Progress 06/15/09 to 06/14/14
Outputs
Target Audience: The target audience is school aged youth from the socially, economically, and educationally disadvantaged inner cities of Camden and Newark and includes African American and Latino populations. Programming efforts include formal and informal classroom instruction, practicum experiences; development of curriculum; workshops; experiential learning opportunities; extension and outreach. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Professionals learned how to use portable Pasco Spark Units, a hand held temperature sensor to collect data used to measure temperature of vairous surfaces in the field. Additionally, staff were trained in sing theClimate Change Backpack, an educational tool designed by the Northeast Science Center Collaborative, a program of Clean Air–Cool Planet. It provides a brief, down-to-earth introduction to the science of climate change for middle and high school students. The Climate Change Backpack contains graphs, maps, experiments, group activities, imitation ice cores, a compact fluorescent light bulb, a climate timeline, and solution focused lessons. It is easily portable, and the activities are designed to expand or contract according to the audience and available teaching time. How have the results been disseminated to communities of interest? Results of the project's success have been disseminated through an annual report, outlining successes and highlighting impacts in the communities. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
458 at risk youth in Camden and Newark learned about the science, causes, and impacts of climate change over the course of the 5 years of the project. During the five years of the program's implementation, climate change lessons were developed around the 3 major climate change issues: 1) increase in temperatures in the cities, 2) increase in flooding & storm effects, 3) impact on human health, & 4) changes in distribution of organisms including changes in growing season. Both community sites incorporate concepts & observations of climate science & the issues related specifically to urban, at-risk communities. The lessons were then formatted into a usable and replicable curriculum to be used with at risk audiences. The lessons were evaluated using a pretest/post test self reporting design. Outcomes were: Outcome: Youth will increase knowledge in climate change. Youth demonstrated an increase in knowledge gained using a pre test/post test design implemented after the lessons. Evaluations conducted showed evidence that youth did increase their knowledge about climate change. Youth were able to differentiate between climate and weather and were able to identify the gasses present causing global warming and how to reduce green house gasses through making relatively small changes (ie. taking the bus, planting plants, turning off lights when not in use, etc.). Outcome: Youth will develop and demonstrate skills in technology. Youth demonstrated an increase in skills in technology and they retained information as they built new skills. Youth became proficient in using the PASCO heat sensor units that are used to measure temperature of objects. Youth were able to enter data collected into the software that mapped heat islands. Outcome: Youth will address local climate change issues through service projects. Findings indicate youth are engaged in resolving issues in their communities and can communicate their needs, apply their knowledge and work towards solutions. Youth created a rain garden in Camden that used storm water runoff to keep the garden viable. The rain garden at their school, they found, brought the heat island temperatures down. Outcome: Youth communicate accurate knowledge and their concerns about climate change and/or climate justice issues in their local communities. Pre/Post Test findings indicate participants' understanding of how climate change is impacting the world and people in it has increased, giving them accurate knowledge of the issues surrounding climate change to communicate to others. Youth were able to convey to local residents in Newark the issues facing the city with heat islands and the science behind it. Outcome: Increased capacity of community based partners to continue with climate science/ climate change education. Observations and informal interviews indicate that climate change education is valued and is being requested by additional programs to enhance science test scores. Building strong relationships in Camden and Newark requires open communication and continuing partnerships with those who have similar goals for these students. This program taught youth not only about a key issue of this generation (climate change) but how science and technology is utilized to enhance understanding. Engaging youth in finding solutions within their local communities is also an empowering act as the program built a quality curriculum and resources for 4-H climate change programs, ensuring the community that this program will be available for many years to come.
