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Kansas State University

Poster Presentations

Successful Family Programming with Diverse Audiences

Janet Benavente, Colorado State University Extension;

This proposal describes Family Success in Adams County (FSAC), a five -year Healthy Marriage Initiative demonstration grant project funded by the US Department of Human Services-Office of Family Assistance (Grant # 90FE 0028). FSAC was designed in response to the need to explore contemporary and emerging issues for urban extension programming. Two county-wide needs assessments conducted in 2003 indicated that residents were concerned about child well-being and family functioning in a county with a population of about 450,000 that was one of the fastest growing areas in the United States. One of the Census 2000 data points that created additional urgency for a well-designed response was the rapidly growing Hispanic population is the county. This reality necessitated building cultural competency skills and the ability to successfully navigate differences to assure the success of the FSAC project. The successful FSAC grant application is an example of the result of investigating innovative funding strategies while incorporating the strength that comes from strategic collaborative partnerships. A strategy for building community capacity using the strengths of diverse audiences resulted in the development of public-private partnerships that did not exist before. FSAC was designed around established models such as The Family Development Credential (Forest, C. et.al. 2003), Stages of Change Theory (Prochaska, DiClemente. 1984), and Social Cognitive Learning Theory (Bandura. 1991). To adequately quantify and describe the short and long term program outcomes, existing reliable and valid instruments were implemented and evaluation continued 24 months post program. The use of Facebook™ and Mail Chimp® proved to be effective in enhancing the face-to-face contact with predominately low income (74% below poverty), urban/suburban (98%), and ethnically diverse (69% non-white) program participants.

Home Food Preservation Train-the-Trainer Workshops for Extension Professionals: Responding to Consumer Interest

Karen Blakeslee and M. Gayle Price - K-State Research and Extension

Nationally and in Kansas, the resurgence in home food preservation continues, as consumers increasingly emphasize a healthy, sustainable lifestyle and one that puts them in control over what they eat. An Opinion Research survey released in June 2011 by Jarden Home Brands found that an overwhelming majority of consumers (93%) believe home-made food is healthier, and 88% agree that preserved foods made at home taste better. The survey also found that many adults – nearly half (48%) of those surveyed – are canning or are interested in learning how to can. The fastest-growing population of new home-canners are ages 40 years and younger and live in suburban areas.

Health, Well-being, and Social Connectedness in Densley-settled Rural Hispanic Populations

Debra Bolton and Bertha Mendoza, K-State Research and Extension

Two studies explored two rural Kansas communities with Hispanic populations that ranged from 30% to 51%. The research addresses a social capital literature that has mostly targeted a White majority population in the United States. Hispanic and other merging populations have not been primary survey respondents in most studies. In addition, the Finney County study addressed health needs of its widely diverse communities. The goal of these studies was to understand how growing, foreign-born populations, as compared to Euro/Anglo populations, in rural Kansas experienced different levels of health, well-being, and social connectedness/community involvement. In mixed methods approaches, surveys were sent to selected households in English and Spanish, focus group were conducted in four languages (English, Spanish, Burmese, and Somali) and online surveys were offered. There were some surprises in terms of health conditions, general needs and social capital levels. The studies did not always reflect the mainstream opinions of how minority populations connect in their communities. The studies revealed some surprises regarding health and well-being as well. Implications of the results will be discussed along with culturally-appropriate recommendations for reaching these populations with Extension educational programs.

Preserving the Harvest and the Community

Nichole Burnett and Crystal Futrell - K-State Research and Extension

Food preservation has transformed from a rural practice of being self-sufficient to a practice of preserving for fun in all communities. Following a trend of increasing sales over the past few years, Jarden Home Brands, makers of Ball and Kerr products, reported a 31 percent increase again this year. The popularity follows increased trends in home gardening, farmers markets popping up in many areas as well as an increased desire to eat locally grown foods. Abundant supplies of fresh vegetables and fruits motivate consumers to save summer tastes for other times of the year. Many consumers also prefer the control over ingredients and better taste that food preserved at home affords them. Unlike cooking, canning is a science and recipes must be followed exactly to ensure a safe product so using recipes based on current research is essential. Innovation and social media are making it easier than ever for new canners to get started. However, many old family recipes have made their way to the Internet and do not follow the current standards. Educating consumers to steer clear of these recipes and toward tested ones like those found in Extension publications is a main reason to offer these educational events. Our office utilized both traditional hands-on classes as well as technology to meet the public demand for this information. Classes have attracted students of varying experience, age and gender. Even class participants who canned when they were younger are often surprised at the changes over the years and report adapting their canning methods based on what they learned. With both research and practical advice in our favor, Extension will continue to be the expert in home food preservation.

