabbarker@unl.eduNeal GrandgenettUniversity of Nebraska at OmahaOmaha, Nebraskangrandgenett@mail.unomaha.eduGwen NugentNebraska Center for Research on Children, Youth, Families and SchoolsUniversity of Nebraska-LincolnLincoln, Nebraskagnugent@unl.eduAbstract: New initiatives centered on science, engineering, and technology (SET) in 4-H may be movingaway from the long-established adult volunteer delivery model. This shift in delivery may be due to a lack ofavailability of adult volunteers who possess the necessary SET competencies to effectively lead 4-H clubs.One way to offset this trend may be to blend traditional face-to-face training with continuous training effortsthat include asynchronous on-line training modules, synchronous Web-based meetings, and self-directedlearning. This new 4-H SET Volunteer Competencies Training Model is being tested in the Nebraska 4-HRobotics and GPS/GIS program.IntroductionNationally, 4-H has initiated the science, engineering, and technology (SET) mission mandate to help addressthe general shortage of new workers in the Science, Engineering, and Technology fields identified in theNational Research Council's Rising Above the Gathering Storm publication (NRC, 2006). The stated goal ofthe 4-H SET mandate is to involve one million new youth in SET projects over the next 5 years (National4-H Council, 2008).Toward this goal, many individual states have undertaken SET initiatives with innovative programs dealingwith relatively complex content topics. The National 4-H Headquarters has awarded eight 4-H SET programswith Programs of Distinction status, designating that they are high-quality 4-H programs (National 4-HHeadquarters, 2008). The programs range from intensive summer programs, afterschool programs, toprograms that are completely on-line. Three specific examples include the Terrapod program at MontanaA New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs04/27/09 12:30:211/5State University, where students learn about science by creating short 2-3 minute films on science topics(Astroth, Bean, Baker, Holzer, & Kesner, 2008); the Union County 4-H Summer Science program fromRutgers Cooperative Research and Extension of Union County, where science day camps are offered toyouth during the summer (Nichnadowicz, 2006); and the Corroboree 4-H across the Seas Science EducationWebsite program, an on-line program for teachers, 4-H agents, and students to learn about scientificfield-based data collection (Bourdeau, 2005).What is interesting about these innovative programs of distinction is that they do not rely on the traditional4-H adult volunteer to deliver the program. For example, the Union County Extension program stated thattheir program was unique because they do not rely on volunteers, but rather on paid staff, because of theintensity of the program. Other projects use Extension educators, classroom teachers, and university facultyto facilitate these 4-H programs. Overall, five out of the eight programs do not use adult volunteers in theirdelivery model. While this is not an exhaustive list of projects, it does suggest a general trend away fromtraditional 4-H volunteer-based delivery.Traditional 4-H Delivery Model4-H has traditionally relied on its cadre of adult volunteers to deliver programs (Smith, Meehan, Enfield,George, & Young, 2004; Schmiesing & Safrit, 2007; Smith, Dasher, & Klingborg, 2005; Boyce 1971;Kaslon, Lodl, & Greve, 2005; Culp, McKee, & Nester, 2007). Past research indicates that when adultvolunteers receive appropriate and effective training they can more successfully lead 4-H clubs (Smith et al.,2004; Hoover & Connor, 2001; Richard & Verma, 1984; Rauner, 1980). Proper volunteer training can alsobenefit the program by an increased sustainability of the programs (Snider, 1985) and improved volunteerretention rates (Van Winkle, Busler, Bowman, & Manoogian, 2002). In some instances, adult volunteertraining is conducted face-to-face (FTF) at the county level, or more recently there have been on-linevolunteer training programs (Kaslon, Lodl, & Greve, 2005).Traditional adult volunteer training is usually a one-time, short-duration and synchronous event that isdelivered either face-to-face or on-line (Kaslon, Lodl, & Greve, 2005). Moreover, many times adultvolunteers have prior knowledge and experience in the project area that they are leading. However, when theadult volunteer does not have the prior knowledge to build upon within the training, it