Publications
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Progress 06/15/12 to 06/14/13
Outputs
OUTPUTS: Program goals are educating youth on climate change issues & personal responsibilities through hands-on experiences & community service. Lessons were developed around the 3 major climate change issues: 1)increase in temperatures in the cities, 2)increase in flooding & storm effects, 3)impact on human health, & 4)changes in distribution of organisms including changes in growing season. Exploring climate/environmental issues engage youth in developing solutions to local climate, environmental, & energy problems through hands-on series of climate change education lessons. Both community sites incorporate concepts & observations of climate science & the issues related specifically to urban, at-risk communities. Essex 4H in Newark has continued to work with partner sites from the previous years (Citizen Schools, Rutgers Future Scholars, Blue Wave) & has gained 2 new partner sites, the Greater Newark YMCA & Pride Academy. Most of the 4H Climate Change programming was implemented in the traditional 4H enrichment program format, working with students for up to 12 hours, teaching lessons for 1 hour each week. The YMCA after school programs are run in a similar format, however they are lead by Belleville High School students who are part of the 4-H Science Ambassadors club. In addition to growing program sites, partners, & youth served, Essex 4H in Newark has integrated community service projects. The Blue Wave students planted flowers in the church garden. Rutgers Future Scholars Students ran a smear campaign, hanging climate change solutions posters around campus. Citizen Schools MLK school community WOW event, students created a poster & taught community members about climate change & held an interactive table for youth to plant in a recycled milk carton to take home. At Citizen Schools LA Spencer School, students presented a green city model. YMCA School No.7 students participated in a round robin event participating in stations led by high school students teaching about climate change & worked with the older students to plant a rain garden at Bellville High School. This year Essex held their first Climate Summit at Branch Brook Park for 60 youth. Rutgers students volunteered & a presenter from ACE helped teach climate change. The Camden program was implemented as in school enrichment in 3 schools over 7 classes. Each program was about 12 weeks in length, meeting once a week for 45 minutes. The multiweek programs included a service learning component that resulted in a new rain garden and the maintenance of two established rain gardens. Youth participated in a number of interactive presentations by responding to questions using the Turning Point Technologies' Audience Response System. Youth used computers equipped with Internet to research their service learning project on native plants. Camden County 4H also held a 5 day environmental science institute for Camden City teachers that highlighted and shared many of the CYFAR climate science activities. The climate change curriculum designed for this program is near completion, having been through a series of modifications this year based on pilot testing. The final version will be released in 2014. PARTICIPANTS: Deborah Cole, PI, State Project Director, evaluation of project, project reporting Virginia Powell, Co PI, State Project Director, project reporting, budgeting Alayne Torretta, Co PI, State Project Director, project reporting, Janice McDonnell, State Project Coordinator, science content expert, evaluation of project Gary Huntzinger, State Project Technology Specialist Bonnie Wasielewski, State Project Technology Specialist. Camden: Sharon Kinsey, Community Project Director, connectivity contact. Magdalene McCann, Community Project Coordinator, support program operations and teaching. Deborah Troiani, Community Project Assistant, support program operations and teaching. Newark: Rebecca Kalenak, Community Project Director, connectivity contact. Jessica Mejia, Community Project Assistant, support program operations. Aamon Pitts, Community Project Assistant, support program operations. TARGET AUDIENCES: The target audience is school aged youth from the socially, economically, and educationally disadvantaged inner cities of Camden and Newark and includes African American and Latino populations. Programming efforts include formal and informal classroom instruction, practicum experiences; development of curriculum; workshops; experiential learning opportunities; extension and outreach. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
209 students were surveyed using a pre test/post test evaluation design conducted at the first session, after lessons 4, 6 and 8 and after the Community Service Project Last Session (end of Week 10 or 12). Outcome: Youth will increase knowledge in climate change. Pre/Post Test findings indicate that participants are retaining information as they build on new skills, following the scope and sequence of activities/knowledge that reinforce and apply previous knowledge. This is demonstrated especially through Pre/Post, Lessons 1-4, and Lessons 5-6 evaluation results regarding greenhouse effect, an increase in CO2 and potential impacts to climate change. Information/activities regarding other greenhouse gases need to be added to increase recognition of all of the important gases in the greenhouse effect for a better understanding of the balance of systems involved in our Earth's atmosphere, climate & capability of life. Outcome: Youth will develop and demonstrate skills in technology. Pre/Post Test findings indicate that the Scope and sequence are apparently affective as basic skills are retained as new skills and concepts are introduced Participants demonstrating abilities to use knowledge base and scientific data to begin drawing their own conclusions Participants are getting an understanding of using scientific equipment and processes in the field. Outcome: Youth will address local climate change issues through service projects. Pre/Post Test findings indicate youth are engaged in resolving issues in their communities and can communicate their needs, apply their knowledge and work towards solutions. Outcome: Youth communicate accurate knowledge and their concerns about climate change and/or climate justice issues in their local communities. Pre/Post Test findings indicate participants' understanding of how climate change is impacting the world and people in it has increased, giving them accurate knowledge of the issues surrounding climate change to communicate to others. Outcome: Increased capacity of community based partners to continue with climate science/ climate change education. Observations and informal interviews indicate that climate change education is valued and is being requested by additional programs to enhance science test scores. Building strong relationships in Camden and Newark requires open communication and continuing partnerships with those who have similar goals for these students. This program is teaching youth not only about a key issue of this generation (climate change) but how science and technology is utilized to enhance understanding. Engaging youth in finding solutions within their local communities is also an empowering act As the program continues to build quality curriculum and resources for 4-H climate change programs, it ensures the community that this program will be available for many years to come.
