Progress 04/10/20 to 10/09/22
Outputs
Target Audience:The target audience included nine undergraduate students who participated in the Rural Youth Fellowship program, 13 undergraduate students completing a summer UF IFAS Extension Internship who served as the comparison group, nine 4-H county extension faculty, and nine graduate student mentors, each assigned to one undergraduate fellow. Described as the FYCS Rural Youth Fellowship, applications were accepted from undergraduate students from throughout the college beginning in Fall semester 2020. Approximately 10 students were selected as fellows with one student declining the offer of acceptance. Working closely with the University of Florida's IFAS Extension Summer Internship program, extension faculty from rural locales in the state were recruited to participate in the program and matched with rural youth fellows. To support project development, nine graduate students from the department of Family, Youth and Community Sciences were recruited to serve as student mentors. Mentors met regularly with their undergraduate fellows and provided guidance, support, and encouragement. Demographics: All undergraduate rural youth fellows were female, primarily in their 4th year of college study, with seven aged 19-21 and two aged 22-24. Racial demographics reflected diversity as three fellows identified themselves as Black or African American, one Hispanic/Latino and five White. Demographics for the comparison group of undergraduate students participating in the summer extension internship program (n = 13) were primarily female (~60%), about 20 years of age, and most identified as White (~60%). Rural extension faculty were between the ages of 30 and 60, and primarily identified as female (78%), and White (78%). Finally, graduate student mentors were between the ages of 27 and 54, and primarily identified as female (78%) and White (78%). County Profiles: Each rural county in which fellows were disseminated had their own unique sets of strengths and challenges. Seven of the nine counties experienced substantially higher rates of poverty (Data USA, 2019) than the national average of 11.4% (U.S. Census Bureau, 2020). Additionally, six of the nine counties reported higher rates of obesity and overweight status than Florida's average of 64.4% (Behavioral Risk Factor Surveillance System, 2019). According to the Florida Youth Substance Abuse Survey (FYSAS), on average, the counties that took part in the Rural Youth Fellowship reported higher rates of high-school students experiencing four or more Adverse Childhood Experiences (ACEs; 22.67%) when compared to Florida's statewide average (21.8%). Changes/Problems: The Covid-19 pandemic hindered a deepened sense of camaraderie from forming as celebratory banquets and Happy Hour chats facilitated within the Hub were virtual. Mentoring relationships between graduate student mentors and fellows faced a similar issue as each meeting was virtual, therefore not allowing for the disarming and informal nature of an in-person meeting. Two fellows were unable to take part in the required coursework due to scheduling conflicts. However, the course instructor worked with them separately to prepare their summer service-learning project. While Goal 2 indicated that graduate student mentors would be recruited from within an advanced community engagement course, this course was not offered during the semester of recruitment, therefore graduate student mentors were recruited from the general FYCS graduate school student body. Not all undergraduate rural youth fellows were able to take the required preliminary coursework. 1. Recruitment was to occur over the summer to ensure student enrollment in the required Fall semester course. However, recruitment was delayed until the Fall semester, too late for course registration. 2. Recruitment was expanded to include non-majors who would not have had the prerequisites for the required preliminary courses. All students had foundational social science coursework in FYCS, psychology, sociology, or education. Some students opted to earn internship/practicum credit for the experience and had to complete the service-learning experience over a longer period (12 weeks rather than eight) due to department requirements for earning academic credit for practicum. Not all counties where students were assigned were designated as rural; however, students generally worked in the rural/ agricultural communities that resided in regions outside of the metropolitan city limits. What opportunities for training and professional development has the project provided?The FYCS Rural Youth Fellowship program was developed as a training and professional development program for undergraduate students to increase the number of graduates prepared to work as youth development professionals in rural communities. Training included coursework in youth and community engagement and