Progress 09/01/19 to 08/31/24
Outputs
(N/A)
Impacts
What was accomplished under these goals?
Throughout the five years of the program, with Year 1 being a planning Year and Year 5 as sustainability, we reached over 300 youth through direct programming and presentations. We established partnerships with several community organizations including the Latino Center of the Midlands, Empowering Families, and others. We provided in-depth in-person training for 15 teachers, Extension educatiors, and non-profit personnel, and brief training for an additional 20+ public school teachers. We disseminated information about the program at one international conference in 2024 and have a pending conference submission for a national conference in 2025. We have developed a curriculum that will be disseminated even more broadly once revisions are complete. Although challenges around implementation (Years 2 and 3) as a result of the Covid shut down and ensuing regulations (e.g., limiations on face-to-face programming) and staffing; and evaluation (e.g., youth found the measures challenging), nonetheless, we have recevied positive feedback from program partners who have expressed intention for continued partnership if possible.
Publications
- Type:
Book Chapters
Status:
Published
Year Published:
2024
Citation:
Do, K.A., Parra, G.R., Kim, S., Pillai, S., Choi, E., de Guzman, M.R.T. (2024). Youth Civic Engagement: A Global Perspective. In: Xia, Y.R., de Guzman, M.R.T., Esteinou, R., Hollist, C.S. (eds) Global Perspectives on Adolescents and Their Families. International and Cultural Psychology. Springer, Cham. https://doi.org/10.1007/978-3-031-49230-3_6
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Shull, A. & Gustafson, E. (May, 2023). Leadership for Life: Fostering Civic and Community Engagement Among Underserved Youth. Workshop presented at the Annual CYFAR Professional Development Event. Phoenix, AZ.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
de Guzman, M. R. T., Kim, S., & Brandt, M. (2024, July) Learners to Leaders: Youth Entrepreneurship Education Reimagined. Paper presented at the Seventeeth Global Studies Conference: The World on the Move: Understanding Migration in a New Global Age. Krakow, Poland.
|
Progress 09/01/23 to 08/31/24
Outputs
Target Audience:Whereas Year 5 was focused on sustainability and scaling of our program, we continued to reach youth (N=36) through direct programming given interest among our community partners. Youth participated for an estimated 20+ contact hours, that included a visit to the university. Additionally, given our focus on scaling and sustainability, we reached 12 teachers who learned about the program this year, who learned about the program for potential use in the future. We partnered with three community organizations focused on underserved audiences in Omaha and Scottsbluff. We also reached the broader professional audiences within Extension, youth development, and the academic community through our efforts in dissemination. Our chapter on civic engagement was published in (Do et al., 2024) was published in Global Pespectives on Adolescence and their Families (Xia et al., Eds., 2024, Springer Nature) and noted in our chapter (de Guzman & Hatton, 2024) in Extension and the Social Sciences (de Guzman & Hatton, Eds., 2024, Cambridge University Press)(e.g., one national conference, one local conference with Extension staff/faculty as the audiences). Changes/Problems:Earlier in 2024, we had a minor deviation from our IRB protocol. Unintentionally, one of our program staff had left the attendance sheet inside a desk drawer rather than following IRB protocols to place in a locked filing cabinet. The attendance sheet included names of youth but no other relevant information (e.g., no addresses, etc.). There were no reported consequences or harm, and this attendance sheet was viewed by another UNL faculty member by accident. We promptly reported this to the University IRB and we were given corrective action that included re-training of staff, and providing our home department with additional training regarding the importance of following IRB protocols. de Guzman (PI) and Evaluator (Parra) completed all the necessary steps and incorporated additional measures, including reminders at every Youth Arise meeting thereafter. The university IRB evaluated our efforts as sufficient to address any concerns regarding the issue. What opportunities for training and professional development has the project provided?In Year 5, we were able to provide information directly to 13 middle and high school teachers regarding Youth Arise during an on-campus event. 11 teachers reported plans of using the curriculum when finalized. How have the results been disseminated to communities of interest?We have partnered with UpStarts, another youth Extension program already embedded within the state focused on older (HS) youth and with a common underlying framework of entrepreneurship. Whereas Youth Arise focuses on civic engagement and using entrepreneurship methods to address civic issues, UpStartsis focused on promoting youth connections through youth-adult partnerships and business partnership. Together, we have submitted one conference presentation that will disseminate information about both programs at the annual conference of the United States Association for Small Business and Entrepreneurship (USASBE), currently pending at the time of this submission. We have also conducted a joint traiining as noted earlier, for teachers interested in one or both programs. What do you plan to do during the next reporting period to accomplish the goals?This is the final year, nonetheless, we intend to continue making the program available to interested organizations. Having partnered with UpStarts, which focuses on older youth -- we now have joint efforts for sustainability that will include co-branding of curricula and continued efforts to disseminate information. Elements of the program have also been adopted in other NE Extension efforts to support youth wellbeing, including the use of our curricula for a new program, the Roth Scholars, from Nebraska Extension. Interest in Youth Arise beyond our original target and despite the end of funding speaks to the sustainability of this program.