Local Food Systems: Improving Communication between Rural Growers and Urban Consumers

Khin Mar Cho and Donald Jerome Tobias - Cornell University Cooperative Extension

Cornell University Cooperative Extension (CUCE) MarketMaker program is an online resource (http://nymarketmaker.cornell.edu) that provides access to over 2000 New York farmers and their available produce. In collaboration with the office of Minority Health, Department of Health and Mental Hygiene CUCE initiated two fresh connect faith-based food hubs in Brooklyn during the summer 2012. CUCE provides instruction and support to the "Hub" churches and assists the "Hub" administrators in scheduling and managing deliveries. Each food hub creates a Network with 6-8 additional churches and the hub administrators place the fresh produce orders ($400-$600/hub) on a weekly basis. Participating churches receive free MarketMaker training and nutrition education by CUCE. Food Hubs administrators and participating church leaders reported that they are very satisfied with freshness, taste, aroma, and price of fruits and vegetables they purchased direct from New York MarketMaker farmers. They now realize the nutritional value of locally grown fresher, healthier and flavorful foods and reducing transaction cost through direct marketing system. Based on this successful initiative faith-based food hubs will expand in all five boroughs. CUCE provides local food systems lesson-plan "MarketMaker in the Classroom" at high schools and middle schools in New York City. Youth learned about science and technology, basic principles of food systems, local distribution of agricultural products, market research and market analysis. Youth from "St. Mark Day School" located in Brooklyn used this on-line tool to learn about the current fresh produce available for purchase. Youth organize collecting individual food orders, placing food orders, unloading, repacking, distributing fresh produce to their parents, teachers and community members. Through this experience youth are learning about teamwork, technology and basic business skills as well as the nutritional value of the foods they are selling in order to market them more effectively and becoming familiar with new foods.

Successful Partnership between Cornell University Cooperative Extension and New York City Department of Health

Khin Mar Cho, Carol Parker and Donald Jerome Tobias- Cornell University Cooperative Extension

Cornell University Cooperative Extension New York City (CUCE-NYC) provides Nutrition Education and Healthy Food Access in the Faith-based Community in New York City in collaboration with the office of Minority Health, NYC Department of Health and Mental Hygiene. The CUCE Walkers for Wellness Nutrition Education Initiative was designed to help Faith-Based Organizations (FBO) to improve the nutritional quality of the food served to their congregants and emergency food program clients. Four hours long hands-on interactive workshop focuses on portion size, food groups, and strategies to increase fruits and vegetables and to reduce sugar, sodium and fat intake, recipe modification, food safety, food preparation, and physical activity. The "Walkers for Wellness Nutrition Education" initiative has been a great asset in promoting healthy eating and physical activity in faith-based organizations where communities at risk for chronic diseases can be reached. A total of 119 faith-based organizations were participated. Sixty-five healthy cooking workshops with over 900 participants were successfully conducted in five boroughs. At each workshop 3-4 recipes were modified. Over 3000 participants walked together a total of 6162.34 miles. This project can be replicated in other faith-based communities nationwide. Some of the program impacts on behavior changes are summarized as follows: • 85% of participants reported fresh fruits and vegetables, whole grain products, low-fat dairy products, beans, fish and seafood, and water are more often offered. • 62% of participants responded that fried foods, packaged foods, processed foods, meat and poultry products, bakery products, and sugary beverages are less often offered at their congregation and feeding programs. • 90% of participants reported they implemented our modified recipes at their faith-based organizations and at home. • 82% of participants responded that they shared nutrition and health messages they learned in the workshop with their family members and congregants.

Eco Family Virtual Conference

Kristi Cooper - Iowa State University Extension & Outreach

Healthy Environments = Healthy People! Imagine learning sustainable living at your kitchen table and your teacher is on his own front porch! In 2012, after a failed attempt to hold a face-to-face weekend sustainability conference for families in rural Iowa, Extension Family specialists opted for a virtual conference using Adobe Connect to reach people statewide. We converted the original conference topics and speakers into 6 monthly broadcast presentations. The 90 minute sessions featured experts in Local Food Systems, Connecting with Nature, Green Schools, Rainscaping, Edible Landscapes and Compost 101. Anchored in family development theory, the sustainability theme resonated with a variety of audiences including a strong urban/suburban contingent - 70% of the participants live in 6 urban counties across the state. Twenty six families engaged in the monthly discussions focused on healthy people, environments and economies. Evaluations indicate increased knowledge and skills relating to environment and human health including human ecological footprints, and improved familial wellbeing. The interactive sessions included virtual breakout rooms, chats, note pods, polls, videos and microphone/headsets for participatory learning. Sessions were recorded and archived for participants who could not attend or for those who wanted to re-view the material. Extension offices were available for those with limited access to internet. The 2013 Virtual Conference features a 'flipped classroom' format with participants choosing multiple online resources, family based citizen science activities and coming together monthly to discuss issues and create action plans for their family and community.

Promoting Vegetable Access Among Low-Income Communities of Color: Perspectives of Urban Master Gardeners

Sarah Eichberger - University of Minnesota Extension

Differences in neighborhood access to healthy food have an important impact on health. Evidence supports the claim that low-income communities of color face challenges in accessing healthy food. Accessibility and availability of healthy food contributes to the quality of the community food system. Master Gardeners have important roles as allies in national public health efforts to prevent obesity and promote healthy food access in underserved communities. This qualitative study used in-depth, face-to-face interviews (n=18) to uncover challenges and barriers perceived by Master Gardeners who work within urban edible gardens located in under-resourced communities. Key informants included Master Gardeners who have been enrolled within the program for at least three years and volunteer in gardens within low-income communities of color. The participants sampled shed light on how interactions between Master Gardeners and community members may be impairing how the program is received among diverse communities, therefore reducing their effectiveness in meeting program goals of diversity and inclusion. Findings illustrate that, while some Master Gardeners are interested in working with low-income communities of color, negative perceptions may serve as barriers to reaching broader audiences.

An Integrated Approach to Urban Stormwater Education and Outreach for Relevant, Reliable, Responsive and Remarkable Extension Programming and Partnerships.