Cooperative Extension. Fellows were required to develop a rural youth service-learning project and were assigned as a summer intern to a rural county in the state to implement the project. Coursework focused on the strategies to implement and evaluate research that aids in the resolution of community issues and improves decision-making skills as they relate to community issues. In addition, coursework focused on exposing students to the dynamics of Cooperative Extension and develop a better understanding of the positive influence Extension has on people's lives, the local community, the state, and the country. How have the results been disseminated to communities of interest?The project evaluation results were recently presented at an international professional conference on adolescent research: Forthun, L.F., Michael, A., Galindo, S., Pracht, D., Fogarty, K., Doty, J., & Kersey, E. (2022). Building steps to success: An evaluation of the University of Florida rural youth fellowship. Poster presented at the biannual meeting of the European Association for Research on Adolescence, Dublin, IE. A description of the project with vinettes of student experiences was included in the department of Family, Youth and Community Sciences' annual impact report: UF/IFAS Family, Youth and Community Sciences (2021). The FYCS Rural Youth Fellowship Completes First Year (p. 20). Making an Impact 2020-2021. UF/IFAS FYCS. https://fycs.ifas.ufl.edu/media/fycsifasufledu/2020/ImpactReport2021.pdf What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Impact Statement FYCS Rural Youth Fellowship program was developed to increase the number of college graduates prepared to work as youth development professionals in rural communities. Participation in the fellowship included coursework in youth and community engagement, development of a rural youth service-learning project, and assignment as a summer intern to a rural county in the state to implement the project. A diverse group of nine students were selected. Service-learning project included educational programs focused on environmental education and stress management, as well as projects focused on enhancing volunteer and community engagement. Evaluation results suggest that the fellowship experience provided opportunities to engage with rural youth, increased student's appreciation of rural communities, and enhanced leadership, planning, and cultural competence. 1.a Recruitment Undergraduate students were primarily recruited from courses offered by the Departments of Family, Youth and Community Sciences and Agricultural Education and Communication at the University of Florida in the Summer-Fall of 2020. Recruitment efforts included the development of a recruitment webpage posted on the academic unit's website, a recruitment flyer for posting or distribution, recruitment emails distributed via student listservs, academic advisers, or course management systems, and a recruitment script that could be read by course instructors during class announcements. Interested students were directed to an online application where they provided contact information, an updated resume, and a description of their interests and academic experiences. Eligibility included junior or senior status, minimum 3.0 GPA, and coursework relevant to youth and families. Applications were review by the project directors and selected students were notified via email. 1.b Coursework In spring 2021, undergraduate fellows were required to take two courses: a 1-credit Building a Foundation for Extension Internship Success course taught by an Extension Specialist, and a 3-credit Engaging Communities for Decision Making course led by faculty in the Department of Family, Youth and Community Sciences. While both courses focused on the student's summer experience, the community engagement course provided the guidance and support for developing the summer service-learning project. Post course assessments were voluntarily completed by all undergraduate students in each course, and statistical comparison revealed no statistically significant differences between classes on perceived learning, active learning, personal relevance, and overall classroom climate. Likewise, there were no statistically significant differences between ratings of the rural youth fellows and other students who were taking the courses. Overall, average class ratings suggested: a) the courses provided useful skills and knowledge, b) had a positive impact on learning, and c) students could think of tangible ways to put their learning experience into future practice. Health restrictions on the university campus required that most students participated in the courses virtually, and as a result, fellows were less likely to report that they had relationships or conversations with classmates outside of class. 