Impacts
What was accomplished under these goals?
In Year 5, the goal was to edit and revise curricula in preparation for sustainability and scaling. Nonehteless, we continued in person training in response to requests from community organizations. Evaluations proved challenging given that our youth audience found it difficult and stressful completing the measures. Nonetheless, teachers reported positive feedback from youth, including encouraging attendance in school as attending Youth Arise became a motivator for coming to campus. Examples of feedback from teachers include their sharing what they heard from youth: NB: He said he looked forward to Wednesdays for Youth Arise and was there even if he was sick. His mom also said that he was good about making sure to go to school on Youth Arise Wednesdays because he really enjoyed staying after school JT: She said that she loved Youth Arise and was happy she got to experience it and wishes there was Youth Arise next school year too. JC: He said that he loved doing the activities thatJaneplanned out and would also love to participate again in Youth Arise. CV: She said she liked going to Lincoln and making their screen printing shirts. JJ: He said that he enjoyed making the posters for their cause and really liked going to Lincoln to explore the university. JB: She said that she enjoyed going to Lincoln and visiting the university. She said she arrived home determined to become a vet and study at the Animal Science Building. Overall (I think my students were very happy and eager to spend time with you after school and see what new thing you had planned for them. They are still looking forward to Youth Arise to happen again next school year.
Publications
- Type:
Book Chapters
Status:
Published
Year Published:
2024
Citation:
Do, K.A., Parra, G.R., Kim, S., Pillai, S., Choi, E., de Guzman, M.R.T. (2024). Youth Civic Engagement: A Global Perspective. In: Xia, Y.R., de Guzman, M.R.T., Esteinou, R., Hollist, C.S. (eds) Global Perspectives on Adolescents and Their Families. International and Cultural Psychology. Springer, Cham. https://doi.org/10.1007/978-3-031-49230-3_6
|
Progress 09/01/22 to 08/31/23
Outputs
Target Audience:Our target audience in Year 4 included the following: 1) 18 middle school youth who were direct audiences for our program, participating in the program for a total of 12 weeks; 2) 4 family members who directly observed aspects of our program during family night; and 3) the broader professional audiences within Extension, youth development, and the academic community through our efforts in dissemination (e.g., one national conference, one local conference with Extension staff/faculty as the audiences). Additional target audience for academic materials produced from the program (i.e., a book chapter accepted for inclusion in an edited volume to be published by Cambridge University Press) is the broader academic audience and Extension professionals. Changes/Problems:Although we did not plan any changes, challenges around staffing hampered our program.Due to staff loss in our partnering local nonprofit, our second site in Douglas (Norris MS) has been put on pause, pending their onboarding of staff. Loss of funding for a nonprofit we are partnering with in Scotts Bluff resulted also resulted in pause in programming. We have been exploring other venues and anticipate programming in the summer of 2023. It is worth noting that Nebraska currently stands as having one of teh lowest unemployment rates in the country. While low unemployment is welcome news, this has also meant that staffing challenges has plagued numerous institutions in the state. Staff turnoever has been a significant challenge. We have thus shifted our approach to work with graduate students and to work with staff already employed at UNL, as well as partenring with other programs that have some overalp (e.g., entrereneurship) with Youth Arise. We are confident that we are now well positioned to complete the grant as we enterour final year, which represents sustainability and scaling. What opportunities for training and professional development has the project provided?We onboarded and trained two new graduate students this year. In addition we presented this work in one mini-workshop at a statwide Extension conference where we helped audiences understand the program and potential for implementation. We intend to continue this for the rest of the year. Additionally, we presented the program model and program approach at one professional conference.Thus, significant professional development and training occured. Finally, our submission of a book chapter on this topic was accepted and completed the revision process. The editors indicate that final submission to the publishers will be in July 2023. Publication of this chapter will further extend reach and professional developemnt through this program. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?Our team's plan for the rest of 2023 is to continue face-to-face programming into summer and early fall, including a summer camp in Scotts Bluff and one with the Latino Center of the Midlands through Marrs Magnet. If LCM successfully restaffs, we intend to continue programming in both schools in Douglas. We will continue conversations with the State 4-H to facilitate adopting the curriculum into statewide programming. We will also lay the groundwork for a statewide train-the-trainer seminar in preparation for the final curriculum launch in Year 5. Finally, in 2022, our program coordinator (Do) vacated her position. We will explore other potential avenues to hire/maintain staff, including hiring graduate students or student workers, and buying-out current faculty time or summer salaries.
