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April 2008
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Ideas at WorkThe Use of Radio Broadcast, Internet, and Podcasting in A Family Life Education Program
Suzanna Smith
Donna Davis
Department of Family, Youth and Community Sciences IntroductionHistorically, family life educators have provided information through courses and print materials. More recently, educators have been disseminating information through the World Wide Web (Elliot, 1999; Hughes, 2001; Steimle & Duncan, 2004). One largely unexplored medium in family life education is radio, which has the potential to reach thousands of listeners at a time and gives a program widespread visibility and name recognition. Radio can be even more powerful when combined with newer technologies. Here we describe how Family Album Radio links a professionally produced radio program with an Internet presence and podcasting to reach families all over the globe. Components of Family Album RadioRadio BroadcastFamily Album Radio is a two-minute daily radio program that is a joint effort between the University of Florida Department of Family, Youth and Community Sciences, UF/IFAS Extension, and the University's public radio affiliate, WUFT-FM. A multidisciplinary team of faculty and staff develops scripts reporting current research and trends pertaining to parenting and child development, eldercare, nutrition and food safety, and financial management. Scripts are professionally produced for widespread distribution. Radio broadcast began in fall of 2004, and in the spring of 2005, Family Album Radio was made available via satellite to stations nationwide; in summer of 2006 it became accessible through a digital radio format (Content Depot). Internet PresenceThe Family Album Web site went live when the radio program was launched, at <http://www.familyalbumradio.org>. This companion site tells more about the show and provides links to resources. In addition, all shows are archived in both audio and text format on RadioSource.NET, so they are always available digitally. During the first year (October 2004-2005), Web traffic remained consistent at approximately 250 visits per week. In the fall of 2005, Web site traffic began to increase with the introduction of a satellite uplink and the debut of the program's podcast (Figure 1). Figure 1. PodcastingOne of the latest and fastest growing technological additions to the Internet is podcasting, a Web feed of audio or video files placed on the Internet by a podcaster. With podcasting, listeners can tune in with an Internet connection and an MP3 player found on most personal computers. Anyone can subscribe to podcasts using a feed aggregator, some of which are free and others, for purchase. Once listeners subscribe, they are automatically notified when new content is available. In addition to downloading the shows to a personal computer, a listener can transfer them to an iPod or any other MP3 player for convenient listening. Podcasts are made available through directories such as the iTunes podcast directory <http://www.apple.com/itunes/store/podcasts.html> and others listed on the Family Album Web site <http://www.familyalbumradio.org/podcasting.html>. Beginning in November 2005, Family Album was distributed to Internet users in podcast format. Each week, five segments are produced for podcast distribution, and listeners can download episodes by using the podcasting feature at the Family Album Web site. The debut of podcasting resulted in a huge increase in traffic to the Family Album Web site. Figure 2 shows that in the 3 months after the first podcast, page view counts leapt from approximately 880 per month to almost 1,800 in November, to 2,700 in December, and approximately 3,600 in January, 2006. The .rss link (or podcast link) has been the most viewed page on the site, by far. Web site hits doubled from approximately 6,500 per month during the past year to almost 12,000 after the launch of podcasting. Figure 2. Potential of Family Album for Extension ProgrammingRadio broadcasting, Internet technology, and podcasting have been an excellent media mix to reach and educate thousands of families. In the regional market, the daily broadcasts of Family Album Radio reach up to 80,000 listeners throughout 19 counties in north central Florida. The program has also been picked up in additional Florida markets and other states. Any radio station (National Public Radio affiliates or other stations) can offer Family Album Radio. Evidence of Interest in Family AlbumAlthough it has been difficult to document the number of radio stations broadcasting Family Album Radio, Web site and podcasting traffic data provide ample evidence of the broad reach of the program through the Internet. Furthermore, Family Album's audience resides throughout the world. The geographic origins of visitors to the Family Album Web site in 2005 were primarily North America (64%), Europe (4.23%), and Asia (1.4%), with some visitors from Oceana, South America, and Africa. Since the launch of podcasts in 2006, North America visits (primarily the U.S.) climbed from a monthly average of 325 to 1,037 in December and 1,404 in January--an increase of greater than 400%. Similarly, visits from Europe climbed from 26 visits in November to 59 in December and 79 in January. Although we cannot tell if those visits were a result of podcasting or a general increase in Internet traffic worldwide, these findings do indicate