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Report Information

Participants

Allen, Ryan (allen650@umn.edu) – University of Minnesota Cooperative Extension
Astroth, Kirk (kastroth@cals.arizona.edu) - University of Arizona Cooperative Extension
*Baker, Barbara (barbara.baker@maine.edu) – UMaine Cooperative Extension (Project Secretary)
Blyth, Dale A. (blyth004@umn.edu) – University of Minnesota (mailing list)
Borden, Lynn (bordenl@cals.arizona.edu) – University of Arizona Cooperative Extension
Boyce, Sherry (sboyce@umn.edu) University of Minnesota
BoyEs, Pat (boyesp@wsu.edu) – Washington State University Extension
*Calvert, Matthew C. (matthew.calvert@ces.uwex.edu) – Wisconsin Cooperative Extension
Colletti, Joe (colletti@iastate.edu) – Iowa State University (Administrative Advisor)
Chapin, Julie (chapin@msu.edu) - Michigan Cooperative Extension
Diaz, Lisa (lisabou@uiuc.edu) - University of Illinois Cooperative Extension (mailing list)
Dotterer, Aryn (dotterer@purdue.edu) – Purdue University Cooperative Extension
Edwards, Janet (edwardsj@wsu.edu) – Washington Cooperative Extension (mailing list)
*Emery, Mary (memery@iastate.edu) – Iowa State University Cooperative Extension (Project Co-Chair)
Enfield, Richard (rpenfield@ucdavis.edu) - California Cooperative Extension (Former Project Chair)
Erbstein, Nancy (nerbstein@ucdavis.edu) - California Cooperative Extension
*Fields, Nia Imani (nfields@umd.edu) - University of Maryland Cooperative Extension
Hall Barczewski, April (adhall@umd.edu) – University of Maryland Cooperative Extension
*Henness, Steve (hennesss@umsystem.edu) - University of Missouri Cooperative Extension
Johannes, Elaine (ejohanne@ksy.edu) - Kansas State University Cooperative Extension
Jones, Kenneth (krjone3@uky.edu) – University of Kentucky Cooperative Extension (mailing list)
Kinsey, Sharon (kinsey@aesop.rutgers.edu) - New Jersey Cooperative Extension
Knox, Andrea (Klein) (andrea.klein@sdstate.edu) - South Dakota State Cooperative Extension
Lindstrom, James - (Idaho)
*Lonning, Jacquie (jlonning@umn.edu) – University of Minnesota
McGuire, Amy (almcguire@ucdavis.edu) - California Cooperative Extension
Mead, June P. (jm62@cornell.edu) - Cornell Cooperative Extension (New York) (mailing list)
*Nathaniel, Keith C. (kcnathaniel@ucdavis.edu) – California Cooperative Extension; (ANR Administrator)
Schaller, Amy (aschalie@email.arizona.edu) - University of Arizona
Tallman, Keli (ktallman@iastate.edu) – Iowa Cooperative Extension
Webster, Nicole (nsw10@psu.edu) – Pennsylvania Cooperative Extension
*Wibby, Brian (wibby@anr.msu.edu) – Michigan State University Cooperative Extension
*Williams, Bonita (bwilliams@nifa.usda.gov) – 4-H National Headquarters (NIFA Rep.)
Zhang, Yaoqi (zhangy3@auburn.edu) – Alabama (Auburn) Cooperative Extension (mailing list)

Brief Summary of Minutes

Summary of Decisions Made at the Annual Meeting of NCERA215: APRIL 22-23, 2015
Wednesday, April 22, 2015: USDA Waterfront Center, Conference Room RM 3455

In addition to the members of the committee listed above, Lisa Lauxman – National 4-H Leader joined us for much of the day. Other afternoon visitors are listed in the notes below
Engaging New Members into NCERA215 – Keith and Nia
? Slide Show Presentation was created and shared by Keith and Nia to be Why Youth and Community Development? Use at our national roll-out and give to new members. This slideshow presents our team’s work in Social Capital and 4-H. Primary message: Bring in the people who have similar interests to lead to collective self-efficacy - be purposeful about this - create programming to create these opportunities toward social justice and toward careers.
? Next steps: Do a grant-funded project on unpacking the ripple mapping. In 4-H community helpful to club leaders to see how broadly their club affects the community - pull out the items showing public value and ways to share that. Use it as an evaluation tool to gather impact statement and outcome of your program and turn it into a chart form engaging youth in the process.
? Write article looking at different way of doing REM – propose changes with the different techniques unpacking the stories. Collect impact from youth – train youth to do their own ripple mapping and collect the numbers and stories from mapping for these results. Some of these activities merge with youth as teachers, youth as trainers. Provides the credibility of the group. We have evidence of youth doing this in group projects and need evidence of individual 4-Hers doing this with an individual project – to realize they are engaging in political capital or enhancing financial capital with it. We are we are on the cutting edge of PAR (participatory action research) to share with our colleagues by doing Ripple Mapping around the country. We would look at unpacking the spiral, youth in as trainers and teachers, a lot of dimensions – how do we pull it together in a way that other people can see it and use it - or telling a national story of this work?
? How do we take extension from coming to a class and make extension the place that creates opportunity and creates community? How take assets we have and move it into the next stage? (NCRCRD is a good place to start; iCook multistate research team has asked us to do this already)
LISA’s Questions and Comments:
? Show relevance to program accountability and measures and indicators of success: Look at parts that would replicable and scalable – as signature opportunities. Youth can drive this change. Look at 4-H as change agents in the communities. Teach agencies how to use ripple mapping as an apprentice experience for youth – they experience it and they can teach it to other - to have tool skill sets:
? AFRI grant to ELI – for universities to partner where students have externship and internship but they need to be looking at program.
? RYD-YAR is funded – FFA, 4-H, GS
? P3 Performance Pilot Partnerships – youth, who are disconnected – [http://youth.gov/youth-topics/reconnecting-youth/performance-partnership-pilots]
? WIA - FLEC – financial literacy –Partner with folks who know how to build programming in communities. [Financial Literacy and Education Commission (FLEC)]
? Terry Freedman’s Info graphic. If you have a food stand and sell an animal, what economic factor brings them to the table? Have they mapped it and what is really being built? – social capital, bonding and bridging.
? Pilot project efforts with Vulnerable populations – talk to Bonita about it.
Sharing Social Capital Project Updates (All) - Survey Pilot (Keith and Nia)
? Keith: Closer look into Research of CA: We wanted to look at how questions hung together for reliability – for the various Subscales (Bonding, Bridging, Linking, Engagement, Agency)
? The more they are involved with their community the higher the social capital.
? The more they find out about their community the more they find out about their community –[also can have the effect of decrease if they don’t like it]
? Interviews – They trust their leaders; were engaged; they believed they could make a difference so had agency; and they had bonding networks.
? Recommendations – Coming in to the organization, less trusting (takes time), need to get newer people involved with service projects; need to get club leaders connected with other groups to have these opportunities. Haven’t done comparisons with MD yet.
? Nia: Received this data in March – need to increase data set. Looked only at urban data set. Is the 4-H urban experience with the blended programs? Did a subset of urban 5,500 in the participants – 167 youth target – have a lot of difficulty getting the data back. Do they know they are in 4-H? Are the parents aware the child is in 4-H? Do they know their leader is a 4-H leader?
? We are going to look at CA urban centers for comparison.
? Lengths of time in Community group - Whites were more likely to live in community longer and had more community connections and service. Non-minority were in 4-H longer; more likely to have parent of guardian part of community board or org; Longer in 4-H more likely to connect longer you lived in community
? Minority context; more likely to be in 4-H, less likely to be a school office, lower bonding for school support. How do we make these experiences – decrease barriers – more equal across 4-H?
? MD youth demonstrated remarkable capacity for social capital behavior and attitudes. Agency, trust, felt low barriers to community participation but not 4-H causing that…[maybe ripple mapping can explore that]
? Future project interests – how strengthen and operationalize it. How can 4-H increase social justice and how can we be intentional about it?
? Interview agents across the country to learn best practices – to have input from educator and young person’s perspective.
? We did survey the adults and focused less on youth because of the large challenge in getting the surveys back.
? Bonita: Typically a minority young person comes into 4-H at an older age.
? Nia: programs are targeting teens so they are attracting minority youth.
? Bonita – it would be interesting to see the type of caring adult and the type of bonding and if that caring adult if the adult was diverse or Caucasian and is that bonding strengthened because of that race?
? Keith – One thing I’ve shared. We need to have a conversation how to apply learning experience in 4-H to have a meaningful learning experience with the various project – how to create a community connection with that project experience. Tend to increase their social capital experience. Do we use the Citizenship to increase the 4-H experience? Are you capturing it as a service project? Language to connect the words to the works.
? Nia: Looking at being responsible for the community – be more intentional about it. Rolling it out to the urban educator – how to increase it. One reason to roll it out and see this work as a whole. Increase work in urban settings. Having similar outcomes in social capitals. Service projects or youth as teachers. Keith and I are doing poster on ripple mapping project – see interest in that or increasing our data sets.
? Nia: Do we have equity with urban educators – for staff and volunteers – does it increase or decrease. “I have no luck with this community” May not be the projects but may be who is selling it.
? Steve: Implications of practice are fantastic. How will we translate it to staff development, club leaders, and is it spend more time doing team building and trust building opportunities first? Make sure there are leaders that kids can identify them – or if you’re not that person, create linkages for them.
? Bonita; Making sure that that leader-educators is culturally competent with the – those things are lacking in staff, too.
? Lisa – What state program leaders need for cultural impacts, civil rights, access equity, if gone through the reviews have knowledge of the community. Have program assistants to have legitimacy in the community – college students or youth who haven’t been in 4-H can bridge. With apprenticeship programs, can do this. County extension office. i.e. Hispanic audience.
? Nia: What social capital do we have as educators?
? Mary: Sometimes you have the social capital but not the cultural agility. (Participatory Action Research) PAR gives ability to learn to listen and listen to learn.
? Mary: Opportunities that have little opportunities for bridging, community with bonding and bridging as a way to test the data. To do this typology.
? Matt: We need more funding for doing these studies. Working with volunteers, this would be difficult.
? Lisa – How to take Core element of what makes a meaningful community activity. i.e. biosafety checking farms for human and animal awareness as Ambassador – contribution not termed service. Frame it as the learning laboratory of 4-H club, if done well is a whole - mastery, generosity, belonging, and independence – that is how an artificially created community functions well and took that community experience to other groups. Why youth can socially navigate in 4-H for ways that we took for granted? I did all those service projects but did I think about them and know what I was learning?
? Steve – Social class referring to Putnam’s recent moving from one class to another is in crisis point so bridging needs to be more intentional.
Extension Education Activities: Social Network Project (Matt), Other (All)
? Social Network Analysis – see HANDOUT – “Strengthening Social Networks: Wisconsin Public Values Project” Purpose strengthen How strengthen networks with youth: Do I know this person? Has that person shared information? Get to values about relationships. Pilot in 4 WN counties. How rich is the networks in parts of town and as a whole? For example youth council – are we succeeding in building their social networks Youth to Youth and Youth to Adult. Go to another community as secret shoppers (noting signs, facilities available, etc.) giving community feedback about how welcoming to young people, what to do, etc. Pre-post test. Important to use with youth on receiving end of feedback.
? This may be another tool to use with a bonded group (of 20-30 youth; 15-20 adults w/ties to youth)
? Lisa: opportunities on youth councils – when they frame them are they thinking about building youth engagement strategies and voice – Take it to the Federal Interagency Working Group partners – presentation on here’s what people are working on and talking about. We need to keep people from looking at youth as problems… Why do Federal agencies support these projects?
? Use with youth to see how youth landed an internship – trace back to see how it started
? Matt: Use as a network vs. private value one person; what does this do for the structure of our community?
? Keith: Practically speaking how do you avoid a person looking at it saying I’m not as well connected as others?
? Lisa: See this as a way for youth as researchers to see own networks.
? Mary: If looking at social justice. Whose networks are linked to others?
? Matt: Re: e-Academy– core people involved with Citizenship Mission Mandate Team – we have a lot in common with that group
Community Capitals Toolkit (Steve)
? Steve: Created a toolkit for youth to use with other youth “Community Capitals for Kids”? How can we make the framework available to share with stakeholders? Package what we are doing with a new focus with Youth as Teachers. Teaching youth upfront to measure changes in Human and Social capital. How to introduce Community Capitals with youth? “What’s in a bag?” Line up object and ask why they made the connections? Community bank accounts if you deposit in Human Capital it might increase Political capital, etc. Toolkit in Sections; Worksheets to explore a specific project – animals, care, etc. how manage so not eroding soil, BRING into the language of 4-H the community and bring in the PUBLIC VALUE of it. These things culminate with the ripple effect mapping. Comes from EYSC project. Coming out with a state training group. Idea evolved with common interest. Interested in how groups use this - like Master Gardeners, 4-H and others.
? NECV – Matt, Barb, Steve, and Teens to do workshop. Help kid connect fishing to community and …work with tools and youth. Hold unique role of facilitator.
? Steve: Have you identified new stakeholder groups? Typically the appreciative Inquiry Questions – what is has made the most impact.
? Steve: What does youth bring to community – what does the community bring to youth – see assets together. It is a concept at this time with an 8th grade reading level.
? Steve: Take MG Make this an annual part of the year’s program; come back the next year and do ripple effect mapping. We did this with EYSC on annual. Start fresh with a new map and compare with the old map – saw progress and saw connections. Can use on an ongoing basis.
NCRCRD project (Conference Grant – Brian and Matt)
? Do Y/A team training in October using Steve’s toolkit; do project s Nov to June & do mapping at end with Conference for training others. Integrate these things throughout. Asked NCNCRD to fund the conference next July and webinar. [UPDATE: We did not get this grant.]
National Conferences and Scholarly Contributions (All)
• Convene YD and CD together: “Youth Developing Community Capitals” NCRNCD project. Do reflective practice in communities and have youth present to youth and lots of adult practitioners at the CD conference with Case Studies and Toolkit. Some are pre-determined ideas of projects i.e. Climate Change for MI; Public Value for ME.
• Research Agenda: Urban focus: doing more of a national approach to get 1,000 urban youth; Geographic context. (10,000 less is rural; 50,000 more is urban)
• Extension Education – sharing implications for training (all): Best Evidence as Strategies (practice or programs can be contextualized – build on local expertise): Focused activities intentionally building social capital.
o Here is how SC fits into the framework, here is our body of work so we can share how SC is built; and measures or indicators can produce SC as an outcome because these things are present – HOW our interest and work will be an answer to questions that people are asking. Brian: In MI, we are at the intersection (synergy) of climate change and sustainability with Social Capial.
o Once we can show we have solved a problem – and truly making changes showing numbers
o Have stories to get people’s attention. Get money and more training in the field. PAR or Appreciative Inquiry with case studies or states – we would decide that together – One of our goals is to do CD and YD people together doing mapping together, we could come up with something really interesting, but who has the time? We could harvest storytelling and work that into webinar – next webinar here are pieces you can work into your program.
? Shared learning agenda – coming together for conversations rather than a top down national rollout. The Community Capitals for Kids Toolkit is already in development and storytelling can come together quickly.
? Rubric contextualizes the data adds to the richness – for the club leader to respond, if this is part of the package. You could do a typology with the interview. That is serious social science. Demo Sheet as addendum to the Rubric
? Training of future citizen scientists and scientists to understand the social side of STEM content areas. Social and community dimensions playing out. Broader impacts on our campus – translate Science results for common audience – making it applicable for common people and other parts of campus.
? Training for people who do citizen science.
Vision & Future relations with our new NIFA
Connect with National 4-H Council and Headquarters
? Jennifer McIver Customer Relations – developing support Extension as we engage more people in 4-H rural and under served and first generation Americans, align the work that’s already happening and innovative work support – see connects – knits work with NIFA and Nat Council &
? JoAnne Leatherman, EYSC RYD Healthy living director bring donors to the table underserved obesity nutrition and other areas to the table saw not only results of RYD, but also say relationship from SC for building capacity with underserved audiences.
? Lisa Lauxman Director, Division Youth & 4-H, within the Institute Youth, Family and Community (IYFC) at NIFA/USDA
? Doug Swanson - National Program Leader Division of Youth and 4-H at NIFA/USDA
? Bonita Williams –National Program Leader Division of Youth and 4-H at NIFA/USDA, Vulnerable populations and CYFAR program
? Brent Elrod - National Program Leader, Community & Rural Development at NIFA/USDA– small business research – 4 stations – interagency agreements with RD – Farmers Market, Hmong media resource, Rural health and safety education and safety. HQ – National push for connecting to underrepresented groups and how social Capital helps with this. NIFA and Council to talk as a group – we present NCERA215 and ask how we intersect with their agenda.
Liaison Resources of how our project flows with USDA/NIFA
? Steve: When young people are directly involved in the leadership adults see youth in new roles.
? Steve: if youth 12 and 14 stay for that 2nd half of 4-H the game is decided in the 2nd half. How much more social capital will they have – and also Brain Gain and Brain Drain – some youth are related back to experience. These long-term ways kids bring back to community.
? Lisa: Common measures to measure decision making, teamwork, and another universal skill sets which youth gets through 4-H. We need to do something in middle school to make sure they get to later. 5-6 year olds are invested in community.
? Keith: if youth had 5 or more projects – created more network; but diminish with the length of time as grow with perspective. Longer in program Linking increases. More service projects = higher scores on all 5 subscales.
? Matt: How can we be more intentional in connecting we feel like we have a lot of work to do because they are not as diverse or thoughtfully done. Are separate sub-groups experiencing the program differently? We have materials that are robust, how do we get this out? And how market key features? Where do you hear questions of Community Value beyond he or she got a job as scientist?
? Jennifer: Corporate investors in 4-H are focused on the question, are we creating a pipeline of workers in 4-H? Do they have readiness soft skills? – just as valuable – research that we do that effectively is compelling. There is something very compelling about young person and county staff as bridging with that youth to those next steps. Where does 4-H come in to fill that need?
? Bonita - intentionality. Cleansing in connection with clover – the clover causes some audiences to stay away. We need to do something about it.
? Doug: we know it varies – just because they are 4-H doesn’t mean they are getting the best.
? Keith: are the fully engaged and getting the best for 4-H?
? Matt: Where is that conversation with preparing our volunteers? How do you use these ideas about 4-H and social capital to develop your program? We wanted to talk with you about what the framework is about our evaluation and how do you see us building a greater understanding about social capital and 4-H? Where can we best contribute? We have some research and evaluation tools, survey tools connections to communities.
? Bonita: Groups exposed to high risks in 5 dimensions – underserved and underrepresented diverse and ethnic groups there are some groups we are not reaching. (see definition slide).
? There are pockets of excellence across the country we are starting out with 8 groups; Disconnected youth are those who aren’t connected with school system
? Champions are identified – as experts or who are doing programming or published in this area.
? Outcomes to be reached – Youth become aware of diverse life’s paths…change life trajectory.
? Increase awareness for VP programming among collaborating agencies or organizations. (will serve as experts to the system) Champions will help to id resources. i.e. LGBT NIH will help us to develop resources to kids working together with Champions.
? Jennifer: Did Champions want to stay connected with one another? – National Council – want to support and amplify – we might convene sessions if that is an interest.
? Bonita: We must do this! Changing demographic 1950 to 2050. Rollout April 28th 2 to 3:15 pm.
? Matt: Nancy Erbstein from California’s work – community change work was difference in access to political change agents – connected to what we are doing here. How much are our colleagues ready to be community organizers and change agents? We see this as a best practice for youth to become active with their own interests and changes within the communities. Is there a possibility for us to deepen knowledge base for our colleagues?
? Matt – how do we convene YD and CD? We have applied for a NCRCRD Small Grant: Youth Developing Community Capitals Proposal. 8-9 months of community projects with outcomes for a preconference CDS - CYD Practices and Measurement Toolkit online and Webinar.
? Brent: Do at NACDEP? Join with ANREP in Maine following year.
? Steve: Comes out of EYSC training youth and adults with Community Capitals through ongoing and deepening projects. Heartlands Institute Community Capitals is making it more available to Master Gardeners and 4-H. Merged with Teens as Teachers, Teens as Trainers framework. Changes how youth get training and how adults perceive youth. Introductory activities – provide access to the capitals. Identify capital connections within their community and revisit what impact we had – how apply going forward to identify in future.
? JoAnne: It lives online.
? Matt: How to go out and use it to engage people? Try on elements of the training piece. Share what we do? Brian – Michigan is doing it with Climate Change. Barb – Maine is using storytelling to showcase Public Value springing from mapping. Matt – Wisconsin has secret shoppers and youth hear feedback about their own community and ready to sponsor
? We go from introduction to storytelling at the end-deliverable would be a conference at the end.
? Brent: Wishes us luck for the proposal – then it fits directly as part of the portfolio. Up to now, most has been tangential. Potentially around climate change – connection to climate hub or things we are funding. State regional national connection to funding. Place based activities – realize no local food opportunities or town good built environment to NEA Our Town for rebuilds EPA Local Foods Local Places opportunity. As you move toward the kick off or as is. We can have a conversation to bringing networking opportunities to connect to other partners beyond a mini-startup grant. Come up with model then shop that to NEA or EPA. Also as you think about convening – travel costs in DC gives opportunity for federal partners to engage federal partners in dialogue like the kids do.
? Matt: Doug will organize it for us because you have the model.
? Doug: Have one of the round tables on the purpose – squeeze it in – send kids from our community – make that an add-on time part of next year’s Community Conference (at CWF?).
? Brent: Downtowns with canals or water river walk - it is a priority – think water – blogpost for USDA – it is a meta-water site. Think about water. If there is a youth component – behavior change – decisions about clean water when out in the environment. Drought issues – they will stay priority issues – laying the groundwork.
? Brent: The other piece – Whitehouse – childhood poverty reduction – Doug Obrien – gathered a number of efforts with FY14 funding and identified them with innovation. Met with people about what USDA is doing. It didn’t make this announcement, but cabinet officials will be out in the spring looking at work – see how our work fits into policy – to show as it comes up when they come a calling. We can hold that up.
? What is the next best step? How can we best support 4-H? 3-Buckets
o 1. Convener role, meet, share common connections, generate resources. Connecting grant program, ECOP leadership
o 2. Raising private and public resources – see potential – asking for slides to do briefing for folks in resource development. Though EYSC ambitious strategy to reach 10 million by 2025 – for those youth who haven’t had 4-H experience.
o 3. Telling our 4-H story in marketing – inventory – promising practice engaging diverse youth. On her radar screen i.e. Champions and elevate and celebrate their role. Through marketing and branding. What our brand means and how we get to a place where it is a truly transformative image. Does not have without traction on the local connection.
? IMMEDIATE next step – making this work more visible-4-H in a package – the differentiated person - when they understand the connections and disciplines – how do we work into that? Can be potential wins into the system. Thinking about the next 3 years for this concept. Test models, knowing it will take time to grow to scale. Positions us in a good place and cultivate multi-million dollar concepts. Think about workforce readiness and career readiness.
? Write up proposals for JoAnne for Jennifer.
? Jennifer: Tell us where we can see these programs - that we can see and go to scale. Sell the proven and the promising programs.
? Bonita: This group is in a good place. The system does need your work needs to know; encourage you to share more with the system. Sometimes in 4-H we can leave certain groups out with bonding and we need to work on this. If they understood the concepts behind the capitals and especially social concepts.
? Joanne: I believe in what you’ve done.
? Bonita: Federal interagency working group with youth development – there may be an opportunity to share and present
? Mary: Talked about doing another webinar with story telling techniques – have more people have those outcomes:
What, why, and how
? The What-brings in the knowledge base and theories
? The Why-brings in evaluation impacts
? The How-now you told us what and why how can I do this practically?
? Bonita: The CYFAR program changed from liaisons to coaches – it is very popular. Potentially, we could if council wants to convene, we could help out with coaching.
? Doug: Council got federal funding to spread this out to OJJDP – mentoring. There’s modeling
(Guests leave)
Goal Setting – What we want to accomplish tomorrow?
? Nia: National Rollout Platform: Where we can put all of our stuff - with a cool logo to protect our intellectual property
? Building bridges to other agencies. That would mean others would see 4-H as a resource in urban development – issues of cleaning up the brand.
? Come up with a rigorous research design - Research agenda, community practice,
? We can’t do all three…
? 10 minutes listing what goes into CCF for Kids and where are we in the process with rolling it out?
? 10 minutes if going for Spencer money quantitative research money or WT Grant money.
? Steve: State Farm Grants – youth have to play significant part of the writing – annual cycle end in May; we can move service-learning experiences to the next level. How that parlays into next steps. Maybe talking about this with teens at NECV. Some others might be interested. Wisconsin state leadership team? It’s written into funding in Missouri and we continue to engage youth with these tools.
? Bonita: If serious about social science – stakeholder listening sessions for AFRI Bonita will let us know when it is for this year – pull together other social scientists.

