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14983

This is to certify that the

thesis entitled

4—H PATTERNS ON THE LAND INITIATIVE:
A CASE STUDY OF
ENVIRONMENTAL EDUCATION VOLUNTEERS IN MICHIGAN

presented by

Rebecca Jess Lincoln

has been accepted towards fulfillment
of the requirements for

MS degree in Agiicullnml & Extension
Education

 

Did 6. AIL/W

Major professor

 

Date April 20, 2001

0-7639 MS U is an Affirmative Action/Equal Opportunity Institution

 

 

LIBRARY

Michigan State
University

 

 

 

PLACE IN RETURN Box to remove this checkout from your record.
TO AVOID FINES return on or before date due.
MAY BE RECALLED with earlier due date if requested.

 

DATE DUE DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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4-H PATTERNS ON THE LAND INITIATIVE:
A CASE STUDY OF
ENVIRONMENTAL EDUCATION VOLUNTEERS IN MICHIGAN

By

Rebecca Jess Lincoln

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

Department of Agricultural and Natural Resources
Education and Communication Systems

2001

ABSTRACT

4-H PATTERNS ON THE LAND INITIATIVE: A CASE STUDY OF
ENVIRONMENTAL EDUCATION VOLUNTEERS IN MICHIGAN

By

Rebecca Jess Lincoln

This study investigates volunteerism and community linkages in Environmental
Education (EE) projects, using a qualitative evaluation of the 4—H Patterns on the Land
Initiative (POTL). The study consists of personnel interviews with up to three
volunteers, and one 4-H staff in each selected county. This study examines
characteristics of local program staff and participants. This study concentrates on
participants’ perceptions of the flexibility of the program (4-H POTL Initiative),
participants' expectations of the program, and types of participants who volunteered.

The desired outcome of the 4-H POTL Initiative is to have a self-sustaining
volunteer base, and EE programs through community collaborations and coalitions.

In the results, counties that formed Service and Action Teams to facilitate projects
through collaborations with other community groups (i.e. Boy Scouts), achieved a high
degree of success in implementing their projects. In addition, the results demonstrated
that people who participated in the projects were interested in the environment, had youth
involvement, and were given the opportunity to volunteer (asked to volunteer).
Evaluation of the 4-H POTL Initiative projects at the county level (grass roots)
demonstrated that counties are very unique in their needs for BB projects. One major
recommendation is to increase county-to-county communication between the Service and

Action Teams. Yet county-to-county networking can help implement programs.

To my family for being who they are.
To my "cyber" friends for all their encouragement and support.
To Ron Filtz,“American Technical Advisorf’

iii

ACKNOWLEDGEMENTS

My deepest appreciation is extended to the volunteers and 4-H staff involved with
the 4-H Patterns on the Land Initiative. Without their cooperation and support, this study
would not be possible.

I would also like to thank, Dr. Shari L. Dann, for the opportunity to work on this
Initiative funded primarily through a grant from the WK. Kellogg Foundation to the
Michigan 4-H Foundation.

I would like to thank and acknowledge the members of my Master's committee
for their guidance and support throughout this project, Dr. David E. Krueger, major
professor, Dr. Shari L. Dann, Dale K. Elshoff, and Dr. Kirk L. Heinze.

I would also like to thank Brian Matchett and Mary J amieson Riley for all their
time and effort in helping with this project.

I extend my appreciation to all the graduate students from the Human Dimensions
group of the Fisheries and Wildlife Department to make my three years at Michigan State

University go as smoothly as possible.

iv

TABLE OF CONTENTS

LIST OF TABLES ............................................................................................................ vii

LIST OF FIGURES ......................................................................................................... viii

CHAPTER 1

INTRODUCTION .............................................................................................................. 1
Background and Setting .................................................................................................. 1
Problem Statement .......................................................................................................... 8
Purpose of Study ............................................................................................................. 9
Research Questions ......................................................................................................... 9
Definition of Major Terms .............................................................................................. 9
Assumptions .................................................................................................................. 10
Delimitations ................................................................................................................. 1 1

CHAPTER 2

LITERATURE REVIEW ................................................................................................. 12
Introduction ................................................................................................................... 12
Understanding Environmental Education and Barriers to Implementation .................. 12
Understanding Attitudes, Knowledge, and Aspirations of Program Staff .................... 13
Assessing Expectations of Volunteers .......................................................................... 15
Assessing Characteristics of Volunteers in Extension .................................................. 16
Organizing Flexible Programs ...................................................................................... 17

CHAPTER 3

RESEARCH METHODS ................................................................................................. 26
Design ........................................................................................................................... 26
Population ..................................................................................................................... 27
The Focused Interview .................................................................................................. 29
Data Analysis ................................................................................................................ 3O
Coding ........................................................................................................................... 31
Code Retrieval .............................................................................................................. 32
Compiling and Organizing Data Tables ....................................................................... 34

CHAPTER 4

RESULTS ......................................................................................................................... 35
Description of Study Participants ................................................................................. 35
Awareness of the 4-H POTL Initiative ......................................................................... 36
Motivations of Participants ........................................................................................... 37
Pre- and Post-Program Attitudes of Participants .......................................................... 38
Participants' Perceptions of the Flexibility of the Program .......................................... 40

Participants' Insights on What They Would Do Differently ......................................... 41

Participants' Perceptions of a Strong Service and Action Team ................................... 42
Participants' Expectations of the Program .................................................................... 43
Participants' Perceptions of Time Commitment for the Program ................................. 45
Participants' Positive/Negative Perceptions of the Program ......................................... 46
Participants' Perceptions of the Youth Involved ........................................................... 47
Staff Members' and Others' Perceptions of Volunteers ................................................ 48
Patterns of Communication within Pilot Counties ....................................................... 50
County Collaboration and Community Linkages ......................................................... 57

CHAPTER 5

DISCUSSION AND RECOMMENDATIONS ................................................................ 60
Discussion ..................................................................................................................... 60
Recommendations and Implications ............................................................................. 64
Research Limitations .................................................................................................... 66
Recommendations for Further Research ....................................................................... 67

APPENDIX A: INITIAL PHONE CONTACT WITH 4—H STAFF ................................ 69

APPENDIX B: PHONE CONVERSATION WITH POTENTIAL INTERVIEWEES... 70

APPENDIX C: CONFIRMATION LETTER FOR INTERVIEWS ................................ 71
APPENDIX D: PERSONAL INTERVIEW CONSENT FORM ..................................... 72
APPENDIX E: BACKGROUND DATA SHEET .......................................................... 73
APPENDIX F: FOCUSED INTERVIEW QUESTIONS FOR 4-H STAFF .................... 74
APPENDIX G: FOCUSED INTERVIEW QUESTIONS FOR VOLUNTEERS ............ 75
BIBLIOGRAPHY ............................................................................................................. 76

vi

LIST OF TABLES
TABLE 1. COMMUNITY LINKAGES-CHOICES AND DECISIONS
(HOGUE, 1994) ............................................................................................ 21
TABLE 2. 4-H PATTERNS ON THE LAND INITIATIVE RESPONSE CODING ..... 33

TABLE 3. ADDITIONAL CODES FOR RESPONSES ABOUT THE 4-H POTL

INITIATIVE .................................................................................................. 34
TABLE 4. DEMOGRAPHIC CHARACTERISTICS OF PARTICIPANTS

(23 INDIVIDUALS) ..................................................................................... 36
TABLE 5. MOTIVATIONS OF PARTICIPANTS ......................................................... 37

TABLE 6. PARTICIPANTS DISIGHTS ON WHAT THEY WOULD DO
DIFFERENTLY ............................................................................................ 41

TABLE 7. PARTICIPANTS TIME COMMITMENT FOR THE 4-H POTL INITIATIVE
....................................................................................................................... 46

vii

FIGURE 1.

FIGURE 2.

FIGURE 3.

FIGURE 4.

FIGURE 5.

FIGURE 6.

FIGURE 7.

FIGURE 8.

LIST OF FIGURES

DESIRED IMPLEMENTATION PROCESS FOR LOCAL EE
PROGRAMS USING SERVICE AND ACTION TEAMS ............................ 5

LESS DESIRED IMPLEMENTATION PROCESS FOR LOCAL EE
PROGRAMS WHICH RELY HEAVILY ON LCA AND WEAKER OR
NON-EXISTENT SERVICE AND ACTION TEAMS .................................. 7

THE ISOTURE VOLUNTEER MANAGEMENT MODEL
COMMONLY USED IN EXTENSION PROGRAMS .............................. 22

THE 4-H VOLUNTEER LEADERSHIP MODEL COMMONLY USED
IN EXTENSION PROGRAMS ................................................................... 23

THE GEMS VOLUNTEER MANAGEMENT MODEL THAT THE
4-H POTL INITIATIVE FOLLOWED ......................................................... 24

LOCAL COMMUNICATIONS PATTERNS: COUNTY 1 AND
COUNTY 6 ................................................................................................... 51

LOCAL COMMUNICATIONS PATTERNS: COUNTY 2 AND
COUNTY 4 ................................................................................................... 55

LOCAL COMMUNICATIONS PATTERNS: COUNTY 3 AND
COUNTY 5 ................................................................................................... 58

viii

CHAPTER 1
INTRODUCTION

Background and Setting

Environmental Education (EE) programs are quite prevalent throughout Michigan
and the United States. Two concerns in implementing EE programs are; recruiting and
sustaining the volunteers associated with these programs, and developing the
collaboration efforts among agencies to help implement local EE programs. In this case
study, examining the 4-H Patterns on the Land Initiative (POTL), the researcher
investigates EE volunteerism, along with interrelated collaboration efforts among
agencies.

In 1991 , the Michigan 4-H Natural Resources/Environmental Education (NREE)
Program Committee, comprised of teens, volunteers, teachers, Extension staff, Kettunen
Center staff, and environmental education specialists, began a Michigan Environmental
Stewardship Needs Assessment (Dann and J ost, 1994). After careful study, and assessing
county volunteers, the 4-H NREE Committee examined its findings with the help of staff
from Michigan State University Extension (MSUE) and Michigan State University
(MSU) Department of Fisheries and Wildlife (F & W).

In 1994, the MSUE and F & W program staff wrote a proposal entitled, 4-H
Patterns on the Land Initiative: Youth Environmental Education Service and Action
Program and the Development of the Russell G. Mawby Learning Center at Kettunen
Center (Dann and J ost, 1994). In this proposal, staff sought fimding to re-orient the 4-H
environmental education system (projects, training and support, events) in order to

develop stronger volunteerism and local youth environmental science and stewardship

education programs. Eventually, the 4-H Patterns on the Land Initiative (POTL), of the
Michigan 4-H Natural Resources and Environmental Education (NREE) Program was
made possible by a grant to the Michigan 4—H Foundation from the WK. Kellogg
Foundation. Later, grants from the Dow Chemical Company, ANR Pipeline, and Gerber
Foundation were also given to the Michigan 4-H Foundation to continue the 4-H Patterns
on the Land Initiative.

The goals for the 4-H Patterns on the Land Initiative presented in the proposal to
the WK. Kellogg Foundation are as follows:

0 To develop local teams of youth and community leaders

committed to environmental education and stewardship efforts

that can be self supporting through their own community
resource development networks.

0 Guide youth and youth leaders in developing an environmental
awareness, and a sound understanding of environmental
science and ecology. As a result of their knowledge, youth and
youth leaders will plan, implement, and evaluate community
projects focusing on maintaining and improving the quality of
life through restoration and conservation of the immediate
environment.

0 Utilize environmental education materials already available;

evaluate, edit, and write “teaching planS’ for 4-H teen leaders

which will outline environmental education and stewardship

action projects (Dann and J ost 1994).
To reach the goals that the 4-H Patterns on the Land Initiative staff set forth, the Initiative
worked first with pilot counties to help promote the program. In March of 1996, three
pilot projects (in Mecosta/Osceola, St. Clair, and Wexford counties) were awarded
$1,500 each in grant monies to be a part of this initiative. Also, three additional counties

were awarded‘planning grantS’of $500 each in 1996. Those counties were Midland,

Oakland, and Saginaw. These three counties, along with Gladwin, Missaukee, and

Presque Isle applied for full‘piloi’status and became the second set of pilot counties with
two-year grants of $1,500 per county in 1997. Because of the diversity of counties and
EE within each county, pilot counties had the flexibility of choosing their own project(s)
within the goals set forward by the 4-H POTL Initiative. Projects that were completed by
each county include the following examples:

0 Mecosta/Osceola County projects included: Adopt-A-Stream, Adopt-A-Drain,
watershed awareness to the local community (through distributing flyers,
using water study kits, and a group of youth building a watershed model and
taking it to schools and community meetings), and creating a youth
Envirothon team.