that Family Album has a growing international audience. Recently we launched an evaluation using an Internet survey tool that will help us document listener satisfaction with the program and its usefulness in their daily lives. Extending the Reach of Family Album Radio in Extension Family Life ProgramsSince we have audio files of Family Album radio broadcasts, we can create thematic CDs on a variety of topics to supplement Extension family life programs. For example, we are currently partnering with the United Way of North Central Florida and other community agencies on the United Way's national Success by 6 initiative. We have provided 1000 informational kits to expectant parents that include Family Album CDs, featuring 30 programs on parenting, nutrition, infant development, and childcare. We are also assisting county faculty in setting up their Web sites to link to audio files or podcasts of interest, such as shows on nutrition or family finance. We are also exploring other ways to provide the information from radio broadcasts in user-friendly formats, such as webcasting and blogging. This is uncharted territory for most family life programs but may prove to be cost efficient, interactive, and compelling. ConclusionFamily Album Radio's mission is to provide audiences with "timely, thought-provoking information on family trends, policies, and issues, and practical applications to help families improve their lives." Using a combination of evolving and emerging media has enabled us to reach a large audience with current information on family life. ReferencesElliott, M. (1999). Classifying family life education on the World Wide Web. Family Relations 48, 7-13. Hughes, R. (2001). A process evaluation of a Website for family life educators. Family Relations, 50, 164-170. Steimle, B. M., & Duncan, S. F. (2004). Formative evaluation of a family life education web site. Family Relations, 53, 367-376.
Extension's Role in Facilitating Collaborative Initiatives: Direct Marketing Farm Products on the Internet
Jessica Bagdonis
Joan S. Thomson
Craig Altemose IntroductionUsing the Internet to direct market farm products provides multiple opportunities for producers to expand their existing businesses. Most often, these initiatives are undertaken by individual businesses. However, recent efforts in Central Pennsylvania to facilitate multi-producer marketing initiatives suggest ways in which the Internet can be used to direct market farm products collaboratively. An appropriate role for Extension is to facilitate collaborative efforts to use the Internet to direct market farm products. In addition to increasing the profitability of small producers, collaborative marketing efforts can also contribute to sustainable community outcomes. Inherent in our discussion is the assumption that the principals of facilitating collaborative initiatives to direct market farm products online can also be used to facilitate collaborate initiatives in other programmatic areas. BackgroundDirect farm marketing provides the shortest link between consumers and food producers. Growing interest in food safety, food transportation costs, and sustainable agriculture has helped support the growth of direct marketing sales. Consumers with these interests often prefer to buy local food products directly from growers to ensure that producers meet their health and environmental standards (Gale, 1997, p. 19). An increase in online shopping parallels changes in consumer preferences. Approximately 70% of Internet users in the United States have reported that they shop online (Pew Internet, 2006). Producers have begun to take advantage of the Internet by developing their own Web sites to promote their products to a wider audience that they may not have reached through traditional, face-to-face direct marketing strategies. While individual online direct marketing has helped some farmers increase their profitability (Ball & Duval, 2001), Klotz (2002) highlights some of its limitations. First, producers must consider how they will distribute food products through ground transportation, local pick-ups, or shipping. Second, shopping online occurs seasonally; approximately one-third of overall online shopping takes place outside of the growing season during the months of October, November, and December. Additionally, producers must have the necessary expertise or hire someone to develop and manage their Web site for which they must pay Web hosting fees. They must also regularly update their Web site to announce the availability of current products, as well as maintain a current e-mail list to correspond with buyers. Although making use of the Internet can expand customer bases and be convenient for shoppers, such sites minimize the personal, face-to-face connections that more traditional marketing initiatives, such as roadside stands and farmers markets, provide. Collaborative initiatives, however, can help overcome some of the limitations associated with individual online direct marketing by taking advantage of economies of scale in advertising, packaging, and transporting products. Additionally, Bregendahl and Flora (2006) have documented ways in which collaborative agricultural marketing efforts contribute to sustainable community outcomes, such as healthy ecosystems, vibrant regional economies, and social equity and empowerment. These community outcomes offer extended benefits that are not as readily observable from individual producer initiatives. By facilitating cooperative marketing initiatives Extension involves a wider, more diverse audience in its efforts to support vibrant, local communities. DiscussionAs described above, Extension can facilitate local farmers' interest in identifying and implementing online collaborative marketing tools. To support such initiatives, we recommend that Extension educators carry out the following steps. 