Progress 06/01/24 to 05/31/25
Outputs
Target Audience:Target audiences engaged in Project Year 2 (PY2) were: 1) Youth leading community activities through the HH:FLW subaward local projects. 2) Adults working in partnership with youth leading the HH:FLW subaward local projects. 3) Youth/adult leadership teams from subrecipients who attended the 2025 Ignite by 4-H teen conference 4) Community partners and collaborators, such as schools, community gardens, producers/growers, etc. engaged in the HH:FLW subawards. These target audiences are critical, central elements in achieving local success through the Healthy Habits: Food Loss and Waste projects in their schools and communities. These audiences have been engaged through training, teaching, food loss and waste intervention activities, and food waste audits. Youth leadership team members attended 2025 Ignite by 4-H and participated in content workshops, career connections, educational activations (food preservation and oyster waste redirection), off-site tours, and the HH:FLW meeting where teens presented actions and impacts thus far in their local projects. 5) 2025 Ignite by 4-H teen conference participants. The Ignite conference engaged 1,100 teens, with 289 completing the post-event survey. Key learnings included: Strategies to reduce food waste (select-all responses): Composting (98%) Gardening (97%) Meal planning (92%) Food service selection strategies (90%) Behavioral intentions post-conference (approx. 200 responses): 83% will pay more attention to their own food waste habits 76% will share ideas with family 74% will encourage friends to make responsible choices Activation station participation (n=207): 67% engaged in Pickling or Shell-Aquaculture stations 65.2% learned something new Participants discovered new pickling options (e.g., strawberries, blueberries, Brussels sprouts) and learned that pickling is simple and effective for food preservation. Teens also explored aquaculture, air plants, and created art using vegetable-based paint on oysters and seashells. Changes/Problems:Administration National 4-H Council will be submitting a Project Change Form reflective of the proposed changes below included below. Council will also be submitting Budget Modification request to reflect funding spread over the full 4 years of the award and realign the budget to proposed changes. HH:FLW Subawards As mentioned in Council's 12-month extension documents, the Cohort 1 subawards were extended through July 31, 2025. The Cohort 2 RFA went live in April 2025 with competitive selections made in July 2025. Due to adding the 4th year, Council needs to extend and put additional funding into the Evaluation and Lead Advisor subawards. Also, Council will be requesting inclusion of a third Cohort of LGU subrecipients starting near the end of PY3 to reach additional schools, expand impacts, and strengthen local Extension relationships. This will require increasing funds under Subawards and Participant Support Costs. Ignite by 4-H Teen Conference With two years of Ignite by 4-H completed and conference expenses assessed, Council wants to adjust funding across the Keynote/Capnote Speakers and Professional Services Contractors within the Ignite by 4-H portion of the budget. CLOVER by 4-H Starting the development of CLOVER activities under the project was delayed longer than anticipated in PY1. The CLOVER content development Round 1 RFA was released March 25, 2025, with applications due May 27, 2025, and with reviews and preliminary selections made May 29, 2025. Council negotiated revisions with LGUs and once completed, issued draft subaward agreements in the latter half of July 2025. We expect the subaward agreements to be fully executed by late Aug/early Sept 2025. The delayed CLOVER activities RFA, subsequently delayed the CLOVER technical development RFP. We anticipate Round 1 of CLOVER content activities will go live in February 2026 (with R1D in Q4 of PY3) . Until most activities are live, we cannot move forward with the competitive RFP for the Digital Promotion Services contract that will showcase the new educational content to Extension and other potential platform users. National 4-H Council has undertaking a renovation of the CLOVER platform and purpose, including moving the content to a new platform in late 2025 - merging the PYD Academy and the Extension Relations Hub into a single platform - creating efficiencies for Council and Extension users. As a result, and after much discussion with the Extension Extraordinary Opportunities to Learn (EOL) Committee and the restructured internal CLOVER team, the Youth Engagement and Connection to In-person 4-H Platform functionality will not be part of the new platform. The Expanding Use of Content to Include Hybrid and Live/On-Demand Facilitated Workshops functionality is being developed, however, funds from this USDA award are not being used to support the work. What opportunities for training and professional development has the project provided?University of Nebraska-Lincoln (Evaluator): The Evaluation team conducted LGU training via webinar in August 2024. February 2025, and March 2025. The focus has been on understanding and using the resources and tools developed to complete data trackers and show impacts. (FLW Effort and Tracking spreadsheet to collect pre- and post-intervention food loss and waste audits; track diverted foods and destination (e.g., people, animals, composting); trainings provided; and volunteers associated with the project. Teen survey used when a teen leader is at the end of their participation/service with