The purpose of this study was to investigate the outcomes of all-female camp experiences on women’s lives. Using a retrospective approach, this study collected qualitative data from 131 women to examine the benefits of all-female camp experiences, to analyze the skills they gained at camp, and to understand how they apply these skills to their adult lives. Benefits of an all-female camp experience identified through qualitative analysis included focused time, supportive environment, and challenging gender norms. Skills that the women gained at camp and apply to their everyday lives were developed into the following themes: social development (communication, teamwork, cultural sensitivity, respect for others, community building, tolerance, working with diverse personalities), career development (leadership, perseverance, time management, influenced career direction), and personal development (resilience, sense of self, self-reliance, self-esteem, confidence, independence). Study findings suggest that these skills have personal and professional applications across women’s lives.

A strong body of research has developed over the last decade regarding the developmental outcomes of camp experiences of children and adolescents. However, few formal studies have taken place to determine how camp experiences lead to deep personal change in young adults. Mixed methods were used to better understand how camp is transformative in lives of young adult camp staff and to identify conditions in the camp setting that facilitate change. A change model and conditions of change model were developed. Recommendations for future research are provided.

Increasing demands for accountability in educational programming have resulted in increasing calls for program evaluation in educational organizations. Many organizations include conducting program evaluations as part of the job responsibilities of program staff. Cooperative Extension is a complex organization offering non-formal educational programs through land grant universities. Many Extension services require non-formal educational program evaluations be conducted by field-based Extension educators. Evaluation research has focused primarily on the efforts of professional, external evaluators. The work of program staff with many responsibilities including program evaluation has received little attention. This study examined how field based Extension educators (i.e. program staff) in four Extension services use the results of evaluations of programs that they have conducted themselves. Four types of evaluation use are measured and explored; instrumental use, conceptual use, persuasive use and process use. Results indicate that there are few programmatic changes as a result of evaluation findings among the non-formal educators surveyed in this study. Extension educators tend to use evaluation results to persuade others about the value of their programs and learn from the evaluation process. Evaluation use is driven by accountability measures with very little program improvement use as measured in this study. Practical implications include delineating accountability and program improvement tasks within complex organizations in order to align evaluation efforts and to improve the results of both. There is some evidence that evaluation capacity building efforts may be increasing instrumental use by educators evaluating their own programs. Results indicate that there are few programmatic changes as a result of evaluation findings among the non-formal educators surveyed in this study. Extension educators tend to use evaluation results to persuade others about the value of their programs and learn from the evaluation process. Evaluation use is driven by accountability measures with very little program improvement use as measured in this study.Practical implications include delineating accountability and program improvement tasks within complex organizations in order to align evaluation efforts and to improve the results of both. There is some evidence that evaluation capacity building efforts may be increasing instrumental use by educators evaluating their own programs.

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Predicting which students enrolled in graduate online education are at-risk for failure is an arduous yet important task for teachers and administrators alike. This research reports on a statistical analysis technique using both static and dynamic variables to determine which students are at-risk and when an intervention could be most helpful during a semester. Time-series clustering analysis of online teacher education classes revealed that prediction is possible after the 10th week capturing over 78 % of at-risk students. Visual analysis of dynamic student activities shares a number of striking commonalities consistent with EKG charting. The potential exists for instructors to recognize simple graphic patterns that identify and formatively address these issues with their students. Next phases of research will apply further validation of both the models attempted and additional predictor variables