1. Determine Interest LevelConduct a needs assessment by contacting local producers and potential buyers (individual or institutional) to determine if interest in and a need for such an initiative exists. Initial contacts with producers and buyers should lead to others with potential interest in online marketing. 2. Form a Steering Committee from Initial ContactsEncourage the most interested producers and buyers to serve on a steering committee. In their study on the effectiveness of community-based steering committees, Banach, Zunz, and LaPointe (2006) suggest that Extension personnel can play an important role in the development of collaborative projects by helping to recruit steering committee members who exhibit strong leadership skills. Doing so ensures sustainability of the group when Extension steps away from the project. Steering committee members should represent diverse interests, including those of producers, individual consumers, and institutional buyers. To develop collaborative initiatives to direct market farm products online, the steering committee should evaluate various online software models, develop a business plan, pilot the program using online software, and serve as liaisons to other interested producers and buyers. The Oklahoma Food Cooperative <http://www.oklahomafood.coop>, Winter Harvest <http://www.farmtocity.org>, and Locally Grown <http://www.locallygrown.net> offer software models for collaborative online marketing. 3. Be TransparentKeep all individuals with whom you have discussed the initiative apprised of new developments by sending updates via an e-mail distribution list or occasional mailings. Continue to encourage individuals to join and contribute to the collaborative initiative at all stages of the project. Representatives of those who can potentially benefit from online marketing must be involved in its planning, implementation, and evaluation to ensure long term sustainability of the initiative. 4. Be FlexibleConsidering the context of the community, help the steering committee identify what will work best for the group in terms of delivery, financial transactions, and the management of other logistical concerns. Start small and allow the initiative to grow naturally. 5. Evaluate ContinuallyThings change constantly; continually monitoring and evaluating business plans to reach future goals is important. This oversight includes incorporating a marketing plan for growth and sustainability. 6. Measure ImpactsTrack number of sellers and buyers, number of sales, and dollar amount of sales at implementation and at regular intervals thereafter. Using previous accounts of sellers, buyers, and sales provides a documentation of actual impact. Such evidence is often useful as well as necessary to secure future investments in and funding for the project. ConclusionExtension educators have a long history of supporting individual producer initiatives. Facilitating collaborative online marketing initiatives can help individual producers expand sales plus extend additional benefits to the community by contributing to sustainable community outcomes. In a climate of decreasing resources, Extension must be involved in programming that positively affects wider, more diverse audiences and interests. Collaborative online direct marketing is one example of such innovative programming. ReferencesBall, T., & Duval, Y. (2001). Direct marketing of farm products via the Internet: A survey of smallfarms.com members. Farm Management, 11(2), 123-129 Banach, M., Zunz, S., & LaPointe, N. (2006). Community collaboration: Effective partnerships with steering committees. Journal of Extension [On-line], 44(1) Article 1FEA3. Available at: http://www.joe.org/joe/2006february/a3.shtml Bregendahl, C., & Flora, C. B. (2006). The role of collaborative community supported agriculture: Lessons from Iowa. Ames, IA: North Central Regional Center for Rural Development. Retrieved December 5, 2006 from: http://www.ncrcrd.iastate.edu/projects/csa/CSAReport-2006-LessonsFromIowa.pdf Flora, C.B., Flora, J.L., & Fey, S. (2004). Rural communities: Legacy and change. 2nd ed. USA: Westview Press. Gale, F. (1997). Direct farm marketing as a rural development tool. Rural Development Perspectives, 12(2), 19-25. Klotz, J.C. (2002). How to direct-market farm products on the Internet. Retrieved December 5, 2006 from: http://www.ams.usda.gov/directmarketing/internetmarketingf.pdf Pew Internet & American Life Project. (July 19, 2006). Internet activities. Retrieved January 8, 2007 from: http://www.pewinternet.org/trends/Internet_Activities_7.19.06.htm
Mystery or Magic--A Grants Review Process that Works
