4-H Club Work; results of a study on interests of young women - Hulda Elizabeth Horst (Ohio Agricultural College)
published prior to 1936, listed on page 24 of  "Bibliography on Extension Research", Miscellaneous Extension Publication no.27, March 1936

Impact of 4-H volunteer management program on volunteer satisfaction and youth engagement in core experiences - Donna Carter
Two year study identified needs of volunteers and the corresponding impact on volunteer satisfaction and implementation of core experiences with 4-H club members once the identified needs were addressed. Findings revealed that volunteers are more satisfied and club members are more engaged in core experiences.

Exploration of Current and Potential Resources to Support Florida 4-H Volunteers - Dillard, Julie P (Florida State University, 2022)

Exploring Public Speaking Self-Efficacy in the 4-H Presentation Program - Marshall-Wheeler, Nicole; Meng, Yu; Worker, Steven (The Journal of Extension, 2022)

Improving Food Safe Recipe Research and Training: Creating Recipes with Food Safety in Mind - Palucki, Alexis (Pennsylvania State University, 2022)

Towards culturally relevant 4-H agriculture programming for urban youth: Identifying potential design principles and outcomes - Wilson, Jordan Latrice (Virginia Tech, 2022)
Historical context of African Americans within agriculture has produced negative perceptions of agriculture within African American populations today. Furthermore, many minority youth who reside in urban areas are disconnected from agriculture because of lack of access, limiting contact to food production systems to consumption. In rural areas that are dedicated to agriculture and farming, youth can witness agricultural principles daily and many of them have lived experiences with agriculture. Non-formal educational programming such as 4-H is beneficial for exposing and including urban youth into agricultural educational programming. 4-H programs can connect with schools, after school programs and other youth organizations in urban areas to reach youth but the needs of this audience must be attended to. The purpose of this qualitative study was to understand design principles that can be beneficial in increasing urban youth participation in 4-H agricultural programming while also utilizing culturally relevant pedagogy facets within 4-H programming. Seven 4-H agents were interviewed with individual and focus group interviews. Descriptive coding, in-vivo coding, and value coding methods were utilized during first cycle coding. Literature from Gloria Ladson-Billing's theory of culturally relevant pedagogy (CRP) was utilized to frame the research questions, a priori table, and interview guides in the study. Findings from the study indicated that CRP facets were emerging in 4-H programming and within 4-H agents. Although, CRP facets are emergent, design principles for 4-H programs must be developed to ensure issues such as equity, diversity, and inclusion is represented throughout all 4-H programs.

An examination of the relationship between personality traits and servant leadership in youth in the 4-H Program - Valdez, Andréa (Our Lady of the Lake University, 2021)

The Influence of Participating in Livestock Projects on 4-H Developmental Outcomes Among Pima County Senior 4-H Members As Perceived by Their Parents - Gilbert, Autumn (The University of Arizona., 2021)
The purpose of this study was to describe the influence of participating in livestock projects on 4-H developmental outcomes among senior Pima county 4-H members in the last four years as perceived by the member’s parents. The study also sought out to, compare these outcomes among the different livestock species (Beef, Goat/Sheep and Swine. An electronic questionnaire was sent out and 54 respondents were analyzed to reach the findings. Participants were asked questions about the perceived developmental outcomes their children gained from their time in a 4-H livestock project using the Thriving Model to generate questions to gauge these outcomes. The data shared that there is little difference when looking at developmental outcomes comparing species, however all species were very influential on these developmental outcomes as perceived by participants parents. It is recommended to continue supporting these projects and making them widely accessible for all youth who wish to participate in them.

The public service motivation of Kentucky 4-H youth development agents - Leger, Kimberly Adams (University of Kentucky, 2021)

4-H International Visitor Exchange Programming Barriers, Challenges, and Alternatives - Jayaratne, K.; Collins, Daniel (The Journal of Extension, 2020)

4-H Youth Leaders: Acquisition of Leadership Skills Based on Perceived Influence - Gray, Cathy Bartlett (University of Southern Maine, 2020)
Keywords: 4-H clubs; Étude et enseignement; Maine. Clubs 4-H; Maine. Leadership; Study and teaching; Study and teaching. 4-H clubs. Genre/Form: Academic theses. Academic Dissertation Academic theses. Thèses et écrits académiques

Best Practice Recommendations for Risk Management of 4-H Volunteers - Parker, Alton Leonard (University of Georgia, 2020)
The primary purpose of this research was to determine what 4-H Volunteer Leader risk management policies and procedures should be recommended as best practice recommendations to 4-H Programs across the United States.Two studies were utilized in the research. To determine the importance of 4-H Volunteer Leaders and 4-H Volunteer Leader risk management policies and procedures to a successful 4-H Program, a five-round Delphi study that used simple grouping, ranking, and a five-point Likert scale was conducted. The survey audience consisted of 4-H Agents and Educators from across the country who were identified by their State 4-H Leader as having a successful 4-H Program. There was a total of 47 people or 50% of the original group from 17 states who participated in all five rounds of the study. The data showed 4-H Volunteer Leaders rank as the most important asset and background screening ranked as the most important 4-H Volunteer Leader policy or procedure necessary to a successful 4-H Program.The second survey consisted of two qualitative and 36 quantitative questions. The survey audience was made up of 4-H Volunteer Leader Specialists and State 4-H Leaders from all 50 states. The group was asked to identify the reason for the heightened awareness and concern for 4-H Volunteer Leader risk management policies and procedures, the 4-H Volunteer Leader risk management policies and procedures currently in place in their states, and what policies and procedures they would like to see changed.All 50 states or 100% of the survey audience completed the questionnaire, confirming the need for the study. The majority of the group attributed the heightened awareness to occurrences of abuse by adults and volunteers in other youth organizations and institutions. From the policies and procedures identified as being followed in a majority of 4-H Programs across the country and from recommendations of changes in current policies, a total of fifteen best practice recommendations were identified in the research. These recommendations will be presented to 4-H Programs nationwide in hopes to not only protect the 4-H Program, but more importantly, better protect the youth they serve.
Keywords: 4-H Club; Education policy; Risk Management; Screening; Social research; Volunteers; Youth

Debunking the Myth That Technology Is a Barrier for Volunteer Training Delivery - Dorn, Sheri; Hobbs, Keri (The Journal of Extension, 2020)

Dr. Patricia A. Hendricks and the Targeting Life Skills Model: An Oral History - White, David; Williver, S.; Andress, Shannon; Stuhr, Tammy (The Journal of Extension, 2020)

Effects of 4-H youths' prosocial development on academic achievement in north Florida counties | uwf.digital.flvc.org - Hancock, Emily Baxter (University of West Florida, 2020)

Evaluating Common Measures 2.0 in 4-H: Intra- and Interpersonal Skills Predict Engaged Citizenship - Kavanaugh, Shane; Allen, Brenda (The Journal of Extension, 2020)

Evaluation of Juntos 4-H: A Wraparound Program Helping Latinx High Schoolers Succeed - Behnke, Andrew; Urieta, Diana; Duan, Siyu; Lewis, Zach (The Journal of Extension, 2020)

The Influence of 4-H Instructor Beliefs on Their Teaching of Animal Food Production to Youth Populations - Jarvis, Shauni Lynne (2020)
Agricultural literacy education initiatives are more essential than ever to tackle emergent local, national, and global challenges related to agriculture and food production (Trexler, 2000). Current societal issues, both in and beyond agriculture, require individuals to develop a complex understanding of the agri-food system and the skills necessary to engage in critical conversations (Trexler, 2000). Despite the need for agriculturally literate youth, recent studies indicate that their knowledge of the agriculture industry is limited and underdeveloped (Hess & Trexler, 2011a; Kovar & Ball, 2013). The purpose of this study is to explore how the personal beliefs of 4-H instructors influence their teaching of animal food production to 4-H youth populations in the non-formal teaching setting within a specific southwestern state. The conceptual framework used to guide this study was derived from the work of Martin and Enns (2017) on agricultural ideologies. Martin and Enns (2017) highlight two specific ideologies within the agriculture industry that can be used to identify general beliefs about agriculture- agrarian populist and neo-agrarian. The theoretical framework that guided this study was derived from the work of Jones and Carter (2007) who developed the sociocultural model of embedded belief systems to explain how the belief systems of science teachers impacted their teaching of the subject. The previous agriculture ideologies from Martin and Enns (2017) can be used in conjunction with the sociocultural model of embedded belief systems to explain how the personal beliefs of 4-H instructors influences their teaching of animal food production to youth populations. I used in-depth, semi-structured participant interviews as the data source for my study. Interviews were chosen to allow participants to communicate their own lived experiences and to elicit the internal construct of beliefs (Moustakas, 1994). Five main themes emerged from the data that served as the basis for my findings including: (1) agricultural beliefs of 4-H instructors largely align with agrarian populist ideology, (2) lack of 4-H curriculum to teach animal food production, (3) beliefs of 4-H instructors served as a central driver in how content was taught and assessed, (4) context of the community impacted 4-H instructors strategies for teaching animal food production, and (5) animal food production ultimately taught as raising animals for fair projects. These five themes were closely related and interact with each other, ultimately guiding instructional decisions of 4-H instructors in the study. The underlying essence of the phenomenon was the fear and anxiety present in all aspects of teaching animal food production and the perceived consequences of how the content was being taught on the agricultural literacy of youth. Fear was driven by factors related to beliefs whether it was the participants own beliefs or other individuals’ beliefs that impacted instruction.

National 4-H Hippology and Livestock Skillathon Contests Affect Knowledge and Skills - Tomoson, Savanna; Nold, Rosemarie (The Journal of Extension, 2020)

