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August 2008
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Ideas at WorkCommunity-Based Food Systems in Michigan: Cultivating Diverse Collaborations from the Ground Up
David Conner
Susan Cocciarelli
Barbara Mutch
Michael W. Hamm
Michigan State University Introduction: Community-Based Food SystemsNearly everyone can support local food or community-based foods systems (CFS): increasing the capacity of local food systems provides direct economic benefit, as well as a wide range of secondary benefits. Fostering greater consumption of locally grown fresh fruits and vegetables can yield significant gains in jobs and personal income (Cantrell, Conner, Erickcek, & Hamm, 2006; Swenson, 2006). Recent research also suggests that CFS offer integrated solutions to a wide array of chronic and related problems in public health, economics, and land use (Conner & Levine, 2007). Given their broad potential benefits to multiple constituencies, developing CFS makes sense as educational and community development programs for Cooperative Extension. CFS can be defined as collaborative efforts to build more locally based food systems and economies (Peters, 1997). CFS prioritize local resources and local markets, emphasize social equity and environmental sustainability, and rely on relationships among growers and eaters, retailers and distributors, processors, and preparers of food within the community (Heller, 2005). "When local agriculture and food production are integrated in community, food becomes part of a community's problem-solving capacity rather than just a commodity that's bought and sold," (Heller, 2005, p.5). Project DescriptionA recently completed project, led by the C.S. Mott Group for Sustainable Food Systems at Michigan State University, assisted Extension professionals in efforts to develop CFS partnerships in their communities. Key outcomes of the initiative were the creation of local food teams in 13 Michigan communities (Figure 1) and a cadre of MSU Extension (MSUE) educators incorporating CFS work into existing Extension programming. The project centered upon using the food system as a problem-solving tool to address issues ranging from health to food access and economic opportunity. It was built upon two main principles and assumptions: respect for local knowledge and assets; and diversity of partnerships. Rather than prescribe solutions, the project used food system development as a rallying point to create community food teams that identified and addressed issues specific to their communities. The teams drew a great diversity of members, including Extension educators from agriculture, nutrition, and entrepreneurship programs, as well as community members with agriculture, health, economic and community development interests. In Michigan and elsewhere, diverse multi-stakeholder initiatives are increasingly seen as effective tools for identifying and developing economic opportunities within the food system (Wright, Score, & Conner, forthcoming). Figure 1. An initial organizing retreat marked the project's beginning. The goal for each team was to leave the retreat with an action plan to address specific issues that affect the sustainability of its local food system. Teams continued to communicate directly and share information with one another throughout the project. Structured activities included:
DiscussionEleven of 13 teams remained intact and actively engaged throughout the project. The specific accomplishments of the groups are as varied and diverse as their memberships, but each involved strategic relationship building within each component of the food system, which helped to increase local food availability. The project's full report (Cocciarelli, 2006) provides greater detail of the teams' efforts and accomplishments. Several groups and efforts lacking strong leadership and commitment from Extension floundered; in contrast, many of the most successful and dynamic groups had vital input from Extension educators who managed to carve out time or make it part of their jobs to engage with the community teams. Perhaps the most valuable part of the project was the networking among and between community members. Many people came to the original training feeling that they were working in isolation. Through the training gatherings, site visits, a listserv, and conference calls, they met a host of kindred spirits. Communication among community groups added a sense of both legitimacy and empowerment to their efforts. A number of spin-off projects have resulted from these partnerships. ConclusionsDiverse, multi-stakeholder collaborations, engaged in developing CFS, have great potential to contribute to a broad set of community development issues concerning nutrition and health, economic prosperity, and land use. We hope this article encourages and guides efforts of other Extension Educators to forge partnerships in their communities. ReferencesCantrell, P., Conner, D., Erickcek, G., & Hamm, M. (2006). Eat fresh and grow jobs, Michigan. Retrieved August 25, 2008 from:http://www.mottgroup.msu.edu/portals/0/downloads/EatFresh.pdf. Cocciarelli, S. (2006) Lessening the distance from farm to fork: Michigan community food systems initiative. Retrieved August 13, 2008 from: http://www.mottgroup.msu.edu/Portals/0/downloads/SARE%20Final%20Report%2010%2009%2006.pdf Conner, D., & Levine, R. (2007) Circles of association: The connections of community-based food systems.Journal of Environmental Health and Nutrition 3(1) 5-25. Heller, M. (2005). Food connections: Capital area community food profile. Retrieved August 25, 2008 from: http://www.mottgroup.msu.edu/portals/0/downloads/CACfoodprofile.pdf Peters, J. (1997). Community food systems: Working toward a sustainable future. Journal of the American Dietetic Association, 97(9): 955-957. Swenson, D. (2006). The economic impacts of increased fruit and vegetable production and consumption in Iowa: Phase II. Retrieved August 13, 2008 from: http://www.leopold.iastate.edu/pubs/staff/files/health_0606.pdf Wright, W., Score, M., & Conner, D. Food system makers: Motivational frames for renewing food and agriculture through multi-stakeholder collaboration. Journal of the Community Development Society (forthcoming).