Karen S. Bruns BackgroundExtension organizations award grants to seed innovative programs. Many Extension professionals serve on community boards that fund grants. The review of these grants can be mysterious and secretive, or it can be a magical, open learning process for the reviewers and grant applicants. At Ohio State University, the mystery is taken out of the grants review process for two grants programs that support outreach and engagement projects. Since 1997, OSU CARES (Community Access to Resources and Educational Services) and University Outreach and Engagement have awarded over $1 million in grants to support expanded outreach. OSU CARES provides $10,000 grants to fund outreach partnerships between OSU Extension and University departments. The University Outreach and Engagement grants support departments to expand their outreach and engagement mission and range from $10,000 to $100,000. Review ObjectivesThe grants process is a means to seed new initiatives and to educate both applicants and reviewers. Reviewers broaden their understanding of outreach/engagement. Applicants expand their understanding of a well developed initiative. Both learn about potential partnerships across units. Grants Review PreparationWith these objectives in mind, an open review process is used. A review team is identified that represents the diversity of Extension (for OSU CARES) or the university (for University Outreach and Engagement). Because the reviewers vote for what they perceive as the strongest grants throughout the review process, it is important to have a committee large enough so that when the reviewers vote there are a sufficient number of ballots to allow for natural clustering of votes around the strongest grants. Yet it is important to have the committee small enough to be manageable. This is usually nine to 12 members. For the first step, the reviewers score grant proposals as "fund," "maybe fund," or "do not fund." This initial review reduces the number of applications to a manageable number. Reviewers are assigned grants to score in this initial review. At least three reviewers should read and score each proposal. By summarizing the scores and facilitating a discussion with the reviewers the grants can be grouped into three categories:
This facilitated discussion is especially useful for the "maybe invite" category. It gives the committee an opportunity to debate and discuss the merits of the proposals which then impacts who is invited for interviews. When it is decided which grants will be interviewed, a reviewer is designated as "lead questioner" for each grant. The team then discusses the questions reviewers have about each grant. This helps the "lead questioner" ask meaningful questions during the interview process. Interviewing GrantsNext, the reviewers meet to interview the grant applicants. For this meeting, the reviewers read and review all applications, and the lead questioners finalize their questions for the grant authors. This meeting is divided into three sections. First the reviewers meet for 45 minutes to preview the questions. Then the committee meets with all grant applicants to ask the questions. Finally the committee meets to make decisions on funding which usually take 45 minutes. During the interview section, all grant applicants and reviewers meet together. The grant applicant comes forward, and the lead questioner spends 7 to 8 minutes asking the grant applicant questions. The facilitator is essential. She or he needs to clearly articulate and manage a very collegial environment. The facilitator manages the time so each applicant receives equal interview time. This is aided by encouraging applicants to provide concise answers with new information when responding to questions, rather than rehashing their proposal. The review process gives the applicants an opportunity to learn about each application and to meet possible future collaborators. The reviewers have a stronger base to make decisions since their questions about the proposals are answered. Making Final DecisionsAfter interviewing the applicants, the reviewers identify grants they wish to fund. The grants are listed on a flip chart, and reviewers give their top grants a hash mark. With a review of the scores and a facilitated discussion, the reviewers can make their funding decision usually in less than an hour. It is the role of the facilitator to ensure that the reviewers conduct a sound review. The facilitator must identify key decision-making points and ask reviewers to validate their decisions. These points may include when reviewers identified grants to invite for interviews, when lead questioners identified questions, and when reviewers identify grants for funding. The facilitator must make sure reviewers are comfortable with their decisions by asking questions such as the following.
ConclusionDoes the process work? The feedback from both the reviewers and grant applications affirms the process. Each year new members of the review committee comment that they did not think it would work to include all the applicants in the interviews, but to their surprise it worked well, and the applicants were intently listening to their "competition." As mentioned previously it has allowed for linkages among applicants. The interview often alters the team's decisions because of the new information gained through the interviews. Since this process was put into place, questioning about why an applicant did not receive funding has decreased. During the review, applicants see the difference between their grants and that of the award winners. Also, the facilitator can use the review as a teaching moment. At the end of the interviews, the facilitator summarizes the questions asked and discusses the essential information the reviewers saw in proposals. This discussion reinforces the objectives identified in the grant program and takes the mystery out of applying and awarding grants.