Impacts
What was accomplished under these goals?
We reached 18 youth this year through in-depth programming across ten to twelveweeks. We collected pre-post evaluations. Preliminary analysis indicated no statistically significants shifts, however, small sample size may have impeded ability to detect differences. Furthermore, youth reported challenges in completing the evaluations so it is unclear if lack of changes reflect real lack of effect, small sample size, or challenges with the survey. Further investigation is needed. Nonetheless, youth showed significant engagement, for instance, returning weekly despite non-mandatory attendance and other competing activities in school. Youth completed projects and engaged with program staff and peers. Further refinement of measures will be explored in order to better capture potential impacts.
Publications
- Type:
Book Chapters
Status:
Accepted
Year Published:
2024
Citation:
Do, K. A., Parra, G., Kim, S., Pillai, S., & de Guzman, M. R. T. (accepted). Youth Civic Engagement in a Globalized World. In R. Xia, M. R. T. de Guzman, R. Esteinou, & C. Hollist (Eds.), Adolescents and their families: A global perspective. New York: Springer.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2023
Citation:
Shull, A. & Gustafson, E. (May, 2023). Leadership for Life: Fostering Civic and Community Engagement Among Underserved Youth. Workshop presented at the Annual CYFAR Professional Development Event. Phoenix, AZ.
|
Progress 09/01/21 to 08/31/22
Outputs
Target Audience: In Year 3of this 5-year CYFAR project was focused on implementing our program (Youth Arise), refiningprogram materials, and testing/finalizing evaluation measures/procedures. We were able to conduct in-person programming despite shifting contexts around COVID (e.g., decline and then rises in rates, changes in masking/distancing mandates). We continue to work with partners to explore various avenues for implementation. Our program engages youth in in-depth programming that involves high numbers of contact hours. We implemented one virtual program, one summer camp (n=10 youth, 20 hours over 4 days in Scotts Bluff County) and two afterschool programs in schools conducted in collaboration with the Latino Center of the Midlands (n=18, 10 hours over 10 weeks, Douglas County). We partnered with Nebraska 4-H In the Panhandle region of Nebraska, as well as two public schools and the Latino Center of the Midlands in Douglas County.We are in coversations to continue the programming over the summer of 2022 in both sites. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? We continued ourefforts in promoting our program and recruiting potential facilitators andeducators, including Nebraska Extension 4-H educators, local middle school teachers, and NGO staff. Information about our program resources continue to be refined and are available for potential facilitators(e.g., slides, activities, and scripts) accessible and sharable with potential educators, using cloud storage sites (e.g., Box, OneDrive, Google Classroom). In addition, we made significant efforts in developing dissemination materials to reach broader audiences regarding our program. For example, our team worked with the Nebraska Center for Children, Youth, Families and Schools to develop a video about the program to engage potential partners. This video has now been disseminated online via social media in several UNL units. We also engaged with UNL communciations agencies that released a feature story about our program. This article has also been featured in UNL media. Our team also submitted entries for two conferences presentations(e.g., Omaha Afterschool Conference) in Year 4 and we anticipate that we will be able to further disseminate information about this program and conduct training for other facilitators in the coming year. Our team was also invited to contribute a chapter to an edited volume (under contract with Springer) that focuses on Adolescent Development worldwide, with a focus on critical youth development issues and its interface with family and community life. The team's chapter will be on civic engagement and will include information on Youth Arise as an exemplar of programming withing this area. Finally, the team developed materials for the Nebraska Extension School Enrichment and Out of School Program, which is a collection of resources for teachers and other educators to incorporate enrichment activities into their curricula. We developed 4 lesson plans for "Games for Change" (focused on branches of government) and one lesson plan on media literacy. We anticipate that providing these materials and shorter resources/programs will be an effective way of providing a sample of our program to encourage adopting the full program; and that this trunkated version can be a potential avenue for sustainability. How have the results been disseminated to communities of interest? Although we have no results disseminated in 2021-22, we continue to pursue opportunities to share findings from our procedures (e.g., lessons learned, best practices); as well as refining evaluation in order to disseminate results in the future. What do you plan to do during the next reporting