requires a differenttraining model both in terms of frequency and depth.4-H SET Competency and Movement from TraditionDelivery MethodsSo why are the 4-H SET initiatives moving away from the traditional 4-H volunteer delivery method? Onetheory is that traditional 4-H volunteers do not typically possess the competencies to lead clubs in SET areas.Developing competencies is an important aspect of volunteer training and includes the specific skills,knowledge, and attitudes needed to effectively lead 4-H clubs dealing with SET topics (Culp, McKee, &Nester, (2007). While there is very little research on SET volunteer training, Smith et al. (2004) found thatadult volunteers could effectively train youth teen leaders who in turn taught upper elementary students ananimal science curriculum. Moreover, Konan and Horton (2000) found that using the 4-H experiential model,the participating elementary school teachers felt more confident in teaching science topics after attendinghands-on training.A New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs04/27/09 12:30:212/5A New Model for Volunteer DevelopmentIn situations where volunteers lack prior knowledge in a subject area, it may be difficult to use existingshort-term training models. An alternative model that provides multiple training sessions and opportunities toexplore content areas in depth may be more successful. For example, in Nebraska, 4-H volunteers are leadingspecial-interest clubs that integrate many SET areas like robotics, global positioning system(s) (GPS), andgeographic information systems (GIS) as they relate to natural resources and precision agriculture. At theonset of the project, we provided volunteers one-time face-to-face trainings lasting from 2 to 4 hours.Volunteers were also provided software tutorials to learn more about building and programming robots.Next, we provided volunteers sample curriculum lessons to directly pilot with their clubs. It became apparentthat the older training model was less than adequate when the participating youth began quitting the clubsand the adult volunteers said they would no longer meet. Therefore, we developed a new competency-basedmodel, where volunteers are provided continuous opportunities to learn about the technologies (See Figure1).The new model includes face-to-face (FTF) trainings that are still relatively short in duration. In addition,however, volunteers can access on-line training modules that deal with specific topics, with the idea that theycould view these modules as they prepare for their club meetings. Volunteers can also attend monthlyWeb-based synchronous Adobe Connect trainings, where they learn from other volunteers and project staff.Finally, volunteers are encouraged to engage in continuous self-directed learning. The Venn diagram belowcontains four training methods; the circular arrows represent continuous training efforts.Figure 1.4-H SET Volunteer Competencies Training ModelA New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs04/27/09 12:30:213/5Summary and RecommendationsThe current trend in SET programming delivery in 4-H appears to rely less on volunteers and more onExtension faculty. One possible explanation for this growing trend is that volunteers often lack thecompetencies needed to lead 4-H clubs effectively in these new program areas. Moreover, as the number ofhours and complexity of subject matter in a SET program increases, it is becoming ever more challenging todevelop the needed competencies in volunteers.However, the traditional adult-volunteer delivery model is not dead. By providing a blended training modelthat combines face-to-face, asynchronous on-line, and synchronous Web-based training opportunities, theSET competencies can be addressed more incrementally. Another piece of the model is for volunteers toparticipate in their own self-directed learning that may in turn lead to a better understanding of the goals foryouth in 4-H programs. For example, in a robotics program, the adult volunteer would build and program anexample robot prior to teaching the club and experience the activity as a student, before leading the youth inbuilding their own robots.This blended training model is being tested as part of the Nebraska 4-H Robotics and GPS/GIS program andis appearing to be a small "glimpse" into the future of volunteer development in 4-H.