Queering PYD- Queer Youths' Experiences with Positive Youth Development Theory (PYD) in the Kentucky 4-H Program - Hilpp, Ike (Northern Kentucky University, 2020)
This research is written with no beginning, middle, or end. The content is split into four stories that are equivalent to five chapters in a traditional dissertation and placed in relation to the definitions of belonging, independence, generosity and mastery. I have chosen this approach as a way of truly exploring and embodying this work at the intersection of Queer Theory (Jagose,1997) and action research (Herr & Anderson, 2014). It also honors the Indigenous knowledge that positive youth development (PYD) (White, Scanga, & Weybright, 2018) is built on (Brendtro, Brokenleg, & Van Bockern, 2019).Within Queer Theory lives the qualitative method of Queer Witnessing. In this methodology, knowledge and research are presented as collective stories that are past, present, and future all at once (McCormack, 2014), inviting folx to engage in this research as if it included their own stories. Gray, Johnson, and Gilley (2016) even argue that knowledge can only be truly understood and felt when a story is told from the perspective of those individuals on the margins. This collective presentation of stories and the process as part of Queer Witnessing mean my own stories are woven into the stories shared, and the language of the dissertation is collective as a reflection as such. This concept of past, present and future being intertwined is known as Queer Time (McCormack, 2014); it is the idea that you can choose to begin by reading any of the four stories and end with any of the four stories. This is a truly Queer dissertation, and so you do not receive all the information in the linear format you have grown to expect in academic writing. The discomfort of the unknown is part of the process of learning from the lived experiences of Queer Folx.The other component of Queer Witnessing is the act of witnessing itself. As the person sharing this story, I am a witness to a story I do not own, but I must ethically share it such that others can have a multisensory experience with the story (McCormack, 2014). This methodology was based on engaging in interviews with folx and putting the stories collected at the forefront of the research (Butler, 2004). By doing so, the experiences of the participants are put first and the “academic knowledge” second. It is a practice that values the experiences of Queer Folx over academic information.This storytelling approach to research challenges one to be undone as an individual and remade into part of the collective story. It is impossible to tell a Queer story unless you allow yourself to be part of the collective, as we are all part of the story, and it is not any individual’s story but a story that belongs to all Queer Folx. As a practice in Queer Time with its focus on the perpetual present, this is a story of our collective past, present and future. I am undone as an individual to become part of the whole story – a process that requires a great deal of vulnerability, honesty, and the laying bare of my own fears as I moved with Queer Folx through this work.We collectively share these stories through my writings. As such, I am intertwined in this work and my own reflective journaling finds a life within the stories shared. As they relate to the perpetual present that exists in Queer Time, my own reflections are included as quotes within the work. I attribute these quotes to myself to provide clarity to you, the reader, that I (Ike), through the process of being undone have become part of this work. The inclusion of self is contrary to the heteronormative approach to research, and it is intentional. A process that lives in Queer Witnessing and observes Queer Time must also reject heteronormative structures that seek to limit, confine, and marginalize the experience of Queer Folx as they navigate a hostile world.The research question appears in each story. The results of this research are the stories told by Queer Folx about their experience with PYD in Kentucky 4-H, coded and presented in chunks as they relate to the four over-arching principles of 4-H: belonging, independence, generosity and mastery (White et al., 2018). These four parts were selected because they are considered the essential elements of 4-H (White et al., 2018). These essential elements were adopted by 4-H from the Circle of Courage, a term used by the authors of Reclaiming Youth at Risk: Our Hope For the Future (Brendtro, Brokenleg, & Van Bockern, 2002) when describing Indigenous childrearing practices and the resiliency of Indigenous youth. The concepts outlined in the Circle of Courage were generally adapted for supporting at-risk youth and specifically adopted by the national 4-H program for the overall development of all youth. The root of this knowledge being Indigenous for me means that it is impossible to do this study without honoring that root.Each section seeks to share part of the story of Queer youth in the Kentucky 4-H program as part of the whole story of PYD. None of these stories can start or be complete without reading the others; they do not flow from one story into the other so much as exist before, after, in and around each other, creating the larger whole. As Indigenous knowledge tells us, we exist at the center of the Circle of Courage as it expands out in each direction (Brendtro et al., 2019). This dissertation mirrors this concept as well. Consider yourself existing at the center of the dissertation, with each section extending out in different directions, fully encircling you as you experience the story of PYD for Queer youth. A traditional second chapter contains a full literature review. The nonlinear format demands that the literature review be broken apart and woven into the sections as it applies to what is being presented. This nonlinear format also demands that the references to academic work appear at the end of each story, giving you the opportunity to start or end with any story you choose, while decentering the academic work by always placing the references after the Queer experiences, always in the background as support for Queer Folx, while not binding them to heteronormative expectations of linear time and format.I chose to place an honoring, definition, and experience of Queer Folx at the beginning of each story. This layout centers the experience of Queer Folx and provides an anchor point for readers, signaling that the beginning of any story could be a starting point (McCormack, 2009).I have placed the academic work and implications for 4-H in the four stories based on the stories of Queer Folx that were shared with me. Each story contains different aspects of the academic work, and implications placed there because it aligns with the Queer definition of belonging, independence, generosity or mastery. While you can receive parts of the work in any story to receive all the wisdom of both these Queer Folx and the works that have come before, you have to read the complete story of PYD for Queer Folx.Within the story of belonging, I placed the definition and story of belonging given to me by Queer Folx, and the section named is “How we belong,” which is an examination of how Queer Folx create and experience belonging within 4-H and what the organization can learn from these individuals. It is followed by the history and connection between PYD, 4-H and the Circle of Courage to show how the three are tied together in a way that cannot be divorced or examined separately and to show why the experience of Queer Folx belongs in the larger story of PYD. The section I call “Choices in Words” is found in this story because of my effort to use inclusive language and remove oppressive language. This approach is intended to both center Queer experiences and create a space that is inclusive of all those who are in the margins (Barker & Scheele, 2016). The next section that exists in the story of belonging is “My belonging and undoing,” which is followed by sections called the “Statement of the Problem and the Research Question”. These two sections reinforce the belonging of Queer experiences in the story of PYD. The last section lists the references that support the wisdom of Queer Folx in the story of belonging.The story of independence has six sections beyond the honoring, definition and Queer story. These sections include a section on exerting independence, PYD and Independence, the question I am asking, how I interpret and utilize Queer Theory, my personal reflexivity statement and references. The section called “Exerting Independence” examines the patterns that have emerged from the stories of Queer Folx as well as my own experience with this story and methodology. I follow this section by presenting PYD as it relates to independence to provide context for the story being told. The examination of the question I am asking lives within this story because the Queer Folx who gave their story approached this work as an act of independence, as they chose how to interact with their experiences and use them to create a better future for the Queer community as a whole. I have included Queer Theory in this section because it explores my own interpretation and agency (Barker & Scheele, 2016). The reflectivity statement showcases my own experiences and views and how these affect my approach to research (Capper, 2019), and it will show the connection between myself and the stories through experts of my own reflective journaling. The last section includes the references that support the experiences of Queer Folx in relation to independence.Within the story of generosity, after the honoring, definition and Queer story of generosity, I have sections titled as follows: “How We Give”, “PYD and Generosity,” “Queer Witnessing,” “Ethical Considerations,” “Folx Who Gave Their Story” and “References.” Each section relates to generosity within the context of the Story of PYD of Queer Folx. The section titled “How We Give” is an examination of how Queer Folx perceive their responsivity when providing generosity to other Queer Folx in the Kentucky 4-H Program. Meanwhile, “PYD and Generosity” provides context for what PYD views as generosity and background for the story shared by Queer Folx. “Queer Witnessing” in this story is an exploration of the methodology of Queer Witnessing.The section on ethical considerations is an exploration of my own grappling with being given this story as well as how I give it to others. It also explores the process I went through to appropriately honor the Indigenous knowledge upon which PYD is based. The section that exists in this story is titled “Those Who Gave Their Story,” and it outlines the participants who took part in this work and how I connected with them. Lastly, the Resource section provides the resources that support the story of Generosity for Queer Folx.The story that appears last in this dissertation is the story of mastery. After the standard start of honoring Indigenous knowledge, defining the word mastery and exploring Queer stories in PYD, this story includes sections titled “How We Can Do Better,” “PYD and Mastery,” “After the shift,” “Storytelling,” “Interview Questions,” “Journaling,” “Positioning of you, the reader,” “Mastery within PYD,” “Connection to Action Research” and “References.” The section called “How We Can Do Better” shares recommendations for improvement from the Queer Folx themselves. In “PYD and Mastery,” there is an examination of how PYD perceives and encourages mastery. Within the section titled “After the shift,” I explore my own experience with mastering this work through the Queer perspective of mastery. The section titled “Storytelling” provides insight into the mechanics of the work, explaining that this was a qualitative study done through the interviewing of seven Queer Folx who completed the Kentucky 4-H program as youth. I used the terms belonging, independence, generosity and mastery as a priori codes to organize the interview responses. This section also addresses the need for member checking. I then provided the interview questions and edits made to the questions as this work unfolded in the section “Interview questions” and provide context for your position and approach to reading this work in the section “Position of you, the reader.” The section titled “Mastery within PYD” explores the way PYD has excluded Queer experiences with efficiency. The next section in this story names a connection between this dissertation and action research. This section points out that the very existence of this dissertation would not be possible without action research. Centering these Folx experiences and presenting their story is a form of research that only exists within this approach. The last section called “References” provides the references that support what Queer Folx share as mastery.You will notice that there are sections that repeat themselves in this work in each story. I have chosen to do this because these are parts that not only exist in each story, their absence also makes the story seem incomplete. These sections are intentionally the same to highlight the organic flow of Queer academic work juxtaposed against the often mechanical feel of heteronormative academic work. It is the intent that you read starting from any story and ending with any story. In this same practice, you will find the discussion that comes out of this work in each story and not in its own separate section. The discussion of findings cannot be taken out of the stories and removed from folx who provided the story. For me, doing so would be an act of taking away. In my mind, I perceive it as I do the coal companies in the mountains I call home taking the product of the spaces and labors of people and removing it from those spaces and people and using it for the benefit of others.As I shared earlier, there are some sections that will appear in the stories that align with the Queer definitions given to us and those sections will be after Queer stories are shared. This is notably different from the linear flow of writing. The information that provides justification and logistical details of this work will not be presented to you until you have read the Queer story. Just as Queer Folx must often experience the story before they have context to make sense of it, so must we if we are to truly witness this story. I invite you to cast aside linear time, accept the discomfort of the unknown and embrace the centering of Queerness as you move into this dissertation.
Keywords: 4-H youth development; Circle of courage; Positive youth development; Queer Theory; Queer witnessing

Sense of Belonging as Perceived by Youths Who Continue Participation in 4-H - DeCubellis, Chris; Barrick, Kirby (The Journal of Extension, 2020)

Stakeholder Expectations of County Extension Agents in Texas - Dukes, Brandon K. (West Texas A&M University, 2020)
The purpose of this study was to determine if differences exist in the way stakeholder groups perceive job tasks county extension agents routinely perform. The study also sought to determine the presence or absence of role conflict and role ambiguity among county extension agents and their relationship to work and personal characteristics. The study consisted of an online or paper survey instrument distributed to county extension agents, extension administrators, and county judges and commissioners.Findings revealed differences between groups related to the level of importance placed upon certain tasks. Differences were greatest for tasks related to 4-H and youth development, where judges and commissioners viewed tasks as more important, and for tasks related to family and community health where AgriLife Administrators viewed tasks as more important. While there were fewer differences in tasks related to agriculture and natural resources, where they did occur, AgriLife Administrators tended to view the tasks as more important. Correlational analysis revealed there is a statistically significant relationship between the way county judges and commissioners and the way county extension agents view tasks related to 4-H and youth development. A strong relationship is also present between AgriLife Administrators and county extension agents, but not between AgriLife administrators and county judges and commissioners, suggesting that county extension agents are working to perform tasks that are important to both groups. The same findings were present for tasks related to agriculture and natural resources. Population size was determined to have less influence in stakeholder response than hypothesized. Role conflict and role ambiguity as determined by level of agreement statements was observed in respondents, albeit at a lower level than hypothesized. Role ambiguity was somewhat influenced by length of employment while role conflict was somewhat influenced by county population size. All agents largely disagreed with work-life balance statements suggesting that work-life balance is an issue the CES needs to address.

Youth Leadership Development: An Ecological Exploration - Sims, Christina (University of Arizona, 2020)
Organizational scholars have described the structure of contemporary organizations using several different models which previously have included industrial or economic frameworks. In this article, I utilized the concepts of an organizational ecosystem and Bourdieu's forms of capital to guide a case study of the formation of a 4-H Club in an urban setting: the Barrio Santa Cruz neighborhood in Tucson, Arizona. The processes involved in the accumulation and exchange of capital between community leaders, Cooperative Extension agents, 4-H parents, and 4-H volunteers are illustrated. Recommendations for establishing and building neighborhood partnerships include promoting exchange of capital, encouraging community driven efforts, and identifying and collaborating with community volunteers.

4-H Health Ambassador Programs: A Survey of Organizational and Programmatic Aspects - Ferrari, Theresa (The Journal of Extension, 2019)

Assessment of recruiting methods to enhance poultry science undergraduate programs - Wells, Jessica Benoit (Mississippi State University, 2019)
Recruitment efforts are important in a college setting. With only six remaining poultry science departments, they specifically need recruitment to help meet extreme demands for students by the industry. However, little is known about which recruitment efforts are effective or if poultry science majors prefer specific recruitment methods. Chapter II of this dissertation is an assessment of current recruitment practices and enrollment of the six poultry science departments in the U.S. Results revealed that all departments currently have recruitment programs and differences were observed within each. Some were in the budget, time spent recruiting, amount of faculty dedicated to recruitment efforts, and activities utilized in recruitment efforts. Chapter III of the dissertation was a comparison of recruitment programs with student numbers, graduation rates, and student satisfaction. This study was conducted in an attempt to understand which recruitment practices work for a given poultry science department and which department, if any, could benefit from a change. Departments with low enrollment counts had variations in recruitment practices when compared to other departments with higher enrollment counts, such as their perceived effectiveness of FFA national convention, direct mailing and brochures, and hosting 4-H and FFA poultry activities. In Chapter IV, a survey was conducted to determine the influence of factors on student choice among poultry science students. This study determined that conversations with a poultry faculty member or department representative, campus student activities, cost (consist of tuition, room, and board), scholarships, preparation for employment, job opportunities, and high school agriculture teachers were the most influential factors for poultry science students in the decision to major in poultry science. Collectively, these three studies reveal that conversations with prospective students, including campus tours where these conversations can occur, should be utilized. Scholarships, cost, and employment opportunities are also very important to students. Additionally, poultry science department personnel should target FFA events and/or 4-H programs as recruitment opportunities. Other efforts could be used to raise awareness about a poultry science department or poultry science as a major, in general, but might not be effective in recruiting students to a specific department.

Demographics, impacts, & motivations of Michigan 4-h horse judges - Rising, Maria Rose (Michigan State University, 2019)
The horse industry is a thriving, diverse industry with many breeds, disciplines, and levels of competition. Horse judges are a focal point of horse shows, given that their opinions are central to the competitive activity. There is very little known about horse judges, although, a survey done by Skelly et al. (2005) at an equine extension workshop found only 4% of respondents were comfortable with the current state of horse show ethics and 70% of respondents felt it was the judges' responsibility to uphold ethics at horses shows, showing dissatisfaction with judges. The Michigan 4-H Horse Judges survey was developed with the aims of identifying demographic information, motivations for becoming a horse judge, and how judges gained their horse judging skills. The results showed that the current average age of surveyed judges was 48.6 years, with a range from 23 to 81. Respondents identified judging an average of 15 shows per year, for a total of 790 shows represented annually (n = 53). Respondents identified primary positive themes of being a 4-H horse judge as the educational atmosphere, meeting people, and personal and professional fulfillment. The top negative themes included negative attitudes, long days, poor weather, and time away from family. Respondents also identified their motivations for becoming judges as giving back, helping others, and working with horses and youth; all of which may enhance the quality of life of judges and exhibitors. This information is important as it informs both the literature for future research on the horse judging experience, as well as the impacts of 4-H horse judging activities.

Effective Engagement with Latino Youths and Communities - Moncloa, Fe; Diaz-Carrasco, Claudia; Hill, Russell; Erbstein, Nancy (The Journal of Extension, 2019)

Evaluating the impact of agriculture youth organizations on grit - Bishop, Sarah Elizabeth (Missouri State University, 2019)
This study examined the relationship between the involvement in high school activities, such as FFA and 4-H, and grit or long-term passion and perseverance. In a quantitative approach, respondents (N=501) completed a survey comprised of the Grit-S Scale to determine their level of grit and a self-reporting section on involvement in high school activities, involvement in FFA, and involvement in 4-H. Correlation analyses were conducted to determine if there was a relationship between individual high school activities, overall high school involvement, involvement in FFA, involvement in 4-H, and an individuals level of grit. Involvement in FFA was found to have a higher positive relationship with grit than any other activity. Independent t-Tests were conducted to determine if a difference in grit existed between those who were involved in FFA compared to those who were not, those involved in 4-H and those who were not, those highly involved in FFA or 4-H compared to those who were lowly involved. Regression Analyses were conducted to determine the influence of various high school activities on grit. The first regression and second models found all three of their individual models to be statistically significant. The third regression found two models to be statistically significant while gender was excluded. The fourth regression found all three models to be statistically significant. Recommendations for further research include conducting the same study with a larger sample of respondents involved in 4-H, conducting it on a larger scale, performing a more longitudinal study of how grit changes over time in an individual, or how organizations teach or build grit to find common themes or practices across organizations.

Exploring the reflective experiences of disadvantaged children in 4-H: a phenomenological study - Mbaye, Cherise Marcella (Liberty University, 2019)
The purpose of this transcendental phenomenological study was to understand how adults, who grew up as disadvantaged children, were influenced by their experiences in a 4-H program located in rural southern Virginia. The research question central to the study was, How do adults who grew up as disadvantaged children describe their experiences in a local 4-H program within rural southern Virginia? The theory guiding this study was Markus and Nurius (1986) possible selves theory (p. 954). I collected data from 11 participants via interviews, focus groups, and replicas of artifacts. Post data collection, I used preset and in vivo coding to analyze the data and identify major themes using Moustakas modification of the Stevick-Colaizzi-Keen method (Moustakas, 1994). Six major themes emerged from data analysis: (a) 4-H experiences provide exposure to diversity, (b) 4-H participation builds character, (c) 4-H experiences provide a foundation for building life skills; (d) 4-H experiences influence present and future identity, (e) 4-H experiences provide new opportunities, and (f) education is essential to success. Adults, who grew up as disadvantaged children, perceive their experiences in the local 4-H program positively. These experiences creating a lasting impact on participants lives. The studys implications may aid in the continuous improvement of the 4-H program and encourage youth to get involved in the 4-H program.