period to accomplish the goals?The pandemic posed challenges to our program with regard to accessing sites and condcuting face-to-face programming. However, that challenge also helped our team develop alternatives to our programming and incorporate flexibility in our materials and structure. As a result, we have a current program for which we have experiences/materials that is intended for both virtual and face-to-face teaching. We also have a progrma that can be delivered across various ranges of time (e.g., 10 hours, 20 hours) and schedules (e.g., over 10 weeks, over 4 days). Moving forward, we have the folowing planned steps: continue engaging partners and dialogue on how best to deliver the programs conduct programming with the final evaluation procedures that have now been refined and approved by the IRB explore other potential sites that would be willing/interested/able to implement the program explore a range of sustainability steps including revisions to the curriculum/program so that Youth Arise can be maintained with little additional resources (e.g., create kits that can be utilized to deliver the program) disseminate information through local/university press and implement train-the-trainer meetings to support facilitators' abilities to implement the program -- contirbuting to sustainability and scalability of the program
Impacts
What was accomplished under these goals?
Goal 1. The project will promote youth participants' civic knowledge and skills, critical thinking and communication skills, civic attitudes, and civic behavioral engagement. Objectives Youth will increase their civic knowledge and skills as assessed by validated scales. Youth will improve their critical thinking and communication skills as assessed by validated scales. Youth will promote their civic attitudes and behavior as assessed by validated scales. Utilizing initial findings from testing the measures in the previous reporting year, we refined evaluation protocols (e.g., survey, procedures) and gathered information about how best to collect data for actual implementation. Based on this information, we revised data collection protocols for the UNL Institutional Review Board and successfully obtained approvals. We now have the finalized measures and set of procedures to collect data that we believe will allow for a rigorous assessment of impact, but also reflects flexibility so that it can be implemented in various sites without placing undue burden on sites and program partners (e.g., waiver of parental consent, procedures for sending informational materials to parents/guardians that will follow standard operating procedures of each site). Goal 2. The project will increase community capacity that leads to sustaining this program. Objective • Businesses, local organizations, middle school teachers, and Extension educators become involved in program efforts as evidenced by their volunteer or service hours that they provide. We expanded our attempts to engage new partners that we had started in earlier reporting years. Site coordinators (Stephanie Thorson, Nathan Rice) and Program Coordinator (Anh Do) worked directly with community partners to implement the program in the reporting year. As a result, two programs were conducted in collaboration with a local non-profit organization (Latino Center of the Midlands) in two of their afterschools sites. Our Program Coordinator worked alongside the staff members of the Latino Center of the Midlands while delivering programming. After successful programming, leadership of the Latino Center of the Midlands have begun engaging with our team to explore how/when we can repeat this program within the next year. Our team also began dialogues with a new potential partner, namely the Kroc Center (Omaha - Douglas County Site). We are engaging in conversations and gathering information to assess whether this is a viable partner. Finally, we explored a potential partnership with the Youth Leadership Program of the Guadalupe Center (Scottsbluff - Scotts Blufff County Site). Although there was a very positive reception to the program, the Youth Leadership Program was discontinued this year due to challenges with funding. Our team continues to explore potential partners. Goal 3. The project will increase community capacity for supporting engaging youth as active and civic-oriented members of their communities. Objective • Youth participants become involved in civic and community engagement activities as evidenced by their volunteer or service hours that they provide. Thus far, our efforts have focused on laying the foundation for this program. Thus, efforts have been focused on building partnerships, refining evaluation measures, revising program approaches. In the current reporting year, we engaged in dialogue potential partners and explored various avenues for program delivery. Programming involves engaging youth in exploring current issues faced by their communities and ideating potential solutions. As we move forward with the program, we anticipate that we will be able to focus more on fully engaging youth in potentially implementing their solutions and/or contributing to their communities in alternative ways.