Volunteer Development in 4-H: Constructivist Considerations to Improve Youth Science Literacy in Urban Areas
Martin H. Smith Science Literacy in the United States: Challenges and OpportunitiesNational and international assessments have revealed that the levels of science literacy among youth in the United States are well below other developed nations (Hiraoka, 1998; National Center for Education Statistics, 2000; NSTA, 2005; Zinsmeister, 1998). Furthermore, science literacy is lowest among youth in urban areas, with test results falling consistently below U. S. national averages (Cavanagh, 2006; Fraser-Abder, Atwater, & Lee, 2006). Carlson and Maxa (1997) have advocated for non-formal education programs as important resources in addressing the science literacy problem, and Kisiel (2006) indicates that these resources are particularly viable options in urban areas. The 4-H Youth Development Program has the potential to play a role in helping to address the issue of youth science literacy in urban areas in the U. S. Currently, approximately 1.7 million 4-H youth members, 26% of the total national enrollment, reside in urban areas (USDA, 2005), and 54% of all 4-H Program offerings are science-related (USDA, 2003). However, to have an impact on the science literacy of urban youth, 4-H must provide adequate professional development opportunities for the adult volunteers who lead 4-H activities. Professional Development Needs of Volunteers as Non-Formal Educators in 4-HVolunteers are essential to 4-H, serving most commonly as non-formal educators who lead projects and programs with youth (Boyd, 2004; Fritz, Karmazin, Barbuto, & Burrow, 2003; Smith & Finley, 2004), and with the current national youth membership demographics there has been an increased reliance on volunteers from urban areas (Fritz et al., 2003; Smith, Dasher, & Klingborg, 2005). In order to be successful in their role as educators, volunteers must be trained effectively (Hoover & Connor, 2001); however, according to Fritz et al. (2003), existing methods of training 4-H volunteers in urban areas are inadequate and the development of new strategies is imperative. Volunteer Professional Development Using Constructivist StrategiesConstructivism, as a learning theory, holds that knowledge is developed through experience (Schulte, 1996; von Glaserfeld, 1989). Through interactions with their physical and social environments, learners construct meaning by developing schemata, mental models of objects or events that allow them to organize their thoughts and develop understanding (Nichols, 2002). Over time, learners' knowledge increases and matures through continued and more complex environmental interactions. Existing schemata are modified when new information challenges prior knowledge (assimilation) and an adjustment in understanding (accommodation) is necessary; new schemata are formed when novel experiences are encountered and none existed previously. The knowledge that is constructed through these processes is learner-dependent and reflects an individual's developmental stage and the cultural context within which the learning occurs (Starratt, 2001). As an overarching theoretical approach to training 4-H volunteers in urban areas, constructivism could be important for three key reasons. First, constructivism provides learners with the opportunity to challenge their current thinking and formulate new explanations relative to their understanding of science and effective ways to teach the subject. Through assimilation and accommodation, volunteers, as learners, would have the opportunity to review and reform their ideas about teaching and learning. A second reason is that constructivism is a learner-centered approach that allows for the consideration of individuals' prior experience, race/ethnicity, culture, language, social class, and gender, all crucial factors that influence knowledge and practice. This is critical because these are important and interrelated factors that affect learning and contribute to the low levels of science literacy among urban youth in the U.S. (Fraser-Abder, Atwater, & Lee, 2006). Third, a learner-centered approach to professional development can serve as a means for educators to model the process of constructivist learning to their target audience (Daley, 2003). Youth science in the U.S. is typically taught through lectures and demonstrations that place an emphasis on the memorization of facts (Hinman, 1999; Jorgenson & Vanosdall, 2002), which tends to result in disaffected students (Weld, 1997). Conversely, constructivist methods exhibit the potential