Kelly Feehan - University of Nebraska-Lincoln Extension

This poster presentation will show the integrated approach being used by UNL Extension to develop and implement an educational outreach program for urban stormwater management by creating a stormwater management team, developing municipal partnerships, and receiving a $500,000 USDA-NIFA integrated water quality grant. The Clean Water Act's Phase I and II Rules regulate municipalities with populations of 10,000 or larger to effectively manage urban stormwater by reducing the volume and velocity of- and pollutants in stormwater run-off. This has created growing interest in the use of green infrastructure practices for stormwater management. Practices that represent a paradigm change from viewing stormwater as a waste product to be moved off-site as quickly as possible with gray infrastructure to viewing stormwater as a resource to be collected and infiltrated for conservation of water quality and quantity. Well-designed, implemented and managed green infrastructure practices are becoming key components of successful stormwater management programs. This is an emerging and growing issue for extension programming. Relevant and reliable research is needed. Responsive and remarkable Extension outreach is critical. The poster presentation will highlight how the UNL stormwater management team is using an integrated approach between Extension, Research and Teaching to develop, implement, and strengthen urban stormwater programming. We will focus on research and outreach conducted, educational tools developed, and the building of strategic partnerships with municipalities and other relevant organizations. Our main goals for this poster session are to: 1) Further explore stormwater management as a growing issue for urban extension programming 2) Strengthen Extension stormwater programming through sharing about our and others experiences with urban stormwater education 3) Network with extension colleagues about research and education needed to address urban stormwater management 4) Share experiences in building strategic collaborative partnerships that have expanded successful outreach while exploring possible multi-state partnerships.

Distant Learning for 4-H Project Leaders: A Statewide Pilot to Strengthen Project Experiences for Local 4-H'ers

Gary Gerhard, Diane Mack and Evelyn Neier , K-State Research and Extension; Karen Blakeslee – Kansas State University

In Kansas, great concern has arisen in 4-H about placing greater importance on maintaining the classic 4-H business meeting in lieu of youth actively engaging in mastering the project subject matter which drew them to 4-H in the first place. Positive Youth Development provides mounting evidence that both context and content are necessary to develop life skills as well as prepare youth to live and work in the 21st century. Family dynamics have limited the interest of 4-H Project Leaders to travel distances to attend training meetings. University resources limit the ability for face-to-face training of Evidence-Based Specialists statewide in a regular fashion, especially with the exponential growth of information. Therefore, Kansas 4-H Youth Development decided to pilot a distant learning effort in order to initiate learning communities among 4-H Project Leaders in each of two project subject matters. In 2011-2012, Kansas 4-H Youth Development conducted 14 webinars (7 in each subject) in two project subject matters (Plant Science & Foods and Nutrition). Forty-two volunteers and staff registered for the pilot. With significant funding from the Kansas 4-H Foundation, participants experienced distant learning sessions between November and April. Each webinar had simultaneous audio connection via a conferencing network to account for limited bandwidth in parts of the state. All webinars were recorded and posted on-line with lesson plans, other teaching resources, and Specialist contact information so they could review a session at their convenience. All participants received facilitator and participant curriculum from the National 4-H Curriculum collection. Each webinar included two instructional components, 1) An Essential Element of Positive Youth Development (Context) and 2) Subject Matter Instruction (Content) to present at their next meeting. This session will review the effectiveness of the distant-learning methodologies used, the curious findings around the use of curriculum and how to support a learning community.

Caring for Your Customers

Gary Hall - Iowa State University Extension and Outreach

Do you or any of your Extension employees want to learn better customer care techniques? Learn how you can impact people to more fully utilize your Extension programs and feel good about working with you. Research indicates that 68 percent of your customers don't return because of an attitude of indifference or rudeness toward the customer. This program will help reduce that attitude and keep more of your customers. Caring for Your Customers teaches quality customer care techniques. Hall will be teaching various program topics, including the Circle of Service, Who Are the People We Serve, What Are We Trying to Accomplish and the Moment of Truth. The workshop will allow for interactions on various topics of customer care and hospitality.

Teaching Financial Literacy: Engagement of Multigenerational Learners

Barbara Haynes - University of Wisconsin Cooperative Extension.

The purpose of this workshop is to share a newly developed tool, Teaching Financial Literacy Across the Generations." developed by educators of the University of Minnesota Extension and University of Wisconsin Cooperative Extension to assist professionals as they plan financial education for participants. In today's changing economy, financial education is essential throughout one's life cycle. By understanding learner attributes educators can create motivating learning environments and seek appropriate teaching methods to capture participant attention. Multi-generational complications may arise as people view and communicate about money differently. The financial literacy grid was developed to examine generational characteristics, life cycle tasks, financial concepts, and appropriate teaching techniques to meet learner needs.