Publications
- Type:
Journal Articles
Status:
Other
Year Published:
2022
Citation:
Choi, J.K., Kim, S., Do, K.-A., de Guzman, Parra, G., M., Rice, N., Thorson, S., Larson, A., Yang, Z., & Guzman, J. Virtual youth civic engagement programming: Using the Lean Startup process framework. Journal of Extension. (Received rejection, thus team is revising for resubmission elsewhere)
- Type:
Book Chapters
Status:
Accepted
Year Published:
2023
Citation:
Do, K.A.., Parra, G., Kim, S., Pillai, S., & de Guzman, M. R. T. (invited, date TBD). Youth Civic Engagement in a Globalized World. In R. Xia, M. R. T. de Guzman, R. Estianao, and C. Hollist (Eds.)., Adolescents and their families. New York: Springer.
|
Progress 09/01/20 to 08/31/21
Outputs
Target Audience:Year 2 of this 5-year CYFAR project was focused on launching our pilot program (Youth Arise). This year, we transitioned from in-person camps to virtual programs while continuously working with local schools and afterschool programs. According to the state guidelines and restrictions, we were also able to implement an in-person summer day camp. Five programs (3 virtual afterschool and 2 face-to-face summer camp programs) were conducted. A total of 52 youth participants engaged in our programs. Most of them were from high-poverty areas and/or families with diverse backgrounds. The first pilot program was delivered online (via Zoom) through Nebraska 4-H Boredom Buster Challenge which was led by our staff (Andy Larson). A total of 20 youths participated in the program. Among them, 12 participants (6-8 grades) were engaged in the program synchronously via Zoom, and 8 students participated asynchronously in the program through YouTube channels. All participants were non-Hispanic, White students (6 male and 6 female). This event was implemented on July 29, 2020; however, it was not included in our progress report in the past year. On October 23, 2020, a mini-session for Youth Arise was conducted by the Omaha site coordinator (Stephanie Thorson) through a series of virtual and at-home learning sessions titled "Fun with 4-H Fun Fridays." This introductory session for youth civic engagement included one student and his parent. From March 29 to April 1, 2021, a virtual afterschool program was conducted in Minatare Middle School. The project coordinator (Anh Do) facilitated the program and the Scottsbluff site coordinator (Nathan Rice) recruited students. A total of 4 students (all female) took part in the program. Although we could not gather individuals' information, 93% of students in Minatare Middle School are economically disadvantaged and eligible for free or reduced-price lunch programs. From July 12 to 14, 2021, we run brainstorming sessions with high school students from Upward Bound at University of Nebraska-Lincoln. These sessions aimed to explain Youth Arise, obtain feedback for the current program, further develop learning activities (e.g., topics of interest, research and presentation methods), and recruit potential volunteers. The project coordinator (Anh Do) facilitated the sessions that a total of 16 students (4 female, 5 male, 9 unknown) participated in. Most of the students were Asian or African-American. Based on the partnership with First Lego League delivered by Nebraska Extension Scotts Bluff County, we implemented an in-person summer camp from July 26 to 29, 2021. The project coordinator (Anh Do) facilitated the program and the Scottsbluff site coordinator (Nathan Rice) recruited students. A total of 11 students (9 male, 2 female) took part in the program. Half of the students in Bluffs Middle School are from ethnic minority groups (majority Hispanic) and 54% receive free and reduced lunch assistance. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?We have made efforts to promote our program and recruiteducators, including Nebraska Extension 4-H educators and local middle school teachers. We have createdour curriculum and teacher resources (e.g., slides, activities, and scripts) accessible and sharable with potential educators, using cloud storage sites (e.g., Box, OneDrive, Google Classroom). The video recordings of our virtual program will be used for training purposes. We will provide support and assistance in learning and delivering Youth Arise from Years 3 to Year 5, integrating it into 4-H programming or using an after-school platform. We are prioritizing sustainability and will focus on building leadership among community partners and strengthening collaboration to create environments for project sustainability at the onset. How have the results been disseminated to communities of interest?We continue to discuss with local schools that can potentially implement our curricula into an existing workplace writing course as the capstone project. For sustainability purposes, we will look for similar opportunities going forward as schools become more familiar with our team and the impactful lessons we are developing. Finally, the team will continue to extend partnerships within and across the state and sustain project funds. What do you plan to do during the next reporting period to accomplish the goals?Our team's plan for the next reporting period is to continue to adapt our curriculum by delivery methods and deliver the program through both online and in-person learning platforms. For these upcoming programs, our team will ensure that students and their parents receive informed consent and assent forms at the time of registration. As planned, we will conduct pre- and post-program evaluations and collect data. Our team believes that the pandemic has provided us with an opportunity to create both online and in-person programs. This will enable us to make the program more accessible and available to youth participants in high poverty areas, allowing us to have a greater impact on Nebraska's disadvantaged youth and communities.
