Bridging the GAP: Leveraging Partnerships to Bring Quality Nutrition Education to the Gardening Apprenticeship Program

2020 ◽  
pp. 152483992096358
Author(s):  
Lillian Orta ◽  
Esther Yepez ◽  
Nina Nguyen ◽  
Rosario Rico ◽  
Sang Leng Trieu
Keyword(s):  
Los Angeles ◽  
Nutrition Education ◽  
The United States ◽  
After School ◽  
Land Trust ◽  
Hands On ◽  
After School Program ◽  
Apprenticeship Program ◽  
Outcomes For Children ◽  
Negative Health Outcomes

In the United States, about 12% of households are food-insecure, which can have negative health outcomes for children, including delayed development and early onset of obesity. Although many programs prioritize children, few evidence-based interventions exist for adolescents that address nutrition education. One promising intervention is teaching adolescents how to cook healthy meals. The Los Angeles Trust for Children’s Health partnered with The Los Angeles Neighborhood Land Trust to integrate nutrition education and hands-on cooking demonstrations into an after-school program called the Gardening Apprenticeship Program at a local high school. Designed as a yearlong intervention, the Gardening Apprenticeship Program involves garden-based activities teaching food and environmental justice. Cultivating partnerships with other community-based organizations can help build capacity to pilot and replicate similar programs in other communities in food deserts.

scholarly journals A Humane Education After School Program Improves Empathy and Attitudes Towards Animals [Dominican University of California]

2019 ◽  
Author(s):  
Mia A Nguyen
Keyword(s):  
The United States ◽  
Social Attitudes ◽  
Fund Raising ◽  
After School ◽  
School Program ◽  
Animal Shelters ◽  
Humane Education ◽  
Hands On ◽  
After School Program ◽  
Item Scale

Humane education programs aim to teach participants about the ethical treatment of both wild and domesticated animals and to foster respect for and appreciation of animals. These programs are increasingly popular and offered at many animal shelters in the United States and internationally. Previous studies have demonstrated the effectiveness of these programs in improving children’s treatment of pets (Tardif-Williams & Bosacki, 2015). This study evaluated a semester long after school program offered at a humane society in Northern California. Two hundred and twenty nine participants (27 males) from 10 to 17 years old were enrolled in afterschool service clubs at the animal shelter over the course of 9 semesters from Spring 2014 through the Spring of 2018. The clubs met for 1.5 hours once a week, every other week for one semester. Two service clubs were offered each semester and each club had 12 students. The students engaged in hands on projects for the shelter, developed and hosted fund raising activities, participated in advocacy lessons, and depending of the age of the participant assisted in the care of some of the animals at the shelter. To assess the effects of participating in the afterschool club, on the first day of the club the students completed a 12 item scale developed by the researchers to measure humane attitudes towards animals and the Bryant Index of Empathy for Children and Adolescents (Bryant, 1982). The students completed the same measures at the last meeting of the club. Participants improved on both the measure of attitudes towards animals, which was the focus of the programs, and the measure of empathy. The improvement in empathy towards other people is particularly striking as that was not a focus of the program, and suggests that humane education can play an important role in increasing pro-social attitudes.

Strategic Pan-Americanism

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
New Mexico ◽  
National Interest ◽  
The United States ◽  
Spanish Language ◽  
After School ◽  
Latin American Culture ◽  
Community Organizers ◽  
After School Program ◽  
Pan Americanism

A broad federal and national interest in the goals of Pan-Americanism fueled Pan-American supporters across the United States to encourage the teaching of the Spanish language. By the 1940s, Spanish became the most common foreign language learned in the United States. New Mexico used the newfound national interest in the Spanish language to boost its political importance. After all, what other state had such a close tie to the language of Latin America? In both California and New Mexico, ethnic Mexican journalists and community organizers used the move towards Pan-Americanism to organize, unite, and draw resources to ethnic Mexican communities. Cultura Panamericana, Inc., a group located in Los Angeles and organized by Mexican American middle-class professionals, used the broader interest in Pan-Americanism to court financialsupporters for their community program that aspired to create a Spanish-language library and an after-school program that taught Spanish and Latin American culture. Ethnic Mexicans could use pan-Americanismas a way to better serve the nation.

University-Community Links

2021 ◽  
pp. 97-123
Keyword(s):  
Historical Development ◽  
The United States ◽  
Original Model ◽  
After School ◽  
Fifth Dimension ◽  
After School Program ◽  
History Of ◽  
Institutional Strategies ◽  
Program Accountability ◽  
University Community

This chapter describes the history of UC Links, including the original Fifth Dimension and its later adaptation, La Clase Mágica, and how through these programs' learning activities, undergraduates enrolled in a university practicum course, and younger peers, participating in a local after-school program, together engage in the joint exploration of digital technologies. The authors then describe how the original model began to be adopted and adapted in a network of colleges and universities throughout the United States and beyond. The chapter offers concise descriptions of UC Links founding university-community partnerships and a summary of its institutional strategies for ensuring program accountability and sustainability. The chapter closes with an ethnographic focus on the historical development of the Fifth Dimension in Solana Beach, from the time it became a UC Links program in 1996 to the present.