The 4-H Computer Refurbishing Program: An Implementation Model
Bradley S. Barker
Kristin L. Warner
University of Nebraska-Lincoln IntroductionOver 48.5 million computers in the U.S. are discarded each year. One and a half million of those end up in landfills, while another 31.5 million are sent to other countries where they are disassembled, releasing toxins into the environment (Mantzaris, 2005). To combat this growing problem, 4-H'ers at the 2006 National 4-H Technology and Leadership Conference gave new life to older, but still usable, computers by refurbishing donated computers, and presenting them to a local charity for distribution. The project benefits the environment by decreasing the number of discarded computers, while at the same time providing youth technology training, an important 21st century job skill (Markus A. Foster Educational Institute, 2006). The goal of this computer refurbishing project implementation model is to assist youth development leaders and volunteers to establish a similar program in their communities. In addition to the model, specific examples from the 2006 National 4-H Technology and Leadership Conference computer refurbishing program are provided. The three steps to develop a computer refurbishing project include:
About Service LearningWhen students use classroom skills to build a wheelchair ramp or teach their peers CPR or grow vegetables for a food bank or build and maintain nature trails, they are engaged in service learning (Richardson, 2006). Service learning combines youth development and community improvement to enrich the lives of youth participants, adult mentors, and community leaders. Because it focuses equally on student growth and community problem solving, service learning steers real-world education toward projects that promote the public good (National 4-H Council, 2002). The 4-H Computer Refurbishing ModelStep 1: Project PlanningThe first step in implementing a computer refurbishing program is to develop a plan of work. Planning considerations include:
Minimum SpecificationsThe first step in project planning is to determine the minimum specifications for the donated computers and monitors. Each operating system has minimum requirements for effective performance. For example, Windows 2000 requires:
Potential donors should know the minimum requirements when contacted regarding the donation. When in doubt, collect the manufacturer, model number, and serial number to look up the technical specifications of the donated computer. Acquisition and StorageOnce the minimum specifications are determined, potential donors can be identified and contacted regarding possible donations. After donors are identified, transportation of the donated computers must be considered. In county Extension offices, donors were asked to bring the computers directly to local offices. Plan in advance for storage and workspace that will be needed. Determine Operating SystemThe third step in project planning is to determine what operating system (OS) will be installed on the refurbished computers. For security reasons and to ensure optimum performance, each hard drive should be reformatted and a new OS installed. Microsoft offers low cost operating systems through the Microsoft Authorized Refurbisher (MAR) program. Distribution of Refurbished ComputersThe fourth project planning step involves deciding how computers will be distributed to the community after they have been refurbished. A well thought out distribution plan will minimize transportation costs while serving the community at the same time. BudgetFinally, during the planning process, evaluate potential expenses based on expected donations and create a program budget. The program will incur costs, such as storage or transportation, even though the donated computers are free. Items to consider in the budget include:
Step 2: Inventory ManagementThe second step of the implementation model is to examine how equipment and software will be sorted and managed. It is important to test computers to make sure they work properly. Manage your inventory by identifying computers that are ready to be refurbished from those that are non-functioning. Step 3: Volunteer TrainingThe main workforce for the project is comprised of adult and youth volunteers. Training is an important component in the program model, because the volunteers may have little experience working with computers. Computer refurbishing training can be done in a few hours in person or on-line. Topics that should be covered include:
For the 2006 Technology Conference, five separate training workshops were held over a period of 2 months to train volunteers. Implementation Results from the National 4-H Technology and Leadership ConferenceThe three-step model was successfully implemented at the 2006 National 4-H Technology and Leadership Conference. Approximately 200 delegates refurbished over 90 computers in 4 hours. Fifteen adult volunteers were trained prior to the conference and assisted the youth. During implementation of the project the following problems were experienced: inadequate staff involved in the inventory process, electrical power for equipment, insufficient cleaning supplies, and unexpected hardware issues. The first problem we faced was during the inventory process. Because of the large number of computers and monitors donated, the inventory process became very cumbersome. All equipment had to be powered on and checked, which required a great deal of time and manpower. A number of staff members and student workers spent many hours inventorying equipment prior to the event. One immediate problem during the event was the logistics of getting power to each CPU. Because so many computers and monitors were drawing electricity at the same time, we had to balance the electrical load on more than one circuit in the building. Our solution was to purchase additional extension cords and power strips to tap electrical outlets that ran on separate circuits. Moreover, the computer equipment was extremely dirty, requiring more cleaning kits than available on-site. No solution was immediately available, so participants were asked to conserve and share. An important lesson derived from the project is the cleaning kit to computer ratio should be around one kit for every two computers. Another issue that came to light is that not all computers we had available for the project and carefully inventoried were salvageable. About 10% of the computers had hardware problems beyond our expertise and, therefore, were not refurbished. These computers were stripped of components and reused. Overall, the project was very successful. The trained volunteers kept the youth and adult participants on track and organized. The youth participants were able to dismantle and clean the computer systems efficiently and with relative ease. In addition, volunteers were remarkably adept at diagnosing and trouble shooting hardware and software problems. Many participants were refurbishing multiple computers at one time. In the end, it became an impromptu competition to see who could refurbish the machines the fastest. ReferencesMantzaris, A. (2005). Working to end the global e-waste Epidemic. Retrieved June 26, 2007 from: http://www.techsoup.org/learningcenter/hardware/page2195.cfm Markus A. Foster Educational Institute (2006). Building connections: Creating a successful computer reuse program. Retrieved April 17, 2008 from: http://www.americaconnects.net/research/mafeicomputerreuse.asp National 4-H Council (2002). The national conversation on youth development in the 21st century. Final Report. Retrieved April 17, 2008 from: http://www.4hcentennial.org/conversations/main.asp Richardson, S. (2006). The power of service learning. Techniques: connecting education and careers, 81(1), 38-40.
