Growing North Minneapolis (GNM) is an urban agriculture and youth development summer program sited in the North Minneapolis, MN, neighborhood. The program is a university–community partnership between faculty at the University of Minnesota (UMN) and North Minneapolis community partners. We leverage resources from the city of Minneapolis Step-Up program to recruit, train, and employ youth (14–15 years old) who face barriers to employment—particularly youth from low-income families, youth of color, youth from immigrant families, and youth with disabilities. Youth interns are placed in a 10-week-long summer program and are matched with undergraduate student mentors from the UMN and North Minneapolis gardener mentors. The undergraduate students and garden mentors work together to lead teams of youth and work in multiple urban garden sites located in North Minneapolis, a designated low-resource community in the metro area. One of our goals is to develop leadership experience for UMN undergraduate students and improve food and horticultural skills among urban youth through garden-based education. Learning is experiential and contextualized in the various community garden sites through activities focused on food justice and accessibility, food production systems, and horticultural science. Youth learning and development outcomes are reported based on written postprogram qualitative survey questions prompting youth to identify what they learned throughout the program, what they enjoyed the most, and what challenged them after the summer program in 2018. Our results show that youth participants learned across multiple domains of knowledge and valued the social interaction offered by the intergenerational mentorship structure. The GNM program can serve as a model for garden-based experiential learning with early high school youth.
Mary Rogers, Illana Livstrom, Brandon Roiger and Amy Smith
Lionel J. (Bo) Beaulieu
The Agricultural Research, Extension, and Education Reform Act of 1998 (AREERA) represents a concerted effort on the part of federal legislative leaders to rethink the manner in which agricultural research and extension programming are undertaken within the land-grant university system of our nation. For the first time ever, land-grant schools are being mandated to increase their energies in support of “multi” activities; namely, multiinstitutional, multidisciplinary, multifunctional, and multistate activities. The intent is to bring about greater efficiencies in carrying out the research and extension missions of our land-grant entities.
In this presentation, the key provisions of AREERA are outlined. These elements include: 1) the commitment of 25% of Hatch formula funds in support of multidisciplinary research involving another agricultural experiment station, Agricultural Research Service, or college/university that collectively are seeking to solve problems that concern more than one state; 2) the expenditure of Smith-Lever formula funds for support of multistate extension activities equivalent to 25% of these formula funds, or twice the level of resources devoted to such activities using FY97 funds; and 3) a directing of 25% of Smith-Lever and Hatch funds received by an institution in FY2000 for integrated research and extension activities (or twice the level of effort committed to such efforts in FY97). It is further noted that while 1890 and 1994 institutions are required to engage in multidisciplinary, multistate, and integrated research and extension activities, they are not compelled to meet the 25% goal outlined in the AREERA legislation.
Aside from the resources that must be devoted to certain activities within the Agricultural Experiment Station and the Extension Service, AREERA makes quite clear the need to actively engage stakeholders in giving shape to the priority activities of these land-grant entities. Moreover, it notes the importance of documenting the impact of the institution's research and extension investments on the priority concerns of its stakeholders. Among the key questions that will be employed to evaluate the quality of an institution's efforts are the following: Did the program address a critical issue? Did it address the needs of underserved and underrepresented populations in the state(s)? Did the investments result in improved program effectiveness and/or efficiency? Indeed, AREERA changes the landscape for many of the South's land-grant institutions. However, if efforts undertaken to date are any indication, the leadership and faculty of the region's land-grant system will successfully respond to the challenges that AREERA poses for them.
Darrell Sparks and Stanley Kays
best in the United States. His supportive, encouraging, non-combative, hands-off leadership style motivated the faculty. His leadership ability was also evident as delegation leader for People to People Tours to China and to the Republic of South Africa
market. This case study illustrates the company's history, their business decisions, and their strategy of cost-leadership that enabled them to become and remain a leader in melon exports to the U.S. Adult perceptions of participation of children in
Warren F. Lamboy and Christopher G. Alpha
, Ga., provided enthusiastic encouragement in the use of SSRs for the documentation of genetic diversity in germplasm collections and leadership in using SSRs in germplasm management. Gel electrophoresis was conducted in the labs of Doug Knipple, Dept
Marvin P. Pritts and Travis Park
) argued that this dimension to learning ought to complement Bloom’s taxonomy. Finally, horticulture graduates ought to have developed leadership skills, learned how to work in teams, and exhibit a high level of professionalism and personal responsibility
Fred T. Davies
eagerly willing to serve. As your Executive Director, Mike Neff, remarked: “That doesn't surprise me .... we've got great people in this Society ready to serve! Very encouraging.” ASHS is also about leadership. Students and young faculty are the new blood
years. There is not a more committed, loyal individual to ASHS than Mike. His leadership, organizational ability, and people-skills have served us well through thick and thin. Mike came to ASHS in Dec. 1985 as a strapping young Hoosier (land of corn
Mary Hockenberry Meyer
, visible role in providing leadership for Extension work and programs, including the Extension Advisory Committee. Her Vice President role was also very visible through the 24 monthly columns she wrote entitled “Extension TODAY” in the ASHS Newsletter
Alexandra G. Stone, Danielle D. Treadwell, Alice K. Formiga, John P.G. McQueen, Michelle M. Wander, James Riddle, Heather M. Darby and Debra Heleba
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