Bridging the Urban-Rural Divide: Youth as Catalysts for Change

Maureen Hosty and Shana Withee - Oregon State University Extension

As the effects of urbanization accelerate in many parts of the country, relationships between urban and rural communities are rapidly changing. American cities today are so culturally isolated from the country that clashes between urban and rural communities occur frequently when it comes to the role of government and around issues such as grazing, logging, wilderness and wildlife. These seemingly insurmountable geographic divisions loom large and the barriers they create hinder our ability find common ground for the common good. That was the world Portland urban youth walked into when they took a stand in defense of wolves in 2005 at a public hearing. Rural ranchers stood up in protest. But this conflict ended with an invitation by 4-H to meet to help bridge this divide. Today Oregon's urban middle school youth work alongside ranchers and farmers from rural eastern Oregon to learn the joys and challenges that comes with real rural life. Urban youth help ranchers with caring and feeding livestock, vaccinating animals, branding cattle, chopping wood, and cleaning barns to name a few of the daily living chores. Urban youth also attend a local school for the day. Rural middle school youth in turn visit Portland and learn about the joys and challenges of urban life. Rural youth live and work alongside urban families and explore issues relevant to Portland such as transportation, green spaces preservation, urban agriculture and water management. Rural youth also use public transportation, visit farmers markets and community gardens, and tour a waste treatment plant and a recycling center. Twenty-one 5-day exchanges for 543 urban and rural middle school youth and family members have been held since the program began six years ago. Outcome evaluations indicated significant changes in attitude, knowledge and understanding of socioeconomic and environmental issues from both sides of the divide.

4-H School Gardens Leader Training - A Master Volunteer Program

Maureen Hosty - Oregon State University Extension

In communities across America families are facing challenging times. Hunger and poverty are on the rise while at the same time childhood obesity is growing at epidemic proportions. Many families face food insecurity. Furthermore, limited natural resources and a growing concern about a generation of youth who are largely disconnected from nature and knowledge about where their food comes from is at an all-time high. Americans now more than ever are looking for new ways to address these issues, live more sustainably, and prepare the next generation for a world with more limited resources. It is widely recognized that attention to living sustainably will require all Americans, especially urban Americans, to actively be aware of the environmental, social and economic needs of our present generation without compromising the ability of future generations to meet their needs. The OSU Extension 4-H Sustainable School Gardens Leader Training is an innovative program that is training a cadre of adult volunteer 4-H coaches to work with teachers and students to create, use and maintain food and wildlife gardens on school grounds. Today during lunch breaks, after school and on weekends, young people are working side-by-side with their 4-H Coaches to transform over 50 small plots of land into gardens. They promote 1) learning to support what is happening in the classroom across all curriculum 2) healthy living and 3) stewardship among youth by inspiring, educating and connecting communities, schools and organizations. This Master Volunteer 30-hour Training program and curriculum is designed for both for beginners and those with some background in school gardens. The 4-day training is specifically designed to give participants the knowledge and critical skills needed to engage youth in hands-on SUSTAINABLE garden concepts and curriculum; develop and manage school gardens; and implement youth focused garden projects in school and community settings.

Ask Us - Social Network Helpdesk

Stephen Judd and Karen Jeannette -– University of New Hampshire Cooperative Extension

Members of the eXtension Network Literacy Community of Practice will answer your questions about online networking, social media, collaboration, and evaluation. As a community of practice spread around the country, we make extensive use of online networks to facilitate our own learning, communication, cooperation, and collaboration. We also use social media to engage our target audiences and develop our personal learning networks. Participating in online networks is an essential skill for our increasingly inter-connected world. Network Literacy is the ability to leverage technology to create connections with other people and/or organizations in a virtual space.

Expanding Urban Extension Programing through Senior Health Insurance Counseling for Kansas (SHICK)

Susie Latta, Diane Burnett and Debra Wood - K-State Research and Extension

Medicare eligible citizens often feel a need for assistance when navigating the Medicare system. K-State Research and Extension developed a strong strategic collaborative partnership with Kansas Department for Aging and Disability Services to deliver Senior Health Insurance Counseling for Kansas (SHICK). Through SHICK counseling, Extension Agents provide information to Medicare beneficiaries and their families about a variety of Medicare programs. Information learned from SHICK counseling helps people evaluate their options to make informed decisions when choosing this type of insurance, leaving more funds to meet their needs and achieve their financial goals. 10,000 Baby Boomers turn 65 and become eligible for Medicare each day. The 20 Kansas Extension Agents who deliver SHICK counseling address this contemporary and emerging issue by providing new Medicare eligible citizens with factual information to make the transition easier and less stressful. Agents match effective technologies including the Medicare Plan Finder and MyMedicare.gov with a population willing and able to employ those technologies to take ownership for their own health care decisions. Kansas Agents identify beneficiaries who qualify for Medicare Extra Help to pay for prescription drugs. By increasing participation in these underutilized programs, Agents help beneficiaries' stretch health care dollars. Unique audiences reached are low income seniors, developmentally disabled adults, and those on Social Security Disability. SHICK counseling increases the visibility and public value of K-State Research and Extension by advocating for over 6,250 Kansans. Agents build community capacity by developing leadership skills in volunteers who assist with Medicare education. Grants and revenue from hosting statewide SHICK call centers demonstrate innovative funding strategies. Benefits of SHICK counseling to Medicare recipients are so significant that some counties report their citizens save more money than the total appropriation from County Commissioners for their entire Extension Program.

A Collaborated Effort between Agriculture, Family and Consumer Science, and 4-H to Educate Urban Citizens about the Importance of Agriculture.

