Virginia Polytechnic Institute and State University A land-grant institution
Writing Effective Impact Statements: Who Cares? So What?
Why Impact Statements?
Impact statements demonstrate how our work makes a difference in the lives of people, communities, and the environment. Documenting the results of our efforts is also increasingly expected by funders and stakeholders. Those of us in the public sector identify and illustrate how our work makes a difference in our clientele’s economic, environmental, and social well-being through impact statements and impact reports.
The U.S. Department of Agriculture asks land-grant universities to collect and submit information on "impacts" of teaching, research, and Cooperative Extension programs.
At the federal level, impact statements are shared with members of Congress and other key decision makers. In Virginia, impact statements are used to highlight the value of our work to the Congressional delegation, members of the Virginia General Assembly, and other supporters and stakeholders.
Impact reporting is important because it:
- Helps us reflect on and improve our work.
- Demonstrates the difference we make in people’s lives, communities, and the environment.
- Improves visibility of programs (local, state, national).
- Generates support.
- Is a repository of results for speeches and other communication.
- Helps us focus on issues, initiatives, and program themes.
- Builds greater understanding of our programs by the public. Illustrates our accountability.
Impact reporting is important to land-grant faculty and staff because:
- Good impact reports can enhance performance appraisal as well as promotion and tenure/continued appointment.
- Stakeholders are asking for it.
- It lessens urgent requests for program examples, etc.
- Your work receives more visibility.
- Your work is exposed to potential funders.
- It can summarize and celebrate a job well done.
What is Impact?
Impact means the reportable and verifiable difference a land-grant program makes in the lives of people. Impacts are the documented results of a program, course, or research project.
Impact reporting:
- Illustrates the importance of the land-grant effort.
- Describes the positive change we make in social, economic, and environmental conditions in Virginia, the nation, and around the world.
- Provides public accountability.
- Shows the economic value of our work through:
- Increased income.
- Savings.
- Increased productivity.
- Value added.
- Expected values of outcomes.
- Alternative opportunity cost of capital.
- Willingness to pay.
- Multiplier effect.
- Increased quality of life (health, education, etc.).
- Non-market benefits (cost effectiveness, e.g.).
- Values of indirect outcomes.
- High rates of return on investment.
- Provides teaching/learning, research/discovery, and extension and outreach/engagement program accountability.
- Shows a return on investment.
- Fosters better public understanding of the whole picture of teaching/learning, research/discovery, and extension and outreach/engagement.
- Provides a reputation that improves future funding opportunities.
- Increases awareness of programs within the institution.
- Helps us reflect and learn from our work.
An impact statement is a brief summary, in lay terms, of the economic, environmental, and/or social impact of our efforts. It states accomplishments and their payoff to society by answering the questions:
- Who cares?
- So what?
Our impact audiences include:
- State officials,
- Federal officials,
- Local governing bodies,
- The general public,
- Peers,
- External funding sources,
- Industry representatives,
- Alumni, and
- Students.
These audiences have:
- Some influence and control over our programs.
- Want information for decision-making.
- Have many people competing for their attention.
- Want quantifiable differences brought about by investments in our programs.
Writing an Impact Statement
An Impact Statement:
- Briefly summarizes, in lay terms, the difference your teaching/learning, research/discovery, and extension and outreach/engagement efforts have made.
- States accomplishment and creates strong support for programs.
- Answers the questions... "So what?” and “Who cares?"
- Conveys accomplishments in simple language free of technical jargon.
- Is submitted by faculty for three to five efforts each year.
Audience for Impact Statements:
Your impact audience is the public: local, state, and federal officials, your peers, external grantors, and industry representatives. Keep in mind that both basic and applied studies have impacts.
Impact Statements Follow a Simple Formula:
- Describe the issue or problem statement (relevance) in simple terms appropriate for your principal audience.
- Why are we doing this teaching/learning, research/discovery, and extension and outreach/engagement program?
- What needs were expressed?
- What was the situation/problem, and why was it a problem?
- What college initiative and/or Cooperative State Research, Education, and Extension Service (CSREES) planned program is addressed?
- Provide an action statement (response).
- What did you do?
- What were the key elements?