Inclusion of Youths with Disabilities in 4-H: A Scoping Literature Review - Taylor-Winney, Jennifer; Xue, Caryn; McNab, Erin; Krahn, Gloria (The Journal of Extension, 2019)

Louisiana 4-H Agents' Perceptions of the 4-H Civic Engagement Mission Mandate - Bell, Xavier (Louisiana State University and Agricultural and Mechanical College, 2019)

National Survey of Extension 4-H Professionals' Perceptions of Professional Development Factors - Donaldson, Joseph; Gallimore, Lori; Swanson, Doug (The Journal of Extension, 2019)

Parents in urbanized areas and their perception of 4-H youth development programs - Olson, Matthew Ryan (South Dakota State University, 2019)

STEM education in Virginia 4-H: A qualitative exploration of engineering understandings in 4-H STEM educators - Corkins, Chelsea Rose (Virginia Tech, 2019)
Science, Technology, Engineering, and Mathematics (STEM) education is spurred by an economic and social need for cross-discipline understanding of complex, worldwide problems, made through intentional connections between two or more STEM subject areas. In order for educators to articulate these connections, research suggests they must have a firm understanding of the individual disciplines through both content and pedagogical approaches. In 2007, as a leader in non-formal STEM education, 4-H made a specific commitment to improve STEM literacy in America's youth by forming the 4-H Science mission mandate, therefore increasing its STEM programming. This qualitative study examined how 4-H educators come to understand STEM and engineering concepts and utilizations, and whether their backgrounds influence their verbalization or expectations of engineering. Narrative themes emerged that help determine how engineering is currently and can continue to be more clearly and consistently articulated and connected within 4-H programming. Themes included 1) a lack of direct connection or understanding of engineering characteristics to 4-H programs, 2) familiarity with and ability to apply engineering characteristics to the Do Reflect Apply model, and 3) the importance of volunteers as STEM and engineering educators within 4-H programming. Strategies for professional development emphasizing engineering understandings, learning outcomes, and broad applications were discovered. Professional development should consider the effects of engineering and STEM self-efficacy, as well as professional identity development. Additionally, it utilize approaches such as the Do Reflect Apply model, and reflect on the learning objectives 4-H educators strive to achieve during STEM programming in conjunction with life-skills.

Strengthening the 4-H Essential Elements of Positive Youth Development at Camp - Wahle, Amanda; Owens, Megan; Garst, Barry (The Journal of Extension, 2019)

Using an Innovative Multiple-Methods Approach to Evaluate Extension Conferences - Edwards, Harriett; Culp, Ken; Jordan, Jenny (The Journal of Extension, 2019)

4-H Community Clubs and the Challenge of Inclusion: The Isleton Experience - Fabregas Janeiro, Maria G.; Bird, Marianne (The Journal of Extension (JOE), 2018)
In California, where 54% of students in kindergarten through grade 12 are Latino, only 21% of 4-H community club members fit this demographic. Co

Assessing Results of 4-H Mentoring with Native American First Generation 4-H Youths - Vettern, Rachelle; Flage, Lynette (Journal of Extension, 2018)
North Dakota State University Extension involvement in the national mentoring program 4-H Youth and Families with Promise.
Keywords: mentoring; native american youth

Assessing Results of 4-H Mentoring with Native American First-Generation 4-H Youths - Vettern, Rachelle; Flage, Lynette (The Journal of Extension, 2018)

Building Life Skills and Interest in STEM Through Rural 4-H Robotics Camps - Sage, Rayna; Vandagriff, Jaymie; Schmidt, Janet (Journal of Human Sciences and Extension, 2018)
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

Designing an International Experience Program for 4-H Members in Louisiana - Rampold, Shelli D.; Cater, Melissa; Bunch, J. C. (Journal of Human Sciences and Extension, 2018)
In recent years, the U.S. Cooperative Extension Program (CEP) has worked to develop international exchange programs (IEPs) for 4-H members in some states. However, no such program currently exists in Louisiana. As such, the purpose of this descriptive study was to identify the IEP participation preferences held by 4H members in Louisiana to inform future IEP development and implementation. 4-H members in this study preferred to participate in a short-term IEP during the summer of the 11th grade. Thus, it is recommended that IEP recruitment be geared toward students in the 9th and 10th grades. 4-H members preferred to participate in an IEP located in Europe or Australia/New Zealand. Future research should examine which characteristics of these locations appeal to 4-H members to broaden the appeal of IEPs in other locations. Career related courses and hands-on experience were perceived by 4-H members as important activities to include in the IEP design, whereas staying with a host family was not. Future research should assess whether this finding is specific to members in this study or representative of a national trend that warrants reexamination of the overall design of 4-H IEPs employed by the U.S. CEP.
Keywords: 4-H members; developmental evaluation; international experience program (IEP)

Developing Active and Engaged Youth Citizens: An Examination of Ethical Factors, Demographics, and Problem-Solving Disposition - Bush, Sarah Ann (Virginia Tech, 2018)
Thriving youth have the capacity to contribute to greater society and develop independence, mastery, generosity, and a sense of belonging. This development is frequently enhanced through youth programming as ability expansion rather than capacity for authority and community engagement. In Virginia 4-H teen-leadership initiatives infused with positive youth development provide opportunities to bolster active and engaged citizenship (AEC). The purpose of this study was to explain AEC through the examination of ethical factors, demographics, and problem-solving disposition of youth participating in leadership-development programs. This study utilized both person- and variable-centered analyses to develop youth profiles and determine the impact of ethical factors, demographics, and problem-solving disposition on AEC for participants in long-term 4-H teen-leadership programs and short-term 4-H leadership trainings. An ex post facto survey design was used to develop clusters of youth and explain the relationship between problem-solving disposition, demographics, ethical factors, and AEC. The findings indicated that both ethical factors and problem-solving disposition significantly explained AEC for both treatments. Additionally, findings indicated significant differences between clusters for AEC, civic duty, and civic skills. These differences were predominately observed through membership in long-term or short-term leadership programs as well as enrollment in honors/AP courses, gender, ethical views, and problem-solving disposition.Findings informed the incorporation of community problem-solving in the youth's AEC model. A conceptual model for Youth in Community Problem Solving (YCPS) was developed based on theory and findings. Sociocultural theory and reasoned actioned approach, situated within relational developmental systems metatheory, provided a foundation for the YCPS model. Additional literature on positive youth development, youth-leadership development, self-consciousness, sense of community, and problem-solving disposition was utilized in support of the model. Evidence for the inclusion of problem-solving disposition in the model was found through a recent study with youth in leadership programs. If youth are to engage in YCPS partnerships, both youth and adults should be equipped with the necessary tools and resources for equal partnership, so they can overcome power dynamics and inner team conflicts. Additionally, Youth leadership practitioners should consider avenues for infusing character and problem-solving development in gender inclusive program curriculum to increase likelihood for contribution.

Exploring Food Waste at a Residential Youth Summer Camp: A Mixed-Methods Approach - Chen, Susan (Virginia Tech, 2018)
Up to 40% of all edible food is wasted in the United States (U.S.) and a large proportion represents consumer waste. Research on food waste is in its infancy, particularly as it relates to youth. Summer camps offer a unique setting for food-based education, with the opportunity to reach large numbers of youth. This MS thesis describes a study that used a mixed-methods research approach to explore three objectives: 1) assess food waste in a residential 4-H youth summer camp setting; 2) determine if an educational program delivered to youth ages 9-13 years, would reduce food waste; and 3) understand stakeholders' views about the benefits and barriers to food waste reduction programs in the camp setting. The research team and camp staff developed and adapted food waste activities based on the Experiential Learning Model. Participants attended one of four weekly sessions to raise their awareness about food waste. Consumer and production food waste from three meals (breakfast, lunch, and dinner) was collected over a 24-hour cycle and weighed before and after each weekly program to determine total amount of food wasted (pounds) during each week, average waste/child (pounds), and waste/meal (percentage). Waste was collected using the direct weighing method. Paired t-tests were used to assess differences. Stakeholder interviews (n=6) were conducted with Extension Agents, camp program directors, and camp staffers involved with the program. Inductive thematic analysis was used to determine themes and subthemes. This cross-sectional study included 864 residential campers. Over the course of the four weeks, the cafeteria produced a total amount of 3,182 lbs of food of which, 996.6 lb (30.4%) was wasted. Total consumer waste for all four weeks before and after the intervention was 76.5 lbs and 57.3 lbs, respectively. Although a decrease in consumer food waste was observed, results were not statistically significant (p>0.05). Total production waste decreased from 441.5 lbs before to 390.6 lb after the intervention. Production waste, in relation to the number of servings prepared, also decreased throughout the course of the four weeks. The main themes from the stakeholder interviews emphasized the need for a food waste curriculum and adequate resources to build and sustain the capacity of the education program.The limitations of this study included different menu items served throughout the four weeks, lack of randomization, and limited sample size of camps (n=4). This was the first food waste study conducted at a youth summer camp, which showed that food waste reduction and behavior change among campers are possible within a short time period. Further research is warranted to minimize food waste in broader contexts and in other camp settings.

Factors contributing to the retention of senior 4-H members: From the youth perspective - Stacey Ellison; Amy Harder (Journal of Human Sciences and Extension, 2018)
Study utilized the framework of Ajzen’s Theory of Planned behavior to uncover both barriers and contributing factors for continued 4-H membership.  A qualitative analysis indicated that 4-H membership can terminate during the middle school grades, yet perceived behavioral control among 4-H members had the largest impact on whether or not a 4-H member continued involvement.  Findings also suggest that parents have a large impact on whether or not a youth continues 4-H membership.  Researchers conclude with recommendations related to parental education programs and increasing 4-H member retention.

From Context to Outcomes: A Thriving Model for 4-H Youth Development Programs - Arnold, Mary E. (Journal of Human Sciences and Extension, 2018)
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

Investing in 4-H Volunteers Through State Leadership Forums - Davis, Elizabeth; MacArthur, Stacey S.; Peterson, GaeLynn; Parent, Vernon (The Journal of Extension (JOE), 2018)
State volunteer forums can be an invaluable resource for providing opportunities for volunteer training on positive youth development. Some weste

Longitudinal Study of the Attitudes and Behaviors of Environmental Education Program Participants. - Dugas, Kasie (Louisiana State University and Agricultural and Mechanical College, 2018)

Making eXtreme Counselors: A State 4-H Camp Counselor Workshop - Epley, Hannah K.; Williams, Jo; Feldhues, Katherine; Hall, Larry (The Journal of Extension (JOE), 2018)
Making eXtreme Counselors (MXC) is a statewide 4-H camp counselor training workshop. This training brings teens throughout Ohio together to help

State Administrators' Perceptions of the Environmental Challenges of Cooperative Extension and the 4-H Program and Their Resulting Adaptive Leadership Behaviors - Elliott-Engel, Jeremy (Virginia Tech, 2018)
Society has changed since Cooperative Extension and the 4-H youth program began. Over time the purpose for Extension has been challenged. Yet, there has been little empirical literature published on the administrators' role and perspectives of the organizational environment or on the resulting leadership behaviors. A qualitative study was conducted to develop a baseline. State Extension Directors (n=7) and State 4-H Program Leaders (n=13) from 15 regionally-representative states were interviewed. Participants were asked to conduct a SWOT Analysis on both the Extension system and the 4-H program in their state and their leadership behaviors were explored. Extension administrators emphasized the organization's relevance to society and that the mission would remain focused on agriculture, although with an expanded focus on agriculture as more than production. Administrators did recognize many specific environmental shifts, including a changing funding model; challenges and importance of serving a diversifying population; the tension between urbanizing populations and shrinking rural communities; and, the changing role of technology for programming. Administrators described that they were experiencing shifting focus friction from historic audiences that were afraid of losing services due to the aforementioned environmental factors. Administrators' leadership behaviors were reflective of the Adaptive Leadership behavior construct introduced by Heifetz (1994). Communication was the key behavior that is required to lead effectively. In order to successfully implement a strategy, trust with stakeholders needed to be established. Diversity in feedback was important for the administrators to feel confident in their ability to understand the changes in the organizational environment.

Understanding culturally responsive curriculum for urban minority youth through the voice of 4H youth & educators - Smith, Che'nira (Agricultural and Extension Education, 2018)
4-H has a long history of educating youth through experiential learning, historically in rural areas, focusing on the topics of agriculture and home economics. Today, 4-H exists in rural, suburban, and urban areas, and includes a variety of topics to foster youth development. Even with the expansion of 4-H into urban communities, the percentage of minority participants is comparatively lower than majority participants. The most recent National 4-H strategic plan focuses on cultural responsiveness and diversity inclusion to begin addressing this issue. This research examines the perspectives of 4-H educators and youth to understand the impact of culturally responsive curricula on minority youth motivation and engagement in 4-H programs. Furthermore, this thesis examines 4-H educator teaching practices also. Using a qualitative approach, youth and program staff from a Mid-Atlantic state were selected for in-depth focus groups and interviews.

4-H Volunteer Continuing Education Academy - Culp, Ken; Bullock, Leslie R. (The Journal of Extension, 2017)
The 4-H Volunteer Continuing Education Academy was developed to provide 4-H club leaders a continuing education opportunity, to assist them in de

Applying 4-H Judging Strategies to Board, Dice, and Card Games: Developing Skills in Urban and Suburban Youths - Brian Brandt; James Stowe (Journal of Extension, 2017)
Most 4-H judging events involve livestock or other traditional 4-H projects. Consequently, many urban and suburban youths miss out on building life skills developed through judging. In a nontraditional approach to 4-H judging, such youths play board, dice, and card games and then judge the games using the practice of giving oral reasons. The youths also reflect on the life skills learned while playing and judging the games. This approach has been used in a Washington State 4-H program. Youths have responded positively, demonstrated skills, and returned to the program year after year. Because Extension offices across the country have resources related to judging, the approach is easily replicated.
Keywords: board and card games; judging; life skills; oral reasons; social emotional learning

Assessment of the Arkansas horse 4-H program: perspectives from multiple stakeholders - Kurtzo, Fawn (University of Arkansas, 2017)
Assessment of the Arkansas horse 4-H program utilized stakeholders' perceptions to describe inputs, outcomes, preferences and impacts provided by the Arkansas Cooperative Extension Service. Stakeholders' perceptions were captured through three studies. Studies included the following: a pre- and post-test evaluation of the 2016 summer horse camp, purposive interviews with county agents (n = 6), volunteer leaders (n = 4), and parents (n = 4) of horse 4-H clubs, and a statewide survey provided to Extension staff (n =26) and volunteer leaders (n = 28) affiliated with horse 4-H clubs. The 2016 summer camp evaluation found the goals to improve horsemanship, safety, and interest in horse projects were largely fulfilled. Innovative practice to design, implement and evaluate the camp were found effective. Purposive interviews revealed implementation factors presented by club members, program staff, communities and determined program outcomes. Interviews also explored communication aptness. Emergent themes described need for supportive parents, safe horses, and inexpensive competitive/educational opportunities among diverse youth. Levels of support provided by Extension staff and/or parents effects volunteer leaders' ability to facilitate clubs. Geographic location and community resources impact club opportunities. All clubs provide positive youth outcomes, a source of motivation among stakeholders. Information about club opportunities is commonly received through email, then shared with diverse audiences and channels. Equine-related information and knowledge is sought from the state's Extension headquarters, personal resources, and youths' educational opportunities. Club characteristics, program staff characteristics and program outcomes were described by Extension staff and volunteer leaders through statewide mixed-mode surveys. Impacts associated with club participants included equine interests, access to resources, parental support, and financial capacity. Impacts associated with program staff included internal relationships, horse-related competencies, horse-related interests, stakeholder support, and club membership levels. Both clubs and program staff are impacted by the availability of community resources. Program outcomes were largely positive at youth and community levels. Recommendations include reporting program outcomes to improve parental engagement and support, thereby improving youth recruitment and retention. Strategy meetings at the club and program staff levels are recommended to foster support and innovation. Recommendations for future research include exploring the impact of volunteer leader management practices.

