Oregon State University Archives - University Outreach and Engagement

Based on a 2016 Digital Measures impact report submitted by Lynn Long, Extension horticulturist and co-county leader for Wasco County. Michelle Sager, Master Gardener education program assistant, supported the project. Edited by Ann Marie Murphy.

Wasco County Master Gardeners working in the NORCOR greenhouse preparing plants for sale.

A greenhouse, purchased many years ago by Northern Oregon Regional Correctional Facilities (NORCOR) teaching staff, languished empty and unused. In 2009, OSU Master Gardeners (MGs) in Wasco County began a partnership with the facility to share the greenhouse space originally intended to be used by student detainees as part of their science curriculum. NORCOR houses youth from Wasco, Hood River, Sherman, and Gilliam counties.

The MGs work with NORCOR youth to grow a large variety of plants—including annuals, herbs, perennials, vegetables, and ornamental grasses—for their fundraising spring plant sale. In exchange, they share their knowledge and passion for plants with the detained youth and a portion of the funds are used to operate the greenhouse.

“The people who attend the fair often tell Master Gardener volunteers that they intentionally buy our plants to support the NORCOR youth and show appreciation for our involvement with the NORCOR project.”*

NORCOR provides the greenhouse, water and power along with the staffing required to monitor the in-custody youth while in the greenhouse. Master Gardeners provide hands-on learning experiences for the students and NORCOR’s high school education staff provides academic support in the form of theoretical science curriculum.

For the MGs, preparation begins in the fall when they scour seed catalogs for an array of plant varieties that are anticipated to grow well in the region and are marketable at the spring plant sale. The seeds are ordered and the greenhouse is prepared for the spring growing season. In January, supervised greenhouse sessions with the youth begin.

WCMGA Spring Plant Sale — Selling plants raised in the NORCOR greenhouse at the WCMGA Spring Plant Fair

Over the years, Master Gardeners recorded the number of seeds planted and planting dates and bloom times in order to produce marketable plants that are mostly sold at the one-day WCMGA Spring Plant Fair. From January to May, more than 250 different varieties—totaling approximately 6,500 plants—are grown in the NORCOR greenhouse.

NORCOR students are able to participate under close NORCOR staff supervision after they have maintained several days of exemplary behavior as rated by NORCOR staff. Youth are paired with a Master Gardener to perform a variety of greenhouse tasks. MG volunteers develop mini greenhouse sessions for the students. Because many of the youth are residents for fewer than six weeks, short lessons with easily grasped concepts are essential. At the end of their sessions, students discuss what they learned that day.

Working with MGs in the greenhouse is a positive environment where students learn about seeds, soils, plant identification, transplanting, irrigation techniques, fertilizer schedules, temperature control, and the ability to work together with adults and co-workers. All while gaining life-long work skills and experience.

Student tasks include:

Filling pots with the soil mixture suitable for the plant;
Seeding the pots;
Dividing and transplanting the plants as they outgrow their containers;
Rotating the plants so they receive sunlight and water evenly;
Helping maintain and fertilize the plants; and
Sweeping the floors before they leave, part of learning greenhouse sanitation management.

Students take insect traps and plant tissues to view in their classroom microscopes. This expands their hands-on knowledge by investigating plant life more thoroughly and ties the greenhouse project to their academic classroom training. Additionally, some of the youth are allowed to leave the facility to attend the Spring Plant Fair, participating by providing information to buyers, making sales and helping to transport the plants to vehicles.

A NORCOR high school teacher indicated three major benefits of the project:

Students develop a sense of pride and accomplishment; the impact is greatest for long-term residents.
They learn to collaborate and work with adults on a project. Teenagers working along with adults on a mutually beneficial project is an unique experience in a secure facility.
The project provides students with an opportunity to learn and enjoy nature and discover a new interest outside of their academic courses; this helps with the transition to a ‘bigger world’ upon their release.

The participating NORCOR youth are asked to write thank you letters to the Master Gardeners. A memorable message from a young pregnant woman recognized that nurturing plants was like nurturing a child: they require observation and their needs to be provided for. “Without color” is how a student described her time at NORCOR, that is until she worked at the greenhouse and she began to see colors in her life once again.