0 Wexford County projects included: Adopt-A-Forest, creating awareness of the
Clam River drainage (water quality), planting trees along the Clam River for
bank stabilization, erosion prevention, and habitat restoration.

0 St. Clair County projects included: cleaning up local drains and rivers for
‘Make a Difference Day," holding an Earth-to-Kids Day Camp, and recruiting
an intern to assist with summer programs.

- Gladwin County projects included: creating a youth Envirothon Team,
connecting trails, building benches, putting together a map at a recreation
area, and holding summer day camps on environmental issues for youth.

0 Missaukee County projects included: Adopt-A-Forest, implementing Salmon
in the Classroom with fifih graders, and establishing a community flower
garden.

0 Oakland County projects included: environmental education projects at the

Shiawassee Basin Preserve by planting trees, placing blue bird nest boxes,
holding a fishing derby, and developing projects for teens to teach fifth
graders at the Basin Preserve.

A key feature of the 4-H POTL Initiative was to empower local "Service and

"1

Action Teams of teens and adults, to work with youth to conduct ongoing,
environmental science learning activities, and community service stewardship projects.
Since this Initiative was new to Extension staff; each pilot county's Extension staff
member received a worksheet, and support, on how to form a "Service and Action
Team," for BB projects.

The desired implementation process for BB locally, involves the process of
organizing Service and Action Teams that are made up of volunteers to develop
"projects" and promote collaboration at the local level. The end result is education of
community members and completion of projects, with the ultimate goal of sustaining and
developing new EE projects. Another ultimate goal of this desired implementation
process is to motivate more members of the community to volunteer for additional EE
projects and EE efforts.

The desired implementation process (Figure 1) starts with the 4-H POTL
Initiative, which includes the goal, clearly stated as "Stronger Programs" for local
Environmental Education. Local County Agents, and other MSUE staff share the goal of
Stronger Programs. The function of a Local County Agent is to form a Service and

Action Team. In Step 1, the Service and Action Team promotes the goal of stronger local

EE by developing projects.

 

' Footnote: Service and Action Teams were composed of adult volunteers, youth leaders, resource people
(professionals), community leaders, and science teachers.

Figure 1. Desired Implementation Process for Local EE Programs Using Service
and Action Teams

 

LPOTL )
I V

 

  

Goal
"Stronger
Programs"

 
     
  
  
 

 

Process Continues

 

Service &
Action Team

  

Step 1

  
  

 

Goal
"Project"

 

   

Collaboration

  
  

Educate

 

 
 

Completion
of Project

  
  
 

 

 

  

Project Sustained?
Start New Project or
Additional Information on
Current Project

 
   
    

The projects and the Service and Action Team provide a focus for collaboration and
communication among MSUE, local environmental agencies, and the community. In
Step 2, the process of collaboration results in community education and project
completion. Step 3, the end result is that through the Service and Action Team, projects
are sustained, new projects are started, or additional information on current projects is
disseminated. This encourages continued local EE activity, which promotes interest and
motivates volunteers. Therefore, as a result, the EB process continues at the local level.
A less desired implementation process for the local EE relies heavily or solely on
the Local County Agent (LCA) (Figure 2). The sole motivator for EE becomes the Local
County Agent, instead of the Service and Action Team. If a Service and Action Team is
not formed, then collaboration suffers or does not exist. At this point, it is difficult to
implement projects that would be relevant to local environments and communities. This
results in projects not being completed in a timely fashion, or no projects at all, and for an
EE process that is not sustainable, or of interest to volunteers over a long period of time.
The less desired process for ER implementation starts similarly to the desired
implementation process, with the 4-H POTL Initiative goal of "Stronger Programs" for
local Environmental Education. At first, Local County_Agents, and other MSUE staff
share the goal of Stronger Programs. The function of a Local County Agent is to form a
Service and Action Team. However, in the less desired process the Local County Agent,
does not form Service and Action Teams (in step 1), thus resulting in little or no
collaboration (step 2). With little or no collaboration, projects relevant to local

environmental issues and communities are not as successful.2 In Step 3, with projects

 

2 Footnote: Successful is defined as accomplishing the goals of the POTL Initiative.

Figure 2. Less Desired Implementation Process for Local EE Programs Which Rely
Heavily on LCA and Weaker or Non-Existent Service and Action Teams

C POTL D
'0'

Goal
"Stronger
Programs"

 

 

   
     
  
     
 
   
  
       
   
 

 

Responsibility for Process
Rests Completely with Agent

 

  

Service & Step 1

 

 

 

Action Team i
Not
Formed ‘u‘.
.\
.\
0‘.
0‘.
Collaboration Step 2 ‘2‘
'\

Little '\

or . °

° \

None ‘3 1‘

 

 

Project Sustained?
No Project Exists
or
Process Slows

that have little or no success, there is not a sustainable process for EE projects or long-
terrn, community-based Environmental Education. Without sustainable projects, there is
little or no EE activity, which then leads to decreased interest and motivation of
volunteers. Therefore, the process does not continue at the local level, and all of the EB
project implementation process rests with the Agent.

Little research has been conducted on grass-roots, locally-planned youth
Environmental Education programs, such as those conducted for the 4-H POTL Initiative.
The 4-H POTL Initiative made available the opportunity to study two concerns in
implementing EE programs. These two concerns were recruitment and sustaining

volunteers, and developing collaboration efforts among agencies.

Problem Statement

The 4-H Patterns on the Land Initiative has taken steps in trying to re-orient the
BE system in order to develop stronger volunteerism, collaboration and local youth
environmental science and stewardship education programs. This initiative provided an
opportunity to evaluate the successes and challenges in implementing local EE projects.

How the projects are defined, and what projects result, are influenced by the local
Extension organizations and a variety of community collaborators. In order to evaluate
the performance of these groups working together, the EE-related expectations, attitudes,
skills, lmowledge, and aspirations of the participants were evaluated. Also evaluated
were the types of individuals attracted to the 4-H POTL Initiative, at the local level, and

the latitude they had to pursue different projects.

Purpose of Study

The focus of this case study iS to describe various forms and formats the 4-H
Patterns on the Land Initiative evolved into at the local level, and what roles professional
staff and volunteers played in implementing youth environmental stewardship projects.
Therefore, the concise descriptive information collected from this study will help to
improve volunteer recruitment, strengthen community collaboration efforts for
environmental education programs, and save time for county and state programs in the

future.

Research Questions

During this study, the following research questions were posed:

1. What were the characteristics of local program staff and participants, including their
attitudes, skills, knowledge, and aspirations before, during and after the pilot
program?

2. When local groups were given flexibility, what shape did those local Environmental
Education projects take?

3. What kinds of volunteers were attracted to the 4-H POTL Initiative at the local level?
4. What were the volunteers’ expectations of the local projects for which they

volunteered?

Definition of Major Terms

For the purpose of this study, the following terms are used:
Volunteer A volunteer is any person who:

- Assists Extension or others through time, effort,
funds, or materials.
Is not paid by Extension

0 Is of any age—adult or youth.
Assists either for short (2 hours or less) or
longer periods of time.

Environmental Education One definition is provided by the Superordinate
Goal of Environmental Education: ...“to aid citizens
in becoming environmentally knowledgeable, and
above all, skilled and dedicated citizens who are
willing to work, individually and collectively,
towards achieving and/or maintaining a dynamic
equilibrium between quality of life and quality of
the environment’GIungerford and Volk, 1990).

Nonformal EE The BB which occurs outside of the K-12 education
system, typically conducted by volunteers.

Program A broad based statewide EE effort aimed at achieving goals
in NREE through the 4-H POTL Initiative.

Project Local level objectives and actions in order to fiilfill
the 4-H POTL Initiative goals.

Skills Skills needed by social groups and individuals to
identify and plan solutions for environmental
problems [and/or issues] (Hungerford and Volk,

1990).

Collaboration An alliance of groups and individuals who band
together to achieve objectives (goals) (Dluhy,
1990)

Assumptions

This study will be limited to the local volunteers and Extension staff associated
with the 4-H NREE Program and local 4-H POTL Initiative projects. This group is
appropriate for a case study with in-depth interviews, because an exhaustive literature
review yielded few previous studies of volunteerism in 4-H Environmental Education
Programs. It is assumed that this project will make a significant contribution to

Environmental Education and other social issues. It might also be replicated easily in

10

similar situations with Similar conditions across a wide Spectrum of social issues.

Delimitations

The study was conducted Via personal interviews with a limited, select sample of
EB program participants. The study concentrated on obtaining information from

Michigan volunteers associated with the 4-H POTL Initiative.

ll

CHAPTER 2
LITERATURE REVIEW

Introduction

In the research literature pertinent to the study of local EE and communication,
there are at least five elements that contribute to successful EE programs. The five

elements are:
0 Understanding Environmental Education and Barriers to Implementation
0 Understanding Attitudes, Knowledge, and Aspirations of Program Staff
0 Assessing Expectations of Volunteers
0 Assessing Characteristics of Volunteers in Extension

0 Organizing Flexible Programs.

Understanding Environmental Education and Barriers to Implementation

In reviewing literature on BE in relationship to this study, there is more research
concerning formal EE than nonformal EE programs. Formal BE (in the classroom) is far
more common and thus more frequently evaluated. In the study of,“1.'i’nvironmental
Education in the University of Illinois Cooperative Extension Service: An Educator
Survey ” by (Smith-Sebasto, 1998) the research was initiated to assess educators’ attitudes,
competency, and performance in implementing BE in their various programs. In this
study of nonformal EE, educators3 agreed that it is important to integrate EE concepts

and issues into their programs. However, educators were hesitant to infuse EE

 

3 Footnote: Educators by Smith-Sebasto are defined as staff working for the University of Illinois
Cooperative Extension Services (UICES).

12

programming because of lack of information, resources, time, and funds (Smith-Sebasto,
1998). Smith-Sebasto believes it is possible that these same barriers exist in nonformal
environmental education.

In another study (Samuel 1993), which was conducted for formal EE,
“Impediments to EE Implementing EE, ” the findings seem similar to the nonformal EE
Smith-Sebasto study. Samuel’s study was undertaken to,“evaluate BE in a newly opened
school in Ontario, Canada who’s sole focus was intended to become an ‘environmental
immersion school,’ as well as an outdoor education center" (pg. 26). Samuel examines
problems in implementing formal EE. She identifies barriers such as teachers’ attitudes,
teachers’ knowledge, school structure, materials, leadership, EE goals, philosophy, and
involvement in the process.

Successful EE implementation requires continued preservice and inservice
training (Samuel 1993, Smith-Sebasto 1998). Samuel fiirther suggests that the process of

implementing EE is the process of managing change.

Understanding Attitudes, Knowledge, and Aspirations of Program Staff

Within nonformal EE, it is very difficult to gauge the background knowledge, and
attitudes of staff, and volunteers, until the program has started. Therefore, program
coordinators may be taking a risk in recruiting volunteers, and staff, whose knowledge is
unknown prior to the program.

Regarding general environmental knowledge, Bennett (1989) states, ‘One
assumption is that knowledge is an essential prerequisite for responsible environmental
behavior, therefore, a sound ecological understanding must be at the foundation of all

decision making?’ He further goes on to say that, '.'.cr)gnitive Skills progress in difficulty

l3

from knowledge to evaluation, and that each Skill requires the use of skills below it’
(Bennett 1989: pg. 12). For volunteers, and staff, to become involved with programs,
program coordinators should conduct an interview to assess the participants’ level of
understanding and skill. Then, coordinators can focus training for volunteers and staff on
specific skills needed for projects. Bennett suggests that coordinators conduct an
evaluation of volunteers and staff after the project is completed, to gauge the
effectiveness of training, as well as the interview process.

Knowing the level of Skill the volunteer has can help eliminate any unforeseen
problems in the implementation of the project. It is important also, to understand that
Bennett (1989: pg. 16) believes,“Without question, the values we hold play a central role
in environmental problems. In fact, we may define ‘issues’ as conflicts in values and we
may be the cause of the program. Therefore, attitudinal characteristics of participants
also will vary, and this has to be taken into consideration? Staff and volunteers may have
an agenda (set of values) for participating in the program, or may have varied
backgrounds with their related values.