Beliefs of Georgia 4-H environmental educators regarding 'effective' teaching - Goldsmith, Hannah Lillian (University of Georgia, 2017)
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

Cloverleaf communication apprehension: influential extent of the 4-h project achievement process - Tompkins, Chasity Dawn (University of Georgia, 2017)
Fear and anxiety are common repercussions of public speaking in youth. Previous research examined communication apprehension (CA) scores in older adolescents and young adults, yet few explored the extent of public speaking events among youth and none explored the 4-H community. The purpose of the study is to explore to what extent 4-H Cloverleaf Project Achievement (PA) influences communication apprehension among Cloverleaf 4-H members throughout Georgia. Quantitative research methods were used to conduct a questionnaire during the Cloverleaf PA. Descriptive and inferential statistics were used to analyze data collected at four Cloverleaf PA events across Georgia. Communication apprehension levels, including sub-score, total scores, and overall changes, along with their relationship to the demographic data was determined. Findings show that GA Cloverleaf PA does not help reduce CA levels within the respondents. The 4-H Experiential Learning Model provided a basis for interpreting the findings and recommendations for research and practice.
Keywords: 4-H Experiential Learning Model; 4-H Relationship; Anxiety; Cloverleaf; Communication; Communication Apprehension; Project Achievement; Public Speaking; Youth Development

Competencies and Training Needs of Adult 4-H Club Leaders to Facilitate Positive Youth Development in Ghana, Africa - Homan, Dustin M. (The Ohio State University, 2017)

The Contribution of Urban 4-H to Social Capital and the Implications for Social Justice - Fields, Nia (The Journal of Extension, 2017)

The Contribution of Urban 4-H to Social Capital and the Implications for Social Justice - Nia Imani Fields (Journal of Extension, 2017)
The study focused on the contribution of urban positive youth development ot social capital and social justice.  Findings indicated that 4-H initiatives related to social capital are reaching marginalized youth.  However, barriers are presenting 4-H from reaching these youths adequately and/or consistently.  University of Minnesota Social Capital Educational model is included.

Evaluating the Dissemination of the iCook 4-H Program Using Outcome, Process, and Fidelity Measures - Gould, Tara Anna (University of Maine, 2017)

Evaluating Utah 4-H STEM Curricula Used to Promote STEM in Utah 4-H Programs - Michelle D. Simmons (Agricultural Extension and Education, 2017)
The study attempted to determine if the Utah 4-H STEM curricula used to promote STEM in 4-H programs across Utah aligned with the 4-H STEM logic model

An Exploratory Study of Adult Interactions among Youth Livestock Exhibitors - Johnson, Abby N (Purdue University, 2017)

Exploratory Study of Factors Impacting Mindset in Youth Involved in the Indiana 4-H Animal Science Project - Sajdera, Kelsey (Purdue University, 2017)
Youth develop beliefs about one's own ability at a young age, however feedback and information about the learning process can help youth understand that they can continually grow and learn. Their belief about their abilities is considered their mindset, a concept that has come forth by Dr. Carol Dweck. This research is based in the 4-H program and looking at the factors that can contribute to the mindset of youth involved in the animal science project through 4-H. The 4-H program is one of the largest youth development programs in the United States. This program involves over six million youth, 611,800 volunteers, and 3,500 professionals. With mounting research, scientists have come to believe that learning can be lifelong as the brain has greater capacity to develop than thought in the past (Dweck, 2006; Quendler & Lamb, 2016; Zuber-Skerritt, & Teare, 2013).^ Some believe that your mind can only take in so much and that max is a fixed integral while others believe in the lifelong learning. However, the 4-H program believes in lifelong learning and has a unique feedback system that allows youth to ask questions about the process of their project. Feedback according to Earley, Northcraft, Lee, and Lituchy (1990) can "provide information about the correctness, accuracy, and adequacy of work behaviors (p. 87)". There is always room for mistakes and having the chance to try again next year. In order to select the participants for this study the researcher grouped agricultural classrooms into one of the five 4-H districts. Then randomly selected five different agricultural classrooms to gather information about demographics, experiences of the youth involved, mindset, mastery, and feedback mechanisms. There was one district that the researcher could not find a school willing to participate thus data was collected from four schools.^ Questionnaires were completed by 255 students in their agricultural classroom. The study revealed that most of the youth involved in animal science project have a growth mindset and receive the most feedback from their parents or other relatives, (19.3%). Additionally, mastery was related to the feedback received and the mindset of the youth. There is a significant correlation between the animal science project and the mastery of the content (r = .279, p <.000). By using Goal Orientation Theory (Schunk, Meece, & Pintrich, 2012) the researcher could find two main conclusions of mindsets and feedback of youth that are involved in animal science project. One conclusion being that 4-H really should utilize the volunteers and leaders to instill a growth mindset and allow a youth to master the material that they are interested in. Secondly, there was a correlation to the amount of feedback, type of feedback, and from whom the feedback came affected the mindset of the youth.^ Practical recommendations would be that those working with youth understand mindset, give intentional feedback. It would also be recommended that further research be done on the feedback that youth in animal science project receive. There were a few constraints to the study including only reaching four of the five 4-H districts as one district could not be contacted. However, with the data provided there was still a good number to analyze the mindset of youth that are involved.

The Impact of a Campus-Based 4-H Summer Conference Program on Youth Thriving - Arnold, Mary; Davis, Jamie; Lundeberg, Roberta (The Journal of Extension, 2017)

Intentional mentoring through 4-H: the role of 4-H in a successful mentoring program between youth and adults - Shepperd, Emily Ann (Utah State University, 2017)
4-H Youth and Families with Promise (4-H YFP) is a one to one youth mentoring program that aims to help youth obtain skills that will help them to be successful. The purpose of this research was to determine if any positive outcomes were shown of youth participating in 4-H YFP. Positive outcomes were identified as peer social competence, greater ability to make positive choices, the development of effective communication skills, building connections, and contributing to the community. Results show that these outcomes positively increased among youth participants in the 4-H YFP program- but the changes were too small to be of any significance. Results also show that the longer youth are enrolled in the program, the greater their peer social competence, ability to make positive choices, and effectively communicate.

Making the best better: assessing the professional development needs of Kentucky 4-H agents - Stamper, Charles E (Morehead State University, 2017)

The money mentors program: Increasing financial literacy in Utah youths - Zurishaddai A. Garcia; Dave Francis; Amanda Christensen; Stacey S. MacArthur; Margie Memmott; Paul A. Hill (Journal of Extension, 2017)
Utah 4-H and Fidelity Investments collaborated on a program to increase the financial literacy of teens and children.  This team approach led to the training of 81 teens, then 530 other youth statewide.  The program development and implementation processes may serve as models for other Extension programs.  The curriculum is available at no charge.

The perceived impact of the national junior angus show and conference on youth leadership and life skill development - Weikert, Ben S (University of Missouri--Columbia, 2017)
The purpose of this study was to identify the relationships between participating in the National Junior Angus Show and perceived gain in youth leadership and life skill development, as well as to describe a relationship between 4-H participation, FFA participation, and demographic characteristics with youth leadership and life skill development. The target population for this study was youth who participated in the 2016 National Junior Angus Show and Conference (n= 851). An overall response rate of 50.8 % was attained in this study (n= 127). Youth provided their perceived gain in of youth leadership and life skill development, indicated which of 23 youth development activities they participated in, indicated their participation in 4-H, FFA, or other youth development organization, and also responded to basic demographic questions following the administration of an electronic survey instrument. Based on findings from this study, it was concluded that the 2016 National Junior Angus Show and Conference did have a perceived positive change on youth's leadership and life skill development. The researcher also concluded that age was a significant predictor of youth's perceived leadership and life skill development. Overall dosage of youth development activities showed significance across three psychological constructs The researcher also found that two of the 23 activities accounted for a significant perceived gain in youth leadership or life skill development across five psychological constructs. Further research is recommended through a qualitative lens to elicit more descriptive information on the experiences and growth that youth develop as the result of their participation in National Junior Livestock Shows and Conferences.

Prevalent Approaches to Professional Development in State 4-H Programs - Smith, Martin H.; Worker, Steven M.; Schmitt-McQuitty, Lynn; Meehan, Cheryl L.; Lewis, Kendra M.; Schoenfelder, Emily; Brian, Kelley (The Journal of Extension (JOE), 2017)
High-quality 4-H programming requires effective professional development of educators. Through a mixed-methods study, we explored professional de

Prevalent Approaches to Professional Development in State 4-H Programs - Smith, Martin; Worker, Steven; Schmitt-McQuitty, Lynn; Meehan, Cheryl; Lewis, Kendra; Schoenfelder, Emily; Brian, Kelley (The Journal of Extension, 2017)

Tinkering with technology: A library workshop to support 4-H youth development - Beth Hendrix; Evan Williamson (Journal of Extension, 2017)
Teen conference organizers collaborated with UI librarians to organize a workshop in a learning laboratory.  The 2-hour workshop , the 20 participants completed evaluation surveys.  All but one participant indicated it was their first time in this environment and organizers believed there was potential for more collaboration and support between libraries and Extension.

Using Community Assessments to Improve 4-H Youth Development Programming Efforts - Teuteberg, Dan; Cummins, Melissa M. (The Journal of Extension, 2017)
Understanding resources available in a community is essential before any 4-H youth development professional can begin addressing local needs. Con

Youths Perceive Some Improvement in Substance Abuse Prevention Knowledge, Skills, and Assets from Participation in 4-H Health Rocks! - Reeves, Kane T.; Donaldson, Joseph L.; Naylor, Mitchell; LeBleu, Lisa (The Journal of Extension, 2017)
The 4-H Health Rocks! curriculum aims to reduce use of tobacco, alcohol, and other drugs and promote healthful lifestyle choices among 8- to 14-y

Eco-Leadership in Practice: A Mixed Methods Study of County 4-H Programs - Cletzer, David Adam (Virginia Tech, 2016)
Our understanding of leaders and the role they play in organizations and society is changing. Four broad discourses of leadership have been identified as occurring during the past 100 years: controller, therapist, messiah, and eco-leader. The most recent, eco-leader discourse, is characterized by collective decision-making, collaboration, shared leadership, and grassroots organization. Eco-leadership is believed to be beneficial for organizations operating in a 21st century, knowledge-driven economy. A quintessential example of an ecological organization is the Extension Service's 4-H program, the organization which this study examines. However, in 4-H, as in many organizations, a majority of leadership development efforts focus on the individual, positional leader. Further, the vast majority of the literature devoted to eco-leadership is conceptual in nature; empirical studies linking leadership approaches to organizational outcomes are rare.This study uses an explanatory sequential mixed methods design to examine: (a) the nature of the relationship between county 4-H agents' leadership discourse preferences and programmatic success; (b) county 4-H association members' levels of systemic and hierarchical thinking and programmatic success; (c) the way in which county 4-H association members' perceive their leadership within their counties; and (d) the relationship between these volunteers' perceptions of their leadership and other variables associated with programmatic success. Findings indicate that the therapist discourse was the most preferred discourse among county 4-H agents, but that agents' discourse scores were unrelated to county 4-H program success. Associations' levels of hierarchical and systemic thinking were also not related to county 4-H program success. Additionally, county 4-H association members reported that: (a) agents play a central role in decision making and communication within the association; (b) association members rarely make decisions on programmatic matters; (c) associations are often not structured in accordance with 4-H's policy for associations; and (d) members are not provided opportunities for development in their roles as association members.

The effects of the structural components of 4-H residential summer programs on the achievement of the essential elements of positive youth development and the acquisition of targeted life skills - Alayna Naro (School of Human Sciences, 2016)
The study addresses the benefits of summer residential camps on positive youth development and the acquisition of targeted life skills

Evaluation of Teen Cuisine: An Extension-Based Cooking Program to Increase Self-efficacy in Teens - Heather K. Petty (Human Nutrition, Foods and Exercise, 2016)
Objective: The aim of the study was to evaluate the effectiveness of Teen Cuisine, an Extension-based cooking program on self-efficacy with cooking and perceptions of their eating behaviors in a diverse group of adolescents across the Commonwealth of Virginia.

Exploration of alumni perceptions regarding career development and impact of the Indiana 4-H program - Lee, Alli Elizabeth (Purdue University, 2016)
The 4-H program is the largest youth development program in the United States, involving more than six million participants. Operating through Purdue Extension, Indiana 4-H strives to provide educational opportunities for youth to develop life skills and qualities that may positively influence their community and world. This qualitative case study was a response to the absence of updated research and evaluation of the Indiana 4-H Youth Development Program. Using an embedded design and semi-structured interviews, the study sought to explore the potential relationship between 4-H experiences and the career development and decisions of six Indiana 4-H alumni from the class of 2005. The study revealed a list of skills perceived as necessary in the workforce and the value of experiences and task approach skills in career development. Regarding the Indiana 4-H Program, participants perceived 4-H as an opportunity to develop life skills, resulting in a positive perception of the Indiana 4-H Program overall. Practical recommendations for Indiana 4-H include exploring specific audiences, increase marketing or communication of additional 4-H involvement opportunities, additional emphasis on health-related life skill development, and developing an Indiana 4-H alumni network. Implications for this study include similar research be conducted using a longitudinal or mixed methods design, with the goal of reaching all stages of human development as well as new audiences within the 4-H Youth Development Program.^

Growing Our Own: A Longitudinal Evaluation of a Professional Development Program for Early-Career 4-H Professionals - Varrella, Gary F.; Luckey, Brian P.; Baca, Jacqueline S.; Peters, Curt (The Journal of Extension (JOE), 2016)
We present the results of a longitudinal evaluation of the Western Region 4-H Institute, a 5-day training program designed to enhance the skill s

Growth of Bath County 4-H Programming through Adult Volunteer Training - Sponaugle, Kari (Virginia Tech, 2016)
Adult volunteer involvement in 4-H programming is essential for the growth and stability of a community-based 4-H program. Adult volunteers needs must be met and quality training must be provided for both their comfort and ability to properly lead a Community 4-H Club and/or short term 4-H program. The matching of youth needs to volunteer skills is crucial for sustainable mentorship opportunities on behalf of the adult volunteer. The project reported here aims to train 4-H adult volunteers through a four-session program to ensure both the comfort level of the adult to lead a 4-H Club or short term program as well as properly facilitate such a program with the skills already obtained from life and career experiences. Research affirms that volunteers need to be both passionate about their involvement with a program for long-standing support and sustainability as well as properly trained in 4-H policy and risk management to ensure a safe, hands-on learning experience for the youth involved. The facilitator will utilize data from pre- and post surveys administered during the training sessions to determine the effectiveness of the training and where future gaps may lie. Additionally, as adult volunteers become comfortable in their particular leadership area and training received, Bath County 4-H community programs will show growth and continual support for years to come.

