Progress 09/01/14 to 08/31/19
Outputs
Target Audience:There were two sets of target audiences reached by the efforts of programming. Thefirst location totaled 25 students ranging from 7th to 10th grade during the 2018-2019 school year. During this time, there were 2 seventh graders, 10 eighth graders, 3 ninth graders, and 10 tenth graders. None of these students identified as a military family. 7 identified as Hispanic, 17 identified as African American, and 2 identified as Asian. All of these students fit the criteria for socially, economically, or educationally disadvantaged. The second target audience totaled 37 students during the 2018-2019 school year. During this time, there were 11 seventh graders, 16 eighth graders, 1 nineth grader, and 8 tenth graders. None of these students identified asa military family. 6 identifeid as Hispanic and 27 identified as African American. All of these students fit the criteria for socially, economically, or educationally disadvantaged. Changes/Problems:No major changes occurred in the approach, however, it is important to note that the full-time program coordinator left her position approximately 5 months before the end of the project. This provided an opportunity to transition towards our sustainability plan ahead of time. This offered some additional opportunities including bringing in some additional faculty and staff members for a portion of their time to aid in the sustainability that would not have otherwise been available. What opportunities for training and professional development has the project provided?Professional and volunteer staff associated with GROWL participated in regular, recurring professional development offered through UGA Extension, the UGA College of Agricultural and Environmental Sciences' Office of Learning and Organizational Development as well as through other associations and professional societies. Each quarter, program staff participated in 4-H updates facilitated by state and district4-H faculty members. Program staff members also participated in state professional association meetings. Over 100 unique training opportunities were available through UGA Extension using a variety of media and learning styles. These included 4-H curricula day where learners had the opportunity to share and explore new and revised Georgia 4-H curricula and practice the activities in the curricula. How have the results been disseminated to communities of interest?The program coordinator was responsible for developing and implementing a community stakeholders committee. During these meetings, the program coordinator shared updates, evaluation data, and program details with the community members. The communication team developed flhyers, handouts, and a promotional video that was shared within each community and on social media. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Project GROWL staff and faculty used evaluations to collect data on short-term and long-term desired results. Several of these evaluation measures were identified before programming began, while others were adopted during implementation to capture unexpected impacts. Youth annually completed the CYFAR common measures for workforce readiness, measuring 8 workforce skills. In addition to workforce readiness, youth completed common measures for science and leadership development annually. Youth who competed in 4-H Project Achievement participated in a communication apprehension level assessment. This evaluation used the Personal Report on Communication Apprehension (PRCA)-24, consisting of 24 Likert-scale items which address communication apprehension within group discussions, public speaking, meetings, and interpersonal conversations. One Project GROWL participant from the first cohort had an overall decrease in CA of 25 points during the 2017 competition. This reveals that the preparation steps taken helped decrease the feelings of anxiety often related with public speaking. Four other Project GROWL participants had decreases or no change in their CA levels after presenting. Youth also participated in a workshop to develop professional skills. This workshop concluded by evaluating the differences between how an individual youth ranks themselves in terms of maturity and how their peers rank them. Project GROWL participants rated themselves as slightly mature (M = 7.03 S.D. = 1.04) and rated their peers as slightly mature (M = 7.22, S. D. = 0.88). These results had an overall change of their peers stating they were slightly more mature than the individual thought they were (M = -0.18, S.D. = 1.11). One Project GROWL participant, who rated himself as more mature than his peers did, stated, "It's nice to know how my peers see me, so I can do better as a person. How am I supposed to know how to grow, unless someone helps me out, you know?" Another Project GROWL participant, who was rated higher in maturity than she thought she should be, stated, "My parents are always telling me to be more mature, but I guess they don't see me the way my friends do. This was cool." In addition to evaluations conducted with the youth, parents and guardians of program participants participated in a family-based evaluation night. As parents and guardians completed two focus groups, youth led workshops on container gardening and making salsa. Throughout the evening, parents and guardians were able to share their stories about how Project GROWL has impacted their family. One parent stated, "[W]hen she found GROWL, it gave her a sense of confidence and turned into this leader because she is the oldest, and she used to be the pushover because she's the oldest.... She got confidence in herself and gets to tell her little sisters and her little brother, I got this. Got a little backbone, y'all gave her a backbone.... She feels so proud when she got her senior and she's in leadership status and everything. It makes them feel proud, make her feel like she's doing something, she gets to experience things that other youth...don't get to experience." Another parent stated, "[Project GROWL] is really helping him build those [communication and public speaking] skills and build skills in terms of leadership."