Plants ready for the Wasco County Master Gardener Spring Plant Fair. — Plants grown in the NORCOR greenhouse are ready for the Wasco County Master Gardener Spring Plant Fair.

The looks on the faces of the greenhouse kids is priceless when the MGs roll out approximately 6,500 plants and load them onto flatbed trucks and into vehicles. The colorful parade of healthy, beautiful flowers and plants is impressive. The youth are stunned when they see the results of their labors and take pride in their accomplishment. This is an important outcome because the majority of NORCOR kids have had few successes in their young lives. When the students complete their term at the facility, they are encouraged to take home a plant of their choice.

The greenhouse project encourages learning that goes beyond horticulture; however, because of confidentiality reasons, it is difficult to assess how the Master Gardener/NORCOR greenhouse project affects the lives of the youth after their release. Master Gardeners present certificates of accomplishment to students that worked in the greenhouse five times or more during the season. Those certificates have been used for job references. At least one young man living in the area worked for a local agriculture business after his release, putting the greenhouse program knowledge and skills to work.

Though challenging, the MGs also consider this project educational for themselves. The Master Gardeners increase their knowledge of greenhouse management and develop techniques to ensure the health of the plants. The project is an excellent, practical, hands-on teaching experience and it is an opportunity to put their Master Gardener training into practice.

The project received national attention when it took third place in the International Master Gardener’s Association Search for Excellence Program. Everyone involved in the greenhouse project shares a sense of accomplishment!

“It is a win-win-win project and could be modified to be used in other institutions and locations.”*

* Source: “Wasco County Master Gardener’s NORCOR and Spring Fair Project,” posted June 19, 2017.

Written by Ana Lu Fonseca, assistant director of Diversity, Equity and Inclusion for the Division of University Outreach and Engagement

Ana Lu Fonseca, assistant director of Diversity, Equity and Inclusion for the Division of University Outreach and Engagement, Oregon State University. Photo: Stephen Ward, Extension and Experiment Station Communications.

What is a Diversity Champion? The word “champions” comes from the Latin concept of “campionem” for “gladiator, fighter.” Raaawr! But there’s no need to grab your sword. A champion is also a person who fights for a cause or defends an ideal.

In our outreach and engagement work, Diversity Champions are people who use their superpowers in the name of a diversity value or ideal. That ideal could be a better world, a more inclusive or relevant program, or a greener and more loving future for generations to come. We recognize Champions who strive every day to learn, grow, and create a better future—not just those who have already succeeded at something or are an expert.

We are creating a team of Outreach and Engagement Diversity Champions!

Today’s world is a world of many ideas, thoughts, perspectives, backgrounds, experiences, philosophies, and beliefs. It is a world of individuals with multiple identities. Let’s embrace the opportunity to enrich our selves, our lives, and our work with this diversity.

As Assistant Director of Diversity, Equity and Inclusion for University Outreach and Engagement, my vision is to create a loving, united, authentic, inclusive and powerful team with a common vision and commitment to a sustainable transformation.

To realize this vision, we must gather and invest resources to ensure we are thinking intentionally about inclusion at all levels and that people from all walks of life—who have the potential and ability to transform the world through their talents, ideas, and voices—are not just heard but embraced. As a land grant institution, we have the power to impact and learn from every person who we come in contact with.

The Outreach and Engagement Diversity Champions team will be pioneers in this transformation. They will work with me to support our Division to enhance the tools and strategies we will need to work and learn in a diverse and complex world. Our Champions will also be involved in the communities they serve and be part of a larger transformation toward a more understanding, compassionate, and open society. This will be accomplished through planning, developing, coordinating, supporting, and participating.

We will create the work together!

If you want to “strive” and be a pioneer for a more diverse, equitable, and inclusive Division of University Outreach and Engagement, please join our Diversity Champions team. Follow this link to a brief survey and let me know more about yourself. All are welcome. This team is not a “committee” with a limit to how many people can participate.

Contact me if you have questions, and stay tuned for more!

Based on the abstract for the University Outreach and Engagement 2017 Vice Provost Awards of Excellence nomination

Federal and State agencies in Oregon and the Pacific Northwest have invested millions of dollars assessing watershed health and identifying habitat restoration opportunities. Unfortunately, many restoration efforts lack a clear process for prioritization of projects, leading to inefficient application of scarce financial and personnel resources.

