Citizenship hands Healthy lifestyles making Learning Fun A leadership head Difference science
4-H
TEXAS
service H e a r t natu r a l resources education engineering HEalth technology kids v o l u n t e e r s Texas 4-H and Youth Development Program
2011 Program Impact Report Educational programs of the Texas AgriLife Extension Service are open to all people without regard to race, color, sex, disability, religion, age, or national origin. The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating
WHO PARTICIPATES IN 4-H? 2010-2011 Participation*
662,027 Top three delivery methods Club Membership . . . . . . . . . . . . . . . . . . . . . . . . . . 62,765 Special Interest Projects . . . . . . . . . . . . . . . . . . . . . . 274,902 School Enrichment Programs . . . . . . . . . . . . . . . . . . . . 314,132 THE DIVERSITY OF 4-H*
African American . . . . . . . . . . . 83,744 American Indian/Alaskan Native . . . 2,219 Asian . . . . . . . . . . . . . . . . . 32,065 Caucasian . . . . . . . . . . . . . . 512,152 Hispanic/Latino . . . . . . . . . . . 279,230 Native Hawaiian/Pacific Islander . . . 1,445 *some members indicate mulit-ethncity backgrounds
VOLUNTEER PARTICIPATION
Adult Volunteers . . . . . . . . . . . 24,604 Youth Volunteers . . . . . . . . . . . . 8,255 TOTAL VOLUNTEERS . . . . . . . . 32,859
WHERE DO 4-H MEMBERS LIVE
Farm . . . . . . . . . . . . . . . . . . 40,080 Towns under 10,000 . . . . . . . . 141,791 Towns & Cities (10,000-50,000) . . 133,345 Suburbs (greater than 50,000) . . . 69,217 Urban Cities . . . . . . . . . . . . . 264,600
Texas 4-H and Youth Development - 4180 State Hwy 6 South - College Station, TX 77845
The Texas 4-H and Youth Development Program celebrated another successful year in 2011. The commitment the faculty and staff in the Texas 4-H and Youth Development Unit is clearly remarkable. These individuals continue to provide tireless dedicated leadership to the Texas 4-H and Youth Development Program. The purpose of this document is to reveal the impact the programs our Texas 4-H and Youth Development Unit had during the 2011 year. These outcomes are not just a reflection of the unit’s work. These outcomes happen because of the team approach to program delivery. This team includes the Texas 4-H and Youth Development Unit’s faculty and staff, County Extension Agents, adult volunteers, youth volunteers, and the youth themselves. Quite frankly, this level of engagement and the execution of the long tested program development model are not possible without this team approach. So, we hope you enjoy reading through these most impactful programs. Programs highlighted in this document include leadership, livestock, healthy living, science, computer technology, outdoor education, and yes, even golf. We hope you agree these program results are impressive and reflect the relevant needs and interests of Texas youth. Thanks for all you do to support, lead, and empower all of us involved in the Texas 4-H and Youth Development Program. Sincerely,
Chris Boleman, Ph.D. Program Director Texas 4-H and Youth Development
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TABLE OF CONTENTS
Texas 4-H Volunteer Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Texas 4-H Golf Challenge - South Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Winning with Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Food Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 MASH Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 4-H Science [4-H SET] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Texas 4-H Technology Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Texas 4-H Outdoor Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Texas 4-H Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Texas 4-H Roundup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Youth-Adult Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Texas 4-H Teen Retreat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Texas 4-H Junior Leadership Retreat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 District 12 Leadership Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Community Service Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
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TEXAS 4-H VOLUNTEER CONFERENCE
Relevance.
The opportunities for our youth, volunteers and the 4-H Program continue to grow. With this growth comes the need to prepare and provide volunteers with the highest quality resources and training possible. As the Texas 4-H & Youth Development Program continues to expand and become more vital to the youth of Texas, it is imperative that the 4-H volunteer network is effectively engaged and empowered to lead educational programs and further develop youth.
Response.
The first-ever statewide 4-H Volunteer Conference, hosted by the Texas 4-H & Youth Development Program, was held in San Antonio, July 29-31, 2011. A total of 172 people attended the conference, comprising 129 volunteers, 20 County Extension Agents, and 23 4-H Specialists, mid-managers and Extension Administrators. Participants represented 56 counties from across the state, with all 12 Extension Districts represented at the conference. The conference kicked off with a state of the program address by Dr. Chris Boleman and a keynote address from engaging communicator and leading national teen expert, Grant Baldwin. Thirty educational workshops, conducted by Specialists, County Extension Agents and volunteers, were conducted throughout the conference, presenting volunteers a variety of options project training and leadership development.
Results.
At the conclusion of each educational workshop, volunteers were asked to complete a short, half-page evaluation. Volunteers rated their satisfaction with various aspects of each workshop they attended on a scale of 1 (not at all) to 5 (completely). The individual workshop evaluation results are summarized in the table below. Table 1. Workshop Evaluation Summary # of Respondents
Overall Presentation Quality
Accuracy of Information
Helpfulness of Information
Relevance of Examples Used
Presenter’s Knowledge
Value of Information
Met My Expectations
Photography & Videography
9
4.67
5.00
5.00
5.00
5.00
5.00
5.00
4-H Livestock Project Leader Training
10
5.00
5.00
5.00
5.00
5.00
5.00
4.80
4-H Veterinary Science
6
5.00
5.00
5.00
5.00
5.00
5.00
5.00
4-H FCS Project Leader Training
20
4.70
4.90
4.90
4.80
4.95
4.80
4.85
Behind the Seams: What the 4-H Clothing Project is All About
6
4.83
4.83
4.83
4.83
4.83
4.83
4.83
Teaching Kids to Sew
6
4.67
4.83
4.83
4.67
4.83
4.83
4.50
Shopping is My Bag
8
4.88
4.75
4.63
4.88
4.88
4.88
4.63
The Science Behind Fashion
10
4.90
5.00
4.90
5.00
5.00
5.00
4.90
Fashioning Fashion (Design)
5
5.00
5.00
5.00
5.00
5.00
5.00
5.00
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# of Respondents
Overall Presentation Quality
Accuracy of Information
Helpfulness of Information
Relevance of Examples Used
Presenter’s Knowledge
Value of Information
Met My Expectations
Bring on the Challenge! 4-H Food Challenge
12
4.92
4.92
5.00
5.00
5.00
5.00
5.00
Winning with Nutrition
8
5.00
5.00
5.00
5.00
5.00
5.00
5.00
4-H Healthy Lifestyles Invitational
5
4.80
4.80
5.00
5.00
4.80
4.80
4.80
Ins and Outs of 4-H Consumer Decision Making
8
4.88
4.88
4.88
5.00
5.00
4.88
4.75
4-H Housing Project Extreme Makeover
15
4.67
4.87
4.60
4.80
4.73
4.67
4.53
4-H Club Management: You Make the Difference
23
4.70
4.83
4.78
4.70
4.87
4.83
4.52
Putting Them In Order: Making Oral Reasons Easy
19
4.89
5.00
5.00
4.95
5.00
5.00
5.00
Ready, SET, Go! Science-based 4-H Project Work
12
4.67
4.83
4.58
4.67
4.83
4.83
4.67
4-H Robotics: Engineering for Today and Tomorrow
9
5.00
5.00
5.00
5.00
5.00
5.00
5.00
Leaders 4 Life: A Comprehensive Leadership Project
6
4.83
4.83
4.83
4.83
4.83
5.00
5.00
4-H Recordbooks
27
4.93
4.93
4.85
4.96
5.00
4.89
4.85
Earning the Buck$ through 4-H $cholarships
22
4.91
4.91
4.95
4.86
5.00
4.95
4.86
Simply Citizenship: Putting the 4 H’s in the Citizenship Project
22
5.00
4.91
5.00
5.00
5.00
5.00
4.95
Public Speaking Boot Camp
9
4.89
5.00
4.89
4.89
4.89
4.89
5.00
Working with Non-Traditional Youth
8
4.75
4.88
4.75
4.75
5.00
4.75
4.63
ATV Safety Education
3
5.00
5.00
5.00
5.00
5.00
5.00
5.00
4-H Exchange Programs: Texas and Beyond
3
5.00
5.00
5.00
5.00
5.00
5.00
5.00
Adult Leadership: Developing Yourself!
35
4.91
4.94
4.91
4.86
4.97
4.89
4.89
In an effort to ascertain what the participants returned to their counties and implemented, a follow-up behavioral survey was administered. One month after the conference, volunteers were asked to complete an online evaluation. Fifty-six volunteers (43% response rate) completed the online conference evaluation, which was available for two weeks. The results are summarized below. • 56 (100%) volunteers indicated they were completely or mostly satisfied with the 4-H Volunteer Conference. • 56 (100%) volunteers would recommend the 4-H Volunteer Conference to others. • 54 (96%) volunteers indicated they feel like what they learned at the 4-H Volunteer Conference provides them with the knowledge and ability to be a better 4-H volunteer. • 53 (95%) volunteers indicated they would participate in another 4-H Volunteer Conference. • 51 (91%) volunteers indicated they were completely or mostly satisfied with the conference for the $120 registration fee. • 51 (91%) volunteers have used and/or shared the information acquired from the 4-H Volunteer Conference. In addition, 5 (9%) indicated they plan to share the information acquired from the 4-H Volunteer Conference. Some open-ended questions were included in the evaluation. Responses are highlighted below.