- Who was the target audience?
- What resources were expended?
- Describe the impact (results).
- The impact of your works is in the answer to the question "What is the payoff socially, economically, and environmentally?"
- What happened to the audience as a result of the work described?
- What knowledge was gained?
- What skills were increased?
- What practices/behavior changed? How many people changed?
- How much money was saved?
- Were policies changed as a result?
- What were the end results (quantitative and qualitative)
- How was evidence collected to document the impacts (surveys, observation, etc.)?
- What was the scope of the impact (campus, regional, statewide, etc.)
- Who was responsible?
- List collaborators or contributors.
- Your name and contact information.
Examples
Teaching/Learning:
Small Business Management and Entrepreneurship (AAEC 3454)
Relevance: Small businesses account for over 50 percent of the U.S. gross national product. This is a significant potential career outlet for my students. Further, innovation and entrepreneurism are becoming increasingly more important in the corporate environment, allowing organizations to adapt to rapidly changing environments.
Response: My students learned the basics of conceptualizing, opening, and managing a small business. Principles, such as goal setting, strategic planning, market analysis, labor management, marketing management, financial management, and contingency planning, will serve these students in whatever career they decide to pursue.
Results: Students gained an appreciation for the amount of time, effort, and planning that goes into managing a small business. Further, students gained real-world experience by working on assignments involving nine actual businesses. These real-world assignments provided students with experience working in pragmatic situations. Further, the business owners gained additional ideas and insight from the student projects. In the future, the course evaluation will incorporate student assessment through a student survey.
Collaborators: I taught this course with the assistance of five undergraduate teaching assistants -- Sarah Marpet, Caitlin Blaskewicz, Ritchie Vaughan, Steve Moritz, and Brandy Foster.
Contact:
Alex White, instructor, agricultural and applied economics
axwhite@vt.edu ||
540-231-3132
Undergraduate and Graduate Student Training
Relevance: It is most essential that our students graduate with specific skills that will allow them to join the work force with minimum on-the-job training. The need for students who are trained to work in the seed industry is in high demand. Various private companies and industries have consistently expressed interest in hiring these students.
Response: In addition to in-class and field training, the students in the Crop Evaluation Course (two semesters) attend a day-long workshop on Commercial Grain Grading. The workshop is conducted by Mr. Randy Sanford, from the Virginia Department of Agriculture Consumer Services, Division of Grain Marketing. Training at Virginia Tech also includes trips to regional and national academic contests in Chicago and Kansas City. My other courses (CSES: 1054, 3644, and 4544) integrate classroom lectures with field trips resulting in a trail of learning experiences in grassland and animal production, nutrient management, and environmental sustainability. The courses are designed and implemented to create an environment that facilitates and enhances students' learning styles and to help student integrate theory and practice.
Results: Similarly, graduate training that includes skills, such as critical thinking and technical training, help students search for jobs beyond their field of training. For example one of my M.Sc. student’s (Jonathan Rotz) project dealt with evaluating productive ground cover using remote sensing coupled with digital imagery. Prior to finishing his program, he had several job offers from private and government agencies. The job descriptions ranged from computer training and programming to Extension education.
Collaborators: None.
Contact:
Ozzie Abaye, associate professor, crop, soils, and environmental sciences
cotton@vt.edu ||
540-231-9737
Training Tomorrow's Biotechnology and Biomedicine Workforce
Relevance: In the last 10 years, technology in the biomedical field has advanced significantly. Training undergraduate students in relevant laboratory techniques in the biomedical field provides skilled workers that can advance research, development, and innovation at their job sites in Virginia and the rest of the country. This directly addresses the College of Agriculture and Life Sciences Initiative in food, nutrition and health, and the long-term (2006-2012) strategic plan for the university.
Response: A proposal was written to the Provost's Summer Session Grant program to develop a summer research and senior seminar course covering research methods, database searching, grant writing, and peer mentoring. The proposed course places students between their junior and senior year in human nutrition, foods and exercise (HNFE) research laboratories, requiring weekly attendance to laboratory group meetings, providing workshops on research design, and culminating in a professional symposium. Faculty and graduate students provide mentorship in research methodology. This special study covers the course requirements for HNFE4004 (Senior Seminar) and HNFE3034 (Methods of Human Nutritional Assessment), enabling students to use their senior year to continue their research project. In addition, this experience prepares students to be peer mentors during the following academic year. A submission to the USDA Higher Education Challenge Grant program (February 1 submission deadline) is planned.