Bennett’s statement about values is backed up by the research of Covert (1982).
Covert’s findings showed that teacher’s attitudes, actions, and communication behaviors,
prior and post, to environmental education workshops did not change. However, after the
workshop, he did find a significant change in the teachers’ tendency to involve students
outside of school programs. Implementations of EB programs are better understood
from Covert’s findings, particularly in regards to educators’ workshops. As a result of the
workshops, educators become motivated, and were more willing to involve students

outside of school programs.

14

Assessing Expectations of Volunteers

Program coordinators need to know the expectations of volunteers, before they
are involved in projects, to determine the work they would be best suited for and find
most firlfilling. Rumsey’s study, “Motivational Factors of Older Adult Volunteers, ”
examined volunteers that are age fifiy—five plus (1999). Her findings Show that the most
frequent motivation for volunteering is to be with people; she also shows, there are seven
expectations that motivate people to volunteer:

l. helping others,

2. doing something worthwhile,

3. learning new Skills,

4. adhering to agency goals,

5. improving quality of life,

6. creating a better society, and

7. increasing personal knowledge.
Knowing which of these seven expectations is most important for Specific volunteers,
may help program coordinators recruit volunteers more easily, efficiently, and
effectively.

Environmental attitudes and expectations start to form early in life through formal
science learning (Tamir 1990-91). The study of “F actors Associated with the
Relationship between Formal, Informal, and Nonformal Science Learning” by Tamir
(1990-91), identified factors associated with nonformal science learning. However, he
found high school students who liked to study science and those who aspired for a

science career, were much more involved in a variety of out-of-school science-related

15

activities, and found school science more relevant to every-day life (pg. 41). As these
students mature, their attitudes and expectations of science related activities remain
largely unchanged, and hence, take priority over other activities, in making time to
volunteer (i.e. for Environmental Education). Therefore, expectations are essential in

motivating individuals to volunteer (Tamir 1990-91, Rumsey 1999).

Assessing Characteristics of Volunteers in Extension

The Cooperative Extension Service has a long history in the US, and Extension—
associated volunteerism through 4-H programs is well established. Extension programs
have usually placed volunteers in positions within which they feel comfortable. Most of
these volunteers tend to have many voluntary positions, at the same time, and function
quite well. Rowland (1990) indicates: "If you want a job done, give it to a busy person"
(pg. 21). This is very typical of 4-H volunteers, in that they are involved in many
different things; sometimes, however, this can be a problem when these volunteers
become over-tapped.

Therefore, Extension program coordinators continually need to find new sources
of volunteers. Research shows that older volunteers are more likely to volunteer if they
have adequate motives, incentives, and feedback (Rouse and Clawson 1992). If
programs can provide older volunteers with these 3 needs, program coordinators will be
able to establish them as‘1ife-long’ volunteers. Rouse and Clawson (1992) also suggest,
“Today, older adults are actively sought to serve as volunteers. They have the essential
time and skill" (pg. 10). Thus, time and skill are very important factors influencing the
length, and level, of voluntary involvement of people today.

When attempting to recruit volunteers, additional characteristics such as gender,

16

education level, age, and marital status are necessary considerations (Rouse & Clawson
1992, Rowland 1990). The people who tend to volunteer are those people with higher
education levels, white women who are married, older people with more time available,
and teenagers if asked (Rowland 1990, Groff 1992). It is also important to make sure that
volunteers feel they are needed, and believe they are involved in a worthwhile project

(Balliette and Smith, 1990).

Organizing Flexible Programs

For Simplicity, though there are Significant differences between
coalitions/collaborations, they will both be referred to as coalitions/collaborations at this
point in the paper. Distinctions will be made later in this research. Currently, many local
EE programs, such as the 4-H POTL Initiative, involve coalitions/collaborations working
together. Coalitions/collaborations are conglomerates of organizations, groups, and
professions (Dluhy, 1990). Coalitions/collaborations have advantages and disadvantages,
which Extension staff, and Service and Action Team members have to consider, in
relation to local EE projects. Coalitions/collaborations allow individual organizations to
become involved in new, and broader issues, without the necessity of totally managing,
or developing those issues by themselves. Thus, coalitions/collaborations give
organizations greater power and influence over an issue, than any single organization
would have, working alone. They enable the mobilization of greater numbers of
resources, and they bring a wider variety of effective strategies to bear on an issue
(Dluhy, 1990). The problems with coalitions/collaborations are that they may divert
energy and resources from an organization, and that coalitions/collaborations may take

positions contrary to an individual organization's interests or policies (Dluhy, 1990).

17

However, with increased participation in coalitions/collaborations, (as is the case with
Service and Action Teams within the 4-H POTL Initiative) individual organizations can
make substantial gains that are in their interest.

A wide variety of organizations, throughout the country, have extensively used
the strategy of forming coalitions/collaborations to achieve their goals. In a study
specific to Michigan, as reported by Keith in her 1993 study on,“Building and
Maintaining Community Coalitions On Behalf of Children, Youth and Families ”
Extension in Michigan has also used coalitions/collaborations to achieve goals. Hence,
Keith (1993) reported her findings regarding to local coalitions/collaborations in
Michigan Extension as follows.

0 One hundred and sixteen coalitions were identified in sixty-
Seven Michigan counties, focusing upon the needs of
children, youth, and families.

0 F orty-six counties reported information about coalitions in
Michigan, and twenty-one reported no known coalitions
within their counties.

0 The two most commonly used types of coalitions were,
agency and organization with a general focus identified,
and coalitions whose main focus was prevention and
intervention of child abuse and neglect.

o Eighty-seven percent of the coalitions were presently
serving youth, (age 13-18) in their communities with some
type of programming.

0 Within their respective counties, nearly nine percent of the
recognized coalitions worked within the Extension
programs, focusing on the needs of children, youth and
families.

Based on this research, coalitions/collaborations prove to be an effective means of

organization. Therefore, local EE projects, such as those developed under the 4-H POTL

18

Initiative, can benefit from the formation of Extension-led coalitions/collaborations
related to youth development and the environment.

Extension and local EE programs vary in their degrees of organization and
flexibility, and community linkages, as reviewed by Hogue (1994). Hogue points out six
levels of community linkages, each pertaining to specific purposes, structures, and
process (Table 1).

Hogue defines coalitions and collaborations as being separate ideas (levels) in
forming community linkages with organizations, agencies, and other committed social
groups. The first level of community linkages is Isolation. Isolation does not lend itself
to coalition or collaboration formation. The purpose of Isolation is for self-achievement.
The structure of Isolation is working alone. The process of Isolation is that the person or
organization maintains a competitive attitude and operates from a perfectionist
perspective. Once a person realizes that the program will not function with Isolation,
they tend to proceed to the second level of community linkage, which is Networking.
The purpose of Networking is to be a clearinghouse of information and support for
programs. The structure of Networking relies on roles loosely defined, and primarily
community action among members. The process of Networking is low key leadership,
minimal decision-making, little conflict, and informal communication. Once
advancement beyond Networking occurs, the third level of community linkage is put into
place. The third level of community linkage is Cooperation or Alliance. The purpose of
Cooperation or Alliance is to match needs and provide coordination, limit duplication of
services, and ensure tasks are done. The structure of Cooperation or Alliance is to form a

central communication hub of people, form semi-formal links, define roles, and raise

l9

money. The processes of Cooperation or Alliance promote complex decision making,
formal communication, and having a facilitative leader. The fourth level of community
linkages is Coordination or Partnership. The purpose of Coordination or Partnership is to
Share and merge resources to form something new. The structure of Coordination or
Partnership is to have decision makers, define roles, formalize links, develop new
resources, and form a joint budget. The process of Coordination or Partnership is to have
central and subgroups make decisions, have frequent and clear communication, and have
a leader that is focused on the issue. The fifth level of community linkages is Coalition.
The purpose of a Coalition is to share ideas, be able to pull resources from existing
systems, and develop commitment from members. The structure of a Coalition is to
have all members involved in decision making, have roles and time defined for members,
develop new resources, and have a joint budget. The process of a Coalition is shared
leadership, decision making is formal, and communication is prioritized. The sixth, and
final level of community linkages is Collaboration. The purpose of a Collaboration is to
accomplish a shared vision, identify impact benchmarks, and build independent systems
to address issues and opportunities. The structure of a Collaboration is to have consensus
in shared decision making, work assignments are formed, and roles are formalized. The
process of a Collaboration is to have a high level of productivity, high level of leadership,
high level of trust, shared ideas and decisions, and highly developed communication.
Hogue’s six levels of community linkages have advantages and disadvantages for
different applications. In understanding community linkages, program coordinators can

select the best level of linkage to apply to their programs or projects. Levels of

20

Table 1. Community Linkages—Choices and Decisions (Hogue, 1994)

 

 

 

 

 

 

 

 

 

 

 

 

 

Levels Purpose Structure Process
' To know for one‘s ' Rarely ' Maintains competitive
own purposes working/thinking attitude
Isolation ' To further own goals With others ' Operates from
I To collect information ' Works mostly alone perfectionist
for self perspective
" Dialogue and common ' Non-hierarchical ' Low key leadership
understanding - Loose/flexible links - Minimal decision
- ' Clearinghouse for ' Roles loosely defined making
Networking information ' Community action is ' Little COHfliCt
I Create base 0f support primary link among ' Informal
members communication
' Match needs and ' Central body of ' Facilitative leaders
provide coordination people as I Complex decision
. Limit duplication communication hub making
Cooperation of services I Semi-formal links I Some conflict
or ' Ensure tasks are ' Roles somewhat I Formal
. done defined communications
Alliance ' Links are advisory within the central
' Group 8T0“?
leverages/raises
money
' Share resources to ' Central body of ' Autonomous
address common people consists of leadership but focus is
. . issues decision makers on issue
Coordlnatlon ' Merge resource base ' Roles defined ' Group decision
or . to create something I Links formalized making in central and
Partnershlp new ' Group develops new subgroups
resources and joint ' Communication is
buclggt frequent and clear
' Share ideas and be " All members involved ' Shared leadership
Willing to pull in decision making I Decision making
resources from ' Roles and time formal with all
existing systems defined members
Coalition ' Develop commitment ' Links formal with ' Communication is
{01' a minimum 0f written agreement common and
three years ' Group develops new prioritized
resources and joint
budget
' Accomplish shared ' Consensus used in ' Leadership high, trust
vision and impact shared decision level high,
benchmarks making productivity high
' Build interdependent ' Roles, time and I Ideas and decisions
Collaboration system to address evaluation formalized equally shared
issues and " Links are formal and ' Highly developed
Opportunities written in work communication
assignments

 

21

 

community linkage, along with selection criteria for volunteers, help program staff
organize their projects.

Traditionally, 4-H staff use well known models to select, recruit, and manage
volunteers (Kwarteng, Smith, and Miller, 1988). Examples of traditional Extension
models, are the ISOTURE Model and 4-H Volunteer Leadership Model (Figures 3 and
4).

The ISOTURE model starts with the process of identifying volunteers (Boyce
1971). Once volunteers are identified, Extension staff select, orient, train, utilize,
recognize, and evaluate the volunteer in the specific program or project in which they

worked (Figure 3).

Figure 3. The ISOTURE Volunteer Management Model Commonly Used in
Extension Programs

 

ISOTURE
(Boyce, 1971)

 

Identifying
l

 

Selecting (recruiting)
i

 

Orienting
l

 

Training
1

 

Utilizing
l

 

NOISS'ERIOOHd Ell/\IIJ.
¢=¢=¢=<=I ¢=<=¢=¢=¢=¢I

Recognizing
l

 

Evaluating

 

 

 

 

22

The 4-H Volunteer Leadership model, which is very similar to the ISOTURE
model, progresses through the steps of recruiting, training, motivating, recognition,
retention, and supervision of volunteers for programs and projects (Kwarteng, Smith &
Miller, 1998). Some noticeable differences in the ISOTURE model and the 4-H
Leadership model, are that the ISOTURE model starts by identification of volunteers,
whereas, the 4-H Leadership model starts with recruiting. The ISOTURE model then
progresses to recruiting, whereas, the 4-H Leadership model jumps right to training
(Skipping the volunteer orientation stage as in the ISOTURE model.) The 4-H
Leadership model then motivates volunteers, whereas, the ISOTURE trains and then
utilizes the volunteers. Volunteer recognition is found in both models, leaving evaluation
as the last stage in only the ISOTURE model. The 4-H Leadership model has two more

steps afier the recognition stage, which are retention and supervision of volunteers.