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The most significant thing learned as a result of participating in the 4-H Volunteer Conference: • Network, share ideas, and interact with • Opportunities offered in the program – 2 other volunteers – 9 • Photography – 2 • Club Management – 8 • WHEP – 2 • Scholarship information – 7 • Public speaking opportunities • Clothing & Textiles – 6 • Distinction between community service and civic work • Recordbooks – 6 • Swine presentation • Oral Reasons – 3 • “No one sits on the bench! • Vet Science Program/how to pull a calf – 3 How volunteers have shared the information they gained from the 4-H Volunteer Conference with others. • Shared at volunteer/club manager meeting - 23 • Restructured meetings and club based on information learned • Encouraged county to begin WHEP program; looking forward to offering a WHEP training to surrounding counties • Provided updates on recordbook changes • Recruited two new volunteers and will begin project focused on Citizenship/Leadership • Recruiting volunteers to get more involved with projects other than livestock • Will use information to use in writing grants and other documents to aid in obtaining scholarship funds at local level • Currently use information while leading Food & Nutrition project • Using club manager information to improve the running of our club • Shared information with fellow FCS teachers • Recruited project leaders in new project areas • Offering seminar to share what was learned in photography workshop • Made 4-H club management binders, including material received at conference • Created a “Dream Team” among volunteers that attended the conference • Implemented ideas shared in the “share-the-fun” workshop • Used Club Ed to find resources
For more information contact:
Courtney Dodd
Extension Program Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-6533 cfdodd@ag.tamu.edu texas4-h.tamu.edu Page 6
TEXAS 4-H GOLF CHALLENGE SOUTH REGION
Relevance. Texas 4-H Programs face more and more competition each year to keep youth involved in the many programs it has to offer. With increased competition among other extracurricular activities, county Extension agents and 4-H specialists are rethinking their programming strategies and thinking outside the box to develop programs that are unique and appealing to today’s youth. One method county Extension agents and 4-H Specialists have begun to explore in their efforts is adding more sports and recreation activities to their programs. After hosting a successful event in Lubbock in 2011 a decision was made to expand the Texas 4-H Golf Challenge to the South Region. This year’s event was hosted at the Texas A&M University Golf Course June 20-21, 2011. There were 33 youth participants and 27 adults in attendance. Response. The following programming efforts were established for the 2011 Texas 4-H Golf Challenge South Region Event: • Series of Constant Contact email blasts that were sent to over 11,000 youth state-wide. • Day 1 - Half day series of workshops that focused on sports nutrition, golf course/turf grass management, rules and etiquette of golf, and the basic fundamentals of the golf swing. • Day 2 - Best ball scramble (Teams awarded points based off score) • Day 2 – Twenty-five question team test (Covered sports nutrition, turf grass/golf course management, golf rules/ etiquette) • Day 2 - Nine on course scenarios completed as a team (Covered sports nutrition, turf grass/golf course management, golf rules/etiquette) Results. A retrospective post-only evaluation was administered to measure participant satisfaction. Twenty-seven of thirtythree participants returned the evaluation. The following indicates mean score differences using a Likert scale1 to reveal perceptual knowledge concerning the 2011 South Region Golf Challenge. Your understanding of… Best practices for managing turf grass Basic principles of golf course management Sports nutrition as it relates to golf How to properly get fitted for set of golf clubs The rules and etiquette of golf The basic fundamentals of a golf swing
Before 1.56 2.15 2.38 2.19 3.12 3.08
After 2.88 3.35 3.42 3.12 3.73 3.62
Change 1.32 1.19 1.04 .92 .62 .54
% Change2 84.62% 55.36% 43.55% 42.11% 19.75% 17.50%
Likert scale is indicated by the following scale: 1= poor, 2 = fair, 3 = good, 4 = excellent. Percent change is calculated by the following formula: [(After –before) / before] * 100 -Blue indicates change of 55.36% and higher, Orange indicates change between 55.35% and 42.11%, and Green indicates change 42.10% and lower. 1 2
Satisfaction: The following section will focus on participants responses regarding satisfaction. • 26 of 26 (100%) respondents stated they would recommend this event to others. • 23 of 26 (88.46%) respondents stated they were mostly or completely satisfied with the instructor’s knowledge level of subject matter. Page 7
• 23 of 26 (88.46%) respondents stated they were mostly or completely satisfied with the instructor’s response to questions. • 21 of 24 (87.50%) respondents stated they were mostly or completely satisfied with the overall event. • 17 of 26 (65.38%) respondents stated they were mostly or completely satisfied with the accuracy of the event. • 17 of 26 (65.38%) respondents stated they were mostly or completely satisfied with the information being easy to understand. • 16 of 26 (61.54%) respondents stated they were mostly or completely satisfied with the information being what you expected to receive. • 15 of 26 (57.69%) respondents stated they were mostly or completely satisfied with the relevance of the examples used. Demographics: The next section focuses on gender and location of participants. • 17 of 26 (65.38%) respondents were male. • 9 of 26 (34.62%) respondents were female. • 13.3 was the average age of the participants. • The following counties were represented in the 2011 South Region Golf Challenge: Madison, Blanco, Brazos, Hays, Austin, Wharton, Burleson, Goliad, Fayette, and Washington. Summary of Results Results indicate that participants involved in the 2011 Texas 4-H Golf Challenge were satisfied and gained a great deal of knowledge from the event. In addition, participants provided positive feedback on how the event can continue to improve for future years. The planning committee will take the data collected from participants and make necessary changes to continue to improve this event and help expand it to a state-wide event in the future. Acknowledgements The 2011 Texas Golf Challenge Planning Committee would like to say thanks to following: • LaRoche Chevrolet – Signature Sponsor of the event • South Texas Golf Course Superintendents Association - Sponsorship • Houston Golf Association – In-kind Donations • Golfsmith – In-kind Donation • Academy Sports and Outdoors (College Station) – In-kind Donations • Mr. Rick Kahlich – Volunteer Support • Mr. Mark Haven – Volunteer Support
For more information contact:
Kyle Merten
Extension Program Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-6533 kjmerten@ag.tamu.edu texas4-h.tamu.edu Page 8
WINNING WITH NUTRITION
Relevance. The Food and Nutrition Project has the second largest enrollment among all projects offered by the Texas 4-H and Youth Development Program. This project helps 4-H members learn to prepare nutritious and safe meals and snacks and adopt behaviors that can help reduce their risk for chronic disease. However, to date, the Food and Nutrition Project has not previously offered curriculum and/or learning experiences focused on the nutritional needs for youth athletes. Response. Due to a request for nutrition programs for athletes, county Extension agents in the East Region developed lessons to teach 7th, 8th and 9th-grade athletes about getting adequate nutrition, avoiding fad diets and potentially dangerous supplements and maximizing athletic performance. The “Winning with Nutrition” curriculum includes five core lessons, plus additional information on supplements for teachers to be able to answer questions and share with student athletes. Core lessons developed include: • Eating for Excellence • Hydration Station • Game Day Dining • Performance Robbers • Fads and Facts Results. The Winning with Nutrition curriculum was implemented in Bell, Blanco, Hamilton, Lamb, Upton and Wheeler Counties, reaching 530 youth. Participants completed a retrospective post evaluation to determine perceived knowledge gained as a result of participating in the sports nutrition educational lessons. Results are summarized in the table below. Before the Program
After the Program
Change
% Change1
Function of carbohydrates
1.71
3.28
1.57
91.81%
How to create a menu appropriate for pre-game dining
1.93
3.45
1.52
78.76%
How to recognize fad diets
2.07
3.45
1.38
66.67%
MyPyramid
2.24
3.61
1.37
61.16%
Function of fats
2.15
3.45
1.30
60.47%
Function of proteins
2.30
3.49
1.19
51.74%
Effects of sleep on athletic performance
2.68
3.67
0.99
36.94%
Function of water
2.86
3.73
0.87
30.42%
Why water is important
3.14
3.86
0.72
22.93%
Effects of smoking and alcohol on athletic performance
3.12
3.79
0.67
21.47%
Participants’ understanding of:
Percent change is calculated by the following formula: [(After-Before)/Before] x 100 Blue indicates % change greater than 75%, green is 50-74%, yellow for 49% or lower. 1
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361 (68.1%) participants indicated they will do things differently because of what they learned in the Winning with Nutrition Program. Age of Participants:
19 (3.6%) 11 years old 38 (7.2%) 12 years old 151 (28.5%) 13 years old 188 (35.5%) 14 years old 58 (10.9%) did not indicate
33 (6.2%) 15 years old 13 (2.5%) 16 years old 17 (3.2%) 17 years old 13 (2.5%) 18 years old
Residence:
162 (30.6%) farm or ranch 271 (51.1%) town less than 10,000 29 (5.5%) city 10,000 and 50,000
1 (0.2%) suburb of a city 50,000+ 14 (2.6%) central city more than 50,000 53 (10%) did not indicate
For more information contact:
Courtney Dodd
Extension Program Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-6533 cfdodd@ag.tamu.edu texas4-h.tamu.edu Page 10
TEXAS 4-H FOOD CHALLENGE
Relevance. The 4-H Food and Nutrition Project helps 4-H members learn to prepare nutritious and safe meals and snacks and adopt behaviors that can help reduce their risk for chronic disease. Major learning experiences are focused on nutrition, menu planning, food purchasing, food preparation, food safety, careers and cultural influences. The Food and Nutrition Project has historically been one of the most popular of all the projects offered by the Texas 4-H and Youth Development Program. More than 120,000 youth were enrolled in the Food and Nutrition Project – the second largest enrollment among all 4-H projects offered in the state. Response. In order to provide youth enrolled in the Food and Nutrition Project with a new, highly-charged foods experience and another way to exhibit the knowledge and skills gained through project experiences, the 4-H Food Challenge was created. Teams of three to five youth create dishes using only a predetermined set of ingredients. From these ingredients, team members must develop a recipe and prepare the dish. Teams then make a presentation to a judging panel, explaining the preparation steps, serving size, nutritional value and cost of the dish. Results. In 2011, 42 teams, made up of 173 youth, participated in the 4-H Food Challenge at the state level. Upon completion of the contest, participants were given the opportunity to complete a retrospective post evaluation to reveal their perceptual knowledge gained and changes in behavior as a result of participating in the 4-H Food Challenge. 163 youth (94.2%) completed the evaluation. The evaluation results are summarized below. Table 1. Participants’ perceptual knowledge related to foods and nutrition.
1
Participants’ understanding of: Food nutrients and their functions My Pyramid The purpose of different cooking methods How to plan and prepare a recipe How to alter a recipe according to dietary needs The importance of food safety Kitchen safety
Before the Program 2.45 2.60 2.59 2.74 3.42 3.20 3.23
After the Program 3.41 3.52 3.44 3.58 4.13 3.78 3.78
Percent change is calculated by the following formula: [(After- Before)/Before] x 100 Blue indicates % change greater than 35%, green is for 20-34%, and yellow is for19% or lower.