2.a Summer Project Planning with Extension Faculty As part of their coursework, fellows were required to identify key issues facing youth and families within their assigned rural counties. To facilitate this process, fellows were introduced early in the semester to the county Extension faculty member who would be supervising their summer service-learning projects. Students were provided an opportunity to meet virtually with their summer supervisors on a weekly basis throughout the semester. Post course ratings of interactions with summer supervisors showed that students felt that their summer supervisors: a) guided them in selecting an appropriate project, b) answered all their questions, and c) were able to meet with them when needed. 2.b Graduate Student Mentoring Fellows were also matched with FYCS graduate student mentors who assisted and supported them as they identified social issues and developed a community action plan. While students did not report a significant number of interactions with mentors due to in-person restrictions, post course ratings of interactions with mentors showed that students: a) felt their mentors were sincerely interested in their academic success, and b) that they were comfortable asking them questions. In addition, a post course focus group with all nine graduate mentors showed that they found they were most helpful in assisting with project related assignments and facilitating communication with their summer supervisors. 3.a Rural Youth Fellowship Service-Learning Project Most students completed the rural youth fellowship experience within the ascribed 8-weeks; however, a small number of fellows aligned the experience with their required academic practicum, completing the project part-time over the course of 12 weeks. Projects included educational programs focused on financial literature, nutrition, environmental education, and stress management. Other projects focused on enhancing volunteer engagement and improving community partnerships. Focus groups conducted separately with both rural youth fellows and their summer supervisors showed that the fellows described a) an increased appreciation for rural life and b) awareness of Extension as a viable career. Summer supervisors described how the students were able to bring enthusiasm, new ideas, knowledge of social media, and other intangibles that were instrumental in the successful completion of their projects. ?3.b Enhancing youth development professional skills Each fellow carried out project activities which required direct communication with youth, parents, community residents, and other extension professionals. Evaluation of the development of core youth development competencies among the fellows included both quantitative and qualitative assessment. Quantitative assessments measured improvements in the skill areas of safety and wellness, professional development, and leadership, learning environment and curriculum, and youth development knowledge. Statistical analysis of pre and post testing scores among the nine fellows showed statistically significant improvements in two areas: professional development and leadership (pre M = 4.38, SD = .72, post M = 4.86, SD = .28; t(8) = 2.19, p = .06) and learning environment and curriculum (pre M = 4.17, SD = .71, post M = 4.52, SD = .50; t(8) = 3.12, p = .01). Summer supervisors were also asked to complete a youth development competency measure using a post, then pre- design. Statistical analysis showed that the summer supervisors reported statistically significant improvements in safety and wellness (pre M = 3.79, SD = .85, post M = 4.07, SD = .72; t(6) = 2.52, p = .05), professional development and leadership (pre M = 3.80, SD = .86, post M = 4.71, SD = .51; t(6) = 3.06, p = .02), learning environment and curriculum (pre M = 3.29, SD = .82, post M = 4.39, SD = .76; t(6) = 8.39, p < .001). Analysis of the focus groups with fellows and supervisors also showed growth in several core youth development professional skills: a) observing group dynamics and adapting program activities, b) formal program evaluation, c) impromptu alternative/observational evaluation, d) respect for ideas and e) understanding one another.
Publications
- Type:
Other
Status:
Published
Year Published:
2021
Citation:
UF/IFAS Family, Youth and Community Sciences (2021). The FYCS Rural Youth Fellowship Completes First Year (p. 20). Making an Impact 2020-2021. UF/IFAS FYCS. https://fycs.ifas.ufl.edu/media/fycsifasufledu/2020/ImpactReport2021.pdf
- Type:
Websites
Status:
Other
Year Published:
2021
Citation:
UF/IFAS Family, Youth and Community Sciences (2020). FYCS Rural Youth Fellowship. Department page: https://fycs.ifas.ufl.edu/rural-youth-fellowship/ (inactive)
- Type:
Journal Articles
Status:
Other
Year Published:
2022
Citation:
Forthun, L.F., Pracht, D., Fogarty, K., Galindo, S., & Doty, J. (in preparation). Building steps to success: An evaluation of the University of Florida rural youth fellowship. Target: Extension-related professional journal.