Figure 4. The 4-H Volunteer Leadership Model Commonly Used in Extension
Programs

 

 

 

 

 

 

 

4—H VOLUNTEER LEADERSHIP MODEL
(Kwarteng, Smith & Miller, 1988)
Recruiting
v-1 0 l
E 0 Training
['11 ,0, J.
93 0 M t' t
O 0 o Iva ors
C) 0 I
:1 5 Recognition
E 0 t
5 3 Retention
2 t
Supervision

 

 

 

 

23

Another model of volunteer organization is called GEMS, due to its 4 stages of
Generating, Educating, Mobilizing, and Sustaining volunteers (Figure 5) (Culp, Deep,
Castillo, and Wells, 1998). Generating volunteers includes six steps: conducting a needs
assessment, developing volunteer job descriptions, identifying volunteers, then recruiting,
screening, and selecting volunteers. The second main stage within GEMS is to ‘educate’
volunteers. The steps within volunteer education are to orient the volunteer, provide
safety and legal protection and orientation, provide resource materials, and teach
volunteers. The next stage is to ‘mobilize’volunteers. This stage involves engaging,
motivating and supervising volunteers. The last stage is to ‘sustain’ volunteerism, which

includes evaluation, recognition, and perhaps redirecting, or disengaging volunteers.

Figure 5. The GEMS Volunteer Management Model that the 4-1-1 POTL Initiative
Followed

 

GEMS
(Culp, Deppe, Castillo, and Wells,l998)

 

 

TIME PROGRESSION
QQQQQ¢¢Q¢Q©¢¢
Generate Educate Mobilize Sustain
-needs assessment -orient -engage -evaluate
-job description -safety & legal -motivate -recognize
-identify protection —Supervise -redirect
-recruit -resource materials -disengage
-screen -teach
-Select

 

 

 

 

 

 

The ultimate goal of the 4—H POTL Initiative case study, is to study project

organization and flexibility in order to enable 4-H staff to access volunteers from the

24

community, willing to conduct youth EE projects. By reviewing these models of
Extension organizational structure, the researcher will be able to conduct an effective
analysis of the interactions of the 4-H POTL Initiative participants and community
collaborators. Describing these interactions is crucial in understanding the
accomplishments and limitations of the 4-H POTL Initiative as an approach to carrying

out local EE projects and sustaining volunteers.

25

CHAPTER 3
RESEARCH METHODS

Design

This study is qualitative in nature, and the specific methodology used is that of in-
depth interviewing or‘focused interviewing? The researcher quantified some interview
data, in order to prepare a case study examining the volunteers and community
collaborations of the 4-H POTL Initiative. The intent of quantifying data was not to
describe relationships between variables, but to be able to understand particular
organizational structures. AS Becker (1958) said:

"Sociologists usually use this method (qualitative) when
they are especially interested in understanding a particular
organization, or substantive problem, rather than
demonstrating relations between abstractly defined
variables." (pp. 652-653)

The study subjects and area for this research project consisted of individuals
eighteen and older within six of the nine Michigan pilot counties involved with the 4-H
Patterns on the Land Initiative. These included: St. Clair, Wexford, Mecosta/Osceola,
Oakland, Gladwin, and Missaukee Counties. Saginaw, Midland, and Presque Isle
Counties were not studied, Since they lacked progress on recruiting partners and
volunteers for Initiative activities. Staffing problems and other factors made it
impossible to determine which subjects in those counties would be able to respond to
interview questions.

Three pre-selected types of individuals, from each county, were selected by the

local 4-H staff to participate in this study. The pro-selected interviewed individuals were:

teachers, 4-H leaders, and resource people (professionals) serving on the county Service

26

and Action Teams participating in the 4-H POTL Initiative. The researcher also
interviewed a 4-H staff member from each of the six counties participating in this study.
For the purpose of this study, 4-H staff are individuals with the title of 4-H Agent,
County Extension Director (CED), and 4-H Program Assistant.

The interviewees participated in in-depth interviews/focused interviews reviewed
and approved, by the researchers Master’s thesis committee members. The case study
examined characteristics of local program staff, participants’ perceptions of the flexibility
of the 4-H POTL Initiative, and participants’ expectations. In The Focused Interview,
Merton, Fiske, and Kendall 1990 wrote:

“Ihe primary objective of the focused interview is to elicit

as complete a report as possible of what was involved in

the experience of a particular Situation’(pg.5).
Merton et al. (1990) also discuss criteria that are involved in conducting effective focused
interviews:

1. Depth. "The interview should help interviewees to describe
the affective, cognitive and evaluative meanings of the
situation and the degree of their involvement in it?’

2. Personal context. ‘The interview Should bring out the
attributes and prior experiences of the interviewees, which
endow the situation with these distinctive meaningS’ (pp.
1 1-12).

By asking the focused interview questions, (as Shown in Appendices F and G), the depth

and personal context of interviewees were brought out in this case study.

Population

The population of this study is limited to Michigan, specifically the counties and

the people associated with the 4-H Patterns on the Land Initiative between 1996 and

27

1999. Two groups of people were involved in this study: volunteers (4-H leaders,
teachers, and resource people/professionals) participating in implementing the 4-H POTL
Initiative within their county, and 4-H Extension Staff within the counties participating in
the 4-H POTL Initiative. Thus this case study follows advice of Merton et a1. (1990),
who pointed out a key characteristic of the focused interview:

‘All of the persons interviewed are known to have been
involved in a particular Situation’(pg. 10).

The researcher selected the population of this study with these criteria in mind:

(1) a 4-H Staff member whose county participated with the
4-H POTL Initiative;

(2) a key teacher, 4-H leader, and professional serving on the
county Service and Action Team identified by the 4-H
Staff;

(3) the willingness of the selected participants to be involved
with the case study.

Thus this non-random sample was limited to the six counties with the most direct
experience with the 4-H POTL Initiative, and was limited to twenty-four persons, in
order to get approximately equal numbers of respondents from the different types of
individuals serving on the county Service and Action Team. The researcher chose the six
county sample selected for the case study on the basis of the following criteria:

(1) the county participated in the 4-H POTL Initiative;
(2) the county formed a Service and Action Team;
(3) the county started environmental education projects;
(4) the county had filled out a bi-annual progress report.
Not all of the 4-H Staff in the six counties could supply a 4-H Leader, Teacher, and

Resource Person/Professional. The actual number of participants interviewed was twenty-

28

three. All participants who were interviewed were given a small gift of candy, 3 pencil, a
Michigan State University magnet, and a 4-H pin in appreciation for their time

commitment.

The Focused Interview

The researcher developed a set of open-ended questions for in-depth interviews.
These questions included demographic questions (age, sex, and education level).
Interview questions were posed without leading the interviewee to any particular
responses (Appendices F and G). Prior to the interview, the Focused Interview Questions
were checked for content and validity, by several individuals with experience related to
Case Studies, and the researcher's Master's thesis committee members; revisions were
made as necessary.

The researcher (who also served as the pilot project evaluator for the 4-H POTL
Initiative) contacted participating pilot counties 4-H staff to see if they would be willing
to participate in this study. (This was not a blind call, since the 4-H staff knew the
project researcher and had been working with her on various steps in the pilot program.)

After the 4-H Extension staff granted permission to include their county in the
study, the researcher asked for the name of persons who were teachers, 4-H leaders, and
resource people/professionals who served on the Service and Action Team. The initial
phone contact script with 4-H staff can be found in Appendix A.

Next, the 4-H staff contacted those people whose names were compiled to let
them know that the researcher would call to schedule a face-to-face interview. The
contact script for potential interviewees can be found in Appendix B.

Once study participants agreed to an interview and specific dates were scheduled,

29

the 4—H staff were called to schedule an interview. Two of the county 4-H staff assisted
by scheduling all of that county's interviews on the same day. The other four counties
and participants were very flexible to grant interviews, scheduled only a few days apart,
so travel time and costs were minimal.

Once dates and times were established for all study participants, the researcher
mailed them a letter describing the study, assuring confidentiality of their responses, and
describing the need for their participation (Appendix C). Also, the letter included the
date of the one-hour interview appointment.

Upon arrival the researcher introduced herself, asked the interview participant to
fill out the Background Data Sheet (Appendix E), gathered the Personal Interview
Consent Form (Appendix D), asked permission to tape record the interview, and began
the interview. The majority of the interviews lasted from twenty minutes to forty minutes,
and all interviews were conducted between October 1998 and November 1998. As stated
in the Personal Interview Consent Form, all information given was kept confidential, and

responses were not associated with individuals' names or county names.

Data Analysis

The structured interviews were transcribed by Office Services at Michigan State
University and stored electronically. After transcription, the researcher reviewed the
tapes for accuracy, corrected transcription errors, and filled in where the transcriber was
unclear about technical language. Following this process, the researcher went through
the electronic files of the interviews, and replaced any names or county names with
numbers to maintain confidentiality as stated within the Personal Interview Consent

Form. AS this process happened, the researcher converted the typed text into a format

30

that the computer software program, "Non-numerical Unstructured Data Indexing
Searching and Theory-building (NUD*IST version 4.0)," required to assist with handling
and analyzing the textual data (QSR Research PTY. LTD. 1997). Each participant's
transcript was imported into the NUD*IST program, treating each participant as a "case"

in preparation for coding.

Coding

Coding is used in the analysis of qualitative information (Miles and Huberman
1994: 56). Codes are tags or labels (referred to as a node in NUD*IST) for assigning
units of meaning to the descriptive or inferential information compiled during a study.
These pattern codes or variables provided the information needed to generate the findings
discussed in the "Results" section. Codes usually are attached to qualitative data of
varying size, such as words, phrases, sentences, or whole paragraphs, connected, or
unconnected to a specific setting (Miles and Huberman 1994: 57). Miles and Huberman
(pg. 57) state that,“codes are used to retrieve and organize the data. The organizing part
will entail some system for categorizing the data, so the researcher can quickly find, pull
out, and cluster the segments relating to a particular research question, hypothesis,
construct, or theme. Clustering and display of condensed data then set the stage for
drawing conclusionS’(Miles and Huberman 1994: 57). During the coding process, when
the researcher comes across an idea or phenomenon, a label is attached. When the idea or
phenomenon reappears, the label is once again attached (Carter-Matthews, 1998).

NUD*IST software uses hard carriage returns to distinguish text units and thus,
each hard carriage return is the smallest "codable" text unit (QSR Research Pty. Ltd.

1997). To analyze the 4-H POTL Initiative data, the participants' interviews were

31

separated by the interview question. Each response was marked with hard carriage
returns. Thus, "Codable" text includes a simple word, or an entire sentence(s) or
paragraph(s). A passage from one interview transcript offers an example of how
NUD*IST interprets text units. Each passage separated by a Space is interpreted by
NUD*IST as a text unit. Therefore, the interview question is one codable unit (Line 17),
the space in-between the interview question and response is another codable unit (Line
18), and the response to the question is one codable unit (Line 19):
Interviewer:
‘When given flexibility (no set agenda for this project), what
form did it take, and who initiated it?’(LINE 17)
(LINE 18)
Respondent:
“Right, you gave us information on who might be a team
member and what we needed to do as far as getting a grant.
That was pretty much spelled out. And, of course, then the
grant application and there were certain things that had to be
included. During our first meeting we did identify more than
one thing. But they were all interconnected and so I think I
tried to mesh those in to one thing and then brought the team

back together and said, how does this sound and what part can
each of you play in this? " (LINE [9) (4-H Stafl 5 .' lines 1 7-19)

Code Retrieval

NUD*IST has the ability not only to retrieve all coded text quickly by browsing
and selecting certain codes, but also to cross-reference codes, thus enabling the researcher
to View and analyze co-occurrence and non-co-occurrence of codes between many
documents or within one document. This data handling and management is possible
because NUD*IST software uses an index system made up of "nodes" (nodes are the

containers for coding and for ideas) to organize coded text unit (QSR Research Pty. Ltd.

32

1997). The researcher used the "node tree" in Table 2 to represent the organization of

code ideas and phenomena in the focused interview questions asked.

Table 2. 4-H Patterns on the Land Initiative Response Coding

 

 

1. Characteristics of Interviewees

1.1. Type of Interviewee
4-H Staff

1.1.1.

1.1.2. Resource People (Professional)

1.1.3.

1.1.4. 4-H Leader

1.2. County of Interviewee

1.2.1.
1.2.2.
1.2.3.
1.2.4.
1.2.5.
1.2.6.