Change 0.96 0.92 0.85 0.84 0.71 0.58 0.55
% Change1 39.18% 35.38% 32.82% 30.66% 20.76% 18.13% 17.03%
Additionally, 127 participants (77.9%) indicated that what they learned has provided them with the ability to make better leadership decisions. Examples provided: • Teamwork (43) • Listen to others (12) • Leadership (27) • Speaking in front of others (9) • Make choices (16) • Communication (7) Page 11
Participants also indicated the following changes in behavior based on what they learned and as a result of participating in the 4-H Food Challenge. • 134 (82.2%) have changed the way they handle and prepare food. • 119 (73.0%) have planned or prepared a recipe at home. • 125 (76.7%) have made healthier food choices. • 117 (71.8%) have altered a recipe according to dietary needs. Participants also revealed the following perceived changes in behavior as a result of participating in the 4-H Food Challenge. • 129 (93.5%) have the ability to make letter leadership decisions. • 136 (83.4%) are more comfortable working in a team. • 127 (77.9%) plan to do a better job of following through on obligations. • 133 (81.6%) are more willing to listen to others. • 131 (80.4%) are more comfortable with speaking with others. • 131 (80.4%) are more comfortable serving in a leadership role (be a leader). Participants also had the opportunity to list the most significant thing they have applied because of the 4-H Food Challenge. Some answers included: • Teamwork (39) • Public speaking and interviews (8) • Food safety (26) • My Pyramid (6) • How to cook healthier (16) • Different cooking methods (6) • Altering a recipe according to dietary needs (15) • Cooking for my family/church/others (6) • Making healthier food choices (9) • Simple cooking – good for college (2) • Nutrient needs and functions (9) • Found a real world use for Algebra • Leadership (8) • Responsibility Demographics of Participants: Gender: 117 (71.8%) Female Race: 43 (26.4%) Male 3 (1.8%) did not indicate Ethnicity: 13 (8.0%) indicated they were Hispanic 21 (12.9%) did not indicate Age:
6 (3.7%) 14 years old Residence: 48 (29.4%) 15 years old 45 (27.6%) 16 years old 33 (20.2%) 17 years old 27 (16.6%) 18 or older 4 (2.4%) did not indicate
For more information contact:
Courtney Dodd
Extension Program Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-6533 cfdodd@ag.tamu.edu texas4-h.tamu.edu Page 12
139 (85.3%) White 6 (3.7%) African American 4 (2.5%) Asian American 2 (1.2%) American Indian 9 (5.5%) Other 55 (33.7%) Farm or ranch 46 (28.2%) Town less than 10,000 45 (27.6%) City 10,000 – 50,000 9 (5.5%) Suburb of city 50,000+ 6 (3.7%) Central city more than 50,000 2 (1.2%) did not indicate
TEXAS 4-H MASH CAMP
Relevance. The Texas 4-H & Youth Development Program gives youth the opportunity to explore a wide variety of project areas. Within the positive learning experiences offered through each 4-H project, youth are also given the opportunity to explore higher education and career opportunities which may influence future life decisions. Building leadership, citizenship and life skills through 4-H projects enhances responsibility, builds character, and helps develop communication skills that are used in all career fields. Starting at an early age, youth benefit from learning about careers. In support of the 4-H Healthy Lifestyles Program, MASH Camp was offered to youth to explore careers in the areas of medicine, athletic training, safety and health. Response. MASH Camp is a hands-on learning experience that allows youth to learn about careers in the medical, athletic training, safety and health fields. During the three-day, two-night camp, youth participated in activities with the Texas A&M Athletic Department, Texas A&M College of Veterinary Medicine, College of Medicine and Health Science Center to explore and discover career opportunities. The camp was offered to youth enter the 7th, 8th or 9th grade and those who had completed the 9th grade in the 2010-2011 school year. Membership in the 4-H program was not a requirement for participation in MASH Camp. Camp highlights included: • Tour of Texas A&M Campus. • Visit the Texas A&M Athletic Training Facilities. • Experience the Texas A&M Student Recreation Center. • Visit the Texas A&M College of Veterinary Medicine to learn about veterinary careers. • Visit the Texas A&M College of Medicine to learn about medical careers and degree programs. • Practice skills and techniques used by medical professionals at the Texas A&M Health Science Center. • Participate in 4-H activities that teach nutrition concepts and healthy living, led by 4-H Healthy Lifestyles Advisory Board Members! • Visit the Texas Engineering Extension Service’s Disaster City to learn about roles of first responders and the urban search and rescue program. Results. Sixty-four (64) youth participated in 4-H MASH Camp. At the conclusion of the camp, youth were asked to complete an evaluation that assessed their satisfaction with the camp as well as knowledge gained as a result of participating. 100% of the participants completed the evaluation, which are summarized below.
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Table 1. Participants’ perceptual knowledge related to careers. Before the Program After the Program Participants’ understanding of: Careers in the field of first response 1.97 3.41 Careers in the field of emergency management 2.06 3.39 Careers in sports medicine and athletic training 1.95 3.08 Degree programs offered at Texas A&M University 2.17 3.35 Careers in the medical field 2.54 3.71 Careers in veterinary medicine 2.32 3.24 Percent change is calculated by the following formula: [(After- Before)/Before] x 100 Blue indicates % change greater than 60%, green is for 50-59%, and yellow is for 49% or less.
Change 1.44 1.33 1.13 1.18 1.17 0.92
% Change 73.09% 64.56% 57.95% 54.38% 46.06% 39.66%
Before participating in MASH Camp, 48 (75%) indicated they planned to explore a health or medical related career. After participating in MASH Camp, 54 (84.4%) indicated they planned to explore a health or medical related career. Satisfaction. 60 (93.8%) participants were completely or mostly satisfied with MASH Camp. 60 (93.8%) participants were completely or mostly satisfied with the activities at the Student Recreation Center. 60 (93.8%) participants were completely or mostly satisfied with the Health Science Center Simulations. 59 (92.2%) participants were completely or mostly satisfied with the College of Medicine tour. 57 (89.0%) participants were completely or mostly satisfied with the Disaster City experience. 50 (78.1%) participants were completely or mostly satisfied with the MASH Olympics. 47 (73.4%) participants were completely or mostly satisfied with the sports medicine/athletic training facility tour. 46 (71.9%) participants were completely or mostly satisfied with the A&M campus tour. 40 (62.5%) participants were completely or mostly satisfied with the Veterinary Medicine session. Additionally, 56 (87.5%) agreed that MASH Camp was enjoyable. 48 (75%) indicated they would participate in MASH Camp a second time. 51 (79.7%) indicated they would recommend MASH Camp to their friends. Demographics. Gender: 52 Females 12 Males Age: 2 (3.1%) 12 year olds 2 (3.1%) 16 year olds 22 (34.4%) 13 year olds 1 (1.6%) 18 year old 9 (14.1%) 14 year olds 13 (20.3%) did not indicate 15 (23.4%) 15 year olds Race: 55 (85.9%) White 1 (1.6%) Native American 1 (1.6%) African American 5 (7.8%) Other 2 (3.1%) Asian American 12 (18.8%) were of Hispanic ethnicity MASH Camp was made possible through collaborations with and/or sponsorships provided by the Texas A&M Health Science Center, Texas Department of Agriculture, Texas A&M College of Veterinary Medicine and Texas Engineering Extension Service. For more information contact:
Courtney Dodd
Extension Program Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-6533 cfdodd@ag.tamu.edu texas4-h.tamu.edu Page 14
TEXAS 4-H SCIENCE [4-H SET]
Relevance. Texas 4-H and Youth Development fully embraces 4-H Science, Engineering, and Technology (SET) Programming in the Context of 4-H Youth Development to properly facilitate the development of 4-H SET Abilities in meaningful and significant ways. Clearly, 4-H is at a turning point in its history with an extraordinary opportunity to reaffirm its legacy as a leader in hands-on non-formal science, engineering, and technology education. Since the 4H Youth Development Program began in 1902, 4-H youth have been engaged in demonstration projects that bring innovation and understanding of land-grant college and university research to local communities. Understanding and appreciating the role of science, engineering, and technology is even more critical as the needs of our society and its workforce change. Now, more than ever, we must ensure that our nation’s youth develop the necessary competencies and abilities for the United States to remain competitive in the 21st century. (4-H SET: A Strategic Framework for Progress, May 2007.) The National 4-H Council goal is to reach one million new 4-H members with SET Projects by 2013 to prepare America’s youth to excel in science, engineering, and technology. 4-H SET Abilities are identified as the 30 most recurring abilities cited in today’s scientific literature. Texas 4-H Science has implemented programs to introduce the Abilities vocabulary into 4-H Project work. Behaviors of the scientific process together with the knowledge, scientific values, and intellectual habits they produce, define scientific education. Additionally, develop 4-H SET Projects that are purposeful in teaching scientific methodology. 4-H members become actively engaged in the scientific process of inferring, hypothesizing, One of the youth measuring, estimating, and experimenting to bring meaning to their world. The Abilities will who helped build the be valuable skills for life-long learning for 4-H members to call upon for problem-solving and fastest wind turbine of the day asked to decision-making. take the turbine and Response. multi-meter home. He Robotics wanted to try building Four Counties (Uvalde, Montgomery, Harris, and Pecos) have piloted the curriculum and one in his back yard have submitted the evaluations to National 4-H Council. FIRST in Texas funded nine 4-H that he might learn Robotics clubs to become rookie teams in the FIRST Lego League (FLL) and to compete in the how to recharge his Regional Challenges across the state.
cell phone with it.