In 2005, Guillermo Giannico (PI) and Jon Souder (co-PI) obtained National Sea Grant funding for a collaborative project between OSU Forestry Extension, Oregon Sea Grant and the Coos Watershed Association (CoosWA) to develop a series of watershed restoration plans for six lowland coastal basins north of Coos Bay. Some of the main collaborators in the development of the decision making process included Drs. Phil Roni, Tim Beechie and George Pess (NOAA’s Northwest Fisheries Science Center, USA), Dr. Gordie Reeves (U.S. Forest Service), Pam Blake (Oregon Department of Environmental Quality), Bruce Miller (Oregon Department of Fish and Wildlife), Criag Cornue (South Slough National Estuarine Research Reserve), and others.

Giannico is an Extension Fish Ecology and Watershed Specialist, has an Oregon Sea Grant appointment and is an associate professor of Fisheries and Wildlife in the College of Agricultural Sciences. Souder is an Extension Forestry and Natural Resources Specialist and assistant professor of Forestry Engineering Resources and Management in the College of Forestry.

There are at least six reasons to prioritize restoration projects. In addition to the fact that funders are asking for it, prioritization:

Leads to strategic planning and evaluation.
Recognizes capacity constraints.
Turns assessments into action plans.
Makes tradeoffs explicit.
Gives the ability to say “no!”

Coffee klatches involve community stakeholders in conversations leading to better outcomes.

In order to maximize public involvement, a series of coffee klatches, i.e., informal conversations, were held within each basin to elicit landowner visions and concerns. Associated with the conversations, work with Oregon scientists led to the development of a flexible and transparent restoration prioritization process that considers both ecological and socio-economic criteria. The process is called the Coos Bay Prioritization Approach (CBPA).

The CBPA was completed in 2008 and has been applied to restoration plans for 14 watersheds on the South Coast. An outcome of these assessments was the establishment of the Partnership for Coastal Watersheds (PCW), a joint effort with the South Slough National Estuarine Research Reserve.

The PCW convened a multi-stakeholder group and used the CBPA to revise the Coos Bay Estuary Management Plan. In addition, a multi-agency group led by the Wild Salmon Center has identified the CBPA as the preferred method for Coastal Watershed Council. The Oregon Department of Fish and Wildlife is considering requiring the CBPA for any project requesting state funding to restore Coho habitat on the coast. Several watershed councils in Oregon, Washington and British Columbia have adopted CBPA.

During 2016, Giannico and Souder hosted three workshops, which included 55 participants from 45 organizations in 10 states (and Korea). Many of these participants have requested additional training. International workshops also were conducted in the Netherlands, Spain, Czech Republic, Italy, and Mexico.

Words of advice from Drs. Giannico and Souder: “Get out of the office and partner with community organizations!”

The prioritization of watershed projects was recognized as one of 10 outreach and engagement projects to receive the 2017 Vice Provost Awards of Excellence.

Written by Ann Marie Murphy

Sources: Oregon Migrant Leadership Institute website and abstract submitted for the University Outreach and Engagement 2017 Vice Provost Awards of Excellence

Oregon Migrant Leadership Institute participants building relationships and trust.

Oregon lacks educational resources and programming for migrant youth. To address this need, Oregon State University collaborated with the Office of Migrant Education to create the Oregon Migrant Leadership Institute (OMLI). OMLI focuses on creating a new vision and reality for migrant students.

OMLI is one of several programs at OSU—including Open Campus, part of the Division of University Outreach and Engagement—that help kids think about college as a possibility and part of their future. It was one of 10 programs singled out for a 2017 Vice Provost Awards of Excellence.

The program encompasses elements essential to exceptional outreach and engagement work:

Addresses a need;
Substantiates measurable impact;
Builds on the knowledge of communities and partners;
Offers transformative learning experiences; and
Builds strong partnerships within the university and throughout Oregon (in OMLI’s case, Educational Service Districts, school districts and many other partners throughout the state).

View their presentation at the awards luncheon here.

OMLI’s objective is to develop leadership skills in Oregon’s high school migrant students. It exposes participants to college life and encourages them to attend. They also are encouraged to be proud of their heritage, and envision and build pathways to a positive future.