Joe Mask- Texas A&M AgriLife Extension

Joe W. Mask Texas A&M AgriLife Extension Service Key Words to Describe my Poster 1.Collaboration 2.Agriculture 3.Literacy 4.Youth 5.Adults A collaborated effort between Agriculture, Family and Consumer Science, and 4-H to educate urban citizens about the importance of Agriculture. Introduction as Fort Bend County, Texas becomes more and more urban it is imperative the Texas A&M AgriLife Extension Service-Fort Bend County, takes an active role in educating the clientele about the Importance of Agriculture in Their Daily Lives. Many urban citizens are one to three generations removed from production Agriculture and believe that their food and clothes come from a store. Purpose Our combined collaboration Ag literacy education effort will provide an overview of different Ag commodities and how they are produced and manufactured into products we use every day. Major Points this poster will address Agriculture Literacy programs conducted in Fort Bend County, which include "AG'tivity Barn, AgriLife Expo, and Fashions from the Cotton Patch." These programs address a different avenue to teaching about the importance of Agriculture. Lesson learned from these programs include the production cycle of livestock, row crops and rice, vegetables, and the cotton textile industry. Concepts presented during these programs help urban citizens acquire the knowledge of why Agriculture in important to all of us. Conclusions The education of Agriculture provides urban citizens with the knowledge to be more knowledgeable consumers. These programs will also help citizens to become aware of how hard Ag producers have to work so we can enjoy the wholesome Ag products that we enjoy. Educational Importance Agricultural literacy cannot be mastered by attending one or two of these Extension programs. However, these programs can spark the interest in one or two concepts which lead citizens to do more research on their own on the topics or areas that interest them.

Building Community Partnerships through 4-H Science

Mitchell Mason - University of Maine - Orono

The 4-H program has long been seen as an important resource to citizens of the Pine Tree state - at least among rural populations. However, Maine adults and youth in urban communities commonly report that a) 4-H programs are for rural kids, and/or 2) they have never heard of the 4-H program. The largest urban area in Maine is the Greater Portland Area, where 1 in 3 Mainers live. Portland, Maine is also a refugee resettlement community and is home to a vibrant refugee community. In 2010, UMaine Cooperative Extension identified Science, Technology, Engineering and Math (STEM) education as a priority for Maine youth. In order to meet the twin goals of increased urban programming and STEM education, UMaine Extension - Cumberland County developed the 4-H Summer of Science in 2011. The 4-H Summer of Science was developed using two models; 1) the 4-H Science in Urban Communities Promising Practices Guide and 2) the UMaine Eat Well Nutrition Education Program. In 2011, 4-H Youth Development staff partnered with four organizations that were host to SNAP Summer Hot Lunch sites. Extension staff delivered a weekly 4-H science lesson at each of the four sites using "4-H Aggie Adventure for Kids" curriculum developed at Utah State University. In 2012, the program was delivered again five times per week at SNAP Summer Hot Lunch sites. A total of 307 youth participated over the two summers. This workshop will demonstrate how UMaine Extension developed, implemented and evaluated the 4-H Summer of Science program in the context of program goals (increased urban programming and STEM education). In particular, participants will examine the value of short-term youth programming, the need for urban partners and best practices in STEM programming.

Cross-Age Teaching Success: The 4-H Youth Teaching Youth Program Model

Tammy McCulloch, Amber Shanahan, and Layne Tralle - University of Minnesota Center for Youth Development

The University of Minnesota Extension, Center for Youth Development, 4-H Youth Teaching Youth (YTY) Program Model targets relevant healthy living topics through cross-age teaching. Created in the 1980's in response to youth concerns about their peers alcohol and tobacco use; youth approached an Extension staff member requesting an educational program in which they could teach their younger peers the negative consequences of alcohol and tobacco use. YTY involves teen teachers (high school youth) who deliver educational curriculum to peers in elementary and middle schools 3-9 times during the school year. Curriculum topics have been developed through assessment of elementary and middle school youth's interests and needs. Research-based training materials are developed by Extension and school staff. The program model includes a strong sense of partnership between the local 4-H program (staff and youth), the school (students, teachers, and administrators) and the community. Research shows teens can have a positive impact on the knowledge, attitudes and behaviors of children as well as their same-age peers (Meyer, et al. 2000) by taking an active role in program implementation and leadership. During this session, 4-H Youth Development Staff that utilize the 4-H YTY Model will demonstrate how to implement and evaluate the 4-H YTY Teaching Model. Direct examples from five programs operating in the Twin Cities metro area will be highlighted. Current curriculum covers the topics of character, diversity, alcohol and tobacco use, decision making, peer pressure, internet safety and cyberbullying. In addition, 4-H YD Staff will share findings from their most recent evaluation that reaffirms teen teachers are able to make healthy living choices and have their choices reinforced by the YTY Program.

Commercial Pesticide Applicator Recertification as a Collaborative Program with Industry and Kansas State University

Bob Neier - K-State Research and Extension

Prior to 2006, commercial horticulture industry did not have a local option for owners and employees to get training that qualified for recertification in order to maintain their commercial applicator and registered technician licenses. The out of town workshops were rather expensive and also involved travel and hotel expense. Working collaboratively with a local horticultural company, they agreed to provide staff assistance in setting up the workshop and recruit sponsors if K-State Research and Extension in Sedgwick County would provide the facility, set up the program and provide a reduced fee to the cosponsors employees. Starting in 2006 we brought involve our extension horticulture advisory committee to assist in planning and operating the workshop. Registration is kept at $50 per person for the eight hour class (half what they had been paying earlier) and they did not have the added expense of travel and hotels. The first year had attendance was around 150 and it has grown to 225 per year and we are holding it at that number in order to have a quality learning environment. We survey the industry late each summer as to the major insects, diseases, weeds etc. of the season and share that with our KSU speakers that go over how to manage those pests with IMP strategies. Commercial Industry vendors are sponsors to help hold the cost down. They are thrilled to participate and set up displays around the room in 4-H Hall. After we have paid our bills and covered speaker expenses we distribute remaining funds toward KSU ornamental horticulture research and for demonstration plantings in the Sedgwick County Extension Arboretum. The collaborative approach brings practical information from the current season issues at a lower cost to our clients and helps fund research and extension programs.