4-H Science Fourteen 4-H Project work related 4-H SET Abilities Addendums are used by volunteers and County Extension Faculty in relating 4-H Project work activities to the science behind the activity. Evaluations of events and activities are being used to capture the change in knowledge an competency developed by 4-H members and 4-H volunteers participating in 4-H Science trainings and activities. Specific events, such as the National Youth Science Day experiment are hosted by County 4-H Programs and local 4-H Clubs as a means of expanding the membership with interests in science. Discover Scientific Method Research Poster Contest Twenty-one poster entries in the invitational contests for Texas 4-H Roundup 2011 were evaluated. Five scholarships, each valued at $500, were awarded to Senior 4-H members from the ExxonMobil sponsorship of the contest. Eight Districts Page 15
included the contest in their 4-H Competitions, with eighty-four poster entries. Donor/Grant Management Lockheed Martin Corporation 4-H Junk Drawer Robotics grant was secured for the piloting of the new curriculum in the amount of $19,500. FIRST in Texas Funding was for $6,300 to support rookie FLL Teams. National Youth Science Day – Wired for Wind funding in the amount of $15,000 was given by Toyota to support the NYSD in Texas. Counties were offered mini grants to support community events to conduct the activities during National 4-H Week. Eleven Counties hosted thirty-three NYSD events. Toyota 4H20 Grant in Bexar, Hays and Guadalupe Counties in the amount of $50,000 has been managed. Bexar County 4-H was highlighted in a video promotion of the Toyota 4-H2O project. Teen Leaders taught the water education activities at two middle schools in San Antonio while National 4-H Council videographer filmed, and staged scenes to focus on the kids teaching kids theme. The Teen Leaders were filmed with the Toyota Plant Environmental Engineers at the local San Antonio Toyota Plant in discussions of water use and reclamation at the plant. Hays County is implementing a Water Education Team (WET) of teen leaders to educate and conduct their highly effective water fairs in the Spring. They have also hired a part-time program assistant to work in this area. Results. Forty-four counties have implemented 4-H Science projects in 2011 reaching 4,529 youth through educational events. Evaluations of 4-H Science trainings indicate, for adult volunteers, 60% increase in understanding of the Scientific Method and a 66% increase in understanding of compare and observe as defined in the 4-H SET Abilities. The remaining Abilities have an increase in understanding ranging from 56 to 54.2 percent increase. Only seven percent of the adult respondents indicate no change in their understanding of an Ability after a training. 81% of Adult respondents report they will be able to lead a session on developing a research concept using the scientific method after participating in 4-H Science training. Youth evaluations from outcome programs report they are able to question using the scientific method with 95.2% positive response. The largest increase in understanding among youth is the hypothesize and/or troubleshoot Abilities with 70% reporting an increase. Questioning and Stating a Problem is next highest with 60% gaining a better understanding of those Abilities. Abilities with increases in understanding in the 50’s% range are: Construct Prototype, Collect Data, Design, Design Solutions, Redesign, Plan, Investigate, Categorize, Order, Evaluate Reason, Research a Problem, and Infer. The remaining Abilities showed increase in understanding in a range from 47.4% to 31.6%. The Abilities showing the 31.6% increase were skills 4-H members use in all parts of their 4-H Project work Collaborate, Demonstrate, Model, and Summarize. Eleven 4-H Robotics Clubs have been established. Nine are involved with the For Inspiration and Recognition of Science and Technology organization to research, present a solution, and construct a robot to meet a challenge. The 2011 Food Factor Challenge FLL South Regional Tournaments had three of these teams qualify for the Regional Championship to be held in early 2012. The other three qualifying regional events will be in early 2012.
For more information contact:
Matt Tarpley
Extension Program Specialist P.O. Box 1298 Fort Stockton, TX 79735 Phone: 432-336-8585 mtarpley@ag.tamu.edu texas4-h.tamu.edu Page 16
TEXAS 4-H TECHNOLOGY TEAM
Relevance. Today’s youth are engaged with technology in every aspect of their daily lives, from waking up to an iPod alarm clock, to checking Facebook on a smart phone before leaving for school, to reading textbooks on portable devices. The area of technology is not lacking in leaders that are helping society understand the need for more technology devices. Through the 4-H Program the Texas 4-H Technology Team is helping develop the leaders of today, and tomorrow, for not only our youth development program, but also for our communities. Response. Initiated in 2004, the Texas 4-H Technology Team was organized to create and offer opportunities for youth in the project area of technology. The team first met in November 2004 at the Texas 4-H Conference Center in Brownwood, Texas. The first meeting “Being apart of the Tech Team for the past was attended by five adult volunteers from throughout the state and 5 years has allowed me to learn many three 4-H members that had project focuses in technology. new things not only about technology, but Working as a youth-adult partnership, the group developed a plan of action developing both short and long term goals for the team to accomplish over the next couple of years. Initially, the team was structured similar to that of the California Tech Corps as a Texas volunteer was once a volunteer who had helped established the California leadership team. This history and knowledge was of much assistance in being able to avoid some of the beginning organizational problems that some groups encounter.
about what I am capable of as well. I have strengthened my speaking skills, problem solving abilities, as well as working with groups. I have had the best 4-H career anyone could have and the Technology Team was the reason!”
Over the years, the Team has reached membership as high as twenty-one youth and adults, but has averaged fourteen members. As a state-wide youth leadership group, the team has proven to be invaluable in providing program leadership in the technology area. Team members have each developed educational programs, curriculum lessons, presented to groups on the local, county, district, state, and national levels, led a technology leadership contest, conducted research with other youth on on-line communities, and served in valuable leadership roles at several state-level events. The team has truly become a great resource for the Texas 4-H and Youth Development Program in providing expertise at two particular state level events; Texas 4-H Roundup and Texas 4-H Congress. Both of these events are highly impactful events with more than 3,000 and 350 youth respectfully. The team member’s role has filled a much needed resource in being able to serve as a contact group for posting information such as results, photos, and videos to the Texas 4-H website from events to preparing audio/visual needs. As the team has grown and developed into a resource used by county, district and state 4-H level programs, so has the need to evaluate the life skills and opportunities that each of the members receive from participating in the group. Results. In November 2010, the first meeting of the Technology Team for the year and the first one for new members to participate in, each of the youth members were asked to complete a pre-participation survey asking them to assess their skill sets Page 17
as it related to leadership, teamwork, presenting to others, etc. Completed via paper copy, the survey contained twentyfour questions used in standard 4-H life skills evaluations. A post-participation survey was conducted via Google Docs in August 2011 at the conclusion of their year term. The post survey included the same twenty-four questions included on the pre-participation survey in addition to four open-ended questions relating to the members experiences on the team and impact on career/education choices as being a member of the Technology Team. The survey yielded a 92% return rate (11 of 12 members). The results are summarized in the table below. TABLE 1: Technology Team member’s perceptual knowledge related to skills developed as a team member. QUESTIONS
BEFORE
AFTER
CHANGE
% CHANGE1
I lead other people effectively.
2.82
3.27
0.45
15.96%
I am comfortable asking questions.
2.91
3.36
0.45
15.46%
I am open to meeting new people.
3.36
3.73
0.37
11.01%
3
3.27
0.27
9.00%
3.18
3.45
0.27
8.49%
I am comfortable leading discussions. I make my own decisions.
1
I motivate others to be involved
2.8
3
0.2
7.14%
I am open to change.
2.91
3.09
0.18
6.19%
I am a responsible person.
3.18
3.36
0.18
5.66%
I am comfortable speaking in front of others.
3.36
3.55
0.19
5.65%
I follow instructions.
3.27
3.45
0.18
5.50%
I get along well with others.
3.27
3.45
0.18
5.50%
I express my feelings to others.
2.73
2.82
0.09
3.30%
I involve other people in activities.
2.91
3
0.09
3.09%
I am open-minded to other people’s opinions.
2.91
3
0.09
3.09%
I participate actively in groups.
3.09
3.18
0.09
2.91%
I have an understanding of technology.
3.09
3.18
0.09
2.91%
I listen well to what others say.
3.18
3.27
0.09
2.83%
I know how I feel about issues.
3.18
3.27
0.09
2.83%
I trust other people.
3.18
3.27
0.09
2.83%
I have confidence in myself
3.27
3.36
0.09
2.75%
I know how to find answers when I have questions.
3.36
3.45
0.09
2.68%
I am sensitive to other people’s feelings.
2.91
2.91
0
0.00%
I have a desire to learn new things.
3.82
3.73
-0.09
-2.36%
I follow group leaders.
3.64
3.55
-0.09
-2.47%
Percent change is calculated by the following formula: (After – Before)/Before.
The second section of the post-participation survey included open-ended questions related to actual experiences on the Texas 4-H Technology Team, including a question related to any affect on the career/education direction of the team members. The answers for each of those questions ask are below: How would you describe your experience on the Texas 4-H Technology Team this past year? • Very educational and informative as well as being fun. • Amazing! This was a great year, the members really meshed well as a team. • It was a great experience working again at this level with other 4-H’ers helping and learning new technology to better the 4-H program for state events. I can say without a doubt in my mind that it was a huge privilege to get this experience and I hope to be able to do it one more time. • It was an experience unlike any others. I learned a lot, met a lot of new people and enjoyed every minute of it. • I would describe this past year on the Technology Team as a chance to take more leadership roles. I stepped up a lot more than last year, especially helping out the California Committee with the Internet safety workshop. I also helped the new members this year feel at ease. These were both areas that I wanted to focus on since the beginning of the year. A huge part of my Tech Team experience that I hadn’t counted on this year was building Page 18
• • • • •
stronger relationships with the other members. This may have defined my year with the Tech Team more than anything else. Enjoyable, Educational, and Fun! I was not as active on the Tech Team this year as I have been in the past, but I love being apart of such an organized and productive team. I hope to redeem myself this next year with more productivity on my part. My experience on the Texas 4-H Technology Team this past year has been full of challenges, learning, opportunities, and accomplishments. I have also made friends and had fun. The experience was great! I learned so much and made so many friends. Enriching. It was great fun meeting new people across the country as well as getting to know my fellow teammates better than I had before. It was a fun and interesting experience.