OSU has hosted OMLI every summer since 2009. Many university resources and community partners work together to build an institute where participants engage in scholarship, leadership and transformational learning. The program provides opportunities for migrant students to interact with other students, mentors, faculty and staff, opening new horizons to their futures. Through the OMLI experience, students return to their schools prepared to participate in leadership activities. One OMLI expectation is for students to give back to their communities.

Oregon Migrant Leadership Institutes participants tackle the Oregon State University ropes course.

Each summer, more than 100 high school migrant students from throughout Oregon make the trip to the OSU campus in Corvallis. Participants immerse themselves in a comprehensive leadership experience where relationships and trust are built, they begin to understand their potential and the importance of making good choices, and much more.

Participants tell their stories through technology, art and creative writing. They challenge themselves and build trust in others on the ropes course. They learn about taking risks and learn from their mistakes.

OMLI creates a supportive environment that creates positive change and growth. The impact of OMLI is immeasurable. From building self-esteem to aspirations of being the first in the family to attend college, the institute motivates participants. To date, nearly 1,000 migrant students have experienced OMLI.

Pre-assessments show that only 50 percent of participants understood how to develop action plans for their goals and 62 percent were familiar with steps to problem solving. Post-assessments show an increase to 90 percent of participants expressing competency in goal setting and problem solving. In addition, assessments indicate that over 90 percent of participants plan to enroll in college after high school.

Through OMLI, students become inspired about their education—they aim higher in their studies and emerge as leaders in their schools and communities. Many transition to higher education, including attending and graduating from OSU.

OMLI gives hope to migrant youth in Oregon as the experience sets them on a different path to fulfill their potential.

Check out this video to see more about the activities of the institute.

Fr. Sam Logan with child in a customized ride-on car. — Dr. Sam Logan with child in a customized ride-on car.

No commercially produced motorized wheelchairs are available for children under three years old with mobility challenges. That fact and his belief that mobility is a fundamental human right spurred Dr. Sam Logan to start Go Baby Go (GBG) Oregon.

GBG Oregon is a community-based outreach program that works with families and clinicians to provide modified toy ride-on cars to young children with disabilities. The ride-on cars encourage exploration and play. In Oregon alone, there are more than 3,000 children receiving early intervention services who might benefit from a modified rode-on car. To date, more than 200 Oregon families have received modified ride-on cars.

GBG Oregon was founded in 2014 by Dr. Logan, assistant professor, School of Biological and Population Health Sciences, College of Public Health and Human Sciences. Dr. Bethany Sloane, assistant professor, Oregon Health and Science University, joined the project as an equal partner in 2015. She oversees the GBG Oregon program that serves Portland-area families, including an advisory board that includes 10 clinicians, families, and community-member stakeholders.

Team for GO BABY GO OREGON: MODIFIED RIDE-ON CARS FOR CHILDREN WITH DISABILITIES at the 2017 Vice Provost Awards of Excellence. From left: Ed Feser, provost and executive vice president; Lindsey Shirley, associate vice provost for University Outreach and Engagement and associate director of OSU Extension; Dr. Sam Logan, Dr. Bethany Sloane, Bethany McNeil, two OSU students from the CARS club, Javier Nieto, dean of the College of Public Health and Human Sciences; and Scott Reed, vice provost of University Outreach and Engagement and director OSU Extension Service.

The 15-member Children’s Adaptive Resources for Social Mobility (CARS) undergraduate club at Oregon State—for which Dr. Logan is founder and faculty advisor—supports the work of GBG Oregon. The club’s mission is to customize ride-on cars for a child’s particular disability. Dr. Logan also developed and taught an Honors College colloquial titled “Toy-based technology for children with disabilities.” This is an experimental learning course where students learn the science behind Go Baby Go, modify ride-on cars, and interact with families to customize ride-on car modifications for their children.

Logan published three peer-reviewed articles in Pediatric Physical Therapy, collaborated with Dr. Bill Smart (Mechanical Engineering, OSU), and published a technical report in Frontiers in Robotics & Artificial Intelligence outlining advances in modified ride-on car technology. He also collaborated with Dr. Kathleen Bogart (Psychological Science, OSU) on a research study that found caregivers’ attitudes toward disability and mobility may be related to the opportunities they provide to their children to use the modified ride-on cars (positive attitudes, more opportunities).