Thursday, April 23: USDA Waterfront Center, Conference Room RM 3455

Forming Funding Working Group and Identify Funding Priorities and Potential Funders
See Table
What we can get done before Next Annual meeting? Or is DONE.
• WEBINAR: The utility of the website – using the stories to do it. Launch from the case study approach
o First Half of the Webinar: As a way to do YD leading to CYD what we learned from this is that-what programs people are working together next year and there are new assets in the community? The harvesting of collective storytelling – what’s the difference between the kind of programming that has long term impact vs. here today and gone tomorrow? Set it up like Youth Story and Community Story – harvesting by different listeners. Unpacking the spiral. Listen for those stories.
o Second Half: introduce the website and how to use the tools.
• Struggle how to bring YD and CD together…draw from where the survey data and interview data – we need to reconsider the interview protocol. What’s the difference between environment that has a long-term approach or short term? Does this come from our tools or from the mapping? Comes from the mapping but the survey tools tell us how to integrate what builds social capital. Do we want to do a second piece for the survey process?
• Keith – Further discussion on the interview tools...could have been the interviewer, could have been the questions. The qualitative aspect of the study is of value we have to think of a way to make it more useful. The Survey is ok and stand-alone. The qualitative piece & the rubric do not need to go out. The rubric could go out as the qualitative piece with the survey.

Matt: The webinar for the fall – Community Capital for Kids – September/October training and webinar after the training. Would have been through a full cycle by December or at the end of 2016.
Timeline: Would have been through a full cycle by December or at the end of 2016.
1. Summer: Once conference call over the summer dedicated to the interview and changes to be made. Look at mapping and decide what to do: We have introduction slides; Overview is done; Research pieces are complete and can be launched; Rollout ripple mapping and harvesting storytelling…
2. Sept/October Soft Launch with NCRCRD: training that we do – to internally review (see Matrix) Have some people use it and get feedback. We have a repository for ourselves and webinars will come after.
3. October (October 25-29, 2015) Hard Launch: Lisa talked about the Iowa State guy presenting at Portland Conference & we should talk to him – we should integrate this and ask Lisa to roll it out in October? Nia will send emails to Doug and see how that gets done and up onto website. Nia has branding logo – not sure about updating every document…dollars to support her effort? Steve is working with a student graphic designer $100 per item. Barb will talk to Sally and JoAnne about Sustainability Funding for EYSC for funding graphics If the Hard Launch is (October 25-29, 2015) – invite to a room. State Leader from Iowa at Fall meeting – outreach and inclusion – first generation – about inclusion and biases that might exist and cultural competencies. Will we be ready? What do we expect the program leaders to do with it?
What can we accomplish? Matt: We have 3 chunks of work
? Mapping to Public Value – (Barb & Maine) – harvesting storytelling – how does this boil down to people doing work in community - how we tell our story. –
? Social Capital Index what it might mean - Survey Rollout – research piece – challenge is using this as grounding – implications – empirical part to validate the other aspects. The quantitative enhances the Survey. – Program Leaders (Keith and Matt)
? CCFK [Community Capitals For Kids] – the basics – the tools that help people get engaged – for volunteers and youth –
o Service learning connections (Steve and NCRCRD)
Summer:
Take each of these on a call to move it forward? FOR WORKING CALLS – week ahead
June12 - Steve - CCF discussion-SKYPE for business
July 10 – Barb - Ripple Mapping and Public Value – cleaning up the documents
August 14 – Nia & Keith - Interview and Survey Tools

2016 work:
? Improving our professional development and getting kids engaged in community
? Implications of survey for new members
? The original research questions ask if they have a relationship with service learning, does it make a difference in developing social capital
? Research design and funding:
Add to the rubric, club type, and meeting dosage.
Set up a page on NIFA 4-H Page
? LEADERSHIP – will continue: Matt Calvert, Chair; Mary Emery, Co-Chair; Barbara Baker, Secretary
? KEITH will contact new people when new members start & share power point before first meeting.
? NIA will be contact person if we do the eXtension roll out;
? Survey and Instrument is another chunk…
ADJOURN – (See SAES-422 Accomplishments after 2 relevant documents)