Publications
- No publications reported this period
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Progress 06/15/11 to 06/14/12
Outputs
OUTPUTS: At quarterly State Steering meetings, activities researched and implemented were reviewed (best, worst, works/doesn't for afterschool programming/school enrichment/day camps) by the committee for inclusion in the project's "curriculum." The activities are being desktop published/formatted into a usable, more distributable format are underway. 4 Mini grants were offered for replication/ implementation on a smaller scale to other locations in at risk communities in New Jersey. In Newark, youth met weekly over 10 weeks for 1-2 hours per week. Through the summer 4, 2-hour introductory workshops were conducted with Blue Wave Summer Program for 15 youth. It is planned to expand climate change programs to 2 more sites in Newark and Belleville. At the Citizen Schools after school program 4-H educators meet with a group in the fall and a second group in the spring for 1.5 hours, once a week, for 12 weeks and ended with a community fair. At Rutgers Future Scholars they meet twice a month, for 1.5 hours from October to May. At Kids Corporation the youth meet once a week for over 12 weeks from February to May. In Camden at 3 schools,81 youth completed a 14 week climate change program. At the Sumner School, the service learning project initiated by the students was the installation of a 250-square foot rain garden. One 4th and one 6th grade created an educational program on climate science they delivered to 1st and 3rd graders. All students took part in a Climate Science Summit at the Rutgers EcoComplex. Workshops consisted of tree rings and ice cores, ocean acidification, sea level rise, pollen investigation, and weather versus climate. During summer 2011, program staff also conducted programming at two sites. One staff member delivered 55 hours of programming to 17 youth in the Rowan Upward Bound Program in Camden. Lessons focused on an introduction to climate science, using rain barrels to promote resource conservation, and creating digital stories on environmental themes. Additionally, two staff members delivered a one-hour program to 350 Camden City youth in grades 1-8 at the Camden Environmental Center to enhance their baseline knowledge about the climate change, the greenhouse effect, and urban heat islands. Baseline evaluations are coded by the Site Coordinators to match individual pre/post forms. The coded forms are sent to the PI/Evaluation Coordinator for entering into an Excel spreadsheet designed to complete basic formulas - mean, percent change, mode, demographic totals. T-test analysis is also conducted using Excel. An online Wilcoxin Test was also conducted for one site's baseline evaluation results. PARTICIPANTS: Deborah Cole, PI, State Project Director, evaluation of project, project reporting. Virginia Powell, Co PI, State Project Director, project reporting, budgeting. Alayne Torretta, Co PI, State Project Director, project reporting. Janice McDonnell, State Project Coordinator, science content expert, evaluation of project. Gary Huntzinger, State Project Technology Specialist. Bonnie Wasielewski, State Project Technology Specialist. Sharon Kinsey, Community Project Director, connectivity contact - Camden. Magdalene McCann, Community Project Coordinator, support program operations and teaching - Camden. Deborah Troiani, Community Project Assistant, support program operations and teaching - Camden. Nick Timpanelli- Community Project Assistant, support program operations and teaching - Camden. Rebecca Kalenak, Community Project Director, connectivity contact- Newark Marissa Blodnick, Community Project Assistant, support program operations - Newark. TARGET AUDIENCES: The target audience is school aged youth from the socially, economically, and educationally disadvantaged inner cities of Camden and Newark and includes African American and Latino populations. Programming efforts include formal and informal classroom instruction, practicum experiences; development of curriculum; workshops; experiential learning opportunities; extension and outreach. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Result: Youth will increase knowledge in climate change In Camden, 50% of students (n=10) in Camden understand that the more you contribute to climate change, the larger your carbon footprint. 45% of students (n=11) in Camden really understand that the threat of rising sea levels will be worse for people on the coasts, islands, and low-lying areas. 36% of students (n=11) in Camden really understand that rising temperatures change vegetation patterns and force animals to migrate to new areas in order to survive. In Newark, 40% of youth surveyed could correctly identify 3 or more factual statements for climate change at the program end compared to 20% at the start of the program. Result: Youth will develop and demonstrate skills in technology. Findings: In Newark, 75 % of youth surveyed indicated that they knew A Lot or Some about using technology and digital tools to observe and collect scientific data compared to 75% knowing Not Much or None before the program started. In Camden, 80% increase in number of participants (n=18) that felt they knew about using tech/digital tools to observe and collect data. 48% of students (n=18) noted an increase in skills in transferring data from one device to another. 