Adventure Programming in an After-School Environment
Chad Ripberger IntroductionOver 14 million or 25% of K-12 youth are unsupervised during the after-school hours (Afterschool Alliance, 2004). An increasing amount of research (National Institute on Out-of-School Time, 2005) illustrates the need for quality after-school programming as well as the benefits of participation. One of the greatest assets of quality after-school programs is the opportunity for youth to develop competence in many areas that are placed secondary to academic achievement during the school day (Gootman, 2000; Halpern, 2005; Miller, 2003). Adventure programming, because of its appealing and engaging nature and focus on life skill and character development, presents promise for 4-H professionals delivering programming in an after-school environment. Adventure programming includes properly sequenced and facilitated initiative activities (team and individual), challenge courses (low and high elements), and outdoor pursuits (such as canoeing, rock climbing, and hiking). In early 2004, Mercer County 4-H developed 4-H Afterschool Adventure for youth enrolled in the City of Trenton's after-school initiative. 4-H Afterschool Adventure targets the development of five life skills (goal setting, problem solving, communication, team building, leadership) and four character traits (self-confidence, tolerance, respect, trust) from Webb's model, The Developmental Stages of Recreation and Its Associated Benefits (1996). Program Design and ImplementationThe 12-week program involves introductory personal development activities, a series of group initiative activities, and four outdoor adventure activities. The program has been delivered five times to a total of 100 youth at four after-school sites. 4-H staff meet with 20 youth for a minimum of 2-3 hours once a week. Introductory Classroom-Based ActivitiesThree classroom-based programs are used to prepare the youth for successful participation in the group initiative activities and outdoor adventures: Discovering My True Colors (see <http://www.truecolors.org>; ©2000 True Colors, Inc.), SMART Goal Setting (Goal Setting Lessons, pp. 302-314, from RISE; University of Connecticut Cooperative Extension System, 2000), and Six Pillars of Character (see <http://charactercounts.org/>; Character Counts!SM). The True Colors program, Flying Your True Colors for True Success (Lowry & Echols, 2000), is used to provide the students the opportunity to better understand their true selves. The participants identify their dominant personality type, which helps them have a clearer understanding of what motivates them at school, with their friends, and at home. By recognizing and appreciating the differences in others, the students are able to better communicate and partner with one another. The principles of SMART Goal Setting are introduced during an early session of 4-H Afterschool Adventure. Participants discover the value of effective goal setting and learn how to set goals that are Specific, Measurable, Action-oriented, Realistic, and Timely. During the group initiative activities and outdoor adventure activities, the participants have several opportunities to practice their goal setting skills. An overview of the Six Pillars of Character focuses on activities that illustrate the traits of trustworthiness and respect as background information for the discussions that will occur during the debriefing of the group initiative activities. Group Initiative ActivitiesDuring 4-H Afterschool Adventure, several group initiative activities (Cain & Jolliff, 1998; Rohnke, 1984, 1989; Rohnke & Butler, 1997) are utilized to foster life skill and character development. Initiative activities used include Key Punch, Moonball, Object Retrieval/Toxic Waste, TP Shuffle, Swamp Crossing, Pipeline, All Aboard, Life Raft, and Trolley. Group initiative activities provide the challenge and excitement needed to motivate the students and capture their attention. However, in order to be successful in each activity, the students eventually discover the necessity of effective leadership, team building, goal setting, communication, planning, and decision-making. Activities are sequenced to allow the teams of participants several opportunities to build upon previously learned skills. 4-H staff facilitate and debrief each activity to capitalize on each "teachable moment" and allow the students to discuss and process the lessons learned from each activity. Outdoor Adventure Activities4-H Afterschool Adventure youth participate in a minimum of five outdoor adventure activities, including simulated rock climbing, horse grooming and riding, canoeing, and mountain biking. These outdoor adventure activities are included to provide participants an opportunity to experience physical and mental challenges that lie outside of their comfort zone. Through risk taking, trust, and commitment, youth are able to achieve beyond preconceived expectations--providing for increases in self-confidence. Program EvaluationSeventy of 100 participants completed a survey designed to collect their perceptions of the program's impact (Table 1). Participants responded to fifteen items using a scale of 1 to 5: NO WAY! (1), No (2), I Don't Know (3), Yes (4), ABSOLUTELY! (5).