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Progress 04/10/21 to 04/09/22
Outputs
Target Audience:In total, the target audience in this reporting period included nine undergraduate fellows, nine rural 4-H extension agents, and nine graduate student mentors. All undergraduate rural youth fellows were female, primarily in their 4th year of college study, with 7 aged 19-21 and 2 aged 22-24. In addition, 3 fellows identified themselves as Black or African American, 1 Hispanic/Latino, and 5 White. Extension Agent supervisors who self-reported demographics indicated that 4 were between the ages 30-45 and 2 were between the ages 46-60. Fourself-reported their racial group asWhite, 1 Asian or Asian American, and 1 Black or African American (3 did not self-report demographic information). Changes/Problems:No major changes or problems have occurred. While small changes and accommodations have been made, they have not resulted in any significant deviation from the proposed project. It should be noted, however, that changes in University proceduresdue to the Covid-19 pandemic led to many activities occuring virtually. While rural youth fellows were able to complete their required coursework and engaged with graduate mentors, the virtual experience was not able duplicate the sense of camaraderie that forms when participants are able to engage face-to-face. However, changes in university procedures allowed all rural youth fellows to complete their summer service-learning ruralyouth projects in person in each county. What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest?The data collection phase of the project evaluationis complete and analysis is ongoing. A full description of the results will be provided in the final report. However, preliminary findings have been submitted to several youth development academic conferences for presentation. Manuscripts for publication are in preparation. What do you plan to do during the next reporting period to accomplish the goals?All activities related to project goals have been completed. Moving forward, the focus will be on the comprehensive analysis of data collected from the evaluative assessments, both quantitative and qualitative. Data preparation and preliminary testing has begun and will be followed by formal testing of project-related outcomes and impacts. A full presentation of the results will be providedin the final report
Impacts
What was accomplished under these goals?
In this reporting period, the undergraduate fellows implemented their proposed youth projects in the rural counties they were assigned. Projects varied and ranged from environmental education to youth resilience. In addition, the project evaluation plan was implemented, which included quantitative and qualitative assessments of project goals/objectives. Data analysis is ongoing and project outcomes and impacts will be summarized in the final report. Progress Towards Meeting Goals and Objectives 1.1. During the fall 2020 semester, a diverse group of 9 cisgender female undergraduate students were admitted into the Rural Youth Fellowship project (5 White; 3 Black or African American; 1 Hispanic/Latino). All students were undergraduates majoring in either Family, Youth and Community Sciences or Agricultural Education and Communication in the College of Agricultural and Life Sciences at the University of Florida. Most were between the ages of 19-21 (70%) and were either in their third or fourth year of college. The demographic data suggest that we were successful in recruiting a racially/ethnically diverse group of students. While the academic units that were the target of recruitment were predominantly composed of cisgender female students, the data suggest that our recruitment efforts could be improved to attract a more diverse applicant pool. 1.2. In spring 2021, undergraduate fellows were required to take two courses: a 1-credit Building a Foundation for Extension Internship Success course taught by Dr. Charlotte Emerson, and a 3-credit Engaging Communities for Decision Making course led by Dr. Dale Pracht and Kate Fletcher. The foundations course was designed to equip students with knowledge not only about Extension, but also about the communities in which Extension is present and the state of rural life in Florida. The community engagement course provided students with readings and assignments which outlined ways to understand and engage the communities in which students may find themselves and provided the guidance and support for developing their summer rural youth community project. Post course assessments were voluntarily completed by undergraduate fellows and preliminary data suggest that fellows reported: a) the courses provided useful skills and knowledge, b) had a positive impact on learning, and c) they could think of tangible ways to put their learning experience into future practice. On the other hand, health restrictions on the university campus required that most students participated in the course virtually. As a result, fellows were less likely to report that: a) they had frequent conversations with classmates outside of class or that b) they developed a significant relationship with another student in the class. These preliminary findings suggest that the fellows benefited from the coursework and that they found the material directly applicable to their projects and future professional practice. 