Browsing by Subject "4-H"
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Item Academic Achievement of Youth in the 4-H Program(University of Minnesota, 2014) Piescher, K.; Hong, S.; Blyth, D.; Nippolt, P.The purpose of this study was to examine academic outcomes of youth who participated in Minnesota's 4-H program compared to those who did not, and to understand how parent engagement and duration of 4-H participation affects youth achievement and attendance trajectories over five years.Item Changing Adolescent Healthy Living Behavior Through Mentoring(University of Minnesota Extension, 2014-10) Conway, Judith; Olson, Carrie Ann; Jeffers, BrentResearch has shown that quality mentoring programs have been associated with helping young people navigate through life‘s experiences and challenges. Over the last 20 years, obesity among young people has been on the rise in the United States causing a concern for society, including the life challenge it creates for the young person. The obesity rise has been attributed to many factors including lack of personal role models that encourage exercise. Studies show that increased physical activity has consistently related to improvements in self-esteem, self-concept, depressive symptoms, and anxiety and stress (Calfas, K.J. and Taylor, WC., 1994). In southwest Minnesota, using mentoring as a program strategy to address this issue, a ten-week afterschool Science and Movement (S.A.M.) 4-H club was designed utilizing a new volunteer audience of college health science students as mentors. The objectives for youth mentee participants in this research study focused on healthy living, exposure to higher education, and community awareness. Program design from the University of Minnesota Extension Center for Youth Development partnered with Southwest Minnesota State University Health Science department, local family fitness center and local middle school. Qualitative evaluations and data conclude that program objectives were met. The implication of study shows that young people desired to make a healthy living behavior change based on the positive relationships built with their college mentor. Anecdotal evidence from mentor evaluations concludes that utilizing mentoring as a service-learning strategy became a powerful way to give deeper meaning to a college student‘s educational experience.Item Science of Agriculture Response: Integrating Science and Engineering Concepts into 4-H Youth Development(University of Minnesota Extension, 2014-10) Rice, JoshuaScience achievement in the United States among K-12 youth has lagged behind many of their grade level peers from other countries for many years, prompting much concern from researchers as well as from federal agencies such as the National Academy of Sciences (2007). Non-formal educational experiences, such as those found in 4-H, play an important role in increasing children's exposure to, and interest in, science. Exposure to 4-H science-related programming in particular appears to be significantly associated with higher-level science coursework taken in high school (Heck, Carlos, Barnett & Smith, 2012). Research on science programs in non-formal settings has suggested that non-formal science programs have the potential to increase science interest among young people and that these programs can have long-lasting impacts (Heck, Carlos, Barnett & Smith, 2012). The science of agriculture response (SOAR) is designed to integrate and make the cognitive connection that exists between science content standards and 4-H member projects and community interactions. The University of Minnesota Extension Center for Youth Development has been working to create the Science of Agriculture Response program. SOAR will utilize an experiential learning approach that employs the skills gained from a 4-H project and require students to demonstrate the acquisition of those concepts via a visual presentation. The 4-H members will participate on 3 levels; the local community level, regionally, and at the State 4-H Agriscience Summit. At the state summit, 4-H members will deliver oral presentations about an agriculture issue that exists within their community.Item Source, Fall 2007(University of Minnesota Extension, 2007) University of Minnesota ExtensionItem Source, Fall 2010(University of Minnesota Extension, 2010) University of Minnesota ExtensionItem Source, Fall 2011(University of Minnesota Extension, 2011) University of Minnesota ExtensionItem Source, Fall 2013(University of Minnesota Extension, 2013) University of Minnesota ExtensionItem Source, Fall-Winter 2009(University of Minnesota Extension, 2009) University of Minnesota ExtensionItem Source, Fall-Winter 2014(University of Minnesota Extension, 2014) University of Minnesota ExtensionItem Source, Spring 2012(University of Minnesota Extension, 2012) University of Minnesota ExtensionItem Source, Spring 2014(University of Minnesota Extension, 2014) University of Minnesota ExtensionItem Source, Spring-Summer 2008(University of Minnesota Extension, 2008) University of Minnesota ExtensionItem Source, Spring-Summer 2015(University of Minnesota Extension, 2015) University of Minnesota ExtensionItem Source, Summer 2016(University of Minnesota Extension, 2016) University of Minnesota ExtensionItem Source, Winter 2007(University of Minnesota Extension, 2007) University of Minnesota ExtensionItem Source, Winter 2013(University of Minnesota Extension, 2013) University of Minnesota ExtensionItem Source, Winter 2016(University of Minnesota Extension, 2016) University of Minnesota Extension