What are some of the skills (technology and life) that you gained from your experience on the Tech Team this year? • Speaking in front of others. Leading groups. Making sure to get projects done on time. As well as learning about new technologies (3D, gimp and learning more about portrait photography), and lastly learning how to work outside my comfort zone. • This year I expanded my Photoshop skills, and learned how to use ProPresenter. • I feel like I was placed in a more leadership role/responsibility this year and it was good for me to experience many of the things that go along with that at the level of things that we work on as a team. I also think that with all the video editing/work that was done this year helped me and I learned many new ways to perform editing task that worked more efficiently. • I learned more about how to make movies/short videos and I learned more responsibility as I had certain duties I had to get accomplished by a certain deadline. • This year, I improved my skills with the programs The Gimp and PowerDirector. I also learned how to set up the green screen, as well as the importance of frame composition and lighting when taking video. • 3D effects, Special Video effects, leadership skills, group skills, • My speaking skills have improved 100% as did my ability to present/speak to a large group of people. I have also learned the meaning of working as a team and building relationships that will last a lifetime. • I have developed and gained several skills as a member of the Tech Team this year including filming and editing videos, taking photos, writing, public speaking, public relations, creating graphics, working with new technologies and programs, and creating and presenting workshops. • This year especially I learned how to listen to everyone’s opinion even if you don’t care for the idea and team work is a must otherwise nothing turns out as good as it could have. • Learning how to use Power Director. As a result of being a Texas 4-H Technology Team member, has it changed or influenced your education and/or career choice? If yes, please explain. • It has helped me to confirm my dream of becoming a photographer. • I hadn’t really thought about what exactly influenced my current education/career choice. I suppose the Team probably did influence my major choice. It wasn’t a deciding factor or anything, but it’s one of the things that has shaped me into who I am, which affects my choices. • Not really...I have had the same thought for my education and what I want to do as a career choice long before I got on the team and it has not changed one bit. However, being on the team is definitely a great experience for the area of work I would like to go into which is computer hardware design. • It has influenced it greatly as I am going into marketing. The tech team has shown me different programs that I will be able to use later on in my career. • Ever since I was about ten years old, I wanted to design video games. This past year, I added software developer as another potential career. Serving on the technology team has not changed my career path. However, it has better prepared me for a job because of the time management, commitment, and communication it requires. • Yes, helped me become more responsible in all aspects of my life. • Yes, I would like to become a Family Consumer Science Extension Agent and continue as a volunteer on the Technology Team. • Being a member of the Texas 4-H Technology Team has not resulted in a change or influence in my career choice. However, it has helped me to continue seeing how technology can be adapted for different projects and I know that I will use technology in my career. • It has in the sense that I really want to take some classes that might help with my photography but my career choices have stayed the same. • I already knew what I wanted to be when I grew up before I joined the tech team, and that has not changed. It has Page 19
however enriched my life in ways that aren’t even fairly recorded by just words. It is a part of my life, my history, and education. Additionally, the last questions ask members to provide a quote that could be used in telling others about what the Tech Team is about and how you have benefitted as being a member of the team. Those quotes are included throughout this summary as well as below. “Tech team not only teaches you about technology, but also teaches you life skills.” “Serving as a member of the Tech Team is an honor that comes with many fun opportunities, as well as responsibilities. It’s a chance to make great friends and make a difference in Texas 4-H!” “As long as your willing to work as a team and learn new things this is one of the funniest things in my opinion in the Texas 4-H program!” “We learn by doing.” “The Texas 4-H Technology Team has been keeping the “Tech” in Texas 4-H since 2004. We are a state-wide leadership team that provides many opportunities to our members including serving as ambassadors for technology, assisting with the development and implementation of Texas 4-H Round-up and Texas 4-H Congress, developing and presenting innovative workshops on technology, and participating in an exchange program with the California 4-H Technology Leadership Team. As a member of the Tech Team, I have personally benefited by developing and gaining several skills including filming and editing videos, taking photos, writing, public speaking, public relations, creating graphics, working with new technologies and programs, and creating and presenting workshops.” “The tech team is great for teaching you how to work with others because we’re such a small group that you really have to.” “Every active 4-H member should be a part of The Texas 4-H Technology Team if only for the reasons that your in 4-H to begin with; to learn, to make friends, to teach, etc; to become contributing citizens and members of the community; to become responsible.” Future Implications The Texas 4-H Technology Team is welcoming another eight new members for the 2011-2012 year. The strength and experience of the applicants continue to grow each year, demonstrating the continual need for the Technology Team to serve as the leaders and innovators of technology within the 4-H Program. The team leadership is in the process of recruiting additional resource volunteers to serve as instructors to enhance both the level of knowledge of each member, but also for the exploration of careers and education.
For more information contact:
Dr. Toby Lepley
Extension 4-H & Youth Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-1212 t-lepley@tamu.edu texas4-h.tamu.edu Page 20
TEXAS 4-H OUTDOOR CHALLENGE
Relevance. As never before, today’s youth face an ever-increasing disassociation with natural areas, its resources, and the boundless potential activities associated within natural areas. This is as a result of many factors including urbanization, educational priorities, family structure, culture, priorities, values, and beliefs. This trend is detrimental not only to the individual’s knowledge and awareness of the resource, but also (and likely more important) a detriment to the resource itself. This disassociation with natural areas can lead to lost learning opportunities, potential lack of involvement, and/or loss of natural resources. Response. In the spring of 2009, a committee made up of AgriLife County Extension Agents and Specialists developed the Texas 4-H Outdoor Challenge to help address the afore mentioned situation by providing an experiential, educational contest targeting 4-H members across the state. A two-day, team-based pilot contest was held in June of 2009 at the Texas 4-H Conference Center in Brownwood with twenty-two youth participating, and again the following year with fifty-four. In July of 2011, thirty-four 4-H members competed. The Outdoor Challenge consisted of ten different outdoor events which included: rifle, shotgun, archery, fishing, camping skills, knot tying, kayaking, swimming, wildlife identification, and safety. Results. A retrospective evaluation instrument was administered to determine knowledge and behavior (intent) change of youth participating in the program. In addition, four questions were asked in an attempt to determine program satisfaction. 31 of 34 participating youth (91% response rate) responded to a retrospective pre/post evaluation administered at the conclusion of the event. For each of the questions listed below, participants were instructed to rate their knowledge/abilities on a scale from 1 to 4 that best reflectedtheirknowledge/abilitiesbeforeandafterattendingtheOutdoorChallenge.(1=None,2=ALittle,3=QuiteaBit,4=Completely) Data Results - Knowledge Mean Value Before
Mean Value After
Percent Change1
My knowledge of knot tying
1.74
3.13
80%
My knowledge of wildlife and natural resources
2.32
3.10
33%
My knowledge of kayaking successfully with a buddy
2.55
3.39
33%
My knowledge of camping skills
2.58
3.33
29%
My knowledge of using a bow and arrow
2.68
3.29
23%
My knowledge of outdoor safety
3.13
3.70
18%
My knowledge of casting and fish identification
3.00
3.50
17%
My knowledge of using a shotgun
3.06
3.50
14%
My knowledge of using a rifle
3.29
3.57
8%
Knowledge Questions
Page 21
Ability Questions
Mean Value Before
Mean Value After
Percent Change1
My ability to tie knots correctly
1.97
3.21
63%
My ability to identify wildlife and natural resources
2.32
3.23
39%
My ability to work with others on a team
3.53
3.93
27%
My ability to successfully kayak with a buddy
2.62
3.31
26%
My ability to put camping skills into practice
2.76
3.31
20%
My ability to identify outdoor safety hazards
3.10
3.63
17%
My ability to cast and identify fish successfully
3.07
3.57
16%
My ability to use a bow and arrow successfully
2.79
3.21
15%
My ability to use a shotgun successfully
3.03
3.40
12%
My ability to use a rifle successfully
3.23
3.47
7%
My ability to make decisions with a team
3.37
3.73
6%
Percent change was determined by the following formula: (Mean Value After â&#x20AC;&#x201C; Mean Value Before) / Mean Value Before * 100. Blue indicates percent change of 60% or more, green indicates percent change of 20-59%, and yellow indicates percent change of 0-19%. All changes in knowledge and abilities were determined to be statistically significant (p<0.05). 1
Intent to Continue Activity 30 of 31 (97%) indicated they probably will or definitely will continue rifle29 of 31 (94%) indicated they probably will or definitely will continue shotgun 29 of 31 (94%) indicated they probably will or definitely will continue fishing 28 of 31 (90%) indicated they probably will or definitely will continue archery 27 of 31 (87%) indicated they probably will or definitely will continue camping 25 of 31 (81%) indicated they probably will or definitely will continue kayaking 17 of 31 (55%) indicated they probably will or definitely will continue orienteering Event Satisfaction 30 of 31 (97%) agree or strongly agree that they can use the information learned back home 30 of 31 (97%) agree or strongly agree that the event was fun 29 of 31 (94%) agree or strongly agree that the event was educational 24 of 31 (77%) agree or strongly agree that Brownwood was a good location Acknowledgements Special thanks to the following AgriLife Extension personnel for their support of this program: Larry Hysmith Brian Triplett Garry Branham Richard Parrish Laura Petty Wade Hibler Rhonda Cummins Debbie Barnes Dr. Darlene Locke Janet Bohanan Carrie Sharp Collaborators Texas 4-H Conference Center, Brownwood â&#x20AC;&#x201C; facilities, lodging, and meals
For more information contact:
Derrick Bruton
Extension Program Specialist 17360 Coit Road Dallas, TX 75252 Phone: 972-952-9264 dbruton@ag.tamu.edu texas4-h.tamu.edu Page 22
TEXAS 4-H COUNCIL
Relevance. Leadership is a critical component of the Texas 4-H program. The Texas 4-H Council serves as the youth leadership face of the state program. Thirty-four youth were elected to serve in a leadership capacity this year as a delegate to the Texas 4-H Council. Representing Texas 4-H at various events and functions is an important aspect of the year of service. Response. To develop leadership skills and to enhance skills that the delegates already have, elected youth are involved in training experiences throughout the year and are given the opportunities to practice learned skills in a safe environment. • 34 youth representing the 12 Extension districts of Texas participated in the Texas 4-H Council Workshop on the campus of Texas Tech University in Lubbock; Workshop sessions included media communication, public speaking, etiquette, teamwork, service, and goal setting. • Supported Breedlove, Inc. as statewide community service project; Collected $2981.25 which is approximately equivalent to 57,625 servings of food or serve 576 people two meals a day for two months. • Assisted the State Fair of Texas with a statewide food drive benefitting the Northeast Texas Food Bank. Collected 8,000 pounds of canned goods. • Conducted Junior Leadership Retreat for 79 junior and intermediate 4-H members; Workshop sessions included: Leaders 4 Life – general orientation and Parli-Pro, Discover Scientific Method, Story Board, and Global and Cultural Education; members also provided leadership to ceremonials, pre-meal activities and recreation • Toured the Sixth Floor Museum at Dealey Plaza and experienced the culture of downtown Dallas area. • Participated in 4 face-to-face business meetings and 8 Centra Symposium planning meetings. Provided a youth perspective and input to Junior Leader Retreat, Texas 4-H Roundup, SALE Youth Leadership Day, and the Houston Livestock Show and Rodeo AG4U. • Collaborated with HLSR Ag Day Committee and FFA to host AG4U and facilitated educational sessions reaching 1,200 youth. • Coordinated with State 4-H Office to provide leadership for Texas 4-H Roundup in June 2011. 4,065 participants were reported in attendance. Results. As a result of the Texas 4-H Council experience, 31 youth responded to a survey and reported the following. - 96.8% reported an increase in their knowledge of different communication strategies - 87.5% reported their ability to resolve conflict and differences of opinions increased some and a lot - 87.1% reported an increase in their knowledge of the strategies to facilitate groups - 87.1% reported an increase in their understanding of different leadership styles - 77.4% reported that their knowledge of teamwork had increased - 77.4% reported an increase in their understanding of the importance of goal setting and how to accomplish goals - 75% reported their ability to show respect for others and their feelings increased a lot - 71.9% reported their ability to appreciate differences in others increased a lot - 65.6% reported their ability to speak comfortably in front of others increased a lot Page 23