35% of students (n=18) noted an increase in skills in using technology/digital tools in observing and collecting data. 26% of students (n=18) noted an increase in skills using digital tools/technology to investigate an issue & evaluate solutions and gathering and analyzing findings using technology. Result: Youth will address local climate change issues through service projects Findings: In Camden, 68% of students (n=12) noted a better understanding of their community as a result of their participation in the 4-H Climate Science Community Service Project. 29% of students (n=18) noted knowing how to make a difference in community In Newark, The participants showed enthusiasm in using what they learned to give back to their community. 100% felt it was a chance to make important decisions. 83% showed more interest in my community.67% Understand projects are hard work. 67% feel they can make a difference in community. 83% feel good about what we did. 83% are more comfortable working with others .83% feel better prepared to work on community needs. 83% feel working together can make a difference for people Result: Youth communicate accurate knowledge and their concerns about climate change and/or climate justice issues in their local communities. Findings: All youth participants showed an increase in their oral presentation skills. Youth are able to convey their concerns and knowledge of issues around climate change. In Camden, 94% of students (n=18) agreed or strongly agreed that they better understand their community after participating in the 4-H Climate Science Program. 88% of students (n=18) agreed or strongly agreed that they learned how to meet a need in their community. 83% of students (n=18) agreed or strongly agreed that they gained confidence in working on community issues. 50% of students (n=9) learned or improved how to communicate with others, including others.
Publications
- Kinsey, S. and Haberland, M. 2012. Using Rain Gardens to Promote Service Learning and Climate Science Education with Urban Youth, Journal of Extension. Accepted.
- McDonnell, J., L. Bovitz, C. Ferraro, R. Lyons, and D. Robinson. (2011). A Climate Change Summit for Teens. Green Teacher, Issue (93): 25-27.
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Progress 06/15/10 to 06/14/11
Outputs
OUTPUTS: The Jersey Roots, Global Reach(JRGR) project focused on Technology Integration for community sites. A new curriculum and technology kit related to the impacts of climate change was developed and sites were trained to use hand held sensors to collect data. The project also hosted a Climate Change Backpack training for 17 youth development professionals and volunteers interested in teaching climate change science throughout the state. The backpack contains all the materials an educator needs to teach about major environmental issues and help influence children to make a change. 21 of the backpacks were purchased for each of the Counties in New Jersey. In Camden 13 youth completed the JRGR 4-H climate change program in June 2010 at the Charles Sumner School. This program consisted of weekly programming over 12 weeks and resulted with the installation of a rain garden as the student service learning project. Program staff also conducted programming at two sites reaching 55 youth for a total of 12 hours. Youth in the program learned about various environmental issues including recycling, climate change, setting up greenhouse effect model experiments, and resource conservation through hands-on activities. A rain garden was installed where youth learned the importance of storm water management. Technology is being integrated into the program. Students and 4-H staff utilized technology in a variety of ways to help deliver weekly lessons. Students used handheld sensors to collect data outside, such as documenting weather and temperature and then graphing the data back in the classroom. Students create educational presentations to communicate their service learning project. In Newark, 24 youth completed the education program in May. This program consisted of weekly programming over 10 weeks. Through the summer 4, 2 hour introductory workshops were conducted with Newark middle school students. This resulted in the addition of one new site for the full program. Currently 55 youth are enrolled in the program at three sites, including two afterschool sites and one school enrichment program. The two afterschool programs are hour long, twice weekly for 12 weeks. The school enrichment program is twice monthly for ten months. At two of the sites, the community is invited to attend an education program hosted by the students. During this event parents, community members and partners learn about climate science, climate change and its effects, and actions to address these issues. Students have written letters to local politicians about their concerns for their community