Nia created GOOGLE DOC for Annual Report (thank you, Nia!!!)
INSERTED HERE:


National Roll Out Platform: Website Development and/or eAcademy, Twitter Hashtags, and Social Media
Audience: Extension 4-H, Community Development & FCS
Training Tools & Webinars Research Tools for Engagement & Evaluation Publications & Resources Training & Technical Assistance Project Background Case Studies

Community Capital Framework Tool Kit
&
Community Capitals for Kids Introduction Webinar
? Asset Mapping/Walkabout
? What’s in the bag
? Find the capital
? Intro to capitals
? Community Bank Account
? Community Eye Glasses
? Community capitals game w/ dice
? Team/trust building (Jim Cain) Analytic Scoring Rubric for Assessing 4-H Club Involvement
(use in lieu of interview?) Ripple Mapping (record the process/Youtube- Maine)
#mapping
? Engagement tools
? Impact Statements/public value
? Urban Ext. Poster for Ripple Mapping
? LSU youtube ripple mapping example New Directions for Youth Development NCERA 215 Overview (Also needed for Jennifer for 4-H PR) –
Ripple Mapping Train the Trainer Webinar (Mapper)- variety of versions
Survey Youth First Impressions Contributions of Youth Engagement...Community Mapping- JOE A paragraph on the purpose of the site and resources. Intentional connection to social capital and PYD/CD Practice and Delivery; Field notes
Service Learning Development for Volunteers (Public Adventures curriculum, Agents of Change)

Implications from survey etc. on improving our delivery (service learning, inclusion, etc.) Interviews
(need to assess the protocol before rolling out)
Conf. call in summer 2015 Community Resilience
? Community mapping/assessment
? Leads to Extension priority programs Ripple Mapping Poster (Nat’l Urban Extension Conf)
Introduction slides/presentation IRB materials Storytelling through community capitals mapping (public value) Our Role and Responsibility in press 2015..JOE
Methods for recruiting additional states to collect data North Central Regional Center for Rural Dev. 2010
Harvesting storytelling/unpacking the spiral Webinar
Can be used as a way to introduce website and tools (Mary) DoD/USDA CYFAR Conference 2011
Natl’ Urban 2011
Community Capitals Framework Inst. 2011
American Eval. Assoc. 2011
Natl’ Afterschool Assoc.- 2015
Natl’ Extension Conference on Volunteerism 2015
Mapping your impact...EYSC- 2011
Community Dev. mapping (Mary)- JOE 2015

Nia’s chart ends here.

Matt’s List is INSERTED HERE:
LIST - Social Capital Annual Meeting April 2015 - “Matt’s list”

Sheet 1
? Webinar on unpacking the spiral - NCRCRD
? Helping colleagues in urban settings develop impact statements
? Application to individual 4-H project
? PAR project for national story
? Implications for 4-H volunteers from survey
o Service-learning/community service/contribution
o Experience for different groups
? - Urban,
? - Race
o Bonding opportunities
? - Inclusion/race,
? - New members
o Social Capital of our educators
o Public Value
? Comparison opportunity to non 4-H
? Federal Interagency Partnership
? IC Youth Leadership
Sheet 2
? Urban Ed
o Research - 1000 urban youth surveys (now 370)
o Extension - best practices/operational [?] in-service

? Best Practices/Strategies in Context Networking
o Research: Social Network Analysis
o PD/Extension - intentional structured activities

? Youth Developing CC [Community Capitals]
o Case Studies
o Toolkit
o Stories

? PAR/Collective Storytelling - CD & YD [Community Development and Youth Development]
Sheet 3
? Research
o Interviews protocol updated
o Connect qualitative data to survey
o Rubric 4-H Club Community Involvement

? National Roll-Out
o Training Tools
? CCF for Kids [Community Capitals ____?]
? Project Background
? Case Studies
o Research
? Rubric
? Survey
? Interview
o Engagement and Evaluation
? Ripple Mapping
o Publications/Resources
o Training/TA
Sheet 4
? Connections - PQA
o Thrive
? Community
? Program Quality Work
? How does Social Capital contribute?
o Sustainable Community Work/Climate Change
o WT Grant
? Changing the Conversation on Inequality
o Reconciliation work in Native American Community
o CNCS - impact of community work
o Federal Interagency Partnership - Youth Development
o 4-H Citizenship - IL Youth Leadership
o Citizen Science/ STEM (translating campus research)
[INSERT ENDS HERE]

Accomplishments

NCERA215 SAES-422: Accomplishments<br /> NCERA 215 was approved as a multi-state integrated extension and research project in 2009. During that time the group developed a research design to answer questions about how youth engagement creates social capital for youth and for the overall community. We have developed instruments including a survey, interview protocol, and community mapping protocol, conducted qualitative research on how social capital forms in 4-H groups, presented and published on our work in practitioner and peer-reviewed venues (including an entire special issue of New Directions for Youth Development (Calvert, Emery & Kinsey, 2013), and consulted with the National Institutes of Food and Agriculture (NIFA). In addition, we have received funding for and piloted a social capital survey in California and Maine. Specific results include the following:<br /> ? Learning how social networks form as a natural outcome of 4-H involvement have value for participants and communities: Convene researchers, Extension educators, and faculty to foster interdisciplinary work on social capital and community youth development. Surveys and interviews were collected and/or analyzed in both California and Maryland to make some preliminary recommendations that have been shared with our team and at a few conferences.<br /> ? Generate programming to promote greater participation in communities that stand to benefit from improved community social capital: In all of the states where our members work, they have utilized recommendations in their program practices in existing and new programs.<br /> ? Members will disseminate project findings through their state and national-level networks through trainings and presentations that will ultimately benefit client groups and their ability to expand the awareness of the role building social capital plays within 4-H, and between 4-H and communities. In our annual meeting, we built in time to discuss this topic and make new plans with national program leaders and national council members to further this effort. Presentations at NERV and National Extension Urban Conference were most notable as well as local efforts by members.<br /> ? Help people make informed decisions that enhance their quality of life and well-being through the development and enhancement of social capital and other capital forms, such as human, cultural, and political capital. Sharing our findings and using best practices within national grants such as EYSC Engaging Youth Serving Community and YVYC Youth Voice, Youth Choice as 4-H Educators in our daily work demonstrates how pervasive the reach of our practice has become.<br /> ? Furthermore, the findings will aid 4-H and other Extension educators in providing varied programming opportunities for youth and will also contribute to the development of social capital within the community via improved program practices. Because of our successes within national grant program mentioned above, National 4-H Council and NIFA have continued to seek funding and structure new grants to uphold and further how we can reach new audiences with improved program practices leading to enhanced quality of life and well-being.<br /> ? To have a “roll out’ of our toolkits, research findings, and best practice recommendations, we are in process of obtaining some funds through EYSC Sustainability to help with packaging our resources (branding, logo, professional appeal): Steve has student Graphic designer, Nia has contact in Baltimore County for graphic design Barb and Steve are negotiating with JoAnne, Sally and Doug<br /> <br /> Short-term Outcomes: <br /> ? Better self - efficacy in Maine; feedback from the participants of train the trainer for Ripple mapping, invited for more trainings for VISTA in MD; becoming a utilized tool across the nation.<br /> ? We continue working on the research instruments and roll the survey out nationally in at least 10 states. Specific activities include: <br /> ? Convening to review pilot study results from two states, continuing to modify research tools as needed based on the completed analysis of the California data to ensure validity and reliability, and develop a rubric for program classification to analyze results by type and quality of youth activity. <br /> ? Expanding the study from two states to a national roll out of the survey in two waves of 5 states. <br /> ? Analyzing data from the national roll out to determine social capital gains identified in the surveys and focus on implications for program structure and design. <br /> ? Possible funders i. W. T. Grant ii. NCRCRD iii. AFRI iv. National 4-H Council <br /> Outputs: <br /> ? Contributions of Youth Engagement...Community Mapping- JOE<br /> ? Ripple Mapping Poster (National Urban Conference)<br /> ? Our Role and Responsibility (JOE)<br /> ? 77 page report for UMD on “name”<br /> ? Future: Webinars for 2015: <br /> ? Harvesting storytelling to introduce website and concepts…integrate CD/PYD, integrate survey findings/mapping process...to explain the importance of incorporating/building social capital. Paired with launching site. (Mary)<br /> ? Webinar on the survey process...recruitment? <br /> ? Community capitals framework webinar (December 2015 or Fall 2016)<br /> <br /> Activities: <br /> <br /> ? MD pilot survey by Nia Imani Fields based on California training and surveys honed by NCERA team<br /> ? Keith and Richard conducted Training and 2 orientation meetings about Surveys for WAVE 1 data collection.<br /> ? Unpacking the spiral of mapping by Mary Emery and work on public value by Barbara Baker in Maine<br /> <br /> Milestones: <br /> ? To further work and report progress - convene for 75 on monthly calls; annual meeting<br /> ? Identify 5 possible funding sources AFRI Conference grant; WT Grant Foundation; EYSC, NCNCRD and state funding.<br /> ? Submit to 1. NCNCRD; 2. MD Statewide Data Collection and Analysis for the survey instrument; 3. EYSC<br /> ? Secure research sites - IRB to UMD Replication on Collaborative Tools,<br /> ? Next year WAVE 2; feedback and WAVE 2 institution. Rubric interview ready and finalized.<br />

Publications

? Emery, M., Higgins, L, Chazdon, S, & Hansen, D. 2015. “Using ripple effect mapping to evaluate program impact: Choosing or combining the methods that work best for you.” Journal of Extension. Volume 53, Number 2, Tools of the Trade, 2TOT1<br /> ? Fields, N.I., Nathaniel, K. C., Baker, B., Emery, M. 2015 “Community Ripple Mapping: A Tool for Evaluating Program Impact and Social Capital” Poster Session, National Urban Extension Conference, Atlanta, GA<br /> ? Emery, M & Bregnedahl, C. 2014. “Relationship building: the art, craft and context for mobilizing social capital necessary for systems change.” Community Development: Journal of the Community Development Society. Volume 45; Number 3. <br /> ? Nathaniel, K., Kinsey, S., 2013 “Contributions of Youth Engagement to the Development of Social Capital Through Community Mapping”, Journal of Extension, Volume 51, Number 1, Tools of the Trade, 1TOT7<br /> ? Calvert, M., Emery, M., Kinsey, S., 2013 “Youth Programs as Builders of Social Capital: New Directions for Youth Development Journal, Special Issue, Number 138 ISBN: 978-1-118-74372-0, Jossey-Bass, 152 pages, 8 articles including these NCERA215 members as authors: Nancy Erbstein, Bonita Williams, Steven A. Henness, Barbara Baker, Elaine M. Johannes, Richard P. Enfield, Keith C. Nathaniel<br />

Impact Statements

1. ? Collecting materials and begin framework of the rollout ? Timeline for soft launch (internally over summer with our group...get feedback) by Fall 2015: ? Introduction presentation (Nia & Keith tweak) ? Introduction Project Overview (Matt?s doc) ? Research pieces ? Past presentations ? Hold presentations with our regular meetings to inform and promote discussion to further our research agenda
2. ? Full launch (October 25-29 2015- Connect with NAE4-HA conference. Work with Lisa L. to bring together State leaders? Make connections to the THRIVE framework?): ? Harvesting Storytelling webinar (not complete) ? Interview Tools ? What can we offer: recruit additional states for survey collection, community capitals training fo states, ripple mapping training for states, increase our network/contacts within states?
3. ? Calvert, M., Henness, S., Baker, B. and teens Workshop at National Extension Conference on Volunteerism 2015 Portland, ME. Also hosted Roundtable question: How can we build social capital through service-learning? (How can states work with these topics, social justice, social capital that in ways that are useful? How are we building richer and on-going opportunities with Youth Adult Partnerships?
4. ? Past: NCRNCD webinar link from December 2010 ? we were told the biggest audience they ever had for webinar at the time; is still downloaded ? Future: July 22 & 23 Maine: Positive Youth Development Institute ? How to use EYSC model iCook mapping demonstration and integrate it into final lesson of curriculum-video production ?
5. Milestones: ? Successfully survived our first full year with robust new leadership while appreciating the foundation built under the leadership of our past Chair of 5 years, Richard Enfield. Continuing with current leadership for another year. Expanding roles of leadership to include major project: Keith ? Survey Data; and Nia ? National Rollout
6. Indicators: ? Receiving inquiries and requests to teach others: iCook multistate research group is incorporating Ripple Mapping into their curriculum after asking Barbara Baker to demonstrate it a their National Conference; there are numerous such inquiries and requests that all of our members have fielded.

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Report Information

Participants

Participants *Active participants
Allen, Ryan (allen650@umn.edu) – University of Minnesota Cooperative Extension
Astroth, Kirk (kastroth@cals.arizona.edu) - University of Arizona Cooperative Extension
*Baker, Barbara (barbara.baker@maine.edu) – UMaine Cooperative Extension (Project Secretary)
Blyth, Dale A. (blyth004@umn.edu) – University of Minnesota (mailing list)
Borden, Lynn (bordenl@cals.arizona.edu) – University of Arizona Cooperative Extension
Boyce, Sherry (sboyce@umn.edu) University of Minnesota
BoyEs, Pat (boyesp@wsu.edu) – Washington State University Extension
*Calvert, Matthew C. (matthew.calvert@ces.uwex.edu) – Wisconsin Cooperative Extension
Colletti, Joe (colletti@iastate.edu) – Iowa State University (Administrative Advisor)
Chapin, Julie (chapin@msu.edu) - Michigan Cooperative Extension
Diaz, Lisa (lisabou@uiuc.edu) - University of Illinois Cooperative Extension (mailing list)
Dotterer, Aryn (dotterer@purdue.edu) – Purdue University Cooperative Extension
Edwards, Janet (edwardsj@wsu.edu) – Washington Cooperative Extension (mailing list)
*Emery, Mary (memery@iastate.edu) – Iowa State University Cooperative Extension (Project Co-Chair)
Enfield, Richard (rpenfield@ucdavis.edu) - California Cooperative Extension (Former Project Chair)
Erbstein, Nancy (nerbstein@ucdavis.edu) - California Cooperative Extension
*Fields, Nia Imani (nfields@umd.edu) - University of Maryland Cooperative Extension
Hall Barczewski, April (adhall@umd.edu) – University of Maryland Cooperative Extension
*Henness, Steve (hennesss@umsystem.edu) - University of Missouri Cooperative Extension
Johannes, Elaine (ejohanne@ksy.edu) - Kansas State University Cooperative Extension
Jones, Kenneth (krjone3@uky.edu) – University of Kentucky Cooperative Extension (mailing list)
Kinsey, Sharon (kinsey@aesop.rutgers.edu) - New Jersey Cooperative Extension
Knox, Andrea (Klein) (andrea.klein@sdstate.edu) - South Dakota State Cooperative Extension
Lindstrom, James - (Idaho)
*Lonning, Jacquie (jlonning@umn.edu) – University of Minnesota
McGuire, Amy (almcguire@ucdavis.edu) - California Cooperative Extension
Mead, June P. (jm62@cornell.edu) - Cornell Cooperative Extension (New York) (mailing list)
*Nathaniel, Keith C. (kcnathaniel@ucdavis.edu) – California Cooperative Extension; (ANR Administrator)
Schaller, Amy (aschalie@email.arizona.edu) - University of Arizona
Tallman, Keli (ktallman@iastate.edu) – Iowa Cooperative Extension
Webster, Nicole (nsw10@psu.edu) – Pennsylvania Cooperative Extension
*Wibby, Brian (wibby@anr.msu.edu) – Michigan State University Cooperative Extension
*Williams, Bonita (bwilliams@nifa.usda.gov) – 4-H National Headquarters (NIFA Rep.)
Zhang, Yaoqi (zhangy3@auburn.edu) – Alabama (Auburn) Cooperative Extension (mailing list)

Brief Summary of Minutes

Please see attached file for full NCERA215 annual report.