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.ESI-0624591ReferencesAstroth, K., Bean, P., Baker, R., Holzer, Q., & Kesner, T. (2008). TerraPod-teaching science andtechnological literacy through film-making. Retrieved April 22, 2008, from:http://www.national4hheadquarters.gov/about/pod-set/TerraPod.pdfBourdeau, V. (2005). Corroboree-4-H across the seas science education website. Retrieved April 24, 2008,from: http://www.national4-hheadquarters.gov/about/pod-set/corroboree.pdfBoyce, M. (1971). A systematic approach to leadership development. Washington D.C.: USDA, ExtensionService. (ERIC Document Reproduction Service No. ED 065763).Culp, K., McKee, R., &Nestor, P. (2007). Identifying volunteer core competencies: Regional differences.Journal of Extension [On-line], 45(6) Article 6FEA3. Available at:http://www.joe.org/joe/2007december/a3.phpHoover, T., & Connor, N. (2001). Preferred learning styles of Florida association for family and communityeducation volunteers: Implications for professional development. Journal of Extension [On-line], 39(3)Article 3FEA3. Available at: http://www.joe.org/joe/2001june/a3.phpKaslon, L., Lodl, K., & Greve, V. (2005).Online leader training for 4-H volunteers: A case study of actionresearch. Journal of Extension [On-line], 43(2) Article 2FEA4. Available at:http://www.joe.org/joe/2005april/a4.phpKonen, J., & Horton, R. (2000). Beneficial science teacher training. Journal of Extension [On-line], 38(2)A New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs04/27/09 12:30:214/5Article 2RIB1. Available at: http://www.joe.org/joe/2000april/rb1.phpNichnadowicz, J. (2006). The Union County 4-H Summer Science Program. Retrieved April 22, 2008, from:http://www.national4-hheadquarters.gov/about/pod-set/UnionCo_Science.pdfNational 4-H Council (2008). 4-H SET Mission Mandate. Retrieved April 28, 2008, from:http://www.fourhcouncil.edu/scienceengineeringtechnology.aspxNational 4-H Headquarters (2008). Programs of Distinction. Retrieved April 22, 2008, from:http://www.national4-hheadquarters.gov/about/pod.htmNational Research Council. (2006). Rising above the gathering storm: Energizing and employing Americafor a brighter economic future. National Academies of Science, Washington D.C.Rauner, J. (1980). Helping people volunteer. San Diego, CA: Marlborough.Richard, R., & Verma, S. (1984). Sharing the 4-H job with leaders. Journal of Extension [On-line], 22(6)Article 6FEA4. Available at: http://www.joe.org/joe/1984november/a4.phpSchmiesing, R., & Safrit, R. (2007). 4-H youth development professionals' perception of the importance ofand their current level of competence with selected volunteer management competencies. Journal ofExtension [On-line], 45(3) Article 3RIB1. Available at: http://www.joe.org/joe/2007june/rb1.phpSmith, M., Dasher, S., & Klingborg, D. (2005). A model for recruiting and training youth developmentvolunteers in urban areas. Journal of Extension [On-line],43(5) Article 5FEA6. Available at:http://www.joe.org/joe/2005october/a6.phpSmith, M., Meehan, C., Enfield, R., George, J., & Young, J. (2004). Improving county-based scienceprograms: bringing out the science teacher in your volunteer leaders. Journal of Extension [On-line], 42(6)Article 6FEA5. Available at: http://www.joe.org/joe/2004december/a5.phpSnider, A. (1985). The dynamic tension: Professionals and volunteers. Journal of Extension [On-line], 23(3)Article 3FEA2. Available at: http://www.joe.org/joe/1985fall/sa2.htmlVan Winkle, R., Busler, S., Bowman, S. R., & Manoogian, M. (2002). Adult volunteer development:Addressing the effectiveness of training new 4-H leaders. Journal of Extension. 40(6). [On-line] Article6FEA4. Available at: http://www.joe.org/joe/2002december/a4.phpCopyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become theproperty of the Journal. Single copies of articles may be reproduced in electronic or print form for use ineducational or training activities. Inclusion of articles in other publications, electronic sources, or systematiclarge-scale distribution may be done only with prior electronic or written permission of the Journal EditorialOffice, joe-ed@joe.org.If you have difficulties viewing or printing this page, please contact JOE Technical Support.A New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs04/27/09 12:30:215/5

A New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs

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A New Model of 4-H Volunteer Development in Science, Engineering, and Technology Programs

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