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
Tompkins, C., Howell, N., & Mull, C. (2018). Plickers for success: A technological tool for advancement in data collection. Journal of Extension.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D. (2019). Innovations in Project GROWL: An urban agricultural education program. Presentation at the 2019 Georgia Association of Extension 4-H Agents State Meeting. Rock Eagle, Eatonton, Georgia.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D. (2019). Plickers your way through (almost) all evaluations. Presentation at the 2019 Georgia Association of Extension 4-H Agents State Meeting. Rock Eagle, Eatonton, Georgia.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
James, C. D. (2018). Getting back to the B culture: Learning more about Black culture through beekeeping. Accepted presentation at the 2018 14th International Congress of Qualitative Inquiry (ICQI). Champaign Urbana, Illinois.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
James, C. D. (2018). Getting back to the B culture: Learning more about Black culture through beekeeping, graffiti, and music. Presentation at the 2018 University of Georgia Institute of Womens Studies (IWS) Student Symposium. Athens, Georgia.
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
Tompkins, C. D. & Mull, C. D. (March 2019). Plickers for success: A technological tool for advancement in data collection. Invited webinar presentation for Next Generation Extension for Nebraska Extension. Online.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D., Mull, C. D., Bledsoe, L., & Howell, N. (2019). Growing Real Opportunities in Work and Life: An urban agricultural program. Accepted Program Showcase at the National Association of Extension 4-H Agents. White Sulphur Springs, West Virginia.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D. (2019). Enhancing urban education: A multicultural approach to agriculture. Accepted Roundtable Presentation at The National Association for Multicultural Associations 2019 Advancing and Advocating for Social Justice & Equity Conference. Tucson, Arizona.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D. (2019). Encouraging engagement through technology: No more paper tests. Accepted Lessons Learned Presentation at the 2019 Kappa Delta Pi Convocation. Norfolk, Virginia.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D., Mull, C. D., Bledsoe, L., & Howell, N. (2019). Growing Real Opportunities in Work and Life: An urban youth agricultural program. Accepted poster presentation at the National Association of Extension 4-H Agents. White Sulphur Springs, West Virginia.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D. (2019). Growing the youth of tomorrow: Applying leadership skills in a hands-on effort for food security. Poster presentation at the 2019 Georgia Association of Extension 4-H Agents State Meeting. Rock Eagle, Eatonton, Georgia.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2019
Citation:
Tompkins, C. D. (2019). Growing the youth of tomorrow: Applying leadership skills in a hands-on effort for food security. Third place poster presentation at the National Youth-At-Risk Conference. Savannah, GA.
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Progress 09/01/17 to 08/31/18
Outputs
Target Audience:The age range for high context participants in year four included up to twenty students, both male and female, residing in East Point (Fulton County), or Riverdale (Clayton County), Georgia in each grade of 7, 8, and 9. The twenty students from the original cohort were recruited back for a fourth year. Sixty students were recruited and participated in the 2017-2018program year. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?• Monthly professional development opportunities for the staff • Robust online and face to face professional development opportunities offered by Extension • Conference on learning through the College of Education at UGA. How have the results been disseminated to communities of interest?• USDA NIFA CYFAR Annual Report completed and submitted • Monthly community partner meetings and reports • School leadership engaged with accomplishments of the grant • Elected officials in the communities knowledgable of the project What do you plan to do during the next reporting period to accomplish the goals?Continue Training and Development, Recruiting New Participants, and Program Implementation following model established in Years 2-4 Finalize sustainability plan (mid-2018) with partners/volunteers/elected stakeholders; Responsible Staff: CYFAR directors, county staff, site staff Complete on-site community garden at the Camp Truitt Fulton location to provide for sustainability Celebration with families and community (Spring 2019): Responsible Staff: All Evaluation (Spring 2019): Action steps: Collect final evaluation data and complete reporting; Responsible Staff: SCP evaluator CYFAR directors
Impacts
What was accomplished under these goals?