Emerging Results: The grant was awarded by the Provost's office. For summer 2007, this will provide $5,000 to offset some of the costs for students taking the summer course, as well as costs incurred by faculty for laboratory reagents. It is expected that students taking this summer course will have significant opportunities in the research sector and be better prepared for the job market when they graduate in 2008.
Collaborators: Christina McIntyre, Department of Human Nutrition Foods and Exercise, Provost's Summer Session Grant Program.
Contact:
Deborah J. Good,
associate professor, human nutrition, foods and exercise
Obesity Research Group at the Institute for Biomedical and Public Health
Sciences
Corporate Research Center Research Building 15 (0493), Room 1120
Virginia Polytechnic Institute and State University
Blacksburg, VA 24061
goodd@vt.edu || 540-231-0430
International:
Special Undergraduate Study Abroad Program: Research and Study in Virginia and Mali, West Africa
Relevance: As the world becomes increasingly more connected globally, there is a need for better understanding of culture, agriculture, and technology among the countries that comprise the world community.
Response: A good starting point for improving understanding is through education. Providing opportunities for undergraduate students to travel to, observe, and participate in research projects in developing countries is an effective means for producing better world citizens. It is known that students who have had international experiences have shown improved abilities for critical thinking and communication.
Results: The development of a special study abroad program in Mali, West Africa, has provided a significant impact on the 15 students who have participated in the program. All of the students have participated in research projects related to their international experience, and two of them received awards for their research presentation in student competitions at national meetings. The students have gained an understanding of development problems in Third World countries, and an appreciation for different cultures. Some of them have rated this course as one of the most significant educational experiences in their undergraduate education. (My Role: I served as the primary course organizer, making contacts and scheduling collaborative research arrangements with Malian scientist and the undergraduate student).
Collaborators: None
Contact:
Donald E. Mullins, professor, entomology
319B Price Hall
Richard Fell, professor, entomology
324 Price Hall
Research/Discovery:
Extraction of Transgenic Proteins and Biopolymers
Relevance: Recovering valuable proteins from biomass feedstock before conversion to bioenergy may be the linchpin for economical competitiveness of biofuel. Proteins are valuable components of biomass but are not used in the biofuel conversion processes. There is a great potential for generating additional revenue from plant proteins before their conversion to biofuel.
Response: This study examines the feasibility of using polyelectrolyte precipitation to recover protein from tobacco leaves. Beta-glucuronidase (GUS) was used as a model acidic protein.
Emerging Results: The research showed polyelectrolyte precipitation compares with anion exchange chromatography in separating GUS from tobacco extract. This will potentially lead to a more extensive use of this technique in recovering proteins from biomass feedstock. These findings could have an enormous economic impact, as energy production from biomass is not yet economical and needs additional revenue to balance the high production cost. This research could provide the technology for recovering valuable native plant proteins for biofuel to be more economically competitive.
Collaborators: None
Contact:
(Chenming) Mike Zhang, associate professor, biological systems engineering
210 Seitz Hall
Chemical Thinning of Apples
Relevance: The Virginia apple industry contributes $235 million annually to the state’s economy. However, profitable apple growing is a challenge because apples are prone to biennial bearing characterized by heavy bloom and overcropping in the “on” year and low or no cropping in the “off” year. In the “on” year, a heavy crop results in small and poor-quality fruit at harvest worth little when sold as fresh or processed fruit. For example, the fresh apple price is more than $17 per bushel for fruit above 7.6 cm in diameter, but less than $8 per bushel for fruit about 5.7 cm in diameter. Currently, chemical thinning is the only feasible method fruit growers use to improve fruit size, color, and quality; increase return bloom; and reduce alternate bearing habits of apple trees, thereby increasing growers’ return. However, chemical thinning results are extremely variable and difficult to predict or control from lack of understanding of the modes of action of chemical thinners and how environmental factors affect the ultimate thinning response.
