Knowledge Resource Center for Ecological Environment in Arid Area
| 项目编号 | 1017048 |
| Central State University Seed To Bloom 4-H S.T.E.A.M. Afterschool Sustaintable Community Project | |
| Doamekpor, Prosper | |
| 主持机构 | 1890 - CENTRAL STATE UNIVERSITY |
| 开始日期 | 2018 |
| 结束日期 | 2020 |
| 资助机构 | US-NIFA（美国食品与农业研究所） |
| 语种 | 英语 |
| 国家 | 美国 |
| 中文简介 | 3020 - Education |
| 英文简介 | Goals / Objectives The overall project goalis to provide 4-H afterschool experience to youth (K - 8 ) in positive youth development (PYD)through experiential learning activities in S.T.E.A.M education, healthy living, citizenship and civic engagement and career preparedness to be functional, responsible citizens and caring individuals.The objectives are to: create and develop a strong community partnership that fosters positive youth development (PYD) experience based on the needs and strengths of youth, their families, and communities;encourage youth to improve their dietary habits, nutrition, health and wellness, and physical activities;gain access to healthier foods through hands-on activities in gardening and healthy food preparation;introduce activities in science and agriculture, nutrition and food preparation;provide opportunities for youth to develop life and workforce preparation skills (teen leadership, mastery, self-esteem, and self-determination skills).Project Methods Central State University Extension Seed to Bloom project management team will work witha CYFAR project evaluator to assist and guide the monitoring and evaluation process to provide an independent and unbiased project assessment. A mixed method approach with the quantitative part employ a quasi-experimental design to conduct the project evaluation. A continuous assessment data collection procedure will be followed using different types of methods and instruments (process and summative evaluations). These include pre and post cognitive tests oncore competencesof participants'knowledge and skillsgained during the teaching and learning process, the training workshops conducted, and the end-of-activityGoals /session questionnaires thatare administered to program participants.In addition, feedback mechanisms (formative evaluation) will be developed to help project staff make any adjustments to the programs and training workshops as the project progresses.Both qualitative and quantitative data , addressing pertinent questions about the project responsiveness to the needs and interests of participants andrelated stakeholders will be collected. Information about project success and any adjustments made for project improvement and sustainability will be assessed as well. Thus, documentation of all project activities from the project planning to implementation stages areessential to accomplish the desired project outcomes. As the project draws to an end, the project evaluator will assist the project management team to develop a protocol for assessing the project impact on program participants, and what lessons were learned towards achieving the project desired outcomes.As a result of implementing a comprehensive evaluation plan the following are considered: 1) The experiential learning model is the primary teaching method; 2) Life, technical and intellectual skills such as critical thinking, problem-solving and decision-making are integrated into the project; 3) S.T.E.A.M. activities are integrated into the project; 4) Community issues are integrated into the learning activities - service learning will be infused into some aspects of the curriculum units to meet community needs and help develop participants as emerging community leaders.Project evaluation and project staff will 1) collect baseline information of all program participants through questionnaires and surveys; 2) conduct focus group interviews at project sites to validate current information about the community and target audiences; 3) evaluate the progress made in the project implementation using process evaluation methods and develop a protocol to analyze the data collected from the process evaluation to make adjustments as the project progresses through the fourth year; 4) develop a process for linking goalsGoals /objectives to activities to data sources to outcomes; 5) design and develop data collection instruments for the project which include (a) develop feedback mechanisms (formative evaluation) to help project staff to make adjustments to the implementation process (project activities i.e. trainingGoals /workshops, field trips, project works, etc.) as the project progresses; and (b) conduct follow-up studieswith program cohorts withinsix months, one year, two years, and three years of participation andGoals /or after graduating from the program to determine project short-term, immediate- and long-term impact; 5) carry out data analysis, interpretation of findings to project outcomes using the appropriate statistic.Data collection strategies will include: 1) observations of behavior of program participants using checklists (program assistants); 2) interviews and self-reported perceptions of student participants and program volunteers about benefits derived as a result ofparticipating in theproject (evaluator, working along with site coordinators); 3) pre- and post- cognitive tests; 4) end-of-activity questionnaires of completed program modules; 4) self-reported behaviors by participantsthroughsurveys and journaling(program assistants to collect data and submit through site coordinators). |
| 英文关键词 | 4-h programs positive youth development (pyd) s.t.e.a.m careers health & nutrition gardening |
| 来源学科分类 | 3020 - Education |
| 资源类型 | 项目 |
| 条目标识符 | http://119.78.100.177/qdio/handle/2XILL650/356111 |
| 推荐引用方式 GB/T 7714 | Doamekpor, Prosper.Central State University Seed To Bloom 4-H S.T.E.A.M. Afterschool Sustaintable Community Project.2018. |
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