the local project.) Utah State University (Lead Advisor): Monthly training and ongoing technical support via coaching, webinars, and consultations provided in PY2 focused on the HH:FLW LGUs. See trainings listed under various objectives in Accomplishments. The Ignite by 4-H Teen Conference: provided additional training and educational experience for teen leaders and the larger youth audience. Of the 1,100 teens participating in Ignite by 4-H conference, 31.64% were in the Agriscience track, 30.45% in Healthy Living, 25.09% in STEM, and 12.62% in Community Accelerators. In addition to the Tracks, teens participated in Educational Activations (Pickling and Shell Aquaculture focused on FLW), Career Connections Workshops, Career Exploration Expo, Off-site Workshops, and Explore Workshops. University of Delaware: Through after-school programs at two middle schools, UDEL has actively engaged and trained students, parents, teachers, and staff, on food waste prevention via hands-on methods. From landfill visits, poster-making, parent events, take-home activities, and presentations - training has empowered all stakeholders with practical strategies to reduce food waste at school and at home. Teachers: importance of food waste reduction; portion control strategies; lunchroom waste habits; national landfill statistics; preparing for food waste audits; and encouraging students to eat or donate uneaten items. Students: understanding waste impacts; food waste statistics and environmental effects; healthy eating habits and portion control; avoiding over-selection in school cafeterias. Parents: student food waste activities and campaigns, showing student involvement and progress; overview of materials used with staff and teachers; using take-home kits with food diaries and family activities to extend learning. Rutgers, The State University: Feedback from site leaders' orientation and curriculum training was overwhelmingly positive. The evaluation results exhibited a general increase in knowledge of teaching compost and food waste reduction, preparation, understanding, confidence, and the ability to implement these themes. State team members provided ongoing mentorship to support effective program implementation. Each site leader participated in three individualized check-in meetings, during which program progress, challenges, and reporting requirements were reviewed and discussed. Site visits were conducted to directly support key activities, including the implementation of food audits at in-school sites and youth participant teach-back sessions at community compost sites. Site leaders also participated in national level training on food preservation and vermicompost methods. Ongoing support calls and virtual meetings with each site leader provided additional professional development to successfully implement the curriculum. Texas A&M AgriLife Extension: Held Ricochet! An Extreme Leadership Adventure workshop at James Madison High School (JMHS), involving 155 students, fostering leadership skills, trust, and deeper engagement within the JMHS community - setting the stage for enhanced project collaboration. Two JMHS Leadership Team youth members were trained as Ricochet facilitators and presented the program to additional students. Youth co-presented two Ricochet workshops at the 2025 Ignite youth conference. The student leadership team was trained on food waste auditing, preparing the teens to conduct food waste audits in the school cafeteria. Additional JMHS students were trained in composting and vermicomposting, including hands-on training to prepare students to manage the school compost bins. Students also participated in training on decomposition ecology. A 'How to Compost' video was created to inform students about food waste and how it can be re-purposed using the school's compost bins. The Leadership Team facilitated a Vermicomposting workshop at the Hiram Clarke Community Center near JMHS and distributed twenty vermicomposting units and information packets to community members. The Team toured Mykawa Farms, the food and agricultural literacy center, to learn more about their connection to food and agriculture. In an effort to involve the entire student body at JMHS in the Food Loss effort, composting and vermicomposting posters were posted throughout the school cafeteria and into the classroom hallways. Utah State University: Between October 2024 and March 2025, USU held six NourishSmart training sessions - designed to address hunger and food waste in communities - with 137 educators across 15 counties. 131 educators responded to the post-training survey, with 95% finding the training relevant to their work, 61% expressing a clear intent to integrate the curriculum into their teaching and an additional 30% were considering integration. Also, over 70% planned to use and share the provided resources, with 71% intending to share food waste materials directly with students. 