UVM Theses and Dissertations
Format:
Print
Author:
Porth, Sara Coblyn
Dept./Program:
Community Development and Applied Economics
Year:
2009
Degree:
MS
Abstract:
The purpose of this study is to conduct an evaluation of the Youth Horticulture Project (YHP), a program of the University of Vermont Extension. Specifically, this evaluation will focus on one program; the Summer Work and Leam Program, YHP's flagship job and life skill training program for teenagers. The Summer Work and Leam Program is a job training program for teens, ages 14-19, based on the educational gardens sited at the University of Vermont Extension office in Brattleboro, Vermont. As a team, the youth grow vegetables and sell them at the farmers' market as well as other outlets and provide them for donation to local food shelves and homeless shelters. Participants also engage in workshops aimed at teaching them a variety of social skills in addition to agricultural workshops. The work is hands-on and relevant; among other things the young people learn how to grow food and interact with customers. In the process they learn transferable skills including communication, public speaking and how to work in a team. The group also struggles with how to be productive together and engages with issues relating to conflict resolution and group motivation.
This study began in 2003 as a formative evaluation focused on identifying programmatic changes to the newly created project. However, the evaluation has continued to 2008 after the program has nln seven Summer Work and Learn Programs. As a result, portions of the evaluation have become more surnmative in nature, providing an overall assessment of the impacts of the program. Therefore, the ultimate goal of this evaluation is to determine the impact and effectiveness of the programs that fall under the umbrella of the Youth Horticulture Project. Suggested program changes will also be included. Both qualitative and quantitative data will be gathered to determine what the youth are learning and the types of skills they are developing from the program. This evaluation will be used in several ways. First, it will examine the types of impact the program is having on youth participants. Second, it will identify programmatic changes and additions. Third, this document will serve as a living history of the Youth Horticulture Project, a record for subsequent staff and other projects around the state.
The strongest impacts on participants uncovered by the analysis can be organized into three central themes; (1) learning to work with a diverse group of peers, (2) being connected, and (3) learning transferable job skills. The importance of learning to get along with different people was uncovered in both the qualitative and quantitative analysis. Statistically significant results were found in the accepting differences category of the life skill evaluation tool, defined as the ability to "recognize and welcome factors that separate or distinguish one person from another." The qualitative data also revealed the ability of the program to connect youth not only to their peers, but to their community and that this was an integral part to the program as expressed by both youth and adults. Results from the statistical analysis of the quantitative data showed that positive, significant changes were discovered in all three categories of life skills; useful/marketable skills, communication and self-responsibility.
This study began in 2003 as a formative evaluation focused on identifying programmatic changes to the newly created project. However, the evaluation has continued to 2008 after the program has nln seven Summer Work and Learn Programs. As a result, portions of the evaluation have become more surnmative in nature, providing an overall assessment of the impacts of the program. Therefore, the ultimate goal of this evaluation is to determine the impact and effectiveness of the programs that fall under the umbrella of the Youth Horticulture Project. Suggested program changes will also be included. Both qualitative and quantitative data will be gathered to determine what the youth are learning and the types of skills they are developing from the program. This evaluation will be used in several ways. First, it will examine the types of impact the program is having on youth participants. Second, it will identify programmatic changes and additions. Third, this document will serve as a living history of the Youth Horticulture Project, a record for subsequent staff and other projects around the state.
The strongest impacts on participants uncovered by the analysis can be organized into three central themes; (1) learning to work with a diverse group of peers, (2) being connected, and (3) learning transferable job skills. The importance of learning to get along with different people was uncovered in both the qualitative and quantitative analysis. Statistically significant results were found in the accepting differences category of the life skill evaluation tool, defined as the ability to "recognize and welcome factors that separate or distinguish one person from another." The qualitative data also revealed the ability of the program to connect youth not only to their peers, but to their community and that this was an integral part to the program as expressed by both youth and adults. Results from the statistical analysis of the quantitative data showed that positive, significant changes were discovered in all three categories of life skills; useful/marketable skills, communication and self-responsibility.