• 60 students completed the school year portion of the project • Students identified career goals and began to outline steps needed to accomplish goal • 3 summer sessions on the topic of environment held per site • 4 parents meetings held • Recruitment plan for year 4 created with community partners of each site • 2 garden plots acquired for major production gardens; production gardening implemented and expanded • More than 5 educational 4-H field trips taken by participants • Held family centered celebration dinner to share participants' accomplishments • Approximately 60% of students reported positive outcomes in regards to self-awareness, leadership skills, open-ness to new experiences, and positive youth-adult relationships during qualitative assessments • Qualitiative assessment of the parents perspective is currently undergoing coding and analysis; initial indications are positive and increased interest in science at school, higher school performance, lower risk taking behaviors, and greater contribution to the community
Publications
- Type:
Journal Articles
Status:
Under Review
Year Published:
2018
Citation:
James, C., Howell, N, & Mull, C. (under review). Using clickers to support evaluation with youth. Journal of Extension
- Type:
Theses/Dissertations
Status:
Published
Year Published:
2017
Citation:
James, C. (2017). Cloverleaf communication apprehension: influential extent of the 4-H project achievement process. University of Georgia.
Note, this was not directly related to the sponsored project but grew out of it. The student would not have been able to study this subject without the assistantship provided by GROWL.
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Progress 09/01/16 to 08/31/17
Outputs
Target Audience:The age range for high context participants in year two included up to twenty seventh grade students, both male and female, ages 11-13, residing in East Point (Fulton County), or Riverdale (Clayton County), Georgia.The twenty students from the original cohort were recruited back for a second year.Forty students were recruited and participated in the 2016-2017 program year. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?• How to Navigate the School System When Working with School Gardens 1/10/17 • New Curriculum and Resources for 4-H Family and Consumer Science Lessons 1/10/17 • Georgia 4-H serving students with Special Needs1/10/17 • Georgia 4-H Teaching 4-H Youth Interview Skills 1/10/17 • Celebrating with 4-H Ceremonies 1/15/17 • 4-H & the Law 1/15/17 • Program Planning for Maximum Impact 2/5/17 • Building Community Partnerships to Support 4-H Programming 3/10/17, 4/10/17, 5/10/17 • Relationships Smarts Plus Curriculum Training 05/17-7/17 • CYFAR Professional Development Conference 05/26-27/17 How have the results been disseminated to communities of interest?• USDA NIFA CYFAR Annual Report completed and submitted • Monthly community partner meetings and reports What do you plan to do during the next reporting period to accomplish the goals?GROWL Coordinator will meet at community sites six times a month (twice per grade level) 7th grade School Year 2017-2018 • August: welcome & introductions, team building • September: communication • October: public speaking, leadership, writing and research skills • November: public speaking, leadership, writing and research skills • December: team building • January: goal setting • February: goal setting • March: public speaking competition, • April: goal setting • May: community service • June/July: environmental education and community service 8th Grade School Year 2017-2018 • August: team building, healthy relationships • September: gardening (planting and planning), healthy relationships • October: environmental science and gardening (maintenance) • November: goal setting and gardening (harvesting) • December: food safety and gardening (harvesting) • January: public speaking, leadership, writing and research skills • February: public speaking, leadership, writing and research skills • March: public speaking competition, • April: goal setting (complete draft of life and work plan), marketing agriculture • May: community service and marketing of produce • June/July: gardening and community service 9th Grade School Year 2017-2018 August - July: gardening (harvesting, planning, planting) August - December: Environmental Sciences January - March: public speaking, leadership, writing and research skills April - July: marketing agriculture, production enhancement
Impacts
What was accomplished under these goals?