In addition to other scholarly activity, Logan represented OSU while conducting more than 20 Oregon and national workshops teaching the science behind GBG and the skills required to modify the ride-on cars. Dr. Sloane also leads monthly community workshops to modify ride-on cars.

Based on an abstract for the 2017 Vice Provost Awards of Excellence. Go Baby Go Oregon received a 2017 Vice Provost Award of Excellence. Click here to see the Go Baby Go Oregon presentation at the awards celebration.

Editor’s Note: Outreach takes on many forms. The goal most often is to understand the needs of a particular community. In this case, the goal was to improve Latino nursery worker educational materials. The results of the research can improve communication tools well beyond the nursery industry, OSU Extension, and Oregon State University. The “What Workers Think” project is one of 15 university outreach and engagement projects recognized at the 2017 Vice Provost Awards of Excellence celebration on April 17.

"How to Control Slugs in Your Garden" bilingual publication published by Extension and Experiment Station Communications — “How to Control Slugs in Your Garden” bilingual publication published by Extension and Experiment Station Communications

Spanish-speaking workers make up most of the labor force in Oregon’s horticulture industries; however, few Oregon State University Extension publications and multimedia materials are designed to meet their vocational and linguistic needs.

A team at Oregon State set out to understand how instructional materials can be designed to improve the learning process for Latino nursery workers. The team consisted of Ariel Ginsburg and Dionisia Morales, publishing managers with Extension and Experiment Station Communications (EESC); Luisa Santamaria, Extension plant pathologist for nursery crops and bilingual educator, North Willamette Research and Extension Center (NWREC) and associate professor, Botany and Plant Pathology, College of Agricultural Sciences; and Gilbert Uribe, education program assistant (NWREC), now pesticide registration and certification specialist at the Oregon Department of Agriculture.

EESC translates into Spanish some publications from the Extension catalog. Feedback from Extension faculty working in Latino communities suggested that the choice of topics was not always well-suited to horticultural workers. Publications were often too technical, written at too high a reading level, or required a computer to download and print.

Dionisia Morales (middle) and Ariel Ginsburg (right) accept a Honorable mention for the WHAT WORKERS THINK: COMMUNICATION NEEDS ASSESSMENT FOR LATINO NURSERY WORKERS project. Ed Feser (left), OSU provost and executive vice president, presents the award.

This feedback sparked a number of questions: Do workers want information to help them do better at their jobs. Do they want to learn key English vocabulary to communicate more easily with their employers? Are workers more interested in web-based training they can do on their own time, or in face-to-face sessions? Are they more likely to access information on their smartphones?

Using a $1,500 professional development grant from the Association for Communication Excellence, the team conducted three focus groups. They asked workers directly about their needs and interests. Integrating into existing, employer-supported worker training events allowed maximum participation. The three focus groups conducted thus far involved 21 community members. A final focus group will take place in spring 2017.

The findings have already started to shift how EESC delivers translated content. Latino workers want more photo-rich, mobile-friendly information and they want publications in which English and Spanish appear side-by-side.

In 2017, members of the team will write an article for the Journal of Extension. Findings will be presented at conferences to help other Extension and communication specialists learn how they can engage Latino community members to learn what education needs they have and their preferred learning formats.

Based on an abstract submitted for the 2017 University Outreach and Engagement Vice Provost Awards of Excellence.

Based on a submission for Vice Provost Award of Excellence

June 2016 Alternative Break program participants at Warm Springs, Oregon. Photo: Ashlei Edgemon.

Designed to meet various community needs, Alternative Break trips meet community needs while providing compelling learning and civic leadership development opportunities for students.

In June 2016, nine students and one staff member worked with the Warm Springs Extension Office and nine community partners on several environmental, cultural, and health and well-being projects during a week-long Warm Springs-based learning trip sponsored by OSU’s Center for Civic Engagement.

The students participated in community-based service learning to gain increased cultural understanding and intercultural connections, complete projects that met community-identified needs, and explore policy issues impacting the Warm Springs community. In total, the group contributed 78 service hours and participated in 176 educational hours. Projects included assisting in landscaping work, invasive species removal, and grass planting.

