Survey responses from 969 (of 2,552) Oregon Extension volunteers revealed personal benefits, including gains in knowledge, self-confidence, and interpersonal relationships. Community benefits were noted by more than one third. A few noted economic benefits (increased job skills and useful contacts). The costs of volunteering were perceived as low…

Oregon 4-H program conducted focus groups with 18 volunteer managers experienced in working with Latino adult volunteers. Latino volunteerism occurs first in the context of family and neighborhood, and they do not think of their contributions as volunteering. Organizations must establish a presence and build trust in the Latino community.…

Cooperative Extension and community colleges have compatble areas in adult education. As they develop a coordinated program, other agencies will add to the area, such as libraries, secondary schools, and governmental agencies. (EB)

A framework for community action leadership development has four components: (1) holistic philosophy of community, vision, learning, and action; (2) action-based values (visioning, leading, learning, building community, developing energy, acting, communicating); (3) the role of leaders in promoting community action; and (4) method and content. (SK)

Presents five steps to develop sustainable community programs: (1) grant writing and planning; (2) program startup; (3) plan refinement; (4) program expansion and improvement; and (5) program transitions and sustainability. Describes the critical tasks, skills, core questions, and feedback loops essential at each stage. (SK)

A door-to-door rural community survey in seven townships found that 52% had used the recycling facility; of nonusers, 33% knew about it. Older respondents in large households in more remote sections of the community are more likely to use the drop-off centers than others. Those participants who show more satisfaction with the convenience and…

Reports results from a survey--conducted under the auspices of the Neighborhood Continuing Education Program of Savannah, Georgia--of residents of a former model cities area to find out what education and retraining they might want and need, with implications for extension programing. (MF)

The author suggests that citizen involvement can be influenced by two major factors: (1) the extension agent's personal orientation as a programer and (2) the programing situation. (CT)

New Mexico Cooperative Extension Service home economics agents rated perceived technical knowledge and client needs for 144 family and consumer sciences concepts. Six areas in which they needed more training were identified: gerontology, health, employment, parenting, family dynamics, and child development. (SK)

An assessment of Georgia Extension's Community Leadership Program showed that the 12-week training increased networking, improved visibility for local extension staff, developed a unified spirit, gave people a feeling of responsibility and accomplishment, and served as a catalyst for goal setting and action plans. (SK)

Since the passage of the Smith-Lever Act in 1914, Cooperative Extension has worked with faith-based organizations, such as congregations, to promote community renewal. Both Extension and congregations share a deep commitment to building community and social capital. (23 references) (SK)

Longitudinal evaluation of KIDS' TEAM, which developed community coalitions for youth at risk, found that the focus of most coalitions has expanded beyond the original goal. Those that still thrive have outside funding, committed members, and public recognition. Other success factors include valid needs assessments, broad participation,…

The Citizens Changing Communities program trained advisory boards in time and meeting management, conflict management, problem solving, goal setting, action planning, and decision making. Although evaluations revealed high interest in program content and delivery methods, actual participation did not match responses. A holistic approach focused on…

Describes "4-H in the Schools," a cost-effective alternative for reaching youth at a time and place where their numbers are significant. Schools offer opportunities to reach a wide variety of youth or to target specific groups. (Author)

The Mill City/Gates Youth Development Project operated as a youth-at-risk program in a timber-dependent community during the timber crisis of the early 1990s. Evaluations indicate the youth activities were effective. Community support structures created by the project continue to operate 5 years after the end of funding, indicating a successful…