To determine the level of change for the individual Texas 4-H Council member, a retrospective post evaluation was administered and collected from 31 members following the last event. Some of the results are noted below. Before–Excellent / %
After–Excellent / %
% Change
My knowledge of different communications strategies
0
0
28
90.3
90.3
My understanding of different leadership styles
4
12.9
31
100
87.1
My knowledge of the strategies to facilitate groups
3
9.7
26
83.9
74.2
My knowledge of teamwork
7
22.6
29
93.5
70.9
My understanding of creativity and its characteristics
4
12.9
22
71
58.1
My understanding of visioning
5
16.1
23
74.2
58.1
96.8% reported
Being more confident in a leadership role Using creativity to brainstorm and find the best solution to a problem Knowing their leadership style and how to lead more effectively because of that understanding
93.5 % reported
Being a better manager of conflict
To gain further understanding of the impact of the Texas 4-H Council experience, 32 members completed a second evaluation instrument. The following scale was used: Not Increased; Increased A Little; Increased Some; Increased A Lot. The frequency for Increased Some and Increased A Lot selections is shown below. Some Frequency
Some Percentage
A Lot Frequency
A Lot Percentage
My ability to show respect for others and their feelings has…
5
15.6
24
75
My ability to set goals from myself to achieve has…
8
25
23
71.9
My ability to appreciate the differences in others has…
8
25
23
71.9
My ability to coordinate an activity has…
9
28.1
21
65.6
My ability to accept criticism from others has…
11
34.4
19
59.4
My ability to listen well to what others have to say has…
12
37.5
19
59.4
My ability to cooperate with others has…
11
34.4
18
56.3
My ability to resolve conflict and differences of opinions has…
15
46.9
13
40.6
My ability to identify and gather resources has…
16
50
13
40.6
For more information contact:
Dr. Montza Williams
Extension 4-H & Youth Specialist P.O. Box 38 Overton, TX 75684 Phone: 903-834-6191 ml-williams@tamu.edu texas4-h.tamu.edu Page 24
TEXAS 4-H ROUNDUP
Overview. Texas 4-H Roundup is held annually in College Station on the campus of Texas A&M University. In 2010 Texas 4-H Roundup allowed youth between the ages of 11 and 14 participate in seven invitational style contests and workshops. The 2011 Texas 4-H Roundup showed to be equally as successful as the 2010 Roundup. Like 2010, increased participation was seen as a result of allowing younger youth participate in the 2011 Texas 4-H Roundup. The Texas 4-H Roundup now includes approximately 50 different contests that test 4-H members on life skills such as decision making, public speaking, organization, and working with others. These contests include Fashion Show, Food Challenge, Public Speaking, various performing arts events, an assortment of judging contests, and educational presentations. 2011 marked the sixty-fifth year Texas 4-H has hosted Texas 4-H Roundup. This year’s theme, “Where Friends Meet Friends,” really told the story of this year’s Roundup. The 2011 Texas 4-H Roundup helped continued to set the stage for a new era of roundups to come. This year’s roundup also allowed Texas 4-H to celebrate 52 years of awarding more than 220 youth over $2 million dollars in higher education scholarships. This year’s Texas 4-H Roundup brought in nearly 2,900 people to College Station. These numbers reflect an increase of nearly 100 individuals from the 2010 Texas 4-H Roundup. The following is a breakdown of the attendees: Full-time Participants (Senior participants - 1435, Intermediate participants – 70)
1,505
Full-time Adults/Volunteers, County Extension Agents, and Faculty
724
One-day Adults
475
Invitational One-day Passes (Seniors and Intermediates)
145
An online post only survey was sent to participants, adults/volunteers, and County Extension Agents of the 2011 Texas 4-H Roundup. A total of 45 participants responded to the survey. Satisfaction. The following section focuses on respondents’ satisfaction related to Roundup. • 359 of 408 (88%) of respondents stated they were mostly or completely satisfied with the Texas 4-H Trade Show and Silent Auction. • 401 of 445 (90%) of respondents stated they were mostly or completely satisfied with the helpfulness of Texas 4-H faculty and staff throughout the week of Roundup. • 413 of 451 (91%) of respondents stated they were mostly or completely satisfied with the overall experience of the 2011 Texas 4-H Roundup. • 327 of 383 (85%) of respondents stated they were mostly or completely satisfied with the 2nd Annual Texas 4-H Has Talent Competition. • 164 of 351 (84%) of respondents stated they were mostly or completely satisfied with the Charla Corn Concert in the Zone Club.
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Life Skills Gained. The following section focuses on respondents ranking of their top five most important life skills gained from participating in a contest during Texas 4-H Roundup. 1. Public Speaking 2. Self esteem/confidence 3. Teamwork 4. Responsibility 5. Decision making Knowledge Gained. Table 1. Percentage differences using a Likert scale1 to reveal knowledge gained related to the 2011 Texas 4-H Round using a retrospective post evaluation strategy. Before the 4-H Year Based on your competitive event, how would you rate your knowl164 of 359 edge of the subject matter offered through the event? (52%) 1 Likert scale indicates change using responses of very knowledgeable and knowledgeable 2 Percent change is calculated by the following formula: [(After –before) / before] * 100 Topics
After the 4-H Year 278 of 310 (90%)
Change
% Change²
38%
73.08%
General Questions. The following section focuses on participants responses to general questions related to the 2011 Texas 4-H Roundup. • 225 of 436 (52%) of respondents felt Texas 4-H Roundup should include more educational opportunities. • 231 of 435 (53%) of respondents felt Texas 4-H Roundup should continue to allow intermediate aged youth to attend Texas 4-H Roundup. • 282 of 353 (80%) of respondents stated they plan to attend the 2012 Texas 4-H Roundup when it moves to Lubbock. • 282 of 327 (87%) of respondents stated they agree or strongly agree the opportunities at the 2011 Texas 4-H Roundup helped them become a better leader. • 311 of 362 (86%) of respondents believe participating in Texas 4-H Roundup peaks youths’ interest in attending a college or university. Open-ended Questions. The last section focuses on four open-ended questions and responses by participants. What did you like most about the 2011 Texas 4-H Roundup? • Competing in contests (53 comments) • Networking with others (42 comments) • 2nd Annual 4-H Has Talent Competition (14 comments) What educational workshops would you suggest for future Roundups? • Public Speaking Workshop (12 comments) • Applying for Scholarships (10 comments) • Fun Activities for Youth (7 comments) • Campus Tours (4 comments) Conclusion. Like this year’s theme, “Where Friends Meet Friends,” exemplifies the Texas 4-H & Youth Development Program continues to offer youth the opportunity to meet youth from all across the state at in a premiere leadership conference setting. In addition to providing youth networking opportunities Texas 4-H Roundup builds invaluable life skills and leadership skills in the youth that attend. Faculty and staff will continue to challenge youth to return to their communities and serve as the voice of 4-H and emphasize the effect Roundup has on the youth that attend. By utilizing youth to help “tell the story” of 4-H, more and more young people have the potential to gain invaluable life skills through Texas 4-H. For more information contact:
Kyle Merten
Extension Program Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-6533 kjmerten@ag.tamu.edu texas4-h.tamu.edu Page 26
YOUTH-ADULT PARTNERSHIPS
DETERMINING THE QUALITY OF YOUTH-ADULT INTERATION WITHIN EXTENSION YOUTH PROGRAMS A youth-adult partnership, or the process of youth and adults working together with mutual respect, is a theme of significant importance to those with an interest in positive youth development (Zeldin, McDaiel, Topitzes & Calvert, 2000). These partnerships offer many valuable outcomes for youth programming. This study was to determine the quality of involvement and interaction youth and adults have as members of Extension Youth Board. As a result of this quantitative examination of youth-adult partnerships in Extension youth programming, Extension professionals may be more informed as to strategies that could be developed and implemented to enhance the development of youth and adults to create more positive relationships. In addition, this study may provide Extension professionals insight into the steps that need to be taken to provide a more positive experience for youth and adults. By focusing on youth-adult partnerships, a common principle and core element in 4-H, the researcher hopes to help others working in youth development find a way for adult and youth to find a balance between values of respect and equality, on the one hand, and the realities of age and experiential differences on the other. The purpose of this study was to examine the perceptions and experiences of youth and adults engaged in youth-adult relationships involved in the Texas AgriLife Extension Service Youth Board. The objectives of the study were to: (1) examine youth and adults perceptions of their involvement on the Youth Board and (2) evaluate youth-adult interaction on the Youth Board. The quantitative data were analyzed using descriptive statistics, t-tests, and analyses of variance (ANOVA). Involvement and Interaction Rating Scales were completed by 127 participants (75 youth and 52 adults) serving on the Youth Boards in Texas. The rating scale measured three constructs: youth involvement, adult involvement, and youth-adult interaction. Approximately 75% of the participants were female. Individuals completing the survey were asked to self select their age group which consisted of 12 and under, 13-14, 15-16, 17-18, 19-25 and 26 and over. The 26 and over group had 52 responses as a single group but if you combine all of the youth responses (75) together, they made-up almost 60% of the responses. Most participants were Anglo (90.6%); however, participants represented non-Anglo (9.4%) ethic groups including Asian, Black, Hispanic and Native American. Eighty-two percent of the participants lived in population < 10,000 areas, defines as town fewer than 10,000 populations and rural non-farm or farm (rural area where agricultural products are sold). The other 18% represented either: Town/City of 10,000-50,000 population and its suburbs, Suburb of city more than 50,000 populations, or Central city more than 50,000 populations. Because of the small number of responses Town/ City, Suburb and Central City were added together to represent the population > 10,000 category. Assessed perceptions of youth and adults toward their interaction with one another as members of the Youth Board was part of this study also. The adult participants had the highest means score (8.11), but the overall mean score was 8.09 which indicates that the youth and adults have a good working relationship on the project and both have the opportunity to engage in decision-making and leadership skills. Page 27
An independent sample t-test was used to determine significant differences (p<.05) between genders in adult-youth interaction. As shown in Table 15, both female (7.89) and male (7.83) participants had positive perceptions of youth-adult interaction. No significant difference was found between males and females. In addition to the above comparisons, t-tests were computed to determine if there were significant differences (p<.05) between youth and adult participantsâ&#x20AC;&#x2122; perceptions. No significant differences (p<.05) were found between youth and adult participants. Non-Anglo participants had a more positive perception of youth-adult interaction (7.78) than Anglo participants on youthadult interaction (7.88). No significant difference (p<.05) was found between white and non-Anglo participants. An independent sample t-test was used to determine significant (p<.05) differences based on residence in perceptions of youth-adult interaction. Rural participants had a higher perception of youth-adult interaction (7.93) than non-rural participants (7.60). No significant differences (p<.05) were found between rural and non-rural participants on youth and adult interaction. Conclusions. Pittman (2002) states that, young people not only need to be fully prepared, but also fully engaged so they can be full partners with adults to improve communities. Youth-adult interaction can serve as a strategy that provides young people with the guidance they need to enhance personal skills. The potential for positive community change when youth and adults engage as partners on community initiatives is tremendous. Based on this research a structure change was made in 2011 to the Youth Board concept of the Texas AgriLife Extension Service.