Teacher

County 1
County 2
County 3
County 4
County 5
County 6

1.3. Background: Attitudes and Knowledge

1.3.1. Why did you participate?

1.3.2. Pre-Program Attitudes and Knowledge
1.3.3. Post-Program Attitudes and Knowledge

1.4. Expectations of the Program?

1.5. Flexibility of the Program

1.5.1. What would you do differently now?
1.5.2. Did you develop a stronger Program having a Service and Action Team?

1.6. How do you go about Recruiting?

 

After coding two interviews, the researcher went back and added more nodes to

capture all data. These additional nodes were placed under Free Nodes and coded, in no

particular order, as Shown in Table 3.

33

 

Table 3. Additional Codes for Responses about the 4-H POTL Initiative

 

 

Additional Codes
Fl Comments of importance

F2 What do you feel has been the most beneficial aspect of the 4-H POTL Initiative?
F3 What do you feel has been the most negative aspect of the 4—H POTL Initiative?
F4 Any text dealing with youth

F5 How much time did you spend on the 4-H POTL Initiative? Was it worth your
time?

 

Compiling and Organizing Data Tables

The researcher examined coding by reviewing each node report, (example node
1.3.1 Why did you participate?) and highlighting text that was of interest in answering the
questions posed for that node, and eliminating the non-relevant text. The researcher then
started a list of key points, and categorized each point according to which study
participant (4-H staff, teacher, professional or 4-H leader) had made the point. If there
was a new key point, it was added to the list, and the researcher continued coding text. A

key point list was created for each node.

34

 

CHAPTER 4
RESULTS

Description of Study Participants

This case study involved six Michigan Counties and twenty-three people within
those six counties. Of those participants, seven were 4-H staff members, seven were
resource people (professionals) from various backgrounds (resource management,
environmental education, and community service), three were 4-H Leaders, and five were
teachers involved in a county Service and Action Team, associated with the 4-H POTL
Initiative.

The 4-H leader for County 1 did not keep the appointment for the interview;
attempts were made to contact her and re-schedule, but she never called back. The 4-H
staff in Counties 3 and 5 did not provide the name of any 4-H leaders for interviewing.
The teachers in Counties 1 and 5 were also 4-H leaders. 4-H staff fiom County 5 also
gave names of the County Extension Director and the 4-H Agent, so two MSU Extension
personnel from this county participated in the interviews.

Of the interviewees, seventy-eight percent were married, nine percent were single,
nine percent were divorced, and four percent were widowed (Table 4). Seventy-four
percent were female, and twenty six percent were males. The average age of the
participants was forty-five years old. Two participants did not complete the Background

Data Sheet, so their ages were unknown. All of the interviewees were Caucasian.

35

Table 4. Demographic Characteristics of Participants (23 individuals)

 

 

 

 

 

 

Married Single Divorced Widowed Female Male
78% 9% 9% 4% 74% 26%
High Some Graduate

School College School
13% 61% 26%

 

 

 

 

 

 

Education level of the participants was varied; thirteen percent had only completed high
school, Sixty-one percent of the participants had completed some form of college level
study at the undergraduate level, and another twenty six percent had completed graduate

school.

Awareness of the 4-H POTL Initiative

A major focus for this study was to investigate the characteristics of local
program staff, including their attitudes, skills, knowledge, and aspirations before, during
and after the pilot program. To begin to address this question, the researcher asked how
participants became aware of the 4-H Patterns on the Land Initiative conducted by the
Michigan 4-H NREE Program.

Six of the seven 4-H staff and two teachers responded that they had read about it
somewhere in a newsletter, in email, or in something that MSU Extension publishes to all
counties or within the county. Three of the 4-H staff, also reported that Andrea Grix (the
Pilot Site Project Assistant for the 4-H Patterns on the Land Initiative) contacted them
and asked them to be a pilot county, in addition to their reading the request for pilot
counties for the 4-H POTL Initiative. The 4-H Agent in one county wanted to become

involved as a pilot county, so he contacted the 4-H Program Assistant in his county who

36

 

coordinates these type of programs so she could write for the grant.

One 4-H staff member and a resource person/professional said they became
involved with the 4-H POTL Initiative because it was a part of their job. The 4-H staff
member was hired to help initiate projects within three of the pilot counties. The
professional was hired into her position, and her department had a working relationship

established with the 4-H staff and the 4-H POTL Initiative.

Motivations of Participants

Participants had multiple reasons why they chose to take part in the pilot program.
Eighty percent of participants, including 4-H staff, said they participated in the 4—H
POTL Initiative because they wanted to help youth or be involved with youth in their
counties, and to promote environmental education and stewardship (Table 5). Fifty
percent of participants got involved because they have a personal interest in the
environment (grew up with an appreciation for the outdoors), or are concerned about the
environment (personally or with issues within the county). Thirty-three percent of

participants have done, or presently conduct environmental education programs.

Table 5. Motivations of Participants

 

 

 

 

 

 

Percent of
Motivation participants
Wanted to help youth or be involved with youth in their counties 80%
Personal interest in the environment 50%
Have done or presently conduct environmental education programs 33%

 

 

Of the resource persons/professionals asked to be on the county Service and
Action Teams, all but one are in a Natural Resource based career. Seventy percent of all

participants have an interest, or appreciation for their environment, want to pass it along

37

to others, and are not afraid to try new things with Environmental Education programs.
Half of all participants said they were active in 4-H as a youngster, or as a 4-H leader
now.
Some other reasons why the participants became involved include:
o 4 participants-grew up on a farm;
0 3 participants-like volunteering;
0 3 participants-wanted to do something in the community;

0 2 participants-wanted to do something for "Make a
Difference Dayi’

I 1 participant-desired to fulfill an incoming VISTA worker's
public service requirement;

0 1 participant-needed to fulfill science curriculum for home
schooled youth.

For example, one volunteer noted:
"Well I have youth that I've tried to keep into 4—H things

and I like volunteering, it is a lot easier than actually going
back and getting a job ” (4-H Leader 14).

Pre- and Post-Program Attitudes of Participants

Pre-program attitudes of 4-H staff were that their role was to write the grant, pull
together a county Service and Action Team, and be the facilitator/support person for the
group. Pre-program attitudes of volunteers (teachers, 4-H leaders, and resource
persons/professionals) were stated in why they chose to participate. Examples of these

attitudes included wanting to Share their knowledge with youth, wanting to get something

 

4 All 4-H Patterns on the Land Initiative participant quotes are referenced to individual participants in each
of the twenty-three individual transcripts. Each transcript was labeled according to the participant’s
category (e.g., 4-H Staff, 4-H Leader, Teacher, and Resource Person/Professional).

38

started in their community, and a general "let's see what can happen" attitude.

Post-program attitudes of the 4-H staff were that facilitating and giving support to
the group didn't happen to the degree they had hoped. Five of the 4-H staff had to call
the meetings, run the county Service and Action Teams, and do the follow-ups and all the
related paper work, which was much more work than they had anticipated. Five of the 4-
H staff also said they didn't spend as much time as they would have liked on the projects
and felt they could have spent more time, had duties allowed them, since most of them
felt it was a worthwhile program. Four of the 4-H staff would have liked to see EE
project material in place and thought that would have made participation easier for the
pilot counties in the 4-H POTL Initiative. One quote that was offered by a 4-H staff
member was this:

"Let other counties learn by our examples and have them
talk to us before starting a project like this " (4-H Stafl3).

Post-program attitudes of ten volunteers were that they felt their attitude towards
Environmental Education programs stayed the same through the project. Five volunteers
were concerned about how to keep the program going in their county after the pilot
program timeline was completed. One teacher, in particular, stated what an "eye opener"
it had been for herself, to see the pride and ownership the youth took in their project. The
"eye opener" phenomenon was stated by three other participants in how they look at
things after completing the projects in their counties. An example is from a 4-H Leader:

"1 have a whole different outlook on the outdoors. It's kind
of like, ”Oh, I know what kind of tree that is " or "Do you
know what that is over there?" or "Boy, we really need to

have somebody come out here and clean that up" (4-H
Leader 3).

39

Two quotes offered by 4-H staff member were this:

"The project worked because it gave the youth something to
do " (4-H Stafl 4).

"Most important thing to see is adults working side by side
with youth and getting in there and doing it together" (4-H

Stafl3).

Participants' Perceptions of the Flexibility of the Program

Another major research question pertains to program flexibility. When local
groups were given flexibility, what shape did those local Environmental Education
programs take, and what kinds of volunteers were attracted?

The researcher asked 4-H staff about the forms and formats of local county
programs under the 4-H POTL Initiative. The 4-H staff member initiated the process of
applying for the 4—H POTL Initiative grant, therefore the researcher directed this question
toward them.

Every 4-H staff member thought there was a great possibility with this program to
get something started in his or her community. Two 4-H staff felt the flexibility was
refreshing and opened a lot of doors and opportunities they wouldn't have had otherwise.
Two 4-H staff members said the projects were pretty much spelled out in the grant and
what they wrote, and that is the direction the projects went. Two other 4-H staff dove
into meetings and had brainstorming sessions with volunteers to see where they wanted
the program to go. One 4-H staff member said the 4-H POTL Initiative was confusing
because she didn't know what direction her county's local project(s) would develop into,
since there wasn't EE material; this 4-H staff member wanted a "cut and dry" program to

follow. Another 4-H staff member felt that the "cut and dry" approach would have been

40

nice in the beginning, but in the end, was glad that those guidelines were not set up
because She saw her projects evolve over time. That 4-H staff member also said this in
her interview:

"It's probably a more significant piece of work that I did

while in 4-H as an Agent (4-H Staff 4).
It was very clear from one 4-H leader's perspective, that the 4-H staff in his/her county
felt the program was confusing; this leader stated that, "there was lack of leadership and
the county was unorganized" (4-H Leader/Teacher 4). Three 4-H staff members
attributed their success to having the right volunteers at the right time. Fifty percent of

the volunteers selected were asked by the 4-H staff to participate.

Participants' Insights on What They Would Do Differently

Fifty percent of all participants said they would have worked harder, or liked
more time to work on the project, as shown in Table 6. Thirty percent of all participants
wanted to have more involvement with the youth, taking proj ect(s) into more schools,

and connecting with more science teachers.

Table 6. Participants’ Insights on What They Would Do Differently

 

 

 

 

 

 

 

 

Percent of
Participant's Insights participants
Would have worked harder or liked more time to work on the project 50%
More involvement with the youth 30%
Find a strong leader 25%
To bring either volunteers or themselves into the projects earlier 21%

 

Twenty-five percent of all participants would have liked to find a strong leader to lead the
group. Twenty—one percent of all participants said they would have liked to bring either

volunteers or themselves into the projects earlier. Other examples of insights offered by

41

4-H staff were these: 4-H staff .....

0 would have interviewed the volunteers to find out what
their motivations were for volunteering, and talked about
commitment as a volunteers (4-H Staff 1);

0 would have liked to approach a committee in her county

more, and had more personal contact with volunteers (4-H
Staff 2);

0 would have liked to have a better target, or outline of what
they were going to accomplish (4-H Staff 4 and Resource
Person/Professional 5);

0 would have liked to advertise more in newsletters to attract
volunteers (4-H Staff 5);

0 would have liked to do a survey at the beginning of the
project, to see what community feelings were (4-H Staff 7).

Professionals' examples of what they would have done differently, included that they .....
a would have liked to do more follow up work on the
volunteers who were involved and see if they were doing
what they said they were following their objectives

(Resource Person/Professional 2);

0 would have liked to have the history written for the project
as a guide (Resource Person/Professional 3);

0 would have liked to ask what the mission was (what they
were trying to accomplish) so she would have a better

understanding of what was going on (Resource
Person/Professional 4).

Participants' Perceptions of a Strong Service and Action Team

Five of the 4-H staff said that they have developed a stronger program due to
formng a Service and Action Team. The other two 4-H staff, both from the same
county, had a Service and Action Team going, but couldn't hold it together or get more

than 4 people interested, so they were very frustrated, but they did accomplish projects.

42'

In general, 4-H staff reported that the Service and Action Team helped determine what
they were going to do, by setting up an advisory group to help bring in people. The
Service and Action Team allowed people to have real visions, and it affirmed the things
that were written within their grant applications that they planned to accomplish. As said
by 4-H staff:

"If we said we're going to do this, we have to do this. So

then, the volunteers were able to see the importance of

doing these thing. When they saw the result of their eflorts,

that people were actually coming to these programs, youth

were actually learning things, and this made them really

aware of the importance of doing environmental programs

too " (4-H Stafl 1).

