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A collaborative, statistics education research project (Lovett, 2001) is discussed. Some results of the project were applied in the computer lab sessions of my elementary statistics course. I detail the process of applying these research results, as well as the use of knowledge surveys. Furthermore, I give general suggestions to teachers who want to put educational research results into effective use in their own classes.

A statewide community club evaluation (youth self-report), empirically testing a logic model of factors influencing youth life skill development is described. Results supported that the way adult volunteers manage and mentor youth and explained how 4-H program features (e.g., youth sense of belonging, safety, and support) influence life skill development. Youth engagement in activities was also linked with life skills and organizational supports were linked with youth engagement in the model. Future directions based on the findings to be discussed include: (1) examining volunteer competencies to build upon in training; (2) use of SEM to understand the larger picture of youth programs; and (3) what the results tell us about: (a) creating quality club environments for youth; (b) providing youth with caring adult support systems; and (c) developing life and career skills through subject-matter topics.

4H-FS-101.11-Spn, a 3-page fact sheet by Marilyn N. Norman and Joy C. Jordan, is the Spanish language version of 4H-FS-101.11: 4-H FAQs. It answers frequently asked questions about 4-H, such as “What happens in a 4-H club?” and “What is the 4-H Pledge?” Published by the UF 4-H and Youth Development Program, July 2009.