57 youth participated in NourishSmart experiential learning programs across three counties. Pre- and post-training assessments revealed significant improvements in all measured knowledge areas: understanding hunger and food waste, applying food waste strategies in the community, environmental impacts of food waste, understanding food miles, water resources in food production, composting, and home food waste prevention strategies. Post-training youth respondents reported 59.6% intended to use available resources to reduce food waste, 68.4%planned to share food waste reduction strategies with family or friends, and 64.3%reported plans to change their own behavior or practices. University of Nebraska-Lincoln: Twenty-three teen ambassadors were trained across four sites (three in-person and one virtual) to provide leadership for this project to serve as both a researcher and teacher. The teens were engaged and excited to attend the training and have embraced their roles in implementing this project in their school. In Holt County, the Extension mentor and teen ambassador have taught students about composting, including 4th and 5th graders who set up their own vermicomposting system. One FLW teen ambassador presented on food waste economics at a district Family, Career and Community Leaders of America (FCCLA) competition, advancing to the state level and ultimately earning a silver medal at the National FCCLA conference in Orlando, FL. How have the results been disseminated to communities of interest?Many of the LGUs' HH:FLW local implementation teams have conducted programming and outreach activities within their communities. Examples of community partners/collaborations included: schools, restaurants, agricultural organizations, 4-H county offices, human services, and local government. Examples of how partners provided support were via space, consulting, materials/supplies, technical services, staff/volunteer time, and/or program implementation. See also Other Products. What do you plan to do during the next reporting period to accomplish the goals?Throughout the year, these activities are ongoing: HH:FLW subrecipients participate in monthly training/coaching sessions led by Utah State Univ HH:FLW subrecipients take part in evaluation trainings led by Univ of Nebraska-Lincoln and one-on-one and group training as needed and to onboard new youth/adults HH:FLW subrecipients complete quarterly progress reports, food loss and waste audit and effort tracking forms, and teen leader surveys when youth complete their aspect of the project Subrecipients and contractors checked for UEI and SAM registration, not listed on exclusions list, complete USDA AD-1048, and where applicable SF-LLL Disclosure of Lobbying Form Q1 Jun-Aug 2025: HH:FLW Cohort 2 (C2) - evaluate competitive applications and select C2 subrecipients HH:FLW C2 - subrecipient agreements negotiated and executed for continuation LGUs and new LGUs CLOVER by 4-H Round 1 (R1) - content development subrecipient agreements executed 2026 Ignite by 4-H - Conference Design Team members from each Extension Region and the 1890 LGUs announced 2026 Ignite by 4-H - release competitive RFP for Audio/Visual services during the youth conference March 25-29, 2026 2026 Ignite by 4-H - review competitive A/V proposals and select audio visual contractor Q2 Sept-Nov 2025: HH:FLW C2 - remaining subrecipient agreements executed for continuation LGUs and new LGUs HH:FLW C2 - subrecipients start implementation (5 are continuations, 2 are new LGUs) HH:FLW C2 - Utilize feedback from C1 to modify/create monthly professional development plan/coaching sessions for C2 CLOVER by 4-H R1 - draft and release RFP for technical services support, development of educational content for the platform CLOVER by 4-H R1 - content development subrecipients begin CLOVER by 4-H R1 - review proposals and select final vendor(s) for CLOVER by 4-H content technical development CLOVER by 4-H R1 - content activities due from subrecipients CLOVER by 4-H R1 - developers work with subrecipients on storyboarding activities CLOVER by 4-H R1D - execute subrecipient agreement for Round 1 Delayed (R1D) subrecipient 2026 Ignite by 4-H - issue competitive RFPs for educational activations productions and digital promotion services 2026 Ignite by 4-H - review proposals and select final vendors for educational activations productions and digital promotion services, negotiate and issue contracts 2026 Ignite by 4-H - register HH:FLW C2 subrecipient youth and adult teams Q3 Dec 2025-Feb 2026: HH:FLW Cohort 3 (C3) (potential) - release competitive RFA open to Cooperative Extension 4-H programs within LGUs CLOVER by 4-H R1 - developers work with subrecipients on storyboarding activities CLOVER by 4-H R1 - developers work on final designs CLOVER by 4-H R1 - content development is completed in platform and released for use CLOVER by 4-H R1D - content activities due from subrecipient CLOVER by 4-H R1D - developers work with subrecipient on storyboarding activities CLOVER by 4-H R1D - developers work on final designs CLOVER by 4-H R2 - release competitive RFA for Round 2 (R2) of content development subrecipients 2026 Ignite by 4-H - review proposals and select final vendors for educational activations productions and digital promotion services, negotiate and issue contracts 2027 Ignite by 4-H - issue competitive RFP for hotel services Q4 Mar-May 2026: HH:FLW C3 (potential) - evaluate competitive applications and select C3 subrecipients HH:FLW C3 (potential) - subrecipient agreements executed for the new LGUs CLOVER by 4-H R1D - content development is completed in platform and released for use CLOVER by 4-H R1/R1D - issue competitive RFP for digital promotion services focused on activities completed through R1 and R1D CLOVER by 4-H R1/R1B - review proposals and select contractor for digital promotion services CLOVER by 4-H R2 - review applications and select LGUs for CLOVER by 4-H content development; execute subrecipient agreements 2026 Ignite by 4-H - youth and adult teams from Cohort 2 subrecipients attend the youth conference 2027 Ignite by 4-H - review proposals and select final vendor for hotel services, negotiate and issue contracts
Impacts
What was accomplished under these goals?