Thus, it was really the volunteers who Shaped the program, in the decisions they made,

and in what their motives or ideas were for these projects.

Participants' Expectations of the Program

Another research question pertains to volunteers' expectations of the program.
What were the volunteers' expectations of the program, and how did these encourage or
discourage participation with training, support, and projects within the pilot counties?

Two-thirds of professionals and teachers tended not to have many expectations
for their environmental education projects. Reasons ranged from not knowing what they
were getting into, to not having enough time to plan. Again, Since the professionals and
teachers did not have expectations, this meant that after the projects were over, they felt
positively surprised at the accomplishments the youth achieved.

4-H leaders and 4-H staff on the other hand, felt disappointed when a project
didn't work, but, the key was that they didn't give up and tried it again in a different way.

A good example of a 4-H leaders' perspective on expectations was this:

43

"I heard, down in County X, it sounds like they really took
ofif and they’ve had a lot of youth involvement down there,
and I kind of wish we would have been able to do
something along that line" (4-H Leader 1).
A quote from County X's 4-H Leader:
"1 can look at the youth that I was directly involved in, and
say they have developed public speaking skills, they have
learned how to develop curriculum, that would be
appropriate for the ages that they have to go out and give
presentations to. My expectations, the youth have
surpassed; they’ve just been tremendous " (4-H Leader 3).
Forty-three percent of all participants said their expectations were met, twenty-
one percent said their expectations were somewhat met, and one 4-H staff member said

his/her expectations were not met at all. Examples of expectations that were met were:

I the youth learned to be better stewards of their
environment;

I networking within the county took place;
I local programs were established;
I a county was impacted by the project;

I the project was introduced at a good time where a
leader/teacher was free to help (4—H Leader/Teacher 4).

Examples of expectations that were met, but participants wanted to see more of were:
I participants wanted more teachers involved; and
I participants wanted more impact on the community.
Eighty percent of the resource persons/professionals and teachers said they were waiting

for a phone call to do the project again next year.

44

Participants' Perceptions of Time Commitment for the Program

Of the three 4-H staff members who responded to a time commitment question,
one 4-H staff reported she spent over fifty percent of her work time on the 4-H POTL
Initiative for over six months (Table 7). Another 4—H staff reported that he spent fifteen
to twenty percent of his work time on the 4-H POTL Initiative, and the third reported she
spent two or three weeks of total time. Comments were also made by many 4-H staff that
the time they spent wasn't enough, and that it should have been more.

Of the three 4-H leaders who responded to the time commitment question, one
reported she spent approximately twenty hours, another reported approximately ten
hours, and the third reported a substantial amount of time (fifty percent of her day) during
the pilot project from 1996 to 1998.

Of the Six professionals who responded to the time commitment question, one
reported thirty hours Spent, another reported an hour a week for the length of the project,
another reported sixty to eighty hours within the two month period she worked on the 4-
H POTL Initiative, and three of the professionals reported twenty percent of their work
day was spent on the 4-H POTL Initiative.

Of the two teachers who responded to the time commitment question, one
reported approximately forty hours spent, and the second reported a significant time
commitment from January to May. Every participant who reported his or her time

commitment said the Initiative was definitely worth his or her time.

45

Participants' Positive/Negative Perceptions of the Program

One positive perception about the 4-H POTL Initiative was that it really touched
youth and taught them something that they weren't aware of before participating.
Another positive perception was that the participants really felt they made a difference,
and the awareness level of the environment increased within their community because of
this program. Two participants reported that the Initiative gave them a chance to

develop, and work, with new programs that they might not have otherwise, and two other

Table 7. Participants’ Time Commitment for the 4-H POTL Initiative

 

Participants who reported time
commitment spent on the 4-H POTL

Total percent of time

 

 

 

 

 

 

Initiative

4-H Staff

-one 4-H staff 50%
-second 4-H staff 15-20%
-third 4-H staff 15-20%
Leader

-one leader 1%
-second leader 1%
-third leader 50%
Professional

-one professional 1%
-second professional 1%
-third professional 25%
-fourth, fifth and sixth 20%

professional each
Teacher

-one teacher 25%
-second teacher 25-75%

 

participants said they enjoyed seeing it as a hands-on learning experience. One 4-H staff
member also went on to report that the school was very supportive, and that the Initiative

Showed the community that 4-H Youth programs were involved in community service

programs.

46

 

One negative perception for the 4-H POTL Initiative was that four participants
indicated a lack of commitment from individuals who said they could participate, but
they really couldn't, or they didn't Show up and fulfill a responsibility. Two participants
reported that the Initiative took away from other things they Should have been doing.
Two 4-H staff reported a negative perception was the relatively high amount of funding
the Initiative took to kept the proj ect(s) running. A 4-H staff and teacher said they would
have liked to accomplish more if there had been more time. Two professionals reported
that there was lack of time. A professional and two teachers couldn't think of anything
that wasn't beneficial to the program. A 4-H leader and a teacher reported that the youth
involved didn't get the recognition they deserved. More examples of perceptions of

individuals include the following:

I one project (day camp) that a local county developed for
youth, didn't happen because lack of participation (4-H

Staff);

I we couldn't keep a Service and Action Team going (4-H

Staff);
I we had equipment stolen (Resource Person/Professional);

I there was a lack of communication (Resource
Person/Professional);

I we couldn't get the youth to the site to work on the project
(Teacher);

I there was an odor in the classroom from the project
(Teacher).

Participants' Perceptions of the Youth Involved

Six participants reported that the youth learned process skills to develop and carry

out a plan or went through a process involved with their project. A quote from a teacher,

47

doing the Salmon in the Classroom project, was as follows:

"At first they viewed it like watching television. The

students said, “Like wow that's cool. Okay, what else is

there. ” Then pretty soon the students realized the fish are

here to stay. Then the students noticed growth, dtflerences

in the sizes, that some were growing so rapidly, others were

not, and the students would take a real personal interest.

The students observed, “Oh the little one is hiding. ” The

students really would vie for a position to be able to be the

feeder, and the caretaker, and kept a constant eye on the

tank” ( T eacher4 ).
Other participants reported shy youth, which would not normally give speeches, now
were advocates of their local county projects doing public speaking. Presentations were
given in Lansing in front of the state Senate, and a youth attended the National Volunteer
Leader Forum in Washington, DC, and gave a testimonial. Other participants reported
that the Initiative gave youth a sense of responsibility and made them feel that they could
do something in their community regarding the environment. One professional reported

that he received phone calls from teachers who wanted to be involved with projects.

These teachers had heard about these projects from the youth who were participants.

Staff Members' and Others' Perceptions of Volunteers

All 4-H staff reported that newsletters were where they placed information to
obtain volunteers. Other means for obtaining volunteers were articles, word of mouth,
schools, networking, partnering, and personal invitations by the 4-H staff. (Each of these
responses were given by two to three 4-H staff.) Other sources for volunteers reported by
4-H staff were:

I they came to me to volunteer;

I departments that are interested in "Making a Difference
Day;"

48

I former 4-H members;

I because of the status in the county (4-H has been there a
long time, in the county, with a good reputation);

I surveys, flyers, and inviting yourself to meetings.
A 4-H staff member who summed up the process of obtaining volunteers said:

"You have to have recruitment of volunteers on your mind
all the time, wherever you go, whoever you talk to " (4-H

Stafl 6).

All participants said that the best way to retain a volunteer was because their
children are involved and they want to do things with them, and the second point most
frequently mentioned by participants was making the volunteer feel good about
themselves, and giving them rewards they deserve. The third strategy most fi'equently
mentioned was to have someone in an advisory position who can go out and recruit the
volunteers, and can spend the time to keep them interested. Other reports by individual
participants about ways to retain volunteers were to find their motivation, make personal
phone calls, have a contract or year-long commitment to the program, have their fiiends
involved, and have experience with the topic and with organization of the project.

Four participants' responses on motivational needs said the local project(s) fulfills
a personal need. Two professionals feel that if they can teach youth not to litter, that is
half the battle with their everyday job. Other motivational reasons are feeling
comfortable with the subject matter, feeling they can contribute something (and see the
rewards), having the time to volunteer, and liking to volunteer. Lack of motivation stems
from lack of time, unfamiliarity with the subject matter, and that they haven't done this

kind of project before. Therefore, it isn't surprising to see that the volunteers whose

49

attitudes and knowledge are positive about the environment, are the ones to have been
chosen by the 4-H staff and who were willing to be volunteers. A very important
characteristic not noted above, is that all of these people, even the 4-H staff, tend to

volunteer for several different programs and projects throughout their county.

Patterns of Communication within Pilot Counties

The study results described in the previous section can be analyzed by looking for
patterns of communications within each county. This analysis of counties’
communication patterns makes it more clear why certain responses were reported among
some counties, and not in others.

Even though County 1’s 4-H leader did not Show up for the interview, the
researcher knows from working on the project that the 4-H leader is a home school
mother and has used the 4-H POTL Initiative to help fulfill science cuniculum
requirements for her daughter. County 6's 4-H leader is also a home school mother and
used the Initiative for the same purpose. It was evident that these two counties were
similar in what type of projects evolved from these leaders' involvement. Each county
developed a project(s) and the youth took them into local classrooms and presented the
material(s). The attitudes of 4-H staff in these two counties seemed to be similar in
forming a Service and Action Team, brainstorming ideas, and letting things develop as
they progressed.

In County 1’s (Figure 6a) communication patterns for the local Environmental
Education projects, a tight bond5 was formed between the 4-H staff and the 4-H Leader;

they ended up working together closely on projects and shared the same goals for what

 

5 Footnote. Strong or weak bonds are not represented in the related figures, only in text.

50

Figure 6. Local Communications Patterns: County 1 and County 6

Figure 63. County 1

 

 
  
 
 
 
 
    
  
 
  

 

 

 

 

!..-..-..-..-.0-..-..-..-..-..-..-..-..-..-..-..-..-..-..-..-.!
g i
1 i
i i
I Service&Action I
i Team i
I Park& I
i Recreation i
LOO-.O-OO-CO-OO-OO-O .O-CO-OO-O. .C-COd.

  
  

Schools/
Classrooms

 
  
 

 

Community

 

 

 

 

 

 

 

il Boy Scout If

Figure 6b. County 6

 

 

 

 

 

 

 

 

 

i.-..-..-..-..-..-..-..-..-..-..-..-..-..-..-..-..-.!
I J . 4-11 I !
i I i eader r I
i !
i Service & Action I
i Team i
I School I
5 .othh .ader Teacher i
z-OO-OO-OO—OO—OO-O. .0 00-00-00].
Private Schools/
Consultant Classrooms Community

 

 

 

 

(Note: Strong or weak Bonds are NOT represented in these figures.)

51

they wanted to accomplish. The 4-H staff, because multiple local projects were formed,
ended up forming a strong bond between herself and the Department of Parks and
Recreation (PR), a local school teacher (she is also a 4-H leader in County 1), Boy
Scouts, schools, the community, and 4-H Youth. The 4-H leader had a strong bond with
the 4-H member (her daughter), to fulfill science curriculum. The 4-H leader had a
weaker bond with the schools. The schools had a stronger bond with the 4-H Youth Since
the 4-H Youth could be role models to the youth in the schools. The schools had a bond
with the Department of Parks and Recreation, Since the school was located directly across
from a park and used it as a laboratory. The Department of Parks and Recreation had the
same goals as the 4-H staff; this mutual goal was to work together using the park, within
the community, to promote environmental awareness and education to the community.
The Department of Parks and Recreation also formed a bond with the school teacher.
The school teacher helped clean up the park and had a real interest in the park since She
lived in that particular area. The school teacher formed a bond with a Boy Scout, and
other youth to help enhance the park with birdhouses and awareness of the environment.
In County 6 (Figure 6b), a tight bond was formed between the 4-H staff and the 4-
H Leader; they ended up working together closely on projects and shared the same goals
for what they wanted to accomplish. The 4-H staff, because multiple local projects were
formed, ended up forming bonds between the community, a school teacher, 4-H Youth,
and a private consultant. The bonds between the 4-H staff and the other parties weren't
particularly strong, but the bonds were focused on accomplishing the goals of the local
level projects. The 4-H leader had a strong bond between the 4-H Youth, since they were

her children, and this project was helping fulfill science cuniculum. The 4-H leader had

52

a weaker bond with the schools and the community for the local EE projects. The
schools had a stronger bond with the 4-H Youth since the 4-H Youth could be role
models to the youth in the schools. The 4-H Youth also had a bond with the private
consultant, because he helped them learn EE subjects in order to compete at the state
Envirothon. The 4-H Youth had a strong bond with the community at large, since many
presentations were given and Adopt-A-Watershed projects were formed. The school
teacher also had a bond with her classroom, and the parents of the students in the
classroom. The school teacher had a great concern for the environment, and was excited
that the 4-H staff gave her the opportunity to participate in the local projects.

