Welcome to the Department
of Youth Development
The mission of the Department of Youth Development is to practice and advance the academic discipline of youth development.
Highlights
Upcoming Meetings
Department of Youth Development meeting - Thursday, April 18, 2013, 2:30 pm to 4 pm, part of the JCEP conference at Glacier Canyon Lodge in Wisconsin Dells
Agenda
Minutes - December 12, 2012
Professional Development Advisory Committee (PDAC) Report April 2013
Faculty Tenure Advisory Committee Report
Faculty Senate Report DYD April 2013
Research and Publications Committee Report
Department of Youth Development Standards, Rank & Promotion Committee Report April 18, 2013
Tenured Faculty Review Report
April 2013
Committee of Professors & Professor Promotion Committee Reports April 18, 2013
Appendix K: Procedure To Implement
Tenured Faculty Review and Development
Department of Youth Development meeting - Wednesday, December 12, 2012; 10 am to 3 pm, at UWEX Marathon County office.
Agenda
Minutes - April 11, 2012
Proposed Transition for Implementation of Appendix L
Appendix A - Statement on Shared Faculty Governance
Appendix C - Role of the University of Wisconsin-Extension
Appendix D - Mentor Guidelines
Appendix K - Procedure to
Implement Tenured Faculty Review and Development
Revised Department of Youth Development Handbook
Faculty Senate Report
Research & Publications Committee Report
Standards Rank and Promotion Committee Report Dec 2012
Department of Youth Development meeting - Wednesday, April 11, 2012; 10 am to noon, at JCEP Conference, Holiday Inn, Stevens Point
- Agenda
- Minutes from December 16, 2011
- Appendix G
- Appendix I for I.B and II.B
- Appendix I for I.C and II.C
- Tenured Faculty Review Report
- Election Results
- Professional Development Advisory Committee (PDAC) Report
- Chair Update
- Discussion on representation
due to changes from districts to regions
- Standards, Rank and Promotion Report
- Mentoring Ad-hoc Committee
Department of Youth Development meeting - Friday, December 16, 2011; 10 am to noon; Teleconference
- Agenda
- Minutes from April 5, 2011
- SRP Report
- SRP Proposed Changes to Appendix I for I.B, II.B, I.C, II.C
- Faculty Senate Report
- Professional Development Advisory Committee Report
- Department Chair Update
- Professional Time Scheduling Report
Department of Youth Development Meeting - Tuesday, April 5, 2011
- Appendix H for IB and IIB
- Appendix H for IC and IIC
- Appendix K
- Appendix L
- Department Handbook
- Professional Time Scheduling
- Minutes from October 21, 2010
- Agenda
- Salary Table
- SRP Survey Results
- Probationary Faculty Survey Results
Election Results - terms starting July 1, 2012 Election Results
Faculty Promotions:
- Professor Paula Huff (Effective July 1, 2012)
- Associate Professor Tracy Strother (Effective July 1, 2012)
- Associate Professor Heather Schmitz (Effective July 1, 2012)
- Associate Professor Dean Slark (Effective July 1, 2012)
- Professor Jean Berger (Effective July 1, 2011)
- Associate Professor Colleen Pulvermacher (Effective July 1, 2011)
- Associate Professor Doug Liphart (Effective July 1, 2011)
- Associate Professor Mary Pardee (Effective July 1, 2011)
- Associate Professor Kevin Palmer (Effective July 1, 2011)
- Assistant Professor Monica Lobenstein (Effective June 1, 2011)
- Assistant Professor Sara Gronski (Effective July 1, 2011)
- Assistant Professor Gail Roberts (Effective September 1, 2011)
- Assistant Professor Sarah Tarjeson (Effective March 1, 2012)
New Faculty 2012:
- Instructor Neil Klemme (July, 2012)
- Instructor Christian Malsatzki (July, 2012)
- Assistant Professor Becky Knight (July 2012)
- Instructor Jason Hausler (September 2012)
- Instructor Anna DeMers (November 2012)
- Instructor Christina Rencontre (November 2012)
- Assistant Professor
Jennifer Russell
(March 2012)
- Instructor Brianna Stapleton Welch (June 2012)
Abstracts From Recent Faculty Publications:
by Paula Rogers Huff, Professor and Kevin A. Palmer, Associate Professor
ABSTRACT:
The path toward scholarship that a county-based University of Wisconsin- Extension faculty member takes is unique to the individual and dependent on a variety of factors including the individual needs of the community in which they work, the circumstances of the county, and the scholar’s own skill set. Yet faculty members as a whole share at the core of their programming several factors that are delineated by a closer examination of the concept of scholarship: the needs of their community, the programming developed to meet those needs, the assessment of impact, and the communication of those results to others. View paper
by
Joanna M. Skluzacek, Assistant Professor
ABSTRACT:
Science, technology, engineering and mathematics (STEM) education is a topic that is drawing national attention. Most would agree that formal and non-formal education have a role in preparing youth with the STEM skills necessary to compete for jobs in the future. Furthermore, programs that can bridge formal and non-formal arenas give youth a deeper experience than either one alone. Project Lead the Way (PLTW) is a national pre-college engineering program with both formal and non-formal curriculum available for teachers to expand youth’s interest and skills in STEM. Through funds provided by the Kern Family Foundation, 4-H Youth Development partnered with PLTW certified schools to increase participation in the summer program now termed the 4-H Gateway Academy. To measure the impact of the summer camp experience on youth, a survey was developed for the 2011 summer experiences. Results of this assessment suggest this program increased engineering skills and confidence in youth who attended the week-long camp. The respondents also stated they valued the camp experience and were engaged by the content presented. The results of the evaluation can aid in the acquisition of new funds and encourage buy-in by communities to create a sustainable camp model. View paper
2
by Monica Lobenstein,
Assistant Professor
ABSTRACT: Youth Programs Summits are meetings held one to two times per year, bringing together adults and youth leaders whose work focuses on out of school programs. These programs may include afterschool, community-based, faith-based, school-based, and recreational programs that take place outside of the regular school day. The Summits present an opportunity to provide training, increase networking, and develop avenues of collaboration that benefit not only the programs, but also youth participants and their families. Out of school programs, no matter how they are funded or what their mission, share a common vision of strong, healthy youth, and frequently their missions have areas where they intersect. At these intersections, resources can be shared, stretched, and enhanced through collaboration. View paper
by Barbara Barker,
Professor
ABSTRACT: In response to concerns about an excess amount of adult involvement in 4-H youth
development projects, an educational program based on the work of Jeff Goodwin, et al..,
encouraged multiple animal project groups in Waushara County to discuss what factors would
determine an appropriate level of adult involvement in a 4-H member’s project. The groups
discussed positive youth development principles in response to questions about the impact of
varying levels of involvement on the learning experience for the youth member. These levels
ranged from an adult doing the work to youth and adults working together at varying levels to no
adult involvement. Common themes in the discussions included age, project experience and
safety as factors that affect the level of adult involvement in a 4-H member’s project. As young
people mature, adults should adjust their level of involvement to allow the youth to
independently develop life and project skills with appropriate guidance and support to foster
positive youth development.