Practices for Successful Web-Based 4-H Project Leader Training

Evelyn Neier - Kansas State Research & Extension

Research conducted by the Department of Youth Development at Kansas State University determined that increasing the number of trained volunteer project leaders should be a high priority for Kansas 4-H. Two of the potential barriers to reaching this goal were 1) lack of training opportunities for volunteer leaders and staff, and 2) limited staff time and funding. Through a grant from the Kansas 4-H Foundation, department staff embarked on a pilot project to use webinars as a vehicle for training the target audience, volunteers and agents that lacked previous training in project subject matter and positive youth development. Archived webinars, resources and related links were available on a webpage for access by pilot participants. Research indicated that leaders gained skills through this method of training, utilized the resources on the training website, and were receptive to using webinars for future subject matter and youth development training. As a result of this pilot a strategic list of projects will be identified to add over each of the next 5 years as funding becomes available.

Promising Practices for 4-H Science in Urban Communities

Chad Ripberger - Rutgers Cooperative Extension

The Promising Practices Guide for 4-H Science in Urban Communities was developed as part of the National 4-H Science in Urban Communities initiative, funded by the Noyce Foundation. The guide showcases promising practices for 4-H Science programming in urban communities in 15 content areas focused on program design, partnerships, resource development, and staffing. The development of the guide was led by Chad Ripberger, County 4-H Agent for Rutgers Cooperative Extension in Trenton, NJ, in cooperation with an advisory team of local 4-H professionals from urban areas throughout the country. Team members surveyed the field (4-H professionals working in communities of 50,000 or more), state 4-H Science liaisons, and state 4-H program leaders to help inform the development of the guide. In addition, the team interviewed local 4-H professionals from urban communities who were nominated by their 4-H Science liaison or state program leader. Profiles of some of the nominees are included in the guide – in order to share exemplary programs in the areas of: • Partnerships • Resource Development • Reaching and Serving Traditionally Underserved Audiences • Engaging Staff, Volunteers, and/or Teens • Training Others to Deliver High Quality 4-H Science Programming • Utilizing Existing University-Based Scientists, Labs, etc. • Recognizing Youth and Showcasing Programmatic Efforts Through an attractive poster display and participation from the primary author and contributors, poster session participants will: • Learn about the guide and its development, • Learn how to incorporate the guide into professional development efforts, and • Discuss promising practices for 4-H Science in Urban Communities. A printed version of the guide in addition to its website and associated resources (online learning modules, archived webinars, etc.) will be on display at the poster session along with a one-page handout.

Developing Relevant, Reliable, Responsive and Remarkable Volunteers

Meg Sage Mach - University of Missouri Extension

Volunteer development can be a challenge for any 4-H Professional. Volunteers have less time to volunteer and even less time for training. To overcome this challenge, Jackson County 4-H has developed and implemented; a training program, training materials, organizational materials, and an organizational system for club and project leaders. Through this experiential training and organizational process Jackson County 4-H has created a stronger foundation to support its growing urban and suburban community club program. As a leader stated volunteers, "now have a better view and understanding of the standards and organizational aspects of 4-H. This information was a great need for my children, my club and myself." Examples of organizational tools volunteers are now utilizing, training outlines from 3 different trainings, and examples of training materials will be presented. Materials will be available by request, after the conference. 4-H Youth Development Professionals will be able to apply these tools and programs in any fast paced 4-H program to develop relevant, reliable, responsive and remarkable volunteers.

An Online Relationship Education Program: Effect of Collaboration and Program impact.

Anthony Santiago and Kristi Cooper - Iowa State University Extension and Outreach

Journeys is an interactive online educational program for professionals and non-professionals involved in providing relationship education and counseling for couples. Extension professionals were able to nurture and cultivate a collaborative relationship with the Iowa Child Welfare Training Academy and the Coalition for Family and Children's Services in Iowa, resulting in the partnership to pilot Journeys. The partnership between Iowa State University Extension for families and the Iowa Child Welfare Training Academy and Coalition for Family and Children's Services in Iowa is a natural fit given our common goals to improve the wellbeing of children and families. The Journeys program recognizes healthy couple and marriage relationships exist in a variety of family structures and thus are designed to be sensitive to the diversity of individuals found in family structures and respect the importance of race, color, national origin, gender, religion, age, disability, political beliefs, and sexual orientation. Journeys is also based on research based assumptions that healthy relationship and marriage improve child outcomes to ensure child safety, permanency, and well-being. Journeys is designed to provide professionals with additional tools to compliment tools that they already have such as knowledge and skills to learn how to apply current research in healthy relationships in their work with families, learn and practice strategies to use with couples based on key components of healthy relationships, increase awareness of resources and tools to support individual and group work, and increase cultural competency when working with couples of diverse backgrounds. Impact of the Journeys pilot programming will be evaluated and presented in this poster based on pre and posttest evaluation. In addition, the process of collaboration in terms of what worked and did not work will also be described.