Response: In 2006, the effect of temperature on the efficacy of chemical thinners naphthalene acetic acid (NAA) and ethephon in thinning apple fruit was examined using potted ‘Golden Delicious’ apple trees in environment-controlled growth rooms. NAA, applied at the 10-mm stage of fruit development, had no effect on apple fruit thinning when air temperature was 15.6 °C or 60 °F. However, fruit thinning caused by NAA increased when increasing air temperature from 15.6 °C to 26.7 °C. When applied at the
20-mm stage of fruit development, ethephon effectively thinned apples, and its thinning effect was not affected by increasing day/night temperature from 21.1/10 to 32.2/21.1 °C. The effect of fruit size at application time and cultivars on the efficacy of chemical thinners was also examined in the field.
Results: For ‘Golden Delicious’ apples, chemical thinners, such as NAA, ethephon, or the combination of 6-benzyladenine (6-BA) and carbaryl, effectively thinned apples when fruit size was 6.7 to 21 mm in diameter. However, chemical thinners had no effect on fruit thinning when fruit size was greater than 28 mm in diameter. For ‘Gala’ and ‘Pink Lady’ apples, chemical thinners, applied at an average fruit size from 9 to 16 mm, effectively thinned apples but did not effectively thin apples when fruit size was smaller than 9 mm or greater than 16 mm in diameter. Based on these results, apple growers have a more defined recommendation and expectation when using chemical thinning.
Collaborators: Virginia Agricultural Council, Virginia Apple Research Program, Virginia Tech Faculty
Contact:
Rongcai Yuan, assistant professor, Alson H. Smith, Jr., Agricultural Research and Extension Center,
Virginia Tech
595 Laurel Grove Road, Winchester, VA
Optimizing Strawberry Productivity
Relevance: Local and regional strawberry nursery plant production has expanded this industry to cooler climates. Traditionally, fresh dug plants were the only available plant type. They originated from nurseries servicing milder locations of the country with digging and delivery dates out of sync with Virginia’s planting dates. As a result of the growing industry in the Southeast, many East Coast and a few western nurseries now provide plug and freshly dug plants. Environmental conditions vary greatly between these locations with unknown consequences on the productivity of the plant.
Response: A collaboration formed in 2004 between the horticulture program at North Carolina State University and the small fruits program at the Virginia Tech Southern Piedmont AREC. Trials were established to investigate the effect of nursery source on yield and productivity of the standard commercial cultivar Chandler. Nursery sources in North Carolina, Virginia, California, Colorado, and Canada contributed material for testing.
Results: Differences in vegetative growth and yield over the two years of research identified exceptional sources for use by growers in the Southern Piedmont of Virginia and Coastal Plain of North Carolina. An increase of 22 percent in fruit production and 15 percent in fruit size was found between the best and poorest performing sources. In terms of profitability, this translates to an approximate increase of $6,000 in gross returns per acre.
Collaborators: Dr. E. Barclay Poling, NCSU Department of Horticultural Sciences; Aaron’s Creek Farms, Buffalo Junction, VA; Shingleton Farms, Stantonsburg, NC; Cottle Strawberry Nursery, Faison, NC; McNeill Farms, Sanford, NC; Ruby Mountain Nursery LLC, LaJara, Colorado; Westech Agriculture, Prince Edward Island Canada; Lareault Nursery, Quebec Canada; Lassen Canyon Nursery, Redding, CA
Contact:
Jeremy A. Pattison, assistant professor, Southern Piedmont AREC,
Virginia Tech
2375 Darvills Road, Blackstone, VA 23824
International:
Research on IPM Technology Diffusion Techniques in Ecuador (IPM CRSP)
Relevance: Farmers on the Eastern Slopes of the Ecuadorian Amazon rely heavily on Naranjilla (Solanun quitoensis), a solanaceus fruit for income in ecologically fragile areas. This plant is highly susceptible to Naranjilla Vascular Wilt (NVW), a devastating disease that persists across planting cycles due to soilborne inoculum of the pathogen (Fusarium oxysporum). Responses to the disease include increased deforestation, high levels of erosion, application of toxic chemicals, and economic instability in the politically sensitive region. The Integrated Pest Management Collaborative Research Support Project (IPM CRSP), funded by the U.S. Agency for International Development, developed a package of control for NVW, but, due to spatial dispersion of producers and limited resources for outreach, low-cost systems for diffusing the new technologies were needed.
