Recognizing Tenured 4-H Adult Volunteers

Culp, Ken; Schwartz, Vicki

doi:10.5032/jae.1999.02038

Cited by 3 publications

(2 citation statements)

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“…The first panel consisted of volunteers who met the following two characteristics: 2. Volunteer panelists must be tenured, meaning they have served 5 or more years in their role with 4-H (Culp & Schwartz, 1999b).…”

Section: Panel Selectionmentioning

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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Section: Panel Selectionmentioning

confidence: 99%

4-H STEM Curriculum Challenges: A Delphi study

Branscum

Sallee

Allen

et al. 2020

JYD

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“…Similar to Extension educators, 4-H volunteers often implement programming and conduct 4-H activities, so they were also included in panel one. The 4-H volunteers were recruited based on their tenured status of serving at least 5 years in the Oklahoma 4-H program (Culp & Schwartz, 1999) and their recognition as a county 4-H Volunteer of the Year in 2015-2016. In total, 25 educators and 25 4-H volunteers were invited via email to participate.…”

Section: Panel 1: Extension Educators and Volunteersmentioning

confidence: 99%

Using the Delphi Technique to Determine Challenges Facing Oklahoma’s 4-H Program

Young

Sallee

Ramsey

et al. 2019

JYD

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As youth development organizations continue to evolve and grow, professionals are faced with the challenges to address the ever-changing needs of their clientele. In order to maintain the longevity of the Oklahoma 4-H program, Extension professionals must address challenges prohibiting, discouraging, or discontinuing participation of youth, families, and volunteers in the program. Additionally, state administrators should examine the challenges their staff face in efforts to execute the mission of 4-H Youth Development. A modified Delphi technique was employed in this study to determine the challenges facing Oklahoma 4-H. Two expert panels were used in this study: Extension educators and 4-H volunteers (Panel 1) and 4-H parents (Panel 2). After 3 rounds of the Delphi technique, Panel 1 identified 11 challenges and Panel 2 identified 9 challenges facing Oklahoma 4-H in the next 5 years. There were 8 identical challenges identified by both panels. These 8 challenges represent priorities for Oklahoma 4-H to address. This study could be replicated in any state to confirm the challenges facing youth development organizations. This research study indicates these findings may be widespread and affect other youth development organizations across the nation beyond the Oklahoma 4-H program.

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The Perceptions and Needs of Volunteers at a University- affiliated Public Garden

Haynes¹,

Trexler²

2003

horttech

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University-affiliated gardens enhance the teaching, research, and outreach missions of the university. Attracting and retaining volunteers is challenging but important for the success of most public gardens. The objective of this case study was to determine the perceptions and needs of volunteers at a university-affiliated public garden. In a focus group format, participants' responses were analyzed to determine the benefits of volunteering to both the participants and the university. Benefits were categorized into three groups: material, solidarity, and purposive. Material benefits are tangible rewards that are equated with monetary or resource gain. Solidarity benefits are social rewards from being in a group. Purposive benefits are rewards from achieving a goal or mission. This study documents the shift of volunteer motives from deriving purposive to solidarity benefits as the garden grew and expanded. Concomitantly, the goals of the university-affiliated garden shifted from purposive to material benefits. Our results confirm that garden volunteers are like other groups of volunteers in that they expect specific benefits for their participation, and their needs may fluctuate over time. Thus, a public garden may need to adjust reward systems to maximize the positive impact of volunteers. The university would benefit from an efficient support system to help volunteers meet their desire for helping the organization. To retain volunteers the university needs better training programs, a more flexible volunteer work schedule, and more recognition ceremonies. This study has implications for any institution that uses volunteer support to accomplish its mission.

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Recognizing Tenured 4-H Adult Volunteers

Cited by 3 publications

References 0 publications

4-H STEM Curriculum Challenges: A Delphi study

4-H STEM Curriculum Challenges: A Delphi study

Using the Delphi Technique to Determine Challenges Facing Oklahoma’s 4-H Program

The Perceptions and Needs of Volunteers at a University- affiliated Public Garden

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