year three virtual academy objectives

8/22/2019 Year Three Virtual Academy Objectives

1/5

Volunteer Development:Participants in the virtual academyrelated to volunteer developmentwill:Content Outcomes (Learning) Content Outcomes (Action/Behavior) Train the Trainer Outcomes

Learn how to recruit science-rich volunteers

Understand the importance of

reframing the concept of avolunteer from a traditionalrole to more of a mentor orcoach

Learn how to ask goodquestions that can beinvestigated through science

Learn the eight science andengineering practices1 andhow they are used in 4-Hscience programs

Learn how to provide coachesand mentors with PYD training

Learn about successful modelprograms (e.g. Tech Wizards;Lockheed Martin

Learn how to work with limitedresource and/or culturalbarriers

Learn the science inquiryprocess

Learn strategies for volunteerretention

Develop and implement a planto recruit science richvolunteers

Develop or adopt a strategy tosuccessfully engage sciencevolunteers as coaches ormentors

Demonstrate ability to askgood questions that can beinvestigated by science

Develop science programs thatutilize the eight sciencepractices

Develop a plan for addressinglimited resource and/orcultural barriers in creatingscience programs forunderserved youth

Demonstrate ability tofacilitate a science inquiryproject with youth

Develop and implement a planfor retaining sciencevolunteers

Train volunteers how torecruit other science-richvolunteers

Provide training to volunteerson how to develop and usegood questions that lead toinvestigation by science

Provide training to volunteerson the eight sciencepractices and how theyshould be incorporated intoyouth science programs

Provide training to volunteerson working with limitedresource and/or multi-cultural youth

Teach volunteers how tofacilitate a science inquiryproject with youth

1 FromA Framework for K-12 Science Education (National Research Council, 2011). They are: 1) Asking questions (for science)

and defining problems (for engineering); 2) Developing and using models; 3) Planning and carrying out investigations; 4)

Analyzing and interpreting data; 5) Using mathematical and computational thinking; 6) Constructing explanations (for science)

and designing solutions (for engineering); 7) Engaging in argument from evidence; and 8) Obtaining, evaluating andcommunicating information.


2/5

Curriculum:Participants in the virtual academyrelated to volunteer developmentwill:Content Outcomes (Learning) Content Outcomes (Action/Behavior) Train the Trainer Outcomes

Learn what constitutes a

science-ready 4-H programusing the Science-ReadyChecklist

Learn how to revise currentcurriculum for science

Learn why inquiry is the basisfor 4-H science

Learn how inquiry isincorporated into 4-H sciencecurriculum

Learn about the variety ofresources available for 4-HScience Curriculum

Learn how to access resources

Learn about national youthscience day (NYSD) and how toparticipate

Use the Science Checklist to

determine which programs arescience-ready

Revise a current curriculum toinclude science

Include inquiry in all scienceprograms

Adapt/revise curriculum toinclude science inquiry

Access and review 4-H Sciencecurriculum resources

Adopt one or more 4-H Scienceresources

Participate in NYSD

Teach volunteers about the

Science Checklist and theimportance of ensuring 4-HScience programs contain allof the checklist elements

Teach volunteers how toincorporate inquiry into 4-HScience programs

Teach volunteers aboutavailable science resourcesand how to access them

Encourage volunteers to takepart in NYSD with their youth


3/5

Program Developmentand Delivery:Participants in the virtual academyrelated to volunteer developmentwill:Content Outcomes (Learning) Content Outcomes (Action/Behavior) Train the Trainer Outcomes

Learn about the ScienceChecklist and how to use it todevelop science programs

Learn about the importance ofinquiry in scienceprogramming

Learn about the importance ofexperiential learning inscience programs

Learn about the connection

between inquiry andexperiential learning2

Learn strategies for includingyouth-adult partnerships(YAPS) in scienceprogramming

Learn strategies for engagingteens as teachers in scienceprogramming

Learn about the 4-H Scienceprofessional competencies

and how to use them Learn how to design

programs for limitedresource and/or multi-cultural audiences

Learn how to design programsto include the eight sciencepractices

Use the Science Checklist asa foundation for developing oradapting science programs