This project specifically addresses FLW reduction efforts in schools; plate waste in school feeding programs; food, garden and nutrition education via community engagement; and youth leadership skills. People helped most immediately in PY2 are youth and adults leading local projects, Extension professionals, school staff/students at local projects, and Ignite 2025 youth participants (see Target Audiences). Data for Objective 1-4 and 6-7 was collected via quarterly progress reports with PIs/site leads and via the FLW audit and effort tracking forms and included a mix of quantitative and qualitative data. Data for Objective 5 was collected via quarterly progress reports with PIs/site leads, Teen Surveys (core project members), and the Ignite post-conference survey. Objective 1: Decreasing food loss in schools. Training equipped teen/adult leaders and Educators with practical, hands-on strategies to implement food preservation techniques, and cafeteria, classroom, and afterschool waste-reduction practices. Food waste audits were conducted pre- and post-intervention by LGUs across 12 sites. Audits surveyed lunches pre- (1,107) and post- (868) intervention, showing a reduction in total food tossed (218 lbs to 178 lbs), especially in protein, dairy, fruits, and mixed dishes. Slight increases were noted in grains and vegetables. Staff, Teen Ambassadors, and community members contributed over 110 hours to audit efforts. LGU engagement rose from 0% in Q1 to 80% in Q5. Objective 2: Increasing waste reduction efforts in schools. Training was provided on school-based composting and animal feed programs, with an emphasis on safety and compliance. Vermicomposting systems allowed for immediate school use, with training tailored to varying resources. Off-site Ignite workshops to gardens and farms reinforced learning with real-world examples. Across six sites, LGUs tracked 176 pounds of diverted food. Diversion methods included composting (55%), donation (13%), prevention via share tables (15%), and other uses (17%). Food was also donated to local food pantries, afterschool clubs, and to other students/staff. Overall, there was an increase in LGUs reporting moderate to high contributions to this objective (Q1=0% vs. Q5 = 80%). Objective 3: Reducing plate waste in school feeding programs. Training was provided on how to conduct food waste audits, enabling schools to measure pre- and post-intervention plate waste levels. Locally, students were taught about making informed food selections, such as choosing portion sizes that match their appetite. Where allowed, schools were introduced to "share tables", designated spots where students could place unwanted, unopened, or uneaten food for others to take and eat. Sites engaged teachers, teen ambassadors, and other community members to help schools learn and apply methods to reduce plate waste. Teachers (~70 hrs) and Teen Ambassadors (~450 hrs) contributed to food waste reduction via activities such as public engagement (posters, tours, games, composting), teaching (lessons, demonstrations, presentations), and planning (curriculum review, coordination, meetings). Of the 492 logged activities, 26% were teaching, 24% planning, and 17% FLW intervention activities. Notably, LGUs reported moderate to high contributions rose from 0% in Q1 to 40% in Q5. Objective 4: Increasing capacity for food, garden and nutrition education via community Training focused on school garden start-up and management, and the Junior Master Gardener Learn, Grow, Eat & Go! curriculum. In some states, partnerships with FFA chapters and community garden initiatives strengthened local food and garden networks. "Myth-busting" sessions were used to clarify misconceptions about growing food from scraps, reinforcing science-based gardening practices. Community-based food waste interventions and planning activities increased awareness and capacity for FLW efforts. Post-intervention, all LGUs reported moderate to high contributions to this objective. These areas were rated adequate/good to outstanding - strong engagement from Extension professionals; alignment with local priorities or interests; and a focus on policy, systems, and environmental change. Objective 5: Increasing levels of community engagement and youth leadership skills. Teens gained leadership skills via local projects and Ignite workshops. Roles included training, teaching, food waste audits, and/or food waste intervention activities.Post-intervention over half of PIs/site leads reported teens were actively engaged in local projects and played key roles in FLW decisions and actions. Overall, there was an increase in LGUs reporting moderate to high contributions to this objective (Q1=40% vs. Q5 = 100%). The Teen Post-Pre Survey (after involvement) had 136 respondents reporting the following: About 61% had less than one year of 4-H experience, suggesting many were new to the program. Post-intervention, respondents agreed to strongly agreed: Met new members of their community or school (86.4%) Learned how to solve problems when dealing with FLW issues (93.2%) Got to help make group decisions (90.1%) The project helped them identify things they were good at (83.1%) Helped them explore future career opportunities (76.2%) Percent point increase in responses from pre- to post-intervention: Agree to Strongly Agree: Comfortable being a leader on group projects involving environmental or community change. Pre-program 51.9%, post-program 83.5% Interested in learning about FLW prevention. Pre-program 51.5%, post-program 88.9% They had experience helping plan a community (or school) service project. Pre-program 49.6%, post-program 