“I felt really respected and I know she felt respected too”: Using Youth-Adult Partnerships to Promote Positive Youth Development in 4-H Youth - Weybright, Elizabeth H.; Hrncirik, Lauren M.; White, Alison J.; Cummins, Melissa M.; Deen, Mary Katherine; Calodich, Shirley (Journal of Human Sciences and Extension, 2016)
Youth-adult relationships exist on a continuum from adult-led to youth-led collaborations. However, research suggests that quality youth-adult partnerships, which fall in the middle of this continuum, directly contribute to positive youth development. Given this, the current study evaluated the impact of a 4-H Youth Development program, using youth-adult partnerships and a teens as teachers program model, on positive youth development outcomes of participating youth. Qualitative data were collected from 29 youth to evaluate the 4-H Food Smart Families program presented by Washington State University Youth Advocates for Health (YA4-H!). Data analysis identified themes related to the benefits and challenges of the youth-adult partnership and skills gained from being a teen teacher. When looking at results from a positive youth development perspective, it is evident the youth who participated in youth-adult partnerships and as teen teachers experienced beneficial outcomes. Qualitative codes clearly aligned with 4-H Essential Elements of belonging, mastery, independence, and generosity, indicating positive youth development had occurred despite realworld implementation challenges. Based on our experience and lessons learned, we conclude with suggestions for successful implementation of a youth-adult partnership.
Keywords: Positive youth development; teens as teachers; youth-adult partnerships

ICook 4-H: 0 to 24-month accelerometer-derived physical activity and sedentary time in youth - Hofer, Emily (South Dakota State University, 2016)

ICook 4-H intervention: food-related behavior and intake of adult main meal preparers participating in a 5-state childhood obesity prevention study - Richardson, Kyla A (University of Nebraska-Lincoln, 2016)
Childhood obesity affects 12.7 million children within the United States. The need for childhood obesity prevention programs is high. Research supports family-centered programs and health interventions rooted within the Social Cognitive Theory (SCT); the iCook 4-H program combines these attributes. The objective of this study was to assess differences in adult outcome variables between control and treatment participants and whether the program impacted food security status. Participants consisted of adult-youth pairs (dyads) that included a 9-10 year-old child and their adult primary meal preparer. The focus of this project was to provide findings on adult participants only. The program was implemented in Maine, Nebraska, South Dakota, Tennessee, and West Virginia. Within each state, treatment (n=150) and control dyads (n=77) were recruited through Extension, 4-H, and community programs with flyers, in-person contact and email. Dyads participated in 6 educational sessions over the course of 12 weeks that focused on culinary skills, family mealtime, healthful eating, meal planning, and physical activity. Adult outcomes collected included self-reported food intake, procurement, preparation and safety practices, parent-child feeding relationships, family mealtime routines, quality of life, food security status, program evaluation, BMI, and measured blood pressure. Descriptive statistics are presented for demographics at baseline. A linear mixed model approach was used to analyze data across time points (0, 4, and 12 months). A p <0.10 level of significance was used. Statistical analyses were performed using IBM SPSS Statistics for Mac (Version 23.0, 2015, IBM Corp). As a result of participating in the iCook 4-H program, adult treatment participants reported significant improvements in the following: fruit intake, shopping with a grocery list, using the "Nutrition Facts" label, eating less family meals at restaurants, receiving honest answers to questions from family members, food security status, planning weekly meals, enjoying making meals with their child, and kitchen skill confidence.

Motivational Factors Impacting Youth Participation in West Tennessee 4-H - Crystal Paige Pipkin (Agricultural Leadership, Education and Communications, 2016)

Preparing for Effective Program Dissemination and Implementation: An Analysis of Problems and Proposals for the iCook 4-H Program - Randall, Jodi L. (The University of Maine, 2016)
While much effort has gone into the creation of obesity prevention programs like iCook 4-H, such programs remain largely under-utilized. The disconnect between research and practice highlights the necessity of dissemination and implementation strategies to ensure programs become adopted into practice. Creating a well-informed systematic approach to implementation will ensure that the iCook 4-H program will be implemented efficaciously and sustainably to improve the health of generations to come. The goal of this research was to implement the pilot dissemination and describe the findings in the context of the Quality Implementation Framework. The objectives were to report outcomes of the iCook 4-H pilot dissemination, identify factors that promoted or inhibited successful dissemination, and provide suggestions QIF-based suggestion for improvement of future iCook 4-H dissemination and implementation. Careful attention to detail was paid in earlier stages of the iCook study while developing the iCook 4-H three-pronged approach of program, process, and fidelity evaluation to be consistent and reliable over time. This system of evaluation generates data on effectiveness of the iCook program (which was adressed in the iCook intervention study). In the context of dissemination and implementation it also illuminates the successes and failures in program packaging and determines if actual program delivery aligns with intended program delivery. Process evaluation results of the iCook 4-H pilot dissemination showed that both youth and adult participants identified the key components (concrete as well as abstract) of the program which is an indicator of efficacy. Program evaluation analysis demonstrated significantly increased scores from pre to post intervention in overall outcome measures (and the majority of youth subscales) 87.44±10.57 to 90.89±6.98 in adults and 180.26±29.74 to 200.10±28.67 in youth. Fidelity evaluations demonstrated that sites maintained high attendance (average of 91%) and participants were highly engaged in sessions (session averages of 3-4 on a 1-4 scale). Through third-party fidelity assessment, leaders were categorized as effective to highly effective (3.3-4 on a 1-4 scale) and were able to cover session materials and meet objectives within or below the intended session duration. Based on this assessment, the resources provided to leaders were deemed sufficient. While novel and well designed, this three-pronged approach to evaluation was not intended to serve as a complete dissemination and implementation (D&I) plan. Significant exploration into dissemination and implementation strategies and frameworks was not completed prior to the pilot dissemination study. By evaluating the iCook 4-H pilot dissemination through the lens of the Quality

A Qualitative Descriptive Study Examining the Current State of the New York 4-H Program From a Leader’s Perspective - Megan E. Tifft (Executive Leadership, 2016)
Nonprofit organizations (NPOs) represent a fast-growing industry with significant value in today’s society. NPOs are filling gaps in providing services the government can no longer deliver and are considered an economic industry worth billions of dollars. As evidenced in research, NPOs are facing a multitude of challenges. Still, most of these challenges are addressed as standalone issues. Research has provided tools and suggestions for how leadership can address singular challenges; however, few researchers have examined challenges broadly. It has been confirmed that organizational leadership needs to understand, from a leader’s perspective, the challenges of the organization so that efforts can be developed to solve critical issues. For NPOs to be able to solve problems, they need to develop a deeper understanding of their challenges. In this qualitative descriptive study, the intention was to add to the body of knowledge on NPO and leadership challenges and organizational effectiveness by examining what leaders do to lead Programs well. The goal was to gain a deeper understanding from the perspective of Cornell Cooperative Extension (CCE) 4-H Program Leaders of the current state of the New York 4-H Program, which broad collective challenges exist within that program, and how programs are led well. This topic was explored through open-ended inquiry utilizing a theoretical framework of Organizational Effectiveness (OE). Implications, recommendations, and suggestions for future research relate directly to CCE guiding documents and past organizational research.

Reasons Youth Choose or Do Not Choose to Be Involved in 4-H Livestock Projects in Tennessee - Leigh E. Fuson (Agricultural Leadership, Education and Communications, 2016)
The purpose of this study was to find reasons youth choose or do not choose to be involved in 4-H livestock projects.  Themes determined in the study were:  family support, interest and a love of animals, farming background, friendships and fun, and the development of life skills.

Teaching Record-Keeping Skills to 4-H Youths Through Experiential Learning Techniques - Roland, Tyanne J.; Fisher, Meredith (The Journal of Extension (JOE), 2016)
Teaching record keeping for breeding projects in a way that keeps youths engaged is a difficult task. The activity discussed in this article was

Virginia 4-H Food Challenge Curriculum Evaluation - Nagurny, Samantha C. (Virginia Tech, 2016)
In 2014, 4-H agents brought the Food Challenge competition from Texas to the Virginia program as a new competition outlet for youth. With this new program comes the need to train Extension faculty, staff, and volunteers to provide adequate knowledge for youth to be successful in their competitive endeavors. Due to the competition being relatively new to the nation, a curricula specific to the competition had not been developed. This study compiled and reviewed existing 4-H healthy living curricula to determine what already-existing materials would help a team prepare for the competition. Many materials were found to be adequate at covering specific sections of the competition judging criteria, however only three were determined to meet a majority of the programming needs. The top recommended curricula were Exploring the Food Challenge, Teen Cuisine, and Cooking Matters for Teens. Exploring the Food Challenge covered all 12 criteria, with Teen Cuisine and Cooking matters for Teens covering 11 of the 12 criteria.

4-H leadership development in southern Maine: community clubs vs. school/afterschool clubs - Personette, Laura (University of Southern Maine, 2015)

4-H Wildlife Habitat Education Program: A Qualitative Study on Career Exploration - Cowan, Ronnie L (University of Tennessee, 2015)

Associations of cooking self-efficacy and frequency of iCook-4H youth participants with dietary quality and BMI at baseline - Ford, Amber (University of Tennessee, 2015)

College transition study shows 4-H helps youth prepare for and succeed in college - Judy Ratkos; Lauren Knollenberg (Journal of Extension, 2015)
Many young adults enter college without the knowledge and skills necessary to succeed. The purpose of the study was to determine if 4-H helps develop life skills needed for the transition to college and overall college success. College attending 4-H alumni were compared with comparison group on six life skills.

Cultural core competencies: Perceptions of 4-H youth development professionals - Janet Fox; Jenna LaChenaye (Journal of Human Sciences and Extension, 2015)

A Descriptive Study of Teens’ Career Decision-Making Self-Efficacy - Roger, Cherie (Louisiana State University and Agricultural and Mechanical College, 2015)

Development of 4-H youth leadership skills: A retrospective approach with emerging adults - Ashley N. Kinkade (Human Development and Family Studies, 2015)

Engaging focus group methodology: The 4-H middle school-aged youth learning and leading study - Samantha Grant; Siri Scott; Pamela Larson Nippolt (Journal of Extension, 2015)
With young people, discussing complex issues such as learning and leading in a focus group can be a challenge. To help prime youth for the discussion, we created a focus group approach that featured a fun, interactive activity. This article includes a description of the focus group activity, lessons learned, and suggestions for additional applications.

Examination of attitude and interest measures for 4-H science evaluation - Kendra M. Lewis; Steven M. Worker (Journal of Extension, 2015)
Science education research has demonstrated the influence of affect on learning. The National 4-H Science Logic Model outlines outcomes from youth participation in 4-H science programs, which includes attitude and interest outcomes. The associated measure, the National 4-H Science Common Measure, assesses these attitude constructs and not other affective factors. Tie study reported here sought to determine whether additional affective constructs were separate from the general constructs assessed on the Common Measure. We found the additional measures have good reliability and moderate correlations among the outcomes, suggesting the new measures assess different constructs than currently assessed by the Common Measure.

The Factors That Influence the Involvement of Youth in Pennsylvania 4-H Extension District 16 Livestock Programs - Weikert, Ben; Hoover, Tracy; Radhakrishna, Rama B; Swinker, Ann (Journal of Extension, 2015)
Keywords: livestock

iCook 4-H: the relationship between the Block Kids Physical activity screener and accelerometer derived physical activity in 9-10 year old children - Celine Kabala (South Dakota State University, 2015)

The impact of Georgia 4-H livestock projects on participant leadership skills: a qualitative study of 4-H alumni - Abrams, Sherry Wilson (University of Georgia, 2015)
The purpose of this study was to identify what leadership learning outcomes adults perceive to have gained from participation as youth in Georgia 4-H livestock projects. Participant reflections may serve to inform improvements to Georgia 4-H livestock projects. The leadership and life skills participants self-identified we analyzed through qualitative research methods. Nine domains emerged to illustrate the types of experiences that developed leadership and life skills for participants. These domains included communicating, helping others, managing, working, responsibility/commitment, connecting, passion, thinking, and achieving. Kolbs Experiential Learning Theory and Katzs Three-Skill Approach to Leadership provided a basis for interpreting the findings.
Keywords: cooperative extension; Georgia 4-H; Katz's Three-Skill Approach to Leadership; Kolb's Experiential Learning Theory; leadership outcomes; life skills; Livestock projects

Increasing student interest in poultry science careers through 4-H - P. Armstrong (Walden University, 2015)

Informing 4-H development in SE Alaska native villages - D. Jones; L. Skogrand (Journal of Community Engagement and Scholarship, 2015)

Life Skill Development of Youth Participants of the 4-H Beef Skillathon Program - Harris, Josey (University of Tennessee, 2015)

Life Skills Gained Through the 4-H Sheep Skillathon - Kimes, Terra (University of Tennessee, 2015)

The lifelong impact of 4-H: Stories from Texas - T. Lepley; Martha Elaine Couch (Texas A&M University Press, 2015)

Longitudinal study of a state 4-H fashion revue - Kendra Taylor; Jan F. Scholl; Sandra P. Hall (Journal of Human Sciences and Extension, 2015)
No differences were found in cost or time allocation among those who placed as award winners and those who di not place. Data and participant comments indicated that participants gained some life skills. In addition, more than one-third of the youth involved in these contests were found to mend for their family and friends as part of their 4-H textile and clothing experiences.

Louisiana 4-H State Leadership Boards: Measuring Leadership Life Skills and Youth-Adult Relationships. - Moran, Leslie (Louisiana State University and Agricultural and Mechanical College, 2015)

The 'Mooring' of Rural Canada: Youth Volunteerism in Fragile Communities - Eisenbach, Kristina E (University of Guelph, 2015)

A multisite, prospective, one health investigation of zoonotic swine influenza among 4-H Members and their swine at agricultural fairs in Pennsylvania - Spleen, Angela M (Pennsylvania State University, 2015)

National 4-H Common Measures: Initial evaluation from California 4-H - Kendra M. Lewis; Shannon J. Horrillo; Keith Widaman; Steven M. Worker; Kali Trzesniewski (Journal of Extension, 2015)
Evaluation is a key component to learning about the effectiveness of a program. This article provides descriptive statistics of the newly developed National 4-H Common Measures (science, healthy living, citizenship, and youth development) based on data from 721 California 4-H youth. The measures were evaluated for their reliability and validity of individual items and overall measures using exploratory factor analysis. The measures overall appear to assess what they are intended to assess, but there are several methodological issues, such as cross-loading items and low variance. Recommendations for scale refinement and modifications are made.

