More effective professional development can help 4-H volunteers address need for youth scientific literacy

Smith, Martin H.; Schmitt-McQuitty, Lynn

doi:10.3733/ca.v067n01p47

Cited by 10 publications

(11 citation statements)

References 25 publications

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“…Volunteers wanted continuous education and expressed preferences for both online and in-person methods of receiving training. These reform-based approaches of volunteer professional development have been shown to be more effective at improving practice than one-time, expert-led workshops (Schmitt-McQuitty et al, 2019;Smith & Schmitt-McQuitty, 2013). Yet, the prevailing approach to 4-H volunteer professional development is single episode, expert-led workshops and conferences (Kalson et al, 2005;Senyurekli et al, 2006;Smith et al, 2004;Smith et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…development of 4-H volunteers include leadership, educational/topic-specific, family community leadership, leader and officer/role-specific training, monthly training, working with youth, and county-level training on program policies and organizational structure (Hoover & Connor, 2001;VanWinkle et al, 2002). When delivered effectively through learner-centered and reform-based approaches, trainings have been shown to increase volunteers' knowledge about (a) 4-H and its organizational structure, (b) roles and leadership responsibilities, (c) teaching techniques and pedagogy for youth in various age groups, and (d) planning and organization of meetings and other activities (Smith & Schmitt-McQuitty, 2013;VanWinkle et al, 2002). It was also reported that by attending the trainings and serving as 4-H leaders, volunteers gained teaching, organizational, and leadership skills, and they applied these skills to other areas of their life, such as work and family (VanWinkle et al, 2002).…”

Section: Volunteer Knowledge Skills and Competenciesmentioning

confidence: 99%

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Identification of Priority Skill Areas for Volunteer Professional Development

Kok

Espinoza

Worker

et al. 2020

JYD

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Youth development programs often rely on volunteers to deliver programming to young people. Our study explored the skills and competencies volunteers self-identified as important for their roles. We analyzed qualitative responses to 2 open-ended questions asking University of California 4-H volunteers to identify priority skills to aid in their volunteer development. Using inductive thematic analysis, we developed a coding scheme to analyze 1,144 responses. Participants reported the need for professional development in content-specific areas, program management basics, and child development. Volunteers also reported desiring training in educational practices, organizational skills, specific volunteer roles, and communication skills. The modalities through which volunteers were willing to develop these skills were peer-to-peer learning; online, in-person, classes and conferences; and continuous education. Given the importance of adult volunteers to youth development programs, it is essential that volunteers’ professional and skill development be supported by both effective and preferred approaches.

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Section: Discussionmentioning

confidence: 99%

Section: Volunteer Knowledge Skills and Competenciesmentioning

confidence: 99%

Identification of Priority Skill Areas for Volunteer Professional Development

Kok

Espinoza

Worker

et al. 2020

JYD

View full text Add to dashboard Cite

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“…According to the National Science Board (2018), the number of jobs requiring extensive STEM abilities has increased by 34% in the last 10 years. However, little research exists on preparation of educators and volunteers to teach science curricula; it is imperative to identify these challenges to ultimately improve scientific literacy of youth (Smith & Schmitt-McQuitty, 2013).…”

Section: Introduction Backgroundmentioning

confidence: 99%

4-H STEM Curriculum Challenges: A Delphi study

Branscum

Sallee

Allen

et al. 2020

JYD

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Science, technology, engineering and math (STEM) skills have become essential for today’s youth. STEM-literate individuals are a necessity to fill the ever-growing STEM employment pipeline. Employers are expecting applicants with STEM skills. 4-H programs across the nation have recognized the importance of educating STEM-minded youth. As STEM programs become more prevalent within 4-H, it is essential to address challenges Extension educators and 4-H volunteers face when teaching STEM curriculum. In this study the Delphi technique was utilized to collect the opinions of a geographically dispersed group of 4-H Extension educators and volunteers. Each group served on a separate panel and were asked the question, “What challenges do you face when teaching STEM curriculum?” After three rounds of study, both the educator and volunteer panels identified 2 challenges faced when teaching STEM curriculum. Through identification of these challenges, Oklahoma state 4-H staff can better address the professional development needs of educators and volunteers within the organization, and support the desired scientific literacy outcomes of 4-H youth.

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“…In California 4-H, effective professional development is needed to build the capacity of staff and volunteers to understand the 4-H SET Initiative and implement effective nonformal science programming (Schmitt-McQuitty et al 2014;Smith and Schmitt-McQuitty 2013). Utilizing a Vision II approach to defining scientific literacy will help in designing professional development opportunities for 4-H staff and volunteers that incorporate specific features considered critical to advancing the knowledge and skills of science educators: emphasis on subject matter knowledge (e.g., Penuel et al 2007); and linking professional development to broader organizational goals (e.g., Loucks-Horsley et al 2003).…”

Section: Advancing 4-h Sciencementioning

confidence: 99%