Impacts
What was accomplished under these goals?
Goal 1. The project will promote youth participants' civic knowledge and skills, critical thinking and communication skills, civic attitudes, and civic behavioral engagement. Objectives Youth will increase their civic knowledge and skills as assessed by validated scales. Youth will improve their critical thinking and communication skills as assessed by validated scales. Youth will promote their civic attitudes and behavior as assessed by validated scales. We collected data on youth participants' civic knowledge and skills, critical thinking and communication skills, civic attitudes, and civic behavioral engagement. Youth participants in our pilot programs completed their pre- and post-program surveys (paper-pencil). Our graduate student researcher coded all information and stored it in a secured database. We are currently analyzing the data and will report findings soon. Goal 2. The project will increase community capacity that leads to sustaining this program. Objective Businesses, local organizations, middle school teachers, and Extension educators become involved in program efforts as evidenced by their volunteer or service hours that they provide. The Omaha site coordinator (Stephanie Thorson) and project staff have been establishing partnerships with local schools including Lewis & Clark Middle School as well as Civic Nebraska, Nebraska Civic Engagement Table, Beyond School Bells, and Latino Center of the Midlands. In an effort to find community site partners we considered schools and other youth-serving organizations in Douglas-Sarpy Counties where middle school youth are participants and a civic engagement program would help the community site meet their programming goals as well. We learned that local libraries were not an ideal site as Youth Arise does not have a literacy focus. Continuing to network with other youth-serving agencies and schools we found that Latino Center for the Midlands was very interested in incorporated civic engagement education in their programming for middle school youth in the afterschool program setting. We sought to build partnership through clear communication, developing promotional flyers specific to Douglas-Sarpy Counties, and providing potential partners with descriptions of the curriculum, including possible topics and activities that could be offered to the youth participants. We met with local partners via zoom and worked with them to design a pilot program that would fit best with their existing program structure, such as offering options for how long the sessions are, how frequently they are offered, and optimal delivery modes. Also, 4-H support staff in Douglas-Sarpy Counties promoted the Youth Arise program via 4-H social media outlets, sharing the opportunity for middle school youth. We have reached out and invited community leaders, nonprofit organizations, businesses, and policymakers (e.g., Senator Anna Wishart, Senator Adam Morfeld) as guest speakers and for potential field visitation sites. Additionally, our Scottsbluff site coordinator (Nathan Rice) and project staff have been establishing partnerships with local schools including Minatare Junior High School, Bluffs Middle School, Western Nebraska Community College, and Guadalupe Center as well as Scotts Bluff County 4-H and Nebraska Extension Scotts Bluff County. Goal 3. The project will increase community capacity for supporting engaging youth as active and civic-oriented members of their communities. Objective Youth participants become involved in civic and community engagement activities as evidenced by their volunteer or service hours that they provide. We have focused on building community capacity to supporting engaging youth as active and civic-oriented members of their communities through outreach and invitations to community leaders, nonprofit organizations, businesses, and policymakers (e.g., Senator John Stinner) as guest speakers and potential field visitation sites. These efforts will encourage young people to participate in civic and community engagement activities. However, we were unable to elicit evidence such as their volunteer or service hours in Year 2. We will continue to strengthen our community partnership in the future.