Is parental participation in organized sports associated with Positive Youth Development? - Lara Andrews (University of Delaware, 2015)
The study examined parents' levels of involvement in organized sports and children's Positive Youth Development (PYD). This study used data from grade 6 participants and parents from the 4-H positive youth development study to assess the role of parenting in organized sports and how this associates with children's levels of connection and confidence.

Perspectives on a positive youth development environment for youth with developmental disabilities in 4-H - Zurawski, Megan E (Clinical Psychology, 2015)

A presentation by National 4-H Conference participants concerning the future of agriculture in the U.S. - U.S. Congress House of Representatives (2015)

Promoting positive youth development: lessons from the 4-H study - Edmond P. Bowers; G. John Geldhof; Sara K. Johnson; Lacey J. Hilliard; Rachel M. Hershberg; Jacqueline V. Lerner; Richard M. Lerner (Advancing Responsible Adolescent Development, 2015)
"This book presents the results of a longitudinal 4-H study of youth development. The volume discusses how self-regulation and contextual resources (e.g., strong relationships with parents, peers, and the community) can be fostered in young people to contribute to optimal functioning throughout life. Each chapter examines a particular aspect of youth thriving, and offers findings on the role of positive development in a variety of outcomes. Contributors introduce a contemporary model of positive development for diverse youth, provide examples of effective youth development programs, and suggest applications for informing the next generation of policy and practice. Among the featured topics: The regulation of emotion in adolescence. School engagement, academic achievement, and positive youth development. Peer relationships and positive youth development. Identity development in adolescence and the implications for youth policy and practice. Promoting adolescent sexual health in youth programming. A positive youth development approach to bullying. Researchers in developmental psychology as well as educational policy and politics will gain from Promoting Positive Youth Development a new appreciation of young people's strengths and their centrality in creating effective youth programs and initiatives. "This volume is destined to become the handbook for anyone interested in the bourgeoning field of positive youth development. Promoting Positive Youth Development presents a rich, theoretically grounded understanding of the landscape today's youth, families and programs. The contributors provide clear, data-driven guidance regarding the types of programs and settings that are most beneficial to young people." Jean E. Rhodes, Ph.D. Department of Psychology University of Massachusetts, Boston." -- Prov?? de l'editor.

Promoting positive youth development: Lessons from the 4-H study (Springer International Publishing, 2015)

Promoting the essential elements of 4-H youth development through an experiential learning model - Shelley Meyer; Kenneth R. Jones (Journal of Extension, 2015)
This study applied experiential learning theory to a context involving middle and high school aged youth while assessing the four concepts (belonging, mastery, independence, and generosity) in relation to the 4-H youth development essential elements.

Regionalization of the Washington State University Extension 4-H youth development program: Employee awareness, buy-in, and communication - Allison J. White; Dan Teuteberg (Journal of Extension, 2015)
A survey regarding the level of awareness and buy-in that Extension administration, faculty, and staff have concerning the regional model and how communication about the model took place. The majority learned about this through informal conversations. Those who learned through both formal and informal methods felt more knowledgeable, and more comfortable assessing the model's merit.
Research in Brief 5RIB5

The Relationship of Texas A&M Agrilife Extension Summer Horsemanship School Instructors’ Evaluated Competencies to the Self-Perceived Competencies of Youth and Adult Participants - Antilley, Teri J. (Texas A & M University, 2015)
The purpose of this study was to determine if participants of the Texas A&M AgriLife Extension Summer Horsemanship School Program, from 2006 through 2014, perceived increases in learning and competency. In addition, the relationship of the horsemanship school instructors’ evaluated competencies with the self-perceived learning and competency of youth and adult participants was tested. A non-random, purposive sample of 37 different instructor teams, comprised of 58 different, individual instructors (53 female, 5 male), were evaluated, along with participants at 202 of the 239 horsemanship schools, resulting in a non-random, purposive sample of 2,701 completed questionnaires. Evaluations were grouped by county and year and compared to the scores of instructor teams who taught those groups. Questionnaires were analyzed for both all ages of participants and 4-H age (8-19) only.Analysis of data revealed that all participants perceived an increase in learning (M = 3.89, SD = 0.54) and competency (M = 3.90, SD = 0.50) after completing the horsemanship school. When analyzed separately, data with only 4-H ages indicated that participant learning and competency increased as rider age increased (p < 0.01). Data showed no significant relationships among instructor teams’ competency (pattern and speaking scores) and participants’ learning and competency, either of all ages or 4-H ages only; however, significant positive relationships (p < 0.01) were found between instructors’ pattern and speaking scores, as well as between participants’ learning and competency. No significant relationship was seen between instructor teams’ scores on a specific horsemanship maneuver and the degree of perceived learning in the participants they taught on that same horsemanship maneuver. When participants of all ages were analyzed, data indicated that learning declined (p < 0.05) as instructors taught more schools. Additionally, analysis of data pointed to a decline in learning (p < 0.05) of participants of all ages, as the instructor got older, and when reviewing participants of 4-H age only, data revealed that both learning (p < 0.01) and competency (p < 0.05) were negatively related to instructor age. These results could be a starting point for future studies of the Texas A&M AgriLife Extension Summer Horsemanship School Program.Analysis of data revealed that all participants perceived an increase in learning (M = 3.89, SD = 0.54) and competency (M = 3.90, SD = 0.50) after completing the horsemanship school. When analyzed separately, data with only 4-H ages indicated that participant learning and competency increased as rider age increased (p < 0.01). Data showed no significant relationships among instructor teams’ competency (pattern and speaking scores) and participants’ learning and competency, either of all ages or 4-H ages only; however, significant positive relationships (p < 0.01) were found between instructors’ pattern and speaking scores, as well as between participants’ learning and competency. No significant relationship was seen between instructor teams’ scores on a specific horsemanship maneuver and the degree of perceived learning in the participants they taught on that same horsemanship maneuver. When participants of all ages were analyzed, data indicated that learning declined (p < 0.05) as instructors taught more schools. Additionally, analysis of data pointed to a decline in learning (p < 0.05) of participants of all ages, as the instructor got older, and when reviewing participants of 4-H age only, data revealed that both learning (p < 0.01) and competency (p < 0.05) were negatively related to instructor age. These results could be a starting point for future studies of the Texas A&M AgriLife Extension Summer Horsemanship School Program.

A study of life skills from traditional and afterschool 4-H participants - J. Kreikemeier (Iowa State University, 2015)

Transformative learning and the 4-H camp counselor experience in Minnesota - Donna Leth; Michael S. Ratallick; Nancy K. Franz (Journal of Human Sciences and Extension, 2015)

Using an advisory group to obtain volunteer perspective for regional programming - Kenneth Culp III; Harriett C. Edwards; Jenny W. Jordan (Journal of Extension, 2015)
A mixed methods research approach was used to gather input from volunteers and specialists. While specialists and volunteers had similar rankings of volunteer resources, problems, issues, trends, and tools, they disagreed on the prioritization of needs and concerns. A regional 4-H volunteer handbook was the result of the needs assessment.

The 4-H Health Rocks! program in Florida: Outcomes on youth tobacco, alcohol, and other substance abuse prevention - M. Kumaran; K. Fogarty; A. Terminello; W. Fung (Journal of Youth Development, 2014)
The purpose of this study was to determine the value of the Health Rocks! curriculum. Significant improvement in drug knowledge, drug beliefs, attitudes, and drug resistance skills for hundreds of youth reached in 2009-2012.

Acquisition, custody, and storage of firearms used in 4-H shooting sports programs - David J. White; Jedediah D. Smith (Journal of Extension, 2014)
This article focuses on Oregon's Precautionary system used to administer its 4-H Shooting Sports program.

Assessing anthropometric measurements, maturation stage and dietary intake of 9-10 year old children in the iCook 4-H pilot study - Samantha Buttarazzi (University of Maine, 2014)

Assessing family dynamics of iCook 4-H participants in a five state pilot study - Meaghan Brown (University of Maine, 2014)

Benchmarking professional development practices across youth serving organizations: Implications for Extension - Barry A. Garst; Sarah Baughman; Nancy Franz (Journal of Extension, 2014)
4-H educators represented 27% of the respondents, and indicated their most important need was learning to evaluate and report program effectiveness.

Defining and describing Ohio 4-H camp counselor core competencies - Hannah Kohler Epley (Ohio State University, 2014)
The purpose of this study was to develop and validate a competency model for 4-H camp counselors in Ohio. The Ohio 4-H Camp Counselor Competency Model was developed and 15 core competencies were identified. Implications for practice and the research process were outlined.
JFS 11/5/14

Digital media creates youth voices heard - Jeff Sallee; Corbin Dewitt (Journal of Youth Development, 2014)
This project created videos to education, and raise awareness to help solve farm, home and community problems. Participants indicated that creating videos, educating others and sharing their convictions on topics of horse therapy, citizenship, bullying, and distracted driving were important.

The effect of social media communications on positive youth development: An analysis of 4-H Facebook pages and 4-H'ers positive development - Ah Ram Lee (University of Alabama, 2014)
This study examined how youth-related organizations communicate with young members through social media in order to educate them and how young users perceive the effect and impact of such communication on their development. The results showed that 4-H Facebook posts increased the organizations interaction with its young members by building more connections and facilitating positive development of youth. Strategic communications through social media can increase interactions and potentially impact the development of positive traits that will aid youth in becoming more active and responsible citizens.

Evaluating adolescent satisfaction of a 4-H leadership development conference - Steven M. Worker (Journal of Extension, 2014)
Seven years of evaluation data from the California 4-H State Leadership Conference was used to analyze the relationship among satisfaction and sense of belonging, feeling respected, and perceived competence. Perceived competence and feeling respected were significant and belonging was significant in two years. An ANCOVA demonstrated that youth participants who felt respected by youth in leadership roles predicted satisfaction more often than feeling respected by adults or peer participants.

Evaluation of the impacts of a Cooperative Extension 4-H nutrition education and gardening program on nutrition behavior and self-efficacy - Elizabeth C. Dodge (University of Maine, 2014)
Food and Nutrition Sciences theses.

Examining the use of social media among 4-H alumni in Louisiana - Kali Boudreaux Zammit (Journal of Youth Development, 2014)
Purpose of study was to determine preferences for social media among 4-H alumni. A 24-item instrument was developed. The preferred methods were: Facebook and text messaging. Smart phones and personal computers were also used. 100% of the surveyed 4-H alums use social media mostly to communicate with friends, view photographs, and as a form of updating themselves.

Explaining research utilization among 4-H faculty, staff, and volunteers: The role of self-efficacy, goal orientation, training, and previous experience - Julieanne Tillmann; Lynette H. Bikos (Journal of Youth Development, 2014)
Structural equation modeling Faculty, staff and volunteers (n=368), representing 35 states, was used to investigate the utilization of research evidence. The major factor impacting research utilization was self-efficacy which was positively influenced by participants' learning, goal orientation, frequency of 4-H training during the last 12 months, education in research related areas, and investigative career interests. Regular 4-H training opportunities and on-going exposure to program evaluation and improvement experiences were suggested.

The Factors that Influence the Involvement of Youth In Pennsylvania 4-H Extension District 16 Livestock Programs - Weikert, Ben Spangler (Pennsylvania State University, 2014)

From 4-H international youth exchange to global citizen: Common pathways of ten past program participants - Mary E. Arnold; Jamie Davis; Aimee L. Corliss (Journal of Youth Development, 2014)
Qualitative study to examine the life course of 10 adults who participated as youth in the 4-H International Exchange program. The study explored pathways that led each participant to the experience and how that experience led to other international experiences. Using a grounded theory approach, the data were analyzed through selective , open and axial codings forming a common pathway among participants. Suggested recommendations for international youth exchange programs are provided.

Impact of 4-H civic engagement education on communities: A measure of social capital in 4-H alumni - Deborah Nistler (University of Florida, 2014)
Alumni of the Florida 4-H legislature program were surveyed to determine current community engagement as it relates to the five constructs of social capital: Groups and Networks, Trust and Solidarity, Cooperation, Collective Action, and Empowerment and Political Action. The study found that service learning in 4-H develops competencies that will be continued into adulthood. The study reinforced the reflection and application process of Kolb's (1984) experiential learning model and the "learn by doing" approach through 4-H. Empowerment and Political Action and Groups and Networks social capital were more apparent among 4-H alums than those not participating previously in the 4-H program. The recommendations: using social capital to measure community impact provides 4-H an opportunity to demonstrate public value as a youth development organization both in the development of citizenship and communities. The study also recommended that Florida 4-H integrate social capital measurement into its evaluation system.

Impact of 4-H on alumni's community involvement - Kyle Merten; Darlene Locke; Montza Williams; Meredith Carter; Kelli Lehman (Journal of Extension, 2014)
The qualitative, non-experimental descriptive study measured how being an alumni of the Texas 4-H program influenced their current decisions toward community involvement. The alums were former Texas 4-H member 18 years and older. The study confirmed that alums stayed involved in community organizations (4-H, church, and fair board) and held leadership positions (mostly president and secretary).

Junior Master Gardener® Programs in Rural Guatemala: A Model for International Youth Development Programs - Mcgucken, Anna Mae (Texas A & M University, 2014)
This study examined the impact of selected Junior Master Gardeners (JMG) lessons on students’ science knowledge gain, science attitudes, and life skill development. During summer 2013, sixth grade students (N = 84) and teachers (N = 11) from two rural schools in Guatemala participated in six weeks of JMG lessons. Students completed pre-and post- science knowledge tests, and pre-and post- science attitude and life skills surveys. Teachers completed surveys to evaluate their perceptions of JMG lessons and perceived impacts those lessons had on students’ science learning and attitudes, and development of life skills.Results showed that students’ science knowledge significantly increased as a result of their participation in JMG lessons. No change in attitude toward science was observed in the student data; however, data from teachers’ surveys indicated that teachers perceived JMG lessons were important in stimulating students’ desires to learn science and in increasing students’ interests in science. No significant change in students’ perceptions of life skills development was observed; data from teachers’ surveys indicated they perceived JMG lessons were important in helping students develop life skills such as communications and leadership. The lack of significant change in students’ science attitudes and life skills development may be attributed to low internal reliability scores for both scales. Many previous studies conducted in the U.S. indicate that participation in 4-H, JMG, and other agricultural education activities facilitates changes in attitudes toward science and life skill development. Future studies should address instrument reliability issues to improve research in this field or rely more heavily on teacher evaluation of JMG programs since research suggests that adults are better able to assess changes in attitudes and skills than youth.Overall, this study suggests that there is great potential for the use of JMG programs in developing countries. Because of their impact on science education, science attitude, and life skills development, JMG programs should be accepted as viable tools for international development projects working toward a stronger, more educated, and more capable youth population in developing countries. Both science knowledge and life skills development are closely tied with economic prosperity and successful livelihoods so by giving youth these skills, JMG is preparing them for a better future. Before incorporating JMG into development projects, more time should be invested in adapting JMG lessons and activities to a rural Guatemalan context to maximize learning and ease of adoption.