in reference to the effects of climate change. Community members are invited to speak to the students on relevant topics. Grandparents discuss the climate changes they've experienced. Solar panel installers discuss their work and the impact it has. 24 students from the two sites applied their knowledge and understanding of climate science and climate change to develop educational displays for a community event. One youth used knowledge learned from the program to speak to Washington D.C. lawmakers about climate change PARTICIPANTS: Deborah Cole, PI, State Project Director, evaluation of project, project reporting Virginia Powell, Co PI, State Project Director, project reporting, budgeting Alayne Torretta, Co PI, State Project Director, project reporting, Janice McDonnell, State Project Coordinator, science content expert, evaluation of project Gary Huntzinger, State Project Technology Specialist Bonnie Wasielewski, State Project Technology Specialist Sharon Kinsey, Community Project Director, connectivity contact - Camden Magdalene McCann, Community Project Coordinator, support program operations and teaching - Camden Deborah Troiani, Community Project Assistant, support program operations and teaching - Camden Nick Timpanelli- Community Project Assistant, support program operations and teaching - Camden Phillipa Myers, Community Project Director, connectivity contact- Newark Jessica Mejia, Community Project Assistant, support program operations - Newark Aamon Pitts, Community Project Assistant, support program operations - Newark TARGET AUDIENCES: The target audience is school aged youth from the socially, economically, and educationally disadvantaged inner cities of Camden and Newark and includes African American and Latino populations. Programming efforts include formal and informal classroom instruction, practicum experiences; development of curriculum; workshops; experiential learning opportunities; extension and outreach. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Evaluations for the program are administered at several times throughout the 12 week program: baseline pre-test, retrospective pre/post after the first four lessons, after the sixth lesson, after the 8th lesson, after the community service project, and baseline post-test. Youth's knowledge in climate change increased: 32 youth were evaluated using a pre/post test design questionnaire. The baseline evaluation was implemented at the beginning and then again at the end of the 8-12 week program. The first subject focus area evaluation is given after the first four lessons, the second after the next three lessons, and the final after the following two lessons. 63.6% of participants could correctly identify two or more indicators of climate change after participation compared to only 27.3% at the start of the program. A 60% increase in the number of participants that understood the function of Earth's atmosphere. A 50% increase in the number of participants that understood weather patterns and a 27% increase in the number that understood climate patterns. A 50% increase in the number of participants that knew the increased average temperature caused by human activity. A 21% increase in correctly identifying greenhouse gases; a 54% increase of participants correctly identifying 2 of the 3 gases and 9% increase in those identifying all three. A 25% increase in number of participants that knew the increased average temperature caused by human activity. 27% of participants could correctly identify 2 or more indicators of climate change after participation. 83% could correctly identify one of three major greenhouse gases (pre and post) CAMDEN. A very significant (p<.0001) difference was noted in knowledge gained on what is weather and on how to measure weather. A significant (p<.001) difference was found in knowledge gained on climate, how to compare data, the concept of heat sinks, and greater interest in understanding climate change. A 54% change in knowledge gained on the function of the Earth's atmosphere. A 44% gain in understanding of the major events that created systems controlling weather and climate Youth gained skills and confidence in using technology to collect climate data and conduct investigations: Evaluations revealed a 58% gain by participants in "constructing and using weather sensing equipment." (p=.0002) a 42% gain in participants' confidence in collecting, measuring, and observing (p=.025) a 33% gain in abilities to "do some procedures like those used in scientific studies" (p=.01) Youth can convey their concerns and knowledge of issues around climate change: When asked whether they understand what climate change is, on a scale of 1-5 where 5 = strongly agree and 1 = strongly disagree, participants scored 4.29. When asked if they understand the difference between weather and climate, on the same scale of 1-5, participants scored 4.43. When asked what they learned from the JRGR Climate Science Education Program, participants' answers included the following: "I learned that weather and climate are different.""Doing one little thing can do so much." "Understanding things better/happening around me."