Photo: Julianna Cooper

“I have formed new relationships with incredible people, have been inspired to be more independent, walked away with knowledge about life on reservations, and a commitment to make a positive influence in my community.” Student quote

Through educational sessions, community events and direct service work, the group explored cultural programming and events, tribal policy and governance, community services and resources, education, healthcare, and hydroelectric energy that all impact the cultural preservation and celebration and health and well-being of the Warm Springs area.

“The trip reinforced my desire to work in public health and brought to light more public health disparities than I was aware of prior to embarking on the trip. [It also] increased my awareness of the health needs of tribal communities.” Student quote

Educational sessions covered a wide range of topics related to tribal life, challenges, and solutions. The group discovered various factors impacting community health and well-being in Warm Springs by exploring elements of food sourcing, tribal ceremonies, community and cultural activities, and outdoor recreation. The group visited extensively with faculty and staff at the Warm Springs Extension Office to learn about the services and programs put on by OSU Extension for the community and the role of OSU Extension in the Warm Springs community.

“I’ve been impacted immensely by this trip. I always knew I wanted to do community work no matter what field I ended up in, but seeing it with my own eyes really solidified my future plans for a career in activism.” Student quote

Students also learned about Native traditions, customs, the history of the Warm Springs, Wasco, and Pauite tribes and the Treaty of 1855 through their conversations with tribal members and visiting the Museum at Warm Springs. By spending time with tribal members, trip participants explored and learned about the tribal customs and issues impacting tribal communities today through personal narrative and story sharing.

OSU units, tribal government agencies, and local nonprofits are all a part of this program to co-create environments for students to learn about social issues and contribute to addressing community needs each year. Partnerships are foundational to this program, the content is cross-disciplinary (public health, ethnic studies, environmental science, education), and the result is transformational learning for OSU students.

Photo: Julianna Cooper.

“I am amazed, intrigued, and humbled. I will forever hope to continue to grow and open my mind in the way I did on this trip.” Student quote

Community Partners

Creating the Alternative Break program relies on community and staff partnerships to co-create experiences that are rewarding for the students and valued by the Warm Springs:

Carol Leone, Executive Director, Museum at Warm Springs
Tamera Moody, Education Coordinator, Museum at Warm Springs
Kacey Conyers, Community Health Dietitian, Warm Springs Health & Wellness Center
Alyssa Macy, Chief Operations Manager, Confederated Tribes of Warm Springs
Jefferson Greene, Director of Youth Development, Warm Springs Culture & Heritage
Jim Manion, General Manager, Warm Springs Power & Water Enterprises
Ken Kippley, Tribal Police Officer, Warm Springs Police Department
Frank Smith (Footer), Elder, Tribal member
Emily Bowling, Assistant Director of Student Leadership & Involvement, Oregon State University
Rosanna Sanders, OFNEP Nutrition Education Program Assistant , OSU
Beth Ann Beamer, County Leader at Warm Springs Extension, Family & Community Health Coordinator, OSU

The Warm Springs Student Alternative Break Program will receive a Vice Provost Award of Excellence on April 17, 2017.

Posted on the Progressive Grocer website, December 19, 2016

[Editor’s note: Sometimes OSU’s outreach and engagement work impacts a local community, or perhaps the state. In the case of Food Hero, it is impacting the health and well-being of people across the nation, thanks to the work of SNAP-Ed.]

The key to low-income family nutrition might just not be building a supermarket in a food desert. The Oregon State University Extension Service launched a social marketing program, Food Hero, in 2009, to encourage healthy eating among low-income Oregonians.

Medical.net reports on two new research studies from Oregon State University. “The success of the program is by far exceeding the scope of what we envisioned when we started,” said Melinda Manore, a professor of nutrition in the College of Public Health and Human Sciences at OSU and co-author of the studies. “Getting people to change their diet and eating behavior, especially when they do not have much money, is very difficult, and this program is helping to do that.”

So what are they doing that’s changing behaviors?