79.4% Important for them to have a career where they could make a difference in their environment or community. Pre-program 71.2%, post-program 89.8% Usually to Yes: Pay attention to their own actions to prevent FLW in their daily life. Pre-program 62.8%, post-program 94.3% Gave their family ideas for how to prevent FLW at home. Pre-program 37.8%, post-program 78.3% They encouraged their friends to make responsible choices to prevent FLW when they were together. Pre-program 50.4%, post-program 76.2% Objective 6: Determining likely scalability and sustainability of project activities in relation to the Healthy Habits: Food Loss and Waste grants. Overall, there was an increase in LGUs reporting moderate to high contributions to this objective (Q1=40% vs. Q5 = 100%). As school year interventions wrapped up, 100% strongly agreed that Extension will continue to strengthen youth engagement across different program areas. Eighty percent of respondents strongly agreed that participating sites will continue to play an active role in FLW efforts, the community projects supported by this grant will continue, and the Extension program at their LGU will continue to grow its FLW-related work. Objective 7: Determining effectiveness of community partners and collaborations in addressing food loss and waste issues. Overall, there was an increase in LGUs reporting moderate to high contributions to this objective (Q1=20% vs. Q5 = 80%). Community partners/collaborations included: schools, restaurants, agricultural organizations, 4-H county offices, human services, and local government. Partners provided support via space, consulting, materials/supplies, technical services, staff/volunteer time, and/or program implementation. The extent to which respondents' FLW work focused on establishing new or different partnerships (Differences in moderate to central areas of focus/work responses from LGUs) Across Extension program areas. Start 60%, end 100% Across departments/schools are their LGU. Start 20%, end 80% Within participating sites (cafeteria, classroom, systems). Start 20%, end 60% Out-of-school time programs. Start 20%, end 80% Local or community-level partnerships. Start 60%, end 100% Local agricultural stakeholders. Start 0%, end 40%
Publications
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Progress 06/01/23 to 05/31/24
Outputs
Target Audience:The target audiences engaged in year 1 of the project were: 1) Youth and adult leadership teams from the five subgrantee LGUs who attended the 2024 Ignite Conference, participating in content workshops in areas of food loss and waste and HH:FLW subgrant orientation conducted by the Lead Advisor LGU, Evaluation LGU, and National 4-H Council. 2) Adults (Extension staff) working with youth on their HH:FLW projects started monthly training, coaching and resource calls in April 2024. These two target audiences are critical, central elements in achieving local success through the food loss and waste projects in their schools and communities. In Yr2, these groups will be fully engaged with these target audiences. Youth leading community activities through the Healthy Habits: Food Loss and Waste grants. Adults working in partnership with youth leading the Healthy Habits: Food Loss and Waste grants. Community partners and collaborators, such as schools, community gardens, producers/growers, etc. engaged in the Healthy Habits: Food Loss and Waste grants. Community members benefiting from the project activities. 3) 2024 Ignite by 4-H youth participants. Of the total Ignite attendees, 692 were youth and 322 adults. Youth self-reported as 57% White or Caucasian, 22% Black or African American, 9% Hispanic or Latino, 2% American Indian or Alaska Native, 2% Asian, and 8% more than one race. Youth came from a reported 515 zip codes across the United States, Puerto Rico and the Virgin Islands (some zip code data missing). Of the total respondents to the overall Ignite post-conference survey, 9.7% (n=61) indicated they attended Ignite as part of the HH: FLW project. Half of respondents consisted of 15 to 16-year-olds, with age ranging from 14-18 years old. Females reported at 65% and 35% male. They self-reported as White or Caucasian (46.7%), Black or African American (35%), American Indian or Alaska Native (3.3%), Hispanic or Latino (6.7%), Asian (1.7%), and more than one race (6.7%). Changes/Problems:The award was made 6/1/2023 pending: 1) NIFA's receipt of the required REEport project initiation, 2) the outcome of a full administrative review by NIFA, and 3) IRB approval. National 4-H Council and NIFA staff met regularly June-September 2023 to refine the project narrative and budget to reflect FASLP and Council goals, objectives, and metrics. The Project Initiation form was submitted 11/6/2023. While Council issued pre-award RFPs for the Healthy Habits: Food Loss and Waste (HH:FLW) subgrants portion, we were unable to move forward with other significant activities until NIFA approved the project narrative and budget/budget narrative - done on 11/28/2023 - along with approval to engage the evaluation subgrantee to complete the required IRB. The IRB determination letter submitted 12/19/2023 was approved by NIFA on 1/10/2024. With the IRB determination approved, Council was able to finalize the selection of one lead advisor and five implementation subgrantees for the HH:FLW grants in January 2024, negotiate proposal/budget adjustments in February/March, and issue subgrant agreements in March. Council staff was engaged in coaching and technical assistance with the subgrantees via email, phone and group calls since they were selected to finalize the subgrant