Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 58 p. Vita. Includes abstract. Includes bibliographical references (p. 37-38).

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Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (photocopy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 91-94).

Thesis (M.A.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains ix, 191 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 111-116).

The Cooperative Extension System has focused on nutrition education for low-income families for approximately 29 years via the Expanded Food and Nutrition Education Program (EFNEP). In response to the need for a comprehensive economic evaluation of EFNEP, Virginia Cooperative Extension (VCE) was awarded a grant from the Cooperative State Research, Education and Extension Services, United States Department of Agriculture (CSREES, USDA) to conduct a cost benefit analysis (CBA) of nutrition education programs, with emphasis on EFNEP. Virginia EFNEP served as the pilot program to test the evaluation procedure. This study is a part of the CBA of Virginia EFNEP. The purpose is to calculate the indirect tangible benefits derived from participation in EFNEP. The indirect tangible benefits are classified as 1) delaying productivity loss due to mortality and 2) avoiding productivity loss due to morbidity. This study also uses sensitivity analysis to evaluate the effects of two critical assumptions pertaining to retention of dietary behaviors and to incidence rate of diseases in the low-income population. Finally, the discount rate is analyzed via sensitivity calculations. There were two major conclusions drawn from this study. First, the indirect benefits accounted for more than $1 million of the total benefit generate by EFNEP. Second, the sensitivity analyses support the positive outcome (i. e., positive return on every dollar invested) derived from the CBA of Virginia EFNEP. / Master of Science

The study is an interpretative analysis of Virginia Cooperative Extension that examined the mission of the agency, as defined through its history and enabling acts of legislation. The study investigated how the mission has evolved during the eighty-four years of its existence. The study used the intent and context of the federal Smith-Lever legislation of 1914 as its benchmark to discover what the desired and anticipated outcomes were for Cooperative Extension by the original patrons of the legislation. Subsequent legislative acts at both the state and federal levels, as well as actions by the executive branch of government, were studied to discover if and when the mission of cooperative extension has changed and to identify the political, economic, and social factors that influenced the changes. The study incorporated accepted methods of historical research and included the review and analysis of both primary and secondary sources of information. Interviews of key leaders who have influenced the policy position of Virginia Cooperative Extension over the past thirty years were conducted. The data gathered by the study were analyzed and presented to highlight major themes that could have influenced critical policy issues that have confronted Virginia Cooperative Extension. The conclusion is that the mission of extension is two fold: (1) to provide education that could lead to increased economic opportunity and, (2) to enhance the quality of life enjoyed by Virginia’s citizens. Three critical attributes are identified that relate to the ability of Virginia Cooperative Extension to fulfill its mission: (1) access to research-based information, (2) a strong presence in local communities, and (3) a capacity to provide timely responses to emerging issues. / Ph. D.

The National Diabetes Prevention Program (National DPP) was established by Congress in 2010, with a focus on disseminating the evidence-based Lifestyle Change Program (LCP). This 12-month program consists of 26 lessons covering various topics related to goal setting, tracking food and physical activity, motivation, and support groups. Many organizations, including Cooperative Extension (CE), have adopted this program. In the first study conducted by the Virginia Cooperative Extension (VCE), the outcomes of the prediabetes LCP were examined across different age groups and delivery modalities. It was found that distance learning LCPs had slightly higher enrollment levels compared to in-person programs (51% vs. 49%). Moreover, participants aged 60 and older had a significantly higher attendance rate in the distance learning program. The VCE LCP resulted in 49 participants (35%) achieving at least a 5% weight loss, with 29 of them being 60 years or older. When considering the program delivery method, a higher percentage of individuals enrolled in distance learning programs (53%) achieved at least a 5% weight loss. Additionally, 86 participants (62%) engaged in an average of 150 minutes of physical activity per week, with a higher percentage in the in-person programs (64%) and among those aged 60 and older (67%). In Study 2, the distance learning LCP implementation fidelity was evaluated across five states, along with its association with program outcomes. The evaluation tool assessed structural and instructional implementation components. The results indicated that certain structural components directly influenced increased physical activity among participants. Additionally, the coaches' preparedness for the sessions directly impacted participants' weight loss. In addition to implementation fidelity, age was identified as an independent factor affecting weight loss percentage and attendance. Overall, the findings from both studies underscore the significance of effective implementation fidelity to program design in achieving desired health outcomes. The LCP shows promise as an intervention for individuals at risk of developing type 2 diabetes and can be effectively implemented through both in-person and distance learning methods by Cooperative Extension programs nationwide. / Doctor of Philosophy / The prevalence of diabetes and prediabetes in the United States is a significant concern. The Centers for Disease Control (CDC) reported that around 34.2 million people in the U.S. have diabetes, with approximately 96 million adults having prediabetes in 2022. Lifestyle changes, such as increasing physical activity and losing weight, can reduce the risk of prediabetes progressing to diabetes. In response, the CDC established the National Diabetes Prevention Program (National DPP) in 2010, focusing on an evidence-based Lifestyle Change Program (LCP). The LCP is a 12-month program covering various topics and has been adopted by organizations like Cooperative Extension (CE). Two studies were conducted to assess the effectiveness and implementation of the LCP. The first study, carried out by the Virginia Cooperative Extension (VCE), compared outcomes of distance learning and in-person LCPs among adults of different ages. It found slightly higher enrollment levels in distance learning programs and observed a higher attendance rate among participants aged 60 and older in the distance learning program. The study showed that the VCE LCP resulted in a 35% weight loss for 49 participants, with 59% of them being 60 years or older. Distance learning programs also had higher success rates in achieving a 5% weight loss and 150 minutes of physical activity per week. The second study evaluated the implementation fidelity of the distance learning LCP conducted by Cooperative Extension in five states. It found that certain program components, both structural and instructional, directly influenced participants' physical activity levels. The preparedness of coaches for the sessions significantly impacted weight loss outcomes. In addition to implementation fidelity, age was identified as an independent factor affecting weight loss and attendance. Both studies underscore the importance of effective program implementation fidelity to program design in achieving desired health outcomes. The findings support the LCP as a promising intervention for individuals at risk of developing type 2 diabetes. It highlights its effectiveness through both in-person and distance learning methods implemented by Cooperative Extension programs nationwide.