for improving youth science literacy (Beerer & Bodzin, 2004) by engaging learners in the process of generating their own understanding through direct experience (Marek & Cavallo, 1997). Lesson Study: A Constructivist Approach to Volunteer Professional DevelopmentOne option to address the professional development needs of 4-H volunteers using constructivist methods is through lesson study, an educator training model that occurs within the context of the learning setting and takes place in increments over time (Rock & Wilson, 2005). In lesson study, educators work in groups and engage in active reflection around interests, ideas, and issues related to a particular lesson in a specific learning setting. Through these social interactions, they challenge their beliefs and construct new knowledge that helps them develop and improve their practice (Marble, 2006; Rock & Wilson, 2005). The process is thoughtful and deliberate, and educators assume a leadership role with respect to their professional development (Boss, 2002). Lesson study has a long and successful history in Japan--over 100 years--and is increasingly recognized as a model that has great potential in the United States (Lewis, Perry, Hurd, & O'Connell, 2006). Research on lesson study has shown it to be effective, revealing positive impacts on teachers' knowledge, skills, and confidence (Rock & Wilson, 2005; Stigler & Hiebert, 1999; Wiburg & Brown, 2007), as well as their abilities to develop and implement science lessons (Marble, 2006). Furthermore, the lesson study approach is an excellent match with the 4-H method of "learning by doing" and could help volunteers in urban areas meet the needs of their diverse populations through its contextualized approach. Lesson study is relatively new to the United States (Lewis, Perry, Hurd, & O'Connell, 2006; Lewis, Perry, & Hurd, 2004; Wiburg & Brown, 2007), and there is currently no literature describing its use in non-formal education settings. However, a variety of resources exist that are extremely useful in learning about the background, theory, and application of the model. For example, Wiburg and Brown's (2007) book entitled Lesson Study Communities: Increasing Achievement with Diverse Students is a comprehensive resource that leads educators through the process with the goal of establishing effective lesson study communities. Additionally, Lewis, Perry, and Hurd (2004) describe essential features of successful lesson study, Marble (2006) discusses the use of the model as a professional development tool to help improve educators' abilities to design and implement science lessons, and Rock and Wilson (2005) investigate the influence of lesson study on teachers in urban areas. ConclusionThere is a need to improve science literacy in the United States, particularly in urban areas, and non-formal education programs like 4-H can play a vital role. However, in order to make contributions in this capacity, there is a need to provide adequate training to the volunteer educators who lead 4-H educational activities, and this problem is particularly acute in urban areas (Smith, Dasher, & Klingborg, 2005). Lesson study, a constructivist approach to educator professional development, is a viable option. Lesson study has shown to be effective in improving educators' knowledge and abilities to develop and teach science lessons; furthermore, lesson study uses a learner-centered approach and has the qualities that Zeichner, Klehr, and Caro-Bruce (2000) deem necessary for effective professional development strategies in that it "respects and builds upon the knowledge and expertise" that educators already have. ReferencesBeerer, K.,, & Bodzin, A. M. (2004, January). Promoting inquiry-based instruction: The validation of the science teacher inquiry rubric (STIR). Paper presented at the Association for the Education of Teachers of Science (AETS) Annual Meeting, Nashville, TN. Boyd, B. L. (2004). Extension agents as administrators of volunteers: Competencies needed for the future. Journal of Extension [On-line], 42(2). Available at: http://www.joe.org/joe/2004april/a4.shtml Boss, S. (2002). A closer look at learning. Principal Leadership, 2(7): 12-16. Carlson, S., & Maxa, S. (1997). Science guidelines for nonformal education. Cooperative Extension Service, Children, Youth and Family Network. CREES-USDA. 4H-590. Retrieved August 13, 2008 from: http://www.cyfernet.org/science/4h590.html Cavanagh, S. (2006). Urban students fold under basic science. Education Week, 26(13): 5, 13. Daley, B. J. (2003). A case for learner-centered teaching and learning. New