Accomplishments

<h2><strong>Accomplishments </strong><strong>- </strong>Summary, Annual work plan and Annual report</h2><br /> <p><strong>Accomplishments:</strong></p><br /> <ol><br /> <li>Conducted Roll-out webinar in January - 7 states - NH, NY, ME, WI, WV, MN, MI to engage in the survey instrument; We have 370 surveys and are looking for more.</li><br /> <li>Drafted Letter of Agreement. For $1500, we will analyze data and return a state report. If state analyzes own data, they will contribute data for national report.</li><br /> </ol><br /> <p><strong>Short-term outcomes:</strong></p><br /> <ol><br /> <li>Integrating REM practices into iCook (a pilot curriculum project for fighting obesity); 2 webinars; 4 videos; annual meeting training; wrote pieces for final lesson of the iCook Curriculum</li><br /> </ol><br /> <p><strong>Outputs:</strong></p><br /> <ol><br /> <li>Presentations:<br /> <ol><br /> <li>2015 National Urban Extension Conference, Atlanta Georgia- Nia Imani Fields, University of Maryland and Keith Nathaniel, University of California: <strong><em>Community Ripple Mapping: A Tool for Evaluating Program Impact and Social Capital</em></strong>;</li><br /> </ol><br /> </li><br /> </ol><br /> <ul><br /> <li>2015 National Extension Conference on Volunteerism, Portland, Maine - workshop with Steve Henness, University of Missouri, Matt Calvert, University of Wisconsin, and Barb Baker, University of Maine, Empowering Youth and Adult Volunteers with the Community Capitals Framework</li><br /> </ul><br /> <ol><br /> <li>Society for Research on Adolescence, Baltimore, MD, 2016, Paper Session: Youth Community Networks: Research Tools to Inform Practice and Measure Social Capital (Chair: Matt Calvert, University of Wisconsin; Discussant: Mary Arnold, Oregon State University Extension) including papers:<br /> <ol><br /> <li>Matt Calvert, University of Wisconsin, Barbara Baker, University of Maine, Rural community<em> youth development and civic identity: Mapping social change</em></li><br /> <li>Keith Nathaniel, University of California and Nia Field, University of Maryland,&nbsp; <em>Social Capital Survey</em></li><br /> </ol><br /> </li><br /> </ol><br /> <ul><br /> <li>Mariah Kornbluh, Neil Klemme, and Christa Van Treeck, University of Wisconsin:<em>Youth-Adult Social Networks</em></li><br /> </ul><br /> <ol start="2"><br /> <li>Launched Website - <a href="http://ucanr.edu/sites/Social_Capital_Multi-State/">http://ucanr.edu/sites/Social_Capital_Multi-State/</a></li><br /> <li>iCook - videos; adobe connect webinars</li><br /> </ol><br /> <p>&nbsp;</p><br /> <p><strong>Activities - Future directions:</strong></p><br /> <ul><br /> <li>Compare National 4-H Council/NIFA Strategic Plan and Our work</li><br /> <li>Opportunities to convene Youth Development and Community Development together</li><br /> <li>Research Agenda <strong>Funding</strong> - materials for staff-toolkit, Community Capitals Framework for kids, (fund CA and MD-student position) <a href="http://www.wv-hsta.org/"><strong>Health Sciences Technology Academy (HSTA)</strong></a></li><br /> </ul><br /> <p>&nbsp;</p><br /> <h2><strong>OUTCOMES:</strong></h2><br /> <ol><br /> <li>Connected with community capitals [RE: slide graphic]</li><br /> <li>[Co facilitating Master Plan at Upton and are implementing the plan!]</li><br /> <li>[Expo is equivalent to County Fair] Baltimore City 4-H Youth Expo - talents of city youth - managed by teen corps - uses state criteria fair - influenced state in science - take from local to State</li><br /> <li>Certificate of Completion Train the Trainer (30 hours). BADGES - UMaine</li><br /> <li>Graduates come back for episodic and other volunteer opportunities (never leave)</li><br /> </ol><br /> <h2><strong>NEXT STEPS:</strong></h2><br /> <ol><br /> <li>Want to Pilot - 3 sites</li><br /> <li>Cost recovery used for scholarships</li><br /> <li>Replicate state, national international level</li><br /> <li>Conduct long term study to begin 6-16</li><br /> </ol><br /> <h2><strong>Activities:</strong></h2><br /> <ol><br /> <li>Steve + Barb looked at Essential Elements to compare with CCF [RE: above slide graphic]</li><br /> </ol><br /> <h2><strong>Milestones from 2015-16:</strong></h2><br /> <p>FOR OBJECTIVE 1:</p><br /> <ol><br /> <li>Project and research teams continued with 75% attendance of active participants on monthly calls and 60% attendance of active participants at yearly meeting. (Active participants are: Matt, Barb, Steve, Mary, Nia, Keith, Bonita, Brian, Jacquie Lonning, occasional participants included Jim from Idaho, Kirk Astroth from AZ, Elaine from KS, Sharon Kinsey, NJ) New members include: Neil Klemme and Christa Vantreeck (WI) and Mariah Kornbluh (WI/CA)</li><br /> <li>Submit additional proposals to two funding sources. Unsuccessful proposal submitted to North Central Region Center for Rural Development. We plan to apply for state Extension funding (intent to apply submitted to California) and pursue revenue generation as sources of research support.</li><br /> </ol><br /> <p>FOR OBJECTIVES 2 and 3:</p><br /> <ol><br /> <li>Research team creates successful research design and data collection techniques and tools; Team (led by California) begins Social Capital Survey data collection for Wave 1 locations (Maryland and others to be determined) and begins to analyze data; provides feedback to project team members and receives input on process; and and approval procedure at Wave 2 institutions - the team has created a template to support Institutional Review Board applications for each state project .</li><br /> <li>Roll-out Webinar led by California and Maryland - 7 states participated</li><br /> <li>Conducted Roll-out in January - 7 states - NH, NY, ME, WI, WV, MN, MI to use the survey instrument; We have 370 surveys and are looking for more.</li><br /> <li>Drafted Letter of Agreement. For $1500, we will analyze data and return a state report. If state analyzes own data, they will contribute data for national report.</li><br /> <li>Partnered with new research group focused on social network analysis of community youth development programs. This analytic method will be piloted and developed following the dissemination model created for the survey.</li><br /> </ol><br /> <p>FOR OBJECTIVE 4:</p><br /> <ol><br /> <li>Team identifies preliminary findings and practice implications. Team seeks opportunities to share results with diverse practitioners.</li><br /> <li>Draft Community Capitals Toolkit, Presentations at NCEV, etc., videos/iCook, iCook training for facilitators, SRA</li><br /> <li>Created website to host dissemination tools: <a href="http://ucanr.edu/sites/Social_Capital_Multi-State/">http://ucanr.edu/sites/Social_Capital_Multi-State/</a></li><br /> </ol>

Publications

<p>COMPLETED:</p><br /> <ol><br /> <li>Fields, N. &amp; Nathaniel, K. (2016). National Roll Out: Contribution of 4-H on Participation on the Development of Social Capital within Communities. NCERA 215 National webinar. 2-page handout and Fact Sheet distributed at NAE4-HA Conference, October 2015. <a href="http://www.afterschoolalliance.org/AA3PM/Afterschool_in_Rural_Communities.pdf">http://www.afterschoolalliance.org/AA3PM/Afterschool_in_Rural_Communities.pdf</a></li><br /> <li>Fields, N. &amp; Nathaniel, K. (2015). Our role in and responsibility toward social justice. Journal of Extension, 53(5), 5COM2.</li><br /> <li>Emery, M., Higgins, L, Chazdon, S, &amp; Hansen, D. 2015. &ldquo;Using ripple effect mapping to evaluate program impact: Choosing or combining the methods that work best for you.&rdquo; Journal of Extension. Volume 53, Number 2, Tools of the Trade, 2TOT1</li><br /> <li>Fields, N.I., Nathaniel, K. C., Baker, B., Emery, M. 2015 &ldquo;Community Ripple Mapping: A Tool for Evaluating Program Impact and Social Capital&rdquo; Poster Session, National Urban Extension Conference, Atlanta, GA</li><br /> </ol><br /> <p>IN PROGRESS:</p><br /> <ol start="5"><br /> <li>Henness, S. A., and M. J. Moncheski, &ldquo;Lamar, Missouri: Barton County 4-H USDA Rural Youth Development Project&rdquo; case study submitted to Chazdon, Scott (forthcoming) <em>Ripple Effects Mapping</em></li><br /> </ol>

Impact Statements

1. Jeff Howard, University Maryland State 4-H Leader, and Chris Anderson, 4-H Youth Development Specialist, discussed how MD uses this work: 3. Jeff: Mary Emery brought the Community Capital Framework to us from Community Development and we’ve connected with 4-H team to reach 62 Extension people this year. Chris led mapping exposure. 4. Chris: There is a growing awareness of what Community Capitals Framework is - that base has to be established. The Community Capitals Framework Ripple Effect Mapping used in partnership with Asset Mapping has been use in training with Consumer Sciences, 4-H and others. Awareness is growing. 5. Jeff: In the fall, we have an expectation to come together as a county unit. We’ll use an asset based mapping approach to target and speak to what’s out there in the an on-boarding process with cohorts to do workshop with Chris as integrated into what could become core competencies for staff. Nia added that it is used in Baltimore county with several community groups.

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Report Information

Participants

Anderson, Christopher - canders2@umd.edu
Astroth, Kirk A. - kastroth@cals.arizona.edu
Baker, Barbara A - barbara.baker@maine.edu
Calvert, Matthew C - matthew.calvert@uwex.edu
Emery, Mary - mary.emery@sdstate.edu
Fields, Nia I - nfields@umd.edu
Henness, Steve - hennesss@umsystem.edu
Klemme, Neil - neil.klemme@ces.uwex.edu
Lindstrom, James H - jlindstrom@uidaho.edu
Lonning, Jacquie - jlonning@umn.edu
Nathaniel, Keith C - kcnathaniel@ucdavis.edu
Wibby, Brian - wibby@anr.msu.edu
NIFA Contact: Williams, Bonita - bwilliams@nifa.usda.gov

Brief Summary of Minutes

Contribution of 4-H Participation to the Development of Social Capital within Communities: Multi-state project NCERA215

Annual Meeting: April 4-5, 2017 Irvine, CA

• No registration charge; participants paid for their own meals, and used free meeting space. Participants made their own reservations for lodging. Participants brought their own copies of the agenda and materials.


• Meeting space: South Coast Research and Extension Center 7601 Irvine Blvd. Irvine, CA 92618

Summary of Discussion and Decisions

• Review and finalize Social Capital Resource Toolkit (Nia and team) – Decided to send it to National 4-H Council’s curriculum peer review after graphic artist is done. Jackie will do the review of the final product. Print it in a booklet form - each section in a stand-alone format. Marketing through 4-H Mall with the following section:


• SECTION 1 – Introduction and Background - This toolkit is designed for 4-H Youth Development and Community Development specialists (and other youth development professionals) to understand social capital, so that they may incorporate strategies that build and enhance social capital among vulnerable youth populations and their communities. Includes: Social Capital as a Conduit to Social Justice


• SECTION 2 - Programs, Processes, and Practices


• SECTION 3 - Evaluative Tools


• Confirmed NAE4-HA Pre-Conference (11/12/17; 12:30 - 3:30pm in Indianapolis, IN)


• Cost estimate is $47 per person for AV and Snack only 20 to 50 maximum.


• Teaching Team: Neil, Steve, Barb, Chris, Nia, maybe Keith, Matt. Material costs -one institution proposal/invoice to be paid by the conference. We would be promoted through regular conference registration package.


• Marketing Plan for the Pre-conference is to send emails; write articles for regional paper

CONNECTING TO STATE AND NATIONAL PROGRAM LEADERS (1.5 hours by Zoom):

GUESTS join by ZOOM: Toija Riggins, Natl 4-H HQ, Lisa Phelps, State-Maine Also members: Steve Henness, MO, and Jacquie Loning, MN

In person: Matt, Nia, Neil, Chris, Keith, Barb

• Matt - Provided orientation and history of our group and the work we do; publishing a volume of Youth Development in 2013; had strong connection to USDA-training and publications; active with presentations in the nexus of community development and youth development.


• Keith – Provided a quick overview of our mixed method study to understand how young people are connected to their communities. Research Question: What experiences build social capital? What about that unit developed social capital? We use a survey and a rubric to more objectively look at the club’s activities that develop social capital in kids. Findings show 4-Hers have connection to each other over time.


• Nia – Described reaching out to 400 4-H youth in CA and MD; found a higher level of Social Capital with community service; CA had higher connection to adults; MD did not connect 4-H to their social group connections in the community. We will look at that in second phase in MD; explore correlations between race and activities. In process of rolling out second phase: CA and MD, ME VT, MA - done in large part because of Lisa helping. Do we have any questions about survey?