Publications
- Type:
Journal Articles
Status:
Under Review
Year Published:
2021
Citation:
Choi, J.K., Kim, S., Do, K.-A., de Guzman, Parra, G., M., Rice, N., Thorson, S., Larson, A., Yang, Z., & Guzman, J. Virtual youth civic engagement programming: Using the Lean Startup process framework. Journal of Extension. Submitted on February 15, 2021.
|
Progress 09/01/19 to 08/31/20
Outputs
Target Audience:Target audiences comprise 7th- and 8th-grade youth who reside in high-poverty areas in Nebraska. Socioeconomically disadvantaged children from racial and ethnic minority groups are considered a priority.Year 1 of this 5-year CYFAR project was primarily focused on planning for our youth civic engagement camp program across two community sites, Scotts Bluff and Douglas counties. In this planning year, our team hasnot directly reached out to youth audiences.For the past nine months from September 1, 2019 to May 31, 2020, we dedicated to: (a) building collaborative relationships among the project team, University of Nebraska-Lincoln (UNL), Nebraska Extension, Civic Nebraska, and community partners and (b) designing a culturally sensitive youth camp program adapted from the two evidence-based curricula--iCivics and Lean LauchPad. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Our project has provided training for four doctoral students from UNL Child, Youth and Family Studies--Kennedy, Liu, Smith, and Pillai--participated the project in Year 1. They learned civics education and youth leadership programs, experienced iCivics online games, conducted critical reviews on each curriculum including specific learning modules and components, and provided feedback. Their participation heavily relied on curriculum development in Year 1. They are also expected to contribute to the process of establishing community partnerships and coordinating internal and external meetings as well as a continued development of curriculum and evaluation. Below is a list of graduate students trained under this project in Year 2. Name Level Person Month Contribution Olivia Kennedy Graduate 1.5 External communication Donger Liu Graduate 1.5 Internal communication John Smith Graduate 1.5 Curriculum development Shruti Pillai Graduate 1.5 Evaluation How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?Year 2 of the project will involve a continued programming and implementation. We will recruit a cohort of 20 students from each community site from Douglas and Scotts Bluff counties and deliver a 5-day camp program in these community sites. A mixed-method evaluation will be used. The pre- and post-program evaluation--based on CYFAR common measures--will occur synchronously with programming. One-month and three-month follow-up assessments and focus group interviews will be also conducted three months after completion of the program. It should be noted that our first program will be implemented in June and July 2021 with two cohorts (a total of 40 students) because we use a summer camp model. The major change is that we will hire a part-time program facilitator/lead instructor who can be completely devoted to the program implementation and coordination, instead of using two GRAs' hours. Except for this, our Budget Narrative (attached) indicates no significant difference. No other changes in key personnel or activities are expected. Below is a list of activities that our team will conduct: Sustain partnerships in community and statewide coalitions Hold regular advisory board meetings via an online conference platform Refine the program curriculum and evaluation based on feedback Develop program manual, training materials, and technical assistance Revise promotional materials and marketing plans with community partners Recruit 1 project assistant per site and 5 volunteer mentors (college students) per site Recruit 20 middle-school students per site Finalize logistics with community partners and schools Examine technology information system Provide staff training, technology, and information system support Implement a summer-camp program per site (i.e., a total of 2 camps and 40 students) Conduct baseline and follow-up assessments; and focus group interviews Collect data and assess program outcomes using quantitative and thematic analyses Report key findings to the advisory board and current/potential community partners, relevant audiences including middle schools, businesses, community organizations, 4-H Extension, statewide coalitions, and other scholarly venues Disseminate program manual and technical assistance
Impacts
What was accomplished under these goals?