Incorporate inquiry as afoundation for all scienceprogramming

Use the Inquiry in Action (orother model) to incorporateexperiential learning intoscience programming

Design science programs thatbuild youth-adult partnerships Design science programs that

utilize teens as teachers Use the 4-H Science

professional competencyassessment to guidefurther personal learning

Use the 4-H Scienceprofessional competenciesto guide the development

of 4-H Science programs Design and implement a

science program for limitedresource and/or culturallydiverse youth

Design programs that includeopportunities to utilize each ofthe eight science practices

Teach volunteers about theScience Checklist and theimportance of ensuring 4-HScience programs contain allof the checklist elements

Teach volunteers how toincorporate inquiry into 4-HScience programs

Use volunteers how to use theInquiry in Action (or other

model) to incorporateexperiential learning intoscience programming

Teach volunteers about therole of youth-adultpartnerships in scienceprograms

Teach volunteers about therole of teens as teachers inscience programs

Share the 4-H Science

professional competencieswith volunteers andencourage them to use theself-assessment

Provide training on adaptingscience programs forlimited resource and/orculturally diverse youth

2 See for example 4-H Inquiry in Action Model (V. Bourdeau). Available at:

http://oregon.4h.oregonstate.edu/sites/default/files/inquiry_in_action_model.pdf
http://oregon.4h.oregonstate.edu/sites/default/files/inquiry_in_action_model.pdfhttp://oregon.4h.oregonstate.edu/sites/default/files/inquiry_in_action_model.pdf


4/5

Learn how to develop scienceprograms that cover othermission mandate areas.

Design and implementprograms in other missionmandate areas thatintentionally include science.

Teach volunteers how toinclude the 8 sciencepractices in science programs

Teach non-science volunteershow to intentionally includescience in other missionmandate area programs

Evaluation:Participants in the virtual academyrelated to volunteer developmentwill:Content Outcomes (Learning) Content Outcomes (Action/Behavior) Train the Trainer Outcomes

Learn about existingevaluation tools andinstruments and when andhow to use them effectively(e.g. PEAR/ATIS)

Learn how to accessinstruments that are central to4-H science programevaluation (e.g.YEAK on-line:CYERNET common measures;PEN)

Learn about and how to accesson-line evaluation basicscourse

Learn about recent researchthat supports the impact of 4-

H science programs (e.g.YEAK, Implementation Study,Case Studies)

Learn how to prepare effectivesuccess stories

Learn how to useimages/photographs asevidence of program success

Learn about the advancementsin the field of citizen science

Complete the on-lineevaluation basics course (orequivalent)

Evaluate science programsusing available evaluationtools

Prepare an effective successstory

Use images/photographs toprovide evidence of programimpact

Utilize current research toprepare a one-page documentabout the impact of 4-Hscience programs to use withfunders and other

stakeholders at the local level

Teach volunteers about recentresearch that supports theimpact of 4-H scienceprograms (e.g. YEAK,Implementation Study, CaseStudies)

Teach volunteers how toprepare effective successstories

Teach volunteers how to useimages/photographs asevidence of program success

Teach volunteers about theadvancements in the field ofcitizen science


5/5

Evaluation:Participants in the virtual academyrelated to volunteer developmentwill:Content Outcomes (Learning) Content Outcomes (Action/Behavior) Train the Trainer Outcomes

Learn how to develop anelevator speech to use with

potential donors or partners Learn how to create a public

value statement for 4-Hscience programs

Learn how to use successstories to make an effectivecase for 4-H science

Learn strategies for making anask to donors and followingup effectively

Learn how success stories canbe used for advocacy andpolicy

OTHER: (I need more clarity on these . Some may be content, others are processes) Program sustainability

Policy advocacy-telling our stoires

Nebraska Partnership- Sandra Frerich

Virtual sandbox- for ongoing networking

Virtual poster sessions

Lightening rounds

Commitment to taking action during the registration process

What are you doing to change environment in your state?

year three virtual academy objectives

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