The survey also asked the youth to list the two most important things they learned as a result of 4-H Afterschool Adventure. Of the 129 responses, 35 % indicated teambuilding or the value of teamwork, 9% indicated the value of commitment and persistence, and 6% indicated trust of peers. Conclusion4-H Afterschool Adventure demonstrates the potential for incorporating adventure programming into after-school programs. The introductory activities and group initiatives are mobile enough to easily be incorporated into any after-school program. The use of culminating outdoor adventure activities is dependant on the availability of such resources in the community. While adventure activities are often a small part of short programs, retreats, or camps, collaborating with after-school programs provides enough time to more fully realize the benefits of adventure programming. While not a primary objective, the program was also effective in increasing the youth's sense of appreciation and responsibility for their natural environment. ReferencesAfterschool Alliance. (2004). America after 3 PM: A household survey on afterschool in America: Key findings. Washington DC: Author. Cain, J., & Jolliff, B. (1998). Teamwork and teamplay. Dubuque, IA: Kendall-Hunt Publishing. Gootman, J. (2000). After-school programs to promote child and adolescent development: Summary of a workshop. Washington DC: National Academy Press. Halpern, R. (2005). Confronting the big lie: The need to reframe expectations of afterschool programs. New York, NY: Partnership for After School Education. Lowry, D., & Echols, E. (2000). Flying your true colors for true success. Riverside, CA: True Colors, Inc. Publishing. Miller, B. (2003). Critical hours. Boston, MA: Nellie Mae Foundation. National Institute on Out-of-School Time. (2005). Making the case: A fact sheet on children and youth in out-of-school time. Wellesley, MA: Author. Rohnke, K. (1984). Silver bullets: A guide to initiative problems, adventure games, and trust activities. Hamilton, MA: Project Adventure, Inc. Rohnke, K. (1989). Cowstails and cobras II: A guide to games, initiatives, ropes courses, and adventure curriculum. Dubuque, IA: Kendall-Hunt Publishing. Rohnke, K., & Butler, S. (1997). Quicksilver: Adventure games, initiative problems, trust activities, and a guide to effective leadership. Dubuque, IA: Kendall-Hunt Publishing. University of Connecticut Cooperative Extension System. (2000). RISE: A 4-H workforce readiness program for youth. University of Connecticut. Webb, D. J. (1996). Outdoor recreation program directory & date/resource guide (2nd ed.). Boulder, CO: Outdoor Network.
Increasing EFNEP Program Outreach and Enhancing Program Content Through Local Partnerships
Punam Ohri-Vachaspati Over the past 8 years, Expanded Food and Nutrition Education Program (EFNEP) in Cuyahoga County, Ohio has developed a number of local partnerships to bring additional resources for the program. As a result, EFNEP has been able to expand its outreach as well as enhance its programming efforts. This article describes two examples where EFNEP in Cuyahoga County has collaborated with other partners to strengthen its efforts to benefit program participants. EFNEP is a national nutrition education program funded through United States Department of Agriculture's Cooperative Research Education and Extension Services (CREES) in all 50 states and six U.S. territories. EFNEP targets limited resource families with children and limited resource youth and teaches them strategies for making healthy and inexpensive food choices in order to improve their nutritional well-being. EFNEP has been shown to be a cost-effective program. A study done in Virginia by Rajgopal, Cox, Lambur, and Lewis (2002) showed that for every dollar spent in nutrition education, a saving of $10.64 can be expected from reduced future health care costs. Burney and Haughton (2002) in Tennessee showed that for every dollar spent on EFNEP, $2.48 is saved on food expenditures by the program participants. EFNEP has been operating in Cuyahoga County, Ohio since its inception in 1969. The program has come to be recognized as a premier nutrition education resource for limited resource audience in the county. While EFNEP has had a long history of successfully providing nutrition education, the program had not seen any significant funding increase since the 1980's. Therefore, the total number of outreach workers supported by the program in 2006 was lower compared to the numbers in 1990's. For example, 16 adult EFNEP educators were supported by the program in 1995 compared to 11 in 2006. The need for outreach to limited resource audience in Cuyahoga County continues to be critical. City of Cleveland, the county seat, was declared the poorest city in the nation in 2004 and 2006 by the census bureau. The two collaborative efforts described below are examples of how EFNEP is continuing to meet the needs of its clientele in the era of limited federal funds. Steps to a Healthier ClevelandUnder the leadership of Cleveland Department of