Planning for Success in the SNAP-Ed Classroom: Strategies for Engaging Modern Learners in Health and Nutrition Education

Jamile Bain - University of Minnesota Extension

Education and learning styles have changed dramatically in recent years. New technologies that deliver fast-paced, highly personalized information at the touch of a finger are reshaping the preferences of learners regardless of age or income. In light of these realities, SNAP-Education programs across the nation are faced with a unique challenge: how to deliver a quality, standardized curriculum in keeping with USDA guidelines while tailoring lessons to meet the learning needs of disparate low-income participants. In Minnesota, limited budgets coupled with inconsistent access to technological resources at both urban and suburban sites mean that low-tech lessons are often the only reliable tool for SNAP-Ed educators on the go. How do educators plan effectively when high-tech resources are inconsistently available? Do "old-fashioned" low-tech teaching methods still work in 21st century classrooms? Researchers at the U of MN Extension gained some insight into these questions through a 2011 implementation evaluation of SNAP-Ed case study learning events. Researchers transcribed and coded 25 interviews with SNAP-Ed participants and educators to better understand what types of session planning strategies contribute to effective delivery of health and nutrition curriculum. The interviews revealed some of the common types of planning strategies used by U of M educators and whether or not educators and students perceived these strategies as succeeding in keeping new learners engaged. This study has also given deeper understanding of how planning contributes to classroom management, the quality of the learning environment, and effective implementation of SNAP-Ed curriculum in Minnesota's urban and suburban areas. While there is no one-size-fits-all approach to great SNAP-Ed implementation, skilled session planning strategies can be used to effectively engage learners in a low-tech, yet highly interactive classroom.

Good Foods, Good Fathering: A Community-Extension Partnership to Engage Low Income Urban Fathers In Their Child's Nutrition

Jamile Bain - University of Minnesota Extension

Fathers are often not in the loop when it comes to grocery shopping, meal planning and food preparation. Messages about healthy eating have tended to focus on the mother's role in setting an example, rather than the father's. Non-residential fathers face a particular challenge as they may feel squeezed to cater to their children's wants rather than to opt for potentially healthier choices. Research regarding the connections among food, behavior, and family relationships increasingly shows the importance to children of parental guidance in healthy food and activity choices. Bringing the father back to the table, and engaging him in his role of nurturer, is the focus of this project. In the summer of 2011, we embarked on a pilot project involving Extension's nutrition and Master Gardener programs and a community partner. Our plan was to link the experiences of growing, preparing and shopping for healthy food to the development of healthy family relationships and traditions through a process of self-discovery. We planned activities involving hands-on learning opportunities such as exploring farmers markets, learning about local agriculture through community gardens, shopping economically, menu planning, and safe, healthy food preparation. The first year has been a year of challenges and learning for all of us. Plans rarely turned out, requiring patience and flexibility to adapt to frequent changes. Working with a group of low income men proved difficult at times. Non-residential fathers had little regular access to their children, and little access to transportation, making some of our planned activities impossible. Yet, the sharing has been rich. The men expressed changes in how they think about parenting and nurturing. The partnership with Extension has been valuable, providing healthy and positive food experiences for a group that is traditionally difficult to reach. The workshop will discuss the learning process in an interactive way.

Reaching Southeast Asian Families with a Healthy Nutrition Message

Phalla Keo - University of Minnesota Extension

In 2012, Minnesota's Simply Good Eating program adapted curriculum to target specific community based food behaviors within the SE Asian community, with the twin goals of increasing healthy behaviors and reducing the risk of chronic diseases and obesity in these groups. Disparities in Southeast Asian health statistics are often masked by inability to disaggregate various ethnic groups within the larger category of "Asian." Although Minnesota ranks high among states for the health and education of its people, some of the largest disparities in the nation exist here. Minority communities show disproportionately greater rates of obesity, heart disease, cancer, diabetes, high blood pressure and other nutritionally related diseases. Since most of the minority population of Minnesota resides in the Twin Cities metro counties, which also has the largest number of low-income and SNAP recipients, a focus on reaching these groups with a culturally appropriate nutrition message is warranted. Adaptations to the California EFNEP curriculum Building Healthy Families, written for the Hmong community, were made initially in order to use it with SNAP-Ed audiences as well as EFNEP. Partner agencies began requesting the curriculum for use with SE Asian audiences that were not Hmong, because of similarities in diet and approach; some groups were mixed ethnicities, rather than monolingual Hmong speakers. Additionally, younger Hmong audiences were more comfortable in English than Hmong, although they still prepared and served many traditional Hmong foods. A literature review and focus groups were conducted with Lao, Vietnamese Cambodian and Karen representatives in the Twin Cities in order to understand the unique cultural beliefs to be incorporated into the curriculum. Parenting styles, generational differences and health concepts were explored. The resulting work is collaboration between the Health and Nutrition program and the Southeast Asian metro communities.

Career Quest: Engaging Urban Youth in Defining Their Futures

Gregory Siek - Ohio State University Extension

Session will provide an overview of strategies and curriculum used in assisting urban youth in engaging in positive personal career planning in Cuyahoga County, Ohio. Experiences in building collaborative relationships and securing additional resources will be shared. Examples of curriculum outlines and selected "hands on activities" such as "Career JobPardy," "Very Special Alphabet," Career Action Plan, "Wheel of So You Want to Make a Fortune," and campus-based interactive career exploration tours will be presented.