One study published in the journal, Nutrients, explains how Food Hero was developed and tested. The goal was to increase fruit and vegetable consumption among those eligible for SNAP benefits in Oregon, with a particular focus on low-income mothers. The strategy includes providing clearly focused messages, writing in plain language, being positive and realistic with the messaging, and offering simple tools for action that include an explanation of what to do and how to do it.

The other study, published in the Journal of Nutrition Education and Behavior, examines Food Hero’s recipe project. The recipes used in the Food Hero campaign are formulated to be healthy, tasty and kid-friendly. To date, the Food Hero recipes have been accessed millions of times via the website and social media sites such as Pinterest.

Lauren Tobey of the Extension Family and Community Health at OSU, leads the program and explained: “All of the recipes are simple to make and cost-effective for families on tight budgets. Many families can’t afford to have a recipe fail or try an untested recipe the family may not end up liking.”

The recipes have been tested with more than 20,000 children who complete surveys or participate in a vote. If at least 70 percent of participating children say they “like the taste” of a recipe, it is considered “kid-approved.” A little over one-third of the tested recipes have received the “kid-approved” rating to date.

To learn more and/or subscribe to Food Hero Monthly, an electronic magazine that includes recipes and tips, click here.

Food Hero is a collaboration with the Department of Human Services, Department of Education and Oregon Health Authority.

4-H youth takes a chicken to a nursing home — Engaging in community service, an Oregon 4-H youth takes a chicken to visit a senior center

“The impact of 4-H on young people in America and Oregon is profound,” said OSU Extension 4-H Program Leader Pamela Rose. “4-H faculty and volunteers serve almost 95,000 Oregon children in elementary through high school.”

4-H is the youth development program of the Cooperative Extension Systems of America’s land-grant universities. Begun more than 100 years ago in rural America, 4-H is the nation’s largest youth development organization.

In fact, there are programs in all 3,007 counties of the U.S. With a presence in each of Oregon’s 36 counties, 4-H programs are no longer solely agriculturally base, though that remains a strong component of its positive youth development and mentoring programs.

A decade-long study, completed by a team of researchers at the Institute for Applied Research in Youth Development at Tufts University, Medford, Mass., found that compared to their peers, 4-H’ers are:

Four times more likely to make contributions to their communities (in Grades 7-12);
Two times more likely to be civically active (in Grades 8-12);
Two times more likely to make healthier choices (in Grade 7);
Two times more likely to participate in Science, Engineering and Computer Technology programs during out-of-school time (in Grades 10 – 12); and
4-H girls are two (in Grade 10) or three (in Grade 12) times more likely to take part in science programs compared to girls in other out-of-school time activities.

Head, Heart, Hands, and Health are the four H’s in 4-H, and they are the four values members work on through fun and engaging programs ranging from science and engineering projects, expressive arts, civic engagement, personal development and communications to animal science, natural resources, home economics and horticulture.

The 4-H Pledge:

I pledge my head to clearer thinking,
My heart to greater loyalty,
My hands to larger service,
and my health to better living,
for my club, my community, my country, and my world.

The basic purpose of 4-H is the personal growth of its members. By using 4-H projects as important means for achievement and growth, members build skills they can use the rest of their lives. Life skills development is expanding beyond the core 4-H community club model. Now youth also participate through urban groups, afterschool, community resource development, special interest groups, school enrichment, camping and leadership learning experiences.

Ana Lu Fonseca, Ana Gomez, Octaviano Merecias-Cuevas, Mario Magana, and Cristian Curiel have recently been chosen as recipients of the White House Initiative on Educational Excellence for Hispanic’s Bright Spots in Hispanic Education. They were recognized for the impact these programs have made on young people, particularly to help in the achievement of higher education: JUNTOS; Families Involved in Education: Sociocultural Teaching and STEM (FIESTAS); Oregon Leadership Institute (OLI); and the National Mentoring 4-H Tech Wizards.

Octaviano provides leadership for 4-H Tech Wizards, which has been one of three successful Cooperative Extension System youth mentoring programs modeled for replication as a part of the 4-H National Mentoring Program (4-H NMP). Over 34 land-grant universities have replicated this program, which now engages more than 16,000 mentees and 4,000 mentors.

Patrick Willis provides leadership to the implementation and expansion of the 4-H Tech Wizards Program here in Oregon. This expansion not only means an increase in funding, it has had a substantial impact on Oregon youth. The replication team is currently serving over 300 youth each week in Multnomah, Lincoln and Wasco counties.