Knowledge, attitudes, and commitment concerning evidence-based prevention programs: Differences between family and consumer sciences and 4-H youth development educators - D. Perkins; Claudia C. Mincemoyer; S. Chilenski; R. Spoth; J. Olson (Journal of Extension, 2014)
Differences were examined among FCS and 4-H youth development educators related to knowledge, perceptions and attitudes towards evidence-based and other prevention programs. FCS educators were more knowledgeable of evidence-based programs and had more favorable perceptions and attitudes toward-evidence based and other pre-packaged programs.
Article 3FEA6

Parental perceptions and expectations of the North Carolina State 4-H Summer Camping Program regarding the development of targeted life skills - Joseph Buxton Long (North Carolina State University, 2014)

A partnership model for evaluation: Considering an alternate approach to the Internal-External Evaluation Debate - Suzanne M. Le Menestrel; Jill S. Walahoski; Monica B. Mielke (American Journal of Evaluation, 2014)
The article focuses on a partnership approach to evaluation of a national 4-H science initiative that engaged both internal and external evaluators as well as key stakeholders. This study involved both an internal and external approach and key stakeholders. Strategies and suggestions were provided to implement this approach in other complex, multipartner organizations.

Possession, transportation, and use of firearms by older youth in 4-H shooting sports programs - David J. White; S. Todd Williver (Journal of Extension, 2014)
Thirty years ago we would think nothing of driving to school with a jackknife in our pocket or rifle in the gun rack. Since then, the practices of possessing, transporting, and using firearms have been limited by laws, rules, and public perception. Despite restrictions on youth, the Youth Handgun Safety Act does afford 4-H shooting sports members certain rights. This Tools of the Trade highlights the relevant laws and explains the strategy used in Oregon 4-H to help its youth responsibly possess, transport, and use firearms for legitimate purposes.

A qualitative evaluation of the 4-H record book in light of the PYD concepts: Belonging, mastery, independence, and generosity - Lynette H. Bikos; Deanna M. Haney; Katie Kirkpatrick-Husk; Serena Hsia (Journal of Youth Development, 2014)
Utilizing qualitative methods, 21 participants (14 leaders, 9 recent 4-H alumni) from 9 states. Researchers questioned whether of not the traditionally formatted record book is appropriate for all 4-H members. Authors recommended that record book committees engage with professionals with developmental expertise.

Student demographics, academic performance, and faculty perceptions of equine students at The Ohio State University - Jennifer Williams Southworth (Ohio State University, 2014)
The typical student in this study had no experience in 4-H or FFA/ though faculty indicated that they though they had. Author recommends faculty should require data characterizing students enrolled in introductory equine studies.

We are not all one puzzle piece: Youth voice, homelessness and positive youth development - Brooke Dolenc Nott (Oregon State University, 2014)
A youth-centered inductive approach, adolescents' opinions and views on  positive development, well-being, strengths and success were sent through ten focus groups with 18 homeless youth and 20 non-homeless (4-H) youth, ages 12-17. Manuscript one addresses the discrepancies in youth views and experiences by subgroup homeless or 4-H. The analysis revealed that that homeless youth demonstrated deeper self-awareness in the strengths of their personal qualities. 4-H youth cited their strengths in terms of activity related accomplishments. Homeless youth adapted to their lacking ecologies, such as non-supportive parents, as they sought out other health promoting relationships in their place. Homeless youth also viewed risk avoidance as an aspect of dong well, unlike 4-H youth. Manuscript two compared youth's collective perspectives of doing well. Youth were focused on the future and reaching their goals, including enjoyable careers and educational achievements. The youth also valued social skills, especially humor and humility in relating to people to be successful. Unexpectedly youth held different interpretations of what is traditionally understood as character and how character is conceptualized by the positive youth development framework. Final statement: By recognizing the unique perspectives of youth from divergent enjoinments, programming, theory, and policy involving positive development and strengths-based approaches can more effectively represent the strengths and views of youth from diverse backgrounds.

4-H out of school time STEM education - Steven M. Sorker; R. L. Mahacek (Children's Technology and Engineering, 2013)

4-H youth development professionals' perceptions of youth development core competencies - Janet Fox; Diane Sasser; Lisa Arcemont (Journal of Human Sciences and Extension, 2013)
This descriptive study was to assess the perceived level of competence among 4-H agents in Mississippi. Based on the 4-H Professional Research, Knowledge, and Competency Model (Stone & Rennekamp, 2004). Staff felt most competent in the areas of current youth issues, career opportunities for youth, and family structures/relationships. Staff felt least competent in the area of mental development of youth. No one identified themselves as an expert in any area.

Acculturation orientation of Indiana 4-H adult volunteers toward minorities - Lindsay A. Myers (M.S., 2013)
Acculturation is the phenomenon which results when groups from differing backgrounds come into contact. These interactions are a combination of maintaining one's own original cultural values and adopting other groups' cultural values. From these variables, there are four main outcomes of acculturation: Integration, Assimilation, Marginalization, and Separation. The purpose of this study was to assess the acculturation orientations of 4-H adult volunteers toward minorities. The research questions of the study were: 1) what are the acculturation orientations of 4-H adult volunteers toward minorities? 2) How do 4-H adult volunteers' desired choice of minority acculturation strategies compare to their perception of currently adopted acculturation strategies of minorities? 3) Are there differences among 4-H adult volunteers' acculturation orientations across each domain? Additional objectives of the study were to determine if a difference exists between what participants perceive to have happened and what they would like to happen in terms of minorities acculturating with the mainstream culture. The final objective was to determine if a difference exists between acculturation orientations that were adopted by participants within different life domains. This study was guided by the conceptual framework of the Relative Acculturation Extended Model (RAEM). A questionnaire was adapted from the Acculturation Scale (Navas & Rojas, personal communication, October 22, 2012). Questionnaires were collected from a convenience sample of Indiana 4-H adult volunteers (n = 1,253). Data were analyzed using descriptive statistics including means, standard deviations, frequencies, and percentages. One sample t tests were used to describe mean differences in the real and ideal situations as well as each domain. Findings indicated that the majority of participants adopted the Integration orientation in both the Real and Ideal situations across all domains. Recommendations are provided to guide future research as well as implications for theory and practice.

Agricultural innovations and technologies 4-H challenge and demonstrations: Final Report - Ministry of Agriculture Saskatchewan (Government publication, 2013)

Boundary spanning actors in urban 4-H: An action research case study - Victoria Dotson David (University of Georgia, 2013)
Study explored how managers of outlying audiences span the boundaries between supporting institutions and the audiences they serve. Data were collected through interviews with organization leaders, urban youth educators, and from 8 states. Many conclusions were drawn from the findings and implications discussed. Author indicated that action research serves as individual professional development and potential organizational learning.

A Case Study Comparing Participants vs Non-Participants of the Texas 4-H Livestock Ambassador Program in Relation to Animal Science Knowledge, Leadership, Career Development, and Higher Education Knowledge Gained - Isbell, Elizabeth Ann (Texas A & M University, 2013)
Selected former Texas 4-H Livestock Ambassadors as well as former Texas 4-H members that are currently enrolled in Texas A&M University and Texas Tech University participated in an interview to determine the effectiveness of both programs in relation to several specific aspects. Five former ambassadors were selected from each institution, resulting in ten total participants. Just as well, five former 4-H members were selected from each institution resulting in ten total control group participants. The focuses of the study related to the following four criteria: 1) How did the T4HLA Program (or Texas 4-H Program) benefit the participants in terms of college preparation? 2) How did the T4HLA Program (or Texas 4-H Program) prepare the participants for determining a career path within agriculture? 3) How did the T4HLA Program (or Texas 4-H Program) allow you to develop leadership skills? 4) How did the T4HLA Program (or Texas 4-H Program) provide information specifically related to animal science knowledge? The results of the study verified the benefits of the T4HLA Program in relation to the targeted areas of higher education knowledge gained, leadership skills developed, agricultural careers explored, and practical animal science knowledge gained. The benefits of the program ensured that a very practical set of skills were being disseminated to the participants. Just as well, the 4-H member’s development in relation to life skills (public speaking, communication, team work, etc.) was magnified during their 4-H membership as well.

A Case Study: Motivational Attributes of 4-H participants engaged in Robotics - Smith, Mariah (2013)

Characteristics of 4-H participants and their psychosocial development - Lauralee Lyons (Utah State University, 2013)

Current Practices for Training Staff to Accommodate Youth with Special Health Care Needs in the 4-H Camp Setting - Lauren Mouton; Jacklyn Antoinette Bruce (Journal of Extension, 2013)
The theory of inclusion is the foundation for the study. Results include current practices, strengths, weaknesses, and the comparison of such practices at 4-H and ACA camps. Camps are encouraged to use the conclusions from the study in planning and improvement efforts.
Research in Brief 1RIB4

Development and validation of the 4-H research utilization self-efficacy scale - Julieanne Tillmann (Seattle Pacific University, 2013)

The Development of Career Maturity and Career Decision Self-Efficacy Among High-School Aged Youth Enrolled in the Texas 4-H Healthy Lifestyles Program - Courtney Felder Dodd (Texas A & M University, 2013)

Diversity inclusion in 4-H youth programs: Examining the perceptions among West Virginia 4-H Youth Professionals - Douglas LaVergne (Journal of Extension, 2013)
The study sought to examin the perceptions of 4-H youth professionals toward diversity inclusion in 4-H programs. A majority positively reported that there are benefits for youth of color and youth with disabilities in 4-H youth programs. Respondents also indicated that the lack of information received by potential participants was the greatest barrier to diversity-inclusive 4-H programs.
Article 4FEA1

Effectiveness of the 4-H program as perceived by parents of 4-H participants - Rama B. Radhakrishna; C. Foley; Patreese D. Ingram; John C. Ewing (Journal of Extension, 2013)
This study examined the effectiveness of the 4-H program as perceived by parents of program participants. A descriptive-correlational designed was employed, with data collected using a mail survey. Parents perceived 4-H as an effective organzation in teaching life skills to youth. Significant relationships were found between parents' skills and skills outh learn in 4-H. Two variables--skills and belonging--explained 28.8 percent of the variance in youth life skills, suggesting when parents view their children's participation in 4-H is important and helps demonstrate the importance of life skills, youth learn needed life skills--cmmunications, decision making and goal setting.
Research in Brief 4RIB8

Embracing scientific and engineering practices in 4-H - Steven M. Worker (Journal of Extension, 2013)
A fundamental component of the 4-H Science Initiative is to provide opportunities to aid in science process skills. Refocusing 4-H efforts on a socio-cultural framework of science education that emphasizes a participation oriented framework towards learning scientific and engineering practices ensures 4-H programs are affording youth high quality learning experiences.

Evaluation of 4-H and FFA Members Scores on the 2011-2012 Texas Quality Counts Verification Exam - Grube, Brittany C. (Texas A & M University, 2013)
Experimental results indicated that dolomite dissolution rates increased in all the acid solutions as the disk rotational speeds increased at 150, 200, and 250˚F. The dissolution of dolomite in 0.886 M GLDA was found to be surface-reaction limited at lower temperatures and mass-transfer limited at highest temperature. GLDA with the lowest reaction rates and relative diffusion coefficient demonstrated retardation before spending with deeper penetration capability for productivity and injectivity improvement.The purpose of this study was to analyze the Texas Quality Counts Verification Exam for junior and senior aged 4-H and FFA members. The Texas Quality Counts program was developed due to a need for teaching livestock ethics and care to the youth of Texas and it strives to teach youth how to produce a safe and wholesome livestock product for the consumer.An analysis of youth scores between 2011 and 2012 was done to determine how well youth were scoring on the Texas Quality Counts Verification Exam. Out of the 91,733 attempts, 18,204 were taken by juniors and 73,572 were taken by seniors. Junior level attempts show a fairly even spread among self-identified membership in 4-H and FFA, while senior level attempts saw a much greater spread in membership, with 73% of attempts taken by youth who identified themselves as a member in FFA. Overall, 78% of junior level youth were able to pass the exam on their first attempt, and showed a range of mean attempts between 1.13 and 1.47 based on age. Senior level youth, on the other hand, had only 47% pass on their first attempt and had a range of mean attempts between 2.21 and 2.54 based on age. The means of scores on the exam were calculated for juniors and seniors, with 0.85 and 0.71 respectively. To determine if there were any differences in scores between self-identified membership in 4-H, FFA, or both 4-H and FFA, a oneway ANOVA for junior and senior members was conducted. Both junior and senior age groups showed a significant difference between the three membership categories (p=0.001).

Examining results and providing for continuous improvement: evaluation of the fourth Western Regional 4-H Institute - G. Varrella; J. Baca; B. Luckey; C. Peters (2013)

Factors influencing 4-H leader volunteer recruitment and retention - D. Boone; Rachael L. Payne; H. Boone; Jean Marie Woloshuk (Journal of the NACAA, 2013)
A desriptive research study was conducted to identify factors that influence volunteers to join and continue to volunteer. Findings: The study indicated leaders considered the 4-H program to be effective, intrinsic motivation of benefitting the community and helping people were considered to beh the persuading factors why 4-H leaders join and conintue to volunteer. Problems sited by leaders wre: time commitment, children no longer involved and burnout. 4-H leaders are persuaded to stay through ongoing rainings, continued awareness of resources and curriculum by way of newsletters, phone calls, and e-mails that meet the needs of the 4-H leaders.

iCook 4-H: Assessment of physical activity in 9-10 year old children participating in a family-centered pilot intervention - Alyssa Koens (South Dakota State University, 2013)

Improving recruitment and training for 4-H STEM youth robotics program volunteers - Cindy Watson Pottebaum (Montana State University, 2013)
4-H volunteer robotics training workshops were evaluated for effectiveness. The training workshops used LEGO Mindstorms kits and software. Findings from the study showed a positive, supportive environment can help volunteers overcome past fears and negative feelings toward science. Volunteers need additional help from 4-H staff to gain enough knowledge to lead a youth robotics activity.
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Knowledge, perceptions, and experiences of secondary agriculture teachers and 4-H agents regarding global agricultural issues - Sara D. Hurst (University of Florida, 2013)
The study was to assess the international experiences, knowledge, attitudes, and benefits of secondary school teachers and 4-H extension agents regarding global agricultural issues. Survey design was used to sample the FFA national career network and NAE4-HA agents nationwide. Descriptive statistics, correlations, and T-tests revealed that teachers and agents differed significantly on several experiences. Differences were also found between demographic variables, knowledge, attitudes, and beliefs.