County 2 and County 4 (as shown in Figure 7), were Similar in their geographic
location within the state. These two counties were similar in that school teachers became
actively involved in leadership for the local stewardship projects, and a member of the
Service and Action Team became the organizer for the projects.

In County 2 (Figure 7a), the 4-H staff was the center of the Service and Action
Team with the Service and Action Team members helping her fulfill the goals. No real
strong bonds were formed between any one organization and another. Since the 4-H staff
was new in the county, she lacked familiarity with the local organizations. The local
proj ect(s) in County 2, were at a standstill until the Soil Conservation District (SCD)
partners stood up and said, "Look, we have been dealing with these programs for along
time, so let us help" (Professional 5). Once this group became more involved, things
really started to happen in County 2 with the local proj ect(s). The bonds that formed in
County 2 linked 4-H staff to the Soil Conservation District, 3 teacher, a local association,

the community, 4-H Youth, and a 4-H Leader. The teacher had a strong bond with her

53

students (classroom). The Soil Conservation District formed a bond with the local
association. The SCD had a special interest in the local EE project (river drainage and
water quality), Since the SCD had been working previously with the local association on
similar issues. The 4-H leader had a strong bond with the 4-H Youth, Since some of the
youth were her own children, and She was a leader of a local club. She also formed a
bond with the community at large because of the projects that were done at the local
level.

In County 4 (Figure 7b), the 4-H staff was the center of the Service and Action
Team with the Service and Action Team members helping her fulfill the goals. The
Service and Action Team members included: a school teacher, Department of Natural
Resources professional(s), 4-H youth, and a 4-H Leader. The 4-H staff let the youth
decide what local EE proj ect(s) should be done in the county. In all other counties, it was
the 4-H staff and other Service and Action Team Members who decided which projects to
conduct. The 4-H staff formed a bond with the school teacher, since the youth decided
the major project would be with this person. The school teacher's children were in 4-H as
youngsters, so the 4-H staff knew the teacher and her interests. The school teacher had a
few bonds that made the local EE project work; these included her classroom, the DNR
professional (who supplied cuniculum and fish), and a local business (which supplied
equipment). The DNR professional had a strong bond with the classroom, since he feels
it is very important to educate children and had cuniculum for them as the local EE
project evolved. The DNR professional became the strongest link in this county because
of the professional’s background and because he supplied the major project for this

county. The 4-H staff formed a bond with youth-at-risk to work on an-adopt-a project

54

Figure 7. Local Communications Patterns: County 2 and County 4

Figure 7a. County 2

I-OO-OO-OO-o0-.0-.0-.0-.0-.0-00-00-00-OO-OO-OO-OO-OO-O

 

 

4-H Staff

Service & Action
Team

  
     

Soil Conservation
District

4-H 4-H School
Youth Leader Teacher
'

0-.0-00-00-00-00-00-00-00-00-00-00-00- 00-0. O.— -..-..J

—>ICommunity

oo-oo—oo-oo-oo-oo—oo-ood

 

POO-OO-OO-OO-OO-OO- 00-00

 

 

 

Schools/
Classrooms

 

 

 

 

 

 

Local
Association

 

 

Figure 7b. County 4

FOO-OO-O0—.9-09-00-00-09-00-00-00-00-00-00-00-00-00-00-00-0

I 4-H Staff
Service & Action
Team
4.11 4-H
Youth Leader

O-oo-OO-OO-OO-O0-00-00-00-00-00-00

, Youth-at
Risk

(Note: Strong or weak Bonds are NOT represented in the figures.)

d

 

   
  

 

 

School
Teacher

Schools/
Classrooms

POO-.O-OO-OO-OO-OO- 00-00
‘OO-OO-OO-OO-OO-OO-OO-O.

     

 

     

 

    

   

Business

 

 

55

that the county chose as one of their projects. The 4-H Leader, however, was very
frustrated with the local EE project in this county, Since his "ideas" were not chosen by
the 4-H Youth. The 4-H Leader felt the grant fimds should have been Spent more wisely,
therefore, he had a very weak bond with the 4-H Youth and the 4-H staff.

County 5 was similar to the three counties that were not included or described in
this study, in experiencing a difficult time in forming a Service and Action Team to
develop projects. The people who did get involved were single individuals doing
individual projects. In general, few communications links were ever formed (Figure 8b).

Originally, the 4-H staff in County 5, was the key initiator of the local EE
projects. She tried to form a Service and Action Team and had a few people come to
meetings, but the partners never ended up working together for some reason, so their
projects were individual with little collaboration. The 4-H staff linked with a teacher/4-H
Leader, the Soil Conservation District, and a local community association. Later, the 4-H
staff along with Andrea Grix (the Pilot Site Project Assistant for the 4-H Patterns on the
Land Initiative) hired a new 4-H staff member to spend fifty percent of his time devoted
to the 4-H POTL Initiative, to help coordinate partners. This new staff member then
began the individual interaction between the previous Service and Action Team members
in the county. The most noticeable bond that formed, in this county, was with the school
teacher/4-H Leader and the schools. Weak bonds were formed between the Teacher/4-H
Leader and the Soil Conservation District just for the local projects, and weak bonds were
formed between the school and the Soil Conservation District. The new staff wasn't able
to coordinate partners for a Service and Action Team, so he ended up working

individually with each partner.

56

In County 3 (Figure 8a), the county stands alone in that the 4-H staff member
stumbled across a partner, which opened doors that the local Extension staff never
expected to happen. The partner was able to recruit hundreds of volunteers for the 4-H
POTL Initiative for "Make a Difference Day" within that county. Make a Difference Day
let the volunteers feel appreciated, and gave them“eye opener6" experiences in their
backyards. The 4-H staff member in, County 3, began by forming bonds with the schools
and school teachers; initially, he thought that the school system was the way to make this
project work. The bond was challenging to form, and during that process he ran across
the Local Voluntary Action Center (VAC) which became the key Service and Action
Team member to get the local EE project moving. The VAC had the resources to
publicize the project, a recognized name in the county, and the resources available to help
people. The VAC ended up forming a strong bond with the 4-H staff and formed bonds
with school teachers, and the commrmity to complete the local EE project. The school
teachers had a very strong bond with the youth (classroom) involved. Interview findings
indicate that the project was very successful in the school teachers’ mind, in helping youth

become better stewards of the land.

County Collaboration and Community Linkages

As discussed in Chapter 2, the community linkage model by Hogue (1994) can be
used to analyze counties’ levels of community linkage. The linkages vary greatly from
county to county, and how the county managed the 4-H POTL Initiative community

linkages determined the level of success that was achieved with these projects.

 

6 Footnote: Eye opener refers to educational and enlightening experiences.

57

Figure 8. Local Communications Patterns: County 3 and County 5

Figure 8a. County 3

 

 

 

 

 

 

 

 

' 'I
! 3
' I
! 4-H Staff 3
i !
i Service & Action !
: Team i
! i
I Local Voluntary :
i Action H Schools/ School |
i Center Teacher I
i 1

.._.._.._.._.._.._..Jx.-.._.._.._.._.._.._.._..I.._.._.._.._.
Communele .ICi......m.|

 

 

Figure 8b. County 5

 

 

 

 

 

 

 

 

 

 

 

.rO-OO-O0-.0-00-00-00-.0-00-00-00-00-00-00-00-00-00-00-00!
i !
i 4-H Staff i
i i
I Service & Action I
i Team I
i 4-H School Soil i
; Leader Teacher Conservation I
| ,

:-OO-OO-O0-.O-OO-OO_O._OO-OO 0-00-00 0-00-00-. I 00...;

Local New 4-I-I Staff Y th
Association for POTL ou

 

 

(Note: Strong or weak Bonds are NOT represented in the figures.)

58

County 5 (Figure 8b) can best be described by Hogues’ Community Linkage
model as the level of Isolation, because there were only individuals’ efforts to get projects
going and limited networking occurred. In County 5, the people tended not to want to
work together and pool their resources.

County 3 (Figure 8a) can best be described by Hogues’ Community Linkage
model as the level of Coordination or Partnership, because County 3 started at the
networking level just to get the local project accomplished, but while the partners were
networking, they discovered the Local Voluntary Action Center. The Voluntary Action
Center moved the county into a fully-developed partnership, since there was a common
purpose, shared resources to address common issues, and a merged resource base to
create new projects.

County 1 and 6 (Figure 6) can best be described by Hogues’ Community Linkage
model as the level of Cooperation or Alliance. Their purposes were accomplished to
ensure that tasks were done, to limit duplication, and to match needs and provide
coordination. This happened because of the strong bond among the 4-H staff, 4-H leader,
and a well-formed Service and Action Team.

County 2 and 4 (Figure 7) can best be described by Hogues’ Community Linkage
model as the level of Networking, even though they both started with Isolation. County 2
and 4 moved to networking because individuals within each County’s Service and Action
Team pushed the group forward to create a base of support, to serve as a clearinghouse
for information, and to foster participation and community-wide understanding of the

local EE project.

59

CHAPTER 5
DISCUSSION AND RECOMMENDATIONS

Discussion

The 4-H Patterns on the Land Initiative focused on choices and decisions in
implementing local EE stewardship projects. Given flexibility to develop projects was
well outside of the conventional thinking of 4-H staff. This introduced a spontaneity to
the development of projects and the development of community linkages, that had not
previously taken place in the area of Environmental Education.

For the most part, the participants were pleased with the results of their new-
found freedom; by the same token, some individuals comfortable with the regimentation
of 4-H models struggled with the lack of direction, not realizing all along that they
themselves could choose the direction of their own programs.

The general perception of participants is that the 4-H POTL Initiative was
generated at the state Extension level (i.e. from the top down), and placed upon counties
to perform. Revisiting the 4-H POTL Initiative goals in Chapter 1, the 4-H POTL
Initiative staff (state Extension) were trying to develop self-supporting EE stewardship
projects within community resource development networks.

In the absence of the typical top down approach, applied through mandates and
directives (models), the counties had some startling successes for EE projects. Successes
were generally made possible by forming Service and Action Teams to effect
partnerships and coalitions/collaborations. Every bit as important as sustainable EE
projects at the grass roots level, was the formation of the community linkages (Hogue,

1994), used as the catalyst of successful and sustainable EE projects.

60

The purpose of this study was to conduct a qualitative focused interview with
participants in the 4-H POTL Initiative; the four research questions were as follows:
1. What were the characteristics of local program staff and participants,
including their attitudes, skills, knowledge, and aspirations before, during

and after the pilot program?

2. When local groups were given flexibility, what Shape did those local
Environmental Education projects take?

3. What kinds of volunteers were attracted to the 4-H POTL Initiative at the
local level?

4. What were the volunteers expectations of the local project for which they
volunteered?

Therefore, conclusions were formed for each question under investigation.

Research Question 1

What were the characteristics of local program staff and participants, including
their attitudes, skills, knowledge, and aspirations before, during and after the pilot
program? For this question, the researcher asked participants how their attitudes, skills,
knowledge, and aspirations progressed incrementally with the writing of the grant,
formation of the Service and Action Team, and formation of proj ects.

The attitudes of the 4-H staff were that their role was to write the grant, pull
together a county Service and Action Team, and be the facilitators for their groups.
Volunteers’ attitudes, Skills, knowledge, and aspirations in joining the Service and Action
Team were wanting to share knowledge with youth, develop community projects, and a
general‘let’s see what can happeri’attitude.

These attitudes, skills, knowledge, and aspirations began to transition as the

Service and Action Teams formed. The process of forming Service and Action Teams

61

proved to be difficult in most counties, yet yielded the best results when done
successfully. When the members of Service and Action Teams did work together, they
developed projects with relevance to the community and to all participants involved.

Implementation of these projects affected attitude change among participants;
completing the projects demonstrated to participants that they could work outside of the
typical 4-H model and achieve great results. Working to conduct projects created an“eye
openef’phenomenon, helping participants to View EE projects in their counties in new
self-directed ways.

Post-project attitudes, skills, knowledge, and aspirations among Service and
Action Team staff and volunteers were that the projects were worthwhile; all of the
participants wished they had more time to work on the projects, and looked forward to
doing projects again in the future. Thus, the POTL Initiative demonstrated sustainable
EE at the grass roots level as a viable concept (Figure 1).