Response: The IPM CRSP responded by completing a number of evaluations of alternative technology diffusion mechanisms, including farmer field schools, technician visits, mass media methods, and farmer-to-farmer spread. Several graduate students in the Department of Agricultural and Applied Economics at Virginia Tech were involved over four years.
Results: The studies showed that farmer field schools are effective at spreading technologies in certain environments but are costly and need to be complemented with other dissemination techniques. Mass media diffusion is a low-cost method, but without complementary methods to deepen understanding by small-scale low-resource farmers, mass media cannot effectively transfer complex integrated management techniques. Field days, led by agricultural technicians, are effective in many areas of Ecuador, but technology spread in Naranjilla-growing areas needs to include participation of farmers in the learning and dissemination process. Research identified farmer trust in one another (horizontal trust) and trust in agricultural technicians (vertical trust) as important determinants of farmer-to-farmer information spread. The correlates of such trust were investigated using novel experimental methods, and findings showed that trust differed by gender, by level of education and experience farming, by location, and by wealth of the farmers. The results are being used by the national agricultural research organization (INIAP) to build a cost-effective means of injecting knowledge into farmer networks and promoting the spread of information. Potential cost savings are estimated to be in the millions of dollars, and environmental and health benefits of reduced pesticide use are enormous. In addition, the work, which is focused along Ecuador's northern border with Colombia, will help stabilize the border area and assist in the $10 billion cross-border narcotics eradication effort.
Collaborators: Virginia Tech, Department of Agricultural and Applied Economics, Office of International Research Education and Development; Ohio State, Department of Plant Pathology; U.S. Agency for International Development (USAID); and INIAP (Ecuador)
Contact:
Jeffrey Alwang, professor, agricultural and applied economics
215 Hutcheson Hall
Cooperative Extension/Engagement:
Agriculture and Natural Resources
Virginia Beef Quality Assurance Program
Relevance: The average beef herd in Virginia has 25 cows and is a small farm business. According to Virginia livestock sale surveys, a large percentage of cattle producers do not receive competitive prices for small groups of inferior animals. Small beef producers need increased market access with value-based incentives.
Response: Extension developed the Virginia Beef Quality Assurance (BQA) Program to educate and certify beef producers in best management practices that improve the safety and quality of beef. One thousand three hundred and nine Virginia beef producers obtained initial or recertification during 2006. The program addresses critical issues of food safety, biosecurity, and increased market access opportunities for 3,707 Virginia producers.
Results: The total number of certified producers in Virginia is 3,707, which makes Virginia a national leader in BQA and certified producers. For example, 2006 workshops held in Central Virginia were attended by 355 producers. As a result, these producers participated in a special production and marketing sale certifying the genetics and health of their animals. The calves averaged $7.87 per hundred weight over state-graded sale averages for the same week.
Collaborators: None
Contact: J. Hall, W. Whittier, S. Greiner
Virginia Master Naturalist Program
Relevance: Changes in environmental quality have raised concerns about enhancing the protection, conservation, and management of the natural world.
Response: The Virginia Master Naturalist Program (VMNP) was launched by VCE in 2006. The program will develop a corps of well-informed volunteers who provide education, outreach, and service towards beneficial management of natural resources and natural areas within their communities. Each local VMNP chapter recruits and trains volunteers and works with partners to create and coordinate volunteer service. The 40 hours of classroom and field time cover ecology, natural resource management, basic natural history of the animals and plants of Virginia, and skills for teaching and field research. Certified VMNs also complete 40 hours of service in education, citizen science, or stewardship.
Emerging Results: In 2006 the first ten chapters were formed with eleven other chapters close to implementation. These chapters are well distributed across the state in communities with a need for more natural resource volunteers. More than 75 volunteers served as local chapter coordinators and ten field staff from sponsoring agencies serve as chapter advisors. Four of the 10 chapters completed their basic training courses in 2006, graduating more than 100 volunteers. Many of the volunteers started work on the service component of their certifications, and five individuals completed certification requirements. Program evaluation questions, an evaluation plan, and evaluation tools have been developed for implementation in 2007.
