As experience camp directors, we've seen the challenges faced by young camp counselors and inexperienced staff. Evaluations from staff at many camps motivated us to help our people be more effective with their campers. In response we created a comprehensive camp staff training. Lessons showed staff what we wanted them to do and say as they worked with campers. A key element of the training program was daily staff professional development sessions throughout camp. Evaluation results for both staff and campers show that intentional training on staff skills and behaviors supported the camp in achieving its identified youth development outcomes.

This article reports on an alumni study of middle school participants in a university-based science camp; at the time of the study the youth were completing their junior or senior year of high school. The science- and technology-intensive program was set in an intentionally designed positive youth development context. The camp was free to youth who were members of populations underrepresented in science and technology careers or were from underserved areas of the state. The alumni fulfilled the camp goal that they plan to attend college after high school. The majority reported planning to get a professional or advanced degree.

School districts face challenges to balance budgets and provide healthy meals. Oregon State University Extension agents joined with community partners to form Ranchers Feeding Kids (RFK). The program started with ranchers donating cattle that were harvested and processed for local schools' lunch programs. An educational event taught youth about livestock production, its importance to the local economy, and beef's health benefits. In 4 years, the program has grown to include 32 schools in 13 different school districts, providing over 5,500 students with meals. Forty donated cattle, with a value of over $40,000, have provided 30,000 pounds of beef to schools.

Many undergraduates are interested in community-based programming, but at most land-grants undergraduates have little contact with Extension. This article describes a grant project that developed two undergraduate courses about Extension and community-based, experiential education. The academic-year course incorporates lecture, discussion, guest speakers, and hands-on activities. The summer-session course takes students to visit program sites in operation. In outcome evaluations, students gained significantly in their understanding of land-grants, Extension, and community programming, and gained confidence in working collaboratively, among other findings. Recommendations note that the success of similar courses requires involvement of county Extension personnel and balancing of several key factors.

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