agreements. Weheard from LGUs that vacancies within office sponsored programs have delayed communication or action related to budget questions and agreement execution. Due to the timing for issuing/negotiating HH:FLW subgrant agreements, we found the LGUs were unable or unwilling to set up accounts for their awards until the agreements were fully executed. This has delayed subgrantees from implementing their project and submission of claims in Year 1, which delayed approval and draw for these expenses. The HH:FLW subgrantees have submitted revised timelines for their implementation given the drawn out timing that was needed to get the local projects underway. They have also needed to reconfirm arrangements with school and community partners, find a new school or after-school site if necessary, and recruit additional teen leaders. We have been collecting recommendations from HH:FLW subgrantees to revise the Request for Proposals (RFP) in several areas, including clearer requirements of Ignite attendance, more detailed expectations for youth involvement on the national level in addition to support with the local implementation, per diem for travel, and updated unallowed costs to name a few. To prevent delays in HH:FLW Cohort 2 implementation, the subgrantee RFP will be released earlier and allow a longer period for submission than for Cohort 1. We also anticipate a longer period between selection of the LGUs and agreement execution to accommodate the negotiations. Fully executed agreements are expected to be in place prior to the scheduled start of local programming. CLOVER activities in the project have been delayed due to staffing issues (finding applicants with necessary technical competencies) and internal staff turnover. We expect to release the subgrant RFP for Cohort 1 for educational content development no later than early November 2024. When proposals are selected the RFP(s) for the technical developers will be released. Related to this, the competitive RFP for the CLOVER by 4-H Digital Promotion Services contract was not released in year 1 because of the educational content delay. The two elements of new CLOVER functionality, Youth Engagement and Connection to In-person 4-H Platform Functionality and Expanding Use of Content to Include Hybrid and Live/On-Demand Facilitated Workshops Functionality, have been delayed as we reassess the specific scopes of work and final features with the Extension Extraordinary Opportunities to Learn (EOL) Committee and the restructured internal CLOVER team. A competitive RFP for the Ignite by 4-H Digital Marketing Services contract was not released in year 1 as the feasibility of an onsite 4-H teen journalist to report out on health, nutrition food sustainability, food equity, and agriscience topics was reassessed given the pre-existing social media company which was to support the activity was let go prior to the 2024 Ignite by 4-H conference. What opportunities for training and professional development has the project provided?Training provided in year 1 of this project focused on the Healthy Habits: Food Loss and Waste (HH:FLW) subgrantees. The Ignite conference provided additional training and educational experiences for the larger youth audience. Initial training/orientation for the HH:FLW subgrantees took place at the Ignite by 4-H teen conference in March 2024. Teens took part in educational workshops and excursions focused on food loss and waste, and the full subgrantee teams were provided with an introduction to the project and evaluation methods and surveys. Starting in April 2024, there have been monthly group and individual coaching meetings for the subgrantees, led by Utah State University (Lead Advisor) with additional topics/input from the Univ of Nebraska-Lincoln (project evaluator) and National 4-H Council. Subgrantees were provided with the 2024 Food for Thought STEM Challenge Kit and training to support its use. Food for Thought is a collection of three engaging activities that equip kids with fundamental knowledge of factors that contribute to Food Security, how people are impacted both globally and locally, and how youth can personally contribute to creating a more food secure community. Learning activities are: Food Fighters: This collaborative board game gamifies learning about the global food supply chain. Students work together to secure their town's food supply, making strategic decisions and building teamwork skills. Chew on This: This entrepreneurial challenge encourages students to think critically about food waste reduction. By brainstorming innovative uses for food scraps, students develop problem-solving and design thinking skills. Know to Grow: This hands-on engineering activity introduces students to plant science and controlled environment agriculture. Students design and build efficient growing environments, fostering an understanding of plant cultivation and its role in food security. Evaluation training included the Food Loss and Waste Effort and Tracking spreadsheet to collect pre- and post-intervention food loss and waste audits; and track diverted foods and destination (e.g., people, animals, composting); trainings provided; and volunteers associated with the project. Additionally, HH:FLW subgrantees were trained on using the teen survey created for the youth leading local projects. The survey is used when a teen leader is at the end of their participation/service with the local project which could be after a handful of hours, or after the entire duration of the project, depending on each individual teen's role. The survey is available in English and Spanish. HH:FLW subgrantees were provided with training materials on submitting reimbursement claims and budget revisions via the Webgrants platform, and office hours were established to do one-on-one training as needed for the platform. 