Publications
- Torretta, A., Cole, D., Myers, P., Kinsey, S., Powell, V. 2010 Annual Report: A Children, Youth, and Families At-Risk (CYFAR)Sustainable Communities Project. Annual. Disseminates program progress and impact to NJ stakeholders.
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Progress 06/15/09 to 06/14/10
Outputs
OUTPUTS: Both project sites in Camden and Newark identified community partners and key relationships for their projects after four members of the NJ CYFAR team participating in the National training for CYFAR's Sustainable Community Projects funding cycle in Washington D.C. in June of 2009. In addition the NJ team has developed strategic goals and evaluation tools for measuring impact. A pretest/post test has been developed for pilot testing which has been disseminated as a baseline in both sites. IRB approval for the project is in place. Both sites have targeted youth audiences in their communities and are reviewing appropriate curricula and developing effective activities. Key grant funded positions have been filled in both community project sites. The logic model for the project has been refined and put in place. A program showcase entitled, "4-H Climate Science Programming with At-Risk Youth" has been accepted at the National CYFAR Conference in May 2010. Two workshops have been accepted as well: "Building Local Ownership...No Easy Matter!" and "Pushing Your Buttons: Reacting Against Your Better Judgment." 4 basic concepts have been adopted to focus the educational activities: 1) What is climate change (Climate is not Weather); 2) Evidence of climate change (climate change is happening); 3) Data Collection (science activity which includes the causes of climate change (eg. man's contribution); 4) Service Project (how can we make a difference which includes ethical decision making, character education pieces). 9 students at the Ivy Hill Elementary School and 12 students at the First Avenue Elementary School in Newark participated in the following lessons: Introduction to Climate Science, Overview of Global Warming, Properties of CO2 , Acidification of Oceans: A Delicate Balance 13 6th students at the Charles Sumner Elementary School in Camden participated in lessons in weather and climate and microclimates, "Measure Today's Weather", Oral Histories - students recorded their perceptions about changes in weather. A technology utilization plan was developed for the Camden Community site, depicting how technology will be utilized and integrated into the program via digital cameras, video and computers. In addition, they attended the Climate Change Summit at Rutgers University on March 3, 2010, creating an Action Plan for their school as a service project. 18 middle school youth from around the state participated in the piloting of the ocean acidification lesson as part of the Rutgerscience Saturdays, which will be used in the CYFAR community site locations. Furthermore, 10 weeks of 45 minute lesson plans for Climate Change Science are being developed. Additional funding was leveraged to purchase 10 hand held sensor units for use in the weather and heat island lessons for use in this project. PARTICIPANTS: Individuals who worked on the project: Deborah Cole, PI, State Project Director, evaluation of project, project reporting; Virginia Powell, Co PI, State Project Director, project reporting, budgeting; Alayne Torretta, Co PI, State Project Director, project reporting; Janice McDonnell, State Project Coordinator, science content expert, evaluation of project; Carrie Ferraro, curriculum development; Gary Huntzinger, State Project Technology Specialist; Bonnie Wasielewski, State Project Technology Specialist; Sharon Kinsey, Community Project Director, connectivity contact - Camden; Magdalene McCann, Community Project Coordinator, support program operations and teaching - Camden; Deborah Troiani, Community Project Assistant, support program operations and teaching - Camden; Phillipa Myers, Community Project Director, connectivity contact- Newark; Jessica Mejia, Community Project Assistant, support program operations - Newark; Guillermo Saar, Community Project Assistant, curriculum development and teaching - Newark; Partner Organizations: Newark Public School, LEAP Academy University Charter School and Charles Sumner School, Camden in Camden Collaborators and Contacts: Centers for Ocean Science Education Excellence Networked Ocean World (COSEE NOW); Training or Professional Development Leveraging resources through COSEE NOW, 4 Webinars with experts from the University of California - Berkeley, Lawrence Hall of Science on climate change science, afterschool learning, citizen science, and building a scope and sequence were offered to CYFAR program staff. TARGET AUDIENCES: The target audience is school aged youth from the socially, economically, and educationally disadvantaged inner cities of Camden and Newark and includes African American and Latino populations. Programming efforts include formal and informal classroom instruction, practicum experiences; development of curriculum; workshops; experiential learning opportunities; extension and outreach. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Impacts of the teaching thus far is pending. IRB approval is in place and educational activities at the elementary schools have begun.
Publications
- No publications reported this period
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