Browsing by Author "Marczak, Mary"
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Item Best Practices for Field Days: Environmental Field Days Assessment Tool: Focus Group Results(St. Paul, MN: University of Minnesota Extension Service, 2008) Marczak, Mary; Carlson, StephanThe following results are based on two focus groups conducted in October, 2007. The 14 participants (7 at each focus group) had gone through the Assessment Tool training on the use of the tools and also had used the tools to assess environmental field days. Focus group questions specifically addressed both the quality of the training as well as the tools (individual and holistic) themselves. The participants were asked not only to describe their experiences but also to provide recommendations to improve the training and the tools. During the focus group discussions it became clear that participants also wanted to address the actual day of the observation, or the field day experience itself. Thus, the results address these three key areas: 1) the day of the training; 2) the field day experience, and 3) the tools.Item The Children's Garden in Residence Grocery Garden Project Evaluation Results_2018_Long Report(2018) Deenanath, Veronica; Marczak, Mary; Wunderlich, Marijo; Alba, Anna; Cronin, Sarah; Peralta, AlejandroItem The Children's Garden in Residence Grocery Garden Project Evaluation Results_2018_Short Report(2018) Deenanath, Veronica; Marczak, Mary; Wunderlich, Marijo; Alba, Anna; Cronin, Sarah; Peralta, AlejandroItem Cost Benefit Analysis of Extension Family Programs Using Parents Forever as a Model(St. Paul, MN: University of Minnesota Extension Service, 2009-10) Tralle, Minnell; McCann, Ellie; Marczak, Mary; Da'ar, OmarWith decreasing public funds and increasing accountability, Extension staff may be asked to justify programs as to the economic benefit they provide. This involves employing a costbenefit analysis to the program and its outcomes. This is often reported in terms of money saved but can be more challenging to apply to family and human development programs where the program benefits are not as easily quantified. An example is the Parents Forever program, a court ordered divorce education program which teaches parents how divorce impacts their children and skills for parenting to prevent negative impact such as juvenile delinquency, teen pregnancy, school dropouts, etc. Using the Parents Forever program as an example, this poster will address: 1) definition and rationale for conducting a cost-benefit analysis (CBA), 2) critical indicators determining both direct and indirect program costs, 3) identifying and monetizing both tangible and intangible benefits, 4) important aspects of analyzing cost and benefits including “sensitivity analyses,” and 5) lessons learned in the process of the cost-benefit analysis of the program.Item CYFC Monthly, April 2016(Children, Youth & Family Consortium, 2016-04) Children, Youth & Family Consortium; Marczak, MaryItem Dollar Works 2 Program Evaluation Impact Study(St. Paul, MN: University of Minnesota Extension Service, 2010) Heins, Rosemary K.; Petersen, Cindy M.; Anderson-Porisch, Shirley J.; Son, Seohee; Bauer, Jean W.; Hooper, Susan E.; Marczak, Mary; Olson, Patricia D.; Wilk, Norman BarrettDoes teaching using the Dollar Works 2 curricula affect financial knowledge, attitudes and behavior? To answer this question, a quasiexperimental research study was conducted in 2009-2010 with a treatment group and control group. Ninety-two participants completed surveys at three different time points over a 2-3 month period. Within this period they participated in six-hours of class using Dollar Works 2 materials. The study participants were from urban and rural Minnesota with a mix of ages, years of education, race, gender, living arrangements, employment, housing and income adequacy. This poster focuses on the study procedures and reasons for the process chosen.Item Dollar Works 2: Impact Evaluation Report(University of Minnesota Extension, Center for Family Development, 2011-01-06) Bauer, Jean W; Son, Seohee; Hur, Ju; Anderson-Porisch, Shirley; Heins, Rosemary; Petersen, Cindy; Hooper, Susan; Marczak, Mary; Olson, Patricia D; Barrett Wiik, NormanDollar Works 2 education is effective for money behaviors, financial satisfaction, and access to financial information when delivered in a six-hour dosage. The impact evaluation study was with community participants who are considered high risk in the financial education field. If financial education can be effective for this population, it will be effective with groups that have fewer problems and tend to seek solutions to their financial problems. This study was conducted during a time when the economic