Collaborators: The Virginia Departments of Game and Inland Fisheries, Conservation and Recreation, and Forestry, and the Virginia Museum of Natural History
Contact: Contact: Michele Prysby
Improving Profitability for Shenandoah Valley Farmers
Relevance: Virginia’s dairy industry, centered in the Shenandoah Valley, consists of family operations ranging in size from 50 to 500 cows. These farms, often located in prime development areas, are under tremendous pressure to sell to the development industry or to those individuals desiring the seclusion of large acreages. One reason the family dairy farm is struggling with both viability and long-term sustainability is because financial record keeping and use of financial records as a management tool has been underemphasized while production management skills have been encouraged, often without regard to the farms financial ability to absorb production changes. To highlight this issue the 2004 VCE Situational Analysis determined the sustainability and viability of the family farm was an issue of utmost importance to agriculture and Virginia’s economy and lifestyle.
Response: VCE, assisted by Farm Credit, developed and conducted a financial management training program for dairies known as the Dairy Management Institute (DMI) for the past seven years. This programming effort assists family dairy farms with using financial management tools to sustain and strengthen the viability of the family dairy farm. Dairy farmers evaluate their financial health to ensure their business is structured and managed for competitiveness and growth. Readily accessible financial data derived from Schedule F, Milk Check Summary, and farm records is collected, aggregated, and analyzed to provide farmers with 1) year-to-year comparison of their farm’s financial status; 2) a within-year comparison of income and expenses to the DMI class average; and 3) to provide all Virginia dairy farms with financial benchmarks against which their financial health can be measured. Participants discuss the findings and begin dialogs with those farmers interested in making changes to improve their financial situation.
Results: The 2006 Tax Year (2006 TY) class (conducted in March 2007) was the largest class to date with 40 farms participating. The willingness of 86 percent of these dairies to participate for two or more years is strong evidence that farmers feel that it is worth their time and effort. The 2006 TY Evaluation showed that on a scale of 1 (no knowledge) to 5 (very knowledgeable) farmers rated the usefulness of comparing their financial status to the group average a 4.24 and rated their level of financial knowledge and skill prior 2006 TY DMI at 3.45 and post 2006 TY DMI at 3.96 for a ½ point increase in knowledge and skill. When asked about direct benefits to the farm as a result of DMI, producers said, “changed feed consultant,” “watch supplies and repair more carefully,” and “watching my feed cost.”
Participant comments on improvements made to their financial record-keeping system include, "we have broke down expenses so we have a better understanding of them;" " …try to keep more up-to-date records;" "now using enterprise accounting;" and " …what I remember most is that when I started (DMI) I had some pretty strong notions of where the weaknesses were in our operation. The DMI output allowed me to see that these were not necessarily the biggest issues impacting our profitability."
Collaborators: Farm Credit
Contact: Contact: Bill Whittle
Family and Consumer Sciences
Virginia Food Processor Technical Assistance Program
Relevance: Food processors in Virginia need guidance on product formulation and regulation to produce safe and wholesome food products that comply with state and federal laws.
Response: Extension provided technical assistance with analyzing food products and processes and made recommendations for formulation and processing. Processors participating in this VCE program file required processing documents with the Food and Drug Administration (FDA) to sell their products. They learn federal, state, and local regulations for processed food products, compliance modifications in formula and/or process, and wholesomeness of food products.
Results: Two hundred fourteen food products produced by 49 Virginia food businesses were analyzed and recommendations provided. Seventeen of the tested products had significant food safety issues that, if left uncorrected, may have resulted in unsafe food in the marketplace. Thirty-eight products had significant quality issues that may have resulted in significant economic loss for the processor. VCE acted as a FDA-recognized Process Authority for 169 products. In three cases, VCE was instrumental in aiding Virginia food processors in correcting deficiencies cited during FDA inspections, which prevented enforcement action such as fines and injunctions.