For more information contact:
Dr. Charla Bading
Extension 4-H & Youth Specialist 7887 US Hwy 87 N San Angelo, TX 76901 Phone: 325-653-4576 c-bading@tamu.edu texas4-h.tamu.edu Page 28
TEXAS 4-H TEEN RETREAT
Relevance. Texas Teen Retreat is an annual event held at the Texas 4-H Center in January. The focus of this retreat is to teach youth and adults about different projects and/or activities that are new to the Texas 4-H Program. Since the inception of 4-H emphasis areas, Dr. Darlene Locke has worked with specialists to incorporate programs and activities featured in the emphasis areas. This has proven to be a good tool for exposing youth to new opportunities, not only in their 4-H projects, but also in ways that youth can go back and assist their county Extension agents in implementing curriculum enrichment programs. Response. The focus of the 2011 Texas Teen Retreat was on Leaders 4 Life which focuses on leadership development, parliamentary procedure and service learning. Cheryl Newberry, Extension Program Specialist—4-H, and Dr. Darlene Locke, Director, Texas 4-H Center, collaborated to develop the program. Four members of the Youth Leadership Task Force were also instrumental in helping to identify speakers, plan the agenda, teaching and implementing different aspects of the workshop. Volunteer development was also an important component of the weekend retreat. There were 23 of 29 adults who participated in a 2 ½ hour training. The content of the training provided an overview of the Leaders 4 Life Program and exposed them to the new contest—The Leaders 4 Life Skill-A-Thon. Phyllis Griffin, Collin CEA-4-H, and Garry Branham, Tom Green CEA-4-H, lead the volunteer training. Many hands on activities were shared as well as information about the many resources available to counties. A unique service project was incorporated into the event. A Build A Bike Teambuilding Activity was conducted. Teams of 7-9 youth worked together to assemble one child’s bicycle. Twelve bikes were purchased with funds provided by the program’s donor, Texas Rural Mediation Services. Dr. Locke worked with Mrs. Joyce Leidig, a liaison with the National Guard in Brownwood. A lottery drawing was held in the Fall to select 12 children of service men from the HSC, 111th Engineer Battalion, Texas Army National Guard. This Battalion will deploy to Afganistan in April 2011. The familes of these 12 children were invited to come out to the 4-H Center on Sunday morning to receive their bicycles. Two of the children were able to attend. This was an excellent example of seeing a service project through to completion. Teen Retreat participants were given an opportunity to reflect on their service experience by creating a puzzle that demonstrated their thoughts and feelings. A capstone speaker closed out the event with a motivational message of determination and hope. Lizzie Valesquez, a 21 year old student at Texas State University in San Marcos, suffers from an extremely rare syndrome that does not allow her to gain weight. She only weighs about 60 pounds. She has fought her whole life against bullying and trying to fit in with other children. Her message was simple: Get to know people from the inside out before you make a judgment about them. Bullying is more than just physical attacks or words. It also includes stares, ignoring others, and cyber bullying. Results. A total of 103 of 115 youth completed the post-evaluation for Texas Teen Retreat. Below are the results. Page 29
As a result of participating in Texas Teen Retreat, participants said: • 81 of 103 (78%) believe their knowledge level of different marketing strategies is “good” or “excellent.” • 99 of 103 (97%) believe their understanding of different leadership styles is “good” or “excellent.” • 87 of 103 (85%) believe their understanding of the purpose and principles of parliamentary procedure is “good” or “excellent.” • 69 of 103 (67%) believe their knowledge of how to build an agenda for a business meeting is “good” or “excellent.” • 99 of 103 (96%) believe they can define leadership and leadership qualities • 97 of 103 (94%) believe they have developed or improved their teamwork skills. • 77 of 103 (76%) believe they are a better manager of conflict and how to apply different management styles to conflict. • 89 of 103 (86%) believe they can use creativity to brainstorm and come up with the best solution to a problem. • 89 of 103 (86%) believe they can effectively participate in a business meeting using correct parliamentary procedure. The following questions provide insight on the participant’s feelings about service and helping others. • 85 of 103 (83%) said they have or plan to implement a community service/service learning project. • 84 of 103 (82%) said they often think about doing things so people in the future can have things better. • 96 of 103 (94%) believe it is important to them to contribute to their community and their society. • 52 of 103 (50%) believe that if they had to choose between helping to raise money for a neighborhood project and enjoying their free time, they would help support their neighborhood. • 71 of 103 (69%) said getting to know people who are different than me is “important” or “very important.” • 99 of 103 (99%) said helping other people is “important” or “very important.” • 97 of 103 (95%) said giving time and money to make life better for other people is “important” or “very important.” • 98 of 103 (95%) said helping to make sure all people are treated fairly is “important” or “very important.” Participants ranked the four educational workshops and the results were: 1. Leadership Skills for Success -- Dr. Chris Boleman, Program Director, Texas 4-H & Youth Development. 2. This Meeting Will Come To Order (Parliamentary Procedure) – Mrs. Kayla Kaspar, Fayette CEA-4-H 3. Spread The Message (Marketing the 4-H Program)—Jeralyn Stephens, Former 4-H member and college student 4. What’s The Problem? (Conflict resolution and mediation) – Riki Hernandez & Sharon Gillett, Texas Rural Mediation Services Participants were also asked to rank the different activities conducted during the event. Results were: 1. Capstone speaker, Lizzie Valesquez 2. Build A Bike Service Project 3. Friday Night Opening Assembly: Be The Pink Bat! (get acquainted and teambuilding activities) 4. Parliamentary Procedure Mock 4-H Club Meeting Activity 5. Educational workshops (listed above) 6. Panel Discussion of former 4-H members
For more information contact:
Dr. Darlene Locke
Director, Texas 4-H Conference Center 5600 FM 3021 Brownwood, TX 76801 Phone: 325-784-5483 dlocke@ag.tamu.edu texas4-h.tamu.edu Page 30
TEXAS 4-H JUNIOR LEADERSHIP RETREAT
Relevance. Junior Leadership Retreat is an annual event held at the Texas 4-H Conference Center each November. The focus of this retreat is two-fold: 1, teach youth and adults about different projects and/or activities that are new to the Texas 4-H Program, and 2, provide a leadership opportunity for Texas 4-H Council members. Texas 4-H Council members are viewed as the state level youth leadership for 4-H in Texas, Junior Leadership Retreat provides a means to experience and demonstrate their leadership. Response. Texas 4-H Conference Center staff identifies programmatic content of Junior Leadership Retreat each year, based on current 4-H programming throughout the state. Workshop topics and registration information is distributed to county 4-H programs through electronic communication, websites and state 4-H newsletters. Opportunities for Adult volunteers are also included. Center staff meets with Texas 4-H Council members in late September to make assignments for each of the educational workshops and overall coordination of the weekend retreat. Council members provide leadership for all aspects of the weekend from decorations to teaching concurrent educational workshops and providing recreation during “free time”. State 4-H Council Advisors and 4-H Center staff serve as advisors. In 2011, a series of educational workshops for the adult participants was added. Results. Eighty-nine youth (21 State 4-H Council members) and twenty-six adults participated in Junior Leadership Retreat (JLR), November 6-8, 2011. State 4-H Council members conducted five concurrent educational workshops: SET –Science, Engineering and Technology, Healthy Lifestyles, Outdoor Challenge, Home Environment and Agricultural Products. Council members also coordinated an experiential leadership development workshop for all participants that encouraged teamwork and communication; participants had to “lead themselves” through various assigned tasks and activities. State 4-H Council members (n=21) completed a Retrospective Survey examining sixteen aspects of leadership implementation. As members of the Texas 4-H Council (state-wide youth leadership organization), it is assumed that these youth likely have some understanding of leadership. For each question, they were asked to examine their knowledge prior to engagement with Junior Leadership Retreat and their knowledge after the experience of serving at JLR. This evaluation process facilitated an immediate reflection of their “perceived knowledge” and their knowledge level “in the field”. The responses available for each of the sixteen paired questions were: (1) None at all, (2) A little, (3) Some, (4) Quite a bit and (5) Extensive. In fifteen of the sixteen paired question sets, 57% or more of the youth answered “(4) Quite a bit” or “(5) Extensive” in regards to their knowledge BEFORE Junior Leadership Retreat. As stated, this was somewhat expected, for this sample of youth. An increase in knowledge was shown for each of the sixteen paired questions. Understanding of brainstorming guidelines showed the greatest increase, whereas only 48% responded “4” or “5” prior to their Retreat experience, 90% answered similarly after the experience. That amounts to a 43% change in frequency. A 43% Page 31
change in frequency was also shown for “understand the basic aspects of conflict resolution”. Whereas 57% responded “4” or “5” prior to their Retreat experience, 100% provided similar responses after the experience. When asked of their “ability to devise solutions for motivational problems”, 57% responded “4” or “5” prior to their Retreat experience. Pitted in an actual teaching environment, with different types and styles of learners, 95% of the youth responding similarly to the same question after the Retreat. One youth commented, “I learned how easily kids get bored in certain areas of education. I also learned how to bond with the kids and get down on their level.” “Understand that clear, effective communication is important for working as a team”, “4” or “5” was the response for 81% prior to the Retreat and 100% after the Retreat. What is interesting is that “Extensive” made up 81% of the responses after the experience, a shift from 38%. One youth commented, “I learned a lot about leadership and communicating with others.” “I learned that kids want to be treated like they are grown up solving grown up problems”, Council member comment. 81% of the youth answered “4” or “5” when asked if they “Understand the importance of including others” prior to the Retreat. This increased to 100% after the Retreat. One member observed, “Some members on Council can’t work with others and don’t let the kids have fun.” State 4-H Council’s leadership of Junior Leadership Retreat required a state-wide effort, physically. Some meetings were conducted face to face, but more were conducted through electronic communication means. 76% of the youth responded “4” or “5” in regard to their “Ability to work cooperatively.” Following the retreat, 95% answered “4” or “5” to the same question. Fourteen (67%) answered “4” or “5” when asked if they “Understand how to combine goals to state a group vision” prior to Junior Leadership Retreat. This frequency improved to 100% after Junior Leadership Retreat. “Ability to identify alternative solutions to a challenge” received “4” or “5” by 67% of the respondents before the Retreat. Following the Retreat, 95% responded similarly, a 29% improvement. One member commented, “Being able to teach at different levels of learning and types of learning” was something he learned as part of the experience. Junior Leadership Retreat continues to be an effective means for these youth leaders to implement the leadership strategies they have learned and gained through their 4-H experience. JLR provides the vehicle for experiential leadership.