2.1. In the course Engaging Communities for Decision Making, fellows were required to identify key issues facing youth and families within their assigned rural counties. To facilitate this process, fellows were introduced early in the semester to the Extension agents who would be supervising their summer service-learning projects. Together, they selected a current issue which the student used as the foundation for developing their rural youth project proposals. Project proposals focused on a variety of issues including nutrition, community engagement, and financial literacy. In addition, projects were proposed to assist in the recruitment and retention of 4-H volunteers, the promotion of wellbeing among military youth, Juntos programming which promotes success among Latino/ayouth, and a Junior Water Academy which engages and educates students regarding water stewardship. Post course assessments of their interactions with extension agents were voluntarily completed by undergraduate fellows. Preliminary data suggest that extension agents: a) guided them in selecting an appropriate project, b) answered all their questions, and c) were able to meet with student when needed. In fact, the median response to these questions was 5 on a 1 to 5 scale. The preliminary results suggest that the extension agent supervisors were instrumental in the success in achieving this objective. 2.2. Graduate students in the department of Family, Youth and Community Sciences at the University of Florida were recruited as mentors and assigned to fellows. The mentorship process took place throughout the Spring and Summer semesters as fellows and mentors met periodically. Graduate mentors provided support and guidance regarding the conception and completion of fellows' projects, as well as how to establish and maintain professional communication between fellows and their assigned supervisors. Post course assessments of the fellows' interactions with graduate mentors were voluntarily completed. Preliminary data suggest that fellows a) felt that their mentor expressed sincere interest in their academic success, and b) were comfortable asking questions. In addition, virtual focus groups were conducted separately for Rural Youth Fellows and graduate mentors. Preliminary results suggest that mentors spent time getting to know the fellow, assisted in the creation and refinement of instruments, and facilitated communication between fellows and their assigned extension agents creating a "smooth transition" into the summer service-learning experience. 3.1. All nine rural youth fellows completed their rural youth service-learning experience. As a paid internship through the UF IFAS Extension Internship program, students were able to work full-time for eight weeks to complete their projects. Two students requested to extend their internship for an additional four weeks to comply with departmental requirements for internship credit. A preliminary analysis of focus group data from the rural youth fellows following their rural youth service-learning experience showed that a) an increased appreciation for rural life and b) awareness of Extension as a viable career. Discussions surrounding major shifts in opinions and understanding of Extension and an interest in the needs of rural communities occurred during the focus group as well. The goal of this project was to equip and motivate qualified students from the University of Florida to work in rural areas to improve the overall wellbeing of rural youth. These initial, qualitative findings seem to support this goal as nearly all fellows indicated considering Extension as a career and two students reported applying for an Extension position following graduation. 3.2. A secondary goal of this project was to enhance the youth development professional skills of fellows to equip them to address the unique challenges of rural youth. Each fellow carried out project activities which required direct communication with youth, parents, community residents, and other extension professionals. Evaluation of the development of core youth development competencies among the fellows included both quantitative and qualitative assessment. While the quantitative questionnaire data is still being analyzed, preliminary analysis of the fellows' focus group transcripts found growth in several core youth development professional skills: a) observing group dynamics and adapting program activities, b) formal program evaluation, c) impromptu alternative/observational evaluation, d) respect for ideas and e) understanding one another. Additional questionnaire and focus group data from the supervising extension agents has also been collected and is currently being analyzed. Preliminary results suggest that the project was successful at building practical skills that embody the knowledge regarding how to be a successful leader, communicate well with youth and supervisors and how best to create, access and adapt program activities.
Publications
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Progress 04/10/20 to 04/09/21
Outputs
Target Audience:In total, the target audience in this reporting period includes nine undergraduate fellows, nine rural 4-H extension agents, and nine graduate student mentors. Described as the FYCS Rural Youth Fellowship, applications were accepted from undergraduate students from throughout the college beginning in Fall semester 2020. Approximately 10 students were selected as fellows with one student declining the offer of acceptance. Working closely with the University of Florida's IFAS Extension Internship coordinators, extension agents from rural locales in the state were also recruited to participate in the program. They were invited to sponsor a student in their county for a UF IFAS Summer Extension Internship and to supervisor the student's rural fellowship project. Guided by student preferences for rural location, nine 4-H extension agents were recruited and matched with a fellow. For example, several students were place bound and extension agents in counties near the student's place of residence were contacted and invited to participate. In Spring semester 2021, undergraduate fellows worked closely with their assigned 4-H agent supervisors to develop their summer project. To support project development, nine graduate students from the department of Family, Youth and Community Sciences were recruited to serve as student mentors. Mentors were to meet regularly with their undergraduate fellows and provide guidance, support, and encouragement. All undergraduate rural youth fellows were female, primarily in their 4th year of college study, and of diverse racial and ethnic backgrounds, primarily white/caucasian, black/African American, and Hispanic/Latinx. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The FYCS Rural Youth Fellows received extensive training and professional development in their capstone courses. In coordination with their assigned 4-H County Extension Agent, and with support and guidance from a graduate student mentor, each undergraduate fellow was taught and supervised in the conduct of a needs assessment and development of a project to address an identified local need. To facilitate the mentoring process, graduate students were required to participate in a mentoring webinar developed by the project team. The webinar introduced graduate students to the project and reviewed principles for effective mentoring. In addition, time was set aside every Friday in one of the courses to allow undergraduate fellows to meet with their assigned Extension Agent and/or graduate mentor to support the development of their projects. How have the results been disseminated to communities of interest?While evaluation is ongoing, the FYCS Rural Youth Fellowship has been featured prominantly on the department website, and fellows are often recognized during departmental or other academic events (e.g., faculty meetings, student club meetings, awards events). What do you plan to do during the next reporting period to accomplish the goals?Goals 1 and 2 focus on the preparation and training of the FYCS Rural Youth Rural Fellows. At this reporting, the preparation is nearing completion and the next step is to accomplish Goal 3, to facilitate the culminating student-centered learning/internship experience. Beginning May 10, 2021, undergraduate fellows will begin their UF IFAS Extension Interships and implement their planned projects. Successful implementation will be facilitate in several ways. 1. Project directors will remain in regular contact with the Extension Agents to ensure success and address any needs; 2. A website has been developed so undergraduate fellows, graduate mentors, and project directors can maintain regular contact. Called the Rural Youth Fellowship Hub, the webiste will provide links to biweekly meetings (called Happy Hours), ongoing evaluation assessments, announcements, and links to youth development materials and trainings.
Impacts
What was accomplished under these goals?
Accomplishments to data include the recruitment of undergraduate students as Rural Youth Fellows, the recruitment of graduate students to serve as mentors, and the recruitment of county Extension Agents to host and supervise fellows during their summer internship experience that will include the implementation of their capstone project. Undergraduate fellows are currently enrolled in coursework to guide and support the development of their projects, promote youth professional core competencies, and better understand the positive influence Extension has on youth, families and communities. Graduate mentors have received training in mentorship and time has been set aside each week to meet with the undergraduate fellow mentees. Evaluation and assessment is ongoing and data will be available for analysis and reporting by the next REEport reporting period. Progress Towards Meeting Goals and Objectives Goal 1: A diverse group of undergraduate students have been accepted into the FYCS Rural Youth Fellowship program. Original requirements for acceptance and participation included foundational coursework in youth development and/or community sciences in the department of Family, Youth and Community Sciences. However, two students upon application had not taken the required foundational coursework within the department. Equivalent youth, family or community coursework from other academic departments were accepted. During Spring semester 2021, all students were required to take up to 4 credits of coursework as preparation for the rural youth fellow internship experience in summer 2021. The coursework was designed to expose students to the dynamics of Extension and develop a better understanding of the positive influence Extension has on people's lives, the local community, the state of Florida and the country (1-credit course). In addition, students worked closely with their assigned Extension Agent to survey local citizens and analyze data of scientific, technological, environmental, and societal issues at the community level and use the data to develop a project proposal, implementation plan and strategies in preparation for their internship (3-credit course). As of this reporting, undergraduate fellows are nearing the end of the Spring semester 2021 and all are currently enrolled in the courses in preparation for their summer internship. Goal 2: The required Spring semester 2021 courses worked in tandem and included a capstone experience where students were provided specific guidance in the development of their rural youth fellowship projects to be implemented during their summer extension internship. Since the graduate community engagement course was not offered in Spring 2021, graduate students in the department of Family, Youth and Community Sciences were recruited to serve as mentors. In coordination with the county Extension Agent, and with support and guidance from the graduate student mentors, undergraduate fellows conducted a needs assessment of their assigned communities and based on the data, developed a project to address a community need. While still in development, projects are focusing on diverse needs including community engagement of minority and underserved youth, financial literacy, and environmental education. Goal 3: All undergraduate fellows have been matched with a 4-H Extension Agent in a rural location in the state of Florida. Working with the UF IFAS Extension Summer Internship program, fellows are prepared to intern for the summer and implement and evaluate the project they developed during their capstone course. Internships will begin May 10, 2021.
Publications
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