Browsing by Subject "Youth development"
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Item 4-H Volunteer Online Training Evaluation(University of Minnesota Extension Center for Youth Development, 2014-07) Kankane, ShipiThis formative evaluation was commissioned by the statewide volunteer systems team to understand the value of recent investments by the Extension Center for Youth Development to design and implement a “suite” of online training modules for volunteers. The evaluation was designed to gather information about how volunteers who completed the modules perceive their OTM experience, their opinions about the usefulness of OTM, and the value that they received.Item Adolescent Patterns of Participation in Sherburne and Wright County 4-H(2010) Rosendahl, Harlan; Rauschenfels, Diane; Hyman, RandyAdolescent Patterns of Participation in Sherburne and Wright County 4-H was a replication study of the Tufts University study in 2005-2007 that measured the “5Cs” of positive youth development in young adolescents in grades 5, 6, and 7. This replication study was done with older adolescents in grades 10, 11, 12, and 13 in the Sherburne and Wright County 4-H program. The “5Cs” of positive youth development were connection, competence, character, caring, and confidence. The subjects rated questions about the “5Cs” in the survey. Roth (2004) suggested that positive youth development programs needed to increase the levels of the “5Cs" in the youth participating in the program. A product of a positive youth development program like 4-H, would be to instill the characteristics of the “5Cs” in youth. As youth develop these characteristics, they grow to become good citizens. This would be one way the 4-H program could provide public value. The results of this survey allowed comparisons to be made between the Tufts study and this study.Item Adolescent Stress and Depression(University of Minnesota Extension Center for Youth Development, 2005) Walker, JoyceItem Adventures in Social and Emotional Learning: A case study of Voyageur Outward Bound School(University of Minnesota Extension Center for Youth Development, 2014-04) Walker, KateThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Afterschool Learning Opportunities Make a Difference(University of Minnesota Extension Center for Youth Development, 2008) Lochner, AnnA fact sheet on the benefits of after-school learning.Item Assessing Social & Emotional Skills in Out-of-School Time Settings: Considerations for Practitioners(University of Minnesota Extension Center for Youth Development, 2016-11) Blyth, Dale; Flaten, KylaThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Beyond Core Competencies: Practitioner Expertise as a Critical Component of Quality(University of Minnesota Extension Center for Youth Development, 2010) Walker, Kate; Gran, CeceWhat does it take from a systems-level perspective to prepare and develop youth development practitioners to create and sustain quality youth programs? This paper argues that current core competency frameworks in youth work are necessary but ultimately insufficient for capturing the practitioner expertise required to achieve quality in practice and programs.Item Building Your Programs 20 Minutes at a Time: Book 3(University of Minnesota Extension Center for Youth Development, 2014) Stevenson, Anne; Harris Hering, Anita; Olson, BetsyThis is the third book in a collection of tools for building reflection into learning settings. This “sequel” offers 28 new activities that will help users intentionally plan for enhancing program quality through reflection, participatory evaluation, engagement and leadership skill building. Research on youth program quality, brain-based learning, and social-emotional learning all point to the importance of reflection as essential to the learning process. This resource book will help you build skills for facilitating reflection with youth and adult groups through an experiential learning model. It offers a brief overview of experiential learning and youth program quality research, along with facilitator tips and additional resources.Item Building Your Programs 20 Minutes at a Time: Leadership & Reflection Activities You Can Use(University of Minnesota Extension Center for Youth Development, 2010) Stevenson, Anne; Harris Hering, Anita; Piehl, Barb; Skelly, CarolResearch on youth program quality and brain-based learning give us scientific proof that time for reflection and the use of a variety of reflective techniques facilitate learning. This resource booklet will help you build skills for facilitating reflection and building leadership skills with youth or adult groups. It offers a brief overview of experiential learning and youth program quality research, facilitator tips, and 27 short activities to help create quality experiential learning.Item Business Plan Development for Online Learning(University of Minnesota Extension Center for Youth Development, 2017) Robideau, KariThis is a project planning guide for teams developing online learning environments. All of the components relate to each other and are organized in a way that encourages teams to discuss and determine which of the aspects fit with their online project. This planning guide is most helpful when considered prior to engaging in a design and development process.Item Community Asset Mapping(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this activity to help youth deepen their understanding of how their community informs their identity. Youth will participate in a structured walk to brainstorm assets and needs within their neighborhood. Rather than focusing on Ways I Am, this activity explores the Ways We Are as a community.Item Comparing Frameworks(University of Minnesota Extension Center for Youth Development, 2013) Hagen, ElizabethThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Complaint/Feeling/ Request(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse the Complaint/Feeling/Request (CFR) process as a communication tool to address issues/conflict through a one-on-one conversation. Introduce CFR when you sense that students need to give one another simple feedback. The process helps individuals bring up challenges and address concerns before they fester. CFR allows youth to explore their Ways of Feeling because it allows them to safely express their emotions about a situation.Item Consensus Building(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this facilitated conversation template to help youth reach consensus regarding a program, project or initiative that they will implement. Use it at the start of a program cycle, or for an isolated event that can accommodate a high level of youth ownership and direction. This activity allows youth to practice their Ways of Doing as they work together to move their project forward.Item Creating Caring Environments(University of Minnesota Extension Center for Youth Development, 2016-06) Walls, JeffThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Creating the Learning Environment(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentProgram environment and culture play an important part in social and emotional learning (SEL). You can influence the culture of your program by paying attention to the ways that routines, behavior expectations, and conflict resolution processes within your program support SEL. This section includes tools and templates to help staff establish expectations, give feedback and reflect.Item Designing Impactful Learning Experiences(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentSocial and emotional learning (SEL) takes place when youth are engaged in activities that allow them to practice and develop skills from the Ways of Being model. Use this section to include program activities that focus on developing all four of the Ways of Being. These activities allow youth to explore their individual and community identity (Ways I Am), practice sharing gratitude and communicate feelings (Ways of Feeling), learn about empathy and set group norms (Ways of Relating), and develop clear goals and work towards agreement (Ways of Doing).Item Diversity and Inclusion: Short Films (discussion guide)(University of Minnesota Extension Center for Youth Development, 2015) University of Minnesota Extension Center for Youth DevelopmentItem Education Leaders Perspectives on Social & Emotional Learning(University of Minnesota Extension Center for Youth Development, 2016-04) Blyth, Dale; Flaten, Kyla; Sheldon, TimothyThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Educational Equity Self-Assessment(University of Minnesota Extension Center for Youth Development, 2017) Cooper, DanielThis instrument draws upon evidence-based principles for building youth educational equity and can help you to assess how your program goals and implementation align with educational equity best practices. The goal of this tool is to stimulate ideas for adopting a more systemic approach to positive youth development programming that caters to the needs of all youth.