Kurpitsa ja lippa: lapsia osallistav ilmaisullisen kerhon suunnittelu - Sarina Pulkka (2013)
This practice based thesis was commissioned by the 4-H Association in Hameenlinna area. The cooperation with the asosciation started in 2011, during a locum-tenency as a club instructor. In the fall of 2012, the idea of the thesis was born. The 4-H association had a need for a self-expression club which would engage childen. The target group for the club consisted of 6-10 year old children. The children participated in the planning of the club by drawing, giving interviews and testing the plan. The instructors answered an inquiry regarding the plan. The challenge was the different level of development between children of 6 and 10 years of age. Using the perspective of drama education when choosing he exercises and games added an expressive aspect to the club. The result of the study was a set of implementaion plans for six club sessions, which the 4-H association in the area can use as they want in the future. The self-expression club engages children and uses drama education as a starting point. There are many games, easy drama exercises and improvisation. Parts of the plan were tested by children and were found workable.

Less corn and more culture: Vocal music activities in Iowa's rural schools and neighborhoods, 1900-1940 - Erin Anne Kaufman (University of Iowa, 2013)
This study explores the roots, growth and significance of vocal music activities in Iowa's rural schools and communities from 1900 to 1940. 4-H activities incorporated music and club girls and farm women's groups studied and performed the opera, The Bohemian Girl.

Making the best better: 4-H and rural anxiety in the early twentieth century - Margaret Baker Weber (Iowa State University, 2013)
Historical research study created to support 4-H as part of the Progressive Movement.
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More effective professional development can help 4-H volunteers address need for youth scientific literacy - Martin H. Smith; Lynn Schmitt-McQuitty (California Agriculture, 2013)
Professional development models that involve communities of practice have been shown to be effective to help meet the professional development needs of 4-H volunteers who implement science programming with youth.

Perceptions of Texas 4-H livestock ambassadors on career development, higher education, and leadership development - William F. Zanolini; John Rayfield; Jeff Ripley (Journal of Extension, 2013)
Selected 4-H youth participated in the Texas 4-H Livestock Ambassador program. Forty-five youth participated in the 3 day program delivered by university professors and staff. An instrument wsa developed and administered to the ambassadors at the end of their first year of service. The findings indicaed that the ambassador program increased their understanding of career development, higher education, and leadership development.

A phenomenological look at 4-H volunteer motives for service - Jessalyn Schrock; Kathleen C. Kelsey (Journal of Extension, 2013)
Also published as a thesis under, "Schrock". The research reported used McClelland's (1985) framework for motivation (affiliation, achievement, and power) and phenomenological research design to discover what motivates volunteers to serve as leaders for a 4-H club. The findings support McClelland's description of the need for affiliation and achievment. It is recommended that Extension volunteer leaders select volunteers that exhibit a high need for affiliation and achiement to serve the 4-H organization.

The Positive Development of Youth: Comprehensive Findings from the 4-h Study of Positive Youth Development - Richard M. Lerner; Jacqueline V. Lerner (Tufts University, 2013)
For more than a decade, preeminent youth development scholars, Drs. Richard M. Lerner and Jacqueline V. Lerner, and the team at the Institute for Applied Research in Youth Development at Tufts University, Medford, MA, partnered with faculty at America’s land-grant universities to conduct research on positive youth development and 4-h. The result is a model that is driving new thinking and approaches to youth development around the world. This report reviews the multi-year research findings.

Project knowledge of 4-H members who participated in the equine skillathon at the West Virginia State Fair - Kolby Denae Wyant (West Virginia State University, 2013)

Promoting wellness in youth through experiential learning at summer camp - Elizabeth Anne Mabary (Iowa State University, 2013)
The study was conducted by the Wellmark Foundation at the Iowa 4-H Center near Madrid, IA in 2012. The project goal was to immerse campers in a five day health-related intervention. Control campers received the traditional camping experience. At six months post-camp, campers scored higher in preferred home environment and garden vegetable consumption. There was no statistical difference between genders, but a difference between genders in the likelihood of meeting age specific fruit/vegetable recommendations.
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A qualitative analysis of 4-H program logic models - Stephanie Phelan (Montclair State University, 2013)

Recruitment and retention of special interest club adult volunteers by Illinois 4-H staff - Melissa Bender (M.S., 2013)

Transformative learning and the 4-H camp counselor experience - Donna Leff (Iowa State University, 2013)
The purpose of this study was to examine outcomes of the camping experience for counselors. The participants in the study experienced transformative learning as a result of their experience as camp counselors. Returning counselors benefitted more than first year counselors. Leading to personal transformation included counselors feeling accepted, feeling like they belonged, and the camp feeling safe, and the opportunity to trust others and be open.

Understanding the knowledge and use of experiential learning within Pennsylvania 4-H clubs - Robyn Bechtel; John C. Ewing; Mark Threeton; Claudia Mincemoyer (Journal of Extension, 2013)
Experiential learning is incorporated into the Natinal 4-H curriculum. However, the state 4-H staff in Pennsylania is unsure of the current knowledge and use of experiential learning within the local 4-H clubs. An online survey was distributed to Extension educators and volunteer leaders within Pennsylvania to assess the current knowledge and use of experiential learning in the state. After reviewing the results of the study, it is recommended that additional training and resources be made available to local volunteer leaders.

Using multiple youth programming delivery modes to drive the development of social capital in 4-H participants - Sharon Kinsey (New Directions for Youth Development, 2013)

4-H and civic engagement: The evolution of 4-H in the United States, 1980-present - Brittany N. Pangburn (Ohio University, 2012)

4-H and Forestry Afterschool Clubs: A Collaboration to Foster Stewardship Attitudes and Behaviors in Youth - Angela S. Gupta; Samantha Grant; Andrea Lorek Strauss (Journal of Extension, 2012)
The University of Minnesota Extension's 4-H and Forestry Afterschool program combined the 4-H structure and various forestry curricula to foster positive attitudes towards the environment and stewardship-related behaviors as these may serve as precursors to later choices that benefit the environment. Evaluation of third through fifth grade club members revealed statistically significant changes in attitudes and behavior. Recommendations for implementing this model are provided.

4-H boosts youth scientific literacy with ANR water education curriculum - Martin H. Smith; Katherine E. Heck; Steven M. Worker (California Agriculture, 2012)
Preliminary results from a pilot test with high school youth on the There's No New Water curriculum.

4-H participation and science interest in youth - Katherine E. Heck; Ramona M. Carlos; Cynthia Barnett; Martin H. Smith (Journal of Extension, 2012)
The study investigated the impacts of participation in 4-H on youhg people's interest and participation in science. Survey data were colleced from ethnically related samples of elementary and high school aged youth in California. Results indicated that elementary grade 4-H members were not more interested in science than other youth, but by high school, 4-H is associated with a greater number of science classes.

Assessment of bio-security risks associated with 4-H animal sciences exhibition practices in California - Martin H. Smith; Cheryl L. Meehan (Journal of Extension, 2012)
Bio-security related to animal agriculture is a high priority issue. Data collected at the California State Fair and eight county fairs in the north central region of California were used to assess existing bio-security risks associated with 4-H project animals. Disease transmission risks associated with exhibition practices, included housing and visitor contact.

California State 4-H interview contest and manual - Kelly M. Bishop (California Polytechnic State University, 2012)
Young people lack information and practice in order to feel confident in interview situation. A 128-page manual was compiled with lessons on preparing for an interview and contest guidelines with materials, and a second evaluation contest. The project was evaluated based on: the needs of participants, if a contest was held, the number of participants and the contest's overall success as determined in the guidelines of the manual. The contest provided a place where skills could be practiced and refined. The author determined that contest participants exhibited 208% growth in an area needed by youth for workforce and adult life preparedness.

A case study of Ohio State University's 2009 Restructuring: Perceptions of Area Leaders and Regional Directors - Frances Harker (Ohio State University, 2012)
The purpose of the case study was to describe the implementation of an area structure in the Ohio State University Extension organization. Qualitative research methodology was used to develop a case studies to determine various viewpoints within the organization and what worked or did not work well in the restructuring process. Conclusions from the findings indicated that Ohio State University evolved from a singular to more collaborative county entities and specialized and connected educators. Underlying dynamics of funding, programming, and staffing affecting reorganization and processes were apparent throughout the study.

County clustering for the California 4-H youth development program: Impacts and lessons learned - Aarti Subramaniam; Harry Steve Dasher; Jane Chin Young (Journal of Extension, 2012)
A pilot leadership plan was proposed for California's 4-H youth Development Program. The plan was piloted for two years to provide insight into how county clustering could support Extension staff to increase and enhance program consistency.

Description and analysis of the perceived knowledge, use and effectiveness of experiential learning in Pennsylvania 4-H clubs - Robyn Bechtel (Pennsylvania State University, 2012)
This study examined the perceived knowledge, use, and effectiveness of experiential learning within Pennsylvania 4-H clubs using an on-line survey of Extension educators and volunteer. Though only 16% of the volunteer leaders indicated that they were knowledgeable of the term experiential learning, 68 percent indicated they used experiential learning within club activities. The Extension educators reported a higher composite mean score compared to volunteer leaders in the categories of knowledge and effectiveness of experiential learning. A follow-up should be conducted to determine if all the steps of the experiential learning model are being incorporated.

The development and understanding of responsibility through the role of Ohio 4-H camp counselor - Leslie Risch (Ohio State University, 2012)
The purpose of the study was to learn about the process of responsibility development as it develops through participation in the 4-H camp counseling program. The objectives were to (a) determine what contributes to teens becoming more responsible through their role as 4-H camp counselors, and (b) understand the role of adults in the development of responsibility in 4-H camp counselor. An non-experimental design incorporating both qualitative and quantitative methods was used. Five data sets were collected, which reflected different perspectives (teens, observer, and adult leaders). The findings documented that teens clearly knew what it meant to be responsible and they recognized both positive and negative consequences that may result from how they perform their role. The conditions that contribute, include: the setting where it occurs, the interactions of the people involved and the nature of roles to be performed. Adults played an integral role. Conceptual models were developed to represent the process from the viewpoint of the teens and from the adult leaders.

Diffusion of social media among county 4-H programs in Tennessee - Rebekah Dawn Bowen (University of Tennessee, Knoxville, 2012)
The study to describe social media use was conducted via an online survey distributed to 4-H leaders in Tennessee, receiving a 49 percent (n=196) response rate. The most commonly used was Facebook, YouTube and Twitter. Most felt that these were efficient and effective ways to communicate information to their audience.

Eat, grow, lead 4-H: An innovative approach to deliver campus-based field experiences to pre-entry Extension educators - Penny Pennington Weeks; William G. Weeks (Journal of Extension, 2012)
Eat, grow, lead 4-H club was created as a pilot program for college students seeking to gain experience as non-formal youth educators, specifically serving pre-entry level Extension educators through a university-based 4-H club. Seventeen student volunteers contributed an estimated 630 hours of service to the club during spring 2011. The club served 23 children of students living on-campus hoursing at Oklahoma State University. The primary purpose for sharing this "idea at work?" is to encourage university faculty to create similar programs to serve college students seeking careers as Extension educators.

Effectiveness of 4-H Program as Perceived by Parents of 4-H Participants - Radhakrishna, Rama B; Foley, Caitlin; Ewing, John C; Ingram, Patrreese D (North Central American Association for Agricultural Education Conference, 2012)
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Engaging youth, serving community: Social change lessons from a 4-H rural youth development program - Donna J. Peterson; Barbara A. Baker; JoAnne Leatherman; Michael E. Newman; Sally Miske (Berkman Center Research Publication No. 2013-7, 2012)

Equipped to serve our youth: A phenomenological study of 4-H Extension Youth Educator's perceptions of the value of mentoring - Allison Ann Bruchhaus (Louisiana State University, 2012)
The study examined mentoring relationships for new 4-H youth 4-H youth educators. Seven 4-H youth educators, hired within the past one to five years participated in the study. Several components that contribute to successful, professional development rela

The evaluation of an educational program to prevent hearing loss in 4-H members in West Virginia - Crystal R. Sherman (West Virginia University, 2012)

Examining the use of social media among 4-H alumni in Louisiana - Kali Boudreaux Zammit (Louisiana State University, 2012)
The purpose of this study was to examine the use and determine the preferred method of social media among 4-H alumni in Louisiana. Based on a review of literature, communicating with youth through social media has become a major trend and necessity, espec

Exploring the role of personal agency in adolescent sexual health: Goal pursuit skills and the use of protection - Miriam R Arbeit (Tufts University, 2012)
Used 11th grade data from the 4-H Study of Positive Youth Development. Results of logistic regression indicated that higher levels of goal pursuit skills were significantly related to sexually active youth's consistent use of protection during sexual activity, especially for young women.

Factors associated with recruitment and retention rates of minority youth 4-H members as perceived by adult club leaders and county extension agents in Texas - Nicole Gonzales (Texas A&M University, 2012)
An electronic survey was distributed to 168 adult leaders and 58 county Extension agents who have participated in 4-H for at least two years from clubs in 54 counties across Texas that were comprised of at least 50% minority youth. The study showed slight differences in the demographic makeup and project areas that are chosen among the minority youth members. Statistically significant differences were preset between the perceptions of county Extension agents and adult 4-H leaders. Agents focused more on competitive aspects of 4-H and adult club leaders on the views and feelings and relationships established among 4-H members.

Forestry education attitudes and teaching practices among high school science teachers in the Southern Piedmont - Shannon Marie Fowler (Virginia State University, 2012)
Thesis recommends that related extra-curricular activities, such as 4-H and Envirothon, and the presence of a forest within walking distance of the school is needed to effectively conduct the curriculum.

Framing the world: Transformative learning experiences of women offenders in the 4-H LIFE program - Jenny Norell (University of Missouri, 2012)
Four participant groups included: offenders, Department of Corrections staff, Volunteers in Corrections, and 4-H program staff.

Global 4-H network: Laying the groundwork for global Extension opportunities - Jennifer Major; Rhonda Miller (Journal of Extension, 2012)
A descriptive study examining 4-H programs in Africa, Asia, and Europe was conducted to provide understanding and direction in the establishment of a Global 4-H Network. Information regarding structure, organizational support, funding, and programming areas was gathered. Programs varied greatly by country, and many partnered with other 4-H organizations around the world. Few content areas offered by the surveyed countries aligned with their major agricultural commodities, even though content areas were available in the United States 4-H Program. The Global 4-H Network has the potential to fill these holes and provide additional opportunities to global programs.