Team Katniss? Adolescent Girls’ Participation in a Voluntary Archery After-School Program

2018 ◽  
Vol 26 (2) ◽  
pp. 99-110
Author(s):  
Shara Crookston
Keyword(s):  
Adolescent Girls ◽  
The United States ◽  
After School ◽  
School Program ◽  
Hunger Games ◽  
Playing Field ◽  
The Hunger Games ◽  
After School Program ◽  
Paralympic Sport ◽  
Katniss Everdeen

According to USA Archery, the National Governing Body for the Olympic and Paralympic sport of archery, since December of 2011, the number of archery clubs has nearly doubled and individual membership is up 25%. Owners of archery ranges across the United States are experiencing long waiting lists of adolescents who are interested in learning the sport, and many owners contribute this surge in popularity to The Hunger Games (2008–2010) franchise, a dystopian series featuring Katniss Everdeen, a bow and arrow wielding teenage girl who becomes a reluctant revolutionary instrumental in destroying a totalitarian government. The link between the series and the recent surge in archery is explored here. In this feminist, qualitative study, nine girls (n = 9) between the ages of 11 and 14 were interviewed about their experience participating in at least one 6-week after-school archery program. The results of this study suggest that The Hunger Games series influenced the girls, both directly and indirectly, to participate in the archery program. Additionally, this study found that archery is a sport where both active and less active girls feel they can compete with boys on a level playing field. Lastly, the participants did not report experiencing sexism or bullying as a result of their archery participation. The author provides applications and recommendations for further research.

Cultivating linguistic flexibility in contexts of super-diversity

2016 ◽  
Vol 2016 (241) ◽  
Author(s):  
Marjorie Faulstich Orellana ◽  
Andrea C. Rodriguez-Minkoff
Keyword(s):  
Los Angeles ◽  
Social Contexts ◽  
Local Context ◽  
After School ◽  
School Program ◽  
New Members ◽  
Cultural Contexts ◽  
After School Program ◽  
Migration Flows ◽  
Linguistic Practices

AbstractIn this article we embrace the call that Flores and Lewis (this issue) put forth for situating research on linguistic “super-diversity” within particular historical, cultural and social contexts, challenging monolingual norms, and acknowledging ideological forces that drive the “sociopolitical emergence” of particular language practices. Using ethnographic and audiotaped data, we explore emergent linguistic practices in an after-school program in Los Angeles that in important ways both mimics and amplifies the diverse migration flows that characterize super-diversity. Focusing on linguistic interactions in this site, we question the tendency in research on super-diversity to celebrate translingual practices without consideration of power relations, including locally specific ideologies of language as manifested in both explicit and implicit forms. We examine linguistic practices that emerged and took shape as new members entered our space, identifying translingual and transcultural competencies that participants displayed as they “read” the local context and made choices about what language forms to utilize. We suggest that these may be largely unrecognized skills that are cultivated in contexts of super-diversity. At the same time, we sound a warning note about the constricted nature of the forms of language that came to predominate in this space. Finally, we highlight practices that were designed to disrupt hegemonic notions of language, support linguistic flexibility, and capitalize on the possibilities that super-diverse linguistic and cultural contexts offer.

scholarly journals An interactive after-school nutrition and culinary education program for primary school students: The evaluation and efficacy of changing food-related knowledge, attitudes and behaviour

2019 ◽  
Vol 16 (1) ◽  
pp. 6-18
Author(s):  
Olivia Lovrics ◽  
Hugues Plourde ◽  
Mary Hendrickson ◽  
Beccah Frasier
Keyword(s):  
Nutrition Education ◽  
Education Program ◽  
School Nutrition ◽  
Team Work ◽  
After School ◽  
Positive Trend ◽  
School Students ◽  
Significance Level ◽  
Hands On ◽  
Culinary Education

Objective: To evaluate the efficacy of a 10-week afterschool nutrition and culinary education program in changing the culinary and nutritional behaviour, attitudes and knowledge of its 9-11-year-old participants, as assessed by parents and children.  Methods: Retrospective matched-pairs analysis of secondary pre-post survey data collected by Boîte à Lunch (BàL). Children (n=165-197; grades 4 and 5) and parents (n=53-57) who signed-up for the BàL workshops. The program was comprised of ten-week (2 hours/week) bilingual (French and English) themed sessions led by trained educators with focus on culinary skill development, nutrition education and hands-on cooking. Secondary objectives include: team-work, kitchen hygiene, compost, understanding of food systems. Workshops were held in community centres and schools in Montreal, Canada. Changes were analyzed using the expanded exact McNemar-Bowker test with a Bonferroni-adjusted significance level of 0.001631. Results: Culinary skill and knowledge improved based on all 23 measures (all p<0.001631). Of the six measures assessed for change in attitude, three were significantly improved. Of the two items used to asses a change of behaviour, one was significantly improved. 2 stand-alone post-workshop questions suggest a positive trend for improvements in each. Conclusion: Knowledge and culinary skill of youth can be improved through nutrition education and hands-on cooking. Culinary and nutritional attitudes and behaviours may be improved; further research is needed.