Goal 1. The project will promote youth participants' civic knowledge and skills, critical thinking and communication skills, civic attitudes, and civic behavioral engagement. Goal 2. The project will increase community capacity that leads to sustaining this program. Goal 3. The project will increase community capacity for supporting engaging youth as active and civic-oriented members of their communities. Year 1 of this 5-year CYFAR project was primarily focused on planning for our youth civic engagement camp program. No accomplishments under Goal 1 and 3 should be reported. Regarding Goal 2,our team efforts contributed to increasing community capacity forprogram sustainability while (a) building collaborative relationships among the project team, University of Nebraska-Lincoln (UNL), Nebraska Extension, Civic Nebraska, and community partners and (b) designing a culturally sensitive youth camp program adapted from the two evidence-based curricula--iCivics and Lean LauchPad. Establishing a collaborative team across the state, we hired graduate research assistants (GRA) and provided them orientation and trainings, recruited advisory board members, and held both internal and external meetings. Three doctoral students--Olivia Kennedy, Donger Liu, and Shruti Pillai contributed to the development of curriculum and program evaluation. A doctoral student, John Smith recently joined the team. Kennedy and Liu served as communication coordinator and Pillai as evaluation assistant. Smith participated in the process ofcurriculum development. Reaching out civics education and instructional experts, we recruited four advisory board members--Catherine Johnston (NE 4-H Youth Leadership Educator), Julia Larsen (UNL Instructional Design and Technology Specialist), Kent Day (Civic Nebraska, Youth Civic Leadership Director), andCharity Iromuanya (Civic Nebraska, Youth Leadership Program Manager). Below is a list of meetings that we held in Year 1 to date: Biweekly meetings of investigators: Evan Choi (PD), Surin Kim(Co-PD), Maria de Guzman (Co-PD), Gilbert Parra (Evaluator), Leodegario Sierra (Site Coordinator), Andrew Larson (IT Specialist), and Julia Larsen (UNL Instructional Design and Technology Specialist) Meetings with Extension and 4-H program educators in target sites, including: Douglas County: Brett Krefels (Urban Program Coordinator), Tiffany Session (4-H Educator), Taylor Wickham (4-H Educator Assistant), and Linda Reddish (Extension Educator) Scotts Bluff County: Jackie Guzman (Lead Educator) and Leodegario Sierra (Educator Assistant) Lancaster County: Tracy Anderson (4-H Program Coordinator) Orientation meetings with graduate research assistants: Olivia Kennedy (UNL doctoral student) and Donger Liu (UNL doctoral student) Consultation meetings with a youth civics educator: Catherine Johnston (4-H Youth Leadership Educator) Kent Day (Civic Nebraska, Youth Civic Leadership Director)andCharity Iromuanya (Civic Nebraska, Youth Leadership Program Manager) Consultation meetings with information technology specialists: Brian Willson (UNL Instructional Design Specialist) Julia Larsen (UNL Instructional Design Specialist) A CYFAR coach meeting with Autumn Guin (Coach & Evaluation Consultant) One of the challenges that we faced in Year 1 was that two Extension educators initially included in our proposal left Nebraska Extension. Euwanda Jennings (Douglas County 4-H) retired early and Dagen Valentine (IT specialist) transitioned to a new career. Nebraska Extension recently hired Andrew Larson (4-H Innovation and Entrepreneurship) and he joined our project team. Douglas County also hired Stephanie Thorson who would start on June 1 with our project. In the meantime, Brett Kreifels (Douglas 4-H program coordinator) is currently serving as a site coordinator in our project. When it comes to program design and development, our team conducted critical reviews on existing youth civics programs such as iEngagement (Baylor University) and We the People (Nebraska Extension) and examined curriculum components and learning activities embedded in iCivics and LeanLauch Pad. Adapting from these aforementioned curricula, we were able to develop a tentative youth camp program model, Nebraska Youth Civic Engagement Summer Camp: Version 1.0. While actively seeking and reflecting feedback from advisory board members, we will continue to refine our program for the next 6 months. On behalf of program evaluation, we developed a mixed-method evaluation plan and a quantitative interview questionnaire and quantitative instruments using CYFAR common measures. The overall evaluation procedure with conducting pre- and post-test assessments, follow-up surveys, and focus-group interviews were discussed. All research and evaluation processes were reviewed and approved by UNL institutional review board (IRB). Below is a list of activities that our team conducted in Year 1 to date: iCivics (evidence-based program): All including investigators and GRAs registered the iCivics.org and played simulation games, shared feedback, and chose top three modules most relevant and feasible to our target population. Lean LaunchPad (evidence-based program): Learned entrepreneurship methodology, adopted key principals, and incorporated problem identification and solving techniques in our camp program. iEngagement: Conducted critical reviews on iEngagement curriculum (e.g., camp schedule, recruitment, specific activities) and implementation. We the People: Reviewed individual and group activities for civic skills and leadership development. IRB approval: All research and evaluation plans were reviewed and approved (see the attached letter of IRB approval for details).
Publications
|
|