Brief Summary of Minutes of Annual Meeting

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]

NCERA215 SAES-422: Accomplishments 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: ? 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. ? 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. ? 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. ? 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. ? 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. ? 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 Short-term Outcomes: ? 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. ? We continue working on the research instruments and roll the survey out nationally in at least 10 states. Specific activities include: ? 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. ? Expanding the study from two states to a national roll out of the survey in two waves of 5 states. ? 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. ? Possible funders i. W. T. Grant ii. NCRCRD iii. AFRI iv. National 4-H Council Outputs: ? Contributions of Youth Engagement...Community Mapping- JOE ? Ripple Mapping Poster (National Urban Conference) ? Our Role and Responsibility (JOE) ? 77 page report for UMD on “name” ? Future: Webinars for 2015: ? 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) ? Webinar on the survey process...recruitment? ? Community capitals framework webinar (December 2015 or Fall 2016) Activities: ? MD pilot survey by Nia Imani Fields based on California training and surveys honed by NCERA team ? Keith and Richard conducted Training and 2 orientation meetings about Surveys for WAVE 1 data collection. ? Unpacking the spiral of mapping by Mary Emery and work on public value by Barbara Baker in Maine Milestones: ? To further work and report progress - convene for 75 on monthly calls; annual meeting ? Identify 5 possible funding sources AFRI Conference grant; WT Grant Foundation; EYSC, NCNCRD and state funding. ? Submit to 1. NCNCRD; 2. MD Statewide Data Collection and Analysis for the survey instrument; 3. EYSC ? Secure research sites - IRB to UMD Replication on Collaborative Tools, ? Next year WAVE 2; feedback and WAVE 2 institution. Rubric interview ready and finalized.

? 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 ? 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 ? 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. ? 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 ? 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