Directions for Adult and Continuing Education, 98: 23-30. Fraser-Abder, P., Atwater, M., & Lee, O. (2006). Research in urban science education: An essential journey. Journal of research in science teaching, 43(7): 599-606. Fritz, S., Karmazin, D., Barbuto, J., & Burrow, S. (2003). Urban and rural 4-H adult volunteer leaders' preferred forms of recognition and motivation. Journal of Extension, [On-line], 41(3). Available at: http://www.joe.org/joe/2003june/rb1.shtml Hinman, R. L. (1999). Scientific literacy revisited. Phi Delta Kappan, 81(3): 239. Hiraoka, L. (1998). The international test scores are in. (U.S. students do not do well). NEA Today, 16(9), 19. Hoover, T., & Connor, N. J. (2001). Preferred learning styles of Florida association for family and community education volunteers: implications for professional development. Journal of Extension, [On-line], 39(3). Available at: http://www.joe.org/joe/2001june/a3.html Jorgenson, O., & Vanosdall, R. (2002). The death of science? What we risk in our rush toward standardized testing and the three R's. Phi Delta Kappan, 83(8): 601-605. Kisiel, J. (2006). Urban teens exploring museums: Science experiences beyond the classroom. The American Biology Teacher, 68(7): 396-401. Lewis, C., Perry, R., & O'Connell, M. P. (2004). A deeper look at lesson study. Educational Leadership, 61(5): 18-22. Lewis, C., Perry, R., Hurd, J., & O'Connell, M. P. (2006). Lesson study comes of age in North America. Phi Delta Kappan, 88(4): 273-281. Marble, S. T. (2006). Learning to teach through lesson study. Action in Teacher Education, 28(3): 86-96. Marek, E.A., & Cavallo, A.M.L. (1997). The learning cycle: Elementary school and beyond. Portsmouth, NH: Heinemann Publishing, Inc. National Center for Education Statistics. (2000). Highlights from the Third International Mathematics and Science Study-Repeat (TIMSS-R). Retrieved August 13, 2008 from: http://nces.ed.gov/timss/timss-r/highlights.asp Nichols, J. D. (2000, April). Schema theory: A new twist using duplo models. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. 440 961.) [NSTA] National Science Teachers Association. (2005). TIMSS 2003: Eighth-Grade Performances Up, Fourth-Grade Scores Flat. NSTA Reports 16 (4): 1, 4. Rock, T. C., & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32(1): 77-92. Schulte, P. L. (1996). A definition of constructivism. Science Scope, 20(6): 25-27. Smith, M. H., Dasher, H. S., & Klingborg, D. J. (2005). A model for recruiting and training youth development volunteers in urban areas. Journal of Extension, [On-line], 43(5) Article 5FEA6. Available at: http://www.joe.org/joe/2005october/a6.shtml Smith, S. S., & Finley, J. C. (2004). Targeted recruitment of 4-H volunteers involves understanding who currently volunteers and why. Journal of Extension, [On-line], 42(4). Available at: http://www.joe.org/joe/2004august/a6.shtml Starratt, R. J. (2001). Democratic leadership theory in later modernity: An oxymoron or ironic possibility? International Journal of Leadership in Education, 4(4), 333-352. Stigler, J. W., & Hiebert, J. (1999). The teaching gap. New York: The Free Press. [USDA] United States Department of Agriculture. (2003). Annual 4-H youth development enrollment report. 2003 Fiscal Year. Retrieved January 8. 2008 from: http://www.national4-hheadquarters.gov/library/2003-es237.pdf [USDA] United States Department of Agriculture. (2005). National 4-H headquarters fact sheet, 2005 4-H youth development ES-237 statistics. Retrieved January 8. 2008 from: http://www.national4-hheadquarters.gov/library/2005_ES-237_stats_6-06.pdf Von Glaserfeld, E. (1989). In: T. Husen & T. N. Postlethwaite, (eds.) (1989) The International encyclopedia of education, supplement Vol.1. Oxford/New York: Pergamon Press, 162—163. Retrieved August 13, 2008 from: http://www.univie.ac.at/constructivism/EvG/papers/113.pdf Weld, J. W. (1997). Teaching and learning in science. Educational Horizons, 76: 14-16. Wiburg, K., & Brown, S. (2007). Lesson study communities. Thousand Oaks, CA: Corwin Press. Zeichner, K., Klehr, M., & Caro-Bruce, C. (2000). Pulling their own levers. Journal of Staff Development, 21(4): 36-39. Zinsmeister, K. (1998). Indicators. American Enterprise, 9(3), 18-19.
A Population at Risk: Youth "Aging Out" of the Foster Care System and Implications for Extension