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?Throughout the year, these activities are ongoing: Monthly training/coaching sessions for Healthy Habits: Food Loss and Waste (HH:FLW) Cohort 1 (C1) subgrantees HH:FLW evaluation trainings (one-on-one and 5-state) as needed and to onboard new youth/adults Quarterly evaluation reporting for HH:FLW C1 Q1 June-Aug 2024: In-depth training on the Food Loss and Waste Effort and Tracking spreadsheet used by HH:FLW C1 evaluation HH:FLW C1 training on: 1) Reducing Food Waste From the Garden, learn how to properly harvest garden produce and once picked how to extend the shelf life, 2) Food For Thought STEM Challenge Kit (LSU AgCenter, North Dakota State University, Penn State Extension, and University of Nebraska-Lincoln at https://shop4-h.org/products/food-for-thought-kit) and 3) Guardians of the Food Galaxy (Rutgers University at https://sites.rutgers.edu/gotfg/) HH:FLW subgrantees recruit additional teens leaders for their projects and plan re-engagement activities with schools to provide broad project implementation with the new school year Competitive selection of Ignite 2025 Design Team members, ensuring each Extension Region and the 1890s are represented Q2 Sept-Nov 2024: Training for teens to support their work as Teens as Teachers in their HH:FLW implementation HH:FLW C1 subgrantees select youth and adults for LGU teams attending Ignite 2025 Utilize feedback from C1 to modify/create monthly training/coaching sessions for HH:FLW C2 Provide 3rd installment of teaching aids to HH:FLW C1 Draft and release Request for Proposals (RFP) for HH:FLW C2 subgrants Draft and release RFPs for CLOVER content creation C1 subgrants and CLOVER contractors Ignite 2025 workshops are selected, including determination of the tracks/workshops HH:FWL C1 participants will focus on during the conference Draft and release RFPs for Ignite 2025 contractors; determine educational activations and workshops focused on FLW Select contractors and secure speakers for Ignite 2025 Q3 Dec 2024-Feb 2025: Utilize feedback from C1 to modify/create monthly professional development plan/coaching sessions for C2 Select CLOVER contractors and subgrantees for CLOVER content creation C1 subgrants Evaluate proposals for HH:FLW C2 Draft and release RFPs for Ignite 2025 contractors; determine educational activations and workshops focused on FLW Select contractors and secure speakers for Ignite 2025 Plan in-person staff and HH:FLW subgrantee meeting to be held at Ignite 2025 Q4 Mar-May 2025: Programmatic and evaluation support at Ignite 2025 conference with C1 teams In-person staff and HH:FLW subgrantee meeting at Ignite 2025 HH:FLW Cohort 1 in closeout & final evaluation Begin on-boarding HH:FLW C2 with programmatic and evaluation support Provide monthly training/coaching sessions for C2 In-depth training on the Food Loss and Waste Effort and Tracking spreadsheet used by HH:FLW C2 evaluation Compile evaluation data and activities for annual REEport progress report Draft and release RFPs for CLOVER content creation C2 subgrants and CLOVER contractors
Impacts
What was accomplished under these goals?
This project specifically addresses food loss and waste reduction efforts in schools; plate waste in school feeding programs; food, garden and nutrition education through community engagement; and youth leadership skills. Those people helped most immediately in year 1 are Extension professionals, youth leaders and adult volunteers engaged in leading local implementation through the Healthy Habits: Food Loss and Waste (HH:FLW) subgrants and youth attendees are the 2024 Ignite by 4-H teen conference. Objective 1: Decreasing food loss in schools. Objective 2: Increasing waste reduction efforts in schools. Objective 3: Reducing plate waste in school feeding programs. Objective 4: Increasing capacity for food, garden and nutrition education through community engagement. Objectives 1-4 were minimally addressed in year 1 due to delays in final project approvals and local project implementation. To address objectives 1-4, the Univ of Nebraska-Lincoln (UNL) created the Food Loss and Waste Effort and Tracking spreadsheet to collect pre- and post-intervention food loss and waste audits; and track diverted foods and destination (e.g., people, animals, composting); trainings provided; and volunteers associated with the project. UNL also created the teen survey for youth leading local projects, to be used when a teen leader is at the end of their participation/service. Objective 5: Increasing levels of community engagement and youth leadership skills. Youth/adult leadership teams participated in Ignite workshops and educational activations, and project orientation and evaluation overview provided by USU, UNL and National 4-H Council. Survey of these teens (n=14) showed: Based on Ignite experience, reported Interested/Very Interested in FLW strategies related to upcycling materials 64%, composting materials 71%, biofuels 71%, and biotechnology 93% 100% Agreed/Strongly Agreed that they learned one or more strategies for dealing with FLW, such as upcycling or composting materials, turning byproducts into energy, and/or better crops through technology The Agriscience keynote was the most helpful (82%) in preparation for their HH: FLW project plan According to the overall Ignite post-conference survey, 9.7% (n=61) indicated they attended Ignite as part of the HH: FLW project. Highlights for the 61 