Collaborators: None
Contact: R. Williams, J. Eifert
Elementary School Students Put Their Nutrition Knowledge in Action
Relevance: Adolescent overweight in this country has increased substantially over the past three decades. National Health and Nutrition Examination Survey data shows increases in sweetened beverage consumption, skipping breakfast, and physical inactivity to be potential contributors to the problem. The Nutrition Committee at Central Elementary School in Fluvanna County identified childhood overweight and its related risk factors as priority concern.
Response: Planning District 10 FCS agent and the Fluvanna 4-H agent implemented the Healthy Weights for Healthy Kids curriculum at Central Elementary school. Fifty-six third-, fourth, and fifth-graders participated in the six-lesson series program. The Charlottesville Obesity Task Force provided program support funds for food samples and for each student to receive a National Nutrition Month water bottle.
Results: The "What Do I Think?" questionnaire was used to measure the effectiveness of the program. Analysis of the pre- and post-questionnaires found third-, fourth, and fifth-graders significantly increased their knowledge of the food guide pyramid and how to make healthy food choices. Fourth graders showed a 50-percent reduction in soft drink consumption. Fifth graders significantly increased the number of servings of milk and fruit consumed daily. Also at the end of the intervention 70 percent of all students agreed it was easy to add physical activity every day. Both knowledge and behavior changes were noted from this intervention and students reported enjoying the program.
Collaborators: John Thompson
Contact: Viola Holmes
4-H Youth Development
Virginia Youth Participate in International Day of Service
Relevance: Service-learning works -- it improves youth academic performance, increases civic responsibility, and gets things done to help solve community problems. Virginia 4-H has a long history of youth involvement in service learning projects. It has been stressing citizenship and leadership skills for over 100 years. However, those service activities take place throughout the year with no state-wide coordination to bring attention to the power of 4-H youth's contributions.
Response: Virginia 4-H joined with Youth Service America to become a part of the National and Global Youth Service Day (N&GYSD), the largest youth service event in the world. A grant was received to publicize the program and to provide resources to 4-H agents, leaders, and members across the state.
Results: As a result of this effort, over 40 county and city 4-H programs participated in the 2006 N&GYSD in April. This represented over 1,200 youth serving their communities in 55 different projects. Twenty projects involved picking up litter and planting trees in public places such as parks, along roads and school grounds. Five projects involved 4-H members installing America’s Anniversary Gardens to commemorate the 400th anniversary of the Jamestown settlement and to beautify their community. Other youth helped to raise money or donations for animal shelters, food pantries, emergency squads and hurricane relief. Youth gave their time at Habitat for Humanity construction projects, nursing homes, state and community parks. All youth participants received an signed certificate of appreciation from Governor Tim Kaine. Agents and adult leaders reported a greater awareness of community issues by youth involved in the service learning projects.
Collaborators: Youth Service America
Contact: J. Hunnings
4-H Helps Schools Meet State Standards of Learning for Communication
Relevance: Virginia’s public school Standards of Learning (SOL) include the development of effective oral communication skills, including presenting and listening to presentations and reports. Elementary students are also required to use subject-related information and vocabulary, organize information, and present clear directions to individuals and small groups.
Response: 4-H public speaking and presentations contests help develop these communication skills. Participants research a topic, organize information for clarity, and deliver information effectively to a group. Eighty-five youth ages nine to 18 participated in a 4-H district public speaking and presentations contest.
Results: Fifty-three participants completed written evaluations. The following communication improvements were noted on a scale where 1 represents no improvement and 5 represents significant improvement: gathering information -- 3.58; organizing information -- 4.00; and speaking in front of a group -- 4.15. Sixty-seven parents completed evaluations indicating the degree to which their child improved in the same areas: gathering information -- 3.66; organizing information -- 4.18; and speaking in front of a group -- 4.37. Nineteen parents mentioned gains in their child’s self-confidence from participation. One parent commented, "The ability to communicate is essential in life, and this is a superb way to hone that skill." In some counties, teachers require students to complete a 4-H presentation for a grade because the event covers SOL’s for oral communication skills. Fifth-grade educators also use the 4-H oral presentation format to prepare students for the SOL writing exam.