Eboni J. Baugh According to national estimates, approximately 20,000 children "age out" of foster care each year (U.S. Department of Health and Human Services, 2005). Aging out of foster care refers to children who are discharged from care, namely care that is no longer provided by the government, usually between the ages of 18 and 21. Many of these young adults are forced into independence, with little to no resources helping them assume adult responsibilities. Outlined below are highlighted risk factors and future difficulties that these young adults may face when leaving the foster care system. Risk Factors for Youth Leaving the Foster SystemHomelessnessNumbers of homeless youth are the products of the foster care system (Lenz-Rashid, 2004). Many youth who aged out of foster care report being homeless at some point in time after discharge. Approximately 14% of males and 10% of females report being homeless at least once since their discharge from foster care services (Courtney, Piliavin, Grogan-Kaylor, & Nesmith, 2001). At such a critical stage of the development, these young adults who should be focused on establishing themselves as independent members of society, struggle with finding housing on their own. Many are forced on the street and/or to homeless shelters for a significant period, often persisting throughout their lifespan. Employment & Job TrainingDue to limited work histories and/or lackluster job training, many former foster children will face difficulty finding employment. Those who do obtain employment may be forced to work low-paying jobs, making them susceptible to exploitation, poverty, and increased difficulty establishing their independence (Lenz-Rashid, 2004). Poor job preparation and limited skills training place foster children at an unfair disadvantage when facing the job market. In a multi-state study of youth exiting the foster care system, three-fourths reported not getting any type of career counseling and over 50% reported no training in regards to job application or interviewing. Substance Use and AbuseFoster care youth are a vulnerable group with a high risk for substance use and abuse. In this population of youth, illegal drugs are used because of experimentation and peer pressure, self-medication due to lack of health care, and coping mechanisms for stress. Substance use in former foster care youth is high (Wertheimer, 2002), often higher than that found in their peers who have no foster care history (Lenz-Rashid, 2004). Health and Well-beingMany youth upon leaving foster care face additional issues in relation to their physical and mental health. Unexpected pregnancies are often faced by many newly emancipated youth. Unstable housing situations, limited life skills, a yearning for love and something to nurture (Nicoletti, 2007), and family patterns of instability and risk can all contribute to the early childbearing found within this group. Subsequent to limited relationship experience and lack of effective relationship models, this group is at an increased risk for poor individual and relational adjustment. Mental health issues such as depression, mental illness, and anxiety are high and put these youth at more risk for negative outcomes once out of the system (Lopez & Allen, 2007). What Determines Risk for "Aged-Out Youth"?The experiences faced by youth aging out of care can be determined by many factors, occurring both before and after leaving foster care. Positive experiences result when youth receive services that prepare them for independence, the quality of care they received while in the foster care system, greater numbers of support networks, and having employment established before discharge. Youth who report negative experiences had more foster care placements, fewer support networks, and less education or formal training (Reilly, 2003). Areas for ChangeResearch has highlighted key areas that must be addressed in order to increase the positive outcomes for youth who age out of the foster care system: education, training, housing options, and continued mental and physical health care. Existing and future Extension programs can target many of the above needs within this population. Using a multi-disciplinary approach, Extension agents have numerous areas of intervention for this group and can deliver programs on many levels. Collaborative relationships with secondary and post-secondary educators, health care providers, career counselors, juvenile justice, child and family services, and other community partners will enhance effective programming for these youth. Extension program suggestions:
Extension programming can begin with youth who are within the foster care system, in an attempt to decrease their risk once they transition out. Other services should be aimed at those youth who are beginning to negotiate the transitioning process, those turning 17 or 18 years old. SummaryExtension can be a great resource for youth aging out of the foster care system. This population is in desperate need of education and intervention both pre and post discharge from foster care. Program development and delivery in this area can have impacts not only on the experiences of the youth, but also affect the community as a whole. ReferencesCourtney, M. E., Piliavin, I., Grogan-Kaylor, A., & Nesmith, A. (2001). Foster youth transitions to adulthood: A longitudinal view of youth leaving care. Child Welfare Journal, 80, 685-717. Lenz-Rashid, S. (2004). Employment experiences of homeless young adults: Are they different for youth with a history of foster care? Children and Youth Services Review, 28, 235-259. Lopez, P., & Allen, P. J. (2007). Addressing the health needs of adolescents transitioning out of foster care. Pediatric Nursing, 33, 345-356. Nicoletti, A. (2007). Perspectives on pediatric and adolescent gynecology from the allied health professional. Journal of Pediatric Adolescent Gynecology, 20, 205-206. Reilly, T. (2003). Transition from care: Status and outcomes of youth who age out of foster care. Child Welfare, 82, 727-746. U.S. Department of health and human services. (2006). The adoption and foster care analysis and reporting system report 2005. Washington DC: Administration of Children and Families. Wertheimer, R. (2002). Youth who "age out" of foster care: Troubled lives, troubling prospects (Publication #2002-59). Washington, DC: Child Trends Organization.
Expanding Horticultural Training into the Prison Population
M. L. Robinson
Angela M. O'Callaghan
University of Nevada Cooperative Extension IntroductionSince 1998, University of Nevada Cooperative Extension (UNCE) faculty members have taught horticulture to inmates of southern Nevada correctional facilities. The correctional horticultural program has been presented at three medium security prisons, a trustee camp, the county detention center, and the federal prison camp located on Nellis Air Force Base. Once inmates have passed the horticultural training program, they may take the state pesticide applicator training (PAT) and examination, which prepares them for jobs after release. During the years the program has been in existence, 46 inmates passed the PAT examination, and nearly 300 inmates passed basic horticultural training. Why Establish a Corrections Horticulture Program?Horticultural training can benefit a prison or prison system in many ways:
For many prisoners, completing the training program is their first educational accomplishment. Some report that because of this training they enrolled in college after leaving the prison system. The incarcerated population is growing. The total prison and jail population reached 2,258,983 by the end of 2006, representing 0.7% of the US population (Sabol, Couture, & Harrison, 2007). From 1995 to 2000, the prison population increased by 17%, while educational programming increased by only 1%. Any program that can lower recidivism is essential. Due to the nature of their crimes, many inmates cannot return to previous professions. This is especially true of prisoners who commit white-collar crimes. These inmates need new avenues for employment to make a legal living. Horticultural training provides an opportunity to change attitudes and life goals. Project Beginnings and DevelopmentThe southern Nevada horticultural training began 8 years ago in one prison as an extension of the Master Gardener Program. As the program expanded to other facilities, it became apparent that it needed to be adapted toward job-skills training (O'Callaghan & Robinson, 2006). This program is one of the most popular programs at the prisons. It receives strong support from prisoners. Some inmates have been on a waiting list for 2 years. One of the prisons has a waiting list of over 100. In one prison, inmates posted their own Intranet Web page advertising upcoming classes. Requirements for enrollment are stringent, yet prisoners meet them. Our program currently includes the county jail, three state prisons, and one prison camp. The federal camp at Nellis Air Force Base (now closed) and one privately run prison, which has since been taken over by the state, were previously involved. Expedite the ProgramRegulations differ among facilities. Although there are many similarities, each has different rules governing such issues as who can enter, what color clothing may be worn, types of books permitted, etc. Rules may be administrative code or may be a warden's preference. Following are lessons we have learned that help expedite the program.