• Nia - Overview of toolkit, research, outreach - teach kids about SC. Use surveys and REM at Pre-conference - hoping to put through the peer review process to become a National 4-H Curriculum.

Discussion Key Points

• National 4-H Strategic Plan - how does this fit into the plan? 4-H ECOP subcommittee logic model for defining 4-H learning experience is comprised of only club environment, needs more - has done a lot to define and measure that experience. They have model and asked for feedback at the National Program Leader meeting


• Research into Practice - 4-H provides entry into a world kids would not have. You are at an individual level of social capital - how can we use the research to build tools for practitioners?


• Public Value/Financial Capital - How make the link to use with a larger frame? In future, extrapolating beyond local to the federal level - demonstrating the federal value is huge cannot - right there where people are having conversations. Individuals to public outcomes - empirical. Think broader. How goes from local level to national - to get more resources? Longer term making next connection public value outcomes like economic - consumer financial protection bureau what would love to talk to you and National 4-H. Trying to broker with the scientists and increase financial capital - why social capital makes a difference in financial capital. Can congressmen connect our work with what they are looking for. If you want to operationalize the construct of Public value - big ask - you are going in exactly the right direction. Can connect with other national partners.


• Access, Equity and Opportunity - Use survey data to improve and increase access and opportunity - you need not doing anything else - if that is what you are doing - bringing awareness to this. Question comes up all the time; way we are moving toward it. It is a challenging talk because we are loosely organized partnerships. Even with ES-237 - not interpreted the same and agree on what to measure to tell a cogent story We think it is incredibly important and needs to go forward as a system. Stay tuned other that ES-237 no measurement of Access, Equity and Opportunity.

Potential Projects

1. Output: National Report on Social Capital and Tools for State Programs (Volunteer Tools)

• Describe outcomes – impact - Questions:




• What outcomes for a youth who has social capital - for stakeholders (in congress, business, education) - for public value?


• How should we publish National, state, local report?


• What do we need to do that? Survey analysis; program function via REM and Rubric.




• Nia focused on the frameworks - 6 C’s, ELM, Essential Elements; look at 4 elements


• Consider doing a statewide rubric. National Rubric - ECOP might be that measure.


• ASK for funding for a grad student to support these measures.

2. Create a state/national template for research findings: Example Nia’s Maryland one-page report. Powerful bullets - Volunteer power to say our 4-H club work with this child leads to ”x” outcomes.

• Recruit youth to do survey – Contribution; reflection; “Pizza Party and a Survey”!


• Create a Checklist for clubs - Our programs that are aligned with – Club Story results X state X national.


• What heightens the Building of Social Capital Outcomes? Reflection; Moving from community-service to service-learning. Schools think of service learning connected to academics; we think of independence, the processes they can replicate, and social justice. NIA: Social Justice community model will be moving to social capital and community change, Matt asks how are we using the National Report to move forward social justice. Are there certain approaches to use? Nia selected, intentionally, sites of non-traditional clubs and diversity of program models. This data set can lead to lots of these questions; maybe in Phase Three.


• What are the elements (Chris) that need to be present to lead to Social Capital - what do they need to do locally to improve practices? They don’t get to compare club level data against club.  If you code by club; and the rubric can be connected, then we’ll have something. Will talk to the analyst about this. Also asking her for National, Regional, State, and Club (deluxe) reports. Things you need to do on a daily basis to make clubs more welcoming, etc. Nia is sending Barb more coding information about this.

Other potential products

• Package our tools to support states in developing public value statements; measure SC to package public value statements.


• Barb’s idea for an article title...Illustrate the Invisible Story Connections of Social Capital - existing template from the state Barb mentioned to connect activities to public value (financial)


• Simple calculation to translate social capital to financial capital.


• Look at jobs connections to college institutions. - To economy. Where are 4-Hers going


• We need Grad student dig up research about funding to do these things...benefits of social capital


• Steve - why is Social Capital more important in the world? Relationships trust, it is the new currency, how they get things done. Engagement - Social Capital gets kids ready - how do governments make decisions. WE are there in helping kids make those engagements.  Lisa made reference to reports and directors for info to include in reports - this is why our colleagues should be interested in what they are doing. You are telling more of that story and illustrating the invisible relationships - it will serve them well.


• Jackie - looking for dissertation topics - excited bridging public engagement with program - system is really talking about it - entire campus.


• Nia presented her research  - Lisa Lauxman loved the Essential elements…Overlay

Timeline on Data Collection for new states:

• Now Pre-Planning what the national report looks like - one pager like Lerner Study will put us ahead. What venues do we use with policy makers? - PILD, visits by youth to congress N4-HC


• Between Spring and Fall of 2017: MD did another unit.  WV in Fall; ME by June; Jackie in


• Fall-Winter 2017-2018: Data analysis


• Spring 2018 Annual Meeting -Finalize National Report (Maine - Whale watching)

NEXT MEETING TOPICS/MONTHLY GOALS for 2017-2018-We might need some longer meetings.

• May 2017 - Confirm toolkit. Survey Update. Data analysis plan. Website review, update & purpose: http://ucanr.edu/sites/Social_Capital_Multi-State/ Consider http://fyi.uwex.edu/youthadultpartnership/


• June 2017 - Finalize grad student proposal; Discuss public value national impact (invite Dr Riggins)


• July 2017 - Review NIFA strategic plan; ECOP 4-H outcomes; Request NIFA-Council funding  student


• Aug 2017 - Continue on above projects. Peer Review process for Toolkit


• Sep 2017 - Finalize Pre-conference components, materials, PP etc; Plan NAE4-HA meeting time.


• Oct 2017 - Discuss survey findings; options for publications; presentations (NAE4-HA proposal)


• Nov 2017 - Face to face at NAE4-HA Focus on rubric and survey correlations; NAE4-HA - Ask Bonita for 30 minutes to present to state leaders -Invitation new states to survey.


• Dec 2017 - Orientation for new members. Website review/update


• Jan 2018 - Pull from reports- national, regional, state, and club (deluxe)?


• Feb 2018 – Add public value to reports


• March 2018 - Annual Meeting in Maine to finalize the National Report


• April 2018 - National summary report available for National 4-H Conference/PILD, etc.


• FALL 2018 - NAE4-HA - Ask Bonita for 30 minutes to present to state leaders Re: National Report


• Outreach to new partners and new members to this NCERA215 includes: Nia at Extension Urban Conference; Promotion at Pre-Conference, recruitment at task force meetings, and with new states who are doing the survey. Orientation will be at the December meeting. Mary mentioned reaching out to Native American audiences by speaking to John Phillips during the First Americans Land-Grant Consortium (FALCON) Nov. 3-6, 2017in Washington, DC

Election of Project Officers: Co-Chairs - Nia Imani Fields and Matt Calvert; Secretary - Neil Klemme

South Coast Research and Extension Center Site Tour, Lunch

Adjourn

Accomplishments

<p><strong>2016-17 </strong>Accomplishments</p><br /> <p>The team remains focused on four objectives</p><br /> <p><strong>Objective 1: </strong>To convene researchers, Extension educators, and faculty whose research, teaching and/or practice involves youth and community development in order to foster interdisciplinary work on social capital and community youth development.</p><br /> <p>The team has connected to national and state 4-H program leadership and has helped to advance the focus on capturing outcomes at the community level and with a focus on social justice.</p><br /> <p>A large number of team members have been involved in publishing results in peer-reviewed publications and delivering scholarly presentations and professional development sessions. The range of states and disciplines involved has increased the reach of these presentations to include youth development, evaluation, community development, and education.</p><br /> <p>The team maintained a monthly meeting schedule, met during the NAE4-HA national meeting, and held an annual meeting.</p><br /> <p><strong>Objective 2:</strong> To fund and implement a major national research project utilizing the tools already piloted and validated by this project to explore how the 4-H Program contributes to the development of social capital within communities,</p><br /> <p>A consortium of Northeast states, including Maine, West Virginia, and Massachusetts has collected survey data to grow the data set begun with 4-H units in California and Maryland. Wisconsin and Minnesota have also identified resources to collect surveys.</p><br /> <p>The team submitted 3 grant proposals to William T. Grant Foundation and CNCS (grants were rejected with feedback)</p><br /> <p><strong>Objective 3:</strong> To refine existing and develop new measurement tools to identify and analyze how the 4-H Program impacts the level of the various capitals (as identified in the Community Capital Framework) within the community.</p><br /> <p>Added about 100 4-H youth pilot survey dataset in CA, MD and WV (total ~450); found a higher level of Social Capital with community service; CA had higher connection to adults; MD did not connect 4-H to their social group connections in the community. We will look at that in second phase in MD; explore correlations between race and activities. In process of rolling out second phase: CA and MD, WV, MN, WI, MA - with support from state program leaders.</p><br /> <p><strong>Objective 4:</strong> To improve the quality of community youth development practice in the Extension system and beyond by a. Disseminating research findings b. Creating and delivering training modules on effective program practices.</p><br /> <p>The team drafted and piloted a Social Capital Resource Toolkit designed to help 4-H Youth Development and Community development educators understand social capital and incorporate strategies within their programs. The toolkit includes exemplary programs developed by team members.</p><br /> <p>Nia Imani Fields has developed a presentation and educational framework linking social capital, social justice, and accepted youth development frameworks such as life skills and the essential elements. It has been shared in several professional development venues and contributed to a national conversation in 4-H Youth Development.</p>

Publications

<p><strong>Publications</strong></p><br /> <ul><br /> <li><strong>Calvert, M</strong>., Zierl, L. and Small, S. Pierce-St. Croix County CARES Coalition: Addressing Child and Family Social and Emotional Well-Being. In Chazdon,&nbsp;<strong>Emery&nbsp;</strong>et al (Eds). (2017).&nbsp;<em>A Field Guide to Ripple Effects Mapping,</em>&nbsp;University of Minnesota Libraries Publishing.</li><br /> <li><strong>Henness, S</strong>. and Moncheski, M. Youth/Adult Partnerships Impacting Rural Poverty: The Case of Lamar, Missouri In Chazdon, S.,&nbsp;<strong>Emery M.&nbsp;</strong>et al (Eds). (2017).&nbsp;<em>A Field Guide to Ripple Effects Mapping,</em>&nbsp;University of Minnesota Libraries Publishing.</li><br /> <li><strong>Fields, N.&nbsp;</strong>(2017). The contribution of urban 4-H to social capital and the implications for social justice. J<em>ournal of Extension</em>.</li><br /> <li><strong>Fields, N. (2016).&nbsp;</strong>The contribution of urban 4-H positive youth development towards social capital and social justice.&nbsp;<em>Morgan State University</em>, ProQuest Dissertations Publishing, 10240078.</li><br /> <li><strong>Fields, N. &amp; Nathaniel, K. (2017 submission). C</strong>ontribution of 4-H participation to the development of social capital within communities: Findings from phase 1 of survey study. Journal of Positive Youth Development.</li><br /> </ul><br /> <p><strong>Presentations</strong></p><br /> <ul><br /> <li><strong>3 presentations to state program leaders to share research updates and invite states to join the research study</strong></li><br /> <li><strong>Fields, N. (2017).&nbsp;</strong>Increasing Social Capital and Social Justice through Urban Positive Youth Development. Maryland Out of School Time (MOST) Conference. Ellicott City, Maryland.</li><br /> <li><strong>Klemme, N. (2017)&nbsp;</strong>Programming Efforts to Develop Social Capital in Iron County Youth. Hurley K-12 School District Staff Inservice. Hurley, WI. An informational presentation for local educators on programming related to social capital building.</li><br /> <li><strong>Calvert, M., Emery M., Baker, B., Fields, N. (2017). </strong><em>When Is Youth Development Also Community Development? Youth Program Practices that Foster Social Capital</em>. Poster, Federal Reserve System Community Development Research Conference, Washington DC.</li><br /> <li><strong>Fields, N. (2017). </strong>Considerations toward a Social Justice Youth Development Model. National Urban Extension Conference. Bloomington, Minnesota.</li><br /> <li><strong>Klemme, N.&nbsp;</strong>(2016). Using Social Network Analysis to measure youth Social Capital. Bloomington, MN. Community Development Society Conference, A presentation on developing and measuring social capital.</li><br /> <li><strong>Calvert, M.&nbsp;</strong>Arnold, M.,<strong>&nbsp;Baker, B., Fields, N.,&nbsp;</strong>Haskell, J.,&nbsp;<strong>Henness, S., et al.&nbsp;</strong>(2016).&nbsp;<em>Youth Community Networks: Research Tools to Inform Practice and Measure Social Capital</em>. Society for Research on Adolescence Conference, Baltimore City, MD. A presentation on developing and measuring social capital. (Refereed)</li><br /> <li><strong>Fields, N.&nbsp;</strong>(2016).<em>&nbsp;Increasing Social Capital through Culturally Relevant Positive Youth Development</em>. Children, Youth and Families at Risk Subject Matter Expert Webinar.<a href="https://cyfar.org/resource/increasing-social-capital">https://cyfar.org/resource/increasing-social-capital</a></li><br /> <li><strong>Fields, N. &amp; Nathaniel, K.&nbsp;</strong>(2016).&nbsp;<em>Preliminary Findings: Contribution of 4-H Participation to the Development of Social Capital within Communities</em>. National Association of Extension 4-H Agents (NAE4-HA) Conference, New Orleans, LA. Joint research session to present findings from phase 1 of social capital research study.</li><br /> <li><strong>Fields, N.&nbsp;</strong>&amp; Brown, M. (2016).&nbsp;<em>Increasing Social Capital and Social Justice through Positive Youth Development</em>. A Regional AmeriCorps VISTA Summit. An interactive workshop highlighting connections between PYD, social capital and social justice.</li><br /> <li><strong>Emery, M.&nbsp;</strong>&amp; Goreham, G. 2016. &ldquo;Ripple mapping: a research and evaluation tool.&rdquo; &nbsp;Great Plains Sociology Association Annual Conference, Sioux Falls, SD</li><br /> <li><strong>Emery, M.&nbsp;</strong>&amp; Goreham, G. 2016. &ldquo;Ripple mapping: an under-utilized research tool.&rdquo; &nbsp;Rural Sociological Society Annual Conference, Toronto, CA</li><br /> <li>Chazdon, S. Hansen, D.&nbsp;<strong>Emery, M. 2016.&nbsp;</strong>&ldquo;Harnessing the power of ripple mapping to enhance community engagement.&rdquo; Harnessing the power of ripple mapping to enhance community engagement. Community Development Society Annual Conference, Bloomington, MN</li><br /> <li>Chazdon, S.<strong>, Emery, M.,&nbsp;</strong>Hansen, D, &amp; Higgins, L. 2016. &ldquo;The emergence of ripple effects mapping.&rdquo; Presented at the annual National Association of Community Development Extension Practitioners, Burlington, VT. June</li><br /> </ul>

Impact Statements

1. This team has also explored the contribution of social capital to social justice efforts. The team has focused on the 4-H organization’s national priorities to expand access to and meet the needs of vulnerable youth who may experience various form of social injustice. National 4-H shares that the well-being of the United States depends upon the well-being of our children and youth. They share that “populations of young people may be identified as vulnerable based on situational characteristics such as early parenthood, disconnection from school and work, homelessness, and involvement in the juvenile justice and foster care systems” (National 4-H Headquarters, 2017, para. 1). National 4-H acknowledges that that “specific populations, including those growing up in low income households, children and youth of color, immigrants and children of immigrants, LGBT youth, and children and youth with (dis)abilities, are significantly under-served by 4-H. These vulnerable populations—which comprise a large and growing percentage of our country’s young people-- disproportionately contend with conditions that often compromise healthy development and access to support for it, even as they carry rich cultural resources and cultivate strength and insight through adversity” (National 4-H Headquarters, 2017, para. 1). The research findings and practitioner tools developed have begun to inform program efforts.