•40 students completed the school year portion of the project • Students identified career goals and began to outline steps needed to accomplish goal • 3 summer sessions on the topic of environment held per site • 4 parents meetings held • Recruitment plan for year4 created with community partners of each site • 2 garden plots acquired for major production gardens;production gardeningimplemented and expanded •More than 5educational 4-H field trips taken by participants • Held family centered celebration dinner to share participants' accomplishments • Approximately 60% of students reported positive outcomes in regards to self-awareness, leadership skills, open-ness to new experiences, and positive youth-adult relationships during qualitative assessments
Publications
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Progress 09/01/15 to 08/31/16
Outputs
Target Audience:Primary: The age range for high context participants in year one included up to twenty seventh grade students, both male and female, ages 11-13, residing in East Point (Fulton County), or Riverdale (Clayton County), Georgia. Twenty-two students were recruited and participated in the 2015-2016 program year. Secondary: A byproduct of working with this specific audience are the caring adult influences who will serve as a the role models/club leaders for these youth. Community Partners: Fulton Co: • Courtney McFarland, President Carribbean American Advancement Foundation, non profit sector • Kenny Ruffin, Councilman, Riverdale, Ga, government • Evelyn Wynn-Dixon, Mayor, Riverdale, Ga, government • Sylvia Vaughan, City Clerk, Riverdale, GA, government • Adrian Courtland, Principal, Riverdale Middle School, schools • Gwen Williams, 4-H Agent, Clayton County Extension • Kim Riley, Director, Clayton County Extension Fulton Co: • Dr. Lynn Jones, School Counselor, Paul D. West Middle School, schools • Mr. E. Francis, Communities in Schools Coordinator, Paul D. West Middle School, schools • Ashley Wadley, 4-H Agent, Fulton County Extension Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? How to Navigate the School System When Working with School Gardens 1/13/16 New Curriculum and Resources for 4H Family and Consumer Science Lessons 1/13/16 Georgia 4H serving students with Special Needs1/13/16 Georgia 4H Teaching 4_H Youth Interview Skills 1/13/16 Celebrating with 4-H Ceremonies 1/14/16 4-H & the Law 1/14/16 Program Planning for Maximum Impact 2/2/16 Building Community Partnerships to Support 4-H Programming 3/9/16 Relationships Smarts Plus Curriculum Training 05/16-17/16 CYFAR Professional Development Conference 05/26-27/16 How have the results been disseminated to communities of interest? USDA NIFA CYFAR Annual Report completed and submitted Monthly community partner meetings and reports What do you plan to do during the next reporting period to accomplish the goals? GROWL Coordinator with meet at community sites four times a month (twice per grade level) 7th grade School Year 2016-2017 August: welcome & introductions, team building September: communication October: public speaking, leadership, writing and research skills November: public speaking, leadership, writing and research skills December: team building January: goal setting February: goal setting March: public speaking competition, April: goal setting May: community service June/July: environmental education and community service 8th Grade School Year 2016-2017 August: team building, healthy relationships September: gardening (planting and planning), healthy relationships October: environmental science and gardening (maintenance) November: goal setting and gardening (harvesting) December: food safety and gardening (harvesting) January: public speaking, leadership, writing and research skills February: public speaking, leadership, writing and research skills March: public speaking competition, April: goal setting (complete draft of life and work plan), marketing agriculture May: community service and marketing of produce June/July: gardening and community service
Impacts
What was accomplished under these goals?