Collaborators: Central District 4H agents and adult volunteers
Contact: J. Bowen, R. Wallace, B. Hairston, J. Baney, L. Elam, E. Jaguire, A. Wilson, C. Liggo
Community Viability
Extension Helps Virginia Association of Counties Certify County Elected Officials
Relevance: The Virginia Association of Counties (VACO) identified a need for a comprehensive certificate program for county elected officials. The National Association of Counties research indicates the role of local elected officials is an increasingly complex one and that new officials are under-prepared for 21st century governance.
Response: Virginia Tech and Virginia Cooperative Extension partnered with VACO to develop and implement a pilot program intended to be one of the most intensive and comprehensive certification programs in the country for county elected officials. Officials in the pilot class completed five core courses and two electives. Courses were led by Extension community viability specialists, university faculty, experienced public officials, and outside experts. Each core course consisted of two days of group workshops and seminars followed by an eight-week home study period and then a one-day concluding session. Core Courses have included “Leadership for Effective Planning;” “Leadership for Effective Governance in the 21st Century;” “Managing While Leading: Understanding Your Powers, Duties, and Responsibilities;” and “Funding Public Services in the 21st Century: The Role of Budgeting.”
Results: Nine elected officials successfully completed the entire pilot program and over thirty local elected officials completed at least one of the program’s courses or electives. End-of-course and end-of-program evaluations revealed that participants were able to translate course content and learning into more effective personal performance, enhanced board effectiveness, and enhanced county government effectiveness. Of particular note was the participants' positive evaluations of the program despite (or even because of) its very demanding requirements, including multiple texts for each course, home study essays, and demands of time and travel.
Collaborators: Michael Chandler, Virginia Tech professor emeritus; Virginia Association of Counties; Virginia Cooperative Extension; experienced public officials in Virginia; Virginia Tech and Extension faculty; University of Georgia Fanning Institute for Leadership; and the University of Virginia Weldon Cooper Center for Public Service.
Contact: Scott Tate
International:
Assessing Impacts of Agricultural Biotechnologies in Asia
Relevance: Transgenic crops hold the potential to increase agricultural productivity and incomes, improve availability of low cost food for consumers, and reduce environmental and health hazards resulting from pesticide use. Economic benefits from these crops in Asia may help to reduce poverty and malnutrition in a region that contains more than half of the world's poor and malnourished. Acceptability of transgenic crops in Asia may be influenced by the magnitude of expected economic benefits that offset potential risks, hence the need to assess those benefits.
Response: With the collaboration of graduate students at Virginia Tech and consultants in Asia, economic impacts were projected for genetically modified rice, tomatoes, potato, eggplant, and papaya in the Philippines, Indonesia, Bangladesh, and India.
Results: Benefits of approximately $200 million over 15 years were projected for ringspot-virus resistant papaya in the Philippines. It appears that this product is on track for approval in that country, with second-stage field testing to occur in early 2007. Benefits for drought and salt tolerant (DST) rice in India were projected at approximately $500 million over 15 years. Expected commercial release of DST rice is a few years away or the benefits would be even greater. Benefits for Bt eggplant to reduce problems with fruit and shoot borer, the most serious insect pest on that crop, are projected at more than $100 million for India and more than $30 million for the Philippines over the next 15 years. Bt eggplant is likely to be released in India within two years. The estimated benefits over 15 years of multiple-virus-resistant tomatoes are $60 million in the Philippines and of late blight resistant potato are $89 million in Indonesia. These estimated economic impacts can help governments decide whether the benefits exceed the risks when asked to approve release or expedite the regulatory process for approving transgenic products. Approvals for genetically modified organisms (GMOs) are beginning to occur in the Philippines and India, which may be due in part to recognition of potential benefits. Regulatory approval processes for GMOs have recently been established in Indonesia and Bangladesh.
Collaborators: Virginia Tech Department of Agricultural and Applied Economics and OIRED, Cornell University, Tamil Nadu Agricultural University, University of the Philippines, US Agency for International Development, International Service for the Acquisition of Agri-biotech Applications (ISAAA)
Contact:
George Norton, professor, agricultural and applied economics
205B Hutcheson Hall