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Participants

Brief Summary of Minutes

Accomplishments

<p><strong>Accomplishments and Short-term Outcomes for Objectives: </strong></p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Objective 1: </strong>Convene researchers, Extension educators, and faculty to foster interdisciplinary work on social capital and community youth development.</p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Accomplishments:</strong> A large number of team members have been involved in publishing results in peer-reviewed publications and delivering scholarly presentations and professional development sessions. The range of states and disciplines involved has increased the reach of these presentations to include youth development, evaluation, community development, and education.</p><br /> <p><strong>Outputs: </strong>On November 12, 2017, during the NAE4-HA National 4-H Conference, we convened researchers, Extension educators, and faculty whose research, teaching and/or practice involves youth and community development in order to foster interdisciplinary work on social capital and community youth development by unveiling the Social Capital Toolkit we have created.</p><br /> <p><strong>Milestones:</strong></p><br /> <ul><br /> <li>Project and research teams continue with 75% attendance on monthly calls and 60% attendance at yearly meeting(s).</li><br /> <li>Submitted additional proposals to two funding sources.<br /> <ul><br /> <li>CNCS Research Grant, July 2017</li><br /> <li>NCRCRD First Impressions Grant, Feb 2018</li><br /> </ul><br /> </li><br /> </ul><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Short-term Outcomes: </strong>As examples of the current and continuing multi-state and interdisciplinary engagement, California, Maine and Maryland staff are developing and piloting the current survey instrument. The national roll-out will involve other states that are represented on the project and additional states will be recruited. The qualitative data collection process has been implemented in over ten states and was initially refined by Iowa, Wisconsin and Maine. The special issue of New Directions for Youth Development included work of team members (all authors of articles) from Maine, Missouri, Wisconsin, California, South Dakota, New Jersey, Kansas, and NIFA. Additional publications have been led by California and New Jersey.</p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Objective 2: </strong>Fund and implement a major national research project utilizing the tools already piloted and validated by this project to explore how 4-H Programming contributes to the development of social capital within communities.</p><br /> <p>&nbsp;</p><br /> <p><strong>Accomplishments and Short term outcome: </strong>The social capital survey and interview protocol piloted in California demonstrated robust reliability. A participatory ripple mapping process is integrated into a toolkit as a first step in measuring community change in the USDA-funded Engaging Youth Serving Communities project.</p><br /> <p>&nbsp;</p><br /> <p><strong>Outputs:</strong> Over the course of this year, 2017-18, we developed Memorandums of Agreement from University of Maryland 4-H Foundation with several Universities to fund and implement a major national research project utilizing the survey tools already piloted and validated by this project to explore how the 4-H Program contributes to the development of social capital within communities, specifically: a. To determine 4-H experiences that contributes to the development of youths' social capital. b. To identify and analyze how the quantity and quality of the 4-H Program's community involvement impacts the level of social capital among youth and adult volunteers c. To identify and analyze how the quantity and quality of the 4-H Program's community involvement impacts the development of social capital within the community. We have received 445/1000 of our target&hellip; will be 499/1000 once Maine&rsquo;s are received.</p><br /> <p><strong>Milestones:</strong> Team continues data collection and continues to analyze data;</p><br /> <ul><br /> <li>Team reports findings through white papers, reports to practitioners, and begins preparation of peer-reviewed journal articles. See list of articles below.</li><br /> <li>Team identifies additional opportunities to conduct investigation with Cooperative Extension and other community and youth development practitioners and participants. See list of statewide programs above.</li><br /> </ul><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Objective 3: </strong>Refine existing and develop new measurement tools to identify and analyze how the 4-H Program impacts the level of the various capitals (as identified in the Community Capital Framework) within the community.</p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Accomplishments and Current Efforts: </strong>The survey will be piloted in Maryland this fall to test validity with urban youth. An accompanying rubric to measure program practices is being refined to increase its sensitivity and to reflect early findings as well as to align with the Thrive model developed by Mary Arnold.&nbsp; The team plans to utilize both tools in a national study in the first year of the new project.</p><br /> <p><strong>&nbsp;</strong></p><br /> <ul><br /> <li>We have held discussions about refining the matrix in efforts toward refining existing and developing new measurement tools to identify and analyze how the 4-H Program impacts the level of the various capitals (as identified in the Community Capital Framework) within the community.</li><br /> </ul><br /> <p><strong>Objective 4: Improve the quality of community youth development practice in the Extension system and beyond.</strong></p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Accomplishments: </strong>Research findings have been disseminated through the Extension system via CYFAR, NAE4-HA and Galaxy Conference presentations, Journal of Extension articles, and national and state webinars and training sessions. Findings have been shared more broadly with the field, notably through a 2013 special issue of New Directions for Youth Development and our members contributed to 2017 Chazdon and Emery&rsquo;s A Field Guide to Ripple Effects Mapping. Findings from current research are building content for training modules in the Toolkit.</p><br /> <p>&nbsp;</p><br /> <ul><br /> <li>At several conferences and the NAE4-HA Pre-Conference we improved the quality of community youth development practice in the Extension system and beyond by a. Disseminating research findings b. Creating and delivering training modules on effective program practices.</li><br /> </ul><br /> <p><strong>Activities:</strong> Organized and specific functions or duties carried out by individuals or teams using scientific methods to reveal new knowledge and develop new understanding.</p><br /> <ul><br /> <li>NAE4-HA Pre- Conference, October 2018. 26 Youth Development professionals and administrators in attendance with representation from each region (National, Maryland, New Hampshire, Iowa, Oregon, Illinois, Florida, West Virginia, Pennsylvania, Arizona, North Carolina, Indiana, Arkansas, Minnesota, Georgia, Montana and California) . One additional state signed on for the quantitative survey study after the pre-conference session. Feedback from participants have also led to updates and edits in the Social Capital Toolkit and the drafting of a Toolkit part 2 (putting the frameworks into practice).</li><br /> </ul><br /> <p>Other extension program improvement and professional development activities include:</p><br /> <ul><br /> <li>Youth empowerment task force presentation (Neil)</li><br /> <li>Integrated REM into 4-H Tech Changemakers training</li><br /> <li>In-state presentations to faculty around social capital<br /> <ul><br /> <li>Maryland webinar</li><br /> </ul><br /> </li><br /> <li>Statewide programs that include social capital principles:<br /> <ul><br /> <li>Maryland 4-H Issue Forum: Food Insecurity</li><br /> <li>Wisconsin First Impressions (Neil)<br /> <ul><br /> <li>Interstate conversations from CDS that led to MO training</li><br /> </ul><br /> </li><br /> <li>Wisconsin&rsquo;s Youth as Partners in Civic Leadership Conference participants tracked their relationship-building change during a conference weekend. (Matt)</li><br /> <li>4-H Tech Changemakers utilized Ripple Effect Mapping tool to document community impacts, with a focus on social capital developed through intentional community stakeholder engagement. (WA, ND, WI, MI, ME, VA)</li><br /> <li>Minnesota&rsquo;s YELLO!</li><br /> <li>Missouri Youth Civic Leaders Summit (Steve)</li><br /> </ul><br /> </li><br /> </ul><br /> <p>&nbsp;</p><br /> <ul><br /> <li>Team implements research and extension activities across multiple Extension program areas. Especially noted by the NAE4-HA Pre-Conference Workshop.</li><br /> <li>Developed a compendium (Toolkit) for 4-H and other Extension programs of practices and strategies to increase the development of social capital; prepare and submit final reports as part of the Toolkit. Also, Mary Emery edited &ldquo;A Field Guide to Ripple Effects Mapping&rdquo; with other NCERA215 members contributing to it.</li><br /> </ul><br /> <p>&nbsp;</p><br /> <p><strong>Outputs:</strong> Defined products (tangible or intangible) that are delivered by a research project. Examples of outputs are reports, data, information, observations, publications, and patents.</p><br /> <p>&nbsp;<strong> Objective 2:</strong> <strong>To fund and implement a major national research project utilizing the tools already piloted and validated by this project to explore how the 4-H Program contributes to the development of social capital within communities, specifically: a. To determine 4-H experiences that contributes to the development of youths' social capital. b. To identify and analyze how the quantity and quality of the 4-H Program's community involvement impacts the level of social capital among youth and adult volunteers c. To identify and analyze how the quantity and quality of the 4-H Program's community involvement impacts the development of social capital within the community:</strong></p><br /> <p><strong>Objective 3: To refine existing and develop new measurement tools to identify and analyze how the 4-H Program impacts the level of the various capitals (as identified in the Community Capital Framework) within the community</strong></p><br /> <p><strong>Objective 4:To improve the quality of community youth development practice in the Extension system and beyond by a. Disseminating research findings b. Creating and delivering training modules on effective program practices: </strong></p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Milestones:</strong></p><br /> <p>FOR OBJECTIVE 1:</p><br /> <ul><br /> <li>Project and research teams continue with 75% attendance on monthly calls and 60% attendance at yearly meeting(s).</li><br /> <li>Submitted additional proposals to two funding sources.<br /> <ul><br /> <li>CNCS Research Grant, July 2017</li><br /> <li>NCRCRD First Impressions Grant, Feb 2018</li><br /> </ul><br /> </li><br /> </ul><br /> <p>FOR OBJECTIVES 2 and 3:</p><br /> <ul><br /> <li>The research methods and instruments developed by the team are more widely used across the Extension system, making reliable information about social capital development available for the first time. The team&rsquo;s experience has shown that this information is important to stakeholders and program participants. This project will address the need for more evidence-based programming in the areas of youth community engagement and citizenship.Three states (WV, MD, ME) provided funding ($1,500/ea.) to join survey and receive local data reports.</li><br /> </ul><br /> <p>FOR OBJECTIVE 4:</p><br /> <ul><br /> <li>Team implements research and extension activities across multiple Extension program areas. Especially noted by the NAE4-HA Pre-Conference Workshop.</li><br /> <li>Developed a compendium (Toolkit) for 4-H and other Extension programs of practices and strategies to increase the development of social capital; prepare and submit final reports as part of the Toolkit. Also, Mary Emery edited &ldquo;A Field Guide to Ripple Effects Mapping&rdquo; with other NCERA215 members contributing to it.</li><br /> </ul><br /> <p>&nbsp;</p>