22 students completed the school year portion of the project Students identified career goals and began to outline steps needed to accomplish goal 3 summer sessions on the topic of environment held per site 4 parents meetings held Recruitment plan for year 3 created with community partners of each site 2 garden plots acquired for major production gardens 4 educational 4-H field trips taken by participants Held family centered celebration dinner to share participants' accomplishments Approximately 50% of students reported positive outcomes in regards to self-awareness, leadership skills, open-ness to new experiences and positive youth-adult relationships during qualitative assessments
Publications
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Progress 09/01/14 to 08/31/15
Outputs
Target Audience:Primary: The age range for high context participants in year one will include up to twenty seventh grade students, both male and female, ages 11-13, residing in East Point (Fulton County), or Riverdale (Clayton County), Georgia. 19 students have been recruited and will participate in the 2015-2016 program year. Secondary: A byproduct of working withthis specific audience are the caring adult influences who will serve as a the role models/club leaders for these youth. Community Partners: Fulton Co: Courtney McFarland, President Carribbean American Advancement Foundation, non profit sector Kenny Ruffin, Councilman, Riverdale, Ga, government Evelyn Wynn-Dixon, Mayor, Riverdale, Ga, government Sylvia Vaughan, City Clerk, Riverdale, GA, government Adrian Courtland, Principal, Riverdale Middle School, schools Gwen Williams, 4-H Agent, Clayton County Extension Kim Riley, Director, Clayton County Extension Fulton Co: Dr. Lynn Jones, School Counselor, Paul D. West Middle School, schools Mr. E. Francis, Communities in Schools Coordinator, Paul D. West Middle School, schools Ashley Wadley, 4-H Agent, Fulton County Extension Menia Chester, Director, Fulton County Extension Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? CYFAR Professional Development Conference 06/04/2015 To 06/05/2015 Outside Georgia, Inside U.S., Arlington, VA National Foundations I 05/26/2015 Fulton State National Urban Extension Conference 05/04/2015 To 05/07/2015 Fulton National NIFA Vulnerable Populations Webinar 04/28/2015 Fulton National Youth Mental Health First Aid 03/31/2015 Spalding National Basics of Youth Development/Beyond the Basics 03/17/2015 To 03/19/2015 Putnam District/Department Sexual Harrassment Training-Fulton County 03/13/2015 Fulton County Childhood Obesity (CYFAR) Webinar 02/17/2015 Fulton National Reaching and Retaining At-Risk Youth Populations Training 02/11/2015 Fulton University My Financial Future Curriculum Overview 02/04/2015 Fulton National Global Citizenship Curriculum Overview 02/04/2015 Fulton National Build Your Future Curriculum Overview Webinar 01/28/2015 Fulton National Wet, Wild & Learning Tree Training 01/26/2015 To 01/27/2015 Henry Multi-County GA Counts/4H Online Training 01/21/2015 Fulton District/Department Promotion of Healthy People & Communities Webinar (CYFAR) 01/20/2015 Fulton National How have the results been disseminated to communities of interest?1) USDA NIFA CYFAR Annual Report completed and submitted. What do you plan to do during the next reporting period to accomplish the goals?Plan of work for 2015-2016 School Year 2015-2016: CYFAR GROWL Coordinator will meet at community site on either 2nd & 4th Tuesday or Wednesday. Meeting will be inthe after-school setting. Summer sessions will focus on bi-weekly meetings and field trips. Month by month timeline: School Year 2015-2016; Communication and Advocacy September Team Building Communication (speaking in conversations, public speaking, etc) Interpersonal relationships Journal: Baseline career/work goals October Leadership (self-efficacy) Advocacy (health topics, community issues) What are you passionate about? November Community (stewardship) Career explorations Global Citizenship December Research/Writing skills (on topics from previous month, field trip) Resume/portfolio writing January Research/Public speaking skills (topic of choice) Career planning activities February Research skills (current events/interests/local community) March Financial Literacy DPA prep/presentation (profolio and speaking presentation on participants selected topics) April Financial Literacy May Recognition Ceremony Teens and Volunteers Summer May-August ?Agricultural and Environmental Sciences? ?Field Trips to urban ag centers Applied Science Activities Shadowing Mentors.
Impacts
What was accomplished under these goals?
Year One of Project GROWL Program sites identified. 19 students recruited for program year. Training of local GROWL Coordinatior. School partners identified. 2 parent meetings held.
Publications
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