Program ChallengesWorking with the corrections system can be challenging. Not all inmates take the course for educational or employment reasons. Some only take courses to receive time off their sentences for completing an educational program. Employee turnover in the prison system is high, and many times morale is low, even lower than among inmates. Not everyone within a prison will welcome a training program no matter how valuable it may be. This is especially true among people who believe that prisons exist only to punish and that educational programs are an unnecessary luxury. ConclusionExpanding a horticultural program into a prison can benefit individuals and prison systems in a variety of ways, opening doors to individual self-improvement and organizational community service. Any effort required to begin and expedite the program will be worth time spent and aggravations endured. Plan for the unexpected, such as emergencies in the yard, no officers to escort instructors, problems with paperwork, etc. Be flexible because the program can change lives. Many inmates report this class makes them feel they have potential and gives them something to look forward to after incarceration. For some, this is the first time they have received any kind of certificate showing they have completed a course and can now give back to the community in a meaningful way. ReferencesSabol, W. J., Couture, H., & Harrison, P.M. (2007). Prisoners in 2006. Bureau of Justice Statistics. Bulletin. Retrieved August 14, 2008 from: http://www.ojp.gov/bjs/pub/pdf/p06.pdf O'Callaghan, A. M., & Robinson, M. L. (2006). Revamping a Master Gardener Curriculum for use in prison job readiness programs [Abstract]. HortScience 41:968. Robinson, M. L., & O'Callaghan, A. M. (2006). Finding new methods for environmental teaching in prisons. Paper presented at the meeting of the Alliance of Natural Resource Outreach and Service programs. Flagstaff, AZ.
Kentucky Extension Professionals Use Oral Health Partnership to Educate Communities
Sharlee Shirley Burch IntroductionSince the release of Oral Health in America: A Report of the Surgeon General in 2000, a greater emphasis on oral wellness and disease prevention has emerged across the country. Critical findings within the report linking oral disease with other chronic conditions such as cardiovascular disease, diabetes, adverse pregnancy outcomes, and respiratory illnesses have encouraged the creation of innovative partnerships designed to develop new educational strategies focused on addressing risk factors contributing to the oral disease of communities (Oral Health in America: A Report of the Surgeon General, 2000). Kentucky is a leader in oral disease rates--for adults and children. Lack of understanding of the importance of oral health to total health and wellness, as well as a culture of apathy toward good oral hygiene behaviors has contributed to epidemic levels of oral disease in the Commonwealth (National Oral Health Report Card, 2003). In 2002, The University of Kentucky Cooperative Extension Service initiated the Health Education through Extension Leadership (HEEL) Project (Scutchfield, Harris, Tanner, & Murray, 2007). Three broad goals provided the overall direction for HEEL Project efforts. They are:
The HEEL project also used the Diffusion on Innovation Theory Model to further define its programs. HEEL began its work by developing partnerships inside and outside the University. Early partnerships included the College of Medicine, College of Pharmacy, and the Kentucky Department for Public Health. Initial projects included the creation of an on-line health mortality database to merge demographic and social indicators by county for all 120 Kentucky counties. In 2004, the Oral Health Wellness and Disease Prevention Program was created out of the official partnership between the Cooperative Extension Service HEEL project and the Division of Public Health Dentistry at the University of Kentucky. Agriculture and Dentistry: Not So Strange BedfellowsThe unique Oral Health Wellness and Disease Prevention Program gained immediate state and national attention. The creation of an Extension Oral Health specialist, a faculty member of both the College of Agriculture and College of Dentistry, was an innovative concept that drew invitations to present at national meetings of both Oral Health and Extension personnel. Due