Publications

<p><span style="text-decoration: underline;">2017-2018:</span></p><br /> <p><strong>Calvert, M</strong>., Zierl, L. and Small, S. Pierce-St. Croix County CARES Coalition: Addressing Child and Family Social and Emotional Well-Being. In Chazdon, Emery et al (Eds). (2017). <em>A Field Guide to Ripple Effects Mapping,</em> University of Minnesota Libraries Publishing.</p><br /> <p>&nbsp;</p><br /> <p>Chazdon, S., <strong>Emery, M.,</strong> Hansen, D., Higgins, L, &amp; Sero, R. (2017). A Field Guide to Ripple Effects Mapping.</p><br /> <p>&nbsp;</p><br /> <p><strong>Fields, N.</strong> (2017). The contribution of urban 4-H to social capital and the implications for social justice. <em>Journal of Extension</em>, 6FEA1,&nbsp; <a href="https://joe.org/joe/2017december/a1.php">https://joe.org/joe/2017december/a1.php</a></p><br /> <p>&nbsp;</p><br /> <p>Franzen-Castle, L., Colby, S.E., Kattelmann, K.K., Olfert, M.D., Mathews, D., Yerxa, K., <strong>Baker, B. A.,</strong> Krehbiel, M., Lehrke, T., Wilson-Sweebe, K., Flanagan, S. M., Ford, A., Aguirre, T., White A. A. (2018 Submission) <em>Development of the iCook 4-H Curriculum for Youth and Adults: Cooking, Eating, and Playing Together for Childhood Obesity Prevention. </em>Journal of Nutrition Education and Behavior</p><br /> <p>&nbsp;</p><br /> <p>Haskell, J., <strong>Baker, B.,</strong> Olfert M. D., Colby S., Kattelmann K., Franzen-Castle L., White, A., (2018 Tentative Acceptance). <em>Using Ripple Effects Maps to Identify Story Threads: A Framework to Link Private to Public Value</em>. Journal of Human Sciences and Extension <a href="https://www.jhseonline.com/">https://www.jhseonline.com/</a></p><br /> <p>&nbsp;</p><br /> <p><strong>Henness, S., </strong>&amp; Moncheski, M. (2017). Youth/adult partnerships impacting rural poverty: The case of Lamar, Missouri. In S. Chazdon, <strong>M. Emery,</strong> D. Hansen, L. Higgins &amp; R. Sero (eds). A field guide to ripple effects mapping. (72-78). Minneapolis, MN: Minnesota Evaluation Studies Institute.&nbsp; Retrieved from https://conservancy.umn.edu/handle/11299/190639 <br /> <br /> <strong>Henness, S</strong>. &amp; <strong>Calvert, M.</strong> (2017). Missouri 4-H community service-learning census. 2016-17.&nbsp; Columbia, MO: University of Missouri Extension.&nbsp; Retrieved from http://4h.missouri.edu//documents/missouri-4h-sl-census-2017.pdf</p><br /> <p>&nbsp;</p><br /> <p>Olfert MD, Hagedorn RL, White JA, <strong>Baker BA,</strong> Colby SE, Franzen-Castle L, Kattelmann KK, White AA. <em>An Impact Mapping Method to Generate Robust Qualitative Evaluation of Community-Based Research Programs for Youth and Adults. </em>Methods and Protocols. 2018; 1(3):25. https://doi.org/10.3390/mps1030025 (registering DOI) - Retrieved 17 July 2018</p><br /> <p><strong>&nbsp;</strong></p><br /> <p>Olfert M. D., King S., Hagedorn R. L., Barr M. L., <strong>Baker B. A.,</strong> Colby S. E., Kattelmann K. K., Franzen-Castle L., White A. A. (2018 submission). <em>Ripple Effects Mapping Outcomes of a Childhood Obesity Prevention Program from Youth and Adult</em><em> Pairs Using a Qualitative Approach: iCook 4-H </em>In review by JNEB Journal of Nutrition Education and Behavior, https://www.jneb.org/</p><br /> <p><span style="text-decoration: underline;">&nbsp;</span></p><br /> <p><span style="text-decoration: underline;">Earlier publications:</span></p><br /> <p><strong>Fields, N.</strong> (2016). The contribution of urban 4-H positive youth development towards social capital and social justice. (Doctoral dissertation).</p><br /> <p>&nbsp;</p><br /> <p><strong>Fields, N.</strong> &amp; <strong>Nathaniel, K.</strong> (2015). Our role in and responsibility toward social justice. <em>Journal of Extension, 53</em>(5), 5COM2, <a href="http://www.joe.org/joe/2015october/comm2.php">http://www.joe.org/joe/2015october/comm2.php</a>.</p><br /> <p>&nbsp;</p><br /> <p><strong>Calvert, M., Emery, M. &amp; Kinsey, S.</strong> (Eds) (2013). <em>New directions for youth development. </em>Hoboken, NJ: Wiley Periodicals, Inc.</p><br /> <p>&nbsp;</p><br /> <p><strong>Emery, M., </strong>Higgins, L., Chazdon, S., &amp; Hanson, D.&nbsp; (2015). Using ripple effect mapping to evaluate program impact: Choosing or combining the methods that work best for you. <em>Journal of Extension,</em> 53(2), Article 2TOT1. Available at: <a href="https://www.joe.org/joe/2015april/tt1.php">https://www.joe.org/joe/2015april/tt1.php</a></p><br /> <p>&nbsp;</p><br /> <p><span style="text-decoration: underline;">Presentations 2017-2018:</span></p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Calvert, M., Emery, M., Fields, N. </strong>&amp; <strong>Baker, B. </strong>(2017) <em>When is Youth Development also Community Development? Youth program practices that foster Social Capital</em>. Poster presented at Federal Reserve System Community Development Conference, Washington DC, March, 2017</p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Fields, N.</strong> (2017). <em>Increasing Social Capital and Social Justice through Urban Positive Youth Development</em>. Diversity in Organizations, Communities &amp; Nations. Toronto, Canada. (Refereed).</p><br /> <p>&nbsp;</p><br /> <p><strong>Fields, N.</strong> (2017). <em>The Contribution of Urban 4-H to Social Capital and the Implications for Social Justice.</em> National Vulnerable Populations Taskforce Meeting. Chevy Chase, MD. (Invited by National Program Leader).</p><br /> <p>&nbsp;</p><br /> <p><strong>Fields, N.</strong> (2017). <em>Social Capital and Social Justice in Youth Development</em>. National 4-H E-Academy Series: Diversity and Inclusion in PYD presented to 271 participants. (Invited by National 4-H Program Leader).</p><br /> <p>&nbsp;</p><br /> <p><strong>Fields, N.</strong> (2017). <em>Social Capital and Social Justice in Youth Development</em>. Nevada 4-H State program webinar presented to &shy;&shy;&shy;&shy;10 participants. (Invited by Nevada 4-H Program Manager).</p><br /> <p>&nbsp;</p><br /> <p><strong>Fields, N.</strong> (2018). <em>Keynote-Purposeful Belonging: Fostering Inclusive Settings with Equity in Mind</em>. Oregon 4-H Spring Retreat. (Invited by Oregon 4-H Program Leaders)</p><br /> <p>&nbsp;</p><br /> <p><strong>Fields, N., Henness, S., Nathaniel, K., Baker, B., Klemme, N., and Anderson, C. </strong>(2017). <em>Building social capital in 4-H: Identifying and measuring program practices that strengthen communities.</em>&nbsp; National Association of Extension 4-H Agents. Indianapolis, IN.</p><br /> <p>&nbsp;</p><br /> <p><strong>Henness, S.</strong> (2017). <em>Improving your serve</em>. Missouri 4-H Center for Youth Development. Columbia, MO.</p><br /> <p>&nbsp;</p><br /> <p><strong>Henness, S.</strong> (2017).&nbsp; <em>MCB youth progress and pride. </em>Missouri Community Betterment Conference.&nbsp; Columbia, MO.</p><br /> <p><strong>&nbsp;</strong></p><br /> <p><strong>Klemme, N., Johnson, T. </strong>(2017). <em>Youth and Community Design. </em>Community Development Society Conference. Big Sky, MT.</p><br /> <p>&nbsp;</p><br /> <p><strong>Klemme, N., Johnson, T</strong> (2018). <em>Empowering Youth to Transform Communities.</em> Creative Placemaking Leadership Summit. Chattanooga, TN.</p><br /> <p>&nbsp;</p><br /> <p><strong>Klemme, N., Van Treek, C.,</strong> (2018). <em>Follow the Yellow Brick Road.</em> Missouri Community Betterment Conference. Columbia, MO.</p><br /> <p>&nbsp;</p><br /> <p><strong>Klemme, N.,</strong> (2018). <em>What Makes My Community Great? </em>Wisconsin State 4-H Youth Conference. Madison, WI.</p>

Impact Statements

1. ● Engaging Multiple Cooperative Extension Program Areas The Cooperative Extension system has increased its focus on the intersection of community and youth development. Two examples from the North Central region are Wisconsin’s Interdisciplinary Team Engaging Young People in Sustaining Communities, Families, and Farms and Nebraska’s focus on community development through the Rural Futures Institute. The team is an excellent venue to convene people to focus on related research and extension questions once for our current research program. We intend to convene team members and others to address questions such as: How can each of the program areas in Extension implement the identified social capital-building practices in their work with youth and communities? What are the applications of this work with 4-H youth to other underserved age groups, such as those aged 20-29?

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Report Information

Participants

Astroth, Kirk A. - kastroth@cals.arizona.edu - University of Arizona
Baker, Barbara A - barbara.baker@maine.edu - Maine Cooperative Extension
Boyes, Pat - boyesp@wsu.edu - Washington Cooperative Extension
Calvert, Matthew C - matthew.calvert@uwex.edu - University of Wisconsin - Madison, Division of Extension
Dotterer, Aryn M - dotterer@purdue.edu - Purdue University
Edwards, Janet - edwardsj@wsu.edu - Washington Cooperative Extension
Emery, Mary - mary.emery@sdstate.edu - South Dakota State University
Enfield, Richard P - rpenfield@ucdavis.edu - California Cooperative Extension
Fields, Nia I - Nfields@umd.edu - Maryland Cooperative Extension
Hanson, Christopher - christopher.hanson@ucop.edu - California -Administration : University of California Statewide Administration
Henness, Steve - hennesss@umsystem.edu - Missouri Cooperative Extension
Johannes, Elaine - ejohanne@ksu.edu - Kansas Cooperative Extension
Kantor, Debra - debra.kantor@maine.edu - Maine - University of Maine
Klemme, Neil - neil.klemme@wisc.edu - University of Wisconsin-Madison, Division of Extension
Lindstrom, James H - jlindstrom@uidaho.edu - Idaho Cooperative Extension
Lonning, Jacquie - jlonning@umn.edu - Minnesota Cooperative Extension
Nathaniel, Keith C - kcnathaniel@ucdavis.edu - California Cooperative Extension
Sterle, Jodi A - jsterle@iastate.edu - Iowa - Iowa State University
Tallman, Keli - ktallman@iastate.edu - Iowa Cooperative Extension

Brief Summary of Minutes

Brief summary of minutes of annual meeting (see attached for full meeting minutes)

Contribution of 4-H Participation to the Development of Social Capital within Communities 

June 19-20, 2019. Milwaukee, Wisconsin

No registration charge; participants paid for their own meals, and used meeting spaces around the city. Participants brought their own materials and technology. 

 

Attendance: Neil Klemme (WI), Matt Calvert (WI), Chris Anderson (MD), Nia Imani Fields (MD), Keith Nathaniel (CA), Jacquie Lonning (MN), Mary Emery (SD-Zoom), Barb Baker (ME-Retired-Zoom), Leslie Quevedo (WI), Angie Allen (WI), Steve Henness (MO-Zoom), Deb Kantor (ME-Zoom)

 

Updated Research Objectives:

1. Objective 1: To convene researchers, Extension educators, and faculty whose research, teaching and/or practice involves youth and community development in order to foster interdisciplinary work on social capital and community youth development.


2. Objective 2: To fund and implement a major national research project utilizing the tools already piloted and validated by this project to explore how the 4-H Program contributes to the development of social capital within communities, specifically:




1.  To determine 4-H experiences that contributes to the development of youths' social capital.


2.  To identify and analyze how the quantity and quality of the 4-H Program's community involvement impacts the level of social capital among youth and adult volunteers


3. To identify and analyze how the quantity and quality of the 4-H Program's community involvement impacts the development of social capital within the community.




3. Objective 3 To refine existing and develop new measurement tools to identify and analyze how the 4-H Program impacts the level of the various capitals (as identified in the Community Capital Framework) within the community.


4. Objective 4 (NEW): To improve the quality of community youth development practice in the Extension system and beyond by




1. Disseminating research findings 


2. Creating and delivering training modules on effective program practices




1. Submit the Toolkit for peer review. Develop Toolkit 2.0 with practical tools for educators. Further develop the “Mega Model” that combines multiple Youth Development frameworks through lens of social capital development.  


2. Social Network Analysis(SNA) is a potential tool for measuring a young persons development of social capital. A team of Community Development and Youth Development educators in Wisconsin have begun exploring the use of SNA to measure impacts of their programming on expanding networks of and connections between players in their programming. This is follow-up from promising implementation of the tool in 2015 and 2016 to measure the impact of youth development programming in WI on young people and their connections to others in their communities. Further information about SNA application to our teams work will be shared throughout the year. 


3. Two Work groups have formed to develop materials identified by the team. The first team will work to develop the Toolkit 2.0. This is an extension from the original Toolkit that we have been working on and will provide  