For more information contact:
Dr. Darlene Locke
Director, Texas 4-H Conference Center 5600 FM 3021 Brownwood, TX 76801 Phone: 325-784-5483 dlocke@ag.tamu.edu texas4-h.tamu.edu Page 32
DISTRICT 12 LEADERSHIP LAB
District 12 4-H Leadership Lab is an overnight camping experience for youth ages 12-19. The focus of the event is to provide 4-H members the opportunity to learn valuable leadership and life skills by participating in a variety of educational activities, team-building exercises, and learning sessions. The event is rotated to a variety of locations around South Texas with most occurring on university campuses. The event is planned and coordinated cooperative between county Extension agents and the District 12 4-H Council Officers. Council officers take an active role in leading learning sessions, recreational activities, and teamwork exercises. The 2011 District 12 4-H Leadership Lab was held on the campus of Texas A&M University Kingsville in June. Aside from the many leadership and teamwork activities, the learning sessions included: 1) Recreation Leadership; 2) Parliamentary Procedure; 3) Hick Hop; 4) Connor Museum & Hall of Horns; 5) Texting While Driving; and 6) Leading in 4-H. An evaluation instrument was administered to participants on the final day of the event. The instrument used a variety of approaches to include retrospective post, post-only, and open-ended questions. There were 81 completed which excluded the district officers and a few youth that did not complete the evaluation. The results of that evaluation are provided below and reflect changes in knowledge and behavior as related to leadership. Changes In Knowledge. The evaluation asked a series questions in retrospective post format that asked participants to rate their level knowledge before the event, and then their current knowledge as a result of their participation. Participants rated their knowledge (before and after) on a 4-point scale (Poor, Average, Good, and Excellent). The responses (n=80) reflected belowrepresent a positive change in knowledge as follows: • • • • • • •
87.5% (56 of 64) increased understanding of parliamentary procedure and how to use it 87.1% (61 of 70) increased understanding of my strengths and how to be a better leader 76.0% (57 of 75) increased knowledge of teamwork 71.6% (48 of 67) increased understanding of the dangers of texting and driving 66.2% (47 of 71) increased knowledge of what makes a good public speaker 54.5% (36 of 66) increased understanding of the responsibilities of being a leader 51.6% ((32 of 62) increased understanding of the importance of cooperation with others when working on a team
The information above reflects a positive change in knowledge. However, the data also reveals that some topics demonstrated a greater positive change (Before to After) in the level of knowledge than others. This is identified by increasing from two to three levels between the Before scale and the After scale. For example, a participant that responded “Poor” in the Before scale and responded “Good” in the After scale would be considered a 2-point increase. The results reflect the greatest increases in knowledge among participants of at least a 2-point increase in knowledge: • 34.3% (23 of 67) increased knowledge of the dangers of texting and driving • 29.7% (19 of 64) increased knowledge of parliamentary procedure and how to use it • 24.3% (17 of 70) increased knowledge of my strengths and how to be a better leader Page 33
Changes In Leadership. The evaluation assessed changes in behavior among participants as it related to leadership by measuring their level of confidence with six different leadership skills. Participants were asked to respond with “Yes, No, or Unsure” associated with increases in their confidence level. • • • •
93.3% (70 of 75) increased ability to work in a team because of what I have learned 86.7% (65 of 75) increased ability as a leader because of what I have learned 86.1% (62 of 72) increased ability in making decisions because of what I have learned 82.4% (56 of 68) increased ability in serving in a leadership role in my county because of what I have learned • 81.9% (59 of 72) increased ability speaking with others because of what I have learned • 74.3% (52 of 70) increased ability with public speaking because of what I have learned In addition, participants were asked to respond to their intentions to apply some of the skills they learned at the event. Using the same scale for measuring confidence, responses (n=81) reflected the following: • 91.2% (62 of 68) plan to take a more proactive role in leading in 4-H • 87.3% (62 of 71) plan to use recreation leadership in their club/county 4-H programs & meetings Similarly, participants were asked to respond to whether or not (Yes or No) their future involvement included any changes in their leadership activities. The questions also allowed for youth to explain their response in narrative form. The quantitative responses reflect the following: • 100% (73 of 73) plan to implement any of the activities or ideas they learned at Leadership Lab • 100% (62 of 62) felt like what they learned provided them the ability to make better leadership decisions Responses to the open-ended question are as follows:, • “Do you plan to implement any of the activities or ideas you learned at Leadership Lab in your county? Please explain your answer or provide an example:” • “by possibly getting our county council and a mini leadership lab” • “as president of my county council I plan to use some at our meetings” • “I plan to help people join 4-H by telling them it is easy and showing them what to do” • “to help my county work together” • “...before my club meetings were not run properly so now I will use the true parliamentary procedure” • “yes, because I want my club to be more involved” • “stand up and do something good, be a leader” • “Do you feel like what you learned provides you the ability to make better leadership decisions? Please explain your answer or provide an example:” • “Be confident in myself” • “I really get the chance to get out of my shell and be a leader” • “Yes because I’m confident in myself and I know I can help others who aren’t” • “I will be able to take what I learned and use it to help my county” • “I understand the meaning of being a leader better and the responsibility that is necessary to make better decisions” • “Many of the fundamental aspects of being a leader, and having a good attitude are important in being a leader. Therefore, I will try and implement them.” There were three other open-ended questions asked as part of the evaluation that were designed to measure other behavior changes, needs, and allow for any other comments participants were inspired to share. Responses varied significantly. However, a collection of responses are provided that highlight similar themes. The question is provided, followed by responses.
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• “Can you list the areas you feel you need to work on to be a better leader?” • “being more helpful” • “confidence in public speaking” • “communicating more with my team” • “parliamentary procedure” • “listening to others” • “What will you do differently now based on what you have learned at District Leadership Lab?” • “be constructive and responsible” • “be more organized” • “take more responsibility and be more of a leader” • “I will listen to other people’s ideas better” • “teach others” • “Is there anything else you would like to say about Leadership Lab?” • “it was fun and I met a lot of people” • “my team leaders were amazing” • “this camp is awesome” • “it was like no other camp I have been to...it was fun” • “amazing experience” Demographics. The assessment asked a few demographics questions to gather a little information about who attended the event. Participants were asked about the number of years they have attended leadership lab, gender, age, race & ethnicity, and residence. Summary Leadership Lab continues to provide a valuable avenue for youth to learn leadership and life skills that are valuable to them and their local 4-H clubs. Youth meet new people, explore their own abilities, and evaluate how to use what they have learned to improve themselves and others in 4-H. The youth are primarily from small communities and ranches, are diverse in their race/ethnicity, and are almost evenly distributed in age among eligible age groups. Many youth are repeat participants, but there appears to be a disproportionate number of girls to boys. Nonetheless, youth value the experience and even suggest that the event should be longer.
For more information contact:
Luis Saldana
Extension Program Specialist 2401 E. Hwy 83 Weslaco, TX 78596 Phone: 956-968-5581 lsaldana@ag.tamu.edu texas4-h.tamu.edu Page 35
COMMUNITY SERVICE EFFORTS
Relevance. Beginning in the late spring of 2011, Texas began to expereince wildfires throughout the state. Due to a lack of rain and and many years of forest build up, the wildfire continued throughout the summer with the worst of the occurring in the Bastrop County area in September. In addition to the Bastrop fire, numerous other major fires occurred in the Brazos Valley area as well. 2011 ended with the record of being the worst year in the history of Texas for wildfires. In addition to the issue of wildfires throughout Texas, the 4-H members also continued their commitment and dedication to the serving the citizens in other service projects as well. Response. Two significant community service projects were untaken on a state-wide level during 2011 to address both emerging and on-going needs of the citizens of Texas. In September when the fires devasted the counties of Bastrop, Grimes, and Waller counties, the Texas 4-H Youth Development Program implemented Operation Supply Drop to collect basic needs of water/ sport drinks, snacks, and chapstick for the first responders. On Saturday, October 8, 2011 4-H members from across the state participated in the third annual one day 4-H event. one day 4-H is an opportunity for each 4-H member, club, and/or county to identify a need within their community and then plan and implment a service project. Youth participating in the even come from both 4-H members and non-members, making it a great opportunity for showing other young people the fun that 4-H members have. Response. Texas 4-H members continue to make a strong impact when it comes to serving those in need. From the Operation Supply Drop to one day 4-H, members from throughout this state truly had a noticeable difference assisting throughout the state. The results of both service projects are summarizes below. Operation Supply Drop Cases of Water Cases of Sports Drinks Packets of Food Individual Lip Balm Other Items1 Money Collected 1
Other items included clothes, personal hygiene products, pet food, rubber gloves, cleaning supplies, bedding/linens, furniture, etc.
The retail value of all items collected totaled more than $160,000.00.
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9,281 5,259 20,336 7,427 11,789 $16.324.23
one day 4-H GENERAL DATA Number of projects reporting:
123
Number of youth/adults involved:
4,692
Total number of hours contributed:
206,464
Value of hours contributed:
$4,408,006
Number of people served/reached
206,464
Number of youth recruited to join 4-H:
170 PROJECT SPECIFIC DATA
Number of Pounds of Food Collected: Number of Packets Assembly for Military, Seniors, etc: Value of Care Packets Assembled and Distribute:
38,174 3,191 $9,295
Miles of Roads and Beaches Cleaned:
23.81
Number of Pounds of Trash Collected:
13,115
Number of other Community Organizations Involved:
219
Number of Volunteers from other Organizations Assisting:
518
How many people were exposed to 4-H through one day 4-H Activities: Number of people reached through Educational Programs:
1,788,434 4,492
Amount of money raised for causes/other organizations:
$34,689
Amount of money/goods contributed in-kind to one day project efforts:
$26,255
For more information contact:
Dr. Toby Lepley
Extension 4-H & Youth Specialist 4180 State Hwy 6 South College Station, Texas 77845 Phone: 979-845-1212 t-lepley@tamu.edu texas4-h.tamu.edu Page 37
TX4H.Int.2012 TLepley