Nicole Webster

Modeling Service Learning for Future Leaders of Youth Organizations

This project provides instructors seeking to integrate Service Learning (SL) into collegiate level courses a model for future use and adoption. Approximately 60 students in a collegiate youth leadership course and two collegiate student organizations participated in a SL project at an environmental center in West Philadelphia. The majority of students who participated were enrolled in either the youth leadership development course or in a special topics course on SL. In both instances students were exposed to service learning from an historical and operational perspective and participated in guided reflection at the completion of the project. The SL project allowed the instructors to model a unique experiential learning strategy that could be adopted by future agricultural education instructors, 4-H youth development educators, collegiate or youth organizations.

Academically Talented Students' Attitudes Toward Service in the Community:

In this study, the authors examined participation rates in, and attitudes toward, service in community settings in a sample of 936 academically talented adolescents. Results indicated that about 50% of the participants participated in both classroom-sponsored and organization-sponsored service activities, with female students reporting higher rates than male students. Participation rates increased with increases in socioeconomic status, and rates in organization-sponsored activities increased across grade levels. Attitudes toward service were generally positive, with female students having more positive attitudes than male students. These findings mirror results from studies of non-identified students and suggest that differences in participation rates in service activities may be reflecting differences in economic circumstances that allow for participation.

Understanding the Perceptions of Service Learning with Teen Leaders

This qualitative study was conducted to answer two questions concerning service learning in youth populations: Do teens understand their roles in the process of service learning? How do teens perceive service opportunities within their communities or organizations? The intent was to investigate these issues in order to provide depth to the research on youth voice and perceptions in service learning activities. Focus groups were conducted with teens involved in various organizations. Findings included that teens were able to articulate a strong definition of service learning as well as identify service activities. Most felt they had a voice in planning and implementation and saw adults as key to the evaluation of projects. Some teens felt, however, that adults often have too great a voice in the planning stages. Recommendations include professional development for adults on working with teens and evaluating current programs to make certain that youth voice is present.

Toward a model of promoting youth development in the Caribbean through agriculture investment

For young people to be fully vested in society, they must be given the resources to become empowered for productivity. A model for engagement based on an analysis of a selection of youth agricultural programs with emphasis on those living in developing nations is presented. The model takes into account the social, cultural, ethnic, and resource diversity in the Caribbean region and argues that a flexible, rather than a fixed model is more contextually appropriate. After a review of select youth programs in the Caribbean and Africa, we offer a model with components that compliments particular circumstances within a country and would allow for flexible implementation. From this perspective, the face and, more importantly, the engagement of youth in Caribbean society can be significantly enhanced if these young people are supported by appropriate interventions that allow them to fully engage in the agricultural sector.

Exploring Youth Development Workers in the Process of Civic Youth Engagement in Trinidad and Tobago

The purpose of this paper is to explore the concept of civic youth development within the wider context of Caribbean youth, specifically in Trinidad and Tobago. It is important to understand youth development from this perspective given the critical social and developmental changes within the Caribbean. A qualitative research methodology was used to examine these issues. Eighty-two adult youth development workers from across the country were asked a series of questions on their knowledge and understanding of civic engagement, barriers to involving youth in community activities, and what they feel motivates youth to participate. Data collected were analyzed using the NVIVO statistical software. Several themes emerged for each question in the data set. These included creating positive civic experiences, teaching youths to be good citizens, empowering youths, engaging youths in community activities, adult mentoring, parental and community involvement, generation gap, time and social constraints, incentives, adult involvement, and youth participation. The results provide a foundation upon which a model can be built for the full engagement of young people in programs and activities that can impact positively on their quality of life.

A focused analysis of TVET: unique opportunities and strategies for investing in and engaging youth in Nicaraguan society

Abstract Technical and vocational education and training (TVET) is increasingly emphasised by international education organisations. In Nicaragua, particularly, this type of engagement is viewed as a potential for boosting the economy, improving employment and building the infrastructure and sustainability of remote and marginalised communities. To date, one specific region in Nicaragua has thoughtfully engaged multiple sectors to support TVET through public–private partnerships (PPPs) and community-level networks. The data for this article were collected through in-person interviews with TVET stakeholders over a two-week site visit in support of a USAID evaluation. In addition to interviews, data collection included analyses of the strengths, weaknesses, opportunities and challenges of TVET providers in the region. This study considers the demographics, economics and educational realities of Nicaragua and the potential for PPPs to enhance opportunities for youth and community development.

Leadership Practices Employed by 4-H Youth Development Educators in a Northeast State

This quantitative study was completed in order to gather initial data on the leadership practices currently being employed by county level 4-H educators in a northeast state. A survey instrument including the Multifactor Leadership Questionnaire (MLQ), the Leadership Practices Inventory (LPI), and a demographics questionnaire, was sent to all extension 4-H educators. Findings had educators self reporting the use of transformational leadership skills fairly often while transactional skills only once in a while. Also, educators reported the moderate use of skills including role modeling and engaging others in activities;

Conclusion: Long Term Prospects and Global Health Collaboration

The general direction of global health within academia seems to have moved to a stage where easily accessing information is vital to notions of transparency and interactions. The task of universities is to find and create pathways that inform society and our students about the realities of health across various nation states. While this might seem like a daunting task, the structure of Pan Institution Network for Global Health (PINGH) has provided avenues for exploring and addressing complex and interrelated health issues among global partners within an academic setting.

St Vincent Youth and Careers in Agriculture

Abstract Purpose: Given the ageing farming population in the Caribbean and the importance of agriculture to economy, there is cause for concern about the future of farming. This study seeks to explore the extent to which students pursuing agriculture in secondary schools in St Vincent and the Grenadines (SVG) were likely to engage in farming as well as their views on the incentives and disincentives to their future participation. Design/methodology/approach: The sample (n=109) was drawn from the population of students studying ‘Agriscience’ in secondary schools in SVG. They were surveyed using a pre-tested self-reporting instrument that elicited responses to questions related to the study objectives. Findings: The results showed that the majority of young persons (78.3%) expressed an aspiration to pursue a career in food production in the next five years. The perceived major incentives were to ‘get additional income’, to ‘change the nature of present farming’ and exposure to ‘studying agricultural science at school’. The major disincentive was perceived as ‘lack of government support for youth in agriculture’. The study concluded that there is hope for the future of agriculture once appropriate actions are taken by the government to deal with the issues identified. Practical implication: A policy shift in education is therefore required to ensure all secondary schools teach agriculture. Further, the education and agricultural extension departments could, together, play a major role by serving as the vehicles to mobilize youth in agriculture in addition to providing them with sound, up-to-date training, and information on how to access resources. However, these services will have to modernize the methods and techniques employed for the dissemination of information to meet the needs of youth. Originality/value: This study points to the need to foster increased synergies between education and agriculture extension. Acting together, they can become the primary enablers of positive change in the development of young peoples perceptions and attitudes towards agriculture, ultimately favoring their entry into the agriculture industry.