Accomplishments

<h1><strong>Accomplishments and Short-term Outcomes for Objectives:&nbsp;</strong></h1><br /> <p><strong>Objective 1:&nbsp;</strong></p><br /> <p><span style="font-weight: 400;">To convene researchers, Extension educators, and faculty whose research, teaching and/or practice involves youth and community development in order to foster interdisciplinary work on social capital and community youth development.</span></p><br /> <p><strong>Accomplishments: </strong><span style="font-weight: 400;">A large number of team members have been involved in publishing results in peer-reviewed publications and delivering scholarly presentations and professional development sessions. The range of states and disciplines involved has increased the reach of these presentations to include youth development, evaluation, community development, and education.</span></p><br /> <p><strong>Outputs:</strong><span style="font-weight: 400;"> Monthly social capital research team meetings and an annual face to face meeting. Increased connection between NAE4-HA civic engagement team and program leaders.&nbsp;</span></p><br /> <p><strong>Milestones(s):&nbsp;</strong></p><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Project and research teams continue with 75% attendance on monthly calls and 60% attendance at yearly meeting(s).&nbsp;</span></li><br /> </ul><br /> <p><strong>Short-term Outcomes: </strong><span style="font-weight: 400;">As examples of the current and continuing multi-state and interdisciplinary engagement, the team has increased research collaboration through Maine and West Virginia. The team includes youth development and community development educators and experts. Members of the team have also collaborated with Extension Educators from Youth Development Ag, FCS, Natural Resources and Community Development on book exploring Extension&rsquo;s role in community education and social justice.&nbsp;</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><strong>Objective 2:&nbsp;</strong></p><br /> <p><span style="font-weight: 400;">To fund and implement a major national research project utilizing the tools already piloted and validated by this project to explore how the 4-H Program contributes to the development of social capital within communities.</span></p><br /> <p><strong>Accomplishments and Short term outcome:</strong><span style="font-weight: 400;"> The social capital survey was piloted in California demonstrated robust reliability. Two additional states have participated in the quantitative research study, bringing us to 4 states. A participatory ripple mapping process is integrated into a toolkit as a first step in measuring community change in the USDA-funded Engaging Youth Serving Communities project.&nbsp;</span></p><br /> <p><strong>Outputs:</strong><span style="font-weight: 400;"> The toolkit has been drafted and submitted through the National 4-H peer review system. The toolkit has been accepted pending revisions.&nbsp;</span></p><br /> <p><strong>Milestones:</strong><span style="font-weight: 400;"> Team continues data collection and continues to analyze data;&nbsp;</span></p><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Team reports findings through white papers, reports to practitioners, and an article that has been submitted to the Journal of Youth Development.&nbsp;</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Team identifies additional opportunities to conduct investigation with Cooperative Extension and other community and youth development practitioners and participants. See list of statewide programs above.</span></li><br /> </ul><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><strong>Objective 3:&nbsp;</strong></p><br /> <p><span style="font-weight: 400;">To refine existing and develop new measurement tools to identify and analyze how the 4-H Program impacts the level of the various capitals (as identified in the Community Capital Framework) within the community.</span></p><br /> <p><strong>Accomplishments and Current Efforts:</strong><span style="font-weight: 400;"> Over the course of this year, 2018-19, Maine and West Virginia implemented the survey data collection in their respective states.&nbsp;</span></p><br /> <p><strong>Outputs: </strong><span style="font-weight: 400;">74 additional youth participated in the study in 2018 to increase our sample size to 495.&nbsp;</span></p><br /> <p><strong>Milestones:</strong></p><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Team continues data collection and continues to analyze data;&nbsp;</span></li><br /> </ul><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Team reports findings through white papers, reports to practitioners, and an article that has been submitted to the Journal of Youth Development.&nbsp;</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Team identifies additional opportunities to conduct investigation with Cooperative Extension and other community and youth development practitioners and participants.&nbsp;</span></li><br /> </ul><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><strong>Objective 4:&nbsp;</strong></p><br /> <p><span style="font-weight: 400;">To improve the quality of community youth development practice in the Extension system and beyond by a. Disseminating research findings b. Creating and delivering training modules on effective program practices.</span></p><br /> <p><strong>Accomplishments: </strong><span style="font-weight: 400;">Research findings and effective practices have been disseminated through the Association for Curriculum Development, JHSE (Steve), National Police Athletic League training, CYFAR and additional youth focus conferences (see full list below). Findings from current research and practice have led to the development of Toolkit 1.0 and towards an outline for Toolkit 2.0.&nbsp;</span></p><br /> <p><strong>Activities: </strong><span style="font-weight: 400;">Organized and specific functions or duties carried out by individuals or teams using scientific methods to reveal new knowledge and develop new understanding.</span></p><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">NAE4-HA Pre- Conference, October 2018. 26 Youth Development professionals and administrators in attendance with representation from each region (National, Maryland, New Hampshire, Iowa, Oregon, Illinois, Florida, West Virginia, Pennsylvania, Arizona, North Carolina, Indiana, Arkansas, Minnesota, Georgia, Montana and California) . One additional state signed on for the quantitative survey study after the pre-conference session. Feedback from participants have also led to updates and edits in the Social Capital Toolkit and the drafting of a Toolkit part 2 (putting the frameworks into practice).</span></li><br /> </ul><br /> <p><span style="font-weight: 400;">Other extension program improvement and professional development activities include:&nbsp;</span></p><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Youth empowerment task force presentation (Neil)</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Integrated REM into 4-H Tech Changemakers training</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Statewide programs that include social capital principles:</span></li><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Maryland 4-H Issue Forum: Food Insecurity&nbsp;</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Wisconsin First Impressions (Neil)</span></li><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Interstate conversations from CDS that led to MO training</span></li><br /> </ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Wisconsin&rsquo;s Youth as Partners in Civic Leadership Conference participants tracked their relationship-building change during a conference weekend.&nbsp; (Matt)</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">4-H Tech Changemakers utilized Ripple Effect Mapping tool to document community impacts, with a focus on social capital developed through intentional community stakeholder engagement. (WA, ND, WI, MI, ME, VA)</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Minnesota&rsquo;s YELLO!</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Missouri Youth Civic Leaders Summit (Steve)</span></li><br /> </ul><br /> </ul><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Team implements research and extension activities across multiple Extension program areas. Especially noted by the NAE4-HA Pre-Conference Workshop.</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Developed a compendium (Toolkit) for 4-H and other Extension programs of practices and strategies to increase the development of social capital; prepare and submit final reports as part of the Toolkit. Also, Mary Emery edited &ldquo;A Field Guide to Ripple Effects Mapping&rdquo; with other NCERA215 members contributing to it.</span></li><br /> </ul><br /> <p><strong>Impacts:</strong><span style="font-weight: 400;"> This section focuses on actual or intended potential long-term outcomes and impacts.</span></p><br /> <p><span style="font-weight: 400;">Committees should build information around the activity's milestones, as identified in the</span></p><br /> <p><span style="font-weight: 400;">original proposal. The report should also reflect on the items that stakeholders want to know, or</span></p><br /> <p><span style="font-weight: 400;">want to see. List any grants, contracts, and/or other resources obtained by one or more project</span></p><br /> <p><span style="font-weight: 400;">members as a result of the project's activities. Include the recipients, funding source, amount</span></p><br /> <p><span style="font-weight: 400;">awarded and term if applicable. If the committee is filing an annual report, the impacts will cover</span></p><br /> <p><span style="font-weight: 400;">only the current year of the project; for termination reports, list impacts from the entire span of</span></p><br /> <p><span style="font-weight: 400;">the project.</span></p><br /> <ul><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Strengthening the Capacity of 4-H Youth Development and Others to Measure and Communicate Community and Individual Social Capital Change</span> <span style="font-weight: 400;">The research methods and instruments developed by the team are more widely used across the Extension system, making reliable information about social capital development available for the first time. The team&rsquo;s experience has shown that this information is important to stakeholders and program participants. This project will address the need for more evidence-based programming in the areas of youth community engagement and citizenship.Three states (WV, MD, ME) provided funding ($1,500/ea.) to join survey and receive local data reports. Other states (MN and WI) have committed to implementing the survey in 2018.&nbsp;</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Sharing Quality Program Practices in Building Youth Social Capital The team developed and delivered training materials based on the findings of the research study. As we engage states in implementing the social capital research, we will develop a parallel process to examine and improve practices that lead to positive outcomes for youth and communities. The team determined the best format for these materials, but they have included national and state-level webinars and curriculum for in-person workshops so they were tailored to individual state needs. We also provided coaching and follow-up for those implementing the materials leading to broader collaboration across program areas and states to generate programming that leads to measurable changes in social capital and youth and community efficacy. Tools and practices developed by the team have been included in multi-state initiatives, including 4-H Tech Changemakers toolkit includes Ripple Effect Mapping and mapping social networks in project planning, Youth First Impressions, and iCook. Toolkit 1.0 and 2.0</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Engaging Multiple Cooperative Extension Program Areas The Cooperative Extension system has increased its focus on the intersection of community and youth development. Two examples from the North Central region are Wisconsin&rsquo;s Interdisciplinary Team Engaging Young People in Sustaining Communities, Families, and Farms and Nebraska&rsquo;s focus on community development through the Rural Futures Institute. The team is an excellent venue to convene people to focus on related research and extension questions once for our current research program. The team has also connected intentionally to social justice and expanding access efforts within 4-H, including the Vulnerable Populations work groups. MD Issue forum, Teens 4 Change CYFAR project Social Capital and Social Justice lens, Wisconsin Growing Connections CYFAR project integrates ripple effect mapping and social capital outcomes.&nbsp;</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Social Network Analysis(SNA) is a potential tool for measuring a young persons development of social capital. A team of Community Development and Youth Development educators in Wisconsin have begun exploring the use of SNA to measure impacts of their programming on expanding networks of and connections between players in their programming. This is follow-up from promising implementation of the tool in 2015 and 2016 to measure the impact of youth development programming in WI on young people and their connections to others in their communities. Further information about SNA application to our teams work will be shared throughout the year.&nbsp;</span></li><br /> <li style="font-weight: 400;"><span style="font-weight: 400;">Two Work groups have formed to develop materials identified by the team. The first team will work to develop the Toolkit 2.0. This is an extension from the original Toolkit that we have been working on and will provide&nbsp;&nbsp;</span></li><br /> </ul>

Publications

<p><span style="font-weight: 400;">Fields, N., Moncloa, F. &amp; Smith, C. (2018). 4-H Social Justice Youth Development: A Guide for Youth Development Professionals. A national 4-H peer reviewed professional development resource guide focused on social justice youth development.&nbsp;</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Henness, S. &amp; Ball, A. (2019).&nbsp; Engaging youth as influencers in leadership event planning. Journal of Human Sciences &amp; Extension, 7(1), 144-154.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Henness, S. &amp; Calvert, M. (2018). Missouri 4-H community service-learning census, 2017-18. Columbia, MO: University of Missouri.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Haskell, J. E., Baker, B. A., Olfert M. D., Colby, S. E., Franzen-Castle, L., Kattelmann, K. K., White, A. A. (in press October 2019) Using ripple effects maps to identify story threads: A framework to link private to public value, Journal of Human Sciences and Extension</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Olfert M. D., King, S. J., Hagedorn, R. L., Barr, M. L., Baker, B. A., Colby, S. E., Kattelmann, K. K., Franzen-Castle, L., White, A. A. (March 2019). Ripple effect mapping outcomes of a childhood obesity prevention program from youth and adult dyads using a qualitative approach: iCook 4-H. Journal of Nutrition Education and Behavior</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Olfert, M. D., Hagedorn, R. L., White, J. A., Baker, B. A., Colby, S. E., Franzen-Castle, L., Kattelmann, K. K., &amp; White, A. A. (2018). An impact mapping method to generate robust qualitative evaluation of community-based research programs for youth and adults. Methods &amp; Protocols 1(3):25. Retrieved from</span><a href="https://doi.org/10.3390/mps1030025"><span style="font-weight: 400;"> https://doi.org/10.3390/mps1030025</span></a></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><strong><em>In Progress:</em></strong></p><br /> <p><span style="font-weight: 400;">Calvert, M., Nathaniel, K. and Fields, N. (book proposal accepted and chapter under review). Striving for Grassroots Engagement: Community Education, Social Justice, Cultural Competence, and the Role of Extension. Michigan: Michigan State University&nbsp;</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><strong><em>Earlier publications:</em></strong></p><br /> <p><span style="font-weight: 400;">Calvert, M., Emery, M. &amp; Kinsey, S. (Eds) (2013). New directions for youth development. Hoboken, NJ: Wiley Periodicals, Inc.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Chazdon, S. Emery, M. Hansen, D., Higgins, L. &amp; Sero, R. (2017).&nbsp; A Field Guide to Ripple Effects Mapping. Minneapolis, MN: University of Minnesota Libraries Publishing.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Emery, M., Higgins, L., Chazdon, S., &amp; Hanson, D.&nbsp; (2015). Using ripple effect mapping to evaluate program impact: Choosing or combining the methods that work best for you. Journal of Extension, 53(2), Article 2TOT1. Available at: </span><a href="https://www.joe.org/joe/2015april/tt1.php"><span style="font-weight: 400;">https://www.joe.org/joe/2015april/tt1.php</span></a></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Fields, N. (2016). The contribution of urban 4-H positive youth development towards social capital and social justice. (Doctoral dissertation).</span></p><br /> <p><span style="font-weight: 400;">&nbsp;</span></p><br /> <p><span style="font-weight: 400;">Fields, N. &amp; Nathaniel, K. (2015). Our role in and responsibility toward social justice. Journal of Extension, 53(5), 5COM2,</span><a href="http://www.joe.org/joe/2015october/comm2.php"><span style="font-weight: 400;"> http://www.joe.org/joe/2015october/comm2.php</span></a><span style="font-weight: 400;">.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Henness, S., &amp; Moncheski, M. (2017). Youth/adult partnerships impacting rural poverty: The case of Lamar, Missouri. In S. Chazdon, M. Emery, D. Hansen, L. Higgins &amp; R. Sero (eds). A field guide to ripple effects mapping. (72-78). Minneapolis, MN: Minnesota Evaluation Studies Institute.&nbsp; Retrieved from</span><a href="https://conservancy.umn.edu/handle/11299/190639"><span style="font-weight: 400;"> https://conservancy.umn.edu/handle/11299/190639</span></a></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Olfert, M., Colby, S., Franzen-Castle, L., Kattlemann, K., Baker, B., &amp; White, A. (2016). iCook 4-H: Using mapping of community capitals following a 2-year iCook program. Journal of Nutrition Education and Behavior, 48(7): S144. Retrieved from</span><a href="http://dx.doi.org/10.1016/j.jneb.2016.04.320"><span style="font-weight: 400;"> http://dx.doi.org/10.1016/j.jneb.2016.04.320</span></a></p><br /> <p>&nbsp;</p><br /> <h2><strong>Presentations (2018-19):&nbsp;</strong></h2><br /> <p><span style="font-weight: 400;">Anderson, C. (2018). Ripple effect mapping.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Fields, N. (2018). Contributing to Social Capital and Social Justice through Positive Youth Development. International Social Justice Conference. Honolulu, Hawaii.&nbsp;</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Fields, N. (2018). Social Justice Youth Development. Baltimore County Community College Culturally Relevant Teaching National Conference. Baltimore, Maryland.&nbsp;</span></p><br /> <p><span style="font-weight: 400;">&nbsp;</span></p><br /> <p><span style="font-weight: 400;">Fields, N. (2018). Social Capital and Social Justice Youth Development Models. National eXtension Diversity and Inclusion Community of Practice webinar.</span></p><br /> <p><span style="font-weight: 400;">&nbsp;</span></p><br /> <p><span style="font-weight: 400;">Fields, N. (2018). Developing Social Capital and Social Justice through Experiential Education. Association for Supervision and Curriculum Development Conference on Educational Leadership: Champions for Equity. Nashville, Tennessee.&nbsp;</span></p><br /> <p><span style="font-weight: 400;">&nbsp;</span></p><br /> <p><span style="font-weight: 400;">Fields, N. (2019). Social Justice through Youth Development. National Afterschool Association Conference. New York, New York.&nbsp;</span></p><br /> <p><span style="font-weight: 400;">&nbsp;</span></p><br /> <p><span style="font-weight: 400;">Fields, N. (2019). Social Capital and Social Justice through Positive Youth Development. Best Out of School Conference. Palm Springs, California.&nbsp;</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Henness, S. (2018). Community Capitals Framework: A Holistic Asset-Based Approach to County Engagement. MU Extension County Engagement Specialist Presummit. Columbia, Mo.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Henness, S., Klemme, N., Anderson, C., Lonning, J. (2019). National 4-H Conference: 4-Hers Building Social Capital on Capitol Hill. Chevy Chase, Md.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Nathaniel, K. (2019). Volunteer Recruitment and Retention. National Police Athletic League Conference.&nbsp;</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Klemme, N. (2019). Community Vitality and Placemaking Team Spring Workshop: Engaging youth in Community Development Initiatives. Fort Atkinson, WI.</span></p><br /> <p><strong><strong>&nbsp;</strong></strong></p><br /> <p><span style="font-weight: 400;">Klemme, N. and Johnson T. (2018). Empowering Youth, Transforming Communities. Wisconsin Cooperative Extension All-Colleague Conference. Madison, WI.</span></p><br /> <p>&nbsp;</p>

Impact Statements

1. Engaging Multiple Cooperative Extension Program Areas The Cooperative Extension system has increased its focus on the intersection of community and youth development. Two examples from the North Central region are Wisconsin’s Interdisciplinary Team Engaging Young People in Sustaining Communities, Families, and Farms and Nebraska’s focus on community development through the Rural Futures Institute. The team is an excellent venue to convene people to focus on related research and extension questions once for our current research program. The team has also connected intentionally to social justice and expanding access efforts within 4-H, including the Vulnerable Populations work groups. MD Issue forum, Teens 4 Change CYFAR project Social Capital and Social Justice lens, Wisconsin Growing Connections CYFAR project integrates ripple effect mapping and social capital outcomes.

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