“Over the five years of this project, youth have also been served in Marion, Jefferson, and Hood River counties,” reported Pamela. “Kudos to Todd Williver (Lincoln), Lynnette Black (Wasco), and Alice Phillips, Whitman Bouton and Stacey Sowders (Multnomah County) for the high quality programming they are providing to students!”

Pamela also offers kudos to Mary Stewart for her terrific coordination of OSU Extension’s premier 4-H National Youth Science Day event that took place on Wednesday, October 7. Around 160 youth, from six different area schools gathered at Highland Park Middle School to participate in Motion Commotion experiments.

4-H National Youth Science Day on October 7th 2015. Science experiments designed by 4-H in Oregon. — 4-H National Youth Science Day on October 7 2015. Science experiments designed by 4-H in Oregon.

“The Motion Commotion experiments performed nationally this year were created by the Oregon 4-H program in partnership with Vernier Software and Technology,” stated Pamela. The youth engaged in two experiments, which were facilitated by Washington County 4-H Ambassadors, Vernier Software staff and area teachers. The students then explored science-related careers and additional experiments by the eight Vernier Software staff, including owner David Vernier, CEO John Wilson, and experiment collaborator Fran Poudry.

“A special thanks to the members of the planning support team for this effort,” said Pamela, “including Patrick Willis, Washington 4-H; Kristen Harrison, Portland STEM Center; David Nieslanik, Highland Park Middle School Principal (and 4-H alumni); Dara Easley, Technical Consultant; and Christina Lenkowski, Marketing Consultant.”

At the 2015 annual conference of the National Association of Extension 4-H Agents hosted by OSU Extension Service 4-H in Portland, Ore., the week of October 26, six Oregon 4-H youth development professionals were recognized for their work and time of service:

Achievement in Service Award	Jon Gandy, Jefferson County
Distinguished Service Award	Roberta Lundeberg, State Office (OSU)
	Mike Knutz, Yamhill County
Meritorious Service Award	Janice Cowan, Baker County
National 4-H Innovator Award	Lynette Black, Wasco County
25 Year Award	Doug Hart, State Office (OSU)
	Janice Cowan, Baker County

Jamie Davis, Lake County, and Mary Arnold, State Office, have taken on national leadership roles on the NAE4-HA Board of Trustees as Regional Director for the Western Region and Chair for the Research and Evaluation Committee, respectively.

Sources: www.4-H.org, OSU Extension 4-H Program Leader Pamela Rose

University Outreach and Engagement

Tag Archives: Oregon State University

In-custody youth greenhouse project

Based on a 2016 Digital Measures impact report submitted by Lynn Long, Extension horticulturist and co-county leader for Wasco County. Michelle Sager, Master Gardener education program assistant, supported the project. Edited by Ann Marie Murphy.

* Source: “Wasco County Master Gardener’s NORCOR and Spring Fair Project,” posted June 19, 2017.

Creating a Diversity Champion team

Written by Ana Lu Fonseca, assistant director of Diversity, Equity and Inclusion for the Division of University Outreach and Engagement

Watershed prioritization considers ecological and socio-economic criteria

Based on the abstract for the University Outreach and Engagement 2017 Vice Provost Awards of Excellence nomination

Creating new horizons for migrant students

Written by Ann Marie Murphy

Sources: Oregon Migrant Leadership Institute website and abstract submitted for the University Outreach and Engagement 2017 Vice Provost Awards of Excellence

Go Baby Go Oregon

Based on an abstract for the 2017 Vice Provost Awards of Excellence. Go Baby Go Oregon received a 2017 Vice Provost Award of Excellence. Click here to see the Go Baby Go Oregon presentation at the awards celebration.

What Workers Think: Communication Needs Assessment for Latino Nursery Workers

Based on an abstract submitted for the 2017 University Outreach and Engagement Vice Provost Awards of Excellence.

Warm Springs Student Alternative Break Program

Based on a submission for Vice Provost Award of Excellence

Food Hero to the rescue!

Posted on the Progressive Grocer website, December 19, 2016

4-H Youth are more likely to Contribute to Their Communities

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