participants were: Nearly half (49.2%) participated in the Healthy Living track, with Agriscience at 26.2% and STEM at 24.6%. Strategies learned that may help reduce/prevent FLW were upcycling materials 30.6%, composting materials 46.9%, biofuels 12.2%, better crops through biotechnology 16.3% 58% responded yes to pay more attention to their own actions to reduce/prevent FLW in their daily lives 52% responded yes to give their family ideas for how to reduce/prevent FLW at home 51% responded yes to encourage their friends to make responsible choices to reduce/prevent FLW when they are together 56.1% responded Highly Satisfied with track workshops for their specific pillar 59.61% responded Highly Satisfied with the explore workshop sessions Full Ignite post-conference evaluation: One goal of Ignite was to promote positive youth outcomes - youth will have a deeper understanding of key issues in agriscience, healthy living, or STEM through learning sessions. On a scale of 1 (No), 2 (Somewhat), and 3 (Yes), almost all youth survey respondents (96%) indicated 'yes' or 'somewhat' when asked if they had a better understanding of key issues in these fields after attending Ignite. Responses to survey question on youth leadership skills were as follows: Are you willing to work hard on something difficult? Yes at 73.6% and Usually at 24.5% Before making a decision, do you stop to think about your choices? Yes at 53.1% and Usually at 39.4% Do you think about how your choices affect others? Yes at 62.0% and Usually at 32.1% Do you look for ways to involve all members of a group? Yes at 68.1% and Usually at 27.8% Do you get along with others who are different from you? Yes at 64.2% and Usually at 31.7% Are you comfortable being a leader? Yes at 64.3% and Usually at 26.1% There were 15 Agriscience workshops which had a total of 813 participants, 12 Healthy Living workshops which had a total of 744 participants, and 13 STEM workshops which had a total of 929 participants. Of the 40 workshops, 12 were related to FLW and were attended by 613 participants. Ignite also had 3 educational activations related to FLW. Power Playdough! make your own playdough from leftover flour, color it with plant and fruit scrap-based dyes, then add in battery lights to create squishy conductors. Soil Savers! create and take home a compostable seed bomb to cultivate sustainable planting to help target food waste. Eco-Quest a series of decision-making challenges, navigate the complex system of the food cycle and the affects it has on health, environment, and the economy. Through Lead to Change, teens focused on creating action plans to find solutions for real issues impacting their communities. More than 100 community action plans were developed at Ignite. There were 65 action plans submitted, of which 7 related to FLW topics. Since Apr 2024, the HH:FLW subgrantees have participated in monthly group and individual coaching meetings led by USU with added topics/input from UNL and National 4-H Council. See Training/PD question. UNL created the Food Loss and Waste Effort and Tracking spreadsheet to collect pre- and post-intervention food loss and waste audits; and track diverted foods and destination (e.g., people, animals, composting); trainings provided; and volunteers associated with the project. UNL also created the teen survey for youth leading local projects, to be used when a teen leader is at the end of their participation/service. Objective 6: Determining likely scalability and sustainability of project activities in relation to the Healthy Habits: Food Loss and Waste grants. Objective 6 was minimally addressed in year 1 due to delays in final project approvals and local project implementation. Based on the first quarter PI report, LGUs reported No (40%), Little (20%), or Moderate (40%) contribution to determining likely scalability and sustainability of project activities in relation to the HH: FLW grant. PIs Strongly Agreed to the following: Participating site(s) will continue to play an active role in FLW efforts after this grant ends (60%) Extension will continue to strengthen youth engagement across different program areas after this grant ends (80%) The community projects supported by this grant will continue after the program ends (80%) The Extension program at my LGU will continue to grow its FLW-related work after the grant ends (60%) Objective 7: Determining effectiveness of community partners and collaborations in addressing food loss and waste issues. Objective 7 was minimally addressed in year 1 due to delays in final project approvals and local project implementation. Based on the first quarter PI report, LGUs reported no (40%), little (40%), or moderate (20%) contribution to determining effectiveness of community partners and collaborations in addressing food loss and waste issues in relation to the HH: FLW grant. Across HH:FLW participating sites so far, LGUs rated the extent of the following aspects of FLW development: The local project was reflective of the diversity in the community (67% outstanding; 33% needs improvement) Extension professionals were able to engage as equal partners with community in the planning/implementing of the project (75% outstanding; 25% adequate/good) Extension operated in service of local priorities or interests (67% adequate/good; 33% needs improvement) FLW improvement work was tailored to and targeted those experiencing the greatest inequities (67% adequate/good; 33% outstanding) FLW improvement work was focused on policy, systems, and environmental change (67% adequate/good; 33% needs improvement)
Publications
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