to HEEL's emphasis on chronic disease education for communities and the growing body of evidence for these conditions systemic links to oral disease, the development of the Oral Health Wellness and Disease Prevention Program was a natural fit for the HEEL project. First StepsEarly programming for the Oral Health Wellness and Disease Prevention Program centered on 4H Youth Development. Oral health lessons and hands-on oral health training were conducted in four Kentucky 4H camps in 2004 (Figure 1). An overwhelmingly positive response from agents and 4H campers demanded the expansion of the program to nine Kentucky 4H camps in 2005. Following the success of the 4H camp program, in mid-2005, an initial oral health needs assessment was conducted with Family and Consumer Science Extension Agents across Kentucky. Two types of questions were posed, those based on community oral health perceptions and those on current community oral health educational activities using a Likert Scale. With a response rate of 40%, oral health training and programming was developed using a Logic model. Programming in the short term included process evaluation, and goals for long-term programming were also defined. Figure 1. Oral Health Training for those in the TrenchesFollowing the initial needs assessment, the UK Oral Health Extension Specialist developed educational materials focused on oral health. The Oral Health Training Manual includes resources on the oral health/total health connection, Kentucky specific oral health data, and comparative oral health data for the nation, over 15 reproducible fact sheets on oral health, and the Kentucky Smile Curriculum. The Kentucky Smile Curriculum includes 11 lessons on oral health, with activity guides and worksheets for each lesson. The Smile Curriculum can be adapted for any audience type or age. With a wide variety of audiences in mind, educational resources were also purchased by the Extension Oral Health specialist. An item such as large toothbrushes and sets of teeth, videos, posters, oral wellness displays, and puppets were made available to Extension personnel. An in-service training on these materials and resources was conducted with Extension personnel in early 2006. Figure 2. Evaluating the Impact of the Oral Health Wellness and Disease Prevention ProgramCooperative Extension agents regularly implement the Oral Health Wellness and Disease Prevention Program for the promotion of dental health and wellbeing in their communities. The implementation of the program has provided Extension personnel with multiple opportunities to develop partnerships with a diverse group of other community-based agencies. At least 37 of 120 Kentucky counties have implemented oral health programming, a rate of 31%. Twenty-three agents are involved, 20 are FCS agents, and three are 4H/YD agents. In addition, 14 Expanded Food and Nutrition Education Program assistants have implemented oral health programming in their communities. ConclusionOver 6,500 Kentuckians have participated in the Oral Health Wellness and Disease Prevention Program, with the majority of those being children ages 10 -12. Unique partnerships have been developed between Cooperative Extension and local agencies such as schools, head start programs, local health departments, family resource centers, and daycare facilities. Also, provider-based partnerships have been initiated, like Cooperative Extension agents working in tandem with local dental professionals to conduct oral cancer screenings and oral health educational workshops. Cooperative Extension has used the Oral Health Wellness and Disease Prevention Program to build community capacity to address the oral health educational needs of its citizens. ReferencesScutchfield, F. D., Harris, T. T., Tanner, B., & Murray, D. (2007). Academic health centers and Cooperative Extension Service: A model for a working partnership. Journal of Extension [On-line], 43(1) Article 1FEA5. Available at: http://www.joe.org/joe/2007february/a5.shtml U. S. Department of Health and Human Services. National Institute of Dental and Craniofacial Research. (2000). Oral health in America: A report of the Surgeon General. Washington, DC: U.S. Government Printing Office. Oral Health America. (2003). National oral health report card. Chicago, IL: Oral Health America.
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