Partnering For A Common Goal

Cynthia Toler - Ohio State University Extension

OSU Extension, Lucas County, 4-H Youth Development Program, The Ohio State University Young Scholars Program (Toledo Branch) and Toledo Technology Academy (TTA) public school have a partnership working with youth in a weekly afterschool program. OSU Extension also provides workshops to the Young Scholars on topics relating to financial management and workforce development. Toledo Technology Academy is the resource person for our FIRST LEGO Robotics afterschool program which The Young Scholars and other students between the ages of 9-13 is involved in. Toledo Technology Academy provides the space and teen mentors who serve as leaders and mentors for the FIRST Lego team members. We also have a math teacher from TTA who participate weekly in the program as an adult mentor. High School Young Scholars have the opportunity to serve as teen leaders for 4-H CARTEENS program. CARTEENS is a driving safety program for teenagers facilitated by their peers. This opportunity gives The Young Scholars leadership skills and help them learn to work as a team and build relationships. For the past year, this program has been funded through a 4-H Foundation Grant and an OSU Cares grant.

Strengthening Extension Programming in Nutrition through Community Gardening.

Mary Wakefield - Tennessee State University Cooperative Extension

The Tennessee State University Cooperative Extension Program addresses nutrition issues through community gardening in the Edgehill community, Nashville (Davidson County), TN. The Extension program provides community gardening and nutrition education and training to low income and limited resource people living in the Edgehill community. The objectives of the community gardening program are: 1) to train low income and limited resource people, living in an urban environment, to grow a community vegetable garden and, simultaneously, 2) to teach program participants ways to improve their diet through improved nutrition and physical activity. The participants are trained and taught to grow different types of vegetables in the community garden. These vegetables include beets, cabbage, cantaloupes, carrots, cucumbers, broccoli, eggplants, greens, lettuce, onions, okra, peppers, potatoes, squash, tomatoes, and watermelons. Through the program the Edgehill community residents have increased their knowledge and skills of growing a vegetable garden. They have been given information on the nutrition benefits of eating vegetables and they have been given demonstrations on different ways to include vegetables in their diet. Some program participants shared vegetables they grew in the community garden with other people in the community and thereby, help improve the overall nutrition of the community. Through community gardening the Edgehill residents grow and consume a variety of fresh and nutritious vegetables and they have increased their physical activity. The Edgehill community gardening training program has had a direct and beneficial bearing on the nutrition and food issues of the people of the Edgehill community.

Investigating the Interaction between Urban Farmers and Extension Educators in the Kansas City Metropolitan Area

Caroline Tanner, Kansas State University

Urban agriculture is a growing trend in cities across the country. With increasing numbers of people choosing to enter into urban agriculture, reliable information and examples of successful urban farming systems are essential. Extension offices typically offer farm support in rural areas, but Extension educators in urban and peri-urban counties may emphasize different program topics. This project evaluates the interaction and information flow between urban farmers and Extension educators in nine counties of the Kansas City metropolitan area. This assessment is a two part approach involving both interviews with Extension educators and written questionnaires for urban farmers and growers. Fifteen Extension educators from Kansas State University, University of Missouri, and Lincoln University who specialize in horticulture, family and consumer sciences, and community development were individually interviewed in Spring and Fall 2012. A written questionnaire was developed and mailed out in January 2013 for urban farmers and growers. Both interviews and questionnaires consisted of questions regarding information on food production, processing, distribution, marketing, financial resources, and equipment. Through this evaluation, knowledge and awareness of urban farmers’ needs and Extension's available resources are readily apparent.

Measuring Urban Agriculture's Contribution to the Community Food

Nicole Wright, Ohio State University Extension

Utilizing the Whole Measures for Community Food Systems framework adapted by the Community Food Security Coalition and building upon lessons learned from recent urban agriculture impact reports nationally, OSUE’s Urban Agriculture Program in Cuyahoga County will share evaluation tools, results, and next steps to staying responsive in community programming.

UF/IFAS Miami-Dade County Extension Builds Partnerships to Combat New Whiteflies in Urban Landscapes

Teresa Olczyk, University of Florida/IFAS Miami-Dade County Extension

UF Miami-Dade County Extension partnered with several agencies to develop “Whitefly Management Program” to combat new invasive whiteflies damaging urban landscapes. Multifaceted educational efforts targeted the entire county: residents, pest control operators, landscape professionals and ground maintenance employees. Educational materials were developed in English and Spanish. Surveys were implemented.

Urban Extension Programming’s Role in Integrating Financial Literacy Education into the Volunteer Income Tax Assistance (VITA) Program

Cindy Evans and Valeria Edwards, K-State Research and Extension

Financial literacy education is a contemporary issue that is a relatively new mission for the Volunteer Income Tax Assistance (VITA) program. Collaboration with Kansas Extension Agents helps fulfill that mission. The partnership is an ideal opportunity for urban Extension focused colleagues to introduce diverse audiences to Extension programming.

Urban Master Gardeners-Agents of Change and Community Development

Jacqueline Kowalski, The Ohio State University

The Master Gardeners of Cuyahoga County, Inc. (MGCC) activities strive to engage the community through educational programming with youth, developmentaly disabled adults population and community gardening mentoring. MGCC, Inc. serves as a model of how urban Master Gardener volunteers can assist and promote community and economic development.

Call for Proposals

We are no longer accepting proposals for oral and poster presentations.

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