Carroll, N., M. Klepinger, R.J. Potratz, P. Charlebois, D. Voegtlin, M. Jeffords, R. Wiedenmann, and D. Jensen, 2001. Engaging Volunteers in Biological Control of Nonindigenous Species Through the 4-H Network, Purdue University.

Proceedings of the Second International Conference on Marine Bioinvasions, New Orleans, La., April 9-11, 2001, p. 12.

Engaging Volunteers in Biological Control of Nonindigenous Species Through the 4-H Network

Overview
 A novel approach for enlisting citizen help with the control of an invasive species, purple loosestrife, has been successfully instituted. Classroom curriculum teaching students to raise and release Galerucella beetles was adapted for the nonformal youth audience. The curriculum was pilot-tested in three states with 4-H youth groups. The 4-H youth, their leaders, extension educators, and technical experts evaluated the curriculum. Their feedback was used to improve the final curriculum. 

Background
Citizen groups are often looked to for assistance when the scope and magnitude of nonindigenous species infestations exceeds the capacity of professionals. Adults are usually enlisted to assist professionals but youth, under the direction of classroom teachers, are occasionally utilized. The guidance of a dedicated teacher with the time and other resources necessary to help control nonindigenous species infestations can be a great benefit to professionals. Due to the increased pressure to teach specific science standards, however, teachers often find it difficult to implement these projects and give time to studies outside the mandated subject matter that they must teach. Many teachers are also finding it increasingly difficult to take their students on the field trips that are required when working with invasive species. Furthermore, unless a school system has year-around-school, class may not be in session when the fieldwork needs to be done. For these reasons project personnel decided to look to the nonformal audience for assistance with control of an invasive, nonindigenous species. 

Procedure
The nonformal curriculum was based on and adapted from two excellent classroom teaching resources (Chapman et al., in progress and Jeffords et al., in progress). Because of the scientific and technical nature of the information it was necessary to use a network that would allow for training, dissemination of information, and continued contact with project groups. The U.S.D.A. Extension system, particularly the 4-H youth component, met these criteria. 4-H youth groups exist in every state. Extension educators guide the work in collaboration with state specialists located at land grant universities and working with other professionals (such as Sea Grant and Departments of Natural Resources). This network provides contacts for information dissemination, feedback, university expertise, and continuing support. 

The major challenge in adapting the curriculum for the nonformal audience was the need to reduce the depth and breadth of information presented in the original classroom curriculum. 4-H groups meet much less frequently than conventional classes, sometimes on a weekly, or even monthly, basis. Furthermore, the volunteer leaders working with the youth come from a wide variety of backgrounds. They may have very little scientific training or they may be professional scientists themselves. The amount and depth of material to be presented and discussed must be clear and concise. Although this constraint is seen as problematic to some professionals, there are two offsetting features of the 4-H youth audience that make it possible to be successful: first, the volunteer leaders and youth want to do the project and are interested in being involved. The have voluntarily chosen to participate, they are not forced to listen because it is a science class with tests and exams to worry about. Second, 4-H uses a "hands-on" approach that many learners find more interesting and educational than traditional classroom teaching. 

Curriculum manuals were developed for a high school aged audience. Youth manuals contain 10 "learn by doing" activities. A leader's guide contains the same activities with the correct (or suggested) answers, background information, suggestions for working with high school-aged youth, and additional resources.

Draft curriculum was usually presented at a training workshop for volunteer 4-H leaders although in two cases 4-H leaders did not receive training before using the manuals. The workshop included an overview of the problems caused by the invasive species (particularly purple loosestrife), possible control methods, and an introduction to the curriculum. The 4-H leaders used the youth manual and leader's guide in their club meetings with 4-H youth in a number of different ways. Two 4-H leaders used the manuals with existing 4-H clubs (an Entomology and a Soil & Water Conservation club). They included the purple loosestrife biological control activities as an add-on to their existing programming. Another leader, a former high school teacher new to 4-H, started a new project group that focused only on biological control of purple loosestrife. This leader sparked the interest of the local media and had three write-ups in local papers. The youth manual and leader's guide were also used in a summer camp setting with youth ranging in age from upper elementary through middle school and by a parent working at home with her daughter. These leaders reported a high level of youth interest and involvement and, in all but one club, the youth developed educational displays for their county fairs.

The leaders, extension educators, and youth provided feedback both formally and informally about the usefulness of the manuals, the training workshop, and support they had during the pilot-test phase of the project. Technical experts (Sea Grant and the Natural History Survey) also reviewed the draft manuals and provided feedback. All feedback was used to make improvements to the curriculum. The final curriculum will be submitted to National 4-H for juried review. If accepted by National 4-H, the curriculum will be made available to 4-H members and leaders nationwide. 

The specific steps that were used in the curriculum development were:

• Connection with people working with biocontrol of nonindigenous species for content, presentation methods, and techniques
• Adaptation of classroom materials for a nonformal audience
• Pilot-test of draft materials in 3 states (IN, IL, MN) through the Extension system (4-H Youth Development)
• Compilation of feedback, evaluation of feedback with project personnel, incorporation of suggestions into the curriculum
• Professional design and layout of curriculum
• Dissemination of materials

The linkage of Sea Grant program experts and the Cooperative Extension system of county educators, 4-H volunteer leaders, and youth offered a unique approach to involving citizens in controlling a local invasive species. Technical and youth development expertise was necessary to create, pilot-test, evaluate, and update the curriculum materials. The collaboratation worked very well in producing a high quality, nonformal curriculum for high school aged youth. 

Contact: Natalie Carroll, 4-H Youth Development Department, Purdue University, 1161 Agricultural Administration Building, West Lafayette, IN 47907-1161
Key Words: Biological_control, Education, Purple_loosestrife
Product Type: Publication, Proceedings
User Type: Education (K-University)