@article {9973, title = {Building Life Skills and Interest in STEM Through Rural 4-H Robotics Camps}, journal = {Journal of Human Sciences and Extension}, volume = {6}, year = {2018}, month = {2018/02/28/}, abstract = {

Many rural communities are looking for inexpensive and innovative ways to engage youth in science, technology, engineering, and mathematics (STEM). University Extension 4-H programs offer a unique platform to increase rural youth exposure to STEM and build important life skills. This study employed a mixed-methods approach to examine ways in which 47 youth in five rural robotics day camps grew in targeted 4-H life skills and enthusiasm for science. Campers perceived growth in their decision making and ability to use limited resources during these short day camps. Furthermore, participant observations and responses to open-ended prompts in their \“science notebooks\” provided insight as to potential mechanisms for this growth and behavioral patterns that enhanced the camper experience. We argue that increasing STEM knowledge and skills alone is not sufficient and that future STEM-focused programs should also target life skills such as decision making, teamwork, and communication.

}, keywords = {4-H, life skills, robotics, rural, STEM, Youth Development}, url = {https://www.jhseonline.com/article/view/644}, author = {Sage, Rayna and Vandagriff, Jaymie and Schmidt, Janet} } @article {9975, title = {From Context to Outcomes: A Thriving Model for 4-H Youth Development Programs}, journal = {Journal of Human Sciences and Extension}, volume = {6}, year = {2018}, month = {2018/02/28/}, abstract = {

The contemporary Extension 4-H program is focused on positive youth development, providing experiences that increase the likelihood of enhanced wellbeing and optimal development for 4-H participants. Despite the longevity, reach, and success of the 4-H program, however, with few notable exceptions, there has been relatively little attention paid to elucidating the underlying program theory and the actions that put the theory into motion. As a result, no one model or framework guides the program uniformly across the 4-H system, resulting in numerous ways of describing and measuring the impact of the 4-H program on young people. This paper proposes a 4-H program model that connects the 4-H program context to youth developmental outcomes through the mediating process of youth thriving. The model is based on a synthesis of extensive research conducted in the field of youth development and elucidates the processes that facilitate developmental change in youth. Implications for model use as well as professional development are considered.

}, keywords = {4-H, Capacity-Building, Evaluation, Program Theory, Youth Development}, url = {https://www.jhseonline.com/article/view/653}, author = {Arnold, Mary E.} } @mastersthesis {9952, title = {Beliefs of Georgia 4-H environmental educators regarding {\textquoteright}effective{\textquoteright} teaching}, volume = {Agricultural and Environmental Education}, year = {2017}, month = {2017}, school = {University of Georgia}, type = {Master{\textquoteright}s thesis}, address = {Athens, GA}, abstract = {

Previous research examined the positive learning outcomes of environmental education (EE), yet few explored how outcomes were achieved through nonformal teaching methods. The purpose of this study was to describe how environmental educators educational background relates to teaching methods used, and perception of effective instruction at Georgia 4-H centers. Six interviews and four observations were conducted with 4-H environmental educators in Georgia who possessed a natural science or non-science educational background. Cross-case analysis compared interview and observation findings. Six main themes emerged from the raw data surrounding participants perception of effective environmental education. Effective instruction involved: novelty, connections, personalization of curriculum based on educator characteristics, management of the learning environment, use of extra resources, and student engagement and inclusion. Banduras triadic reciprocality model provided a basis for interpreting the findings and recommendations for research and practice.

}, keywords = {4-H, effective teaching, Environmental education, environmental educators, non-formal education, teaching methods, triadic reciprocality model}, author = {Goldsmith, Hannah Lillian} } @mastersthesis {9500, title = {History of Virginia{\textquoteright}s 4-H camping program: A case study of events leading to the development of the 4-H educational centers}, volume = {Ed.D.}, year = {1997}, note = {

Abstract by Ginger Larson

}, month = {01/1995}, pages = {130}, school = {Virginia Polytechnic Institute and State University}, type = {Doctoral diss.}, abstract = {

The purpose of this dissertation is to document and analyze the theories that formed the basis for the development of Virginia 4-H camps which led to the creation of 4-H educational centers. The methodology use din this paper included the documentation of historical records as well as interviews with 4-H camp founders that delved into the issues of the camps\&$\#$39; formation, procedures and rationale. The case study represents four objectives in that it documents the camping movement in the US and the start of 4-H, examines the creation of the 4-H camping movement, documents the people, activities and inauguration of the 4-H camping program in Virginia including the historically segregated white and African-American camping programs, and finally, gives the history of the six 4-H educational centers in Virginia.

}, keywords = {4-H, camping, cooperative extension, educational centers, virginia 4-H}, url = {http://hdl.handle.net/10919/30597}, author = {Robert Ray Meadows} }