Although many of these conclusions point toward successful EE project
implementation, however, in some counties, this was not the case. The 4-H staff felt that
they ended up doing most of the work by calling meetings, running Service and Action
Team meetings, and all related paper work. These projects were, therefore, less

sustainable.

Research Question 2

When local groups were given flexibility, what shape did those local
Environmental Education projects take?

These programs took many different forms through the different counties, often

reflecting the local environment and mirroring the attitudes of the local 4-H staffs

62

perceptions of change.

Five of the 4-H staff thought the program was refreshing, in that they could
design it any way they wanted, since there weren’t EE materials in place. The 4-H staff
who wasted no time in forming the Service and Action Team and in establishing
community collaborations that they needed accelerated the evolution and implementation
of proj ects over time. One of the 4-H staff couldn't get past the frustration of not having
EE materials in place, therefore, he/she did not really understand or successfully organize
a Service and Action Team. This frustrated staff member still did EE projects, but these
were done basically by individuals within the county and not through the collaboration of

agencies, organizations or businesses.

Research Question 3

What kinds of volunteers were attracted to the 4-H POTL Initiative at the local
level?

Seventy-four percent of the participants attracted to the 4-H POTL Initiative were
female with the remaining twenty-six percent males. All participants happen to be
Caucasian. The demographics do not completely explain why the volunteers were
attracted to the 4-H POTL Initiative. Fifty percent of the volunteers involved with the 4-
H POTL Initiative were recruited by the local 4—H staff. The 4-H staff recruited these
individuals based on past voluntary experiences and knowing their interests within the
community. The participants were motivated to volunteer for a variety of reasons such
as: fulfilling science requirements, personal interest in the environment, concerns about
the environment, participated in 4-H while they were youth, teach youth about the

environment, pass EE projects along to others in the community, and for a variety of

63

reasons related to their job description.

Research Question 4

What were the volunteers expectations of the local project for which they
volunteered?

In comparing the case study and outcomes with the 4-H POTL Initiative's goals,
most of the counties exceeded their own expectations. Expectations ranged from very
little expectation, to large youth involvement, more school involvement, and more
volunteerism. The people who had very little, if any, expectations had a brighter outlook
on the program and thought it was very successful in terms of completing projects. The
participants who had a great expectation felt frustrated and disappointed when not all
expectations were accomplished. None of the interviewed participants gave up; even
though they were disappointed, they tried again and again. A willingness to do more
projects and similar projects in the future was universally expressed by all participants

interviewed.

Recommendations and Implications

The recommendations and implications as follows are based on the findings
directly related to the questions asked by the researcher.

The first recommendation is to establish a chairperson of the Service and Action
Team at the beginning of the project. The implication of establishing a chairperson at the
beginning of the project for a Service and Action Team promotes accountability,
leadership, organization, group facilitation, and stream lines the decision making process

as Service and Action Teams plan and conduct local projects.

64

The second recommendation is for the 4-H POTL Initiative staff to provide
information within EE materials to give to pilot counties earlier in the program. The
implication for providing EE materials early on in the program will help local counties
provide guidance and evaluate needs, and will enable Service and Action Team
participants to access resources within the community.

The third recommendation is for county staff to interview local EE volunteers for
characteristics, motivations, interests, and skills. The implication for interviewing local
EE volunteers will help participants’ use the characteristics, motivations, interests, and
skills to the best advantage of the project, and will optimize the over all usefulness of
volunteers.

The fourth recommendation is for all local EE goals and objectives to be spelled
out clearly by Service and Action Team participants working together collaboratively.
The implication in spelling out the local EE goals and objectives to participants, the big

picture of what local Teams can accomplish with the program will be made more clear.

The researcher further recommends the following:

0 Special workshops should be conducted to increase knowledge on
Environmental Education programs. Successful EE implementation
requires continued preservice and inservice (Samuel 1993, Smith-Sebasto
1998). Samuel further suggests that the process of implementing EE is the
process of managing change. Others suggest that, as a result of a
workshop, educators become motivated and are more willing to involve

students outside of school programs (Covert 1982).

65

The 4-H staff and Service and Action Team need to be aware of Hogue’s
study of community linkages (Hogue 1994). Hogue’s community linkage
model would provide the 4-H staff and Service and Action Team with
organizational options.

Effective, relevant projects are essential for recruiting and sustaining
volunteers. Activity promotes interest. Other volunteer motivators
include helping others, doing something worthwhile, learning new skills,
adhering to agency goals, improving quality of life, creating a better
society, and increasing personal knowledge (Rumsey 1999).
County-to-county communication between the Service and Action Teams
will help Teams that are struggling learn from experiences of more
successful county Teams. County-to-county communication will show
each county that it is different and it has different needs. What works for
one county may not work in another county. Yet networking can occur
and projects are more easily sustained when county Team members can

learn from others about how to form successful local collaborations.

Research Limitations

The limitations of this study are as follows:

1.

2.

There were a small number of people involved with this Case Study.

No statistical analyses were conducted. Instead, this qualitative study
relied on descriptive analyses and a non-random sample.

No generalizations can be made about the population of all active
Michigan EE volunteers, only the people interviewed.

This was a pilot project and has not been replicated from another project.

66

5. Participants were asked to recall (pre) attitudes of the programs.

Recommendations for Further Research

Many possibilities exist for future research in this area. These include the
following:
1. Extend this qualitative research study by interviewing youth and other

community members, to determine the impact of environmental education
and stewardship in programs similar to the 4-H POTL Initiative.

2. Conduct a research study on the remaining three counties that were not
involved in this case study, to determine why they were not able to fulfill
aspects of the grant outline.

3. Conduct the Initiative again, having pilot county staff serve as mentors for
other county staff.

4. Conduct a study on communities perceptions of Environmental Education
Programs within each pilot county.

67

APPENDICES

68

APPENDIX A: INITIAL PHONE CONTACT WITH 4-H STAFF

Phone conversation with 4-H staff to collect names of volunteers involved with the 4-H
Patterns on the Land Initiative (POTL)

Hello Sir/Madam,
This is Rebecca Lincoln and I have been working with you on the 4-H POTL Initiative. I
have some exciting news and need your cooperation and help to fulfill this news. I will
be writing my thesis on the 4-H POTL Initiative.
What I need from you is names of several people that have been very beneficial to you
during the 4-H POTL Initiative. I’d like a name and phone number of a Teacher,

Professional and 4—H Leader that you have on your Service and Action Team.

If you could contact them and let them know I’d be calling I would appreciate it, so that I
don’t have a cold start when I go to contact them.

I appreciate all your help and will be in contact with you again to ask permission for a
face-to—face interview with you, and will set up the time and date at that point.

Thanks so much. Goodbye.

69

APPENDIX B: PHONE CONVERSATION WITH POTENTIAL INTERVIEWEES

Hello Sir/Madam,

This is Rebecca Lincoln and your 4-H Staff should have contacted you to let you know I’d
be calling. I work within the Michigan State University’s Department of Fisheries and
Wildlife, and work a great deal with 4-H Natural Resource Environmental Education
programs.

If they haven’t, I’d like to tell you why I am calling. Your 4-H Staff gave me your name
and number, because they thought you were a key player in the 4-H POTL Initiative and
would be a good source for me to contact regarding my thesis. I am writing my thesis on

the 4—H POTL Initiative.

Would you be willing to be a part of my study?

IF NO. Thank you and have a good day.

IF YES. How this study will function is I’d like to set up a 30-60 minute time period
with you, face-to-face, and ask you a few questions about the 4—H POTL Initiative and
your perceptions. I will be traveling to your location at your convenience. This will be a
tape-recorded session. Do you have a problem with me taping our conversation?

When is a good time to set up the interview? (work out details)

Thank you, I will be sending you a confirmation letter in the mail along with a Personal
Interview Consent Form. If you could sign the paper and have it available when I show
up to the interview, I’d appreciate it.

Thank you for your time; I look forward to seeing you on Date X, Time X and Place X.

Goodbye.

7O

APPENDIX C: CONFIRMATION LETTER FOR INTERVIEWS

(Note. Letter was prepared on Michigan State University Department of Fisheries and
Wildlife letterhead)

October 19, 1998

Dear Participant X,

Thank you for granting me an interview on Date X and Time X.
I will see you at:

Place X
As I stated on the telephone, this interview will be face-to-face and about 30-60 minutes
in length. I will be taping our session only so I do not miss any important information.
However, I want to assure you that your names and specific job descriptions will

remain confidential and will not appear in the transcription of the tape.

For your protection, please read and sign the enclosed Personal Interview Consent Form.
Please bring it with you to the interview.

If you need to contact me please feel free to call me anytime at (517) 432-5037 or e-mail
me at lincolnr@pilot.msu.edu

Sincerely,

Rebecca Lincoln

71

APPENDIX D: PERSONAL INTERVIEW CONSENT FORM

PERSONAL INTERVIEW CONSENT FORM

The 4-H Patterns on the Land Initiative at Michigan State University has been a unique
program to help re-orient the Environmental Education system (projects, volunteer
training, support, and events) in order to develop stronger, local youth environmental
science and stewardship education programs. As you may be aware, a key feature of the
initiative was to empower local‘Service and Action Teams’of teens and adults (adult
youth leaders, resource people, community leaders, and science teachers) to work with
youth to conduct ongoing, environmental science learning activities and community
service stewardship projects. The purpose of the interview is to learn more about
(1) the volunteers' attitudes, skills, knowledge and expectations involved with the 4-H
Patterns on the Land Initiative; and
(2) what form the programs took at the local level and what kind of volunteers were
attracted.

Your participation in this interview is entirely voluntary. You may elect not to answer
any questions, or to discontinue the interview at any time. Your comments and opinions
about the 4-H Patterns on the Land Initiative and Environmental Education projects will
be held in the strictest confidence. In no way will specific responses given during this
interview be attributed to you in the report related to this study.

I have read and understood the above, and, by signing this form, I voluntarily agree to
participate in this interview.

Date: Signature:

 

 

72

APPENDIX E: BACKGROUND DATA SHEET

4-H PATTERNS ON THE LAND INITIATIVE

BACKGROUND DATA FOR ENVIRONMENTAL EDUCATION CASE

STUDY
Marital status:
_ Single _ Married _ Divorced _ Separated _ Widowed
Sex:
__ Male _ Female
Age: __

Education Level:

_ Did not complete High School
_ High School

_ Undergraduate/College

_ Graduate School

Ethnicity:

 

73

APPENDIX F: FOCUSED INTERVIEW QUESTIONS FOR 4-H STAFF

10.

11.

12.

13.

. How did you hear about the 4-H Patterns on the Land Initiative?

Briefly state why you chose to participate in the pilot project. What role did
you play?

How much time did you spend on the pilot project? Was it worth your time?
Can you tell me what your attitudes, skills and knowledge were towards

Environmental Education projects? (before, during and afier the 4-H POTL
Initiative)

. What were your expectations of the project, before, during and after the 4-H

POTL Initiative?

When given flexibility (no set agenda) with the pilot project, what form did it
take? Who initiated it?

How are you reaching volunteers in your community with regards to
environmental education programs?

How did you go about recruiting/picking volunteers for the pilot project?

If you were to do this all over again, what (if anything) would you do
differently to recruit volunteers? What suggestions would you have for
others?

Did you develop a stronger program as a result of a community team?

What do you feel has been the most beneficial outcomes of the pilot project?

What do you feel has been the most negative outcome of the pilot project?

Any other suggestions and comments on or for Environmental Education
projects?

74

APPENDIX G: FOCUSED INTERVIEW QUESTIONS FOR VOLUNTEERS

Volunteers = Teacher, 4-H Leader and Professional

1.

2.

10.

ll.

12.

What other voluntary involvement do you have?

How did you hear about the 4-H Patterns on the Land Initiative?

Why did you volunteer for the pilot project?

How much time did you spend on the pilot project? Was it worth your time?

Can you tell me what your attitudes, skills and knowledge were towards
Environmental Education projects? (before, during and afier the project)

What were your expectations of the program, before, during and after the
project? How did this encourage or discourage participation with training,
support, and projects?

Were your expectations met? Why or why not? Explain.

What do you feel have been the most beneficial outcomes of the pilot project?
What do you feel have been the most negative outcome of the pilot project?

Did you develop a stronger program as a result of a community team?

If you were to do this all over again, what (if anything) would you do
differently?

Any other suggestions and comments on or for Environmental Education
projects?

75

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