Residential camping has long been used as a tool to reach and teach educational concepts to youth. Since the founding of the first organized residential camp in 1823 at Round Hill School's Summer Camp in Massachusetts, private and public organizations have used camping as a means to teach youth their respective missions and goals. Although a relative newcomer in the camping business when compared to other agencies and groups, 4-H has been involved in camping since the first county camp was conducted in 1915. Virginia has long been in the business of 4-H camping, reaching thousands of youth throughout the years on an annual basis. Now, ranked third nationally in total numbers of youth attending 4-H camping on an annual basis, the 4-H mission "...assisting youth, and adults working with those youth, to gain additional knowledge, life skills, and attitudes that further their development as self-directing, contributing, and productive members of society" continues to be carried out through the residential camping program. The purpose of this dissertation is to describe, record and analyze the concept that provided the foundation for the Virginia 4-H camping program becoming a reality of the 4-H educational centers. It includes the early history of the camping movement in the United States, the beginnings of the 4-H club program in the United States and Virginia, and 4-H involvement in reaching and involving youth audiences through camping programs. The population for this study consisted of early pioneers in the 4-H camping program representing Virginia Cooperative Extension administrators and extension agents, camp staffs, and campers from both white and African-American camping programs, as separate 4-H camping programs were conducted. A systematic document research and structured interviews of the early pioneers was conducted to reach defensible conclusions about the establishment, operation, and purpose of the 4- H camping movement in Virginia. The outcomes of this study are fourfold. First, the study serves to document the organized camping movement in the United States and the beginnings of 4-H. Second, the study explores the early beginnings of the 4-H camping movement in the country with the national 4-H camping movement. Third, the study examined the persons, events, founding and early development of the 4-H camping program in Virginia, including the separate white and African-American camping programs for Whites and African-Americans. Fourth, the study documented the history of Virginia's six 4-H educational centers. The study endeavors to contribute to the body of knowledge concerning the history of the 4-H movement in Virginia. / Ph. D.

Increasing demands for accountability in educational programming have resulted in more frequent calls for program evaluation activity in educational organizations. Many organizations include conducting program evaluations as part of the job responsibilities of program staff. Cooperative Extension is a national system offering non-formal educational programs through land grant universities. Many Extension services require non-formal educational program evaluations be conducted by its locally-based educators. Research on evaluation practice has focused primarily on the evaluation efforts of professional, external evaluators. The evaluation work of program staff that have many responsibilities including program evaluation has received little attention. This study examined how non-formal educators in Cooperative Extension use the results of their program evaluation efforts and what factors influence that use. A conceptual framework adapted from the evaluation use literature guides the examination of how evaluation characteristics, organizational characteristics and stakeholder involvement influence four types of evaluation use; instrumental use, conceptual use, persuasive use and process use. Factor analysis indicates ten types of evaluation use practiced by non-formal educators. Of the variables examined, stakeholder involvement is most influential followed by evaluation characteristics and organizational characteristics. The research implications from the study include empirical confirmation of the framework developed by previous researchers as well as the need for further exploration of potentially influencing factors. Practical implications include delineating accountability and program improvement tasks within Extension in order to improve the results of both. There is some evidence that evaluation capacity building efforts may be increasing instrumental use by educators evaluating their own programs. Non-formal educational organizations are encouraged to involve stakeholders in all levels of evaluation work as one means to increase use of evaluation findings. / Ph. D.

For several decades, a growing realization has evolved that a single entity often cannot address complex issues. Collaboration has been touted as an effective approach to addressing such issues and is generally defined as multiple parties jointly identifying problems, developing a shared vision for addressing those problems, and sharing resources and responsibilities for a determined solution. In spite of the growing literature regarding collaboration, the predominant focus has been on advocacy, leaving a void in the literature concerning the processes and behaviors involved in establishing community collaboration. In essence, the importance of collaboration is widely recognized; how to collaborate is not as noted. Therefore, it is essential to examine the experience of community collaboration. The purpose of this study was to investigate a collaborative community experience in the context of extension education for children, youth, and families at risk in four localities in Virginia. The following research questions were addressed: a) What has been the nature and experience of collaboration for Extension Leadership councils (ELCs) involved with children, youth, and families at risk (CYFAR) projects; b) What has contributed to successful collaboration in Extension education with the CYFAR projects; and c) What have been the challenges to collaboration for the CYFAR projects? The qualitative case study design utilized in-depth face-to-face interviews with seventeen community representatives in the selected localities involved in the experience. The interviews were tape-recorded and transcriptions were analyzed to determine themes, patterns, and common ways of thinking. Findings, which revealed that ELCs were primarily involved in situation analysis, illuminated the following perceived contributions to successful collaboration: having a process for involvement, addressing a need, commitment of those involved, leadership, and paid staff. Challenges to collaboration were identified as lack of time to commit, lack of understanding of collaboration, and pre-existing ways of thinking and acting. The results have implications for Cooperative Extension understanding how ELC involvement can occur in programming and the collaborative nature of their educational process with the community. The findings will also contribute to human service providers' understanding of contributions and challenges to collaboration and to the emerging body of knowledge on collaboration. / Ph. D.