Public Health, Cleveland, Ohio received the 5-year Steps to a HealthierUS grant in 2003. The Steps to a HealthierUS Cooperative Agreement is a U.S. Department of Health and Human Services program advancing the HealthierUS goal to help Americans live longer, better, and healthier lives. Through funding of community-based interventions, this program aims to reduce the burdens of diabetes, obesity, and asthma, and address three related risk behaviors, poor nutrition, physical inactivity, and tobacco use and exposure. One of the community interventions that Steps to a HealthierUS in Cleveland funded was Cuyahoga County's EFNEP program. It allowed for an expanded and enhanced outreach of the youth-EFNEP program by hiring a 95% outreach worker. The Steps-EFNEP outreach worker reaches out to 5th and 6th grade children, while the 3rd and 4th grade children are reached by the traditional federally funded EFNEP program. This doubles the exposure that children in the program have to age-appropriate nutrition education program that has been found effective in two recent studies (Rabe, Ohri-Vachaspati, & Scheer, 2006; Townsend, Johns, Shilts, & Farfan-Ramirez, 2006). The Steps grant also adds an experiential component to the summer youth-EFNEP program to target three specific obesity related behaviors, choosing fruits and vegetables as snacks, choosing healthy beverages, and being physically active. The funds are used to purchase food and materials for food tasting and other hands-on activities. In addition, resources are being developed to engage parents through newsletters, in-school attractive and interactive displays, and parent partner activities that promote the role of parents as effective role models in helping their children make healthy choices. City Fresh--A Community Foods ProgramIn 2003, Ohio State University Extension, Cuyahoga County and the New Agrarian Center based in Oberlin, Ohio put together a collaborative to improve access of fresh locally grown produce to low-income inner-city neighborhoods by creating a sustainable local food system. The collaborative received a 3-year Community Foods Projects project grant. EFNEP, Community Gardening, and Community Development program at OSU Extension contribute to this multi-agency initiative. For the past two summers, produce from local farms has been brought to the neighborhood Fresh Stops where weekly "market bags" that include a mix of produce available from local farmers are sold at subsidized prices to low-income families. City Fresh brings competitively priced, fresh, locally grown produce right to city neighborhoods. EFNEP complements the program by bringing easy-to-prepare recipes that can be tried at City Fresh Food Stops. These recipes are prepared using produce available at the Fresh Stops. City Fresh shareholders get a packet of nutrition education materials including the recipe of the week in their weekly produce bags. All the materials distributed through the City Fresh program are available in English and Spanish. EFNEP also provides nutrition displays and brief presentations on current nutrition topics like the new MyPyramid, fruits and vegetables--how they help prevent chronic diseases, healthy choices when eating out, nutrition facts labels, etc. An incentive-based system has been developed where City Fresh participants who participate in nutrition education sessions for at least 10 weeks graduate from EFNEP and also receive a free bag of fresh produce. At the end of the 15-18 week program, all program participants receive a recipe book containing all City Fresh recipes and educational materials. For the next year's program, recipes are being solicited from program participants. These will be tested in our kitchen, analyzed for nutrient content, and used in the program to enhance participant ownership. Materials and concepts developed through programs like Steps and City Fresh enhance the "traditional" EFNEP program, thus having a longer term impact on the overall program capacity and quality than the length of the grant or contract. ReferencesRajgopal, R., Cox, R., Lambur, M., & Lewis, E. C. (2002). Cost-benefit analysis indicates the positive economic benefits of the Expanded Food and Nutrition Education Program related to chronic disease prevention. Journal of Nutrition Education and Behavior, 34(1):26-37. Burney, J., & Haughton, B. (2002). EFNEP: A nutrition education program that demonstrates cost-benefit. Journal of the American Dietetic Association, 102:39-45. Rabe, M., Ohri-Vachaspati, P., & Scheer, S. D. (2006). The influence of the Youth Expanded Food and Nutrition Education Program on nutrition knowledge and self-reported behaviors of elementary school children. Journal of Extension. [On-line], 44(3) Article 3RIB6. Available at: http://www.joe.org/joe/2006june/rb6.shtml Townsend, M., Johns, M., Shilts, M .K., & Farfan-Ramirez, L. (2006). Evaluation of a USDA nutrition education program for low-income youth. Journal of Nutrition Education and Behavior, 38:30-41.
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