environment was difficult for many people including those who participated in the study. Dollar Works 2 is a personal financial education program that was developed by the University of Minnesota Extension.Item Dollar Works 2: Impact Evaluation Summary(University of Minnesota Extension, Center for Family Development, 2011-01-06) Bauer, Jean W; Son, Seohee; Hur, Ju; Anderson-Porisch, Shirley; Heins, Rosemary; Petersen, Cindy; Hooper, Susan; Marczak, Mary; Olson, Patricia D; Barrett Wiik, NormanDollar Works 2 education is effective for money behaviors, financial satisfaction, and access to financial information when delivered in a sixhour dosage. The impact evaluation study was with community participants who are considered high risk in the financial education field. If financial education can be effective for this population, it will be effective with groups that have fewer problems and tend to seek solutions to their financial issues. This study was conducted during a time that the economic environment was difficult for many people including these who participated in the study. Dollar Works 2 is a personal financial education program developed by the University of Minnesota Extension.Item Minnesota Alliance with Youth: Reflections and Analysis of the Journey(2001) Blyth, Dale; Marczak, MaryItem Our Top 10 List for Working with Diverse Audiences(University of Minnesota Extension, 2012-10) Hurtado, G. Ali; Garbow, Jennifer; Landrieu, Josey; Alba, Antonio; Marczak, MaryEthnic and cultural diversity in Minnesota has been changing rapidly, and the immigrant population is a major factor for this change. Of the many immigrant populations in Minnesota, Latino and Somali communities are among the largest and fastest growing. Working with these local communities to engage participants in their own development is at the core of University’s mission. The question of how to connect and serve these changing communities is relevant today. The authors have learned a great deal during their involvement in collaborative social and economic projects co-created by academic institutions and local communities. These projects vary around health and nutrition, parenting practices, school success and others. The top 10 list represent those things we consider critical. We hope these will offer some reflection points for the conference attendees. A quick sample of lessons learned: words, concepts and objectives should never be taken at face value, as these things are loaded with multiple meanings; some local norms do not apply well to other cultures; in certain cultures it is considered offensive to disagree; relationship ethic is as important as work ethic; and, you are never done. Other learnings will be appropriately elaborated upon. The authors of this presentation come from these two communities, and their cultural identities give them insights as well as responsibilities. They were educated in their home countries and the U.S., and find themselves challenged to raise their voice in the different realities they navigate.Item Planning for Success in the SNAP-Ed Classroom: Strategies for Engaging Modern Learners in Health & Nutrition(University of Minnesota Extension, 2013-10) Sherman, Shelley; Hurtado, G.Ali; Marczak, Mary; Letourneau, Sue; Perdue, Laura; Barno, Christine; Lovett, Kathleen; Brady, AlisonThis poster describes the program implementation of a Supplemental Nutrition Assistance Program-Education (SNAP-Ed) in Extension. The presentation will focus on planning strategies for successful program delivery. We conducted an Implementation Evaluation using multiple method case studies. Data sources included interviews with facilitators and participants, observations, and surveys. Evaluators transcribed and coded 15 interviews with SNAPEd participants and educators to better understand what types of session planning strategies contribute to effective implementation of health and nutrition programs. The interviews asked whether these strategies engaged new learners, as well as how planning contributes to classroom management and the quality of the learning environment. 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. Furthermore, content adaptation during implementation was relevant to connect participant immediate needs with program objectives/ goals. Considerations for program planning are explored.Item Positive Out-of-School Hoopla: Why Should We Care?(2002) Marczak, Mary; Moreau, RachelItem Using Numbers to Tell 4-H Success Stories(University of Minnesota Extension Center for Youth Development, 2000) Marczak, MaryAn article showing that charts, tables, and graphs can be effectively used to tell 4-H success stories.Item Using Numbers to Tell 4-H Success Stories(2000) Marczak, Mary