View paper
by
Amber M. Ruff-Brei
ABSTRACT: Even though juvenile delinquency rates have gone down over the past decade, delinquency is still a problem that affects families, communities, government, and society. This paper examines the facilities, education, and the treatment aspects of the juvenile justice system. The traditional approach to working with juvenile delinquents is to increase punishment; this paper looks at ways of incorporating positive youth development principles into the juvenile justice system. View paper
by
Sarah Tarjeson
ABSTRACT: The Farnsworth Leadership Institute (FLI Club) is a unique multifaceted program designed to provide meaningful opportunities for young people to develop their awareness, interaction and mastery of leadership skills across multiple ages of childhood and adolescence. Each of these three stages of leadership development comprises of a group of behaviors that generally show a progression toward more advanced uses of leadership ability (van Linden, J. Fertman, C, 1998). While the primary learners in the FLI Club experience are middle school students, the FLI club uniquely provides a combination of environments where children and adolescents can progress through the stages of leadership development. Multiple layers of ages and stages of leadership development and opportunities for involvement helps participants see themselves, and be seen by others, as leaders. Regardless of age, ethnicity or family dynamics all young people have a need to be seen as independent and provide meaningful contribution to their environments. (Kress, 2004) From early childhood to young adulthood, opportunities for youth to engage in their communities, act as leaders among peers and younger youth, and develop their roles as independent beings are critical to their development. View paper
by
Paula Rogers Huff, Associate Professor
ABSTRACT: Pre-court trainings were effective in bridging the gap between the research base on risky behaviors in adolescents and the sanctions developed by Teen Court panel members. Panel members reported an increase both in knowledge and inquiry skills after pre-court trainings. They applied that knowledge and skills in the courtroom to learn more about Teen Court respondents, and then to design sanctions that fit the respondent and the offense. The percentage of creative sanctions increased from 18% before training to nearly 70% after training. Respondents to Teen Court report being satisfied with their experiences, both in court and with their sanctions. View paper
by Annette Bjorklund, Associate Professor
ABSTRACT: Research shows that college students are facing mental health issues resulting from a variety of stressors. Preparing students and their parents to deal with the stressors encountered in college is critical to the health and future success of young people. Utilizing the results of focus groups with two UW System Campuses and a comprehensive literature review, UW-Extension faculty members developed the curriculum Are You Ready? The College Transition. This curriculum provides high school students and their parents/caregivers opportunities to learn how to recognize and manage the normal emotions and conflicts that result from this major transition, increase communication and problem-solving skills, and create plans for students to utilize when faced with specific issues, conflicts or crises. Evaluation has shown that the program has helped students and parents through situations they encountered during the students’ first semester of college.View paper
by Paula Rogers Huff, Associate Professor
ABSTRACT: Through a wide variety of programs, 4-H Youth Development in Wisconsin provides opportunities for youth to participate in quality experiences in which they learn and practice life skills such as leadership, communication, and decision-making. Teen Court is one such opportunity that may be offered through Extension programming. While much emphasis is placed on the value of Teen Court to youth offenders, Teen Court also has the potential to make a significant impact on youth panel members. In Oconto County, Teen Court panel members had occupied a valid decision-making role within the community for several years, yet it was apparent that there were gaps in the experience for youth that could be addressed by following the tenets of youth development. An introspective analysis of the program showed that alignment with the Critical Elements of Youth Development had the potential to maximize the experience for youth panel members, and ultimately result in positive outcomes for youth offenders. View paper
Other Publications
Tenure within the Department of Youth Development: An overview
The document, Tenure within the Department of Youth Development: An overview stresses understanding scholarship in the context of UW-Extension, taking a serious approach to the work, reflecting on your work and scholarly growth, time management and achieving tenure as one step in the long term commitment and contributions that Faculty make to the profession. The document expands on these keys to long term success and offers a variety of links for probationary Faculty.
Helpful Links for Faculty Members
Youth development draws from a multi-disciplinary research and knowledge base that includes communications, educational program design, youth development, youth program management and volunteerism.
The diversified research and knowledge base provides a foundation to support development of educational prevention programs that address the needs of youth from various racial, ethnic, ability and economic groups. Youth-centered educational programs are implemented by department members in direct contact with youth and by adult and youth volunteers trained to work with youth.
The membership of the Department of Youth Development shall be UW-Extension faculty who profess expertise in the interdisciplinary research and knowledge base of youth development.
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