scholarly journals Engineering After-School Program with Elementary Preservice Teachers and K-8 Students

2021 ◽  
Author(s):  
Jennifer Cribbs ◽  
Jeanine Huss ◽  
Julia Mittelberg
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
After School ◽  
School Program ◽  
Limited Perspective ◽  
Elementary Aged Children ◽  
Hands On ◽  
Elementary Preservice Teachers ◽  
After School Program ◽  
Engineering Standards

This study explores the influence of an after-school program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs’ science perceptions and science teaching self efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs’ self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation.

Literacy and Early Childhood

2019 ◽  
pp. 1011-1027
Author(s):  
Katia González ◽  
Rhoda Frumkin
Keyword(s):  
Early Childhood ◽  
Intercultural Communication ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
The United States ◽  
After School ◽  
Culturally Responsive Practices ◽  
After School Program ◽  
Group Sharing ◽  
The Impact

In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.

scholarly journals Preliminary Nutrition and Gardening Knowledge from Children in a Plot to Plate Community Initiative

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 177-177
Author(s):  
Rachel Darr ◽  
Martin Arford ◽  
Alanna Shannon ◽  
Christine Noller
Keyword(s):  
Nutrition Education ◽  
Fruits And Vegetables ◽  
Local Community ◽  
Healthy Lifestyle ◽  
The Body ◽  
After School ◽  
Wide Range ◽  
Hands On ◽  
Community Initiative ◽  
At Home

Abstract Objectives There is a need for programs that can teach children valuable skills such as gardening along with nutrition education in order to sustain good health throughout the life cycle. The Plot to Plate Community Initiative utilized practical ways for children between the ages of 5–12 years old to learn about nutrition, gardening, and other related topics. Prior to the hands-on lesson plans an initial knowledge base was investigated via pre surveys in order to later provide post surveys for evaluating the effectiveness of the program. This analysis of the program evaluation focuses on the pre-surveys. Methods Fifty-five surveys were initially collected from children participants between the ages of 5–12 at two different local community centers within the same county during the Spring and Summer months in after school and summer programs. They consisted of 10 questions focusing on basic nutrition/hydration, health and the body, gardening, food choices and food safety and hand washing which were to be covered in subsequent hands on nutrition and gardening experiences. Results Initial reports indicate that, 84% of participants have different fruits and vegetables to pick from at home, 93% wash their hands before making or eating food, 69% thought that green vegetables were the best vegetables for you, and 93% concluded that staying hydrated keeps you healthy. Alternatively, t-tests indicated participants regularly had fruits and vegetables at home and stated green vegetables were the best but didn't regularly wash food or hands (P = 0.0497, P &lt; 0.001). Participants that knew the purpose of the digestive system were able to cite watermelon having the most water in it out of 3 choices(P = 0.266) but didn't relate that plants were started with a seed in the ground (P = 0.048). Conclusions Initial data signifies that participants started the program with a wide range of solid knowledge pertaining to the different topics. This preliminary data shows a need to continue bringing together the importance of all the topics reviewed and their interplay and importance to the participants in living a healthy lifestyle. Funding Sources Project funded internally by Saginaw Valley State University Allen Grant Foundation, Saginaw, MI and externally by the Midland Community Foundation and Midland Rotary Club in Midland, MI.

scholarly journals Junior Master Gardener Programs in Minnesota

2001 ◽  
Vol 11 (4) ◽  
pp. 665-667
Author(s):  
Mary Hockenberry Meyer ◽  
Nancy Neil Hegland ◽  
Peggy Fairbourne
Keyword(s):  
Language Arts ◽  
Community Education ◽  
School Setting ◽  
After School ◽  
Career Interests ◽  
Master Gardener ◽  
Service Project ◽  
Hands On ◽  
After School Program ◽  
Informal Settings

A new gardening curriculum, developed by Texas A&M University, the Junior Master GardenerSM (JMGSM program, has been taught in several locations in formal and informal settings in Minnesota. Two projects are outlined here, one an after-school program offered through a community education program, and the other a traditional elementary school setting. With hands-on activities and leader presentations, students learn horticulture as well as language arts, science, mathematics, and social science and are encouraged to volunteer in a community service project within each unit. Students reported they shared the information with their family and friends; most indicated more of an interest in gardening and horticulture after the classes. Teachers may find the curriculum helpful in developing environmental sensitivity and career interests in horticulture.

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